Unit Plan Template: MAT/Certification Elementary Student Teacher: Amber VanBuskirk Host Teacher Name: Grade Level: Length

of Unit: Content Areas: 5 Robin Gamble # of Students: 4 weeks Language Arts/Science 24

School: Big Lake Elementary Time frame for unit: 1-2 Hours/Day Topic of Unit: Narrative Story Writing Earth Science Materials:

Step Up to Writing (SUTW) Teachers Guide, SUTW tools (individually printed for each student and included in flipchart presentation), Prepared Flipchart Presentation.

Standard Alaska English/Language Arts and Mathematics Standards: Writing Standards K - 5 3. Use narrative writing to develop real or imagined characters, experiences, or events using s: effective narrative techniques (dialogue, description, elaboration, problem solution, figurative language) and clear event sequences (chronology). a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts. c. Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events. d. Use concrete words and phrases, sensory details, and elaboration to convey experiences and events precisely. e. e. Provide a conclusion that follows from the narrated experiences or events Reading Standards for Informational Text K-5 (Integration of Knowledge and Ideas) 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 9. Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably. STAGE ONE, Objective(s): STAGE TWO, Student Assessments: - Students will complete a pre-assessment test Students will be able to: - Use the Step Up to Writing strategies in order to regarding their knowledge of space before the unit begins. After completion of the unit, they will take develop a narrative story by creating characters, the same test to measure their learning gain. experiences, and a clear sequence of events. - Students published books will be assessed according - Students will learn five facts about space from to the provided rubric in order to measure their information drawn from multiple print or digital development of narrative writing and the key sources and incorporate them into their narrative elements. They will also be assessed on the space writing. facts they include in their stories. They are required to have a minimum of five facts.

STAGE THREE: Learning Plan: Introduction: On Day 1, introduce the unit to the students. Let them know that they will be writing stories based on what they have learned about space. Discus how each day, they will work on a different element of their story and when the unit is complete, they will have a published, hard-cover book to share with their friends and family. If possible, have an example of a published book from previous years.

Date Learning Activities Days Part 1 Understanding Story 1-2 Structure 1. Introducing Story Terminology: Define and apply terms used in the discussion and assessment stories. 2. Learning Story Elements: Improve understanding of story/narrative terminology and the parts of a story by reading, comprehending and analyzing short stories with a reading guide. Days Part 2 Prewriting & Planning 3-5 1. Prewriting with a Story Map: Practice prewriting with a story map. 2. Quick Sketch & Quick Note Planning: Use quick sketches and quick notes to plan a story quickly. 3. Sequencing Events: Learn to properly describe events that happen in a set order. 4. Creating & Developing Characters: Use a planning grid to develop characters and make them more interesting. 5. Showing Not Telling: Write sentences that show not tell and bring the characters and settings to life.

Differentiations Throughout this unit, students will view videos and use reading material that supports space education. These videos will be shown during lunch time. Students will also be completing a separate unit un science that will reinforce their knowledge and understandings of science. Students will also be allowed free time to research space facts that interest them.

Formative Assessments 1. Students will complete tools 6-1a-c and participate with class examples and discussion. 2. Students will complete tools 6-2a&b and participate with class examples and discussion.

To support visual, auditory and tactile learners, the Promethean Board will have key points and graphics displayed in the front of the classroom that support the lecture and class discussions. There will be times when students can come to the front of the class and write/interact with the flipchart.

Some students will benefit from sitting closer to the front in order to have a better view of the board.

Days Part 3 Writing a 6-12 Story/Narrative 1. Ways to begin a story: Learn different strategies to begin a story/narrative.

During group discussions, teacher or classroom aid should be walking around classroom to help keep students on task. They should also be available to

1. Students will complete tools 6-4a to use for their narrative and participate with class examples and discussion. 2. Students will complete tools 6-7c or f to use for their narrative and participate with class examples and discussion. 3. Students will participate with class examples and discussion. 4. Students will complete tools 6-9a to use for their narrative and participate with class examples and discussion. 5. Students will complete a foldable to practice showing-not-telling to use for their narrative and participate with class examples and discussion. 1. Students will complete tools 6-12d to use for their narrative and participate with class examples and discussion.

2. Three-Step Strategy to Write the Beginning: Write, revise, and improve story/narrative beginnings. 3. Function and Variety of Story/Narrative Transitions: Learn different story/narrative transitions, and recognize how story/narrative transitions are different from information/expository transitions. 4. Options for Writing the End of a Story/Narrative: Read, hear and analyze endings for stories and narratives. 5. Nine Tips for Writing a First Draft: Learn several ways to successfully write a good first draft. Days Part 4 Revising & Editing 13- 1. Ten Tips for Revising: Review 15 and learn strategies for revising. 2. Editing & Proofreading: Teach the concepts of editing and proofreading and explain how they are different from revising.

help direct discussions appropriately and assist when need be.

If students are having trouble coming up with topic questions you may need model by giving examples. They can also share ideas with their pair share partners.

Some students will benefit from sitting closer to the front in order to have a better view of the board.

2. Students will participate with class examples and discussion. 3. Students will participate with class examples and discussion. 4. Students will complete tools 6-17c to use for their narrative and participate with class examples and discussion. 5. Students will participate with class examples and discussion.

When multiple options are available for the tools students can chose to work on the one that is more structured.

Days Part 5 Publishing 16- 1. Final Drafts: Final drafts will be 19 written/typed on provided template form Studentreasures. 2. Illustrations: Illustrations will be drawn/colored on provided pages. 3. Send to Publishers: Completed books will be sent to Studentreasures for binding.

Some students will require more structured activities. Instead of writing from their own plan, they may use a predesigned plan from the teacher. This will help these students understand and develop the same concepts and meet the same objectives while completing tasks that are more suited for their developmental needs.

1. Students will participate with class examples and discussion and apply concepts to their narratives. 2. Students will participate with class examples and discussion and apply concepts to their narratives. They will also participate with editing/proofreading their peers narratives. Students published books will be assessed according to the provided rubric in order to measure their development of narrative writing and the key elements. They will also be assessed on the space facts they include in their stories. They are required to have a minimum of five facts.

Closure: Once the books have been published and bound, students will have the opportunity to share their books with the class. .