Understanding By Design Unit Template (Revised & adapted)

Title of Unit Thematic Unit: Literature Review – Overcoming Adversity

Grade Level Grade 4

Subject Reading Time Frame 28-30 instructional days (Feb. 4, 2013 – April 17, 2013)

Developed By Cynthia Rotella, Cybi Ip & The 4th Grade teachers

Stage 1 - Identify Desired Results Narrative about this Unit of Study: (including the Big Idea)Big Idea: Stepping Stones or Stumbling blocks?

The first step in solving the problem is to identify the problem correctly and then share with others. Communication, coping, collaboration, the need to brainstorm about your problem will guide you to multiple solutions. Thought and discussion will lead to the ideal answer. Action without proper analysis of the benefit and consequences will bring greater problems/challenges. The difference between stumbling blocks and stepping stones is how one uses them. Adversity is a fact of life. It can’t be controlled. What we can control is how we react to it. Your attitude determines whether the opportunity you face is a stepping stone or a stumbling block.

Students will compare and contrast how authors address the theme – overcoming adversity, analyzing how the authors’ similarities and differences on handling problems will broaden the students’ ability to resolve problems in their own lives.

Learning Outcomes – Identified Primary StandardsWhat relevant goals will this unit address?

CCLS Reading Standards:RL 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL 4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL 4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the

quest) in stories, myths, and traditional literature from different cultures.UnderstandingsWhat understandings about the big ideas implied in the PLOs are desired?

Essential QuestionsWhat provocative questions will foster inquiry into the content?

Students will understand that...

Readers can relate to character’s problems. Character’s change after working through their personal

problems, and the reader can too. Problems can be resolved. It is only as big as you make it.

Why does the author want to write about how their characters solve the problem? Why does it matter?

How do the authors help us see that adversity can be an opportunity to grow?

Is there ever a problem too big to solve?Knowledge:What knowledge will student acquire as a result of this unit?

SkillsWhat skills will students acquire as a result of this unit?

Students will know...

Stories have problem(s) and a solution (there are internal and external problems).

Characters change/grow throughout the story. Different authors provide different solutions to the similar

problems. It takes time to solve the problem across a story

Students will be able to…

Ask why and how questions help to develop hunches, theories and eventually draw conclusion about how the characters are acting and responding the way they are and how that may change over time

Use talk to grow and develop ideas (using Talk Moves) Examine the character’s action to help the character

overcome their problems; analyze how the character’s change helped him or her grow

Compare and contrast across texts Comparing and contrasting author’s treatment of adversity

using a variety of graphic organizers

Stage 2 – Assessment EvidencePerformance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task

Pre AssessmentTask: Have the students write a Response to Literature by asking the following: “Write a response comparing and contrasting the problems or challenges the characters of two stories face and how they do or don’t solve them. How are the problems and the way they are handled similar and how are they different? Be sure to include evidence from both texts to support all your ideas.

Texts: My Rotten Redheaded Older Brother by Patricia Polacco Ryan and Allie by Monireh Kazemzade

Timing: 2 periods (1 period – read the text; 1 period – plan and writing)

Materials: My Rotten Redheaded Older Brother by Patricia Polacco Ryan and Allie by Monireh Kazemzade Response to Literature planning guide

Post Assessment

Task: Write a response comparing and contrasting the problems or challenges the characters of two stories face and how they do or don’t solve them. How are the problems and the way they are handled similar and how are they different? Be sure to include evidence from both texts to support all your ideas.

Text: “Slower than the Rest” in Every Living Thing by Cynthia Rylant The Marble Champ (excerpt) by Gary Soto

Timing: 2 periods (1 period – read the text; 1 period – plan and writing)

Materials: “Slower than the Rest” in Every Living Thing by Rylant The Marble Champ (excerpt) by Gary Soto Response to Literature planning guide

4 th Grade Rubric for Unit 3 Pre- and Post-Assessment

4 3 2 1Organization

W11 Response to Literature

Introduces the book, thoroughly addresses all parts of the questions and provide a sense of closure.

Introduces the book, addresses all parts of questions and provides a sense of closure.

Introduces the book, attempts to address all parts of questions and provide a sense of closure.

Introduces the book, fail to address all parts of questions and/or provide a sense of closure.

Summary

RL 4.1 and 4. 2

W9a

Summary reflects accurate comprehension and focuses on the kinds of people the characters are, and how they were able to deal and solve the problem with evidence from the text to support all points.

Summary reflects accurate comprehension and focuses on the kinds of people the characters are, and how they were able to deal and solve the problem with evidence from the text to support most points.

Summary reflects partial comprehension and attempts to focus on the kinds of people the characters are and how they solve the problem with evidence from the text to support some points.

Summary reflects some comprehension and may focus on the kinds of people the characters or how they solve the problem with minimal evidence from the text to support points.

Interpretation

RL 4.2

W9a and 11

Clearly articulates and elaborates on the theme based on the evidence from the text provided in the summary

Articulates the theme based on the evidence from the text provided in the summary

Attempts to articulate the theme, but is not effectively based on the evidence from the text.

Does not attempt to articulate the theme or attempts without any evidence

Content Comparison

RL 4.9

Selects important characteristics that can provide insight into the nature of those items being compared. Accurately selects all major similarities and differences for each item selected. Draws some thoughtfulconclusions from thecomparison, usuallyhighlighting either

Selects characteristicsthat can provide for a meaningful comparison. Identifies similarities and differences for each item selected. Draws some thoughtfulconclusions from the comparison. Integrates personal opinion and development with compared material

Selects characteristicsthat provide for a partial comparison of the items. Identifies some of the major similarities and differences. Attempts to make conclusions about the compared items but has some difficulty explaining the significance of those conclusions.Acknowledges

Selects characteristics that are not important and don’t lead to insightful conclusions.Inaccurately identifiesmajor similarities and differences. Does not get far beyond noting similarities and differences.

the similarities or the differences. Integrates personal opinion and development with compared material fully and thoughtfully.

personal opinion though integration with compared material is incomplete

Voice

Language Standard 3

Uses variety of lengths and sentence structures. Chooses words, phrases, and punctuation to convey ideas precisely and effectively

Writes clear comprehensible sentences: Chooses words and phrases to convey ideas precisely. Choose punctuation for effect.

Mostly writes clear comprehensible sentences with some attempts to choose words and punctuation for effect to convey ideas.

Lacks clear comprehensible sentence structures and no/limited evidence of word consideration

Mechanics and Conventions

Language Standard 1 and 2

Demonstrates command of grade 5 language standard 1 and 2

Demonstrates command of 4th grade language standard 1 and 2

Demonstrates command of 3rd grade language standards 1 and 2

Demonstrates command of 2nd grade language standards 1 and 2

Other EvidenceThrough what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

On-going AssessmentOne on one student conference using Student-Friendly Checklist during Independent Reading (See Appendix)Students’ contribution to Thematic Attribute Chart during Shared Reading and Interactive Read Aloud (See Appendix)Student responses from the Thematic Unit Response JournalsGuided Reading with the F&P Conferring Menu (Teacher focus on comprehension skills)

Objective(s)Related to knowledge, skills or both?

Listed Aim or Learning Intention of Each Lesson.

Assessment Resources

Week 1: Readers start to look critically at books and think about how they reflect real life experiences.

Readers notice that books have meaning beyond the obvious and can analyze texts through different lenses.

Picture Books –

Fly Away Home (M) by Eve Bunting

The Name Jar (L) by

Readers read with a social issue lens. We stop, look for, and name social issues we see in the text.

Readers notice elements of the story that are similar to our own world and real life experiences.

As readers we ask ourselves, how does this social issue affect people’s lives today?

Readers ask, is this story fair? Are characters and ideas presented accurately or stereotypically? Is this how things are in real life?

Yangsook Choi Nim and the War Effort (P)

by Yangsook Choi The Old Woman Who Named

Things (M) by Cynthia Rylant Those shoes by Maribeth

Boelts One Green Apple by Eve

Bunting Brave Irene (S) by William

Steig Thank you, Mr. Falker (M) by

Patricia Polacco My Rotten Redheaded Older

Brother (M) by Patricia Polacco

A Chair for my Mother (M) by Vera B. Williams

Smoky Night (P) by Eve Bunting

Freedom Summer (M) by Deborah Wiles

Week 2: Readers pay attention to characters’ actions and look for underlying causes.

Readers read with empathy, imagine what it would be like to be in the characters’ shoes, and think about what we would do if we were in the characters’ place.

Readers think about character motivation and how characters’ actions may be influenced by the social issue.

Readers consider interactions between

Chapter Books –

Every Living Things (R) by Cynthia Rylant

Sun & Spoon (R) by Kevin Henkes

Ida B (S) by Katherine Hannigan

The Report Card (R) by Andrew Clements

Pictures of Hollis Woods (V) by Patricia Reilly Giff

Wringer (U) by Jerry Spinelli Because of Winn-Dixie (R) by

characters and how the social issue could be a driving force.

Readers pay attention to how different characters are allowed to be from one another. We ask, how do other characters respond to those who are different?

Readers notice any resistance to the characters or the author’s choices and ask ourselves, what about this bothers me?

Kate DiCamillo How to Steal a Dog by

Barbara O’Connor

Week 3: Readers notice people are members of particular groups that represent multiple perspectives and consider how power is not necessarily distributed equally amongst groups.

Readers notice what groups are being presented in the text and think about what groups we personally have membership in.

Readers consider whether or not characters face a difficulty because they are members of a particular group.

As readers we ask ourselves, whose perspective is being told in the story and whose is being left out?

Readers think about point of view and speculate how the story might be different if told from the

Close Reading Passage –

Through Grandpa’s Eyes by Patricia MacLachlan

missing perspective or if missing voices were included. We ask, how does it feel to be on the other side?

Readers think about which groups have power in the text and how that power is shown. Then we ask ourselves, is this distribution of power justified?

Week 4: Readers use texts to inform opinions and look for ways to take action in our own lives.

When reading with a particular lens, readers maintain sight of the whole story.

Readers develop big ideas or opinions about the social issue.

Readers support their big ideas about the social issue with examples from the text.

Readers continue reading other texts about the same social issue to gain more insight into topics that engage us.

Readers think about these social issues and how we might combat them in our own lives.

Universal Design for Learning

REPRESENTATIONThe ‘what’ of teaching & learning..

ACTION & EXPRESSIONThe ‘how’ of teaching & learning…

ENGAGEMENTThe ‘why’ of teaching and learning…

Student Friendly Checklist to Guide Teacher Questioning during 1-1 conference

Independent Reading Students choose independent level books

Thematic Attribute Chart, Venn Diagram, Character Traits & Story Summary Organizers, “Somebody wants something, but…” Anchor Chart, “Know/Wonder” Chart, Sentence Frame/Discussion Starter Chart

Shared Reading, Interactive Read Aloud, Guided Reading

Students Response Menu (See Appendix), Instructional level texts, Grade level/complex text, Movie clip – Because of Winn Dixie

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Appendix

Read aloud and accountable talk will be valuable components of this unit. Teacher think alouds, turn and talks, and stop and jots will all be utilized throughout read alouds. Prompts for accountable talk will aim to trigger interpretation, empathy, and personal response skills:

Interpretation What is this story really about? What is the author’s message or purpose for writing this book? Why do you think the author made this choice or wrote this part in this way? What social issues do I see in this book? What does this book say about the social issue? Why do you think the character did this or acted this way? How are characters’ interactions affected by the social issue and/or group membership? Does the character’s involvement in a group affect the way he or she is treated? Whose perspective is being told? Whose perspective is missing? Why? How might this story be different if told from the opposing point of view?

Empathy How do you think the character feels? What would you do or how would you feel if you were the character? Would you do things the same or differently as the character? Role play and imagine you are a character from the book, what would you say? How different are characters allowed to be? How do characters respond to those who are different? What groups have power? Is power distributed equally? Is this fair?

Personal Response Has something like this happened in your own life? Do we see this in the world around us? How is this book similar to my life? How is it different? Is this a fair or accurate depiction of how life really is? What do you like about this book? What do you dislike? Is this social issue still affecting people today? What groups are represented in this book? Am I a member of those groups? What groups do I belong to? What have I learned about this social issue by reading this book? What’s my big idea about this issue? How can I address this social issue in my own life?

In addition, students will be held accountable to listening to each other and engaging with one another in meaningful conversation by

building off of each other’s comments. These skills should have been introduced earlier in the year, but will undoubtedly be reinforced

throughout all future units, including this one. Prompts may include:

In my opinion… I agree with because… I disagree with because… Adding on to what said… I think we’re getting off topic. Going back to what said… How did we get from to ? Another example of that is… An example of that is on page… Could you explain what you mean? So what you’re saying is…? What do you mean by…? Can you show me what part of the book made you think that? Are you sure about that? Remember when happened? You look like you want to say something. What do you think ? (inviting in quieter voices)

Additional Recommended Children’s Literature

Animals and People/Animal RightsEvery Living Thing Cynthia RylantFamily Relationships/IssuesPinballs Betsy ByarsThe Janitor’s Boy Andrew ClementsThe House on Mango Street Sandra CisnerosAbsolutely Normal Chaos Sharon CreechWalk Two Moons Sharon CreechBaby Patricia MacLachlanSarah, Plain and Tall Patricia MacLachlanSkylark Patricia MacLachlanFelita Nicholasa MohrGenerational IssuesThe Lemon Sisters Andrea ChengMiss Rumphius Barbara CooneyWilford Gordon McDonald Partridge Mem FoxSaturdays and Teacakes Lester LaminackThe Hundred Penny Box Sharon Bell MathisJunebug and the Reverend Alice MeadMy Feet are Laughing Lissette NormanThe Tree is Older Than You Are Naomi Shihab NyeCircle Unbroken Margot RavenOur Granny Margaret Wild

Sibling RivalryBarfburger Baby: I Was Here First Paula DanzigerShe Coming Bringing Me That Little Baby Girl

Eloise Greenfield

My Rotten Red-Headed Older Brother Patricia PolaccoDivorceDear Mr. Henshaw Beverly ClearyAmber Brown Sees Red Paula DanzigerArthur for the Very First Time Patricia MacLachlan

My Mother Got Married (and Other Disasters)

Barbara Park

Zachary’s Divorce (from Free to Be You and Me)

Linda Sitea

Accidental Lily series Sally WarnerLoss/LonelinessFlying Solo Ralph FletcherLove You Soldier Amy HestThe Island of the Blue Dolphins Scott O’DellThe Graduation of Jake Moon Barbara ParkMick Harte Was Here Barbara ParkBridge to Teribithia Katherine PatersonAn Angel for Solomon Singer Cynthia RylantMissing May Cynthia RylantA Taste of Blackberries Doris B. SmithCharlotte’s Web E.B. WhiteSocial Pressure/BullyingBlubber Judy BlumeTales of a Fourth Grade Nothing Judy BlumeRiding the Tiger Eve BuntingYour Move Eve BuntingHow to Be Cool in Third Grade Betsy DuffyStars in the Darkness Barbara JooseMartin Bridges: Sound the Alarm! Jessica Scott KerrinKing of the Playground Phyllis Reynolds NaylorJunie B. Jones and a Little Monkey Business Barbara ParkPriscilla and the Wimps Richard PeckFreak the Mighty Rodman PhilbrickHoles Louis SacharMarvin Redpost: Why Pick on Me? Louis SacharHope ShaggyCrash Jerry SpinelliFourth Grade Rats Jerry SpinelliStargirl Jerry SpinelliWringer Jerry Spinelli

Fitting In/Being NewMy Name is Maria Isabela Alma Flor AdaBlubber Judy BlumeFreckle Juice Judy BlumeChalk Box Kid Robert Clyde BullaThe Hundred Dresses Eleanor EstesLittle by Little Jean LittleFame and Glory in Freedom, Georgia Barbara O’ConnorFlip-Flop Girl Katherine PatersonMarvin One Too Many Katherine PatersonThe Monument Gary PaulsenFreak the Mighty Rodman PhilbrickLoser Jerry SpinelliManiac Magee Jerry SpinelliGrowing UpJust Us Women Janette CainesEleven (from Woman Hollering Creek) Sandra CisnerosFig Pudding Ralph FletcherThe Last Kiss Ralph FletcherKnots on a Yo-Yo String Jerry SpinelliThe Giving Tree Shel SilversteinGender IssuesBe Boy Buzz bell hooksCatching the Moon: The Story of a Young Girl’s Baseball Dream

Crystal Hubbard

Baseball Snakes and Summer Squash Donald MurrayMy Feet Are Laughing Lissette NormanGirls Hold Up This World Jada Pinkett SmithLanguageRed Hot Salsa: Bilingual Poems on Being Young and Latino in the U.S.

edited by Lori Marie Carlson

Frindle Andrew ClementsLaundry News Andrew ClementsDonovan’s Word Jar Monalisa DeGrossThe Girl’s Room (from Tripping Over the Susan Shreve

Lunch Lady and Other School Stories) edited by Nancy MercadoThe Color of My Words Lynn JospehCommunityNo Jumping on the Bed Tedd ArnoldSmoky Night Eve BuntingDonovan’s Word Jar Monalisa DeGrossSeedfolks Paul FleishmanGracie Graves and the Kids from Room 402 Michael ParaskevasAunt Chip and the Great Triple Creek Dam Affair

Patricia Polacco

Chicken Sunday Patricia PolaccoThe Memory Box Mary Kay ShanleyHow to Live Forever Colin ThompsonSomething Beautiful Sharon Dennis WyethThe Other Side Jacqueline WoodsonIdentityRed Hot Salsa: Bilingual Poems on Being Young and Latino in the U.S.

edited by Lori Marie Carlson

Border Crossing Colleen M. CruzBecoming Naomi Leon Nancy FarmerSkin Again bell hooksEsperanza Rising Pam Muñoz RyanMental/Physical DisabilitiesThe Wild Kid Harry MazerFreak the Mighty Rodman PhilbrickSmall Steps Louis SacharHank Zipper: The World’s Greatest Underachiever: The Night I Flunked My Field Trip

Henry Winkler & Lin Oliver

IlliteracyMore Than Anything Else Marie BradbyThe Wednesday Surprise Eve BuntingThe Most Beautiful Place in the World Ann CameronJust Juice Karen HesseThank You Mr. Faulker Patricia Polacco

Immigration/AssimilationHow Tia Lola Came to (Visit) Stay Julia AlvarezA Days Work Eve BuntingOne Green Apple Eve BuntingThe Name Jar Yangsook ChoiEverybody Cooks Rice Norah DooleyHow My Parents Learned to Eat Ina R. FriedmanSoledad (from The Circuit: Stories from the Life of a Migrant Child)

Francisco Jimenez

My Name is Hussein Hristo KyuchukovIn the Year of the Boar and Jackie Robinson Betty Bao LordDay of Ahmed’s Secret Florence H. Parry & Ted LewinGrandfather’s Journey Allen SayComing to America Bernard WolfApple Pie Fourth of July Janet S. WongRacism/DiscriminationIggie’s House Judy BlumeThe Jacket Andrew ClementsWhite Socks Only Evelyn ColemanSister Anne’s Hands Marybeth LorbieckiNumber the Stars Lois LowryMouse Rap Walter Dean MyersThe Other Side Jacqueline WoodsonHomelessnessFly Away Home Eve BuntingThe Family Under the Bridge Natalia CarlsonMonkey Island Paula FoxA Shelter in Our Car Monica GunningSlake’s Limbo Felice HoffmanPovertyThe Most Beautiful Place in the World Ann CameronBud, Not Buddy Christopher Paul CurtisTight Times Barbara Shook HazenSable Karen Hesse

Just Juice Karen HesseOut of the Dust Karen HesseSidewalk Story Sharon Bell MathisA Year Down Yonder Richard PeckJ.T. Jane WagnerWarThe Wall Eve BuntingNumber the Stars Lois LowryWhen My Name Was Keoko Linda Sue ParkBrothers in Hope: The Story of the Lost Boys of Sudan

Mary Williams

The Librarian of Basra: A True Story From Iraq

Jeanette Winter

Name: Class: ____________________

Social Issue/ Overcoming Adversity

Date Title Author What I learned About Adversity

Thematic Attribute ChartTitle/Author Character(s) What problem or

adversity they faceHow they dealt with/overcome/solve the problem

What author trying to tell us (theme)

4 th Grade Rubric for Unit 3 Pre- and Post-Assessment

4 3 2 1Organization

W11 Response to Literature

Introduces the book, thoroughly addresses all parts of the questions and provide a sense of closure.

Introduces the book, addresses all parts of questions and provides a sense of closure.

Introduces the book, attempts to address all parts of questions and provide a sense of closure.

Introduces the book, fail to address all parts of questions and/or provide a sense of closure.

Summary

RL 4.1 and 4. 2

W9a

Summary reflects accurate comprehension and focuses on the kinds of people the characters are, and how they were able to deal and solve the problem with evidence from the text to support all points.

Summary reflects accurate comprehension and focuses on the kinds of people the characters are, and how they were able to deal and solve the problem with evidence from the text to support most points.

Summary reflects partial comprehension and attempts to focus on the kinds of people the characters are and how they solve the problem with evidence from the text to support some points.

Summary reflects some comprehension and may focus on the kinds of people the characters or how they solve the problem with minimal evidence from the text to support points.

Interpretation

RL 4.2

W9a and 11

Clearly articulates and elaborates on the theme based on the evidence from the text provided in the summary

Articulates the theme based on the evidence from the text provided in the summary

Attempts to articulate the theme, but is not effectively based on the evidence from the text.

Does not attempt to articulate the theme or attempts without any evidence

Content Comparison

RL 4.9

Selects important characteristics that can provide insight into the nature of those items being compared. Accurately selects all major similarities and differences for each item selected. Draws some thoughtfulconclusions from thecomparison, usuallyhighlighting either the similarities or the differences. Integrates personal opinion and development with compared material fully and thoughtfully.

Selects characteristicsthat can provide for a meaningful comparison. Identifies similarities and differences for each item selected. Draws some thoughtfulconclusions from the comparison. Integrates personal opinion and development with compared material

Selects characteristicsthat provide for a partial comparison of the items. Identifies some of the major similarities and differences. Attempts to make conclusions about the compared items but has some difficulty explaining the significance of those conclusions.Acknowledges personal opinion though integration with compared material is incomplete

Selects characteristics that are not important and don’t lead to insightful conclusions.Inaccurately identifiesmajor similarities and differences. Does not get far beyond noting similarities and differences.

Voice

Language Standard 3

Uses variety of lengths and sentence structures. Chooses words, phrases, and punctuation to convey ideas precisely and effectively

Writes clear comprehensible sentences: Chooses words and phrases to convey ideas precisely. Choose punctuation for effect.

Mostly writes clear comprehensible sentences with some attempts to choose words and punctuation for effect to convey ideas.

Lacks clear comprehensible sentence structures and no/limited evidence of word consideration

Mechanics and Conventions

Language Standard 1 and 2

Demonstrates command of grade 5 language standard 1 and 2

Demonstrates command of 4th grade language standard 1 and 2

Demonstrates command of 3rd grade language standards 1 and 2

Demonstrates command of 2nd grade language standards 1 and 2

Name: ______________________________________ Class: _________________________________

Date: __________________________________

Character Traits Graphic OrganizerCharacter’s Name:

What character says

What character does

What character thinks

What other characters say, do, think towards character

Character’s Traits _______________

___________________________

_______________ ___________________________

_______________ ___________________________

Name : Student Teacher

Reading: Theme – Overcoming Adversity I M P I M PI can solve unknown words using my strategiesI can talk about the settingI can talk about the problems my character facesI can talk about the characters’ traitsI can infer characters’ feelingI can talk about the important details in a storyI can identify the author’s message/main ideaI can summarize the storyI can talk about why the author wrote the storyI can state the themeI can compare the themeWriting: Review of LiteratureI can explain the problems in my storiesI can give a summary of my storiesI can put the events of my stories in orderI can explain how the characters deal with their problems I can compare and contrast how 2 characters deal with their problemsI can explain how the events of my stories I can compare and contrast how 2 author’s write about the same themeI can group ideas together into paragraphs I can revise my own writingI can edit my own writingI am proud of my writing