ubd unit nathan miller
TRANSCRIPT
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8/7/2019 UBD Unit Nathan Miller
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Stage ThreeLearning Plan
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Title of Unit Writing for Informational Purposes Grade Level 6
Curriculum Area Reading, Writing, Technology skills Time Frame Three weeks
Identify Desired Results
Stage 1
Established Goals
Content StandardsInformation Literacy Standard 3- The student who is information literate uses information accuratelyand creatively. (ALA)
GPS ELA6W3 The student uses research and technology to support writing.
The student:a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-
mail addresses) to locate relevant information.b. Includes researched information in different types of products (e.g., compositions, multimedia
presentations, graphic organizers, projects, etc.).c. Cites references.
Understandings
Students will understand that:
Who, what, when, where, and why are necessary components of an informative article.Citing references is necessary.
References for informative writing should be credible.Correct grammar and spelling are important in a news article.Effective writing must follow an organizational structure.Certain aspects about a person or an event are more engaging to readers.
Technology helps provide a basis for gathering and organizing information.
Essential Questions
Overarching Topical
What makes a person/persons life newsworthy?What activities in a persons life can make a great
story?Why are people interested in the life and activities
of other people?How can technology be used as an aid in the
writing process?
Should you believe everything you read?
In what order should the events of a persons life bepresented in writing?
How do reporters gather information to write a newsarticle?
Why is the citation of references necessary?What are the important parts of a newspaper article?How can the internet and written sources be used to
write about a persons life?
Knowledge and Skills
Knowledge
Students will knowSkills
Students will be able to
How to identify and understand the main idea,supporting facts and details
How to summarize ideas in their own wordsThe writing process used in a newspaper article
The logical sequencing to accurately retell storiesHow to use an effective organization structureHow to analyze, interpret, and synthesize
researched information and ideasHow to identify and sequence significant events
about a personHow to use word processing software to assemble
and organize information about a topic
Apply writing process to summarize non-fiction textin the form of a newspaper article
Use electronic and print sources to gather informationabout a topic
Demonstrate comprehension of complex textWrite to inform othersAnalyze and assess the information and ideas gathered
from a variety of print and electronic sourcesOrganize pertinent information and details in a logical
and cohesive manner using word processingsoftware
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Assessment Evidence
Stage 2
Performance Tasks
Goal Students will write an article about the life of a famous person.
Role
Students are given the job of newspaper reporter. They are asked to gather
information from various sources to write about someone that they considernewsworthy by considered the order of the events of a persons life and theimportant parts of a newspaper article.
Audience The article will be written for the newspaper reading public.
Situation
Students will be given a broad topic. They will choose a famous person to writeabout that fits the category of their topic. They will research that person using
electronic and print sources and then use that information to write their article.
Product,
Performance,
and Purpose
Students will do an article scavenger hunt to find errors and to find the main
points of the article. (scavenger hunt assignment)Students will write a short biography about themselves.
Students will create a newspaper article about a famous person.(newspaper
assignment) (Rubric)Students will write daily in their journals about what they have learned from theactivities. (journal activity)
Standards
The students performance is based on:
Information Literacy Standard 3 - The student who is information literate usesinformation accurately and creatively. (ALA)
GPS ELA6W3 - The student uses research and technology to support writing.
The student:a. Uses organizational features of electronic text (e.g., bulletin boards, databases,
keyword searches, e-mail addresses) to locate relevant information.b. Includes researched information in different types of products (e.g.,
compositions, multimedia presentations, graphic organizers, projects, etc.).c. Cites references.
Key Criteria
Accurate information
Organized
Correct grammar and Spelling
Components of newspaper article
Other Evidence
Class discussionsHomework Assignments
Observance of research skillsJournal writing
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Autobiography
Write a short autobiography about yourself explaining the details of your life thus
far. Be sure to include Who, What, When, Where,and How. Think about
activities in your life that make a great story. Be sure to watch the podcast before
starting your autobiography to find out what you will need to include as part of thefive Ws. The podcast can be found at: http://got.im/9kfp
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Daily Journal Activity
Write about each topic in your journal on the assigned day: Each topic will be
covered in class discussion.
In your opinion explain:
Day 1: What you think when you read articles that are grammatically incorrect or
contain spelling/punctuation errors
Day 2: What makes a persons life newsworthy?
Day 3: Why people are interested in the life and activities of other people.
Day 4: How technology can be used as an aid in the writing process.
Day 5: How reporters gather information to write a news article.
Day 6: Why the citation of references is necessary.Day 7: What you have learned about the work of a reporter.
Day 8: If we should believe everything we read about people.
Day 9: How a writer keeps the attention of their readers.
Day 10: What it would be like for everyone to know most of the details of your
life.
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Scavenger Hunt Activity
Carefully read the newspaper article that has been given to you.
On a separate sheet of paper:
1. Explain what details from the article that you find to be interesting.2. Determine any information in the article that is boring to you and
explain why.
3. Determine any information in the article that is funny to you andexplain why.
4. Identify and list any misspelled words that you find.5. Identify and write down any grammar errors.6. Identifyand list the Who, What, When,Where, Why, and How about
the topic of the article.
7. What is the main idea of this article?8. What was the writer of your article trying to convey to their audience?
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Famous Person Biographical Newspaper Article
Assignment:
Research information about the famous person that you have chosen and your
teacher has approved.You may use electronic sources and print sources. Use theresearched information to create a newspaper article about the famous person using
a word processing program. The article must be written in newspaper columns
using a word processing program. The article must answer the basic questions
Who, What, When,Where, Why, and How? Remember what you learned in your
podcast for the autobiography assignment. You will also need to view a podcast
on what it takes to be a reporter to give you an idea of what point of view you
should be writing from. This podcast can be found at: http://got.im/0rzm
You will share rough drafts of your article within small groups. This peer
editing session will allow you to check your work against the work of others inyour group and learn from each other.
Assignment Checklist
Review and gather facts from internet or print sources.
View podcast about being a reporter
Using MS Word:
___ Produce a catchy headline- title.
___ Create the byline- your name.
___ Write the lead (who, what where, when, why and how).
___ Write the body of the biography- tells what happened with lots ofexciting details and in a logical order.
___ Write the ending- does it have a comment that keeps them
thinking?
___ Name your newspaper.
___ Be sure to cite the references that you use in MLA style.
___ Have your group review your rough draft.
___ Make revisions to the rough draft.
___ Have your group help you edit your rough draft.
___ Have a classmate proofread the finished article.___ Ask your teacher for permission to print.
___ Be sure to save a copy in your user file.
Review the newspaper articlegrading rubric as your write your article to help you
understand how you will be graded and to make sure you have included all of the
necessary components.
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Learning Plan (Stage 3)Where, Why, & What
Goals:To have students begin thinking about what is important information to include in informative writing.
To understand essential ideas/questions in terms of the unit:What makes a person/persons life newsworthy?
What activities in a persons life can make a great story?Why are people interested in the life and activities of other people?
How can technology be used as an aid in the writing process?Should you believe everything you read?
In what order should the events of a persons life be presented in writing?How do reporters gather information to write a news article?
Why is the citation of references necessary?What are the important parts of a newspaper article?
How can the internet and written sources be used to write about a persons life?Students will be given a schedule of the requirements of the unit. (See Calendar)
Expectations:
To understand these goals, students will analyze newspaper articles for content; writean autobiography including who, what, when, where, and how; do journal writing to
further analyze the essential ideas/questions of the unit, and ultimately, write anewspaper article about a newsworthy individual. Teacher and students will review the
newspaper article rubric.
Relevance and Value:To use information accurately and creatively:
The students use research from electronic and print sources and word processing software to support
writing a newspaper article.In addition, students will:
Demonstrate comprehension of complex text
Identify and understand the main idea, supporting facts and details
Summarize ideas in own words
Use logical sequencing to accurately retell stories
Identify and sequence significant events about a newsworthy person
Apply writing process to summarize non-fiction text in the form of a newspaper article
Apply group cooperation skills
Apply peer-editing processes
Diagnosis:Prerequisite skills
y Knowledge of 5 traits of article writingy Prior instruction and experience in the writing processy Basic keyboarding skills helpful but not taught in Language arts classy Have exposure to Microsoft Word, and possibly publisher (if newsletter is created)
Evaluate what students know about the who, what, when, where, and how of a newspaper article to
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determine if they can correctly determine each partSee Scavenger Hunt orAlternate Scavenger Hunt.(Logical Entry Point)
Evaluate what students know about information found on the internet. Is it all accurate? Where do thestudents find interesting information about people?...Class Discussion with flipchart/activboard listings.
(Foundational Entry Point) Media specialist will evaluate further when research begins.
Hook & Hold
Begin by asking What makes a person newsworthy? Then give each student a newspaper article aboutsomeone they know or a local event that they are familiar with. The students will read the article and pick
out ideas from the article that are interesting, boring, funny, misspelled, etc. (Aesthetic Entry Point) Theywill also identify the Who, What, When,Where, Why, and How about the topic of the article they have read.
(Logical Entry Point)
Then have the students draw a topic out of a hat. The topics will be broad such as a singer, anactor/actress, a writer/songwriter, etc. That way the students can pick a specific person that is interesting
to them that fits that topic. (Aesthetic Entry Point) Their final topic/person will have to be approved. Thestudents should be thinking about their topic as other activities are introduced prior to any research or
writing.
Explore&Equip
Discuss the writing techniques used in articles. (Narrational Entry Point)Brainstorm interesting people as a class (what makes them interesting.)
View Podcast on the basics of Who, What, Where, When, and HowIntroduce learning content in PowerPoint presentation for writing newspaper articles (Foundational Entry
Point)Components:
Headline, Lead, Body, Ending
Who, what, when where, and howFactual information Versus False information
View Podcast What it Takes to be a Reporter
Review research process. Demonstrate use ofGalileo, Google, and direct website browsing.View Video Discover Language Arts: Research
Introduce worksheet to help with information gathering and research.Hand out worksheet about MLA style citations and introduce the fundamental concepts and understanding
behind MLA.Students can also view the websiteshttp://www.library.ubc.ca/home/about/instruct/mlastyle.html,
http://www.engl.niu.edu/comskills/View Video Correct Citations & Works Cited Page
Rethinking ,Reflection, & Revision
Students will examine other articles for content. They will create new headlines for the articles as part of a classdiscussion.
Students will write daily in their journal based on journal topic for that day.Students will write autobiography to begin learning the organization process of writing about a person.
(Experiential Entry point)Students will research information about topic with guidance of teacher and media specialist.
Students will write newspaper article rough draft beginning with Headline, Lead, Body, then Ending.In groups of 3, students will evaluate each others work as newspaper editors. (Social)
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Students will revise articles and complete final draft.Students who finish early can do an additional enrichment activity.
Evaluation & Self-Evaluation
In journals and in class discussion students evaluate the questions:
Would you make a good reporter?
Which writer/classmate would make a good reporter and why?Is it right for people to write about things that are not true?What were your strengths in this writing assignment?
What were your weaknesses in this writing assignment?How have you changed your thinking about what you read about other people?
How have you changed your strategy for finding information about certain topics?
Tailor to student needs
Slow readers:Given extended time on assignments and shortened reading assignments.
Receive oral instructions and have reading material read to them by special ed. collaborator.
Directed to internet & print resources for research more appropriate to their ability - based on pre-evaluationand reading level.
Scavenger hunt activity can be done in groups of two or more.
Hearing impaired:Receive teacher notes and written instructions of all assignments and discussion items.
Attention deficit disorder:
Have their assignments broken down into smaller assignments.
Slow Learners:Will work with the special education collaborative teacher as a group rather than being placed in groups of
peers without special needs to prevent intimidation and frustration. Newspaper article assignment can besimplified based on student ability. Students will use the Know the news graphic organizer or the Event
map" graphic organizer to aid in writing their article. The length of the article can be reduced to fewerparagraphs with simpler details.
Advanced Learners:
Will be given theenrichment activity to further their writing and technology skills.
Organize learning
See Calendarattached below
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Calendar
Week One:
Monday Tuesday Wednesday Thursda
Journaling
Journal Day 1:
What do you think when youread articles that are
grammatically incorrect or
contain spelling/punctuation
errors?
Teach content vocabulary
Journal Day 2:
What makes a persons lifenewsworthy?
Journal Day 3:
Why are people interested inthe life and activities of other
people?
Journal Day 4:
How can technologas an aid in the writ
process?
Classroo
m
Activit
y
Introduce the unit, standards,
and tasks.
Pre-evaluate students research.
Introduce content vocabularyStudents will do newspaper
article scavenger hunt as pre-
evaluation.
Students will draw topic out of
hat.
Discuss the writing techniques
used in articles.
Brainstorm interesting people
as a class (what makes theminteresting.)
Discuss the journal topic.
Continue reading the textbook.
Discuss the journal topic.
Introduce learning content for
writing newspaper articles
Students will writeautobiography. (may be
handwritten or typed)
Continue reading the textbook.
Discuss the journal
Review newspaper
presented by teache
Students will comecatchy new headlin
newspaper articles
Discuss the final pr
expectations.
Continue reading th
Computer
labActivity Watch Podcast Who, What,
Where, When, and How
Homework
Begin thinking about topic Continue thinking about topic Continue thinking about topic Pick out Topic
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Week Two:
Monday Tuesday Wednesday Thursda
Journaling
Journal Day 6:
Why is the citation ofreferences necessary?
Students begin gatheringinformation
Journal Day 7:
What have you learned aboutthe work of a reporter?
Journal Day 8:
Should we believe everythingwe read about people?
Journal Day 9:
How does a writer attention of their re
Classroom
Activity
Discuss the journal topic.
Introduce MLA style citations.Watch Video Correct
Citations and Works Cited
Page from Teachers Video
Company.
Discuss the journal topic.
Students share anythinginteresting that was discovered
during research, either about
their topic or about the
research process.
Discuss the journal topic.
Students share anythinginteresting that was discovered
during research, either about
their topic or about the
research process.
Discuss the journal
Students share anytinteresting that was
during research, eit
their topic or about
research process.
Computer
labActivity
View Podcast What it Takesto be a Reporter
Begin research
Continue researchCreate Citations (as they are
found)
Continue researchCreate Citations
Finish research.Create citations
Develop and write
newspaper article.
*Graphic organizer
when applicable to
Homework
Find a newspaper/magazine
article about a famous person
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Week Three
Monday Tuesday Wednesday Thursda
Journaling Journal writing: continue with
articleJournal writing: continue witharticle
Journal writing:Is it right for people to write
about things that are not true?
Journal writing:Would you make a
reporter?
Classroom
Activity
Peer Editing of Articles
*Special Ed. collaborated
heads up groups for special
needs students as needed.
Continue Peer Edit
Articles
*Special Ed. collab
heads up groups for
needs students as n
Computerlab
Activity
Write body of newspaper
article.
*Graphic organizers used
when applicable to student
*Do enrichment activity as
applicable to student
Write ending of newspaper
article.
*Graphic organizers used
when applicable to student
*Do enrichment activity as
applicable to student
Revise rough draft.
Homework
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Alternate Scavenger Hunt Activity
Carefully read the newspaper article that has been given to you. Answer the
following questions:
Write something interesting in the article.
Write something that was boring.
Write something that was funny.
Write any misspelled words that you find.
Write down any grammar errors.
Who was the article about?
What happened in the article?
Where did it happen?
Why did it happen?
How did it happen?
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Event Map
Who was involved? Ho
What Happened?
Where did it happen?
EVENTMAP
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Know the News
What is something interesting about your topic?
Who is your article about?
What all did he/she do in their life?
When did he/she do all of the above?
Where did all of the above take place?
How did he/she do it?
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Enrichment Activity
Take the newspaper article that was written and create a newsletter. The newsletter can be
created in MS Word or Publisher and should include the original article, graphics (be creative), acartoon, headlines/headings, weather, and any other information that you would find interest to
add to add newsletter. If the person you wrote about is no longer living, an obituary might beinteresting.
Information needs to be based on accurate facts but you can add fictitious events. For example,
create an advertisement announcing a meeting of the famous singer fan club or anannouncement for a book signing for the famous author. You can use templates created in
Word of Publisher to help you create the layout for the newsletter.
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Worksheet for research of electronic sources MLA style
* Always review the correct MLA citation format for each source when preparing a WoAuthor lastname, first
name.
(if available) OR
*Title ofweb site,
publication
or article(if no author)
Title ofArticle.(ifapplicable)
* Title ofJournal or
Periodical(if applicable)
Volume *Date: *page(s)(if available)
*Database.
(ex. Academic
ASAP) and
Service. (ex.Gale Group)
(if applicable)
Libraryof
access,
city,
state
Date ofaccess
(daymonth
year)
http://
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References
Citing sources the MLA way (2005). Communications writing skills program. Retrieved
November 12, 2007 from http://www.engl.niu.edu/comskills/.
Discovering Language Arts: Research. United Streaming. Discovery Education.
http://www.unitedstreaming.com
Formula for a Well-Written News Article. (2007) Media Awareness Network. Retrieved
November 12, 2007 from http://www.media-
awareness.ca/english/resources/educational/handouts/broadcast_news/news_article_form
ula.cfm
Getting Started with MLA Style. (2007). University of British Columbia Library. Retrieved
November 15, 2007 from http://www.library.ubc.ca/home/about/instruct/mlastyle.html
Peterson, C. (2007). Student Handouts. (2007). IRLS Staff. Retrieved November 13, 2007
from http://www.coconino.edu/library/handouts.htm.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-
87120-342-1
Wiggins, G. and McTighe, J. (2005). Understandingby design, (2nd
edition) Alexandria, VA:
Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3.
Wiggins, G. and McTighe, J. (2005). Understandingby Design: Professional development
workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
ISBN 0-87120-855-5.