teachers as practicioners: from the mixed up files of ms. basil e. frankweiler unit plan

UNIT PLAN

LOGISTICS

Teacher: Kristen ReevesGrade(s) Level(s): 4th GradeTitle of Unit: Who & Where? From the Mixed Up Files of Mrs. Basil E. FrankweilerLength of Unit: 5 (possibly 6) days

STATEMENT OF PURPOSE AND RATIONALE

An understanding of how to appropriately locate details within in a text and use them to describe characters, settings, and events lays a foundation for clear, concise, evidence based writing. The ability to identify important details to make inferences, analyze and create meaning is key in middle and high school grades. A deeper understanding of literature is created when students learn to support their opinions with details. Reading takes on greater meaning when students are able to read below the surface, justify their thoughts with evidence, and discuss their findings in a collaborative setting. As students experience opportunities to engage further with text, they are able to explore, discover, question, and create.

STANDARD & ESSENTIAL QUESTION(S)

standard:RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, actions).

essential question(s):How can we, as readers, use detail to describe characters and events?

UNIT OVERVIEW

plan for unit integration:

prerequisite teacher content knowledge: An in depth understanding of all literary components (specifically characters and events). A working knowledge of strategies to assist students with comprehension and recall. The capacity to aid students to read with accuracy and fluency to support understanding. The ability to scaffold and differentiate in order to create a community of learners. Familiarity with the novel; specifically characters and events which are the focus of the

unit. Information about New York City, the Metropolitan Museum of Art, Michaelangelo, and

the Italian Renaissance.

CONSIDERATIONS ABOUT THE LEARNERS

prior knowledge: The ability to ask and answer questions about a text to demonstrate understanding. The ability to read with sufficient accuracy and fluency to support comprehension. Knowledge of comprehensions skills and strategies used to recall important information

from text. Comfortable using knowledge of language and its conventions when writing, speaking,

reading, or listening. The capacity to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Experience working collaboratively and discussing material and opinions. General ideas about large cities and the institutions they house such as museums,

universities, etc.

unique learner characteristics: Students who are hyperactive and struggle to pay attention will benefit from content

taught in smaller chunks which incorporate movement and hands-on activities. Students who are academically advanced will benefit from being challenged and using

higher levels of thinking. Students who are at a lower level will benefit from scaffolding and positive feedback on

their efforts, as well as, a variety of activities to keep them engaged. Students who are non-native English speakers will benefit from partner or group activities.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

physical space:Desks will be arranged in clusters which can be broken into pairs for activties. These clusters will be planned ahead of time and desks will be moved for this unit (and after to avoid group repetition). Ample floor and table space will be available around the room to ensure all students are able to work comfortably (specifically when creating posters and reading independently). The positioning of the desks will be so that all students can see the SmartBoard and hear the teacher without having to relocate.

temporal resources:The unit for 6 days, beginning on a Friday and ending on a Friday. The lessons will be no longer than 50 minutes and will be broken up and designed so that students do not spend the entirity of the lesson seated silently at their desks.

learning materials:The centeral piece of literature will be E.L Koningburg’s From the Mixed Up Files of Mrs. Basil E. Frankweiler. To building understanding of the characters and setting of the story, students will be given a variety of charts and graphic organizers. Additionally, students will use writing journals. Students will also be supplied with all necessary paper, pencils, and art supplies.

personnel resources:A teacher’s assistant would be helpful, but not necessary.

technological resources:The SmartBoard will be used to watch a short video, for the presentation of two mini-lessons, and to introduce or explain concepts as needed.

UNIT OVERVIEW AND TIMELINE

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DA

Y 1

How can we better describe characters and main events?

Introduction via book trailer, explanation of unit, modeling how to identify details in text (teacher read aloud), how to use graphic organizers, and how homework will be set up. To conclude, students will be asked if they think we answered the essential question for the day. They will then fill out a 3-2-1 exit slip. Chapters 3 & 4 read for homework.

Assessment will be formative and occur throughout the lesson. Students will be asked questions as I read to maintain focus and engagement while assessing comprehension and interest level. Notes will be taken to informally assess students as they engage in a number of activities.

Higher levels of engagement for the disinterested/struggling students. Will be assessed on a daily basis. Accomodations will be made for reading homework if necessary.

The desks will be arranged in clusters which can be broken off into pairs. These clusters will be planned ahead of time. Ample floor and table space will be provided around the room. Desks will be positioned so that all students can see the SmartBoard.

YouTube video, copy of novel for each student, event cards, character chart, pencil, laminated bookmarks, post-it notes, 3-2-1 exit slip, “Dead Words”

SmartBoard.

DA

Y 2

How can character’s actions and reactions help us to decide if an event is important or not?

Quick mini-lesson about the Met followed by use of map provided in book to help track events and rountines. Will create a class event map. Students will work in pairs to create a newspaper front page about what they deemed to be the most important event in the chapter. Pairs will partner read Chapter 5 and share newspaper headlines and justify why they chose the event they did. Students decide if EQ of the day was answered. Reflecting using 3-2-1 exit slip. Chapter 6 for homework.

Formative assessment throughout the lesson during the map activity then as students work in pairs. Notes of particpation, contribution and outward understanding will be made.



Met mini-lesson, museum map, class event map, copy of novel for each student, event cards, character chart, newspaper template, pencils, laminated bookmarks, post-it notes, 3-2-1 exit slips, “Dead Words”

SmartBoard.

DA

Y 3

How do characters’ thoughts, words, and actions allow us to get to know them?

Mini-lesson on Michaelangelo and the Renaissance. Read Chapter 7 independently and work on event cards and charts. Discuss main events in clusters. Create poster about either Jamie or Claudia, shared with class; why a particular describing word was several times will be discussed. To conclude students will be asked if the daily EQ was and answered and will reflect by filling out 3-2-1 slip. Chapter 8 for homework.

Formative assesment throughout the lesson; during the map activity, character posters. Notes made about participation, contribution and outward understanding. Examination of posters will also provide further informal assessment, as will, the exit slips.



Copy of novel for each student, event cards, character chart, Michangelo & Renaissance mini-lesson, museum map, class event map, poster board, glue, construction paper rectangles, colored markers, pencils, bookmarks, post-it notes.

SmartBoard.

DA

Y 4

How do details allow us to get to know a new character quickly?

Students will work on event cards and character chart independently. Chapter 9 will be listened to via audio recording and will be stopped and questions will be asked for understanding; students will be asked to make inferences and share things they have learned. Events added to class map after listening. Students will then write a journal entry about Mrs. Basil E. Frankweiler; 5 things they learned and 3 questions they would like to ask her. We will conclude by discussing whether or not our daily EQ was answered and students will wrap up by finishing journal entries and working on event cards and character charts.

Formative assessment will occur throughout the lesson as we listen to, and discuss, Chapter 9. Notes will be made concerning participation, contribution, and outward understanding. Reading the journal entries will provide further insight. The entries will receive feedback before the next lesson.



Copy of the novel for each student, event cards, character chart, pencils, writing journal, bookmarks, “Dead Words”

SmartBoard.

DA

Y 5

& 6

How have we used specific details from the novel to describe characters and events?

As a class, we will summarize Chapter 10 and determine if anything needs to be added to the class event map. An explnation of our final activity will be provided along with all required pieces. Creation of the file will more than likely take at least a day and a half; this will also count as wrap up and reflection. The concluding strategy for the lessons, and for the unit, will be a journal entry answering our daily essential question.

The journal entry will provide students with an opportunity to show their understanding, but will be less formal than the file. Assessment of the finished file will be summative and graded using a rubric.

Higher levels of engagement for the disinterested/struggling students. Will be assessed on a daily basis. Accomodations will be made if necessary.


Copy of novel for each student, event cards, character charts, pencils, writing journal, file folder, graphic organizers, checklist, rubric, lined paper, half lined half blank paper, crayons, markers, colored pencils and “Dead Word” resources.

SmartBoard.

LESSON PLANS Individual lesson plans should be inserted as separate subsequent

pages- insert page breaks between each lesson plan Remember to include artifacts/ individual reflections for each lesson

From the Mixed-Up Files of Mrs. Basil E. Frankweiler- Lesson 1 (Friday)

Desired learning outcome(s): An understanding of what our focus is for this particular unit. Exposure to new concepts and resources to be used and an understanding of both.

Essential questions from learning objective: How can we better describe characters and main events?

Common Core Standards:RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. character’s thoughts, words, actions).

Learner prior knowledge/learner background experiences: The know how to appropriately work as a member of a group (partner, small or whole

class). The ability to ask and answer questions about a text to demonstrate understanding. The capacity to read independently or as part of a group with sufficient accuracy and

fluency to support comprehension. A working knowledge of English language conventions and how to appropriately use

when speaking, writing, and listening. Familiarity with graphic organizers.

Materials and resources needed: SmartBoard and YouTube for book trailer Copy of the novel for each student Event cards (and baggie) Character chart Pencils Laminated book marks Post-It notes 3-2-1 Exit Tickets “Dead Words” Resource

Teaching strategies*Introductory strategiesWe will watch a “book trailer” to provide a general overview of the book to be read and to get students engaged (http://www.youtube.com/watch?v=9pJzEUGhxfE).

*Main instructional strategies An explanation of the unit will be provided. The standard being addressed will be shared and essential questions for each lesson will be written on the board for reference. Students will be told what kinds of things to look for in the text, such as “character clues,” which include action, verbal, and physical clues (an example of each will be provided). Students will be reminded what an adjective is and how it should be used. There will quick discussion of a character trait versus an emotion. Last students will be reminded about the “Dead Words” resource (shoe organizer with “dead word” posted on each slot such as “good,” inside the slot there will be several index cards which present synonyms) and will be encouraged to use it as they write about characters and events. Students will have the opportunity to ask questions and make comments.

http://www.youtube.com/watch?v=9pJzEUGhxfE

Next, chapters 1 and 2 will be read aloud by the teacher. This will ONLY be done on Day 1 to model strategies for finding details and using them to describe characters and events. We will stop briefly throughout so that probing and comprehension questions can be asked.

Students will be given “Event Cards” and a “Character Chart” these will both be used throughout the unit. The event cards will simply be index cards stored in a plasic baggie. Students will write events they deem important on the cards as they go. They can be easily sequenced, discarded, or edited. The chart is made up for four columns; the 1st column will be labeled “Claudia,” the 2nd “page or chapter #,” the 3rd “Jamie,” and the 4th “chapter or page #.” This chart, which will be double sided, will allow students to keep a running record of character traits, adjectives, etc. as they read and discuss, and will provide a column for evidence to be recorded. We will fill out these two organizers as a class on Day 1 so students can see how they work and why they are being used. An explanation of how homework reading will be set up will also be given. Students will be assigned a chapter, given a laminated bookmark with the “5 W’s” (who, what, where, when, and why), as well as, a pad of Post-It notes which they will be encouraged to use as they read to mark pages, write down questions or unfamiliar words, and anything else as they see fit. Chapters 3 & 4 will be read for homework (over the weekend).

*Concluding strategies Students will be asked if they think we answered the essential question for the day, a brief discussion will be had.

Assessment:Formative assessment will occur throughout the lesson. As we read, students will be asked questions to maintain focus and engagement while assessing comprehension and interest level. Notes will be taken throughout the unit to formatively assess students as they engage in a number of activities.

Accommodations/modifications: N/A

Wrap-up and reflection by the students: Students will take no more than 3 minutes to fill out a 3-2-1 exit slip (3 things I learned, 2 interesting facts, 1 question I have).

Reflection by the teacher: Since the lesson was full of new information and expectations, I hope that all questions were asked and answered. If not, the exit slips should allow me to see what needs to be clarified. I felt that modeling strategies and how to use resources would be used was the best way to ensure understanding. We will review new concepts and how to use organizers again before students use them independently. Asking the students if they feel we answered the essential question for the today seems to be an invaluable way of truly knowing if did, indeed, provide all materials and information necessary to answer it, or if I assumed that it was answered.

References:Candler, L. (2012). Analyzing character traits mini-pack (preview). Retrieved from

http://www.lauracandler.com/books/TPT/PDF/AnalyzingCharacterTraitsv2Preview.pdf

Houghton Mifflin Company. (n.d.). Education place: Graphic organizers- 4 column chart. Retrieved from http://www.eduplace.com/graphicorganizer/pdf/4column.pdf

Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. New York:

Atheneum Books for Young Readers.

Ms. D's Corner. (n.d.). Teachers pay teachers: 5 w's bookmark. Retrieved from http://www.teacherspayteachers.com/Store/Mrs-Ds-Corner/Price-Range/Free

Public Schools of North Carolina: State Board of Education. (n.d.). Common core and nc

essential standards. Retrieved from http://www.dpi.state.nc.us/acre/standards/

Rosenberg, Lori. (n.d.). Teachers pay teachers: 3-2-1 reading strategy. Retrieved from http://www.teacherspayteachers.com/Store/Lori-Rosenberg

rrogers22. (Designer). (2012). From the mixed-up files of mrs. basil e. frankweiler book trailer. [Web Video]. Retrieved from http://www.youtube.com/watch?v=viAsdmXYBYc

From the Mixed-Up Files of Mrs. Basil E. Frankweiler- Lesson 2 (Monday)

Desired learning outcome(s): The ability to identify main events and support their importance with textual evidence. The ability to use graphic organizers independently.

Essential questions from learning objective: How can characters’ actions and reactions help us to decide if an event is important or

not?





when speaking, writing, and listening. Familiarity with graphic organizers. Experience writing journal entries.

Materials and resources needed: SmartBoard Met mini-lesson Museum map Class event map Copy of the novel for each student Event cards Character chart Pencils Newspaper template Laminated book marks Post-It notes 3-2-1 Exit Tickets “Dead Words” resource

Teaching strategies*Introductory strategiesA quick mini-lesson about the Metropolitan Museum of Art will be given via the SmartBoard. This lesson will provide students will simple facts about and photos of the museum. This will provide context, but will not be our main focus by any means.

*Main instructional strategies

The map of the museum from Chapter 4 will be blow up and hung in the classroom or projected on the SmartBoard. We will spend time as a class answering questions such as “where did Claudia and Jamie sleep?” and starring locations on the map. The map will be used to track events and routines throughout the book. Additionally, we will have a class Event Chart, which will be displayed on the SmartBoard, the chart will be similar to an arrangement of “Post It notes” so that we are able to easily rearrange and remove events.

Next, students will work with a partner to re-create a front page newspaper story based on what they deem to be the most important event in Chapter 4. Pairs will be given a template and encouraged to focus on supporting details that they believed made the events most important. The “story” does not need to be longer than a paragraph with a headline; the number of lines will be pointed out and students will be remind to write clearly and concising usually only details that show why the event was so important. When the pairs finish their newspapers, they will partner read Chapter 5. When all pairs have finished reading, newspaper article headlines will be shared. A few groups will be asked why they thought the event was important and asked to justify their answer using the novel. Chapter 6 will be read for homework.

*Concluding strategies Again, students will be asked if they think we answer the essential question for the day- why or why not?

Assessment:Formative assessment will occur throughout the lesson. First, during the map activity. Then as students work in pairs to re-create their newspaper articles, I will make note of participation/contribution and general understanding.


Wrap-up and reflection by the students: Students will have the opportunity to fill out a 3-2-1 exit ticket.

Reflection by the teacher: Feedback from the students as to whether or not they think we answered the essential question will play a large role in evaluating the effectiveness of the lesson and students’ understanding of new concepts and corresponding resources and activities.

References:

Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. (pp. 47-48). New

York: Atheneum Books for Young Readers.

Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. New York: Atheneum Books for Young Readers.



S., Ashleigh (2012, January 30). [Web log message]. Retrieved from http://www.ashleigh-educationjourney.com/2012/01/newspaper-template.html

From the Mixed-Up Files of Mrs. Basil E. Frankweiler- Lesson 3 (Tuesday)

Desired learning outcome(s): the ability to identify and describe main characters providing textual evidence. recognition of important events and the ability to place them in a logical sequence.

Essential questions from learning objective: How do the characters’ thoughts, words, and actions allow us to get to know them?





when speaking, writing, and listening. Familiarity with graphic organizers. Experience with basic maps.

Materials and resources needed: Copy of the novel for each student Event cards Character chart SmartBoard Mini-lesson on Michaelangelo & the Renaissance Blown up museum map Class event map Poster board Glue Colored Markers Construction paper rectangles (in baggies) Pencils Laminated book marks Post-It Notes “Dead Words” resource

Teaching strategies*Introductory strategies First, a mini-lesson on Michangelo and the Renaissance will be presented. Like the Met mini-lesson, this is only take a few minutes and include key facts and a few photos.

*Main instructional strategies

Chapter 7 will be read independently, students will be asked to work on their event cards and charts until everyone has finished.

Students will briefly discuss main events from Chapters 6 & 7 in their desk clusters. We will then add to our class event map; as groups suggest events they deemed important, they will be asked to justify their selection verbally (referring to their personal event cards and conversation).

The same groups will then work together to create a poster either about Jamie or Claudia using their personal charts and novels. Each group will be given a piece of poster board with one of the two names written in the middle, a baggie of construction paper rectangles, glue, and different colored markers. Each student will choose a color and use that color to write 6 things about their assigned character. After each student is done, they will compare what they wrote. If there are any duplicates, the students will glue these rectangles on in a cluster. Each group should have at least 12 rectangles with different words, in different colors. Each member of the group will sign their name with their marker color so I can see who contributed what. The posters will be shared with the class and we will make a list of attributes for each character on the SmartBoard. The number of times a word is used will be tallied. We will then discuss what we think it means if a word is used more than once or several times (referring not only the tally marks, but the clusters). Chapter 8 will be read for homework.

*Concluding strategiesThe students will be asked if the essential question was answered and a class discussion will be help.

Assessment:Formative assessment will occur throughout the lesson. First, during the map activity and then as students work in groups to create character posters. I will make note of participation/contribution and general understanding. Further examination of the posters (who wrote what) will allow for further informal assessment, as will the exit slip.


Wrap-up and reflection by the students: Students will be asked to complete a 3-2-1 exit slip (granted it has proven to be useful on prior days).

Reflection by the teacher: Again, the answer to “did we answer today’s essential question?” along with formative assessment, and the 3-2-1 entry, will enable me to see where there are gaps and what needs to be revisited and or clarified.

References:Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. New York:




From the Mixed Up Files of Mrs. Basil E. Frankweiler: Lesson 4 (Wednesday)

Desired learning outcome(s): The ability to pick out relevant details to describe characters.

Essential questions from learning objective: How do details allow us to get to know a new character quickly?





when speaking, writing, and listening. Familiarity with graphic organizers. Experience with basic maps. Experience writing in journals.

Materials and resources needed: Copy of the novel for each student Event cards Character chart Pencils Writing journal Laminated book marks “Dead Words” resource Audio recording of Chapter 9

Teaching strategies*Introductory strategiesStudents will spend a few minutes working on their event cards and character charts independently.

*Main instructional strategiesStudents will listen to an audio recording of Chapter 9, due to it’s length (30 pages) and density; the recording will be stopped and questions will be asked to check for understanding. Students will be asked to make inferences and share things they’ve learned so far, then we will start listening again.

After listening, we will spend time adding and adjusting events on our class event map.

Students will write a journal entry about Mrs. Basil E. Frankweiler; they will write at least 5 sentences sharing things they have learned about her after reading Chapter 9 and then at least 3 questions they would like to ask her. When students finish, if time permits, they will work on their cards and charts. Chapter 10 will be assigned for homework.

*Concluding strategiesFor the last time, students will be asked if we answered the essential question for the day. If the answer is no, we will discuss and see if we can answer it together based upon what we have learned and todays lesson.

Assessment:Formative assessment will occur throughout the lesson. As we listen to, and discuss, Chapter 9, I will make note of participation/contribution and general understanding. Reading the journal entries will provide further insight (and will receive feedback before the next lesson).


Wrap-up and reflection by the students: Students will work independently to add to their charts and logs or finish journal entries.

Reflection by the teacher: Informal, formative assessment will be considered in order to decide if an additional lesson, structured differently, can be added to allow for further experience before wrapping up the unit.

References:Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. New York:




From the Mixed Up Files of Mrs. Basil E. Frankweiler: Lesson 5 (Thursday & Friday)

Desired learning outcome(s): The ability to use details collected to independently write about characters and events.

Essential questions from learning objective: How have we used specific details from the novel to describe characters and events?





when speaking, writing, and listening. Familiarity with graphic organizers. Experience writing in journals.

Materials and resources needed: Copy of the novel for each student Event log Character chart Pencils Writing journal File folder Graphic organizers Check list Rubric Lined paper Half lined, half blank paper Crayons, markers, colored pencils “Dead Word” resource

Teaching strategies*Introductory strategiesAs a class, we will summarize Chapter 10, which was read for homework. We will determine if anything needs to be added or adjusted on our class event map.

*Main instructional strategies An explanation of our final activity will be provided; students are going to create a file about Jamie and Claudia’s adventures for Mrs. Basil E. Frankweiler. They will be given a checklist so they will know what to include in the file, as well as, all materials necessary to complete the assignment. Students will be encouraged to use their personal event cards and character charts.

*Concluding strategiesStudents will write a short journal entry, answering the essential question “How have we used specific details from the novel to describe characters and events?”

Assessment:

The journal entry will provide students with an opportunity to show their understanding, but will be less formal than the file and will receive teacher feedback. Assessment of the finish filed will be summative and graded using a rubric.


Wrap-up and reflection by the students: Creation of the file is the final wrap-up and reflection by the students.

Reflection by the teacher: Content of the files and the scores received will allow me to see who understood and who did not. Further time will be spent with those who did not understand. Based on the number of those who did not grasp or apply the concepts, a small group could be pulled at some point during the day to work on re-learning and applying concepts to shorter stories with more obvious detail.

References:

Houghton Mifflin Company. (n.d.). Education place: Graphic organizers- Planning chart.

Retrieved from http://www.eduplace.com/graphicorganizer/pdf/planning.pdf

Houghton Mifflin Company. (n.d.). Education place: Graphic organizers- Sequence chart.

Retrieved from http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf

Konigsburg, E. L. (1967). From the mixed-up files of mrs. basil e. frankweiler. New York: Atheneum Books for Young Readers.



A File for Mrs. Frankweiler

Now that we have learned how to find details in text to describe characters and events, we are going to create a file for Mrs. Basil E. Frankweiler to add to her mixed-up collection! Your file will include both the details you found while reading From the Mixed-Up Files of Mrs. Basil E.

Frankweiler and the evidence used to support them. Remember to select the most important details to describe the main characters and events. This is not a group activity- you will work on

your own. Read steps 1-10 carefully!

1. Look over your Character Chart and Event Cards and add details and events from Chapter 10.

2. Review the rubric. These are the things you will be graded on. Take your time and do your very best work.

3. Use the Planning Sheet and get ready to write! 4. On a half lined, half blank piece of paper write a short description of Claudia (3-5

sentences) using your Character Chart. Above the lines, in the blank space, draw a portrait of Claudia based on details from the book and your own imagination.

5. Repeat step 4 to describe and draw Jamie.6. Organize your event cards; decide which events are most important in telling the

story of Claudia and Jamie.7. Use the Sequence Sheet to write the events you have chosen in the correct order.8. Now you can refer to the Sequence Sheet to write about Claudia and Jamie’s

adventure. Write 2-3 sentences about each event and remember to use transition words such as first, next, then, and finally.

9. Give your folder a creative name so Mrs. Basil E. Frankweiler can add it to her collection of mixed-up files!

10. Use the checklist below to make sure everything required is in your file.

Checklist:

o Planning Sheet

o Description and portrait of Claudia

o Description and portrait of Jamie

o Sequence Sheet

o Adventure writing

o Character Chart from the unit

o Event Cards from the unit

o Copy of the rubric

OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

teachers as practicioners: from the mixed up files of ms. basil e. frankweiler unit plan

Documents

unit integration

gradetitle of unit

frankweilerlength of

characters thoughts

unit plan logisticsteacher

unit overview plan

knowledge of language

learnersprior knowledge