€¦ · Web viewContent Unit . 3. Dates of Unit: ... Easy for Beginners. ... Units of Study for Teaching Reading Grades 3-5. Navigating Nonfiction in Narrative and Hybrid Text

Grade 8

Unit 3

Table of Contents

Nonfiction Reading: Navigating Expository, Narrative, and Hybrid Nonfiction

Section Page NumberUnit Essential Questions

Unit Goals and Sub Goals (Task Analysis)

Unit Language

Unit Assessments Checklist

Unit Assessment Rubric

Sample Unit Calendar

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Grade 8Content Unit 3

Dates of Unit:

Unit Title: Nonfiction Reading: Navigating Expository, Narrative, and Hybrid NonfictionStage 1Standards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards:8.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings, analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.8.RI.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Supporting Standards:8.RI.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.8.RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories)8.RI.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.8.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Essential Questions: (These questions should be aligned to Standards.)

How do we read nonfiction texts in order to learn?

Goals:(These should be aligned to the Essential Questions above.)

SWBAT successfully prepare for reading nonfiction texts.

SWBAT successfully analyze various elements of nonfiction texts.

SWBAT successfully synthesize and evaluate nonfiction texts.

SWBAT communicate with others regarding a nonfiction text they have read.

Learning I can choose appropriate nonfiction texts that I can read

I can analyze how the structure of a text affects its

I can make connections between what I already know

I can utilize graphic organizers in preparation for a nonfiction

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Targets(aligned to goals)

with stamina. meaning and style. (my schema) and a nonfiction text.

text discussion.

I can analyze the parallels between elements of literary text (characters, setting, plot, etc.) and elements of narrative nonfiction text.

I can evaluate how the details an author chooses affect the nonfiction narrative.

I can cite textual evidence that most strongly supports my analysis of what the text says explicitly as well as inferences drawn from the text.

I can use strategies to figure out the meaning of an unfamiliar word in the context of a nonfiction text.

I can evaluate the meaning of words and phrases and their impact on the nonfiction text.

I can explain the purpose of various elements of nonfiction text and how they support a reader’s comprehension.

I can determine a main idea and supporting details of a nonfiction text.

I can reflect on how reading a nonfiction text affects my understanding of a topic.

I can write a formal objective summary of a nonfiction text.

I can compare and contrast the structure of multiple texts.

Stage 2 Determine Assessment EvidenceAcademic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Summarizing & Speculating ( #24) Drawing Conclusions

Academic Language Stems:Easy for Beginners

One similarity/difference is _____. I think/believe that _____ because _____. I learned that ____________. This text was about _____________.

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Medium for Intermediate By comparing/contrasting _____ to _____, it becomes clear that_____. In my opinion, _____ based on _____. Based on_____ , I believe_____. I consider_____ because_____. _____ proves that _____. According to the text, ___________________. In conclusion, ___________________.

Difficult for Advanced and Fluent _____(name of author/title of text) presents the idea that _____. A comparison of_____ to _____ reveals that_____. Upon reflection, I am confident that _____. Due to _____, one might suspect that _____. Initially, _____; however, by the end _____. Following the _____, _____ changes in that _____. Throughout _____, one can see _____.

Non-academic Vocabulary:

formal objective (adjective) impact style stamina organizational tool (graphic organizer) development

Academic Vocabulary:

analyze/analysis synthesize evaluate compare/contrast cite/citation schema excerpt/passage biography dialogue perspective/point of view audience evidence setting character conflict structure theme central idea elements literary genres (eg. Expository, narrative, and hybrid

nonfiction)

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Assessment Tools:

Goals Rubric Assessment Checklist

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Unit of Study Assessment Checklist

Student Name

I can

cho

ose

appr

opria

te n

onfic

tion

text

s tha

t I c

an re

ad

with

stam

ina.

I can

ana

lyze

how

the

stru

ctur

e of

a te

xt

affec

ts it

s mea

ning

and

st

yle.

I can

ana

lyze

the

para

llels

betw

een

elem

ents

of l

itera

ry

text

(cha

ract

ers,

I can

use

stra

tegi

es to

fig

ure

out t

he m

eani

ng o

f an

unf

amili

ar w

ord

in th

e co

ntex

t of a

non

fictio

n te

xt.

I can

det

erm

ine

a m

ain

idea

and

supp

ortin

g de

tails

of a

non

fictio

n te

xt.

I can

mak

e co

nnec

tions

be

twee

n w

hat I

alre

ady

know

(my

sche

ma)

and

a

nonfi

ction

text

.

Notes

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Student Name I can

eva

luat

e ho

w th

e de

tails

an

auth

or c

hoos

es

affec

t the

non

fictio

n na

rrati

ve.

I can

eva

luat

e th

e m

eani

ng

of w

ords

and

phr

ases

and

th

eir i

mpa

ct o

n th

e no

nficti

on te

xt.

I can

refle

ct o

n ho

w re

adin

g a

nonfi

ction

text

affe

cts m

y un

ders

tand

ing

of a

topi

c.

I can

com

pare

and

co

ntra

st th

e st

ruct

ure

of

mul

tiple

text

s.

I can

util

ize g

raph

ic

orga

nize

rs in

pr

epar

ation

for a

no

nficti

on te

xt

disc

ussio

n.

I can

cite

text

ual e

vide

nce

that

mos

t str

ongl

y su

ppor

ts m

y an

alys

is of

w

hat t

he te

xt sa

ys

expl

icitl

y as

wel

l as

infe

renc

es d

raw

n fr

om

the

text

.

Notes

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Student Name I can

exp

lain

the

purp

ose

of v

ario

us

elem

ents

of n

onfic

tion

text

and

how

they

I can

writ

e a

form

al

obje

ctive

sum

mar

y of

a

nonfi

ction

text

.

Notes

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Unit of Study Assessment Rubric

Developing Analytical Reading Practices: Interpretation

Learning TargetTracking

Mastery Proficient Developing Beginning

I can choose appropriate nonfiction texts that I can read with stamina.

I can independently choose a variety of nonfiction texts on a subject and read them for at least thirty minutes.

I can independently choose appropriate nonfiction texts that I can read for at least twenty minutes.

With occasional support, I can choose appropriate nonfiction texts that I can read for ten minutes.

With teacher support, I can choose an appropriate nonfiction text that I can read for five minutes.

I can analyze how the structure of a nonfiction text affects its meaning and style.

I can independently explain multiple ways in which the structure of a nonfiction text affects its meaning and style, and predict how an alternative structure would affect the text.

I can independently explain how the structure of a nonfiction text affects its meaning and style.

With occasional support, I can identify at least one feature of the structure of the nonfiction text and explain how this feature affects its meaning and style.

With teacher support, I can identify at least one feature of the structure of the nonfiction text.


I can independently analyze multiple parallels between elements of literary text (characters, setting, plot, etc.) and elements of narrative nonfiction text.

I can independently analyze more than one parallel between elements of literary text (characters, setting, plot, etc.) and elements of narrative nonfiction text.

With occasional support, I can identify at least one parallel between elements of literary text (characters, setting, plot, etc.) and elements of narrative nonfiction text.

With teacher support, I can identify one parallel element between literary text (characters, setting, plot, etc.) and a narrative nonfiction text.

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I can independently use multiple appropriate strategies to figure out the meaning of an unfamiliar word in the context of a nonfiction text.

I can independently choose & use more than one strategy to figure out the meaning of an unfamiliar word in the context of a nonfiction text.

With occasional support, I can choose and use at least one strategy to figure out the meaning of an unfamiliar word in the context of a nonfiction text.

With teacher support, I can use one strategy to figure out the meaning of an unfamiliar word in the context of a nonfiction text.


I can independently identify multiple supporting details and a main idea of a nonfiction text.

I can independently identify at least one supporting detail and idea of a nonfiction text.

With occasional support, I can identify a theme or idea of a nonfiction text.

With teacher support, I can identify a theme of the nonfiction text using teacher-provided details.

I can make connections between what I already know (my schema) and a nonfiction text.

I can independently make multiple relevant, insightful connections between what I already know (my schema) and a nonfiction text that deepen my understanding of the subject.

I can independently make relevant connections between what I already know (my schema) and a nonfiction text.

With occasional support, I can make more than one connection between what I already know (my schema) and a nonfiction text.

With teacher support, I can make at least one connection between what I already know (my schema) and a nonfiction text.

I can evaluate how the details the author chooses affect the nonfiction narrative.

I can independently evaluate the details the author chose that most significantly affect the nonfiction narrative.

I can independently evaluate how author chosen details affect the nonfiction narrative.

With occasional support, I can identify details the author chooses and explain how they affect the nonfiction narrative.

With teacher support, I can identify details the author chooses that affect the narrative.

I can evaluate the meaning of words and phrases and their impact on nonfiction text.

I can independently determine how the meaning of words and phrases impact the nonfiction text and the author’s purpose for using them.

I can independently determine how the meaning of words and phrases impact the nonfiction text.

Using teacher-selected words from the nonfiction text, I can explain how that word affects the meaning of the passage/text.

Using teacher-selected words from the nonfiction text, I can explain the meaning of the word.


I can independently evaluate how reading a nonfiction text broadens my understanding of a topic and understanding of my world.

I can independently evaluate how reading a nonfiction text broadens my understanding of a topic.

With occasional support, I can retell what new understandings I have gained from reading a nonfiction text.

With teacher support, I can retell what I understand from reading a nonfiction text.

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I can independently compare and contrast the structure of multiple texts and evaluate the effectiveness of each one.

I can independently compare and contrast the structure of multiple texts.

With occasional support, I can compare and contrast the structure of multiple texts.

With teacher support, I can explain one way in which the structures of two texts are different.

I can utilize graphic organizers in preparation for a nonfiction text discussion.

I can independently create and fill out a graphic organizer with all the necessary details to effectively prepare me for a nonfiction text discussion.

I can independently utilize appropriate graphic organizers in preparation for a nonfiction text discussion.

With occasional support, I can select and fill out a graphic organizer in preparation for a nonfiction text discussion.

With teacher support, I can fill out a graphic organizer in preparation for a nonfiction text discussion.


I can independently cite relevant textual evidence from multiple sources that most strongly supports my analysis of what the text says explicitly as well as inferences drawn from the text.

I can independently cite relevant textual evidence that most strongly supports my analysis of what the text says explicitly as well as inferences drawn from the text.

With occasional support, I can cite textual evidence that supports my analysis of what the text says explicitly as well as inferences drawn from the text.

With support from teachers or peers, I can cite textual evidence that supports my analysis or inference about a text.


I can independently evaluate how effectively the various elements of a nonfiction text support my comprehension.

I can independently explain the purpose of various elements of nonfiction text and how they support my comprehension.

With occasional support, I can identify at least two different kinds of elements of nonfiction text that support my comprehension.

With teacher support, I can identify at least one element of nonfiction text that supports my comprehension.


I can independently write a formal objective summary of a nonfiction text including the main idea and the most important supporting details.

I can independently write a formal objective summary of a nonfiction text including the main idea and several supporting details.

With occasional support, I can write an objective summary of a nonfiction text including the main idea and one supporting detail.

With teacher support, I can write one objective summarizing statement about the nonfiction text.

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Stage 3 Plan Learning Experiences and Instruction

UNIT 3 CALENDAR (Disclaimer – feel free to improve and modify calendar for your classroom use. Also, these skills are intended to be used over the entire school calendar year, not just isolated to one specific month or unit of study.)

Monday Tuesday Wednesday Thursday Friday

Intro to non-fiction. I can choose appropriate nonfiction texts that I can read with stamina.

I can make connections between what I already know (my schema) and a nonfiction text.




I can evaluate the meaning of words and phrases and their impact on nonfiction text.

I can evaluate how the details the author chooses affect the nonfiction narrative.





I can utilize graphic organizers in preparation for a nonfiction text discussion.



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Appendix A: Supporting Mini-lesson Correlation Chart

Teaching Point Reference to MinilessonsI can prepare myself for the different ways in which I must read nonfiction texts.

Calkins, L. (2010). Units of Study for Teaching Reading Grades 3-5. Navigating Nonfiction in Narrative and Hybrid Text Portsmouth: Heinemann.

Volume 1 Readying Our Minds to Read Nonfiction (pg. 2-29).

I can choose appropriate nonfiction texts that I can read with stamina.


Volume 1 Choosing Just Right Texts and Reading with Stamina, in Nonfiction (pg. 48-57).



Volume 1 Looking for Structure Within a Nonfiction Text (pg. 30-41).

I can analyze the parallels between elements of literary text (characters, setting, plot, etc.) and elements of narrative nonfiction text.I can use strategies to figure out the meaning of an unfamiliar word in the context of a nonfiction text.


Volume 1 Becoming Experts and Teaching Others from Nonfiction Texts (pg. 66-75).



Volume 1 Grasping Main Ideas in Nonfiction Texts (pg. 82-93).I can make connections between what I already know (my schema) and a nonfiction text.I can evaluate how the details the author chooses affect the nonfiction narrative.


Volume 2 Achievement Texts, Disaster Texts: Templates in Narrative Nonfiction (pg. 54-60).

I can evaluate the meaning of words Calkins, L. (2010). Units of Study for Teaching Reading Grades 3-5.

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and phrases and their impact on nonfiction text.

Navigating Nonfiction in Narrative and Hybrid Text Portsmouth: Heinemann.

Volume 2 Envisioning (and Other Strategies) to Figure Out Unfamiliar Words (pg. 68-75).



Volume 1 Reading Differently Because of Conversations (pg. 116-126).

I can compare and contrast the structure of multiple texts.I can utilize graphic organizers in preparation for a nonfiction text discussion.


Volume 2 Becoming Experts on Shared Nonfiction Topics (pg. 82-92).


Calkins, L. (2010). Units of Study for Teaching Reading Grades 3-5. In H. Atif Khan, Navigating Nonfiction in Narrative and Hybrid Text (pp. 29-35). Portsmouth: Heinemann.

I can explain the purpose of various elements of nonfiction text and how they support a reader’s comprehension.I can write a formal objective summary of a nonfiction text.

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Appendix B: Anchor Charts

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Documents

€¦ · Web viewContent Unit . 3. Dates of Unit: ... Easy for Beginners. ... Units of Study for Teaching Reading Grades 3-5. Navigating Nonfiction in Narrative and Hybrid Text