Literacies Work Sample Plan Summer 2009

Adapted From Intel® Teach Program (2008)

Date Created: ##/##/## Date Printed: 11/3/09

Literacies Work Sample Plan Summer 2009

Unit Author
First and Last Name / Erin Annis
School District
School Name
School City, State
Unit Overview (Section One and Section Eight from Work Sample Evaluation)
Unit Title
Unit Summary and Rationale
Subject Area(s) and Approximate Time Needed
Language Arts
Fifteen class sessions over three weeks; class sessions are ninety minutes each.
Grade Level
Sixth Grade
Work Sample Context
Community, school/district, classroom, student factors
Unit Foundations (Section Two)
Oregon Common Curriculum Goals (ODE or district content goals)
EL.06.WR.04 Choose the form of writing that best suits the intended purpose – personal letter, letter to the editor, review, poem, report or narrative.
EL.06.WR.01 Use a variety of strategies to prepare for writing such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizing, and taking notes.
EL.06.SL.02 Match the purpose, message, occasion, and delivery of the speech to the audience.
EL.06.RE.06 Match reading to purpose – location of information, full comprehension, and personal enjoyment.
EL.06.RE.15 Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes and catalogs.
Unit Goals
By the end of this unit, students will be able to:
Prioritize and summarize the important information about a topic culled from written resources.
Identify the rising action and the climax/turning point in a narrative.
Explain how rising action and turning point in a narrative creates a satisfying narrative.
Format and write a resume and a cover letter.
Curriculum-Framing Questions
Essential Question / What is good storytelling?
Unit Questions / What makes a good adventure story? Why do people seek adventure? How can I summarize life experience and skills in writing?
Content Questions / How does the rising action in an adventure story create conflict and/or climax (thus, enjoyment)? How do I write and format a resume and a cover letter?
Assessment Plan (Continuation of Section Two)
Assessment Timeline
Before project work begins
(pre-assessment/diagnostic assessment) / Students work on projects and complete tasks
(formative assessment) / After project work is completed
(post-assessmeent)
· / · / · / · / · / ·
Assessment Summary
Unit Details (Section Three and Section Eight)
Prerequisite Skills
Instructional Plans
Accommodations for Differentiated Instruction
Special Needs Students
Nonnative Speakers
Gifted/Talented Students
Materials and Resources Required For Unit (Continuation of Section Three)

Technology – Hardware (Click boxes of all equipment needed)

Intel® Teach Program

Essentials Course

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other

Intel® Teach Program

Essentials Course

Printed Materials / Textbooks,curriculum guides, literature/books, reference materials, reference list (with APA citations)
Community Resources / People, places, current issues to support the planning and implementation of your unit.
Internet Resources /
Other Resources /

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