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MSSE 470E Unit Plan Overview

Name: Melissa Leider

Concept: Perspective

Grade: 7th

Standards
Understanding, Knowledge, and Skills
Must include both Reading and Writing
Ks & Ds must be aligned to standards (indicate in parentheses)
Must Include at least one SOL and one CCSS from each area
Skills must be labeled according to Blooms levels
MSSE 470E Unit Plan Overview
READING:
SOL 7.5: Demonstrate comprehension of a variety of
fictional texts, narrative nonfiction, and poetry
o SOL 7.5d: Describe the impact of word choice,
imagery, and literary devices including figurative
language
o SOL 7.5g: Make inferences and draw conclusions
based on text
SOL 7.6: Demonstrate comprehension of a variety of
nonfiction texts
o SOL 7.6d: Draw conclusions and make inferences
on explicit and implied information
o SOL 7.6g: Describe how word choice and
language structure convey an authors viewpoint
CCSS.ELA-Literacy.RL.7.6: Analyze how an author
develops and contrasts the points of view of different
characters or narrators in a text

Students will understand that


[U1] Everyone has a unique perspective.
[U2] Perspective shapes how we view life experiences.
[U3] Conflict and ingenuity both originate from collaboration
amongst different perspectives.
[U4] Perspective drives actions.
[U5] Considering opposing perspective leads to empathy and
understanding.

WRITING
SOL 7.7d: Establish a central theme and organization
SOL 7.7g: Select vocabulary and information to enhance
the central idea, tone, and voice
SOL 7.8b: Choose appropriate adjectives and adverbs to
enhance writing
CCSS.ELA-Literacy.W.7.3.D: Use precise words and
phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events

Students will be able to


[D1] COMPREHEDING: Identify main idea in a passage
(SOL 7.5h)
[D2] APPLYING: Use vivid and precise vocabulary to enhance
writing (SOL 7.7g, 7.8b, CCSS.ELA-Literacy.W.7.3.D)
[D3] ANALYZING: Compare and contrast explicit and implicit
information (making inferences) in a text. (SOL 7.6)
[D4] ANALYZING: Examine how an author develops and
contrasts the points of view of different characters or
narrators in a text. (CCSS.ELA-LITERACY.RL.7.6)
[D5] EVALUATING: Textually support that both ideas
influence individuals and individuals influence ideas.
(CCSS.ELA-LITERACY.RI.7.3, SOL 7.5)
[D6] EVALUATING: Critique one text from two different
perspectives. (CCSS.ELA-LITERACY.RI.7.6, SOL 7.5,
SOL 7.6)
[D7] EVALUATING: Defend perspective of the antagonist
(CCSS.ELA-Literacy.RL.7.6)
[D8] CREATING: Compose first-person narratives from
different perspectives (CCSS.ELA-Literacy.W.7.3.D)

Students will know


[K1] Definitions of explicit and inference (SOL 7.5g)
[K2] Definition of voice in a text (SOL 7.7g)
[K3] Definitions of bias and point of view (first-person, etc.)
(CCSS.ELA-Literacy.RL.7.6)
[K4] Relationship between word choice and perspective
(SOL 7.6g)
[K5] Definition of sensory language
(CCSS.ELA-Literacy.W.7.3.D)

5Day
Plan

Stand./UKDs/EQs
(Numbers only)
L#1
Topic:
Perspect
ive of a
bully

EQ 1, 2
U 1, 2, 3, 4,
5
K 1, 3
D 1, 3, 6, 7
SOL 7.6d,
7.7d,
CCSS.ELALiteracy.RL.
7.6

EQ 1, 2, 3

Texts/
Readings

Reading Strategy (Beers) and


How Used w/ text

Writing Strategy (Source)


& How Used

MSSE 470E Unit Plan Overview


Katie Couric,
Double-entry Journals
Four-Square Argument
The Brand New
Chart (Gallagher)
Kid
I will model the double-entry
journal while reading aloud
In this bullying-themed
Bringing an
The Brand New Kid. I will
lesson, it is important to
End to
pause as I read, writing down
consider the perspective of
Bullying text
passages or even individual
the bullies. Why are they
set on Newsela words that are surprising or
bullying? Do they consider
(https://newsela interesting to me in the left
themselves bullies? In
.com/textcolumn. Then I will react in
completing the four-square
sets/30/bringing the right column. This will be
argument chart, students will
-an-end-todone on an overhead projector fill in the following based on
bullying)
so that students can see my
the main argument of the
writing. Towards the end of the article they read (last two
story, I will have students raise sections of the chart are
their hands if they hear any
modified to better fit topic):
passages that they want to add
What are the main
to the chart (we do together).
points of your
argument?
The Newsela text set contains
What are the main
eight articles, and each student
arguments of your
will individually choose one
parents/friends?
article to read. Each student
(Incorporate others
will create a double-entry
experiences with
journal and respond to the
bullying)
article that they selected.
What are the
counterarguments
The class will then do a jigsawyou will hear from
type debriefing, where
the bully? (Why they
everyone who chose the same
are bullying)
article will meet in a group and
What are the
discuss the article together.
counterarguments
Then the groups will rearrange
you would present to
so that there are representatives
the bully?
from different articles in each
group. (If there are
unrepresented articles, or the
whole class ends up choosing
one article, that is okay!)

Trait Addressed
and How
Ideas
In creating the
four-square
argument chart, the
main writing trait
that I focus on is
ideas. Students
need to consider
the perspective of
the bully, and what
might be
motivating their
actions. Therefore,
ideas are central to
creating this chart.
I will model
creating a foursquare argument
chart based on The
Brand New Kid,
focusing on
thinking aloud
about putting
down specific
ideas supported by
the text.

L#2
Robert Louis

Rereading and Logographic

Diary entry from POV of

Word choice and

MSSE 470E Unit Plan Overview


Discussion of how MEDIA influences text selection, students interaction with text, and the writing process in this unit:
As technology is rapidly becoming commonplace in the classroom, it is important to integrate media through technology into lessons. In
many of the schools in which I have had practicum or volunteered, students have a device (netbook, tablet) that is theirs for the whole year!
This opens up so many opportunities for teachers to take advantage of. In this unit, students use technology in lesson one to select and read an
article. In Newsela, they are able to choose their own reading level which is an important component of differentiation. Since students are not
only choosing their reading level but also the article that they want to read (out of eight choices with common themes), this will be a very
engaging activity. In Lesson Four, I will use a video of Lewis Carroll reading aloud Jabberwocky because I think it is an amazing
opportunity for students to hear poems and other texts read aloud by the author. This can inspire discussion on how he reads, where he pauses,
what words he emphasizes, etc. In this same lesson, students will use the internet as a database for exploring words and their etymologies. In
Lesson Five, students watch two videos to inspire discussion and writing. In the final writing performance, students will use the internet as a
database to research answers to their burning question and also to format a three-fold pamphlet. Overall, incorporating articles and videos
throughout the unit adds another layer to the texts that theyre paired with, because they help connect text to modern and relevant issues.
Furthermore, videos are multimedia so students are both seeing and hearing the content which engages students of different learning styles.

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