UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Unit Planning Template (modified by B. Krynowsky from BC - SD #68)

(Take as much space as you need. This document expands as you type)

Unit or Theme title/ unit or theme overview TITLE: “A Night Divided” Novel Study
ELA 6/7:

 Language and text can be a source of creativity and joy

 Exploring stories and other texts helps us understand ourselves and make connections to others and to the world

ART 6/7:

 Experiencing art is a means to develop empathy for others’ perspectives and experiences. (6)
 Engaging in the arts develops people’s ability to understand and express complex ideas. (7)

Social Studies 6/7:

 Complex global problems require international cooperation to make difficult choices for the future (6)

Rationale: (context and why unit matters)

In previous units the students have explored the events in the novel “The Boy in the Striped Pajamas” as well as “Irena’s Children”. This unit builds on their knowledge of
the history and effects of World War Two events and the ability to make connections to stories. Following this novel study the students will further their novel study
knowledge by executing a personal novel study.

Culminating tasks or events to celebrate or bring together the learning

The students will be expected to create a plot diagram explaining the book. This plot diagram will have small explanations of what happens in the beginning, rising action,
climax, falling action, and end. I will also have the students describe the characters and setting on their diagram.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)
 Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

 Connect and engage with others (to share and Creative Positive Personal & Social Identity  Well-being
develop ideas) Social Responsibility
 Novelty and value  Relationships and cultural contexts
 Acquire, interpret, and present information
 Generating ideas  Personal values and choices  Contributing to community and caring for
(includes inquiries)
 Developing ideas  Personal strengths and abilities the environment
 Collaborate to plan, carry out, and review
Critical Personal Awareness & Responsibility  Solving problems in peaceful ways
constructions and activities
 Analyze and critique  Valuing diversity
 Explain/recount and reflect on experiences and  Self-determination
  Building relationships
accomplishments Question and investigate  Self-regulation
 Develop and design

Big Ideas(curriculum) important/essential questions (create)

ELA 6/7: How do we make predictions?

 Language and text can be a source of creativity and joy
 Exploring stories and other texts helps us understand ourselves and
make connections to others and to the world
UNDERSTAND
How do we make connections from our lives to a text?
How do we summarize a text?
How do we interpret the story into a piece of art?
How does this novel connect to other novels we have read?

What is plot diagram (rising action, climax, falling action)?

ART 6/7:
How can we explain our thoughts and feelings about the book?
 Experiencing art is a means to develop empathy for others’
perspectives and experiences. (6)
 Engaging in the arts develops people’s ability to understand and
express complex ideas. (7)

Social Studies 6/7:

 Complex global problems require international cooperation to make

difficult choices for the future (6)
 Curricular Competencies: (skills)

ELA 6/7:

 Access information and ideas for diverse purpose and from a variety of source and evaluate their relevance, accuracy, and reliability
 Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.

Art 6/7:

 Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts.

Social Studies 6/7

 Sequence objects, images, or events, and recognize the positive and negative aspects of the continuities and changes in the past and present (6)
 Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change
DO

(7)

Content (learning standards):

ELA 6/7:

 Story/Text: forms, functions, and genres of texts, literary elements

 Strategies and processes

Art 6/7:
KNOW

 Symbolism and metaphor to explore ideas and perspective

Socials Studies 6/7:

 Regional and international conflict

 Interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migration

STAGE 2: Assessment Plan

Formative Assessment (for learning):

Throughout this unit the students will have many opportunities to show their understanding of what is happening within the story. Activities will include journal entries,
retellings, drawings, artwork, diary entrees, and many more.

Summative Assessment (of learning):

The students will be expected to create a plot diagram explaining the book. This plot diagram will have small explanations of what happens in the beginning, rising action,
climax, falling action, and end. I will also have the students describe the characters and setting on their diagram.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning

Instructional Activities
Assessment
Learning Intentions/Curriculum Connections (scope and sequence, titles with brief lesson
( method /instrument and criteria/ standards)
description )

In this lesson I will introduce this novel to the

students.

I will place the novel underneath the elmo and ask

Lesson 1 The assessment tool for this lesson is the prediction.
the students to make a prediction about what the
book might be about. The expectation is that the students make an
How do we make predictions?
educated guess about what might happen and
Once students have finished I will begin to read the
support it with details.
first chapter.

While I read students will write words that pop out to

them that will help describe the book.
 In this lesson I will ask the students to answer
questions about the previous chapters read. If they
do not know the answer they can answer them The assessment tool for this lesson is answer the
Lesson 2
throughout the next chapter to be read. question.
How do we summarize a text?
Questions will ask to describe characters, setting, and The expectation is that the students create a detailed
relationships. answer for each question.

Once I give the questions I will begin to read.

The assessment tool for this lesson is to create a title

Lesson 3
Within this lesson I will ask the students to create a page to hand in.
How do we interpret the story into a piece of title page for their novel study book. The expectation of this assessment is to take their
art?
They will create these while I read the story. time and create a title page that relates to the novel.

Throughout today’s reading I will ask the students to

The assessment tool for this lesson is to compare
write five important things that happen throughout
novel studies.
Lesson 4 the chapter.
The expectation of this assessment is to take their
Once I have finished reading I will ask the students to
time and give detail and reasoning behind their
How does this novel connect to other novels we write a notes on how they think this novel relates to
answers as well as participate in classroom
have read? the previous novel studies.
discussion.
I will then get students to pair-share and then share
with the class on a Venn diagram.
 Today’s lesson will start with a plot diagram
explanation. I will explain each section and then ask
the students where they think we are in the story and
Lesson 5
why (students will have to write a few sentences
explaining).
What is plot diagram (rising action, climax,
I will then begin to read and will ask the students to
falling action)?
be drawing a scene within the reading that they can
imagine what it may look like.
The assessment tool for this lesson is to explain
where we are in within the story as well as draw an
image describing the setting.
The expectation of this assessment is to take their
time and give detail and reasoning behind their
answers. The expectation of the image is that the
students show detail and take their time colouring.

I will start the lesson off by asking the students to

predict what they think will happen next within the The assessment tool for this lesson is to make a
story. prediction and compare it to what really happens.
Lesson 6
Once they are finished their predictions I will begin to The expectation of this assessment is to take their
read. time and give detail and reasoning behind their
How do we make predictions?
answers.
After the reading I would like the students to retell
the part of the story I just read in their own words
and reflect on their prediction

Today I will ask the students to write a journal entry

after I read explaining to me how the book is making
Lesson 7 them feel. Give them the option of writing a journal
entry or creating a picture that describes their
How can we explain our thoughts and feelings feelings with a sentence or two explaining.
about the book?
Students will write words that will help them with
their journals on a piece of paper throughout the
reading.
The assessment tool for this lesson is to make a
bookmark about the book.
The expectation of this assessment is to take their
time and give detail and reasoning behind their
answers.
 I will start the class with a recap of what happened
Lesson 8 last time we read the book. I will ask the students to
write a diary entry from one of the characters in the
book about what just happened.
How do we summarize a text?
Once the students have finished I will continue to
read.
I will start the lesson by explaining that I want their
full attention for the last part of the book and then
they will have time to work on their final assignment
for this unit after the reading.
Lesson 9
I will read and finish the book.
I will then refer back to the plot diagram and explain
How do we summarize a text?
each section in depth (students will write notes)
I will then explain to the students that their final
project is to create a plot diagram for this novel.
The assessment tool for this lesson is for students to
create a diary entry.
The expectation of this assessment is to give details
as well as take on the role of one of the characters. I
will be expecting at least a paragraph from their diary
entry.
The assessment tool for this lesson is for students to
create a plot diagram for the novel.
The expectation of this assessment is to that the
students recall the story in order and with detail. The
students will also be expected to label the diagram
properly and with neat writing.
This will be due the following week.