Adventure Unit Plan
Teaching Overview
Name: Kaitlyn Goral
Grade Level: 6th
School: Whitehills Elementary School
Target area: My target area for my guided lead teach will be the adventure genre and writing fiction.
Grade Level Content Expectation(s) (GLCEs):
1. SWBAT monitor comprehension by making a picture or mental image or utilizing background knowledge by sharing ideas in a whole group setting
2. SWBAT demonstrate comprehension by making predictions, responding, questioning, and investigating style and voice, while citing evidence, by using response journals in book clubs.
3. SWBAT identify elements of the adventure genre by reading the genre and investigating structure, elements, style and purpose in small and whole group lessons.
4. SWBAT demonstrate knowledge of the writing process by revising leads, endings and editing with various lenses using their fiction narrative.
Rationale:
In order for students to become better readers, they must be given explicit comprehension instruction that teaches them the skills good readers use. Students will also monitor their own comprehension by using their reader’s notebooks to reflect on the novels they’re reading. Students will also gain knowledge of the adventure genre, allowing them to identify certain stylistic and language patterns authors of the genre use. As students mature as writers, they will need to have the skills necessary for drafting and revising their writing. Teaching them strategies to do this will give students the tools to be successful writers in their future writing endeavors.
List the main assessment(s) you will use to determine if your students meet your unit objectives for the unit
Name: Kaitlyn Goral
Grade Level: 6th
School: Whitehills Elementary School
Target area: My target area for my guided lead teach will be the adventure genre and writing fiction.
Grade Level Content Expectation(s) (GLCEs):
- R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.
- R.NT.06.02 analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.
- R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
- W.PR.06.03 revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics with audience and purpose in mind.
1. SWBAT monitor comprehension by making a picture or mental image or utilizing background knowledge by sharing ideas in a whole group setting
2. SWBAT demonstrate comprehension by making predictions, responding, questioning, and investigating style and voice, while citing evidence, by using response journals in book clubs.
3. SWBAT identify elements of the adventure genre by reading the genre and investigating structure, elements, style and purpose in small and whole group lessons.
4. SWBAT demonstrate knowledge of the writing process by revising leads, endings and editing with various lenses using their fiction narrative.
Rationale:
In order for students to become better readers, they must be given explicit comprehension instruction that teaches them the skills good readers use. Students will also monitor their own comprehension by using their reader’s notebooks to reflect on the novels they’re reading. Students will also gain knowledge of the adventure genre, allowing them to identify certain stylistic and language patterns authors of the genre use. As students mature as writers, they will need to have the skills necessary for drafting and revising their writing. Teaching them strategies to do this will give students the tools to be successful writers in their future writing endeavors.
List the main assessment(s) you will use to determine if your students meet your unit objectives for the unit
- Reader’s notebook: students will fill in a graphic organizer every time they meet. One box will be for predictions, one for questions, another for either style or language and another that deals with structure, such as characters and setting, sequence of events or solution. I will be checking their journals every other day to ensure they are filling the journals out adequately. Students with 3 examples in each box will receive full credit (8 points).
- Students will create a project at the end of the adventure unit. This will be a project that is not heavy on technology. A poster, mobile, timeline, collage, comic book or diorama are the kinds of final assessment items I will be looking for.
- Students will also have a published personal narrative, or will be on their way to creating one by the end of this unit. Depending on how far we get, I may have a final narrative to grade.
adventure_genre_rubric.doc | |
File Size: | 45 kb |
File Type: | doc |