Shumake, Literacy Integration Unit

7/30/2019 Shumake, Literacy Integration Unit

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Literacy Integration Unit on WikiThis assignment is an opportunity to plan instruction on both a macro level (day by day outline) and micro level (directinstruction lesson plan), paying close attention to the intentional use of texts and strategies to support literacy learning andhigher order thinking skills. In addition, you will build technological skills that maximize your ability to communication withstudents, parents, and other teachers.

This assignment is to be completed in small groups of up to four members (but may be completed independently). Groupsmust pick a topic or theme that transcends single subject areas. The unit may focus on one specific subject area in whicheach aspect of literacy instruction is integrated or be an interdisciplinary unit, pulling standards and content from multiple

subject areas.

Your unit should include:

A front page briefoverviewof the topic/theme and its relevance to students which serves as anintroduction to your unit and includes (15%)

o Essential questions associated with the unito An explanation of links to subject area contento Skills/behaviors/knowledge students will acquire through participation in the activities

within the unito Brief descriptions of the texts used to support the units theme/topico Brief description of assignments and assessments and how they are a valid measure of

the skills/behaviors/knowledge the unit seeks to teach A unit design map page that plots your groups goals for the unit (see following pages) (15%)

Brief day-by-day outline page explaining what is to be taught and how. This is not intended tobe a collection of explicit lesson plans but more of a plan of engagement. This can be agraphic organizer of descriptions of the material and activities for the unit. (20%)

Links to six artifacts showing how you would use the strategies we discuss in class to supportinstruction before, during, and after reading. Each artifact should include a brief explanation ofhow it supports the goals of your unit. (20%)

A link to one complete direct instruction lesson plan to illustrate one lesson within the unit.(15%)

A page that includes a final reflection in which your group considers the strengths and

weaknesses of this unit, including ideas such as differentiation for students with differentabilities, how the unit is supportive of English Language Learners, and how the materials andactivities support multiple learning styles and higher order thinking skills. (15%)


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Literacy Integration Unit on Wiki: Unit Map

Topic/theme:

Plants

Essential Questions supporting topic/theme and literacydevelopment:

1. What are plants and how are they important?2. How do you think plants grow?3. What is the purpose of the plants parts like the

leaves and flowers?

4. What are the important structural parts of plant?5. Are all plants alike?

Texts How they support the topic/theme

The Tiny SeedBy Eric CarleThe book follows the process a seed goes through to grow into aplant.

A Seed is SleepyBy DiannaHutts Aston and Sylvia Long

This book focuses on variety of seeds. It also includes pictures ofthe seed and the final plant that is produced from the seed. The isfull of adjectives about the different seeds.

From Seed to PlantBy GailGibbons

This books explains plant reproduction, seed dispersal, pollentransference, and seed germination.

Oh Say Can you Seed? ByBonnie Worth (Dr. Seuss)

This a fun book to read that explains the plant parts and basicphotosynthesis.

Eyewitness PlantBy DavidBurnie

This book provides lots of photographs and details about everyaspect of plants. The book also highlights plant growth.

The Life Cycle of a FlowerbyMolly Alojan

This book explains the life cycles of plants. It also labels thedifferent parts of the plants.

The Vegetables We Eatby GailGibbons

This book breaks down the different types and categories ofvegetables.


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Activities in this unit and how they support each of the following areas of literacy:

READING WRITING SPEAKING LISTENING VIEWING

During this unitthe students willread severalbook on plants.

The studentswill also need toread a websiteabout plants.The teacher willread a couple ofthe books to thewhole class.

The studentswill be required

to completeseveral writing

assignments.They will write aletter to their

seed explainingthe growingstages (life

cycle) it will gothrough. Then

they will keep ajournal on theobservations oftheir seed as it

grows. Thestudents willalso fill out

severalcharts/diagrams

on seeds

All students willbe expected to

participateduring class

discussionthroughout theunit. The

students willalso completeseveral small

group activitiesthat will require

groupdiscussion.

At the end ofthe unit each

students will tellthe class onefact they havelearned about

plants

The studentswill need to

listen in order tocorrectly follow

all of theinstructions.They will also

need to listen asthe teacherreads booksaloud. The

students willalso need tolisten to theirclassmates

during the groupactivities/

discussions.

The studentswill observe theseed that theyplanted every

other day forthe next twoweeks. Thestudents willalso view a

website duringthe lesson toprovide more

in-depthknowledge

about plants.


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Literacy Integration Unit on Wiki: Unit Map

Activities and Assessments Skill they areintended tomeasure(comprehension, vocabulary,content knowledge,motivation, etc.)

Knowledge they are intended tomeasure

K-W-L Chart Motivation,contentknowledge

The KWL Chart will be used to measurewhat the students already know aboutplants. This is also a great activity tohelp students retrieve backgroundknowledge on a topic. At the end of thelesson the students will fill out the L partof the chart to show what they havelearned.

Plant Journal

Viewing,Vocabulary,Comprehension,

contentknowledge

The students will be required tocomplete a journal every other day onthe changes the seed has made. The

students will need to used learnedvocabulary words to explain the stagesthe plant is in.

Venn DiagramContentknowledge,motivation

The students will be given two seedsone seed will be to plant, while the otherseed will be to compare similarities anddifferences. This will provide thestudents a variety of seeds to show thatnot all seeds are alike.

LetterComprehension.Content

knowledge,Vocabulary,motivation

After planting the seed the students willwrite a letter to the seed, explaining the

different things that will happen to it as itgrows (life cycle). This will be a funactivity to motivate the students andassess their comprehension on the plantlife cycle.

Semantic mapContentknowledge,Comprehension,vocabulary

Toward the end of the unit students willcomplete a semantic map on plants. Thedifferent branches can include, but arenot limited to environment,characteristics, and parts.

Get Part Smart worksheet

Vocabulary This work sheet will allow the students to

build their vocabulary on the plant parts.After completing the worksheet they canput it in their daybook reference.

Plant poster

Comprehension,Vocabulary,contentknowledge

At the end of the unit the students willneed to create a poster in pairs. Theposter will need to include the life cycle,label the plant, and include facts thatwere learned throughout the unit.

Documents

Shumake, Literacy Integration Unit