Unit Planning Guide 

 
English Language Arts - Genres   
 
Grade 6 
 
Sept. 8th - Sept. 25th 2020 
 
C.W. Perry Middle School 
Airdrie, Ab 
 
Jessica Hammer  
 

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Table of Contents :
 
Table of Contents………………………………………………... Pg. 1 
Rationale…………………………………………………………..……… Pg. 2 
Unit Overview………………………………………………………….. Pg. 3 
Learner Objectives……………………………………………….. Pg. 4-5 
Weekly Schedule………………………………………………………. Pg. 6 
Detailed Lesson/Unit Overview………………………….. Pg. 7-12 
Sample Lesson Plan……………………………………………….. Pg. 13- 15 
Assessment……………………...……………………………………… Pg. 16 
Resources and Materials…………………………………….. Pg. 17 

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Unit Rationale

Have you ever tried to buy a book, or explain to someone what you are reading when they
ask you but struggle to explain it? This unit will address the overall question of: What kind of books
interest you/ what are you reading?

Genres help us categorize text into specific groups and forms that help us differentiate and
label all different styles of writing. It is important to determine the differences between genres, as
this will help the reader understand the overall story and what might occur while reading. Genres
are ever evolving and many styles have been recreated. However, many kinds of stories, passages,
text and writing have been shared, even from decades and centuries ago. Thus, it is important to
determine the differences between them.

This unit allows students to apply knowledge of genres from this unit when further selecting
and understanding styles/forms of text in the future, whether it be finding resources for a paper,
research, pleasure/interest, or anything else, students will be able to use these new found skills to
navigate through a bookstore or library as well as find genres of books or movies that are of interest
with little to no effort. Students will be starting off this unit just a week or so into the school year.
After doing some basic review from grade 5 and refreshing up on numeracy and basic facts we will
start to introduce the students to this unit. This unit will require students to reflect on prior
knowledge gained from prior years. Thus, if students have minimal prior knowledge of these topics
than more time will need to be spent re-teaching and re-learning these basic terms and skills first
before moving into this unit.

This unit may need to be reworked,changed and edited based on factors like the COVID-19
restrictions and guidelines that will be revealed at a later date. (In terms of activities and group
work that will be allowed). I aim to make this unit engaging, fun and inspiring to allow students to
feel creative and individual/student-centred based. I want this unit to play on students interests
with texts, movies and other writing and for this to be discovered for students. Perhaps students
might not have a great interest in stories or text and this may help them find a style of reading that
interests them that they didn’t know about before.

This unit needs to show and demonstrate a true assessment of whether students can
identify and differentiate between genres. This should not be a unit that results in testing
reading comprehension and meaning of text. The purpose of this unit is for students to know
what genres are, how written texts, prints/books are organized and the reason behind that.
Thus, I believe that this unit should/ would be best used in group work settings and class
discussion and activities/games.

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Unit Overview:

Inquiry Question/ Diving Question: ​What type of books, literature, movies and text interest
you? Why?

Theme: Genres and Subgenres in writing and texts

Inspiration Texts: ​Hope to find some! Still looking!!!

By the end of the unit, students will be able to demonstrate and display and understanding of:

❏ Identifying genres based on characteristics learned.

❏ Distinguishing between genres
❏ Understand the purpose/intention of each genre for the intended audience
❏ Explore a variety of genres and styles of text to form personal preference and ​purpose
and strategy ​for literature.

Throughout this 4-5 week unit, students will explore the ideas of probability and chance
along with collecting and analyzing data to form predictions, and logical conclusions in
mathematical experiments.

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Intended Learning Outcomes for Entire Unit:

General Learning Outcomes:

Maybe: #1 - Explore thoughts, ideas, feelings and experiences. Students will listen, speak, read,
write, view and represent to explore thoughts, ideas, feelings and experiences.

#2 - Comprehend and respond personally and critically to oral, print and other media texts.
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.

1.1 Explore and Discover

2.2 - Respond to Texts

2.3 Understand Forms, Elements and Techniques

2.4 Create Original Texts

Specific Learning Outcomes:

Maybe: 1.1 - explore and discover:

Experiment with a variety of forms of oral, print and other media texts to discover those best
suited for exploring, organizing, and sharing ideas, information and experiences.

Assess a variety of oral, print and other media texts, and discuss preferences for particular
forms.

2.1 - Use strategies and cues

Apply knowledge of organizational structures of oral, print and other media texts to assist with
constructing and confirming meaning

Preview the content and structure of subject area texts, and use this information to set a
purpose, rate and strategy for reading.

2.2 -Respond to Texts

Experience oral, print and other media text from a variety of cultural traditions and genres,
such as autobiographies, travelogues, comics, short films, myths, legends and dramatics
performances.

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Discuss common topics or themes in a variety of oral, print and other media texts.

2.3 - Understand Forms, Elements and Techniques

Identify key characteristics of a variety of forms or genres of oral, print and other media texts.

Discuss the differences between print and other media versions of the same text

Identify strategies that presenters use in media texts to influence audiences?

2.4 Create Original Texts

Determine purpose and audience needs to choose forms, and organize ideas and details in oral,
print and other media texts

Express the same ideas in different forms and genres; compare and explain the effectiveness of
each for audience and purpose

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Detailed Week Overview:

*Subject to Change*

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Tuesday, Sept. 8th

Lesson 1:​ L.A. (10:00am - 10:40am)

SWBAT (Students Will Be Able To): identify characteristics of a fiction and nonfiction text. Use
characteristics of text to form meaning and categories different forms of writing.

English Language Arts (Grade 6) S.L.E.’s:

2.3 Identify key characteristics of a variety of forms or genres of oral, print and other media
texts.

2.1 Apply knowledge of organizational structures of oral, print and other media texts to assist
with constructing and confirming meaning

Introduction, What are Genres? Where can they be found? , Fiction vs. Nonfiction, genre
crossword(​http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-colla
borative-approach-270.html​) , conclusion

ASSESSMENT: FORMATIVE (OBSERVATION OF STUDENTS, STUDENTS ENGAGEMENT AND NOTE

TAKING, CROSSWORD)

Wednesday, Sept. 9th

Lesson 2:​ L.A. (8:30am - 9:10am, 10:00am-10:40am, 10:40 - 11:20, and 11:20 - 12:00pm)

3 Blocks back to back from: 10-12pm

SWBAT: identify characteristics of a fiction and nonfiction text and subgenres. Use
characteristics of text to form meaning and categories different forms of text.

English Language Arts (Grade 6) S.L.E.’s:

2.3 Identify key characteristics of a variety of forms or genres of oral, print and other media
texts.

2.1 Apply knowledge of organizational structures of oral, print and other media texts to assist
with constructing and confirming meaning

2.1 Preview the content and structure of subject area texts, and use this information to set a
purpose, rate and strategy for reading.

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First Block: Introduction, Nonfiction vs. Fiction review, genres and subgenres slides (focus on
genre’s).

Second Block: Determining or matching genres game, subgenres notes and slides, brain break.

Third Block: Continue subgenre notes and slides, examples/games/guessing genre’s,

Fourth Block: add to genre crossword, conclusion/group discussion

ASSESSMENT: FORMATIVE (OBSERVATION OF STUDENTS, STUDENT ENGAGEMENT IN

ACTIVITIES AND INSTRUCTION, STUDENT NOTES AND PARTICIPATION, STUDENTS
PARTICIPATION IN ACTIVITIES)

Friday, Sept. 11th

Lesson 3:​ L.A. (Double Block - 8:30- 9:10am and 9:10-9:50am)

SWBAT: Express and reflect the purpose of genres in text for an intended audience.

Identify the purpose that each form/genre holds and explain the characteristics that each
genre holds.

English Language Arts (Grade 6) S.L.E.’s:

2.1 Preview the content and structure of subject area texts, and use this information to set a
purpose, rate and strategy for reading.

1.1 Assess a variety of oral, print and other media texts, and discuss preferences for particular
forms.

2.2 Experience oral, print and other media text from a variety of cultural traditions and genres,
such as autobiographies, travelogues, comics, short films, myths, legends and dramatics
performances.

2.4 Determine purpose and audience needs to choose forms, and organize ideas and details in
oral, print and other media texts

2.4? Express the same ideas in different forms and genres; compare and explain the
effectiveness of each for audience and purpose

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Introduction, Classifying Stories slideshow, Reading Activity of Genres with worksheet (teachers
pay teachers), Conclusion/Wrap-up.

ASSESSMENT: FORMATIVE (WORKSHEETS/ACTIVITIES, STUDENT OBSERVATION DURING WORK

TIME, STUDENT ENGAGEMENT AND NOTE TAKING DURING INSTRUCTION, TEACHER
OBSERVATION OF STUDENTS).

Tuesday, Sept. 15th

Lesson 4:​ L.A. (10:00 - 10:40am)

SWBAT: Express and reflect the purpose of genres in text for an intended audience.

Identify the purpose that each form/genre holds and explain the characteristics that each
genre holds.

English Language Arts (Grade 6) S.L.E.’s:

2.1 Preview the content and structure of subject area texts, and use this information to set a
purpose, rate and strategy for reading.

1.1 Assess a variety of oral, print and other media texts, and discuss preferences for particular
forms.

2.2 Experience oral, print and other media text from a variety of cultural traditions and genres,
such as autobiographies, travelogues, comics, short films, myths, legends and dramatics
performances.

2.4 Determine purpose and audience needs to choose forms, and organize ideas and details in
oral, print and other media texts

Introduction, Continue Classifying Stories slideshow if needed, continue/finish up Reading

activity of genres with worksheet, conclusion/wrap-up.

ASSESSMENT: FORMATIVE (STUDENT OBSERVATION, STUDENT AND PARTNER WORK, STUDENT

NOTES AND ENGAGEMENT IN CONTENT AND INSTRUCTION)

FORMATIVE AND MAYBE SUMMATIVE - CLASSIFYING GENRES READING ACTIVITY

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Wednesday, Sept. 16th

Lesson 5:​ L.A. (8:30am - 9:10am, 10:00 - 10:40am, 10:40- 11:20am, and 11:20 - 12:00pm) Triple
Block back to back from (10am -12pm)

SWBAT: Develop personal preference to genres, and express this through explanation.
Differentiate and recognize the characteristics that make up each style of text learnt.
Explain and demonstrate an understanding of genres and subgenres.

English Language Arts (Grade 6 ) S.L.E.’s: 1.1 , 2.2 and 2.4 (all listed outcomes from these areas)

First Block: Finish up classifying genres reading activity if needed* Students must hand in this
activity by the end of today’s class. If students are done this then we will work on more
examples as a class and classifying their genres through passages read or their genres
crossword, conclusion/wrap-up.

Second - Fourth Block: Activity: Genre Characteristics: Who Am I? (can work individually or in
partners?) or do Genres stations, or continue: Genres Made easy (TPT). These are all
activities/interactive games to help practice genres and subgenres. Conclusion/Wrap-Up. If
time: Introduce performance task, do an example together, conclusion/wrap-up.

ASSESSMENT: FORMATIVE AND SUMMATIVE (STUDENT OBSERVATION, STUDENT

INVOLVEMENT, CLASS DISCUSSION, PROBABILITY EXPERIMENT).

Friday, Sept. 18th

Lesson 6:​ L.A.(double block: 8:30 - 9:10 and 9:10 - 9:50am)

SWBAT: Develop personal preference to genres, and express this through explanation.
Differentiate and recognize the characteristics that make up each style of text learnt.
Explain and demonstrate an understanding of genres and subgenres.

E.L.A. (Grade 6) S.L.E.’s: All listed objectives listed above from: 1.1, 2.1, 2.2, 2.3 and 2.4

Introduction, review expectations of performance task, group students, work time on

performance task, conclusion: wrap-up and student check-in heading into the weekend.

ASSESSMENT: FORMATIVE AND SUMMATIVE (STUDENT CHECKLIST BEFORE SEND OFF, EDITING,
COPYING OF ADDRESS, FINAL LETTER - SUMMATIVE)

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Tuesday, Sept. 22nd

Lesson 7:​ L.A. (10:00am - 10:40am)

SWBAT: Develop personal preference to genres, and express this through explanation.
Differentiate and recognize the characteristics that make up each style of text learnt.
Explain and demonstrate an understanding of genres and subgenres.

E.L.A. (Grade 6) S.L.E.’s: All listed objectives shown above from: 1.1, 2.1, 2.2, 2.3 and 2.4.

Introduction, Work Time on performance task/ Design your own Genres Scholastic Poster,
Conclusion/Student Check-In on project.

ASSESSMENT: FORMATIVE (STUDENT OBSERVATION, GROUP WORK, DESIGN OF GAME AND

PROOF OF WORK/WRITE UP)

Wednesday, Sept. 23rd

Lesson 8:​ L.A. (8:30- 9:10am, 10:00 -10:40am, 10:40 - 11:20am, and 11:20am - 12:00pm)
Triple Blocks back to back from: 10:00am - 12:00pm

SWBAT: Develop personal preference to genres, and express this through explanation.
Differentiate and recognize the characteristics that make up each style of text learnt.
Explain and demonstrate an understanding of genres and subgenres.

E.L.A. (Grade 6) S.L.E.’s: All listed outcomes above from: 1.1, 2.1, 2.2, 2.3 and 2.4.

First Block - Introduction, any final instruction and delivery on content, finish up performance
tasks (if needed). Begin review (if time) and conclusion.

Second Block - Fourth Blocks:Check-in/Create a list of reviews and concerns with students,
practice questions and re-teaching/review, group or individual practice test/questions, work
time for students, provide study guide/checklist of things to review before test/performance
task, take home questions. Conclusion/Exit Slip.

ASSESSMENT: FORMATIVE (STUDENT OBSERVATION, CLASS DISCUSSION/ ADDRESSING

CONCERNS, PRACTICE QUESTIONS, EXIT SLIP).

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Friday, Set. 25th

Lesson 9:​ L.A. (double block: 8:30am - 9:10am and 9:10am - 9:50am)

SWBAT: Develop personal preference to genres, and express this through explanation.
Differentiate and recognize the characteristics that make up each style of text learnt.
Explain and demonstrate an understanding of genres and subgenres.

E.L.A (Grade 6) S.L.E.’s: All outcomes listed above from: 1.1, 2.1, 2.2, 2.3 and 2.4.

Introduction, Genres Quiz ( I am consulting with my T.M. on what we would like to do, as she
taught this unit for the first time last year and wants to tweak some things this year), Intro into
the next unit, Conclusion and Wrap-up of this unit.

ASSESSMENT: SUMMATIVE (SUMMATIVE - IN- CLASS QUIZ TAKEN IN FOR MARKS)

***MAY NEED ONE CLASS - TWO CLASSES MORE OF INSTRUCTION AND REVIEW BEFORE TEST IF
THE CLASS IS STRUGGLING TO UNDERSTAND THE MATERIAL OR IS SLOWER TO GET THROUGH IT
AND AREN’T PICKING THINGS UP AS QUICKLY AS EXPECTED***

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 Sample Lesson Plan

GENERAL INFORMATION
Lesson Plan #1
Teacher: Miss. Hammer Subject/Grade: Grade 6 - English Language Arts
Unit/Topic: Genres and Subgenres
Date/Time: September 8th, 2020 ​ 40 Mins​| 10:00am - 10:40 am
GLO’s​:
#2 - Comprehend and respond personally and critically to oral, print and other media texts.
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
SLO’s​:
2.1 - Apply knowledge of organizational structures of oral, print and other media texts to assist
with constructing and confirming meaning.
2.3 - Identify key characteristics of a variety of forms or genres of oral, print and other media
texts.
Background information about the students and/or the topic:
This unit needs to show and demonstrate a true assessment of whether students can identify
and differentiate between genres. This should not be a unit that results in testing reading
comprehension and meaning of text. The purpose of this unit is for students to know what
Genres are, how written texts, prints/books are organized and the reason behind that.
Thus, I believe that this unit should/ would be best used in group work settings and class
discussion and activities/games.
OBJECTIVE(S)
Students will be able to (SWBAT)​: ​Identify characteristics of a fiction and nonfiction text.
Use characteristics of text to form meaning and categorize different styles of writing.
ASSESSMENT
Formative: ​students engagement and note taking during instruction, observation of students,
crossword activity.
Summative​: N/A
Materials & Equipment:​ Youtube: ​https://www.youtube.com/watch?v=-_DN7l53J_c
Students will need devices.
Notes: Found on my google doc. / could even have students find a definition for genre, fiction
and nonfiction on devices (if each student has one) to then have them record it in their notes.
Genre Crossword: ​https://www.ereadingworksheets.com/genre/
Where did I get the inspiration for this lesson?
Online, Past experiences, and inspiration and resources from my T.M.

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PROCEDURE​ ​(Teacher’s script in italics)
Running time: 40 mins - one class
Introduction (7 Mins):
Today we will be starting off our first English unit! Let me ask…who likes to read books? Who
likes to listen to books? What kind of books do you like to read?
Have you ever considered/noticed what these types of books are called? The types or style of
books are called Genres. In this unit, we will be talking about different types/styles of books and
what makes a book fall into a specific category.
Intro Activity (5mins): Find a picture of each students’ favourite book or movie/T.V. series. They
will print it off, cut it out, and paste it onto a blank piece of paper with room to write around.
Then explain that we will use your favorite book as an example to discover what genre/style of
book it is. And later include the definition of that style on your sheet. ​(Each student will need a
device and printer, or they could create it on a microsoft document).
Body Activities (27 minutes):
Fiction vs. Nonfiction (10 minutes): Have students take notes on what genre is? What is
nonfiction vs. fiction. Provide this instruction for students, or even better: if students all have
devices as them to search up these terms online and record them in their notes. After they
have done so, review them with students and play video for clarification.
Youtube Video (5 Minutes): ​https://www.youtube.com/watch?v=-_DN7l53J_c
This video is just another way/style of explaining genres and fiction and nonfiction to the
students.
Crossword (12 minutes): Have students start to create their own crossword puzzle that
references genres and subgenres. Mention to students that this would be a great review tool
to use in the future when studying or remembering these terms for a quiz!
https://www.ereadingworksheets.com/genre-worksheets/genre-crossword-puzzle.pdf
Closure (5 Min)​: Discussion:
This was a great start to our unit Grade 6’s! Tell me is there anything that you are looking
forward to about this unit knowing that you are getting a little familiar with the big picture?
So, where did your favourite book lie in terms of Genre? Is it fiction or nonfiction? Why?
Would anyone like to share?
Please keep your crossword in a safe place, with your name on it. We will be working on these
more throughout the unit.
Tomorrow we will start to look into more examples of fiction and nonfiction books and start to
categorize them more specifically.
If I finish early what are some sponge activities?
Start to introduce to students subgenres within either fiction or nonfiction categories.

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Have students give me an exit slip: make a T-chart and show me the difference between fiction
and nonfiction.

Modifications/Differentiation/Accommodations for lesson:

Might need to adjust activities and group discussion based on COVID Guidelines/ Social
Distancing? As for accommodations or modifications I will adapt and change lessons to best fit
the needs of students when I start to get to know them and their needs during the first week(s)
of school.
Changes:

If I were to teach this lesson again: What would I do differently next time?

What went well that I should build on?

Please refer to google doc:​ First Week Lesson Plans - Genres​ for more examples and
samples.

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Assessment

Formative assessment will occur throughout each lesson and I will use checklists to
record this observation. If students are participating and showing a willingness in each lesson,
then students will be able to hit, obtain and master these skills that are required within this unit
and expectations for each class.

As mentioned previously the goals of this unit are to gain:

❏ Identifying genres based on characteristics learned.

❏ Distinguishing between genres
❏ Understand the purpose/intention of each genre for the intended audience
❏ Explore a variety of genres and styles of text to form personal preference and ​purpose
and strategy ​for literature.

All forms of assessment and the ways in which they are executed/carried out with
students has been thoroughly described above within the detailed week overview. I also
demonstrated what that would look like again when making a single lesson. Some lessons have
more assessment or both formative and summative assessment due to the activities that were
chosen. Students must build up their understanding and knowledge before being summatively
assessed fairly on these objectives, thus not every class has a summative aspect.

However, for each of these aspects listed (i.e. unit objectives, G.L.E’s and S.L.E.’s and the
listed unit goals), students will receive a summative mark at the end of the unit. Students will
be given opportunities to master and re-learn these outcomes throughout the whole unit
(formative assessment) before receiving a summative mark for the unit.

The two summative assessments that will be taken in for marks at the end of the unit
are: the performance task where students will design a scholastic poster and our unit quiz/test.
(the test will later be made and the weight of the exam will be determined after deliberation
with my T.M. so this is T.B.D. along with a rubric and grading system)

As for formative assessment and exit slips I may take in a participation mark/
engagement mark at the end of the unit. If students are actively participating and
demonstrating a willingness to work and be engaged in content then students will earn full
participation marks. THis will be an evaluation over time, which students can work towards
improving before receiving a final mark. (so if students are handing in the required
assignments, group work, practice questions/homework and exit slips the students will receive

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full marks for completing the work and NOT based on how well they understand the content
while learning it).

Resources:

https://www.ereadingworksheets.com/genre/

https://literarydevices.net/genre/

https://www.ereadingworksheets.com/genre/genre-activities/

https://www.ereadingworksheets.com/genre-worksheets/genre-crossword-puzzle.pdf

https://milnepublishing.geneseo.edu/exploring-movie-construction-and-production/c
hapter/2-what-is-genre-and-how-is-it-determined/

http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-collab
orative-approach-270.html

Teachers Pay Teachers: ​https://www.teacherspayteachers.com/Cart

Materials:

Book: A Very Improbable Story by

Youtube

Performance Task Handout

Probability Manipulatives (If we are allowed to use them) like: dice, cards, spinners,
coins, bags of marbles or colored manipulatives.

Worksheets and Handouts

Powerpoint Slideshows from T.M.

TPT - Teachers Pay Teacher Activities

Unit Test

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