Note: This is a sample of my work that I produced for Education 4142. It is my first attempt at constructing a unit/lesson plan(s) so please reserve judgment. We were only required to do five lessons so the unit is not a complete one. I worked pretty hard on this as I was never shown how to do it so I hope you like it!
Thematic Overview
Relationships are integral to our functioning as productive members of Western society, indeed, as members of the human race. Every facet of our culture depends on how we relate to ourselves, the people around us and to society as a whole. This unit is focused on increasing students’ active involvement in understanding relationships and on developing these relationships. Much of this unit is designed to get students talking – talking to relatives, to their peers (both formally and informally) and indeed, talking to themselves using reflective papers, journals and other means.
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Target Group |
Time Frame |
Organizational Approach |
Resources |
Other Considerations |
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Level III Thematic Literature Class |
Seven Weeks |
Each lesson will include a focus/context, a list of related outcomes, a list of activities, the evaluation/assessment procedures to be used and a list of resources. |
Resources consist of those that are approved by the course outline but many outside materials will be incorporated and supplied by the teacher/students. |
This unit operates on a student-oriented approach to teaching. The teacher will supervise but not lead all of the activities (pertinent information is supplied in each lesson plan) |
A great attempt has been made to meet every objective listed in the curriculum guide and to integrate all of the activities into the curriculum outcomes listed in the Newfoundland and Labrador English Language Arts Foundation (Speaking and Listening; Reading and Viewing; Writing and Other Ways of Representing). Because of the nature of the unit, many students will not fulfill all of the curriculum outcomes listed in each lesson plan, due to the element of choice in how they proceed with many of their activities (i.e. choice in methods of presenting, etc.).
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Oral Work |
Writing and Representing |
Reading/Viewing |
Participation/ Engagement |
Self/Peer Assessment |
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Lesson #2: Interviewing. Lesson #3: Group discussion and presentation. Lesson #4: Individual presentation. Lesson #5: Literature Circles and group presentations. |
Lesson #1: Journal Entry Lesson #2: Construction of a Family Tree (technology); Expository essay/journal entry. Lesson # 3: Journal Entry; Reflection paper. Lesson # 5: Daily completion of task/role forms. |
Lesson #1: Text and outside poem. Lesson #2: Outside excerpts; interactive software (technology); interviewing. Lesson #3: Text; outside short stories/poem/song; group presentations. Lesson #4: Outside poem; opportunity for examination of other media (i.e. radio, tv, movies, etc.); personal presentations. Lesson #5: Novel; Movie; discussion groups; group presentations. |
Lesson #3: Group discussion and presentations; question posing. Lesson #4: Individual Presentation; question answering. Lesson #5: Role/task involvement; group discussion; group presentation. |
Lesson #3: Peer Assessment Lesson #5: Peer Assessment |
The process for assessment is indicated in each lesson plan. Many of the rubrics and scoring procedures for this unit are intended to be collaboratively constructed by both the teacher and students. In longer written and oral projects, students will be graded either analytically – on their content, organization, sentence fluency, voice, word choice and use of literary conventions, or holistically on grading levels from 1-5 – poor to exemplary.
| Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |
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