Running Head: NONFICTION UNIT PLAN 1

Running Head: NONFICTION UNIT PLANNonfiction Unit PlanEnglish I – Ninth GradeLaura Stepp800748342Special Education Adapted CurriculumSPED 5279 Content Area Instruction for Students with Special NeedsSpring 20121

NONFICTION UNIT PLANIntroductory Information2Table of ContentsGeneral Population . 3Student Population . 3Broad Goals and RationaleSummary and Narrative Statement . 5Rationale Statement . 6SMARTER Planning Summary . 6Unit Organizer Routine . 8Content AnalysisContent Standards Table. 10Summary of the Scope of the Unit Plan. .13Cultural Responsiveness. 14Content Integration . 14Assessment MethodsAssessment Method Table . 15Instructional Strategies and ActivitiesOverview of Instructional Strategies and Routines . 19Universal Design for Learning . 20Collaborative Instruction . 22Co-teaching Lesson Plans . 23Technology Integration . 28Daily Lesson PlansLesson 1 . 29Lesson 2 . 32Lesson 3 . 35Lesson 4 . 39Lesson 5 . 42Unit Reflection and Evaluation . 44Appendix A . 46References . 50Introductory Information

NONFICTION UNIT PLAN3General Information1. Unit Titlei. Non-fiction Literature2. Subject/Unit Topici. Survival Stories of the Holocaust3. Course Contenti. English/Language Arts4. Grade Leveli. Ninth grade5. Length of Class Timei. 90 minute class6. Length of Time to Complete Unit Plani. The unit on Non-fiction began on March 8th and was competed on March30th. The class had instruction on the topic everyday of the week.Student al School; primarilyLower Socioeconomic Statuscommunity; 650 students;large African American andHispanic population; Highpercentage of gang activityand drop outsClassroom Teacher andAssistant PrincipleTwo students in SpecialClassroom TeacherImplications forInstruction andAssessmentMany of the students maynot be aware of the eventsthat we are going to readabout because of their ageand lack of exposure to priormaterials. It is important toconsider that the studentsmay have a different dialector communicate differentlyfrom what they havepreviously been exposed to.With the high percentage ofdropouts and gang activities,some students might notappreciate the importance ofeducation and need extramotivation to completework.Differentiate materials to

NONFICTION UNIT PLAN4Education-both havelearning disabilitiesFour students who arestruggling or considered atriskClassroom TeacherThe class overall isdisruptive, defiant, noncompliant and disrespectfulto classroom teacher butlove working withcomputers.Classroom Observations andTeacherappropriately fit thestudent’s needs. One of thestudents especially strugglesmore with reading andwriting, so extra supports inthose areas will benecessary. It is important tostill challenge the studentsacademically but make surethey understand thematerials in a way that doesnot overwhelm. Appropriatebehavior supports withinthe classroom with clearlystated rules will ensurelearning takes place.These students needencouragement that theycan succeed. It is importantto provide these studentswith extra supports andcheck for theircomprehension before andduring assignments andreadings.The assignments andmaterials need to beinteresting and fun. Makesure to hook the studentsinto the materials before theassignments are given. Giveincentives and focus on whyit is important to learninformation. Use positivebehavior support andreinforcements to help withclassroom management.Incorporate independentwork time with computers.This generation of studentsworks well with technologyand seem to be moreinterested when they get tobe hands on withtechnology. Free computer

NONFICTION UNIT PLAN5time can be used forreinforcement if they finishassignments before class isover.Broad Goals, Objectives and RationaleSummary and Narrative StatementThe enduring and overarching understanding for the unit on non-fiction is for thestudents to be able to read this type of literature and explore different literary conceptswithin the topic of non-fiction while comprehending the readings. By the end of this unitthe students should be able to identify vocabulary terms associated with the non-fictionsubject and identify those ideas within their non-fiction readings.To help guide the unit, essential questions will help focus the students and enhanceunderstanding. These questions are:1. What is nonfiction? Compare and contrast fiction and nonfiction.2. How do biographies and autobiographies differ?3. Name and be able to label different parts of a newspaper.4. How are diaries and memoirs similar and different? Compare and contrast thesewith autobiographies.5. How are documentaries made? Why are documentaries used?6. Be able to pick describe the tone, audience and point of view from readings.The learner objectives for this unit are:1. Students will be able to identify key vocabulary related to nonfiction print and pickout examples of those terms in readings.2. Students will be able to demonstrate comprehension to texts in a variety of waysincluding answering multiple choice questions, short answer, and essay format responses.3. Students will be able to analyze a reading and determine the tone, audience, point ofview, and influence of bias.4. Students will be able to reflect on the nonfiction readings using personal feelings andshow an awareness of how they might respond differently than another person.5. Students will be able to create their own nonfiction writing.

NONFICTION UNIT PLAN6MaterialsMaterials made for this unit are presented in Appendix A which can be found onpage 46. These materials include guided notes and other relevant handouts.Rationale StatementThis unit is being taught because it is topic that is contained in the North CarolinaStandard Course of Study (NCSCOC) for English I. The NCSCOS curriculum for English I hasa variety of competency goals that can be accomplished through exploring non-fictionreadings and materials. English I students are expected to be able to read and analyze avariety of literature genres including nonfiction. This unit is designed to accomplish thispart of the curriculum. The students need to focus on nonfiction by identifying keyvocabulary and picking out examples of these literary terms within their readings. Thisskill will help students be able to analyze their readings and be able to read differentgenres of literature. The purpose of this unit is to expose students to a variety of nonfictionliterature. The students will be able to explore different mediums of nonfiction. Throughtheir exploration of nonfiction the students will be able to determine the source ofinformation, analyze the reading for tone, audience and any bias and how those affect thewriting.SMARTER Planning SummaryLenz, Deshler and Kissam (2004) describe the steps of the SMARTER Planningroutine as:S- Shape the Critical QuestionsM- Map the Critical ContentA- Analyze the Learning DifficultiesR- Reach Enhancement DecisionsT- Teach StrategicallyE- Evaluate MasteryR- Revisit OutcomesSMARTER is a planning process intended to help teachers highlight the significantmaterial by organizing it in a graphic way and examining the learner difficulties that maybe present. This plan suggests the critical content that is essential for all students to betaught. The critical content takes the sporadic and vast information from courses and

NONFICTION UNIT PLANprioritizes the most important information, or critical content. There are three levels oflearners and knowledge presented in the SMARTER plan. First, there is the critical contentthat everyone will learn. With the critical content the students can understand the big ideaof the unit. This content is a small set of information represented in an enormous set ofinformation that a topic can cover. The next level is content that most students will learn.This level adds to the critical content but it is not necessary for every student to learn. Thelast level of content is a portion that the smallest amount of student will learn. This levelhas the most content but it is not considered to be important for every student to learn.Each level builds on the amount of content (Lenz et al, 2004).The Unit Organizer Routine7

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NONFICTION UNIT PLAN10Content AnalysisLearning Goals and Content Standard TableUnit Learning GoalsStudents will be able to identify keyvocabulary related to nonfiction print andpick out examples of those terms inreadings.NCSCOS Competency Goals andObjectivesNCSCOS English I Competency Goal 2: Thelearner will explain meaning, describeprocesses and answer research questions toinform an audience2.02 Explain commonly used terms andconcepts by:-clearly stating the subject to be defined.-classifying the terms and identifyingdistinguishing characteristics.-organizing ideas and details effectively.-using description, comparison, figurativelanguage, and other appropriate strategiespurposefully to elaborate ideas.-demonstrating a clear sense of audienceand purpose.NCSCOS English I Competency Goal 5 Thelearner will demonstrate understanding ofvarious literary genres, concepts, and terms.5.01-Read and analyze various literary works byusing effective reading strategies forpreparation, engagement, and reflection.- recognizing and analyzing thecharacteristics of literary genres includingfiction, nonfiction (e.g., essays, biographies,autobiographies, historical documents),poetry, and drama.-interpreting literary devices such asallusion, symbolism, figurative language,flashback, dramatic irony, dialogue, diction,and imagery.-Understand the importance of tone, mooddiction, and style.- explaining how point of view is developedand its effect on literary texts.-making thematic connections amongliterary texts and media and contemporaryissues.-producing creative responses that follow

NONFICTION UNIT PLANStudents will be able to demonstratecomprehension to texts in a variety of waysincluding answering multiple choicequestions, short answer, and essay formatresponses.Students will be able to analyze a readingand determine the tone, audience, point ofview, and the influence of bias.11the conventions of a specific genre and usingappropriate literary devices from that genre.NCSCOS English I Competency Goal 2: Thelearner will explain meaning, describeprocesses and answer research questions toinform an audience2.02 Explain commonly used terms andconcepts by:-clearly stating the subject to be defined.-classifying the terms and identifyingdistinguishing characteristics.-organizing ideas and details effectively.-using description, comparison, figurativelanguage, and other appropriate strategiespurposefully to elaborate ideas.-demonstrating a clear sense of audiencean

English/Language Arts 4. Grade Level i. Ninth grade 5. Length of Class Time i. 90 minute class 6. Length of Time to Complete Unit Plan th i. The unit on Non-fiction began on March 8 and was competed on March th 30 . The class had instruction on the topic everyday of the week. Student population Contextual/Environmental Factors Source Implications for Instruction and Assessment Rural School .