1. Unit Planning for English/ Language Arts Beth Herman-Davis CI 519/Fall2010/PSU Adapted from: Dr. Susan Lenski PPT Presentation

2. How to Begin: It is really all about YOU! Begin with the texts! Choosing texts: You LOVE the text(s). You can think of ways to get students to LOVE the text(s). YOU will be able learn something.

3. Find a theme, thread, topic Find a theme (or essential question) that… Deals with a topic of interest to you. Deals with a topic you can make relevant to students. Is timely yet enduring. Provides a rich source of ideas.

4. Use a variety of texts You will use a main text for the unit. Then… Identify many different types of texts that address the theme, topic, essential question. Select some of these texts for this unit. Use a variety of texts so students have choices.

5. Level 1: Knowledge / Remembering Level 2: Comprehension / Understanding Level 3: Applying Level 4: Analyzing Level 5: Synthesis / Evaluating Level 6: Evaluating / Creating Bloom/Anderson Taxonomy

6. Require key verbs and questions at each level. Review levels 1-3 in your handout and write a few questions that could be applied to a lesson in the language arts classroom. For example: How would you explain the demise of Dana in The Epic Night, by Carol Finni? Essential Questions

7. Develop goals for the unit You can’t do everything. Decide what you can do. Identify standards that you want to address. Decide how you can engage students in the theme/topic, how you can improve their knowledge of English, and how you can improve literacy processes.

8. Common Core Standards How do you plan the most thoughtful curriculum and maintain the common core standards? From the Reading section, highlight 5 key points (words, phrases, sentences, etc.) that will help you with your planning. From the Writing section, highlight 3 key points (words, phrases, sentences, etc.) that will help you with your planning. From the Language section, highlight 3 key points (words, phrases, sentences, etc.) that will help you with your planning.

9. Rationale Think about, write, know your rationale for teaching the unit.  Why did you select the text?  Why did you decide on the goals?  How did your student population influence your decisions?

10. Pretest goals  Look at your goals. What are you trying to do in this unit?  Develop a pretest to find out students’ current knowledge.

11. Materials List the texts and other materials that you plan to use in the unit. Make sure you have a wide variety so that your unit appeals to many students.

12. Designing activities and lessons  What will you do to accomplish your goals?  Think of the projects/papers/activities.  Decide on smaller assignments that further student learning. Prioritize these ideas.

13. Make a unit calendar Develop a unit calendar. Begin with texts. When will you teach the different texts? When are assignments due? When will you do the activities?

14. Write lesson plans Look at your calendar. Think about how long each lesson will be. (Do you have 45 minutes periods, 60 minute periods?) Write detailed lesson plans.

15. Lesson Plan Format  Introduction/Transition Get students thinking about your lesson.  Goals for the lesson What will you try to accomplish?  Procedures/Materials What will you do? Be specific. This is where you can include differentiation.

16. Lesson Plan (cont.)  Assessment How will you know whether students are learning? You might use an exit card, discussion, and other informal measures.  Summary/Conclusion End by summarizing, posing a questions, getting students to think and process your goals.

17. Unit Posttest Develop a posttest that measures student learning. Consider your goals. Tests on novels measure content knowledge. Also assess improvements in reading, writing, speaking, and listening.

18. Learning Gains What do your posttest tell you? What have students learned? What worked and what did not work? Make notes for further reference.

19. Be Flexible Your unit plan is only a guide. You will make adjustments as you teach. Teaching is ALWAYS the tension between moving forward and digging deeper. You need to make these decisions on your feet. They can’t be planned.