Author:
Jennifer Jones
Subject:
English Language Arts, Language, Grammar and Vocabulary, Reading Literature
Material Type:
Unit of Study
Level:
High School
Tags:
  • ESUCC
  • NE Blended
  • Nebraska Department of Education
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    Blended Best Practices: ELA, Grades 9-12

    Blended Best Practices: ELA, Grades 9-12

    Overview

    This resource was created by Emily Iverson in collaboration with Jennifer Jones as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 9-12 ELA.

     

    Unit Plan

    BlendEd Learning Best Practices

     

    Unit Title: Number the Stars by Lois Lowry

    Content Area Skills: Reading, Text Analysis, Grammar

    Digital Age Skills:  Knowledge Constructor\Creative Communicator

     

    Duration of Unit: 6 weeks

    Unit Author: Emily Iverson

    BlendEd Coach: Jennifer Jones

     

    Overview of Unit: Students will have a clear understanding of theme, tone, mood, plot, character analysis, and other elements of a literary text while using background knowledge and research to reinforce new ideas over the Holocaust while reading the book Number the Stars by Lois Lowry. All assignments, quizzes, resources, and tests will be posted through Google Classroom.

     

    Empower Learners
    Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning.
    Learning Objectives
    Content Area Skills: Student Friendly Learning Objectives:
    LA 10.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make connections while reading complex text.I can take the background knowledge I know and make connections to deepen my understanding.
    CLR 401. Locate important details in somewhat challenging passagesI can locate details I think are important to better understand the elements of the book.
    DEV 301. Offer limited development in support of ideas; clarify ideas somewhat with vague explanation and the use of general examplesI can synthesize texts to serve my specific purpose by inferencing what the author of the book directly states or wants me to find out.
    Grammar:
    • USG 302. Ensure straightforward subject-verb agreement
    • USG 303. Ensure straightforward pronoun-antecedent agreement
    • USG 305. Use the appropriate word in frequently confused pairs (e.g., there and their, past and passed, led and lead)
    • PUN 302. Use appropriate punctuation in straightforward situations (e.g., simple items in a series)
    I can show I know how to identify what the subject and verb in a sentence should be.I can write the correct pronoun in a sentence then, write the verb that goes along with it.I can show I know the differences between commonly confused words.I can show I know how to punctuate my sentences.(noredink.com)
    SL 10.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice,  grammar, and sentence structure.I can gather the right information from the author’s style of writing to know the purpose, setting, and the audience.
    DC 10.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources (e.g., online citation tools, publication guidelines).I can gather and provide evidence from multiple texts to support my own analysis, reflection, and research.
    ISTE: Research and information fluencyStudents apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks I can use information after researching, and responsibly evaluate, create, and communicate them into my own ideas..

     

    Empower Learner Activity
    Detailed Description Activate Prior Knowledge of author, setting, WW II for time period, and literary elements as well as Debate (rationalize your thoughts).
    1. Students research Lois Lowry, the author, and share five facts about her. Before and After Anticipation Guide on google form-themes and ideas.
    2. Students will fill out a KWL chart after reading the background information.
    3. Students will analyze a Map of Denmark to understand the setting.
    Link to Empower Learner Activities: Anticipation Guide-themes and ideasBackground Information on Number the Stars by Lois Lowry

     

    Knowledge Deepening
    During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills.
    Artifact Profile
    Title of the Artifact:Chapters 1-3 Comprehension Quiz
    Detailed Description: Students will read Chapters 1-3 together as a class. Once, completed, the students will answer the quiz questions included. Students will take a comprehension Quiz over the first three Chapters of Number the Stars.
    Content Area Skills Addressed:CLR 401. DEV 301, SL 10.3.1.aDigital Age Skills Addressed:Google Form:1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.Link to Rubric: Graded Quiz for instant results.Answer Key
    Artifact Profile
    Title of the Artifact:Comprehension Quiz 2-Chapter 4-10
    Detailed Description: Students will have to do a hands-on quiz in stations. They have to actively follow the directions on wizer-me to show comprehension of the book.
    Content Area Skills Addressed:USG 302, PUN 302, CLR 401Digital Age Skills Addressed:Wizer Me-b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediaLink to Rubric: Graded Wizer Me inputted feedback
    Artifact Profile
    Title of the Artifact: Number the Stars Real-World Writing Prompts
    Detailed Description: Students will answer questions about real-world issues happening in the story.
    Content Area Skills Addressed:SL 10.3.1.a, USG 305Digital Age Skills Addressed:a. Plan strategies to guide inquiryLink to Rubric: Graded Quiz for instant results.
    Artifact Profile
    Title of the Artifact: Number the Stars Final Test Review
    Detailed Description: Students will be given a chance to participate in Quizlet Live as a test review, the day before the test. The link will be shared through google classroom days before the Live event. When going to the link they will be able to play the match game, gravity game, or study the flashcards/learn/write/spell/or even test themselves.
    Content Area Skills Addressed:SL 10.3.1.a, PUN 302., CLR 401., DEV 301.Digital Age Skills Addressed:Quizlet-c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksLink to Rubric: Number the Stars Final Review-Quizlet Live

     

     

    Knowledge Application
    The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know.
    Task 1: Number the Stars book Trailer
    Description:  Students will create their own iMovie using the plot of the book as if they were going to make a movie.
    Component:Must Do’s:May Do’s:
    Supplemental InputKnow the plotUse the plot summary from class
    Student Processing of Key Concepts (Vocab / Skills)Use the chronological order diagram we plotted out with the exposition, conflict, rising action, climax, falling action, and resolution. Use the characters, setting, and themes from the book.Use vocabulary, creative voices, and use pictures you find on the internet
    Recording / Representing ContentYour script of what to say that follows the plot of the bookUse the book
    Guided / Gamified PracticeGet Iverson’s approval before recordingFind a template that fits the plot on iMovie
    Worked ExamplesFollow the Guidelines in the Book Trailer Rubric 

     

    Direct Instruction
    Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning.
    Learning Path
    Day #DescriptionBlendEd ModelResources
    1Anticipation Guide-themes and ideasEmpowerGoogle, EBSCO and World Book, and google docs
    2KWL Chart and Denmark Map-activate prior knowledgeEmpowerGoogle document
    3-7Number the Stars by Lois Lowry-Read Chapters 1,  2 and 3DirectYoutube or book Number the Stars
    8Chapters 1-3 Comprehension QuizKnowledge DeepeningGoogle Form
    9noredink.com-Components of a Sentence PracticeDirectnoredink.com
    10-20Number the Stars by Lois Lowry-ReadChapters 4, 5, 6, 7, 8, 9,  and 10DirectYoutube or book Number the Stars
    21Comprehension Quiz 2-Chapter 4-10Knowledge DeepeningGoogle form
    22Number the Stars Real-World Writing PromptsKnowledge DeepeningGoogle form
    23Plot Diagram (PUN 302.) using StoryBoardThatDirectStoryboardthat
    24Assign quizlet-Number the Stars Final Review on classroomDirectQuizlet
    24-30Number the Stars by Lois Lowry-Read Chapters 11, 12, 13, 14, 15, 16, and 17DirectYoutube or book Number the Stars
    31Quizlet Live-Number the Stars Final ReviewKnowledge DeepeningQuizlet
    32Number the Stars Final TestKnowledge DeepeningGoogle Form
    33-40Number the Stars book TrailerKnowledge ApplicationiMovie