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    Steps in Developing A Literature Focus Unit-1-1

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    roylepayne
    The document summarizes a literature focus unit plan about hardships experienced during the voyage of the Mayflower. The unit will use the book "On the Mayflower" by Kate Waters as the central text. Additional texts at various reading levels will also be included to explore the theme of hardships. A variety of activities are planned for each stage of the reading process, including brainstorming, paired reading, story mapping, and role playing. Students will work individually, in small groups, and as a whole class. A weekly schedule is provided as an example to implement the unit over one or two weeks. An assessment checklist is also included to evaluate student work.

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    Steps in Developing A Literature Focus Unit-1-1

    Uploaded by

    roylepayne
    179 views4 pages
    The document summarizes a literature focus unit plan about hardships experienced during the voyage of the Mayflower. The unit will use the book "On the Mayflower" by Kate Waters as the central text. Additional texts at various reading levels will also be included to explore the theme of hardships. A variety of activities are planned for each stage of the reading process, including brainstorming, paired reading, story mapping, and role playing. Students will work individually, in small groups, and as a whole class. A weekly schedule is provided as an example to implement the unit over one or two weeks. An assessment checklist is also included to evaluate student work.

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    Steps in Developing a Literature Focus Unit-1-1

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    The document summarizes a literature focus unit plan about hardships experienced during the voyage of the Mayflower. The unit will use the book "On the Mayflower" by Kate Waters as the central text. Additional texts at various reading levels will also be included to explore the theme of hardships. A variety of activities are planned for each stage of the reading process, including brainstorming, paired reading, story mapping, and role playing. Students will work individually, in small groups, and as a whole class. A weekly schedule is provided as an example to implement the unit over one or two weeks. An assessment checklist is also included to evaluate student work.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    179 views4 pages

    Steps in Developing A Literature Focus Unit-1-1

    Uploaded by

    roylepayne
    The document summarizes a literature focus unit plan about hardships experienced during the voyage of the Mayflower. The unit will use the book "On the Mayflower" by Kate Waters as the central text. Additional texts at various reading levels will also be included to explore the theme of hardships. A variety of activities are planned for each stage of the reading process, including brainstorming, paired reading, story mapping, and role playing. Students will work individually, in small groups, and as a whole class. A weekly schedule is provided as an example to implement the unit over one or two weeks. An assessment checklist is also included to evaluate student work.

    Copyright:

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    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Megan Jones

    Literature Focus Unit


    Dr. Cozens
    December 8, 2010

    On the Mayflower: Hardships Through History

    1. Literature Selection
    Waters, K. (1996). On the Mayflower: Voyage of the ship’s apprentice and a passenger girl. New York,
    NY: Scholastic.

    2. Theme
    The book, On the Mayflower, by Kate Waters is a book about two individuals who have many
    difficulties through their journey to the Americas. The theme of this book is hardships. The story
    will allow student to engage in activities allowing them to discover the meaning of hardships (past
    and preset), which deal with a persons emotions as well. This is a topic that many of them will not
    study on their own.
    3. Additional texts
    Also include other texts that are related to the theme. Include a variety of reading levels.
     Example:
    (For this LFU a variety of additional texts about tricksters is provided.)
    Kimmel, E.A. (1988). Anansi and the moss-covered rock. New York: Holiday House
    McDermott, G. (1980). Papagayo: The mischief maker. New York: Scholastic, Inc.
    McDermott, G. (1992). Zomo the rabbit: A trickster tale from West Africa. New York: Scholastic, Inc.
    McDermott, G. (1993). Raven: A trickster tale from the Pacific Northwest. New York: Scholastic, Inc.
    McDermott, G. (1994). Coyote: A trickster tale from the American Southwest. New York: Scholastic,
    Inc.
    McDermott, G. (2001). Jabuti the tortoise: A trickster tale from the Amazon. New York: Scholastic, Inc.

    4. Unit Plan—Planning Stage-Include a graphic organizer. See example below.


    Develop the teaching plan for the literature focus unit.
    a. Read or reread the selected book or books and then think about the focus they will use for the
    unit.
    b. Consider a focus on an element of story structure, the historical setting, wordplay, the author or
    genre, or a concept or topic related to the book.
    c. Think about which activities they will use at each of the five stages of the reading process
    related to the communication arts curriculum.
     Example:
    Brainstorm
    ideas
    Poem

    5. Now for each activity include the following (you will repeat this 8 times, 2 from each writing,
    speaking, reading, listening (see above graphic organizer)):
    a. GLE
    Brainstorm
    Identify Brainstorm
    the communication arts skill and/or strategy to teach during the activity. Include the
    ideas and the written out.
    abbreviation ideas
    b. Objective
    Identify what students will be expected to do. Use a performance objective. Students will be able to….
    c. Activity
    Describe the activity students will do in 2-3 sentences.
    d. Technology Resources
    Identify any technology resources related to the activity.
    e. Assessment
    Plan how students’ work will be assessed and make a rubric, an assignment checklist or other grading
    sheet.

     Example:
    Activity: Story Mapping
    GLE: R2C04,a-f: Use details from text to demonstrate comprehension skills previously introduced,
    make inferences, compare and contrast, identify cause and effect, identify author’s purpose, identify
    setting, character traits, problems and solutions, and story events.
    Objective: Students will be able to identify story elements by completing a story map after reading a
    text.
    Activity: The students will create a story map. They will identify the story elements of the book
    including: setting, main characters, problem, and solution. The students will have an example of a
    story map that I have created, but they will be free to design theirs individually as long as they have
    the proper elements
    Technology Resources: A story map will be on the SmartBoard and students will be allowed to
    complete the map online.
    Activity assessment: Teacher observation will be used during the activity to monitor student work and
    responses. Students will complete a story map independently on a text and the story map will be
    assessed for accuracy.

    1 Try a little harder 2 You're on your way 3 Terrific Job

    Setting Setting is missing or Setting is accurate. Setting is accurately


    inaccurate. described with juicy
    adjectives

    Characters Characters not listed at all or Main characters are listed. All main characters are
    some important characters listed with names spelled
    are missing. correctly.

    Problem Problem is missing or I listed the problem at the The problem is a complete
    different from the one that is end of the story. thought and it is the one
    solved at the end. that gets resolved in the
    story

    Events Some events left out or Main events are listed. Events are clearly described
    events are listed that are not and are in the order that
    in the story. they happened.

    Resolution Resolution missing or Resolution is stated. The resolution is well


    has nothing to do with the described using complete
    problem. sentences.
    6. Groupings
    Identify whole-class, small-group, and individual grouping patterns with the activities.
     Example:
    Whole-class
    Vocabulary Story Chart
    Read Aloud
    Feelings Discussion
    Small-group
    Create a Problem/Solution Chart
    Create a Skit
    Discussion of Emotions during the story
    Individual
    Write a Persuasive Letter
    Write a Paragraph
    Reflection

    7. Schedule
    Create a time schedule. One week for primary and 2 weeks for upper elementary.
     Example:
    Monday Tuesday Wednesday Thursday Friday
     Minilesson  Paired  Minilesson  Reread  Finish up
    on predicting reading of on R- choice book work on
     Prediction Raven controlled and discuss choice final
    paragraphs  Reading vowels with partner project
    in reading logs, “What I  R-controlled  Create two  Read aloud
    logs learned from vowels game story maps of Anansi
     Read aloud my partner”  Paired  Introduction and the
    and grand  Minilesson reading to and class moss-
    conversation on Word  Grand work on covered rock
     Add to the maps conversation choice final  Presentation
    Word Wall  Dramatizing on trickster project of final
     Reading words activity tales projects
    logs, three  Letter from  Choose and
    new words Raven to Sky read another
    Chief book

    8. Literature Focus Unit Checklist


     Example:
    Text- Where the Wild Things Are Date
    completed
    Required:
    _____1. Play onset/rime game with a friend.
    _____2. Make a story map of any of the books-include: plot, characters, setting, problem, and
    solution.
    _____3. Write a journal entry making a text to text, text to self or text to world connection.
    _____4. Write a letter to Max.
    _____5. Draw a wild thing and then write a paragraph describing your wild thing.
    _____6. Create a vocabulary poster for 4 vocabulary words.

    Optional (Choose at least 4):


    ______ Create a Vocabulary Game
    ______ Complete a Character Map for one of the characters from the story.
    ______ Create a poem about a family. Share the poem with the class.
    ______ Draw a picture from of something you visualized while reading the text.
    ______ Make a chart of at least three problems you have had. Share how you solved each
    problem.
    ______ Create a poster in which you try to persuade others to read the book.
    ______ Compare and contrast Max and you. How are you alike? Different?

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