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Amanda Voss

CI Academic Plan

For this unit plan aimed towards a population of 7th grade students with mild cognitive impairments, I plan to use Common Core Essential Elements for English Language Arts (ELA) to specifically encourage my students to interpret the main idea and details of a text, considering this is a goal that each student has in his/her IEP, while also tying in the perspectives of different writers. I will also have my students compare and contrast various pieces of text. My students will write to share information supported by details about a topic that interests them. I would also enjoy incorporating personal experiences and memories with as much writing as possible. Each student will be provided a writing journal to keep track of their thoughts, brainstorming ideas, and entries, while also submitting some pieces with the use of technology. This unit would ideally extend over a three-month long period with my population of students, but the writing journals may continue as long as desired.

Amanda Voss

Table of Contents

Introduction to Unit Plan

1

Table of Contents

2

Common Core Essential Elements

3

Lesson: Introducing Writing Journals

5

Lesson: Narrative Time

7

Lesson: Compare and Contrast

10

Lesson: What’s Your Favorite Animal?

11

Works Cited

14

Lesson Plan

Common Core Essential

Common Core State Standards

Title

Elements

Aligned with Elements

Introducing

EE.W.7.10 Write routinely

W.7.10Write routinely over

Writing

for a variety of tasks,

extended time frames (time for

Journals

purposes, and

research, reflection, and

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audiences. EE.W.7.4Produce writing that is appropriate for the task, purpose, or audience.

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Narrative

EE.W.7.3Write about

W.7.3Write narratives to

Time

events or personal experiences. a.Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events. b.Not applicable c.Use temporal words (e.g., first, then, next) to signal order. d.Use words that describe feelings of people or characters in the narrative. e.Not applicable EE.SL.7.2Identify details related to the main idea of a text presented orally or through other media.

develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e.Provide a conclusion that follows from and reflects

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on the narrated experiences or events. SL.7.2Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Compare

EE.RI.7.9Compare and

RI.7.9Analyze how two or more

and

contrast how different

authors writing about the

Contrast

texts on the same topic present the details.

same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

What’s Your

EE.SL.7.4Present

SL.7.4Present claims and

Favorite

findings on a topic

findings, emphasizing salient

Animal?

including relevant descriptions, facts, or details. EE.W.7.6Use technology, including the Internet, to produce writing to interact and collaborate with others.

points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. W.7.6Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Introducing Writing Journals

Essential Elements for this Lesson

EE.W.7.10 Write routinely for a variety of tasks, purposes, and audiences.

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EE.W.7.4 ​Produce writing that is appropriate for the task, purpose, or audience. To begin this unit,
EE.W.7.4 ​Produce writing that is appropriate for
the task, purpose, or audience.
To begin this unit, I think it would be a
beneficial idea to first introduce the
concept
of
a
writing
journal.
I’ve
personally seen this
become a
powerful
benefit
in
many
different
classroom types, including some of
my
own,
and
I
foresee
this
being

something my students with mild cognitive impairments would enjoy. To

introduce this, I would purchase a basic notebook for each student (it is

an option for them to get these on their own, but

they’re fairly cheap!). I would have my students take

about 45 minutes to an hour to decorate the covers

of their notebooks to personalize them and really

get them excited about writing.

Following the decorating, which I would use as

an anticipatory set for students by playing music

Amanda Voss EE.W.7.4 ​Produce writing that is appropriate for the task, purpose, or audience. To begin

during the process and asking them to think about how they can write

about what they’re doing and/or listening to. I would casually brainstorm

ideas with them about things that they would actually like to write about to

keep them as engaged as possible with the notebook. This writing journal

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is something that I’d like to make a routine in the classroom, while also

Amanda Voss is something that I’d like to make a routine in the classroom, while also

having students be excited

about their writing. Their

writing may be proceeding a

prompt, notes for a potential

project they are doing,

brainstorming their thoughts,

reflections, practice “letters”

(such as thank-you’s, cards,

holiday greetings, etc.). This addresses my chosen standards because my

students will actively be writing for various purposes and audiences (these

range from me as their teacher, peers, outside community members, family

members, etc.) while also making sure their pieces of writing are

appropriate for the task. For my particular group of students, this will be a

challenge considering they like to stray from what they are supposed to

do at times; I will allow some leeway with the writing to give room for

creativity and imagination, but they also need to follow appropriate

designate guidelines. I would then take into consideration their thoughts

mentioned previously, when decorating their journals, to try to implement

writing opportunities that best fit their interests.

Narrative Time

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Essential Elements for this Lesson

EE.W.7.3Write about events or personal experiences. a.Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events. b.Not applicable to CCSS c.Use temporal words (e.g., first, then, next) to signal order. d.Use words that describe feelings of people or characters in the narrative. e.Not applicable CCSS EE.SL.7.2Identify details related to the main idea of a text presented orally or through other media.

Once my students become

more familiar and comfortable

with their writing journals, I would

like to incorporate a narrative

journal entry. This would take

place approximately 2-3 weeks

after creating their journals to

allow for some more general and

Narrative Time Amanda Voss Essential Elements for this Lesson EE.W.7.3 ​ Write about events or personal

creative entries and getting into the routine of writing in their journals. I

would ideally like them to write in their journals three times a week at

minimum once they reach this point in the unit. For this unit, I found a

“Narrative Organizer” that would be extremely beneficial to my group of

students. This is shown below:

Amanda Voss This organizer is a great way, in my opinion, to introduce narrative writing. I

Amanda Voss

This

organizer

is

a

great

way, in my

opinion, to introduce

narrative

writing.

I

personally enjoy how

it breaks up each

piece

of

it.

I feel that

for

students with

cognitive

 

impairments, it would

be

helpful

to do this

in pieces. I would start

by reading aloud

different

stories

and

practicing as a large

group by identifying a piece or two at a time. This would help them better

understand the components. For example, I may read The True Story of

the Three Little Pigs and Rainbow Fish with a discussion after each book

about the setting and the characters, describing thoroughly what these

pieces look like, how to find them, and making sure they understand them.

I would do the same, preferably with the same stories, with each of the

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other components

until we get through them all. I would especially

emphasize the

beginning,

middle,

and

end of the story and the

importance of each one. Within these stories,

I would also continue

practicing main idea and details of the text. This is in each of my students’

IEP goals and a concept that I feel is crucial in their reading and writing

skills. By doing so, this incorporates an additional standard within the

lesson. By the time

I feel like these components are well-enough

understood, I would have students write their own narrative stories in their

journals. The rubric for this assignment would be something along the

lines of, “Write a narrative story about any interesting, crazy, or fun event

in your life.” These narratives must include at least one character, who

ideally would be the student,

and describe the experience

and at least one or two events.

My students have been

working hard so far this

semester with practicing

adjectives, so I would like to

put in a requirement for those,

Amanda Voss other components until we get through them all. I would especially emphasize the beginning,

as well. I would like students to connect their ideas with temporal words. All

of these aspects align this narrative assignment with the standard chosen.

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Compare and Contrast

Essential Elements for this Lesson

EE.RI.7.9Compare and contrast how different texts on the same topic present the details.

For

this

section

of

the

unit

plan,

I

would

really

emphasize

peer-to-peer relationship growth by reading each other’s narratives. I

would allow students to read each other’s entries before handing them

into me to look at. I would encourage students to check that the others

have all of my requirements, then get together and review what each other

noted. These two peers would then write out how their stories are similar

and different. I would review this process with them before beginning their

Amanda Voss Compare and Contrast Essential Elements for this Lesson EE.RI.7.9 ​ Compare and contrast how

peer editing. To the

left is a visual I would

like to use with my

students to help

them compare and

contrast their stories.

I

would

most likely

incorporate

a

graphic

organizer,

such as a Venn

diagram, to help them

sort out their thoughts. We would come back

together as a whole class and compare and contrast all of our stories.

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This addresses the specific standard chosen because students would be

comparing and contrasting their

personal narratives from the previous

lesson to learn how they can be similar

and different based on different details

within the stories!

Amanda Voss This addresses the specific standard chosen because students would be comparing and contrasting their

What’s Your Favorite Animal?

Essential Elements for this Lesson

EE.SL.7.4Present findings on a topic including relevant descriptions, facts, or details. EE.W.7.6Use technology, including the Internet, to produce writing to interact and collaborate with others.

This last piece of the

lesson...drumroll

please!

Students are given the opportunity to put a bunch of their thoughts,

skills, and recent learning experiences together to create a presentation

about something they love, but they also get to incorporate technology!

My current district offers a 1:1 correspondence with Chromebooks,

therefore all students have their own to bring back and forth between

school and home. I want to take full advantage of this at the end of the

three-month period by giving students a break from physically writing in

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their journals. They will do their brainstorming and write their notes within

the journals, but their final pieces will be electronic.

Amanda Voss their journals. They will do their brainstorming and write their notes within the journals,

For this final presentation,

students will think about and

brainstorm their favorite

animals. I am anticipating

these to be generic, such as

cats, dogs, fish, birds, etc. I will

encourage them to do

research to find a more specific breed or type of that animal. For example,

instead of writing about a panda, a student should write about a Red

Panda. Students will be

required

to

find

relevant information (with

guidance) about this animal, and

I will organize

this for them in a way

similar to what is below:

What does your animal look like? What size is it?

What does it eat? How does it get its food?

Where does the animal live (what is its habitat)? What’s the

temperature like there?

What are 3 interesting facts about your animal?

What should I know about your animal that is important?

Is it in danger in any way?

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I would put these questions in a packet for students to keep in their

writing journals, so that they are able to keep notes on their research

findings in an organized manner.

Research would last for about three or four weeks as we would do a

little each day and potentially in our free time if desired. Once all of the

research is finished, students will be taught how to create and manage a

Google Slides document. They must put in at least four pictures of their

animal, along with address all of the information from the questions I had

given them. They have the freedom to organize this however they would

like. This would be the final production of their unit, which address my

chosen standard because the students will be using technology to

produce writing. The collaborate piece would include presenting these to

the whole class and discussing our different unique animals!

Works Cited

Amanda Voss

Featured. (n.d.). Retrieved March 14, 2017, from

https://www.teacherspayteachers.com/

Sousa, J. (2013, September 12). Help Improve Your Child's Reading and

Writing [Web log post]. Retrieved March 14, 2017, from

http://ardenreading.blogspot.com/2013/09/how-to-write-personal-

narrative -essay.html?m=1