ELA Learning Sequence (Unit) Planning Template

Name: Miranda Wittrock

Grade level: 2
Learning sequence/unit topic / question
Story/ text elements.
Rationale (why is this important for THESE learners)
These learners seem to enjoy time to write in their journals and seem to have an overall good awareness for reading text. I think it is time to
open up the idea of analyzing and understanding text in a deeper way.

First Peoples Principles of Learning:

Learning is embedded in memory, history, and story.

Big Ideas: (UNDERSTAND)

Language and story can be a source of creativity and joy.

Learning Goal(s) for Whole Sequence: (in your OWN WORDS, what is the END you have in mind?)
All: will be able to read a story and describe at least one thing from each element
Some: will be comfortable reading a story and writing about each element with guidance.
Few: will be able to write their own stories containing most of the elements.

CORE Competencies Curricular Competencies (DO) Content (KNOW)

Which competency will be activated
through this learning?
Choose an “I” statement from your chosen
CORE competencies.
Skills, strategies and processes to be
developed: (indicate from which subject
area)
Choose one or two from the relevant
curriculum that you will focus on.
Content/topics – what students will know:
(indicate from which subject area)
Choose one or two from the relevant curriculum that
you will focus on.

Creative thinking Recognize the structure and elements of Elements of story (character, plot, setting, structure,
I can use my imagination to get new ideas story dialogue)
of my own, or build on other’s ideas, or Create stories and other texts to deepen
combine other people’s ideas in new awareness of self, family and community.
ways.
CONNECT
How will you introduce the learning sequence in a way that builds engagement? Why will your students be excited about this?
Start by seeing what students already know. We will read a book with some humor and character building. Then I will ask students to tell me
about the character. I hope to build a chart of descriptive words for characters with both physical and emotional descriptions with students
that they can refer to for the remainder of the learning.

What sequence will best develop the learning?
Learning Intention
I can use words to describe a character's physical appearance,
personality, and the emotions a character may be experiencing.
I can use words to describe the setting (where as well as when
the story takes place)
I know about the events in a story and can write/draw them
PROCESS
Teaching/Learning Activity
Brief! This is a summary only. Add rows below as needed.
Connect: Reading a story where characters are described quite well. Start a
chart with class contributions to traits they know/notice.
Process: Read another book to compare how the characters are different/
the same. Add to our description list.
Transform: have students write a journal entry with character as the focus.
(can use our chart for reference)
Connect: Re-read a book or pick a new one (it is okay to re-read books to try
to notice different things). This time were looking at the setting (where and
when the story takes place)
Process: Make a class chart for setting. Have students share settings they
read in other books or in the one you just read.
Transform: Have students write a journal entry with setting as the focus. Just
writing about a place and time.
Connect: re-read or read a new book and discuss what it happening in the
book
Process: Share with a partner how you think the book started? What is the
problem the character faces? What is the solution?

I know a story has a beginning a middle and an end and can
begin to differentiate them.
Transform: Have students draw/write about the events that took place in
the book. Have them distinguish the problem and solution the character
faces.
Connect: talk about how every book has a beginning, a middle and an end.
Talk about what those things mean.
Process: Read a book and have students raise their hands with a 1 2 or 3 for
the beginning middle and end of the book. If you use a book you have
already done feel free to mix up the pages to see if students remember the
events
Transform: Have students draw/write on a blank piece of paper divided into
3 about the beginning middle and end of the book.

I can tell who is telling the story (main character, narrator, third
person)
Connect: Show some examples of books where different people are the
point of view for the book.
Process: have students do an activity where they try to speak to a partner in
a specific point of view.
Transform: have students write a story using one of the 3 points of view.
Challenge some students to write in specific points of view.

TRANSFORM/ CULMINATING TASK

How will your students make their learning visible in a way that is personally meaningful and offers choice and access? How would you know if
your (‘END’) learning goals and intentions had been met? Are there ways you can celebrate or communicate the learning to authentic
audiences?
Being able to draw/write their stories down. For one student a scribe will be provided (the EA). I am looking into inviting play kits to help
inspire reluctant story writers. My learning goals can be easily checked through the paperwork submitted by students as well as one on one
time as I move throughout the room to work with students. The final task will be to challenge students to write a story for the last week that
includes as many of these elements as they can by having students underline words that fall into these elements.
ASSESSMENT:
What evidence will I gather throughout the sequence to guide my next steps? How will I support students to own their own learning through self-assessment,
goal-setting and reflection? How will I provide ongoing feedback? How will I support students to be resources for each other?
I want to encourage students who are still drawing towards writing a little bit and those who are writing whole pages to pick better description
words with some sparkle. I want students to be able to look back on previous journal entries and compare their writing. I want students to have
our shared resources to fall back on and help them become comfortable with all the different elements of the story to help them become better
writers but also more thoughtful readers too.

ACCESSIBILITY:
How will you ensure accessibility for all your students? What adaptations, supports, resources will you use?
With the ability to draw and write for all students. With the notes at the front of the room that the class came up with. With the books kept in
the classroom for students to access at any time.

REFLECTIONS:
After teaching the unit: what will you keep? What will you change?