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B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
Level(s)
(e.g. Blooms
Taxonomy)
Unit Objectives
Define Character (and the more specific breakdown of: Major, minor, Flat, Round, Dynamic, and Static), Conflict,
Genre, Plot, Setting, Tension, Theme, and Moral.
2
3
Create Isolated examples of each, and begin identifying examples within a text.
Discussing a text in a group. Using these literary concepts to discuss the greater meaning of a text. Begin
forming opinions about a text using these literary concepts.
Knowledge
Knowledge,
Comprehension,
Application.
Application
Analysis
4
5
etc
These objectives will address the following Kansas CCSS for sixth grade ELA. CCSS.ELA-LITERACY.W.6.1.A
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or
text.
CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Theywilldoaddressthesestandardsbyhavingstudentsusetheirnewlylearneddefinitions/literaryconceptstobeginintroducingclaims,
andtheLit.Circlediscussionswillfacilitatetheorganizationofreasonswhileusingevidencetosupport.TheLitCircleswillalsoaddress
usingclearandrelevantevidencetodemonstrateanunderstandingof,notonlythenewconcepts,butthegreatermeaningtheseconstructin
theirtexts.Lastly,theirLitCirclespairedwiththeSummativeassessmentofcreatingashortargument,supportingitwithevidence,and
explaininghowtheirevidencedoesthiswillhelpthemtousewords,phrases,andclausestoclarifytherelationshipbetweenaclaimand
evidence.
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Pre-Assessment:
Lesson
Date
T
R
I
Pre-test will collet data on the pre mastery of Identifying and defining literary terms from recall, or by example.
Lesson
Objecti
ve(s)
11/30
R, T
12/01
T, R
1 cont.
12/02
R, I
12/03
R, I
2 Cont.
12/04
2, 3
12/05
R, I
2, 3
12/07
R, I
2, 3
12/08
R, I
2, 3
Instructional Activities/
Strategies
Read through the definitions and examples
of Literary concepts/ watch the video
explanations of each. If time, begin Quizlet
over them.
Finish Identifying and defining, Quizlet
over terms. (start reading novel for lit circle
for HW)
Create 1 written example of each Literary
concept, and choose four of these to depict
visually as well. (continue reading novels
for HW).
Finish the Isolated examples, and Visual
depictions. (Continue reading for HW).
In preparation for first Lit circle, students
will spend 25 minutes reading their novels.
Then they will begin by finding examples,
in the text, with Page #s, of the literary
Concepts, all starting with Theme.
More reading time. 1st Lit. Circle
discussing specifically how Character as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.
More reading time. 2nd Lit. Circle
discussing specifically how Conflict as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.
More reading time. 3nd Lit. Circle
discussing specifically how Tension as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.
Formative
Assessment
(formal/informal)
Quizlet, formal
Quizlet, Formal
Visual checks/
conferencing. Informal
Visual checks/
conferencing. Informal
Reflect on above.
Etc.
Students will use notes from lit circles to create a short argument. The students will decide upon a theme for their
selected novel (as a group) and then pick one literary element to use as evidence to support their position. This
Summative Assessment:
writing
sample will include the student
a claim, supporting it with textual evidence, and then
Pittsburg State
University
Teachermaking
Work Sample
4 explaining
how their textual evidence proves their position.
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
This will be a simple 16 question
written pre-test. It will be
matching concepts to definitions,
and one half matching examples to
concepts.
Pre-Assessment
(Diagnostic)
Formative Assessment
- Informal
Formative Assessment
- Formal
Summative
Assessment
1,2
1,2
1,2,3
1,2,3
They are sequenced in this manner to begin building their repertoire of literary terms and concepts in
preparation for an in depth Argumentative literary Essay. We start with the lowest level of Blooms
taxonomy, as far as defining the concepts, and work up through synthesis as they manipulate the concepts
and create their first simple argument base on their own ideas, and some ideas they gathered from
classmates in the Lit. Circles.
II. F.
What learning strategies were incorporated
into this unit?
These will help the students to understand the text, understand how to apply the literary concepts to the text
due to idea sharing, and help students to understand what they have in their summative assignment, and
what is still missing based on a rubric.
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
Pittsburg State University
Students will have to figure out how to drive a conversation towards deeper thinking that simply what the
text is about. They will have to take a new concept and discuss, from their point of view how certain
concepts fit in with the text. Most importantly, they will have to support, or refute other students arguments
respectfully, and back it up with evidence of their own.
For the reading strategies students will generate questions about their text, which must be answered by
other students during the Lit Circle time. They will also use graphic organizers to collect ideas about how,
where, and when certain literary concepts are being used in their assigned text.
As a teacher we will use the smart board to project some of the basic definitions, as well as model how to
research the definitions of the literary concepts. Students will use devices to take the Quizlet over the
literary concepts. Students will also use devices to type their summative assignment.
This requires students to use their critical thinking skills, reading skills, and their very beginning formal
argumentative skills. These all can be applied to any content area including: Science, Social Studies, and
Math.
There were shortened assignments for the (low) students, and adaptive support for the reading assignment
portions. They had the opportunity to work with staff or a student for support. (High) kids were challenged
by increased load of concepts to learn, and increased load of application of concepts. The final Summative
assignment required the same, but also a second paragraph that functioned as a conclusion.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix B.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix B.
https://quizlet.com/46167424/test (automatically scores at the end).
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix B.
Rubric
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix B.
Rubric
APPENDIX A
Mr. Shaw
11/30
6th Grade
ELA
Objective(s):
Create isolated examples of the literary terms, and begin identifying examples within a text.
Anticipatory Set:
Students will be shown some past visual examples of visual representations of vocabulary terms, and have to
guess what they represent (these wont be any of the new vocabulary terms because they will have a tendency to
copy).
Work Time:
Student will work to
Exit ticket:
Share one new term you learned with your table group and give a synonym for it.
Mr. Shaw
12/02
6th Grade
ELA
Objectives:
Begin interacting with new Vocabulary terms
Know how to define new vocabulary terms
Anticipatory Set:
Stand up for what is wrong
Read off a few vocabulary terms with correct and incorrect definitions. If students agree with the word and
definition given they stay seated, if they think there is an error they must stand up.
Work Time:
Students will work to create specific isolated examples of each (8) vocabulary term using any previous books
theyve read, or popular culture to help. Then choosing 4 of these 1-2 sentence examples they will illustrate (no
words) representations of their examples.
Exit ticket:
Student will volunteer to have their illustration shared for another round of guessing what they are attempting to
represent.
Name:
Hr:
Date:
Literary Concepts Pre-test
Section one Matching: Definitions
a) a lesson taught by a
literary work.
1. Character:___b___
2. Conflict:___d___
3. Genre:___e___
4. Plot:___f___
5. Setting:__c____
6. Tension:___h____
7. Theme:___g___
8. Moral:____a__
e) A division or type of
literature. Three kinds are Prose,
poetry, drama.
f) The sequence of cause and
effect events
g) The main idea or an
underlying meaning of a literary
work that may be stated directly
or indirectly.
h) Opposition between the
character or characters
and internal or external forces
Informal assessment:
Grading rubric for teacher observing the lit circles
Participation
Validity of
Commments
1
Student made 0-1
comments in the Lit
circle
Comments offered
had little or nothing
to do with the
content
2
Student made 1-5
comments in the Lit
circle
Comments
attempted to use
content to express
opinion, but wasnt
consistent
3
Student made 5-10
comments in the lit
circle
Student used new
ideas learned from
content to express an
opinion, validate a
classmates, or argue
against a classmate.
9
Student
included 3 of
the four
elements
necessary to
make the
argument.
All parts of
Argument are
present
Student included
A 3-5 sentence
Explanation of
the theme of the
Novel, A 3-5
sentence
explanation of
how a chosen
Literary concept
accomplishes this,
a quote, and
explanation of
quote.
Validity of
Argument
8
Student
included at least
2 of the four
elements
necessary to
make the
argument.
7
Student only
used 1 or none
of the elements
necessary to
make the
argument.
At least two
pieces of the
At least one
piece of the
are connected,
the literary
term selected
to support the
theme is used
correctly, the
quote is
accurate and
relevant to the
literary
concept, and
the use of the
quote is
explained.
argument are
connected
meaning: The
theme is
supported by a
literary device,
which is
supported by a
quote, but the
explanation of
the quote
doesnt show
support of the
argument
argument are
connected
meaning: The
theme is
specified, and
the literary
device that is
used to support
this is present,
but the quote is
unconnected.
argument is
correct,
meaning: the
theme is
clearly stated.