A.+Unit+Plan

=** Unit Plan Template **= Click on any descriptive text, then type your own.
 * Unit Author ||
 * First and Last Name |||| Earline Hubbard ||
 * School District |||| Huntsville City Schools ||
 * School Name |||| Davis Hills Middle ||
 * School City, State |||| Huntsville, Alabama ||
 * Unit Overview ||
 * Unit Title ||
 * Distinguish among facts and opinions. ||
 * Unit Summary ||
 * Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. There is a great deal of negative and positive facts and opinions in today’s society which relates to politics, sports, culture, religion, entertainment, textbooks, etc… Students need to be able to distinguish among a fact and an opinion when it is presented. This will assist students with being more aware that facts can be proven to be true and an opinion is someone personal belief or feeling that can not be proven to be true or false. ||
 * Subject Area ||
 * English ||
 * Grade Level ||
 * 7th grade ||
 * Approximate Time Needed ||
 * 10 – 50 minutes classes ||
 * Unit Foundation ||
 * Targeted Content Standards and Benchmarks ||
 * * Apply strategies that include setting purposes for reading that distinguishes fact and opinion.


 * Making generalizations, and reviewing to comprehend informational and functional reading materials identifying fact and opinion.


 * Explain literary text--nonfiction, science fiction, suspense, fantasy, adventure in relation to fact and opinion.


 * Identify informational and functional text--laws, directions, newspapers, advertisements, Internet sources, pamphlets, that uses fact and opinion.

· Questioning · Checklist || · Journals || · Graphic Organizers · Learning Logs · Classifying Charts
 * Compare various types of informational and functional texts using fact and opinion. ||
 * Student Objectives/Learning Outcomes ||  ||
 * Apply strategies that include setting purposes for reading and distinguishing fact from opinion. Distinguish among facts and opinions in everyday living. Students will be able to identify when something is a fact and when something is an opinion. This will take place in a variety of situations, such as, politics, culture, sports, religion, entertainment, books, health, food, etc… In today’s society, children need to be aware when someone is making an opinion about something, someone and/or them personally. Students need to understand at an early age that people are entitled to their opinion. The learning outcome will benefit the students with being able to distinguish among fact and opinion. ||  ||
 * Curriculum-Framing Questions ||  ||
 * |||| Essential Question |||| How do facts and opinions affect our daily lives? ||  ||
 * |||| Unit Questions |||| What factual and fictional materials are used to assist with learning? ||  ||
 * |||| Content Questions |||| What is the difference between facts and opinions? ||  ||
 * Assessment Plan ||  ||
 * Assessment Timeline ||  ||
 * Before project work begins |||| Students work on projects and complete tasks |||| After project work is completed ||
 * · K-W-L Chart
 * · K-W-L Chart
 * · K-W-L Chart
 * · K-W-L Chart

|| · Checklist · Conferences || · Daily Journals · Reports · Rubrics || · Checklist ||


 * Assessment Summary ||
 * The assessment that my students and I will use to engage them into the lesson are KWL Chart, Questioning, Checklist, and Journals. Graphic organizers, learning logs, classifying charts, checklist, and conferences will be used for monitoring progress. The strategies that will be used after the project is completed are reflecting on daily journal, presenting a brief report, checklist, and rubric. ||
 * Unit Details ||
 * Prerequisite Skills ||
 * The conceptual knowledge and skills that students should have are being able to tell the differences between facts and opinions. Students will be able to give an example of a fact and opinion by verbally expressing it in their own words or writing it. Students may also do a brief show and tell of what the differences are between facts and opinions. ||
 * Instructional Procedures ||
 * The instructional procedure will consist of visual, auditory, and kinesthetic (VAT). Students decide on which concept he/she plans to target between fact and opinion. Group will consist of 2-3 students where one student will choose fact and the other will choose opinion. The students will research the same concept. For example, they will choose Buddhism and one will research the facts and the other will share the opinion about Buddhism. The students will present their research to the class by using a variety of multimedia, such as, computers, internet, ACTIV Board, ACTIV Votes, Powerpoint, presentation, Show and Tell, Role Play, etc… ||
 * Accommodations for Differentiated Instruction ||
 * |||| Special Needs Students |||||| The accommodations will consist of small groups (cooperative learning). The use of a variety of visual and auditory aids. Extended time, segmented assignments, and peer tutoring. Cooperative Learning, Graphic Organizers, and Accessing Prior Knowledge are strategies that will assist students with exceptional needs. ||
 * |||| Nonnative Speakers |||||| Native language support is critical for students’ success in learning content while they are learning a second language. Students can often access material in their language through the Internet. In other cases textbooks and other resources materials can be purchased in the languages most often spoken by students. Students can also be encouraged to use their first language to process and reflect on information through journals and discussion.

Teachers can adjust their communication with students by using the following strategies (Echevarria & Graves, 1998, NWREL, 2003). Watch for body language and facial expressions that indicate confusion or questions. || Computer(s) Digital Camera DVD Player Internet Connection || Laser Disk Printer Projection System Scanner Television || VCR Video Camera Video Conferencing Equip. Other ACTIV Board/ ACTIV Votes || Desktop Publishing E-mail Software Encyclopedia on CD-ROM || Image Processing Internet Web Browser Multimedia || Web Page Development Word Processing Other || [] [] [] [] [] ||
 * Provide students with an overview of the learning objectives.
 * Speak in natural, but slower speech.
 * Use shorter sentences with simpler syntax.
 * Pause frequently to allow students to process what has been said.
 * Use consistent vocabulary.
 * Try to avoid idioms and slang.
 * Repeat information appropriately.
 * Use gestures and body language to support and demonstrate concepts.
 * Develop consistent routines and signals for classroom processes.
 * Present information in a variety of ways, such as verbally, on the board, and in handouts.
 * Check for understanding by asking specific questions rather than general questions such as “Do you understand?”
 * |||| Gifted/Talented Students |||||| Tomlinson (1995) describes several ways in which projects can be adjusted to meet the needs of all students, but particularly those who are advanced learners.
 * Interest—Choose topics that connect to targeted concepts through other subject areas, hobbies, or mere curiosity.
 * Learning profile—As students learn to understand their own learning processes, they can choose projects that take advantage of their preferences and strengths.
 * Concrete to abstract—Gifted and talented students are often able to work with materials, representations, ideas, or that are more abstract than other students.
 * Simple to complex—Advanced students benefit from projects that involve complex resources, research, issues, problems, skills, or goals.
 * Fewer facets to multiple facets—Projects with multiple parts in their directions, connections within or across subjects, or planning and execution can often be achieved by gifted students.
 * Smaller leaps to greater leaps—More advanced students can often accomplish tasks that require greater cognitive leaps in insight, application, or transfer than their peers.
 * More structured to more open—Allowing students to speculate on ways in which they might demonstrate their understanding of concepts can encourage creativity and critical thinking. ||
 * Materials and Resources Required For Unit ||
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||
 * Camera
 * Technology – Software (Click boxes of all software needed.) ||
 * Database/Spreadsheet
 * Printed Materials || Textbooks, activity sheets, newspapers, and magazines. ||
 * Supplies || DVD- CDs, Thumb Drive, and/or 3.5 Floppy Diskettes to assist with saving materials ||
 * Internet Resources || []
 * Other Resources || Students may present a song and/or speech from a CD and/or DVD to present a fact or opinion. ||

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