unit plan- childrens book

7/25/2019 Unit Plan- Childrens Book

1/10

Abby Tuttle

Drake University

EDUC 241

Fall 2013

Forms Based Unit of nstru!tion

Creative "ritin#$ C%ildren&s Book

'rade level$ ()12

*en#t% of unit$ 3 +eeks

,ta#e 1$ Desired -esults

.eanin#

Endurin# Understandin#s/'eneraliations$

Authors need to carefully consider character, theme, and plot as

well as the technical components of writing to create a goodstory.

The illustrations and pictures in childrens novel help tell the

story and capture the interest of their audience.

Essential uestions$

What makes a good childrens book?

What elements or components need to be considered when cre

story?

Why are illustrations important in a childrens story?

no+led#e ,kills A!uisition

*earnin# 'oals$ 5From the owa !ore "nglish #anguage Arts$ Writing %tandards, &rades '()*+

Write narratives to develop real or imagined eperiences or events using effective techni-ue, well(chosen details, and well(structured e

se-uences.a. "ngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points+ of view, and

introducing a narrator and/or characters0 create a smooth progression of eperiences or events.b. 1se narrative techni-ues, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop eperiences, events, an

characters.

c. 1se a variety of techni-ues to se-uence events so that they build on one another to create a coherent whole.d. 1se precise words and phrases, telling details, and sensory language to convey a vivid picture of the eperiences, events, setting, and

characters.e. 2rovide a conclusion that follows from and reflects on what is eperienced, observed, or resolved over the course of the narrative.

2roduce clear and coherent writing in which the development, organi3ation, and style are appropriate to task, purpose, and audience

4evelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing w

most significant for a specific purpose and audience


2/10

Students will know

%tudents will know how to identify components of a story$

theme, character, plot.

%tudents will know the steps of the writing process$ planning,

revision, editing.

%tudents will be able to identify purpose and audience.

Students will be able to

%tudents will create a childrens story which demonstrates

understanding of creating character, plot, and theme and goodwriting craft.

%tudents will show their ability to develop writing and demons

their utili3ation of the writing process.

-esour!es/.aterials$

!hildrens 5ooks$

Writing 6aterials$ computers

llustration materials$ for drawing+ paper, crayons, colored pencils, markers for pictures+ cameras, computer, printers

,ta#e 2$ Eviden!e 5Assessment6

7re)assessment$

For the introduction to this unit, am going to read a few childrens books. will give the class a survey to fill out before any readi

and discussion. Then, will have the students fill out the graphic organi3er while read a few books to organi3e their thoughts from

discussion. The survey and graphic organi3er will serve as a pre(assessment to see the initial thoughts of the students and figure outheir eposure and understanding to childrens stories.

Formative Assessment$

%tudents will turn in their progress each week. They will have to demonstrate their ability to outline their story, their rough draft, a

their revisions.

%tudents will peer edit other students work. They will have to turn in their assessments of other students and how they used the rev

of their work to their benefit.

,ummative Assessment$

2erformance Assessment$ %tudents will create a childrens book with illustrations that demonstrates their understanding of the diffe

elements of a story.

1b4$ !hildrens 5ook Tuttle 2of 10


3/10

7ame$

!lass 2eriod$

!hildrens 5ooks %urvey

What was your favorite book as a child? What characters stand out from childrens

books to you? Why? Think of your favoritecharacters$ Are they funny? 8elatable? !ute?+

What stands out about the language and thewords used in childrens books?

What themes are common in childrens books?

1b4$ !hildrens 5ook

Tuttle 3of 10


4/10

!hildrens 5ook(

4irections$ As read a few childrens books, 9ot down or sketch out what stands out and what

you notice about these. Think about the words being used, the plots of the books, the characters,and the illustrations in the books.

Title of 5ook$ Title of 5ook$

Title of 5ook$ Title of 5ook$

1b4$ !hildrens 5ook

Tuttle 4of 10


5/10

Childrens Book Final Assignment

You will be creating a childrens book, complete with pictures or illustrations.

Requirements:

Your story will have to meet the following guidelines for a passing grade.

3 Characters:Your story will need to have a minimum of 3 principal

characters.

Plot:Your story needs to have a plot with a clear plot arc

Exposition, Rising Action, Climax, Falling Action, Resolution.

Theme:Your story will need to have a clear theme which drives the

story and characters.

Pages:Your story needs to be a minimum of 25 pages, with amaximum of 40.

Word Count:Your story needs to be between 400 and 600 words.

Illustrations:Each page needs to have coloring and images on it.

At least, 2 two-page spreads need to be included in your book.

At least, 5 full 1 page pictures need to be included.

Images can be free drawn, traced, stenciled, digitally created,

photographs, or a combination of techniques.

Word Choice &

Writing Effects:

You will need to use creative words and writing techniques,

rhyming, rhythm, alliteration, figurative language, etc.Editing &

Revision:

You will be peer editing for this project and need to assist in

peer editing other work as well. Notes and suggestions from

these sessions will be tracked and documented.

.

1b4$ !hildrens 5ook

Tuttle 8of 10


6/10

Childrens Book Assignment- RUBRIC

10-9 Points 8-7 Points 6-5 Points 4-0 Points Total Poin

3 Characters (x2):

Minimum of 3

principal characters.

Story has 4 +

characters, well

developed.

Story meets

minimum of 3

principal

characters, well

developed.

Story has 2-3

characters,

lacking

development.

Story has 1-2

characters,

lacking

development. 2

Plot (x2):

Exposition, Rising

Action, Climax,

Falling Action,

Resolution

All plot points

are present,

clear, well

thought out.

All plot points

are present, not

well developed.

Plot points

missing, lacking

development.

Missing all plot,

story not

developed. 2

Theme:Clear theme

which drives the

story and characters.

Theme is

present and

clear, well

developed and

drives plot and

characters.

Theme is

present but is

not well

developed or

thought out.

Theme is

unclear.

Theme is not

present.

1

Pages (1/2):

Minimum of 25

pages, with a

maximum of 40.

Story is 32-40

pages.

Story is 26-31

pages.

Story is 25

pages.

Story has 24 or

fewer pages.

Word Count (1/2):

Between 500 and 600

words

Story is 550-600

words.

Story is 500-449

words.

Story is 400-499

words.

Story is 399 or

fewer words.

Illustrations (x2):

Each page needs to

have coloring and

images on it.

2 two-page spreads

5 full 1 page pictures

Illustrations are

well thought out,

fit with the

story, exceed all

minimum

requirements

Illustrations are

well thought

out, fit with

story, meet

minimum

requirements.

Illustrations are

present, missing

1-2 minimum

requirement

components.

Illustrations are

missing, missing

3 + required

components, not

well thought out

or incorporated.

2

Word Choice &

Writing Effects

(1.5):

Evidence of

intentional word

choices and literary

devices present.

Student has

well-crafted

words and

sentences.

Multiple devicespresent.

Student has

good words and

sentences. A

few devices

present.

Student has

basic word

choices and

sentences. Some

evidence ofliterary devices.

Lacking

demonstration of

word and

literary craft. 1

Editing & Revision

(1/2):

Include drafts, notes

from peer editing.

Grade will also be

1b4$ !hildrens 5ook

Tuttle 9of 10


7/10

impacted by use of

class time.

Total Points &

Letter Grade: 10

,ta#e 3$ *earnin# 7lanChildrens Books: Unit Pacing Calendar 6 W

Monday Tuesday Wednesday

Thursday Friday

Week1) Read ook

to class!

Childrens

") #isc$sscharacters!

Books to

%) Work da&!

3Characters

') #isc$sstheme andmoral(a$dience and

) *nd o+WeekProgressCheck:

Week26) #isc$ss

,lot ,oints!

$tline stor&!

Books to

.) Progress

Check: 3Characters,Thee,!utline o"

/) Rh&thm(

rh&me( 0ordchoice!

Books to

) $ough

%ra"t o"#tory %ue&

13)#isc$ss

Ill$strations 4Pict$res!

Week11) Peer

editing2 0orkda&!5$nda&

1") Class0ork time tonali7e

1%) Class0ork time tonali7e

1') #hareBooks inclass&

1)#hareBooks inclass&

1b4$ !hildrens 5ook

Tuttle :of 10


8/10

1nit #esson 2lan 7arrative

This lesson plan is designed using the 1nderstanding by 4esign format, written for the

course %pecial 6ethods of "#A. This lesson could be used in any language arts curriculum for

any high school level. t could also be used in a more focused course such as !reative Writing.

The standards listed are in both the '(): and the ))()* grade epectations. As written, this

lesson would most likely work best in a ' thgrade classroom, because made it very simple and

basic. The lesson could be modified to make it more challenging for older or gifted students by

re-uiring different sub(plots, more characters, certain numbers of words, etc. There is some

differentiation set up for the component of the illustration. 7ot all students are going to have the

ability to draw. %o, am going to have stencils and die cut shapes for them to use. They would

also be able to make collages from newspaper, maga3ine, or internet pictures to illustrate their

book. Another option would be taking pictures that illustrate their picture and including those.

#earning &oals ;


9/10

editing and revising would be a key part of this assignment. They will have time to work on

their books, then get together in small groups or with partners and echange ideas and improve

their work. believe having this peer support and feedback is important in the writing and

creative process.

2ossible !hallenges and 4ifferentiation

n setting up the re-uirements for the final assignment, tried to give it a large enough

range that any student will feel comfortable attempting it. set up a variety of methods of

incorporating the element of illustrations because know not every student will want to draw, so

want to make sure that am offering several other options for students. also understand it is a

big assignment in a fairly condensed amount of time. %o, in my planning, tried to be very

intentional in how was setting things up so that if students followed along day by day, they

would be creating their final without much additional effort. %o within the ma9or deadline of the

assignment, have created several mini deadlines for each component of their pro9ect.

am offering a lot of class time to work on the pro9ect and the opportunity to work with

other students in peer groups. This should also help the students work together and encourage

each others ideas.


10/10

eplicit when eplaining what students should be looking for and doing during their peer editing

sessions. This will help avoid confusion and thus, wasted time.

1b4$ !hildrens 5ook

Tuttle 10of 10

unit plan- childrens book

Documents