Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Who are We?

Grade Level
English Language Arts
Time Frame
Genevieve Adams
Identify Desired Results (Stage 1)

8
60 minutes

Content Standards
Standard: 2. Reading for All purposes
2. Quality comprehension and interpretation of information and persuasive texts demand monitoring and self- assessment.
a. Use Key Ideas and Details to:
i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
(CCSS: RI.8.1)
ii. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text. (CCSS: RI.8.2)
iii. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories). (CCSS: RI.8.3)
d. Range of Reading and Level of Text Complexity
i. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and
proficiently. (CCSS: RI.8.10)
Understandings
Overarching Understanding

Students will understand that hand written note taking is beneficial

while reading complex and new texts.
Note taking while reading will help higher thinking.
Note taking while reading will help reader remember what they have
read.
Note taking while reading will help reader stay focused.
Related Misconceptions

Writing and reading are not related.

Writing while reading can only be for summary purposes.

Essential Questions
Overarching
Topical
How can I use my close
How does my close
reading skills as an asset in my
reading effect how I interact
future writing endeavors?
with the text?

Knowledge
Students will know

Skills
Students will be able to

Students will know what close reading strategies are useful while
trying to read a complex text.
Students will know that close reading is an essential skill when trying
to gain information.

Students will understand how to produce well-developed

notes that are concise and easy to read.
Students will be able to use these notes in future writing endeavors.

Assessment Evidence (Stage 2)

Performance Task Description: Students will complete double entry notebook notes for the first 5 pages of Out of the Dust
Students can interpret what information needs to be further explored, what information is vital to the text,
Goal
what thoughts and ideas they should develop within their writing (in relation to the text)
Role To facilitate practices that will help students to become skilled and critical readers.
Audience 8th grade English Language Arts Students
Situation Beginning a new novel.
Product/Performance Double entry notebook for the first 5 pages of Out of the Dust
Standard: 2. Reading for All purposes
2. Quality comprehension and interpretation of information and persuasive texts demand monitoring and selfassessment.
a. Use Key Ideas and Details to:
i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text. (CCSS: RI.8.1)
Standards ii. Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text. (CCSS: RI.8.2)
iii. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories). (CCSS: RI.8.3)
d. Range of Reading and Level of Text Complexity
i. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity
band independently and proficiently. (CCSS: RI.8.10)
Other Evidence

Learning Plan (Stage 3)

Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?

How will you hook students at the beginning of

the unit?

What events will help students experience and

explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their work?
How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?

This will be the first long term reading assignment that my students complete.
Although they have practiced critical reading skills in previous lessons, I do not want
them to become discouraged due to this texts length. This lesson will give students the
skills to remain critical readers, develop their reading endurance, and become invested
in their reading.
Students will complete these with me during this lesson. Discussion over the importance
of note taking will check for understanding.
This lesson will result in an on going assignment for this novel. I will be checking for
understanding frequently.
Students will have a later discussion centered on these double entry notes.
I will hook students by having a brief discussion over what they have read in the
book already. We will then discuss how everyones interpretation was somewhat
different. I will remind them that the best way to organize thinking is through writing it
down in a place that you can reference it. I will then introduce the idea of a double entry
notebook. I will then explain that students can either hand write these or do them on
their electronic journals.
(5 minutes)
I will ask students to explore their thinking on the characters, the imagery, the
syntax, the diction, and the dialogue. I will ask them to do mainly reflection in their
double entry. I will also ask students to base this reflection on the information they
gathered in the pre reading activity. Once they have done that, I will also ask them to
explore why the author chose to create a character, image, or story in the way that she
does. What do they believe the value is?
I will encourage students to use their previous entries as a way to see characters
develop. I do not encourage them to go back and change entries, but I think referencing
them will aid in future development.
Students will be able to see themselves progress through the text with the
completion of each double entry. The reflection aspect of this assignment will help
students realize that they are capable of being critical readers.
I believe that this activity is already designed to cater to the individual. They have
the option to complete entries online or in their journal. They are also given the option
to do them in class (on journaling days) or as homework. Students may focus on aspects
of the text that they wish to.

How will you organize and sequence the

learning activities to optimize the engagement
and achievement of ALL students?

Hook
(5 minutes)
Explanation of assignment: Students will be given rubric for this assignment. Students
will also be told that they will be using these entries for a group share out this Friday.
They will also be using them on the 8th. They will be due on the 21st.
Go over rubric together. Answer any questions.
(10 minutes)
Read first four pages of Out of the Dust as a class. For each page, complete one double
entry. Make sure to focus on a different example for each page. Note to self, this is the
time for students to ask questions
As the day goes on, it might be difficult to model effectively. Be sure that you are
taking your time and coming up with fresh ideas so that your students can see your
modeling.
(20 minutes)
Now have students focus on page five. Together, create a double entry for the passage
They pledged revenge on the rabbit population;
wagering who could kill more.
They ought to just shut up.
Betting on how many rabbits they can kill.
Honestly!
Grown men clubbing bunnies to death.
Makes me sick to my stomach.
Together, decide what aspect to focus the entry on. Then give time for students to
practice creating a response. Once they have had time to work, ask for a few student
volunteers to share what they wrote. If they are struggling ask a peer to help develop
their thinking.
(10 minutes)
Have students continue practicing the double entry.
Make sure to make yourself available for any questions or clarifications
(15 minutes)

Criteria
Thinking

4
Students are clearly developing ideas and
understandings around the given passage.
It is apparent that the student is reflective
and purposeful with their responses.

Category

Student properly addresses and analyses

all of the following
-Diction
-Syntax
-Plot development
-Character development
-Figurative language
-Dialogue

Timeliness

Entries are done for every 5 pages each

day that homework is given. Student
comes prepared to each discussion.

Discussion. Student is an active listener and presenter

in discussion.

3
Students are developing
ideas and understandings
around the given passage.
The student is usually
reflective and purposeful
with the responses.
Student addresses and
analyses most of the
following
-Diction
-Syntax
-Plot development
-Character development
-Figurative language
-Dialogue
Entries are done for every
5 pages each day that
homework is given; with
only one late entry
allowed. Student is
prepared for discussion.
Student is an active
listener or presenter but
could use minimal work.

2
1
Students ideas are
Student does not develop
lacking. Ideas and
ideas centered in passage.
understandings are not
centered in the passage.
Commentary is not
reflective or purposeful.
Student addresses but
Student does not address
does not properly analysis most of the following. No
most of the following
attempt at analysis is
-Diction
made. -Diction
-Syntax
-Syntax
-Plot development
-Plot development
-Character development
-Character development
-Figurative language
-Figurative language
-Dialogue
-Dialogue
Entries are not done on
Entries are not done on
time, but are completed
time. Entries are not
for every 5 pages of
completed.
reading. Student is not
fully prepared for
discussion.
Student is preoccupied or Student is never
unprofessional for most of professional during sharethe share out.
outs.
Share out #1: ______/16
Share out #2:_______/16
Share out #3:_____ _/16