Reading and Writing to Increase Comprehension Unit

8/8/2019 Reading and Writing to Increase Comprehension Unit

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Reading and Writing 1

Running head: READING AND WRITING

Reading and Writing to Increase Comprehension

By

Cynthia Pletcher


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Summary of Unit

Learner Analysis

Title of Unit: Reading & Writing to Increase Comprehension

Audience: 10th

Grade Language Arts StudentsTime Frame: 5 days

Stage 1

Identify the Desired Results

Content Standards

Standards for the 21st

Century Learner:

1.3.5 Use information technology responsibly1.4.4 Seek appropriate help when it is needed

2.1.6 Use the writing process, media and visual literacy, and technology skills to createproducts that express new understandings

4.1.1 Read, view, and listen for pleasure and personal growth4.1.3 Respond to literature and creative expressions of ideas in various formats and genres

4.1.5 Connect ideas to own interests and previous knowledge and experience4.1.7 Use social networks and information tools to gather and share information

4.1.8 Use creative and artistic formats to express personal learning

Content Standards:ELA10W1

a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains aconsistent tone and focus throughout.

b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations,audience, length, and format requirements.

Enduring Understandings Essential Questions

Students will understand that:

y Reading can be used for more than pleasure y How can reading be used to teach writing?Knowledge Skills

Students will know:

y How to use Web 2.0 tools to creatematerials that will help them better

understand materials that they read

Students will be able to:

y Use Web 2.0 tools to create their ownmaterials to increase their comprehension

of reading materials

y Join and/or create a group to share theirreading experiences


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Related Misconceptions

Reading comprehension does not just happen

Stage 2

A Collection of Assessment EvidencePerformance Tasks (to rubric)

Directions: You have been hired by the publishing company to write the summary and a review

for Harrison Bergeron. They want the summary to include important and interesting detailsthat would make a potential reader what to buy the story. Make sure that you dont give away

too much because ultimately you want people to READ the actual story. The company also

wants you to write a review. Obviously, they will only publish the review if it is positive. Pickone or two things that you liked about the story, inform the reader of what they are, and why youliked them. Use your annotation terms (diction, syntax, imagery or figurative language). You

could a say, The authors use of figurative language was very powerful. For example Thesummary should be about two paragraphs and the review should be about one paragraph. Your

deadline is Tuesday, November 9. They need the work submitted to turnitin.com and Word copyand originality report turned in.

For extra money (credit), the company is offering you the opportunity to make the actual book

jacket. The additional elements you need to create are a cover (with the title, author andartwork), the spin (with the title and artwork), and the inside right (back) flap (with author

information). Use an actual book jacket as an example. Your deadline for the book jacket isFriday, November 12.

Other Evidence (tests, quizzes, prompts, work samples, other observations)

Work Samples:1. Bubbl.us graphic organizer2. Wordle document3. Book jacket

Student Self-Assessment and Reflection (to rubric)

Students will complete this during the last day of the lesson.

Stage 3

Day 1:

y Students will read a short story in class. Regular classroom teacher will tell them aboutthe lessons planned for the remainder of the week and how they can earn extra credit.(completed in regular classroom)


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Days 2: Learning with LMS:

y Students will be taught how to set up an account using bubbl.usy Using this account; students will create a mind map of the story they read in class

yesterday. This should include the following points of interest: setting, tone, diction,

characters, imagery,

y Students will then print their creation so that it can be used to help them complete theirperformance task

Day 3: Learning more with the LMS

y List all the words you can think of about your book (5 minutes), share with classmates (5minutes)

y Students will be introduced to Wordle where they can create a Wordle using terms theyshared with their classmates. This will also be used to create the performance task

Day 4:

y Performance Task and Rubric will be introduced by the classroom teacher.y Students will work using the Bubbl.us and Wordle documents created on days 2 and 3 to

develop their rough draft. (completed in regular classroom)

Day 5: LMS assisting classroom teacher

y Students will work on the performance task using computersy Students will complete self-assessmenty Basic Assignment is due at least 2 days after startingy Students desiring to earn extra credit will be given time to complete their work

Book Jacket Report: Collaborative Unit

(to performance task)

Student Name: ________________________________________

CATEGORY 10-9 8-6 5-3 2-1

Po

Ea

Inside Left (front) Flap Summary is well-written and

includes all aspects of the

story. Paragraphs are well

formed. It is clear the

student read the story and

understood it.

Summary includes all

aspects of the story, but

at least one paragraph is

not well formed. It is

clear the student read the

story.

Includes a

description of some

of the things that

happened in the

story. lt appears the

student read most of

the story, but might

not understand it.

Summary is too

vague. Does not

appear the student

read or understood

the story.

Back Cover Includes one review of the

story and student's name.

Review gives an opinion for

an aspect of the book.

Includes one review of

the book and student's

name. Review is a

mixture of fact and

opinion.

Review AND/OR

student's name is

missing.


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Running head: READING AND WRITINGSpelling and Grammar There are 3 or fewer spelling

and grammatical errors on

the book jacket. The

author's name and the title

are spelled correctly

throughout!

There are 3 or fewer

spelling and grammatical

errors on the book jacket,

but the authors name is

not always spelled

correctly. The title is

always spelled correctly.

There are 3 or fewer

spelling and

grammatical errors

on the book jacket,

but the title and

author's name are

not always spelledcorrectly.

There are more than

3 spelling and

grammatical

mistakes on the

book jacket.

Effort The book jacket has no

distracting errors,

corrections or erasures and

is easily read. It appears the

student spent a lot of effort

getting things just right.

The book jacket has

almost no distracting

errors, corrections or

erasures and is easily

read. It appears the

student worked hard on

it.

The book jacket is

fairly readable but

the quality is not too

good on some parts.

It looks like the

student ran out of

time or didn't take

care of it.

Very messy and hard

to read. It looks like

the student threw it

together at the last

minute without

much care.

Use of Time Class time was used wisely.

It is clear the student

worked at home as well as

at school.

Class time was used

wisely. Student could

have put in more time

and effort outside of

class.

Class time was not

always used wisely,

but student did do

some additional

work outside of

class.

Class time was not

used wisely and the

student put in no

additional effort.

Self Assessment for Lessons Name _________________________

(to lesson)

Please check the appropriate box in the table below:

As a result of completing this portion of the unit I can:

Yes Not sure No

Create and log into my own

account on bubble.us

Create and save/print my

own document on bubbl.usCreate and log into my own

account on Wordle

Create and save/print my

own document on Wordle

Share my creations with


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others

Use my bubble.us and

Wordle creations to help

organize my ideas for other

assignmentsDetermine the setting, tone,

diction, characters, and

imagery in a story

Explain essential elements of

the story to fellow

classmates

TOTALS

Reflection

While this may not seem like a tough assignment for some, it was tough for me to

complete for several reasons. The biggest problem I had was coming up with an idea and then

finding someone who I could collaborate and teach with during my planning period. I also found

it difficult to be as creative as possible while trying to complete so many other tasks during the

course of the semester. One of the things that I really didnt expect was that the teacher I

collaborated with would want to use these plans to work with her other classes. Her idea was to

see how I did the lesson one day and then she would teach it by herself the following day. We

made some tentative plans and then when we met a second time, the plans were changed some to

better accommodate her teaching schedule as well as where the classes were in their curriculum.

The original plan was to have the students use components of persuasion that they are learning

about in their performance task, but they wont get to that until AFTER Thanksgiving. That

makes it too late to use for this class. Instead she chose a short story that all her classes could

read so that everyone would be working on the same topic.


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Running head: READING AND WRITINGThe BIGGEST problem that I encountered was finding Web 2.0 tools that I could use that

would fit in with the lesson. Our county has become famous for the filters used to block access

on most school computers. Its hard to teach students to use a tool if they cannot access it from

school. I had numerous ideas that had to be scuttled because of the filters. It seemed like every

time I turned around another site was blocked. One could say that this was a positive experience

because when you are forced to find another tool for the students to use you might come across

something really good. Im not sure how I created my other rubrics for projects, but RubiStar is

really easy and fun to use. It made it super easy for me to create a rubric, save it, and then

forward to my partner for input. We made so many changes over the course of collaborating on

this unit that it hardly resembles the one we started with, but I think in the end everyone was

pleased with the work. Even though only two students went all the way in creating the book

jacket, I think that we were pleased with the outcome of the project. Weeks later I am still

hearing about how bubbl.us is being used in some of the classrooms to help students with their

writing. Im still not sure who learned more during this project the students or me.

Documents

Reading and Writing to Increase Comprehension Unit