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Final Project Content Area Literacy Thematic Unit Plan

Due in Unit 6


Instructions

You will design and defend an instructional unit for a content area other than reading that provides your students with the opportunity to gain an understanding of a topic through studying a variety of resources and genres utilizing a Text Set you curate.

Your plan must include both content area standards and literacy standards, learner outcomes that are appropriate and attainable, daily classroom instructional plans that include before reading, during reading, and after reading activities, and accommodations for ELL or struggling learners. You must choose a grade between 4th-12th and a content area theme which is approved by your instructor.

A minimum of three (3) items from your Text Set will be used for your unit (see the template for the Unit 2 writing assignment). Your plan must be for a minimum of 4 instructional days. For each day, you will implement the B-D-A instructional framework and address strategies for the three (3) phases of reading (before, during, and after). Clearly describe the activities for each phase and include any handouts or graphic aids that will be used in your unit.

REMINDER: This is not just a content area lesson. You must incorporate literacy strategies in your lessons to ensure that all your students have the tools they need to fully comprehend the information.

Use the following guidelines to help you design your plan, and as a final checklist before you submit it.


Guidelines and Checklist for Final Project Submission

Completed

First page

An APA-compliant title page

Second page

A Table of Contents for your Unit

Third page

The instructor-approved Thematic Unit planning guide that you completed for your Unit 2 writing assignment

Fourth and following

The lesson phases for each day of the unit submitted using the Daily Lesson Plan Template. I have clearly identified all supplemental materials I am using.

Following each day’s lesson plan

ALL supplemental materials referenced in each lesson are placed at the end of each day’s lesson. This includes handouts, screenshots of websites or apps, visual literacy items, etc. Each item must be on a separate page (use Page Break) and must be clearly identifiable.

References page

Include any sources you have cited in your lesson plans, assignment descriptions, or your Defense document.

Double check these items

I have utilized at least 3 items from the Text Set on my Unit Planning Guide in this project.

I have incorporated into this unit, instructional strategies, projects, and activities that promote literacy and were developed as weekly assignments during the course.

I have created and incorporated into this unit, additional instructions, strategies, activities, accommodations, etc., essential to the development of a substantive content area unit integrating literacy instruction.

I completed the “Defense of My Unit Plan” reflection by writing substantial comments defending my effective inclusion of the Key Features of the ELA Standards in my plan.

I have double checked the rubric to ensure that I have addressed all required components.

I have uploaded my entire unit plan as one document.

4-Day Content Area Literacy Thematic Unit


Planning Guide

Name:

Content Area/Subject: Grade Level:

What is the specific theme/topic for this content area unit?

What is the essential question for the unit (real-world connection)?

Content Area Standards selected for this unit: (please indicate source)

Literacy [ELA] Standards selected for this unit: (indicate source if not MSCCRS)

· Reading Literature (RL):

· Reading Informational Text (RI):

· Writing (W):

· Speaking and Listening (SL):

· Language (L):

Text Set: List each item’s title/author etc., using correct APA format. Explain your rationale for choosing each item.

· Text #1:

· Genre: Nonfiction (Informational)

· Rationale:

· Text #2:

· Genre: Fiction

· Rationale:

· Text #3:

· Genre: Visual Literacy

· Rationale:

· Text #4:

· Genre: Media item (audio/video):

· Rationale:

· Text #5:

· Genre: (your choice)

· Rationale:

Delete the following before submitting form

· Instructions for filling out this form can be found on the following pages and in Unit 2 Writing Assignment instructions in Canvas.

· Submit only this page as your Unit 2 Writing Assignment

· This planning guide becomes the third page of your Final Project Thematic Unit Plan.

9


Guidelines for completing the Planning Guide

1. What is the specific theme/topic for this content area unit?

Choose a theme/topic in your content area that you would like to address in a unit plan. (i.e., History – Overcoming Adversity; Science – Uniquely and Wonderfully Made; Music – The Poetry of Rap Music…).

f you are an English teacher, you may choose a theme that fits a novel you are studying. For example: To Kill a Mockingbird and The Great Depression.

If you are a math teacher, your theme should relate to a real-world application of a concept you are studying. For example: The Black Plague and probability.

2. What is the essential question for the unit (real-world connection)?

This is the main idea or major concept you want your students to think about and understand during this unit. It is the focus of your unit.

See this link for help. https://www.brighthubeducation.com/teaching-elementary-school/102262-writing-essential-questions-for-your-lesson-plans/

3. Content Area and Literacy (ELA) Standards for this unit.

· You will find links to MS Content area standards here. If you are not in MS, use your state’s standards.

https://mdek12.org/OAE/college-and-career-readiness-standards

Make sure your chosen unit theme/topic aligns with standards for your chosen grade – i.e. you can’t do a solar system unit if that topic is not part of your grade level’s science standards.

· Use this document for the ELA standards unless you are not in MS. In that case, use your state’s standards. You can link to your chosen grade from the Table of Contents.

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA.pdf

· You need to list at least 2 standards for each of the 5 key ELA areas: Reading Literature (for the fiction text,) Reading Informational, Writing, Speaking and Listening, and Language. You can find a description of these 5 key ELA areas on pages 17 and 18 of the document linked above. You will defend your attainment of these standards within your unit as part of your final project.

· The Unit you create for your Final Project must meet your selected Standards.

4. Text set: List each item using correct APA format. Explain your rationale for choosing each item. See Vacca, Chapter 11 for additional information about Text Sets.

Create a Text Set of five (5) items related to your chosen topic or theme. NONE of these items can be an actual textbook for your content area. These items will be used throughout the rest of this course and in your final project. You must have access to the actual items – either hard copy or online is fine. You will be required to use at least three (3) of these items in your final project.

Rationale – explain, in a couple of sentences, why you chose the item you did. What value will add to your unit? Your reasons could be anything from content area information, literacy skills reinforcement, attention getting, reinforcing background knowledge…..

You are required to include the following genres in your text set: Nonfiction, Fiction, Visual Literacy and Media. The fifth item is your choice.

Description of Genre Types:

· Non-fiction text – Informational (factual) book, chapter, magazine or newspaper article (print or online), or website. This cannot be a course textbook.

· Fiction text – examples include children’s story/picture book (yes, you can use this with older students), short story, chapter book, novel, graphic novel, poem. As a reminder – fiction is “made up” so this may not be a factual (informational) picture book.

· Visual Literacy item(s) – charts, graphs, drawings, photographs, maps or any print or online medium that requires students to analyze information presented in a visual format. Students should be gleaning information from the visual elements rather than by reading text.


For example:

· Students could analyze population growth of an area by looking at data presented in a graph or table.

· Students could make inferences about living conditions during a historical period by viewing a series of photographs.

This genre may be in print or digital format but not a video. The purpose is to require the students to meet Visual Literacy standards – gathering, analyzing, interpreting information presented visually. You can find further explanation here https://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley

· Media item (audio/video): videos, animations, audio speeches, audio books…

Reminder: Each week’s writing assignment is designed to prepare you for your Final Project (see Appendix B for a scoring rubric and a description of the final project). You are developing a content-area unit that incorporates literacy standards, NOT a literacy unit that integrates information from a content area. Your unit will be based on a theme of your choice which must be approved by the professor.


Explanation of the B-D-A Instructional Framework

The unit plan is developed using the B-D-A framework of instructional phases guided by the use of the Daily Lesson Plan Template.

Your lesson plan framework must include these four phases and the focus of your activities in each phase should align with the objectives listed below.

1. Introductory – Before Learning/Reading Phase

Gaining attention/motivation, presenting outcomes to students, activating and relating to prior knowledge and experiences with the content area focus , introducing key vocabulary or concepts

2. Developmental – During Learning/Reading Phase – Teacher Facilitation

Presenting content, developing skills and accommodating for learners’ content and literacy needs

3. Developmental – During and After Learning/Reading Phase – Student Engagement & Response

The students are applying strategies as they read or re-read, and practicing comprehension skills. The teacher is checking for understanding and providing guided/independent practice and feedback to students related to the content focus

4. Concluding – After Learning/Reading Phase

Elaborating and clarifying terms, concepts, or ideas from the text. Can include activities such as writing, discussion, assessment… that further extend the students’ understanding of the lesson.



Daily Lesson Plan Template


Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Content area and ELA standards met in this lesson

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

1. Before-Reading Activities

2. During-Reading Activities:


Teacher Facilitation

3. During-Reading Activities:


Student Engagement and Response

4. After-Reading Activities

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

*Expand as needed and replicate for additional days of the unit.


Defense of Your Unit Plan

Analyze your incorporation of each of the following “Key Features of the ELA Standards” within your Unit.

You should respond to EACH prompt given below using the ACE strategy:

·
A

nswer the prompt.

·
C

ite specific evidence from the unit.

·
E

xplain how evidence supports the answer.

1. Reading: Text complexity and the growth of comprehension

Discuss how you utilized the texts selected for your unit to teach reading complex texts in your unit plan. Citations to your text or course articles are appropriate. Remember to cite specific examples in your lesson plan and explain how your evidence supports your implementation of this element (150-200 words).

2. Writing: Text types, responding to reading, and research 

Explain how you incorporated writing to texts effectively and proficiently in your unit plan. Citations to your text or course articles are appropriate. Remember to cite specific examples in your lesson plan and explain how your evidence supports your implementation of this element (150-200 words).

3. Speaking and Listening: Flexible communication and collaboration 

Discuss the how you incorporated oral communication and interpersonal skills into your unit plan. Citations to your text or course articles are appropriate. Remember to cite specific examples in your lesson plan and explain how your evidence supports your implementation of this element (150-200 words).

4. Language: Conventions, effective use, and vocabulary

Discuss how you incorporated the acquisition of new vocabulary, particularly general academic and domain-specific words and phrases. Citations to your text or course articles are appropriate. Remember to cite specific examples in your lesson plan and explain how your evidence supports your implementation of this element (150-200 words).

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