Short
Story Integrated Unit
Due: 8/21/13
Overview:
Your summative assessment will be to create a short-story unit using your self-selected
YA anthology of stories. As you create this unit, you’ll need to keep in
mind sequencing, diversity of learners, classroom conditions, multiple intelligences,
and how you’ll be able to assess students’ learning. Be creative,
take risks, and use resources.
Though it might be a bit “old-school,” I am requiring that you place this
unit in a 1½” binder in accordance with the following guidelines. I strongly encourage that you maintain a digital version of all your work so that you can access it later… you never know when it might come in handy.
Required Binder Components:
r A copy of the Short Story Unit
Rubric
r Table of Contents with page numbers
(a-ok to hand-number your items)
r Introduction page(s) including:
a. Audience
description (2-3 sentences)
b. Essential
questions which are shaping the unit (2-3! NO MORE!)
c. List
of 3 or more stories you’ve selected from your anthology to include in the
unit
d. List
of related and/or supporting texts (Try to use something you will use during your Student Teaching!)
e. Class
schedule description (1 sentence—how long are the periods on a daily basis? How
often do you meet with students?)
r Lessons (Using TCPCG Lesson Plan
Format) & handouts
a. The
number of lessons will depend how you construct this unit
b. Minimum
= 4 lessons (3 short stories & 1 seminar!)
c. Maximum
= 6 lessons!
d. One
lesson must be a Seminar lesson
i. include a copy of the Seminar text* (This could be a portion of one of your stories, a non-fiction
excerpt/article, a poem, a piece of art... the possibilities are ENDLESS!)
ii. Write 8-10 questions which you would use as a guideline for this lesson (you may choose to use
the Paideia Seminar Lesson Plan instead of the TCPCG form for this lesson)
r Descriptions of and details regarding
any necessary materials for the following:
a. ONE
specific lesson modification within the unit for an ELL student (SIOP!!)
b. ONE
specific lesson modification within the unit for a student who reads three grades
below grade level
c. ONE
specific lesson modification within the unit for a Special Education student (your
choice of exceptionality)
d. ONE
extension opportunity for “advanced” students, either within the unit or as an “after-unit” activity
r One post-unit summative activity
for student completion , including assessment method and all relevant handouts
r 2-3 page Curriculum Rationale
(12 pt, double-spaced)
a. Discuss
how you believe your unit would enable the students to answer the EQ(s)
b. explain
your choices within the unit
c. reflect
upon the viability of the unit
d. discuss
areas of concern/ lingering questions you may have
r Works Cited
Presentation Component:
You must present your unit to your classmates; present:
Ø your Essential Questions
Ø 1-2 of your favorite activities
you included in the unit (which ones you think will REALLY work!)
Ø your summative activity
Ø a “SparkNotes” summary
of your curriculum rationale
Ø any exciting resources that you
happened upon in your journey