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Literacy Unit Plan
ETC567
Unit: Demonstrating Comprehension Though Journal Writing
Grade Level: 4th
Topic: Student will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Content Area(s): Reading, Literature, Writing
The Question of Purpose
• What’s the point of the unit? “So what?”
In this unit, the primary goal is to empower students to deepen their comprehension of the story by engaging in critical thinking exercises. By encouraging them to form opinions, envision themselves in various scenarios, and relate personal experiences to the narrative, educators aim to foster a more profound connection to the material. This approach not only cultivates analytical skills but also enhances empathy and creativity in students. By actively participating in these activities, students can develop a nuanced understanding of the story and its themes, making their learning experience more enriching and meaningful. Ultimately, the aim is for students to apply their knowledge in a practical and personal way, leading to a more profound appreciation and engagement with the text.
• Why is this unit worth teaching? Why does this content matter?
By teaching this subject, educators can effectively gauge how well students grasp the material they are reading. This is significant because the ultimate aim is to enhance students’ comprehension skills. Through this approach, teachers can identify students who may require additional support and pinpoint areas that necessitate further explanation or focus. By delving into this subject matter, educators can tailor their teaching strategies to cater to the diverse needs of their students, ultimately fostering a more inclusive and effective learning environment.
• What about this topic is most important? Most interesting?
Fostering student engagement and encouraging active participation is crucial. The most important aspect of this approach is creating an environment where students feel comfortable discussing with their peers, sharing their opinions, and articulating their emotions and comprehension of the subject matter, be it a story or any other topic. By allowing students to voice their thoughts and feelings, educators can facilitate a deeper understanding of the material and encourage critical thinking skills. This collaborative and interactive learning environment not only enhances students’ communication abilities but also promotes empathy, respect for diverse perspectives, and the development of well-rounded individuals who can confidently express themselves in both academic and real-world settings.
• What about this subject captures your attention? Students’ attention?
This subject captures my attention because I am interested in the opinions of my students about the story. Students are able to be creative when sharing their thoughts about the story, which can lead to engaging discussions and insightful interpretations. It is fascinating to see how each student brings their unique perspective and ideas to the table, enriching our understanding of the narrative in new and unexpected ways. By encouraging creativity and open communication in the classroom, we create a welcoming environment where students feel empowered to express themselves and explore the depths of storytelling. This process not only enhances their analytical and critical thinking skills but also fosters a sense of community and collaboration among students.
Stage 1: What Are the Desired Results?
Central Focus
In this unit, the primary objective is to equip students with a range of comprehension strategies essential for enhancing their understanding of literary texts. Through a hands-on approach, students will delve into techniques such as self-questioning, retelling, predicting, summarizing, and assuming the persona of a character, all of which are pivotal in deepening their grasp of the material. By engaging in journaling activities, students will have the opportunity to apply these strategies in a structured format, enabling them to reflect on their reading experiences and articulate their thoughts cohesively. Through this immersive and interactive process, students will not only enhance their comprehension skills but also develop a deeper connection with the characters and narratives they encounter.
Stage 2: What is the Evidence of Achieving Unit Goals?
Assessment
Collect and review students’ journals. Assess written responses for accuracy in answering the comprehension component of each journal question. Do student responses reflect an understanding of the material read aloud in the chapter?
In order to effectively evaluate students’ capacity to establish connections between the text and their personal experiences in response to the reflective component of each journal prompt, educators must employ a thoughtful and structured assessment approach. By analyzing the depth and relevance of students’ reflections, instructors can gain valuable insights into individual learning processes, cognitive development, and emotional engagement with the course material. Encouraging students to draw upon their own experiences and perspectives can enhance their comprehension, critical thinking skills, and ability to apply knowledge in real-world contexts. Through this assessment strategy, educators can foster a more personalized and meaningful learning experience that empowers students to become active participants in their own educational journey.
Stage 3: Learning Plan
Learning Tasks/Lessons
Throughout the course of the week, students will be actively engaged in a structured reading and journaling process centered around a new book.
• Day 1 will involve a pre-assessment and introduction to the book.
• Day 2 will focus on discussing two journal questions for each chapter, initiating the reading and journaling process with multiple-choice and short-answer responses.
• Day 3 will consist of reading a chapter in class, journaling answers, and discussing predictions for the next chapter.
• Day 4 will see the review of predictions, reading the next chapter as a class, answering journal questions, and continuing to write predictions, along with an activity of drawing a picture related to the text.
• Day 5 will involve completing the book, answering journal questions, writing a small summary, and allowing students to review and revise their initial responses.
• Day 6 will entail a review of the book and a class discussion on the accuracy of predictions and any changed perspectives.
• Finally, on Day 7, there will be a post-assessment where students will turn in their journals and have the option to read their summaries to the class.
