Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Paper Bag Book Report

Rationale:
A fun alternative to the standard book report. It can be used with any story or novel
and includes the main elements of setting, characters and summarization. Students
can enjoy this form of assessment as a chance and will be excited to share their
work. The written portion is done on the outside of the bag, and then five items
representing something important in the story are placed inside. The unit provides
an application for the mini-lessons throughout including character, setting and
summarizing. It could also be a great opportunity to address oral presentation skills
of speaking and listening, in addition to the comprehension and presentation of the
main story elements. It is easily adaptable to any reading level and quick and easy
to assess. The paper bag book report requires students to provide the necessary
information in a small area therefore they have to be specific and truly understand
the story.
Poetry Thursdays take a break from the book report to learn and write a new type of
poetry giving students the opportunity to express themselves in new ways. This unit
focuses on acrostic poetry that builds classroom community. This form of poetry is
accessible to a broad range of reading and writing abilities.
Fridays create cross-curricular connections between Math and Language by focusing
on word problems which brings the subjects out of their boxes so that students can
also see their school learning used in outside of school contexts.
Spelling is woven throughout to learn how to spell the words being used in Math,
Language or Social Studies. The pretest has students brains work hard to try the
words on their own and creates a context within which to file the correct spellings.
Spelling sentences has students create their own definitions or scenarios in which
the words could be used to further solidify the spelling within a context.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Established Goals:
Paper Bag Book Report (with weekly spelling and poetry)
GLOs: Students will listen, speak, read, write, view and represent to
2. comprehend and respond personally and critically to oral, print and other media texts.
4. enhance the clarity and artistry of communication.

Understandings:

Essential Questions:

Students will understand that

There are different elements in stories.
A variety of methods are used to communicate
thoughts, feelings and ideas effectively.
Writing helps clarify ones thinking.
Poets have a purpose they express using wellchosen words and details.

Students will know

2.2 how authors use
comparisons, and
explain how they
create mental images.

How are good stories created?

Why are some stories more

memorable than others?

Why do people write poems?

Students will be able to

2.2 summarize the main idea of individual oral, print and other
media texts.
experiment with sounds, words, word patterns, rhymes and
rhythms.
2.3 include events, setting and characters when summarizing
or retelling oral, print or other media texts.
describe the main characters in terms of who they are, their
actions in the story and their relations with other
characters.
4.1 choose words, language patterns, illustrations or sounds to
add detail and create desired effects in oral, print and
other media texts.
4.2 use phonic knowledge and skills and visual memory,
systematically, to spell phonically regular, three-syllable
words in own writing.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Unit Plan

Resources Needed:
- Large paper bags
- Picture books
illustrating welldeveloped settings
- Picture books
illustrating welldeveloped characters
- Play Ball, Amelia
Bedelia by Peggy Parish
- Character, Setting and
Story Maps
- Rekenreks
- Base ten blocks
- Rulers

Subject Area
Grade Level
Topic
Length of Unit
(days)

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Resources Consulted:
- Alberta Program of Studies
- http://www.nclack.k12.or.us/cms/lib6/OR01000992/Centricit
y/Domain/125/ELA%206%20Unit%202%20Novel
%20Study.pdf
- http://www.trschools.com/curriculum/elementary/docs/G3_r
eading.pdf
- https://www.youtube.com/watch?v=FCTaAX-vRXg
- https://www.youtube.com/watch?v=SxGFkT_HSzw
- http://www.readwritethink.org/classroom-resources/lessonplans/using-picture-books-teach-101.html?tab=4#tabs
- http://www.readwritethink.org/classroom-resources/lessonplans/using-picture-books-teach-a-107.html?tab=4#tabs
- https://www.teachervision.com/skill-builder/lessonplan/48788.html

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Unit Plan

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Assessments
Title

Questioning

Observation
s

Spelling
Tests

Character &
Setting Maps

Acrostic
Poetry Web
Explorer

Acrostic
Poem

Paper Bag
Book Report

Type

Formative

Formative

Formative &
Summative

Formative

Formative

Summative

Summative

2.2 summarize the main idea of

individual oral, print and other
media texts.

2.2 experiment with sounds, words,

word patterns, rhymes and
rhythms.

2.3 include events, setting and

characters when summarizing
or retelling oral, print or other
media texts.

2.3 describe the main characters in

terms of who they are, their
actions in the story and their
relations with other characters.

4.1 choose words, language

patterns, illustrations or sounds
to add detail and create desired
effects in oral, print and other
media texts.

4.2 use phonic knowledge and

skills and visual memory,
systematically, to spell
phonically regular, threesyllable words in own writing

Learning
Outcomes

(Formative/Summative)

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Unit Plan

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Assessment Tool Overview

Assessm
ent Tool
Title

Outco
mes

Key
Questionin
g and
Responses

ALL

Observatio
ns/Anecdo
tal Notes

ALL

Spelling
Tests

4.2

Character
and
Setting
Maps

2.3

Acrostic
Poetry
Web
Explorer
Acrostic
Poem

2.2 &
4.1
2.2, 4.1
& 4.2

Brief Description
Students will be asked key questions throughout the
unit. These questions will be open ended to provide
curiosity and provoke deeper understanding. These will
lead to discussions. They will be used formatively for
learning to assess student understanding, interests and
learning styles.
During individual or group activities sticky notes will be
used to record observations of student learning, next
steps, interventions as well as anecdotal notes on
individual progress in the key understandings and skills.
Struggling students will have more detailed notes and
will be closely observed. Student participation and
understanding of acrostic poetry format will be noted.
These notes will be used to better differentiate
instruction (for learning) by identifying student interests
and strengths as well as tools and strategies that
particularly connected with the student.
Students will be assigned weekly spelling words. At the
beginning of the week, they will complete a pretest. Midweek the class will create sentences for the spelling list
words. At the end of each week students will individually
complete spelling tests.
Groups complete maps after reading a picture book
together. Details included will be analyzed to determine
how well students understand the 3 elements of
characterization or setting development. If a group
needs additional support, explore an additional picture
book with group members to provide more experience
with identifying character or setting development
techniques.
Students explore examples of acrostic poetry online
using this sheet as their guide, then fill out the sheet and
hand it in. I will use it to assess student comprehension
of acrostic poetry and formatting.
Students will write an acrostic poem using what they
have learned and following the guidelines. They will have
the opportunity to self-edit to improve their poems for
content as well as grammar and conventions. They will
hand in a good copy at the end to be graded on the four
point scale according to the checklist provided. I will also
look at student vocabulary in their completed poems

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS OF

Subject Area
Grade Level
Topic
Length of Unit
(days)

Unit Plan

Paper Bag
Book
Report

2.2, 2.3
& 4.2

Language
3
Paper Bag Book Report
25 Classes (14 Days)

whether they used reference materials provided to find

original and creative words, applied the words correctly,
and accurately and creatively described the person
being written about.
Students consider the elements of setting, characters,
main ideas and supporting details by representing each
on a panel of a paper bag. The front cover includes the
title, author, student name and an illustration showing
an important event. The right side includes a drawing of
3 main characters with a description of each. The left
side includes a drawing of the setting with a description
including time, place and environment. The back side is
a summary of the main idea and supporting details of
the story and descriptions/explanations of each of the
items inside. On the inside students must include 5 items
that have some significance to the story. Students will
work on project throughout the unit, editing and selfassessing along the way. Students will present to groups
of 3-4 who will peer assess. The report will be used to
assess students cumulative grasp of character, setting
and story summaries.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Unit Plan

Language
3
Paper Bag Book Report
25 Classes (14 Days)

Monday

Tuesday

Wednesday

Thursday

Friday

Time: 1 hour
Spelling Pretest &
IPICK
Choosing a good fit book
-Those Shoes
-Shoe object lesson
-Good-fit book video
-Read together and
determine why it is a good
fit book
-Read some non-examples
-Choose a good-fit book
during library

Time: 1 hour
Characterization
Identify elements of
character development
-Read Dona Flora
-Discuss elements of
characterization
-Identify examples from
story
-Remind of choosing goodfit book during library (I
PICK poster)

Time: 1 hour
Spelling Sentences &
Characterization
Apply the elements of
characterization to other
texts
-Defend choice of book to
partner, giving evidence
to prove it is a good fit
book
-In pairs or threes read
book and find examples of
characterization

Time: 2 x 30 min.
Poetry Thursday
Exploring acrostic poetry
-Introduce the term
acrostic poetry
-View examples together
and online
-Use strategies of choice
to sketch various polygons

Time: 30 min.
Spelling Test & Weekly
Word Problem
Solving problems by
acting them out
-Follow directions with
counters
-Solve problem

4.2

2.3

4.2 & 2.3

2.3 & 4.1

-Why do authors choose to
write poems?
-Acrostic Poetry Web
Explorer worksheet
-Write and acrostic
together

4.2 & N9 [PS, R]

-Kate is raising chicks
How many chicks will be
under the warming light
next Sunday night?
-Why is acting out a
problem a good way to
solve a problem like this
one?
-Math Journal: What
materials could be used to
solve the problem?

-Does it matter if they fit?

-Does it matter if you like
them?
-What makes a book a
good fit book?

-What does the character

look like?
-How does the character
act?
-How do other characters
in the story react to this
character?

Monday

Tuesday

Wednesday

Thursday

Friday

No School PD Day

Time: 1 hour
Spelling Pretest &
Setting
Identify elements of
setting development
-Read Water Hole Waiting
-Discuss elements of
setting development
-Identify examples from
story

Time: 1 hour
Spelling Sentences &
Setting
Apply the elements of
setting development to
other texts
-In pairs or threes read
book and find examples of
setting development
-Define and discuss face
using 3-D models and
math language

Time: 1 hour
Poetry Thursday
Acrostic Brainstorming
-Review acrostic poem
writing process,
expectations and
guidelines
-Discuss thoughtful
descriptive words
-Practice with
Brainstorming Template
and online thesauri

Time: 30 min.
Spelling Test & Weekly
Word Problem
Solving problems by
drawing diagrams
-Draw a triangle and
measure the sides
-Solve problem

4.2 & 2.3

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

-Character Map

4.2, SS3 [CN, ME, PS] &

SS5 [ME, PS]

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Language
3
Paper Bag Book Report
25 Classes (14 Days)

-Compose rough draft

-Logan is visiting a bridge

in Vancouver What
places does Logan still
have to visit?
-How did drawing help us
solve the problem?
-Math Journal: Write/draw
a problem that someone
could solve by drawing a
diagram and then
measuring.

-What words and phrases

does the author use to
help you learn where and
when the story takes
place?
-What plot events do the
author use to help you
learn more about the
setting?
-How do the illustrations
help you learn about the
setting?

4.2 & 2.3

Monday

Tuesday

Wednesday

Thursday

Friday

Time: 1 hour
Spelling Pretest &
Summaries
Summarize a part of a
story
-Read Cloudy With a
Chance of Meatballs by
-Identify main idea and
supporting details
-Groups of 3-4 complete
summaries then share
them

Time: 1 hour
Paper Bag Book Report
Finish up last bits of
report
-Review character, setting
and summaries
-Self-assess

Time: 1 hour
Spelling Sentences &
Paper Bag Presentation
-Students present to
groups of 3-4
-Peers assess (2 stars and
a wish/rubric)
-Pick a book you would like
to read
-Report reflection

Time: 1 hour
Poetry Thursday
Acrostic publishing and
sharing
-Review guidelines and
expectations
-Give time for revisions
-Use Acrostic Poems
writing tool for final draft
-Allow sharing aloud

Time: 30 min.
Spelling Test & Weekly
Word Problem
Solving problems using a
chart
-Read The Month Poem
and list months according
to number of days
-Solve problem

2.2, 2.3 & 4.2

2.3 & 4.1

-Paper Bag Book Reports &

Presentations

-Final draft of acrostic

poem with checklist

2.2, 2.3 & 4.2

-Paper Bag Book Report

4.2 & 2.2

-Group summaries

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

-Setting Map

2.3 & 4.1

-Why is it important and
thoughtful to write an
acrostic poem about a
classmate?

4.2 & SS2 [PS, R]

-Raven is planning to put 1
penny in her piggy bank
every, day On what date
will Raven have 200
pennies in her piggy bank?
-Math Journal: How does
using a chart help you to
solve problems about
time?

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Language
3
Paper Bag Book Report
25 Classes (14 Days)