Part 1: Unit Planning Template


UCMS Standards-Based Unit

Teacher: Leah Harness

Subject: Language Arts Grade/Level: Eighth

Unit Topic/Focus:

TheTTTTdldldl The Writing Process and Feature Articles

Integration with other content areas: Technology, Social Studies, Science, Art, etc.

Estimated time for implementation: Two Weeks

Connections to previous/future learning: Using the writing process affectively; applying rules of grammar, punctuation, and spelling; writing for a specific purpose


Core Content for Assessment (written out including numeration)
WR-08-1.1.3 – In Transactive Writing
o  Students will communicate a purpose through informing or persuading.
o  Students will develop an angle to achieve purpose.
o  Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece.
o  Students will apply characteristics of the selected form (e.g., letter, feature article).
o  Students will use a suitable tone.
o  Students will allow voice to emerge when appropriate.
WR-08-1.2.3 – In Transactive Writing
o  Students will communicate relevant information to clarify a specific purpose.
o  Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-08-2.4.3 – In Transactive Writing
o  Students will develop complete sentences or apply unconventional structures when appropriate.
WR-08-2.3.3 – In Transactive Writing
o  Students will establish a context for reading.
o  Students will apply the accepted format of the genre.
o  Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.
o  Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.
o  Students will apply paragraphing effectively.
o  Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
o  Students will create conclusions effectively.
WR-08-3.5.3 – In Transactive Writing
o  Students will adhere to standard guidelines for grammar and usage.
o  Students will use precise word choice.
o  Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-08-3.6.00 – Correctness
Students will communicate clearly by
o  Applying correct spelling
o  Applying correct punctuation
o  Applying correct capitalization
o  Incorporating acceptable departure from standard correctness to enhance meaning when appropriate
o  Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources)
WR-M-4.7.0 – Focusing
o  Connecting to content knowledge
o  Connecting with prior learning and experience
o  Initiating an authentic reason to write
o  Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write
WR-M-4.8.0 – Prewriting
o  Selecting/narrowing a topic
o  Establishing a purpose and central/controlling idea or focus
o  Identifying and analyzing the audience
o  Determining the most appropriate form to meet the needs of purpose and audience
o  Generating ideas (e.g., reading, journaling, mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities)
o  Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information
WR-M-4.9.0 – Drafting
o  Writing draft(s) for an intended audience
o  Developing topic, elaborating, exploring sentence variety and language use
o  Organizing writing
WR-M-4.10.0 – Revising
o  Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content
o  Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content
o  Checking for accuracy or content
o  Considering voice, tone, style, intended audience, coherence, transitions
o  Comparing with rubric criteria and anchor papers/models
o  Considering effectiveness of language usage and sentences to communicate ideas
Idea Development
WR-08-4.10.4 – Students will narrow topic for selected writing.
WR-08-4.10.5 – Students will identify and compose a topic sentence of a paragraph.
WR-08-4.10.6 – Students will select appropriate supporting details.
WR-08-4.10.7 – Students will identify extraneous material.
WR-08-4.10.8 – Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
WR-08-4.10.9 – Students will identify the most effective transitions.
WR-08-4.10.10 – Students will develop effective introductions and closures for writing.
Word Choice
WR-08-4.10.11 – Students will eliminate redundant words and phrases.
WR-08-4.10.12 – Students will choose the most specific word for use in a sentence
WR-M-4.11.0 – Editing
Conventions and Mechanics
o  Checking for correctness with self, teacher, or peer(s)
-  language usage
-  sentence structure
-  spelling
-  capitalization
-  punctuation
-  documentation of sources
o  Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks)
Language Usage
WR-08-4.11.13 – Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-08-4.11.14 – Students will apply knowledge of present, past, and future verb tenses
WR-08-4.11.15 – Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-08-4.11.16 – Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they’re), pronoun references and double negatives
WR-08-4.11.17 – Students will apply knowledge of idiomatic expressions.
Sentence Structure
WR-08-4.11.18 – Students will correct run-on and awkward sentences
WR-08-4.11.19 – Students will correct sentence fragments.
WR-08-4.11.20 – Students will combine short choppy sentences effectively.
WR-08-4.11.21 – Students will combine simple sentences by using subordination and coordination.
WR-08-4.11.22 – Students will correct simple sentences with misplaced/and dangling modifiers.
WR-08-4.11.23 – Students will apply knowledge of spelling patterns, generalizations, and rules to commonly forms of words.
WR-08-4.11.24 – Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-08-4.11.25 – Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.
WR-08-4.11.26 – Students will apply knowledge of spelling patterns, generalizations and rules to change verb ending.
WR-08-4.11.27 – Students will capitalize proper nouns.
WR-08-4.11.28 – Students will capitalize the beginning of sentences.
WR-08-4.11.29 – Students will capitalize the pronoun “I”.
WR-08-4.11.30 – Students will capitalize proper adjectives.
WR-08-4.11.31 – Students will capitalize first word in a quote when appropriate.
WR-08-4.11.32 – Students will capitalize the first word and every succeeding main word in a title.
WR-08-4.11.33 – Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-08-4.11.34 – Students will use commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-08-4.11.35 – Students will apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-08-4.11.36 – Students will use apply the rules of punctuation for apostrophes in possessives and contractions.
WR-08-4.11.37 – Students will apply the rules of punctuation for periods in abbreviations and acronyms.
WR-08-4.11.38 – Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-08-4.11.39 – Students will correctly apply the rules of punctuation for colons in introducing a list and business letter greeting.
WR-08-4.11.40 – Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles, and direct/indirect quotes.
WR-08-4.11.41 – Students will document use of sources.
WR-M-4.12.00 – Publishing
Sharing final piece with intended audience

Program of Studies for Writing:

Writing Content: Understandings
Students will understand that there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
Students will understand that different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., speeches, on-demand responses, persuasive essays, plays).
Students will understand that to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.
Students will understand that writing can be used to make meaning of one’s own experience, as well as of other information/ideas.
Writing Structure: Understandings
Students will understand that sentences must be complete and clear. Variety in sentence structure helps to engage the reader and make meaning more clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
Students will understand that different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.
Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.
Writing Conventions: Understandings
Students will understand that writers need to choose their language with care, depending on the content, purpose and audience.
Students will understand that language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader.
Students will understand that standard grammar and usage are important in making meaning clear to the reader; nonstandard grammar may be used for intended effect.
Students will understand that writers need to use correct spelling, punctuation and capitalization.
Students will understand that writers need to document sources /give credit for the ideas of others.
Writing Process: Understandings
Students will understand that the writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal expressive, literary, academic or practical) through writing.
Students will understand that the stages are sometimes recursive (e.g., In the process of revising, a writer sometimes returns to earlier stages of the process).
Students will understand that writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

Program of Studies for Technology:

Information, Communication, and Productivity
Students will understand technology (e.g. keyboarding, word processing, spreadsheets, databases, hardware, scanners, digital and video cameras) is used effectively and efficiently to accomplish a task
Students will understand that technology is used to communicate in a variety of ways.
Students will understand that productivity tools are used effectively and efficiently to accomplish a task.
Skills and Concepts
Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)
Students will use online collaboration and interactive projects (e.g., email, videoconferencing) to communicate with others (e.g., experts, mentors
Students will use a variety of electronic formats (e.g., web publishing, oral presentations, journals and multimedia presentations) to summarize and communicate results
Students will use productivity tools to complete content assignments and projects
Students will use technology to develop innovative and creative products
Safety and Ethical/Social Issues
Students will understand that collaborative and interactive projects use technology to enhance learning.
Students will understand that ethical use of technology is necessary to ensure safety, privacy and legal issues.
Skills and Concepts
Students will use technology to engage in interactive projects in the classroom
Students will apply safe behavior when using technology
Students will use appropriate behavior related to computers, networks, digital information (e.g., security, privacy, passwords, personal information)
Students will use proper social etiquette with any technology (e.g., email, blogs, IM, telephone, help desk) while collaborating with peers, experts and others
Students will practice responsible (e.g., virus protection, passwords) use of technology adhering to the Acceptable Use Policy (AUP) as well as other state and federal laws
Students will use legal and ethical practices when completing digital projects/school work and credit all participants for their contribution to the work
Research, Inquiry/Problem-Solving and Innovation
Students will understand that technology supports creative thinking and implementation of new ideas to reach goals.
Students will understand that technology assists in researching, analyzing and evaluating information obtained from a variety of sources to answer an essential question across all content areas.
Skills and Concepts
Students will use technology to express creativity in all content areas
Students will evaluate the accuracy and appropriateness of electronic information
Students will locate and collect information from a variety of electronic resources (e.g. search engines, CDROM, online periodical databases, Virtual library/online catalogs, interactive video conferencing) and correctly cite sources
Students will communicate results of research and learning with others using the most appropriate tools (e.g., desktop-published or word-processed report, multimedia presentation)

Unit Organizer:

A statement or question that:

·  Focuses on realistic issues or problems

·  Communicates the content standards in a way that engages students

·  Connects learning to prior knowledge, experiences, skills, beliefs, and customs

Need and Use for applying the writing process with feature articles

Essential Questions (3-5 questions that guide lesson planning/focus):

Each question reflects

*  Selected content standards

*  Connection of learning with living

*  Thinking, Problem-Solving, Application of Learning

Engaging, Student-Centered Instruction

1.  How does the writing process apply to feature articles?
2.  How do feature articles relate to real-world practices?
3.  How can technology aid in the composition of a feature article?
4.  Can feature articles encompass a variety of content areas?

Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical acts involved in producing and comprehending text.

1.  A variety of publications will be read and researched
2.  Writing correct sentences and paragraphs using a variety of structures and lengths
3.  Summarizing materials and information to be used in multimedia projects
4.  Reading feature articles written by peers

Connections to Career/Workplace: These are the skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society.

1.  Knowing how to use technology proficiently in a society that is becoming increasingly more technological.
2.  Learning how to express thoughts and emotions affectively through writing and speaking.
3.  Gaining the insight needed to communicate using various methods.
4.  Realizing that learning is a life-long process.

Culminating Activity/Assessment: