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 aren’t expected to do something
that they are not prepared to do?

Unit Title: What’s In a Story?

Reading:
Unit Vision: In this unit, I want my students to learn vocabulary and strategies for talking about stories
and their own reading. We will start with story elements vocabulary (at a first and second
grade level) to learn how excellent readers/superstar ESL students talk about books. We
will then move on to cause and effect. We will return to cause and effect prior to testing in
the spring. The important part here is to pick up the vocabulary, get comfortable with
graphic 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. In
this first unit, I want students to get comfortable identifying character traits as they read
and, using vocabulary-building resources in the classroom, such as illustrated word boxes
as they work.

Writing:
I will be asking students to write to me in a dialogue journal all year. To kick this off, we
will begin our writing instruction with a series of lessons on how to write a friendly letter. I
want students to feel extremely comfortable with this format, and to see how useful it is in
day-to-day life!
 Stage 1: Identify Desired Results
Unit Enduring
Unit Learning Goals: Understandings:
•DCPS Excellent readers talk about the stories they read
Standards:
Excellent
•-3.LT-F.8. readers
Identify theuse academic
elements vocabulary
of stories to talksolution,
(problem, about stories
character, and setting) and analyze how major events
•lead Excellent readers
from problem tomake inferences as they read
solution.
Excellent
•-3.IT-E.3. readers think
Distinguish causedeeply about characters as they read
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 (potential
extension for advanced students if time permits)

Model Performance Indicators:

-ELP 1: Answer WH questions about illustrated books in response to teacher’s reading of illustrated books to show
comprehension 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 rules
vowel teams – ai, ay
-Unit 2: Glued sounds
Vowel 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?)
 Stage 2: Assessment Evidence
How 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 Learning

Daily Objectives: (Optional; these can be included in the calendar below)
•
 Calendar the Unit
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
• SWBAT identify • SWBAT identify • SWBAT identify • SWBAT identify • Review and quiz
the main setting when the problem in a the solution in a • Phonics: letter,
character when reading story when story when keyword, sound
reading independently reading reading for 6 consonants
independently • Grammar: independently independently + vowel digraphs
• Phonics: letter, SWBAT • Phonics: letter, • Grammar:
keyword, sound participate in keyword, sound SWBAT set up
for short vowels shared reading for 10 additional and use
+ 5 consonants • Writer’s: SWBAT consonants grammar section
explain the of their
norms of notebooks
Writer’s • Writer’s: SWBAT
workshop (what explain different
it looks like, reasons why
what it sounds people write
like); SWBAT
explain
procedures for
Writer’s
Workshop
materials
• SWBAT fill in • SWBAT fill in • SWBAT identify • SWBAT identify • Review and quiz
effects in a causes in a an explicit an implied cause • Phonics: review
graphic graphic (stated) cause and effect and “check-up”
organizer when organizer when and effect relationship
given causes given effects relationship • Grammar:
during during • Phonics: glued SWBAT use “is”
independent independent sounds am, an with singular
reading reading nouns
• Phonics: glued • Grammar: • Writer’s: SWBAT
sounds am, an; SWBAT use “am” write their own
vowel teams – ai, with I friendly letter to
ay • Writer’s: SWBAT a classmate
identify the
parts of a
friendly letter
• SWBAT identify • SWBAT identify • SWBAT identify • SWBAT identify • Review and quiz
physical personality traits and record (in a and record (in a • Phonics: review
character traits when reading graphic graphic and “check-up”
when reading independently organizer) organizer)
independently • Grammar: personality traits personality traits
 Additional Information
Lesson Plan Ideas: (Optional)
• When introducing story elements, make a big deal out
of the importance of using academic (“school”)
language. It makes us sound so smart! We’re not
going to say “the guy in the story” is tall. We’re going
to say the main character in the story is tall. Much
better!
• To introduce cause and effect (and making inferences
generally), 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”  what
is the effect? If the effect is “Jonathan gets 100% on
his math quiz”  what was the cause? Then transition
into an example from a read aloud.
Potential Student Misunderstandings: (Optional)
• True newcomers are really going to struggle with this
unit. That’s ok! They will most likely be able to access
the English to a Beat! stories. Also consider pulling
newcomers alone for “chunking”. This means teaching
phrases or sentences that they will need to get through
the day at school. Consider assessing them with just
the matching exercise and some chunked language.
Make sure they, too, are successful in your classroom.
Name: ________________________________
Date: _________________________________
I promise to do my best on this assessment: _________________________

Unit 1: What’s 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 _____/10
4.IT-E.3. Identify cause-and-effect relationships
stated and implied. _____/5
3.LT-F.9. Identify personality traits of
characters 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 with
date, salutation, body, closing, and signature _____/10
Listening Overall Points Earned: _____/8 Overall Percentage:
MCPS 1.2 Comprehend and apply content
information presented orally and in context. _____/8
Speaking Overall Points Earned: _____/6 Overall Percentage:
MCPS 2.2 Communicated academic
information 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
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
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
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 1. ______________________________________

______________________________________

12. _______________________________ 2. Arthur wakes up happy and laughing.

_________________________________

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

________________________________ he won’t be able to do as many fun things with

his parents.

14. What does cause and effect mean, in your words? (___/2)
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 TWO physical character traits of Arthur?

1. ______________________________________________________________

2. ______________________________________________________________

16. Fill in the graphic organizer below. What are TWO character traits (non-physical) of Arthur? What’s 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.
Part 2: Writing
Directions: 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, 2006
c. 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, Anne
d. Dear Anne,

3) Which choice below shows the correct way to write the closing of a letter?
a. Your friend,
b. Your Friend
c. Your, friend
d. Your friend
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 from
New York. I am funny. I am a teacher. Can you tell me about you?

Love,
Ms. Baneman

________________

_________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

___________________________

________________

________________
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 Sullivan
b. 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. Helen’s mother
b. Helen’s brother
c. Helen’s 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 Helen’s personality traits?

a. Helen had blue eyes.
b. Helen was brave.
 c. Helen was sad because she could not see.

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

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

________________________________
Part 4: Speaking (administered separately from the rest of the assessment)
Directions: Create a web graphic organizer with information about your partner. Tell:
 Your partner’s 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

 One thing you like about your partner

Part 5: Grammar
Directions: Read the questions and answers. Circle the best answer.

1. 2.

I am You ______
______ a good
years old. singer.

a. is
b. are
c. am
d. I’m
a. is
b. are
c. am
d. You’re
3.
My hat
Animals
______ just
____ cute!
right!

a. am
a. are b. is
b. I’m c. I’m
c. is d. are
d. you’re
 The dog
______ funny.

5.
a) is
b) am
c) are
d) I’m

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 _________________.

 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.
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 showed
Helen how to read and write with Braille. Braille is a way blind people can read. People who can’t 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 Wilson’s Fundations, see their resources for words and unit assessments!)

1. cat
2. nut
3. shop
4. thin
5. thick
6. rub
7. mud
8. pen
9. win
10. rich
11. can
12. ham
13. rink
14. sank
15. sing
16. fang
17. hung
18. song
19. honk
20. bunk