A Visual Tour of the Units
Follow These Same Ten Steps for Your Own Unit Planning
T
1
CONCEP
Pathway
Learning
oncept
udy a C
How to St
d Leader?
ne a Goo
es Someo
What Mak
Unit
ship
Leader
Focus:
Choosing
Identify your learning pathway,
unit focus, and inquiry question
2
ons
dia Comm
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y of Wikime
that deliv
s in this book ent reproducibles
of eight unit
stud
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! This is one
an inquiry
assessmen
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n within
at
Let’s begi
s, prompts,
ing instructio
ing is to look
the question
st close read
nce of start
“goods”—
s in adva
materials
ement robu
the
week
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you’ll need
you need
them. If you
r those book
about all
how to use
and orde
unit. Just
page 000,
when and
000.
terms of
or texts on
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clearly in
the anch
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begi
aine
steps that
are all expl
at the ten
provided
look back
fication,
need clari
Photo courtes
Learning
Pathway
59
xity
Quick Survey of Text Comple
Select and sequence your books
Choosing a Unit’s Focus
Standard and Supporting
Standards
Lessons and
The box Determining a Unit’s
Focus Standard provides a few
suggestions about the
types of units that might be
best suited to different standards.
Keep in mind that
many of the exemplar units
could also work for other standards;
it’s all about what
you want to emphasize.
3
Determ ining a Unit’s Focus
Standard
R3: Story elements: Text components:
This would be a good standard
to choose
when the unit focuses on a particular
time in history (the setting or
context). It
would also work well when texts
in a unit emphasize character
traits or character
development. Or it could work
well when the unit contains texts
that contain lots
of action or steps, showing how
elements work together.
Examples: A unit on the Holocaust,
a unit on characters or people
who
change
R4: Word choice: This would
be a good standard when your
unit is focused on an
author study or when you have
a unit that is heavily based on
informational text
with many new content words
and concepts. It could also be
a good standard for
a unit on poetry.
Examples: A unit on Cynthia
Rylant, a unit on poems about
winter, a unit on
geology
R6: Author’s purpose or point
of view: This would be a good
standard when a
unit contains texts written from
a first person perspective or
when the point of
view is very clear (such as an
informational unit that presents
different sides of an
issue). It would also be good
for a literary unit when there
are multiple speakers
each telling the story from his
or her point of view. Additionally,
this standard
could work well when your unit
contains texts that all approach
a topic differently:
What is each author’s purpose?
A Guide to Using Units
ER
Thinking
With Your
Heart
think of their
followers and
getting
sent their
Boyles
not about
By Nancy
Leaders repre
Leading is
be a
e their own.
picture
a need. To
needs befor
to paint a
t meeting
),
so it’s hard
(your brain
rich. It is abou
s that many
r is different,
your head
famous or
Every leade
are some value
to think with
.
Here
need
. Sometimes
r.
you
make
r,
heart
leade
they
your
leade
.
of a “typical”
think with
the decisions
“boss” at work
you also must
the
by that guide
but
are
live
rs
you
leade
ult. Suppose
le. She often
this is diffic
ces
not very reliab
is
Choi
on
oyees
Good
empl
of time
sions,
One of your
spends a lot
Lots of Deci
two
e of making
late, and she
importanc
But she has
,
comes to work
rstand the
firing her.
based on goals
’t
Leaders unde
You consider
decisions
and doesn
her phone.
a clear
es. They make
, and her husb
for
ns. Having
good choic
ren at home
their optio
a
It is not okay
little child
examining
ld you do?
easier to make
ethics, and
What shou
meeting work
s it so much
to
have a job.
goal make
a person from
dering
keep
you are trying
to
s
consi
objective or
s
what
r mean
personal issue
use you know
up
should move
being a leade
decision beca
lities. But
ion you make
trying to come
responsibi
if you
. Each decis
situation and
ved. A
For example,
accomplish
a difficult
everyone invol
, you
all sides of
for
r to your goal.
team
tion
e
close
other
r leagu
table situa
you a little
to be in the
te on a majo
.
with an accep
it feels like
a star athle
in childhood
what
s
ning
value
want to be
r
es begin
thy.
empathy
good leade
in front
good choic
. This is called
or hang out
need to make
shoes
sport
n’s
your
you
perso
practice
e will give
Should you
Which colleg
s skills in
ision all day?
Vision
of the telev
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s
Valuing the
. This mean
ation?
rtunity to perfe
range goals
great educ
the best oppo
you with a
rs value long
the way
providing
help make
Good leade
an idea of
addition to
t choices that
. A vision is
ctly. A vision
rs make smar
forget to follow
ed out perfe
having a vision
Future leade
if it work
Keep
your kickoff lesson
tobeunder
thirty minutes can
and imag
drawine
out students’ thinking.
Oh, and don’t
rs
could
true.
leade
thing
come
s
to be
some
thing you
their dream
would like
nce
involve some
Photo courtesy of Rick Harrington
a long-dista
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stick to
of people who
of
Lots
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more
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throu
sometimes
right away
have a vision
goals, but
believing in
happening
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have great
people stop
ple, a princ
that all
tually, other
d create so
view. For exam
the plan. Even
a
l she woul
have
schoo
t
of
migh
of the kind
architect
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for
learning. An
be just right
children loved
that would
be raised
ple
playground
by Exam
funds could
going
vision of a
Leading
if enough
it, if you are
en students
. Let’s face
of
kindergart
hard work
one (or lots
some
Leaders value
have
• Whatto
details
in this text seem especially important? Why?
to
nce
build it.
r, you need
will you influe
to be a leade
you. How
•lar,
Why do you think thispend
text ently
(article, photograph or poem) was selected to
g to follow
by being popu
Inde
people) willin
king
you want
it
Thinthis
unit? Together
you get what
in school, introduce
king
value
people? Do
and Thin
ng? Sometimes
leadersquestion?
ple.
good looki
to relate
to many
our inquiry
lead by exam• How does this text seemquali
ties that
outgoing, and
do
real leaders
le of other
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side the• How does
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this text seem
to relate
to our learning
pathway
plish (author study, genre
resou
work along
may seem
and
and
es
ivity
want to accom
your study, other)
are creat
their sleev
if you
and unit focus
(Robert
Burleigh, fairy
tales, other)?
you want
They roll up
same old way”
to be a
to lead. Do
“Clean
things “the
they wish
ent. You need
dent of the • What details
differ
individuals
in thisnew
textand
might
you especiallyyours
want
connect to the study
elf.toYou
you for presi
with
something
think for
s to vote for
there
to
out
mate
need
the
go
ahead? Why?
class
r. You
need to
crowd or be
ct
problem solve
” Then you
out from the
plish
! People respe
stand
Green Club?
to
trash
accom
r
up
y
mone
le neve
and pick
can’t be afraid
“put their
. Some peop
everyone else
use
leaders who
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selves beca
first to do
work hard,
out for them
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leaders who
be just like
Your energ
they’ve set website, www.corwin.com/lessonsandunits,
peop
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page 57 the
andgoals
the companion
for
friends and
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their
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wher
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help
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and help you apply this step
than
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be enthu
y more
If you are enthu
value safet
will more likely
will planningthem
when
your. They
own unit.
You
to influence
you want
them to do.
rship!
you have asked
dient to leade
about what
other key ingre
—an
them
motivate
Lessons and
Units for
ng
Closer Readi
|
Ready-to-Go
Resources
ing Tools
and Plann
Any literary text that is not
a basic problem-solution
story; any informational
text that does not have
nonfiction text features (bold
words, etc.)
This text is complex in these areas:
To address these complexities, I
will adjust my instruction for my students
by
nsandunits
by Nancy
Resources and Planning Tools Galore
and Units for Closer Reading: Ready-to-Go
book.
reserved. Reprinted from Lessons
organization that has purchased this
Copyright © 2015 by Corwin. All rights
only for the local school site or nonprofit
www.corwin.com. Reproduction authorized
Boyles. Thousand Oaks, CA: Corwin,
Available for download from www.corwin.com/lesso
18
Lessons and Units for Closer Reading
Ready-to-Go Resources and Planning
|
Tools Galore
Design Your
Own Unit Cur
riculum Map
When you design
your own units,
the Unit Curricu
handy. I took the
lum Map templat
liberty of filling
e will come in
in a few of the cells
you time. The rest
on the map for
of the plan is up
you—to save
to you!
Unit Curriculum
Map for Stud
ying
Inquiry question
: ________________
________________
________________
________________
________________
______
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Unit Preview
Kickoff Lesson
TEXT
Plan for units of approximately five weeks
using a Unit Curriculum Map
Most basic
text
This text
should build
on text no. 1
5
Questions to Link an Introductory
Short Text to a Unit of Study
70
multiple speakers?
4
23
Is the page layout complex?
Are there flashbacks or
parallel stories? Are there
Structure
Determine your reading
focus standard
R5: Genre and structure: This
would be a good standard for
a genre study or
when all texts in a unit adhere
to a particular structure (like
problem/solution)
or when you want students to
look at text structures comparatively
(what is the
structure of Text A as compared
to Text B?).
Examples: A unit on historical
fiction, a unit on free verse poetry,
a unit on
justice and equality with information
presented in various formats
LEAD
TO BE A
Units for Closer
most
Most
Readi
ng nonfiction;
Are there lots of unknown
| Ready most primary
Resources
classic poetry;-to-Go
and Planni
words? What about figurative
ng Tools Galore
sources
language? Archaic language?
Are the sentences long?
Language
R2: Theme/Main idea: This would
be a good standard to choose
when your texts
in a unit have multiple themes
or when the unit comprises fables
or allegories,
which always have a very clear
lesson or moral. It could also
work for texts related
to conceptual knowledge or
current issues.
Examples: A unit on homelessness
, a unit on overcoming personal
challenges,
a unit on Aesop’s Fables
Your
Head and
Powerf ul
Picture
Books
● Look for
books
are different. with “kid appeal.” I
know this
But I find that
is hard to defin
the title) goes
the illustration
e, and all childr
a long way
on the front
of this with
in luring kids
en
cover (even
the first book
inside. You’ll
more than
than their
of any unit—
want to be
visual conne
especially
ction to what’ where students don’t
mindful
have more
s ahead.
● Look for
to go on
books that
are unique
a unit creati
in
some
vely. Mayb
way, or books
e the topic
commonly.
you can put
is handled
(Extra
together into
in a manner
this: How many ! Extra!: Fairy-Tale
that students
News From
don’t see
Hidde
articles?) Mayb fairy tales do you know
that are writte n Forest is an example
e the autho
thread that
of
n as a series
ties one text r is one that students
of newspaper
don’t
to
here for this
kind of out-o another is not what you’d typically study. Mayb
e the
f-the box thinki
anticipate.
(See the Moon
● Look for
ng.)
books that
unit
are large enou
a gathering
gh so that
area can easily
stude
front row.
nts sitting
see the illustr
When
on the floor
ations—ev
the book dime ordering books from
in
en if they’r
e
webs
nsion
not
ites such as
in
s under “Prod
approximat
Amazon, alway the
uct Details.”
ely
s check
I try to look
reading) are 10 x 8 inches. Small
er texts (such
for books
just too tiny
that are
as those used
for your whole
for guided
● Look for
class to view
books where
comfortably
the illustrations
.
details even
at
are bright
enough for
there are some a slight distance. It’s
students to
hard to alway
amazing illustr
see the
Locker) that
s follow this
ations that
are definitely
guideline becau
somber-ton
worthy of close are quite dark (such
se
ed illustrations
as those by
study. And
Thomas
Don’t rule
have to be
I do use these
out
really great
books.
images have illustrations that are
just black-and- for me to relax this stand But
their own speci
white either
ard.
al allure for
. These two-t
● Look for
close study
oned
.
books that
are
soft cover
a choice. This
(paperback
is
) rather than
an issue of
__________
to teach with; mostly______________
hard
econo
______________
cover
they’re more
mics. In fact,
______________
when you have
if your plan
durable when
I find hard
Title of the text: ____________________________
is to
cover books
students’ collab acquire multiple copie holding them up for
easier
the class to
s (which you’ll
orative work)
see.
need a copy
for every child , purchasing hard cover want to do to accommodaBut
copies will
in the class,
te
QUANTITATIVE●COMPLEXITY
get pricey.
but five or
Look for book
You won’t
six copies will
s you can
help a lot.
much you
actually find.
love it, don’t
. If the book
plan a unit
practically
Lexile:
is out of print,
cry when a
around it.
no matte r
I know how
book I’ve
can try borro
how
cherished
painful this
wing book
for years is
can be; I
s from librar
need multi
Grade level equivalent:
no longe r
ple copies
ies, but that
availa ble.
and you want
gets tricky
You
, espec ially
to teach the
QUALITATIVE●COMPLEXITIES
Look for book
when you
same unit
s that repre
year after
books const
sent a topic
year.
ructe
Types
d forThat
Typical Text
the sole purpo authentical
ly.. I’m not
book
s are an examin This
of This
a fan of “prea
se of teach
ple of this.) My Estimate
Are Complex
chy”
ing a lesson
is appar
I like
ent in both
. (The
Complexities
texts
Text’s
and endings Area their strengths and with robust characters Berenstain Bears
The Considerations
that
weaknesse
whose huma
The Complexities
show the need are sometimes happy
s. I like probl
nness
ems that are
, and some
for compassion
Historical fiction
carica
times not—
realistic
How much background
tures that
and empathy.
but
Knowledge
depic
ultima
Cartoonish
tely
Multicultural fiction t races and cultur
knowledge will students ●
characters
es in stereo
Demands
Look for book
are okay, but
typic ways
s that over
need to comprehend this
are not okay
Most nonfiction
as defin
time cover
at all.
ed by the
a full range
Common Core:
text?
of qualitative
background
knowledge
knowledge
demands (requ complexities
); meaning;
longer
inform
Fables,
ation allegories,
language;
on this, see
irements for
How difficult is the content?in
and
Meaning
my book Close
structure.
great
books, articles
er depth
chapter
For detailed
r Reading,
. For a quick
How much inferential
Qualitative scientific
which
reference,
topics; much
about Complexitie
use the follow discusses complexity
thinking is needed? Are there
s of a Text.
ing chart:
classic poetry; most primary
Assessing
multiple themes or complex
sources
themes (or main ideas)?
20
This text
should build
on texts no. 1
and no. 2
This text
should be
the most
complex
Objective: Close
Reading: R1
Read closely to answer
text-dependent
questions
Objective: Close
Reading: R1
Read closely to answer
text-dependent
questions
Objective: Close
Reading
26
Objective:
Objective:
After Close
Reading Tasks
Objective:
Read closely to answer
text-dependent
questions
Culminating
Discussion
Launch your unit with a unit preview
as well as a kickoff lesson based on
the provided nonfiction article
Objective:
After Close
Reading Tasks
Objective:
Objective:
After Close
Reading Tasks
Objective: Close
Reading: R1
Read closely to answer
text-dependent
questions
Respond orally to
textto-text connectio
ns for
studying this topic
(See
Questions for End-of-U
nit
Discussion Integratin
g all
Texts)
See Unit Preview
Questions and
Discussion Points:
Questions based
on
the unit focus and
inquiry question;
introduce the four
anchor texts
Content
Assessment
Students
complete
the content
assessment task
integrating all
texts in this study
Objective:
Objective:
Objective:
Objective:
Objective:
Objective:
Read and discuss
the short selection
_______________;
create some
discussion
questions for this
purpose
Objective:
Objective:
Objective:
Objective:
StandardsBased
Assessment
Students
complete the
standards-based
assessment task
using cold reads
Available for download
from www.corwin
.com/lessonsandunits
Copyright © 2015
by Corwin. All rights
reserved. Reprinted
Boyles. Thousand
from Lessons and
Oaks, CA: Corwin,
Units for Closer Reading:
www.corwin.com.
Ready-to-Go Resources
Reproduction authorized
and Planning Tools
only for the local
Galore by Nancy
school site or nonprofit
organization that
has purchased this
book.
Lessons and Units
for Closer Reading
|
Ready-to-Go Resource
s and Planning Tools
Galore
Galore
A Guide to Using Units
29
Chapter 2
|
Choosing A Complex Text For Close Reading
2
T
6
CONCEP
essons
eading L
Close R
: Amelia
ht
lig
F
ht
ntic
for Nig
the Atla
Crosses
Earhart
rt Burleigh
ing Lesson
se Read
Initial Clo
ia Earhart
Crosses the
Author: Robe
Atlantic
e
book befor
end of this
word at the
piece
difficult to
reading for
read the After
will find it
R1: Close
helpful to
Purpose:
rt, students
it might be
this story,
t Amelia Earha
context for
ledge abou
provide a
bit of know
ibes.
In order to
Without a
author descr
ts that the
the text itself.
teaching
of the even
cance
the signifi
together
t Flight: Amel
Text: Nigh
Before Read
ding of the
rstan
deep unde
text
During Read
ing
Questions
Students
Should Ask
Themselve
s for Each
Chunk of
(Title of Text)
_______________
__________________
__________________
rd __:_________
Objective: Standa
Study one picture book per week,
beginning with an initial close reading
lesson where you discuss the whole book
ing
r below)
e the wate
n
an); notic
r Illustratio
e is a wom
d on Cove
pilot insid
Clues Base
propeller;
(small, one
the plane
•• Notice
tic
or
the Atlan
Title, Auth
rt, crosses
on
d
as you read
Earha
lia
Base
, Ame
Clues
ding his craft
words: night
understan
for keys to
the important
igh; look
•• Notice
: Robert Burle
e
author’s name
ible Genr
ction)
•• Notice
nal); Poss
literary nonfi
or Informatio
ify this as
(Literary
ident
to
Type
Text
(may want
Probable
ational story
Students
Language
to be an inform
ELLs or Low
•• Appears
eaching for
Need Pre-T
r, coastline
y That May
now or neve
Vocabular
ay, propeller,
cockpit, runw
•• Flight,
son
ategy Les
Skill or Str
Follow-Up
The Lesson (Proc
skill
2. Explain the
3. Places in the
Text
is the autho
•• What
words?
or important
rstand?
•• Any hard
me to unde
author want
meaning?
does the
to add to
k of Text
•• What
language
t Each Chun
r play with
the autho
to Ask Abou
•• How does
the Teacher
tions for
ndent Ques
)
Text-Depe
); date (1932
Follow-Up
(2,026 miles
page
title
distance
quote on
n (Ireland);
destinatio
cover and
flight
front
;
e
land)
found
Map insid
ates (New
Pathway
e flight origin
Learning
•• Note wher
7
81
•• Why do you think Amelia only
says, “Hi,
(accept
do you locate
and model the
text to pause
(such an improbable sight—a plane
evidence to meet
application of
and prompt studen
activity for studen
5. Collaborative
•• Why do you think the farmer
is gaping?
rials)*
prior learning
or strategy: How
text to pause
4. Places in the
r telling me?
edure and Mate
link to
objective and
1. Identify the
the skill or strate
ts to apply the
ts to practice
the objective?
gy
skill or strate
the skill or strate
gy
gy with peers*
AND a woman inside)
I’ve come from America”—and not
something more detailed?
any reasonable answer based on
gy
evidence throughout text)
the skill or strate
the
6. Reflect on
After Reading (Complete These
Important Words to Talk About
use of
Tasks on Day 3 of the Lesson Sequence)
the Text
answer frame,
if it is to
zer or
•• Some possibilities include Amelia
graphic organi
Earhart, Atlantic Ocean, cross, storm,
als, such as a
frightened,
materiadventurous
tional
*Attach instruc
.
Theme, Lesson, or Message (if
Appropriate)
peer collaboration
be used during
•• Adventure involves many risks
though the outcome is sometimes
worth the problems involved
Galore by Nancy
Summary or Gist Statement
Planning Tools
sonsandunits
o Resources and
this book.
in.com/les
from www.corw
for Closer Reading:
Ready-to-G
n that has purchased
download
and Units
nonprofit organizatio
Available for
•• A gist statement might work
from Lessons
school site or
better for this text because it is
only for the local
reserved. Reprinted
All rights
ion authorized
more
of an elaborated
by Corwin.
Reproduct
small
moment than a
traditional story with a problem
Copyright © 2015
www.corwin.com.
and a solution
Oaks, CA: Corwin,
Boyles. Thousand
Review of Text Type (Literary/Inform
Revisit the text for standards-based
skill or strategy lessons
ation) and Genre
•• Literary nonfiction: a story that
provides
36
Collaborative Oral Task
Reading
accurate information
Units for Closer
Lessons and
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•• With a partner or small group,
discuss why Amelia was willing to
take this huge risk to fly across the
Be sure to tie this to the central
Atlantic.
idea of the text
Follow-Up Lessons: Digging
Follow-up lessons can be taught
Day
2
Content for Whole-Class Lessons
Close reading
Complete the close reading of this
R1
3
Deeper Through Rereading
in a different order.
Focus Standard
Close reading
follow-up
discussion
including an
emphasis on theme
and Guided Student Practice
text.
As a whole class or in small groups,
identify the important words to talk
about this
text, talk about the theme, create
a gist statement, and briefly discuss
the genre
(personal narrative). Then, ask students
to work in pairs to respond to the
question
for the Collaborative Oral Task (page
000).
SL1; R2
8
4
Author’s word
choice
Identify the author’s crafts on p.
10: sentence with a single word,
very short
sentences, metaphors, strong verbs,
personification, surprising adjectives,
all capital
letters, imagery.
R4
Identify the author’s crafts on p.
17: sentences that begin with the
same word,
repeated words, short sentences,
dashes.
5
Informational
writing
Write a paragraph in the style of
Robert Burleigh, describing Amelia’s
scariest
moment on this flight. Use some
of the crafts discussed during the
Day 4 lesson.
W2
84
Lessons and Units for Closer Reading
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Task 2: Learni
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and Sta ndard
Assessment
Galore
Access the articles
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Name: ______________________________________
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Date: _______________________
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2
Exemplary
Problem/
question/issue
Openness
Clearly articulates the essential
problem represented by all
texts; sees beneath the surface
Willingly examines multiple
points of view from multiple
texts with fair-mindedness and
empathy
Key concepts
1
Satisfactory
Identifies the core problem,
but thinking is quite basic
without many insights
0
Unsatisfactory
Does not recognize the
core problem in any text
Identifies all of the key concepts Go Resources and Planning Tools Galore this book.
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that has purchased
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Reprinted from
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2015 by Corwin.
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few unrelated details
Oaks, CA: Corwin,
Integrates information from
Boyles. Thousand
Available for
Synthesis of
multiple texts
Elaboration
Inferences
Implications and
next steps
multiple texts that shows
solid understanding of how
information fits together
Provides full elaboration of key
concepts with the most useful
details from multiple texts
Makes thoughtful, relevant,
and insightful inferences
incorporating all texts
Recognizes logical implications;
predicts consequences based
on solid inferential thinking from
multiple texts; predicts possible
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Integration of information
Information is not
is generally sufficient
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Story
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End of the is
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Provides adequate
Elaboration is inadequate;
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too general
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Inferences are relevant but
Is not able to infer from
lack depth of thinking and
any text, or inferences are
may not include all texts
irrelevant
Sees probable implications
Does not recognize
but doesn’t elaborate on
the likely outcome of a
predictions using inferences
situation; predictions are
from all texts; next steps are
not based on reasonable
somewhat superficial
inferences
ents
: Reflecting
66
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Closer Reading, Grades 3-6
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CONCEPT
320
49
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