Unit Plan Template Overview

SREB / Standards-based Unit
High School to College and Career Transitions
Senior English Redesigned:
A 12th-grade English
Transitional Course
Southern
Regional
Education
Board
592 Tenth Street, N.W.
Atlanta, GA 30318
(404) 875-9211
www.sreb.org / Do You Know…You?
Unit Plan

Unit Plan Template Overview

Unit Plan Overview

Unit Title: Do You Know...You?
Course Name: Senior English Redesigned
Grade Level(s): 12
Unit Overview
This unit is designed to provide the basis for the whole English IV course. Reading 7 Habits of Highly Effective Teens by Sean Covey will enable students to get to know themselves better and acquire important life skills as well as important reading, writing, and college success strategies. Students will produce a reading journal, in-class summary/responses to 2 articles and a team project/presentation.
Timeframe: 11 90-minute classes
Prerequisites
§ Awareness of proper sentence structure, subject/verb agreement and irregular verb forms.
§ Awareness of reading journals.

Essential Questions: (Open-ended style which promote in-depth investigation)

1. What can I learn about myself through reading, discussing, and responding to what I read?

2. How does my past experience affect my response to and understanding of what I read?

3. How can what I read affect the choices I make?

4. What elements are required in good summaries?

5. How can I make my written communication clear to the reader?

6. What ‘tools’ do I need to do well in college and in life?

SREB Readiness Indicators
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
2. Summarize, paraphrase and categorize information.
4. Make inferences and predictions.
5. Connect what is read to personal experience and the world beyond the classroom.
6. Identify the elements of texts (e.g., purpose, theme, plot) and analyze the author’s development of them.
State/Local Standards: Kentucky
1. Develop abilities in language arts.
2. Be able to read, write, speak, and listen for a variety of purposes.
3. Be able to apply a variety of reading strategies to make sense of a variety of print and not-print texts.
4. Be able to develop mechanically correct, clear, focused, and controlled sentences and paragraphs.
5. Be able to compile a variety of written forms for a variety of purposes and audiences.
6. Be able to present oral and written literary analyses.
7. Be able to participate meaningfully in a discussion of a given work of literature.
8. Be able to answer essay questions in three high-quality forms (paragraph, thesis + body paragraphs, introduction including thesis, body paragraphs, and conclusion).

Acknowledgment(s): Maria M. Flynn, West Kentucky Community and Technical College, and Patti Slankard, Graves County High School

Do You Know…You– Overview

Unit Plan Overview

Literacy Strategies / Habits of Success
_X_ Admit/Exit slips
_X_ Graphic organizer
___ Know/Want to Know/Learn Chart (KWL)
_X_ Open-response questions
_X_ Two-column/Cornell notes
___ Re-telling
_X_ Reflection
___ Jigsaw reading
_X_ Peer Review
_X_ Peer Editing
___ Anticipation Guide
___ RAFT (Role/Audience/
Format/ Topic)
_X_ Summarization (GIST)
(Generating Interactions Between Schemata and Text)
___ Paired Reading
___ Other / 1. _X_ Create Relationships
Teamwork/responsibility/effective communication
2. ___ Study, Manage Time, Organize
Organization/time management/study skills
3. ___ Improve Reading/Writing Skills
Use reading and writing to learn strategies
4. ___ Improve Mathematics Skills
Estimate/compute/solve/synthesize
5. _X_ Set Goals/Plan
Set goals/plan/monitor progress
6. ___ Access Resources
Research/analyze/utilize
Assessments: Pre, Daily/Weekly and Post
Pre
Multiple-choice questions identifying weaknesses in sentence structure and grammar background. (Attachment 1)
Daily/Weekly: (Included on daily activities plans)
§ Responses to daily reading and summary/responses to 2 articles all combined in a reading journal. (Attachment 2)
Post-assessment consists of two parts
1. Content-based (traditional paper and pencil test): Objective and essay test. Attachment 16
2. Performance/product-based: Team project requiring students to create educational tools similar to the USDA Food Pyramid in order to teach information from the text. (Attachments 14a-14e)

Do You Know…You– Overview

Unit Plan Overview

Do You Know…You– Overview

Daily Activities Plan

Unit Title: Do You Know...You?

Day 1 of 11

SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
4. Make inferences and predictions.
5. Connect what is read to personal experience and the world beyond the classroom.
State/District Standard(s) for Daily Activities: Kentucky
1. Develop abilities in language arts.
2. Be able to read, write, speak, and listen for a variety of purposes.
4. Be able to develop mechanically correct, clear, focused, and controlled sentences and paragraphs.
5. Be able to compile a variety of written forms for a variety of purposes and audiences.
7. Be able to participate meaningfully in a discussion of a given work of literature.
Anticipated Times*
(90-minute Block Schedule) / Sequence of Instruction / Activities Checklist
15 minutes / Get Started
The teacher will pre-assess students’ awareness of basic sentence structure, subject-verb agreement, and irregular verb forms. (See Attachment 1) / § Pre-assessment
15 minutes / Engage
§ The teacher will post the essential questions, read them aloud, discuss them with the class.
§ The teacher will provide an overview of the school year and the first unit.
§ The teacher will hand out copies of The 7 Habits of Highly Effective Teens. / § Review Essential Questions and unit overview
15 minutes / Explore
§ The teacher will give students time to explore the book.
§ The teacher will instruct students to read the table of contents, thumb through the text, and look at several of the graphics.
§ After 5 minutes, the teacher will instruct the students to read chapter 1, “Get in the Habit.”
§ The teacher will then listen to students’ responses to what they have seen and read. / § Investigate
15 minutes / Explain
§ The teacher will further introduce the book and its author and identify some features of the text like ‘Baby Steps,’ the quotations, and the thumbnail references on the right margins to help find a Habit chapter fast.
§ The teacher will explain and assign the response journal (Attachment 2)
[Students will determine how scoring criteria will be measured (e.g., how much is enough, how many grammar errors of which kind can one make and still write well, and how will “reflectively“ be measured.) / § Explain process
§ Collaborative writing
10 minutes / Practice Alone
Students will write their first journal entry on Chapter 1 “Get the Habit.” / § Draft writing
0 minutes / Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Students will turn in their first responses for assessment. / § Writing sample
5 minutes / Practice Together
§ The teacher will introduce the Word Wall explaining the process of putting a word on the wall and the purpose for doing so. (See Attachment 3)
§ The class together will do the word habit.
§ The class will record the word and definition in their notebooks using the Cornell Note-taking system. (See Attachment 4) / § Whole group graphic organizers
§ Word wall
10 minutes / Practice in Teams/Groups/Buddy-pairs
(Word wall list:
habit, happiness, successful, proactive, synergize, response, effective, defective)
§ The teacher will divide the class into teams and assign each team a word to prepare for the Word Wall.
(The teacher will observe these teams carefully to determine if any changes are needed. These teams will work together throughout the unit after final changes are made on Day 2.)
§ Students will share their words with the class.
§ The class will record the words in their notebooks using the Cornell system. / § Solve similar problems
5 minutes / Closing Activities
The teacher will assign Chapters 2 and 3, “Paradigms and Principles” and “The Personal Bank Account” for Day 2. This assignment, as in all reading assignments, includes a response.
Students will come to class Day 2 with an answer to the following enrichment question:
Considering what you know about habit, addiction, and compulsion, when might success be a bad thing?
(Each day will have an enrichment question. The teacher may want to post these at the beginning of the class in order to engage student thinking and also to avoid losing the question in the time crunch at the end of the class. Questions are gathered in Attachment 15 sized for transparencies. Students should be encouraged to copy them into their reading journals and write their answers to them even though they are not meant to be assessed.) / § Assign/explain homework
As Needed / Enrichment/Extension/Re-teaching/
Accommodation(s)
Resources/Instructional Materials Needed
§ A copy of Sean Covey’s The 7 Habits of Highly Effective Teens for each student.
§ Heavy paper and markers or other suitable materials for Word Wall entries.
§ Copies of Attachments 1 and 2 for each student. Attachment 4 may be distributed for a model or put on an overhead transparency.
§ Transparency for Enrichment Question: Day 1 (Attachment 15)
§ Students will need a binder and paper for their journals.
Notes
The Reading Journal assignment page contains these directives: Write Enough, Write Well, Write Reflectively; and Engage Your Brain. The teacher might want to post these in the classroom to emphasize these essential college-level skills. Students need to be reminded that they often read without engaging their brains.
Day 4 will contain some exploration of career choices and their educational requirements. Specifically, students need to know what English requirements they will have to meet in order to draft some goals for this course. The teacher needs to consider whether that is best done using hard copy materials which should be available from nearby 2- and 4-year colleges, materials available from school counselors, or on-line materials from the area colleges. Attachment 5 lists indicators established by ACT for the various English writing scoring levels. Most state colleges and universities require students to take non-credit classes to enhance their skills if they score a 19 or below. The skills in boxes in this attachment, then, are the skills that must be mastered before a student can take English 101 or the first course in composition at most state universities. Publications from ACT containing these as well as reading indicators should be available from the school counselors’ office and from www.ACT.org.

Do You Know…You– Day 1

Daily Activities Plan

Do You Know…You– Day 1

Daily Activities Plan

Do You Know…You– Day 1

Daily Activities Plan

Unit Title: Do You Know...You?

Day 2 of 11