Digital Unit Plan Template

Unit Title: Character Traits - Character Development Name: Christopher Sharga

Content Area: ELA Grade Level: 7th

CA Content Standard(s)/Common Core Standard(s):

• CCSS.ELA-Literacy.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
• CCSS.ELA-Literacy.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-Literacy.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and infor-
mation through the selection, organization, and analysis of relevant content
• CCSS.ELA-Literacy.L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writ-
ing or speaking.
• CCSS.ELA-Literacy.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
Big Ideas/Unit Goals:

• Understanding how the character's development not only evolves with the story, but causes the story to change with the
character.
• Being able to identify the rising action, climax, and resolution in a piece of literature.
• Being able to write arguments that can be supported with sources that they are able to acquire.
• Showing an understanding and use of figurative languages and relationships in words in their products.
• Engage in discussions with classmates in discussions that were discussed in class, assigned for homework, assigned in
a group project.
Unit Summary:
This overall unit will be focusing on helping students not only be helping students become effective writers, but also effective at being able to hold discussions on
certain topics that pertain to the stories that we will be reading in class. As the class continues, there will be points in which students will be divided into groups
where they will be told to have group discussions and prepare for presenting their findings in front of the class.

Another objective that the students will be completing at the same time is expanding their vocabulary and writing skills with links that will be provided online
and in class with the texts that we will be reading throughout the entire semester. They will be asked multiple times through out the semester what the signifi-
cance of the words are and how can they apply them in current works of literature.

As a final part of the unit, there will be moments where the students will be tasked with identifying character growth and development throughout the story and
how that affects the story.

Assessment Plan:

Entry-Level: Formative: Summative:

For the entry-level assignment, students will be
asked to take a quiz that will consist of both vocabu-
lary match-up, in which they will be asked to match
a vocabulary word with its appropriate definition to
test their prior knowledge.
The quiz will also consist of a question involving
what they believe to the causes/reasons for charac-
ter development in a story, to see how well they are
prepared before beginning this unit.
For the formative assignment, the students will par-
take in an online in class Quizlet event to not only
test to see if they have learned anything from when
they began the class, but to see if they have retained
that knowledge. This new information will include
what we have read in stories up to the time of the
event of the class and future lessons.
For the final project, students will be put into
groups, and will be assigned a random character
from literature and will be tasked to present their
findings in a group presentation that will be given
an assigned date by the end of the class that it was
assigned.

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence (As- Lesson Activities:

• Demonstrate a thor- sessments): For this assignment, students will go online and look at the presentation that is provided online. After-
Students are able to fill in wards (or during, depends on when the student feels most comfortable), students will download the
ough understanding guided notes below the presentation and will proceed in filling the blanks and also answering questions
the notes that have been as-
of character devel- signed online and bring that are asked throughout the presentation.
opment them into class when they
• Working with other are due.
students

Lesson 2 (Webercise/ iPad Lesson)


Student Learning Objective:
• Learn new vocabu-
lary
• Able to identify char-
acteristics between
main character and
side characters
• Working with other
students
Lesson 3 (Graphic Organizer)
Acceptable Evidence: Lesson Activities:
Students are able to com- For this assignment , students will download the webercise found below the picture and proceed to click
on the links on the file. Each link will take the students a website where they will have to find answers to
plete all the parts of the as-
signment to the fullest of questions that have been posted on the file. Each student will be required to bring this sheet to the next
their capabilities, and bring class in order to prove they have completed the assignment .
in a completed assignment
to class in order to prepare
for their final assignment.

Student Learning Objective: Acceptable Evidence: Lesson Activities:

• Able to identify and Students will have com- For the last assignment, students will work in groups to present a character they have been assigned and
pleted a group assignment define how the character has changed and how that change has affected the story. They will have to com-
recreate a storyline, with a in group chart and pare the changes that occur with the character to another literature figure from one of the stories that we
including rising ac- paragraph explaining who have read in class. After their presentation, students will hand in a separate piece of paper stating who
did what on their assign- was responsible for which parts of the presentation and if any of their group mates was slacking.
tion, climax, and
ment and present their find-
resolution. ings on the assigned date
• Working with other with their group, in front of
students the class.

Unit Resources:
Grammar Gorilla
This website will help you identify the different forms of words and how they are used. It can also has two difficulty settings
that allow you learn at your own pace.
Irregular Verbs
This website will be short simple test top see if you understand the proper use of irregular verbs and provides an explanation
of how those certain words work in their given situation.
Comma Vs. Fused
This little test will help you not only understand the differences between a comma splice and a fused sentence, but will also
give you practice in figuring out what independent and dependent clauses are and how they should be used in a sentence.
Part of Speech Blaster
This silly little game will actually help you recognize the different forms of speech that a certain word is designated to when in
the sentence. Although it may be a fun little game, it will help you be bale to break down sentences in the future.
Character Traits
This chart will help you identify the main traits and have you find moments in the text that will have you support the stated
trait. I would recommend printing at least one of these each time we begin a new story that
Story Map Diagram
This website will one of the most important tools to use if you wish to keep track of where you are in the story, as well as
identifying key factors or events that occur throughout the whole story. You can either fill it in online through the link or print it
out and fill it out by hand, which may come in handy if we are talking about this in class.
Novel Vs. Book
This will be used during the part of the class that will require us to take notes while watching a theatrical interpretation of one
of the stories that we have read in class. It is required that this sheet be printed out by the assigned day that we are watching
the film as you can participate in the discussions that will follow.It will also help you when you are working on your paper to
separate what is important and can be a main idea of your story.
Paragraph Burger
As funny as this picture might look, it will help you with writing paragraphs that you will be making for your essays that will be
assigned during the class. It will also help you in developing a certain wring style that suites you and your way of thinking.
Past, Present, Future.
In this helpful worksheet, which will required to have been printed out prior to the week that we will discussing this in class,
you will start to become familiar with the multitude of different forms that a word can have when time is added into the equa-
tion.
Useful Websites:

The OWL of Purdue: The Purdue Online Writing Lab is a must have tool in order to not only successfully write papers, but to
understand proper formatting of the multitude of different writing styles that exist. This class will have students practice those
styles, so this website will aid in understanding the differences.
Easy Bibliography: When teachers ask students to create a bibliography in a certain style, students are usually unsure of how
to properly format, or unsure of what information to put in. With the use of the first link of OWL, students can use this website
to easily make bibliographies in the the different formats that they come in.
Word Reference: Having trouble finding the right word to describe a situation rather than use a simple word, than this website
provides a word database that not only gives the different definitions, but provides synonyms and antonyms to the word you
are using.
Grammar Book: If there is a question about grammar that you feel did not get answered or explained clearly, this website not
only provides clear and simple definitions, but provides examples to show how the specific grammar can be used or identified
in a sentence.