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Your unit plan should enable you to answer the following questions:

What exactly will my students be able to do at the end of this unit and why is this important for my Big Goal? How will I know that my students have reached mastery at the end of this unit? Can I describe what mastery

looks like? How did I organize the learning of this unit to build logically so that students arent expected to do something

that they are not prepared to do?

Unit Title: Whats In a Story?

Unit Vision:

Reading:In this unit, I want my students to learn vocabulary and strategies for talking about storiesand their own reading. We will start with story elements vocabulary (at a first and secondgrade level) to learn how excellent readers/superstar ESL students talk about books. Wewill then move on to cause and effect. We will return to cause and effect prior to testing inthe spring. The important part here is to pick up the vocabulary, get comfortable withgraphic organizers, and engage in some meta-thinking about making inferences. Next, we

will talk briefly about character traits. This, too, will be explored in more depth later on. Inthis first unit, I want students to get comfortable identifying character traits as they readand, using vocabulary-building resources in the classroom, such as illustrated word boxesas they work.

Writing:I will be asking students to write to me in a dialogue journal all year. To kick this off, wewill begin our writing instruction with a series of lessons on how to write a friendly letter. Iwant students to feel extremely comfortable with this format, and to see how useful it is inday-to-day life!

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Stage 1: Identify Desired Results

Unit Learning Goals:DCPS Standards:

-3.LT-F.8. Identify the elements of stories (problem, solution, character, and setting) and analyze how major eventslead from problem to solution.

-3.IT-E.3. Distinguish cause from effect.-4.IT-E.3. Identify cause-and-effect relationships stated and implied.3.LT-F.9. Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities.

-3.W-E.4. Write a friendly letter complete with date, salutation, body, closing, and signature-3.W-I.1. Write stories that have a beginning, middle, and end and contain details of setting and characters (potentialextension for advanced students if time permits)

Model Performance Indicators:

-ELP 1: Answer WH questions about illustrated books in response to teachers reading of illustrated books to showcomprehension of plot elements and cause and effect..-ELP 2: Complete illustrated graphic organizers to demonstrate comprehension of plot elements and cause and effect.-ELP 3: Complete graphic organizers to demonstrate comprehension of plot elements and cause and effect.-ELP 1: Identify words or phrases related to self or personal experiences from illustrated text.-ELP 2: Make predictions and inferences from illustrated text using prior knowledge or personal experiences.-ELP 3: Confirm predictions and inferences based on prior knowledge or personal experiences from illustrated text.

Fundations:-Unit 1: Letter-keyword-sounds for consonants vowels, and digraphs- Unit 2: Bonus letter spelling rulesvowel teams ai, ay-Unit 2: Glued soundsVowel teams ee, ea, ey

Grammar:-SWBAT use am/is/are correctly when speaking and writing (I am La Luna)-SWBAT use subject pronouns correctly when speaking/writing (The Secret Water)- SWBAT form questions and recognize contractions when speaking and writing (Can Turtle Fly?)

Unit Enduring Understandings: Excellent readers talk about the stories they read Excellent readers use academic vocabulary to talk about stories Excellent readers make inferences as they read Excellent readers think deeply about characters as they read

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Stage 2: Assessment EvidenceHow will you know if students have reached the goals?

Unit Assessment Description: I will give a unit test to assess master of the goals, including the phonics,grammar, and writing standards. See below.

Stage 3: Plan for LearningDaily Objectives: (Optional; these can be included in the calendar below)

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Calendar the UnitMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SWBAT identifythe maincharacter whenreadingindependently

Phonics: letter,keyword, sound

for short vowels+ 5 consonants

SWBAT identifysetting whenreadingindependently

Grammar:SWBATparticipate in

shared reading Writers: SWBAT

explain thenorms ofWritersworkshop (whatit looks like,what it soundslike); SWBATexplain

procedures forWritersWorkshopmaterials

SWBAT identifythe problem in astory whenreadingindependently

Phonics: letter,keyword, sound

for 10 additionalconsonants

SWBAT identifythe solution in astory whenreadingindependently

Grammar:SWBAT set up

and usegrammar sectionof theirnotebooks

Writers: SWBATexplain differentreasons whypeople write

Review and quiz Phonics: letter,

keyword, soundfor 6 consonants+ vowel digraphs

SWBAT fill ineffects in agraphicorganizer whengiven causesduring

independentreading

Phonics: gluedsounds am, an;vowel teams ai,ay

SWBAT fill incauses in agraphicorganizer whengiven effectsduring

independentreading

Grammar:SWBAT use amwith I

Writers: SWBATidentify theparts of afriendly letter

SWBAT identifyan explicit(stated) causeand effectrelationship

Phonics: glued

sounds am, an

SWBAT identifyan implied causeand effectrelationship

Grammar:SWBAT use is

with singularnouns

Writers: SWBATwrite their ownfriendly letter toa classmate

Review and quiz Phonics: review

and check-up

SWBAT identify

physicalcharacter traitswhen readingindependently

SWBAT identify

personality traitswhen readingindependently

Grammar:

SWBAT identify

and record (in agraphicorganizer)personality traits

SWBAT identify

and record (in agraphicorganizer)personality traits

Review and quiz

Phonics: reviewand check-up

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Additional InformationLesson Plan Ideas: (Optional) Potential Student Misunderstandings: (Optional)

When introducing story elements, make a big deal outof the importance of using academic (school)language. It makes us sound so smart! Were notgoing to say the guy in the story is tall. Were goingto say the main character in the story is tall. Muchbetter!

To introduce cause and effect (and making inferencesgenerally), use example where the kids are characters.For example, set up columns of causes and effects. If

the cause is Bhishma eats to much ice cream whatis the effect? If the effect is Jonathan gets 100% on

his math quiz

what was the cause? Then transitioninto an example from a read aloud.

True newcomers are really going to struggle with thisunit. Thats ok! They will most likely be able to accessthe English to a Beat! stories. Also consider pullingnewcomers alone for chunking. This means teachingphrases or sentences that they will need to get throughthe day at school. Consider assessing them with justthe matching exercise and some chunked language.Make sure they, too, are successful in your classroom.

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Name: ________________________________Date: _________________________________

I promise to do my best on this assessment: _________________________

Unit 1: Whats in a Story?

Learning Goals: (For Ms. Baneman only! Do NOT write in the boxes below)

Learning Goal Points Earned Percentage

Reading Standards Overall Points Earned: _____/21 Overall Percentage:

3.LT-F.8. Identify the elements of stories

(problem, solution, character, and setting) and

analyze how major events _____/104.IT-E.3. Identify cause-and-effect relationshipsstated and implied. _____/5

3.LT-F.9. Identify personality traits ofcharacters and the thoughts, words, and actions

that reveal their personalities. _____/6

Writing Standards Overall Points Earned: _____/10 Overall Percentage:

3.W-E.4. Write a friendly letter complete withdate, salutation, body, closing, and signature _____/10

Listening Overall Points Earned: _____/8 Overall Percentage:

MCPS 1.2 Comprehend and apply contentinformation presented orally and in context. _____/8

Speaking Overall Points Earned: _____/6 Overall Percentage:

MCPS 2.2 Communicated academicinformation with clarity and fluency _____/6

Grammar Overall Points Earned: _____/5 Overall Percentage:

MCPS 4.4 Use standard English grammar to

communicate clearly and accurately (am, is,are); (pronouns) _____/5

Vocabulary Overall Points Earned: _____/7 Overall Percentage:

MCPS 3.3 Demonstrate comprehension of

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vocabulary in level-appropriate text _____/7

Part 1: Reading

Directions: Match the name of the story element to the best example.

1. Title

2. Characters The Policeman

3. Setting

4. Problem

5. Solution

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Directions: Please read the story Ms. Baneman gives you. Then, answer the questions below.

6) Who is the main character?

7) What is the setting of the story?

8) What is the problem in the story?

9) What is the solution in the story?

10) Pick one of the words in the box below and circle it. What does it mean, in your words?

Character, setting, problem, solution

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Direction: Look again at the story Ms. Baneman gave you. Fill in the missing causes and effects in the box below.

Cause Effect

11. Arthur holds his baby sister

12. _______________________________

_________________________________

13. ______________________________

________________________________

1. ______________________________________

______________________________________

2. Arthur wakes up happy and laughing.

3. Arthur thinks his life will never be the same;

he wont be able to do as many fun things with

his parents.

14. What does cause and effect mean, in your words? (___/2)

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Directions: Look again at the story Ms. Baneman gave you. The main character in this story is Arthur. Answer the following questions about

Arthur.

15. Look at the cover of the story. What are TWOphysicalcharacter traits of Arthur?

1. ______________________________________________________________

2. ______________________________________________________________

16. Fill in the graphic organizer below. What are TWO character traits (non-physical) of Arthur? Whats your evidence?

You may use the Glossary and Word List to help you.

Character Trait Evidence: thought, words, or action that shows the trait

1. 1.

2. 2.

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Part 2: WritingDirections: Answer the following questions

1) Which choice below shows the correct way to write the date of a letter?a. July 27 2006

b. july 27, 2006c. July 27, 2006

d. 2006 July, 27

2) Which choice below shows the correct way to write the greeting of a letter?

a. dear Anne,b. Dear Anne

c. Dear, Anned. Dear Anne,

3) Which choice below shows the correct way to write the closing of a letter?a. Your friend,

b. Your Friendc. Your, friend

d. Your friend

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4) On the lines below, please respond to the following letter:

October 15, 2009

Dear ESL Superstar,

I have had so much fun learning with you this week! I hope you have had fun too. I wanted to tell you a little more about me. I am fromNew York. I am funny. I am a teacher. Can you tell me about you?

Love,

Ms. Baneman

________________

_________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

___________________________

________________

________________

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Part 3: Listening

Directions: Listen to the questions and the answer choices. Circle the best answer.

1. Who was the main character of the selection?

a. Annie Sullivanb. Helen Keller

c. Braille

2. What was special about Helen?

a. She could not see or hear.b. She talked a lot.

c. She liked to read and write.

3. Who was Annie Sullivan?

a. Helens motherb. Helens brother

c. Helens teacher

4. Why was Annie important to Helen?

a. She helped Helen learn to talk with her hands.b. She helped Helen see.

c. She helped Helen write many books.

5. What sentence describes a character trait (non-physical) of Helen.a. She was tall.

b. She had brown eyes.

c. She was brave.

6. What sentence describes one of Helens personality traits?

a. Helen had blue eyes.b. Helen was brave.

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c. Helen was sad because she could not see.

7. What is one of Helen Kellers personality traits? Give a reason to explain your answer.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

________________________________

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Part 4: Speaking (administered separately from the rest of the assessment)

Directions: Create a web graphic organizer with information about your partner. Tell:

Your partners name.

What your partner looks like. Include 2 or more details. (__/2)

A character trait that describes that person. Give evidence (thought, word, or action). (__/2)

One thing you like about your partner. (__/2)

Physical traits Character trait

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One thing you like about your partner

Part 5: Grammar

Directions: Read the questions and answers. Circle the best answer.

1.

a. isb. are

c. am

d. Im

2.

a. isb. are

c. amd. Youre

I am

______

years old.

You ______

a good

singer.

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3.

a. areb. Im

c. isd. youre

a. am

b. isc. Im

d. are

My hat______ just

right!

Animals____ cute!

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5.

a) isb) am

c) ared) Im

Part 6: Vocabulary

Fill in the blank with the correct word from the following list:

night, sky, day, marry, alone, fit, change

1. The sun shines brightly during the _____________.

2. The sun and the moon are in the ______________.

3. If you grow, your clothes will no longer ______________.

4. The moon shines at _____________.

5. If you are not with other people, you are _________________.

The dog

______ funny.

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6. He loved her very much and asked her to _____________ him.

7. As we grow, we __________________.

Part 7: Phonics

Directions: Practice these words in your head. When Ms. Baneman calls you, read them aloud to her.

1. bat 11. ham

2. ship 12. man

3. hen 13. ring

4. whip 14. long

5. lock 15. rung

6. mop 16. bang

7. run 17. think 8. up 18. tank

9. tub 19. honk

10. such 20. junk

Directions: Listen carefully to the words Ms. Baneman reads aloud. Do your best to spell them below.

1. 11.

2. 12.3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

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10. 20.

Teachers resources:

Passage for the listening section ( Montgomery County Public Schools):

Hellen Keller was a tall, thin woman. She had beautiful blue eyes like the color of the sky, but Helen could not see with her eyes. She was blind.

Helen could not see and she could not hear. She also did not know how to talk. She could not say how she was feeling or thinking.

When Helen was a little girl, she had a special teacher named Annie Sullivan. Annie showed Helen how to talk using her hands. Annie showedHelen how to read and write with Braille. Braille is a way blind people can read. People who cant see read Braille with their fingers.

Hellen worked hard. She learned how to learn, talk, read, and write. When she was 20 years old, she went to college. In her life, Helen helped many

blind and deaf people. She gave speeches and wrote many books. Today people all over the world know that Helen was a very brave, helpful

person.

Sample phonics words for encoding (if you are using Wilsons Fundations, see their resources for words and unit assessments!)

1. cat2. nut

3. shop

4. thin5. thick

6. rub7. mud

8. pen

9. win10. rich

11. can12. ham

13. rink14. sank

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15. sing16. fang

17. hung

18. song19. honk

20. bunk