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| Overarching Questions What reading and thinking habits do I have or will I learn by stretching my reading in fiction? What strategies do I use to engage in reading, in order to explore central ideas and arguments posed in fiction? What are the basic elements and structures of fiction? How can I use knowledge about these elements and structures to enable myself to engage increasingly complex texts, while also identifying an author’s multiple purposes in a text? Enduring Understandings Independent readers build a repertoire of reading habits and strategies to engage with the ideas and meanings in fiction. They develop an understanding of how the texts work to express the central ideas developed across a text. In personal reading and peer conversations, they build their understanding of how fiction texts are written, at the same time they build an understanding of the ideas and evidence the writer uses to inform or persuade a reader. |
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| In this unit, students select a range of fiction texts to read independently or in small groups. The books will be of interest to the student and will not be read by the whole class. Students keep a Reader’s Log in which they track their reading progress, collect key lines from the text, practice effective discussion skills, make predictions, and engage in activities that ask them to consider elements of fiction, such as character and conflict. They meet in small groups to discuss meaning, author’s purpose, and make predictions and theories. They discuss their opinions about the selected books and share suggestions. (Students work with the teacher to set personal reading goals. Student goals include reading longer or more difficult books and exploring new genres or authors to assure continuous growth.) |
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| MI: English Language Arts 6-12 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.2a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research W.9-10.9a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
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| - What reading and thinking habits do I have or will I learn by stretching my reading in literary nonfiction?
- What strategies do I use to engage in reading, in order to explore central ideas and arguments posed in informational texts?
- What are the basic elements and structures of literary nonfiction?
- How can I use knowledge about these elements and structures to enable myself to engage increasingly complex texts, while also identifying an author’s multiple purposes in a text?
| genre elements genre structures readers' identities textual interaction |
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| Pre-Unit Assessment Task What preferences do I have when reading independently and how will I stretch or extend my reading habits while reading fiction? After creating your Reading Memories Timeline and completing Reading Fiction Survey, write a reflective paragraph that compares your reading in and out of school. Imagine how you might increase the amount of reading you do out of school, and what kinds of texts you might read. Set a goal for increasing your reading. Mid-Unit Assessment Task How has your reading, identity as a reader, or preferences for reading changed? Review your Collecting Text Bookmarks and revisit the goal you set before beginning the unit. Reflect upon and identify one way you have grown as a reader. Write a reflective paragraph that states how you have changed. Provide specific evidence from yourself and the text you are reading to explain how and why this change occurred. Post-Unit Assessment Task How did reading in and out of school impact your view of yourself as a reader and your ability to read fiction? After reading two novels, collecting details from across both novels, and talking to other readers, identify two ways your reading has improved. Write two paragraphs to compare your attitude toward reading before and after this independent reading unit. Use specific examples from lessons and/or the novels you read or discussed that caused you to change how you read or how you see yourself as a reader. | Analyzing organizational structures of evidence to infer central ideas Connecting evidence across a text Identifying a change in reader identity Identifying and using academic/disciplinary vocabulary in speech and writing Identifying evidence within a chapter and across a text |
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| | Print Resources Atwell, Nancie. The Reading Zone. New York: Scholastic Books, 2007. Print. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6—12. Portsmouth: Heinemann Publishing, 2003. Print. Gallagher, Kelly. Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland: Stenhouse, 2009. Print. Harvey, Stephanie. Strategies That Work: Teaching Comprehension for Understanding and Engagement, 2nd ed. Portland: Stenhouse Publishing. 2007. Print. Lowry, Lois. The Giver. New York: Houghton Mifflin, 1993. Print. Oczkus, Lori D. Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension. International Reading Association, 2003. Print. Oliver Keene, Ellin and Susan Zimmermann. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth: Heinemann, 1997. Print. Teacher’s College Reading and Writing Project. Summer Institute on the Teaching of Reading. Middle School First-Year Section. Summer 2006. Upper Grade Summer Institute Reading Packet. 2006. Print. Tixier Herald, Diana. Teen Genreflecting: A Guide to Reading Interests, 2nd ed. Westport: Libraries Unlimited, 2003. Print. Web Resources Lesesne, Teri. Reading Ladders: Leading Students From Where They Are to Where We'd Like Them to Be. Accessed online, May 8, 2014. http://lesesneseminar.pbworks.com/w/page/16450439/FrontPage |
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