TIME to Learn

TIME for Kids Magazine Informational Text Unit

Overview/ Introduction:
It was brought to my attention last week that the students in 3B are struggling
with comprehension of informational texts. I decided that I would create a unit that
meets this need of the students. The students will be divided into five groups, each
group will be given one of three TIME for Kids magazine articles. In light of the value of
the month of March being health, each of the magazines features a cover story related
to health: “The Scoop on Sugar,” “From Farm to You,” “What’s Cooking?”

Understanding by Design Method Overview

Stage 1: Desired Results
Consider the goals, examine established content standards, and review
curriculum expectations. These goals should reflect long-term performance goals- what
should students should be able to do with what they’ve learned, especially in other
settings.
Stage 2: Assessment Evidence
There are six facets of understanding taken into consideration for assessment:
explanation, interpretation, application, perspective, empathy, and self-knowledge.
Stage 3: Learning Plan
Give students opportunities to draw inferences, make generalizations for
themselves, and actively construct meaning. Each lesson plan should have at least one
of the following: TMA. T, transfer. M, meaning making. A, acquisition.

Dr. Mullen,
This will be my first unit using UbD, so I am sure that it will need revision in the future as
I learn more about UbD and teaching in general. I am not sure how familiar you are with
UbD, but I welcome any improvements, criticisms, or comments you might have. Also, I
feel that this is something Dr. Wilson might enjoy learning about! The KSU student
teachers have had experience with this, so it might be nice to introduce it to Westmont
credential students. It seems to me that this is big in the education world at the moment-
which makes me curious, yet skeptical, but we’ll see what it offers, and I don’t have any
other structure/ layout to follow, so here we go!
 Stage 1- Desired Results

G. Established Goals:
RI. 3.2: Determine the main idea of a text: recount the details and explain how
they support the main idea.
RI. 3.8: Describe the logical connection between particular sentences and
paragraphs in a text (cause/ effect, first/ second/ third, comparison, etc)
RI. 3.5: Use text features and search tools (eg. key words, sidebars, hyperlinks,
etc.) to locate information relevant to [health].
RI. 3.7: Use information gained from illustrations (maps, graphs, photos, etc.)
and the words in a text to demonstrate understanding.
RI. 3.4: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to [health].

U. Understandings: Q. Essential Questions:

1) Information can be shared in ways
other than in words (pictures are
used to share ideas and
knowledge).
2) There is a logical flow to the way
information is presented.
3) There are words that you can use
regardless of the topic of
conversation.
4) There are words that you would
only when talking about a specific
topic.
Overarching
1) How do people exchange ideas and
knowledge?
Topical/ Specific to this Unit
1) What things should you notice before,
after, and during your reading to best
help you understand what the author
wants you to know?
2) How do pictures, maps, and graphs
help you understand what a text is
about?
3) What is/are the logical connection(s)
between (a) sentences in a paragraph,
and (b) paragraphs in an article.
4) How can we use an inference map to
help us make sense of the connections
between the sentences within a
paragraph?
5) How can quickly glancing at words in a
text give you a clue about what the text
is about.

K. Knowledge: Students will know... S. Skills: Students will be able to...

-the difference between academic and
content vocabulary
-how sentences in a paragraph and
paragraphs in an article are connected
-that informational texts usually come
with text features that help them
comprehend the text.
-list academic and content vocabulary
found in an informational text
-locate the main idea and supporting
details in a paragraph
-complete a modified inference map for
every paragraph in the article
-recognize text features and use them
to make sense of the text.
 NOUNS ADJ/ADV
-text features -relevant
-search tools Unpacking the
-information
RI.-health
3.5: Use text features and search tools to locate information relevant to [health].

VERBS
-use
-locate
UNDERSTANDINGS
TRANSFERS
1) Information can be shared in ways other than in words (pictures are used to share ideas and knowledge
-Recognize patterns
in texts

-Quickly and
accurately identify
features of a text

PERFORMANCE TASK

CRITERIA-Pamphlet to Parents
-Includes info relevant to health
ESSENTIAL QUESTIONS -highlights keywords
-complete rubric to come later
What resources can you use to help you understand what a text is about?
The
Howidea
doispictures,
to do this for one
maps, andorgraphs
severalhelp
of you understand a text?
the standards to better inform Stage One of
the unit plan, which then informs the others.
 Stage 2- Assessment
T. Performance Task(s)
**Pamphlet to Parents**
The value of the month is health. In light
of this, we are going to share what you’ve
learned with your parents. Your task is to
create a pamphlet highlighting the main
ideas from you article. You will each
present your pamphlet to the class. You
will evaluate your own pamphlet upon it’s
completion. Because we are only
sending one pamphlet for each article,
you will also vote for the best pamphlet
from each article to email to your parents.
The voting will be done on the basis of
the rubric.
-Find the rubric attached to the end of the
unit as to make it easier to print.
OE. Other Evidence
-Word Wall
*Of academic and content
vocabulary that students notice as
they skim and read the articles.
-Modified Inference Maps
*Inference maps were used during
the Genres of Literature Unit. They
asked the students to conclude
something from the text (often the
message of the story) and support
their conclusion with details from the
story. The students will use a modified
inference map to help them map the
relationship between main ideas and
their supporting details.
-Favorite Foods Poster and Discussion
*After learning about health and
foods from their articles, students will
reflect on their personal food choices
and transfer their knowledge to their
own diets and health habits.
 Stage 3- Learning
Use WHERETO? to tell how the design will....

W= help the students know where the unit is going and what is expected. Help the
teacher know where the students are coming from (prior knowledge, interests)
Read and post essential questions. Explanation of Performance Task.
H= hook all students and hold their interest.
Favorite Foods Poster
E= equip students, help them experience the key ideas, and explore the issues.
Skim text, organize ideas, connect to their lives
R= provide opportunities to rethink and revise their understandings and work.
Group conferences/ writing workshops
E= allow students to evaluate their work and its implications
Self-evaluation and teacher evaluation
T= be tailored (personalized) to the different needs, interests, and abilities of learners.
Modifications written into every lesson plan
O= be organized to maximize initial and sustained engagement as well as effective
learning.
Daily objectives, clear instructions, use of a visible timer, and allowing
each group to go at their own pace.
 Stage 3- Learning
10 Day Unit Lesson Overview
1) Favorite Foods poster, essential
questions, informational text,
introduce articles. Divide into groups
w/ color codes, have them meet.
Skim articles if time allows.
2) Meet & skim. Word walls for each
article as a class. Define 3-5
unknown words. Prediction
sentence: I think this article is going
to be about . Read article silently.
3) Finish reading silently. Then
aloud. Add to WW as they read.
Refresh Inference Map- invite them
to notice connection. Give example
for each article.
4) Finish giving examples for each
article. Groups finish the rest of the
paragraphs on their own.
5) Groups finish their maps/
paragraphs. If they do not finish, they -- self assessment
must finish tonight for homework.
6) Revisit FFPoster. Groups share
the maps finished for homework.
Groups put main ideas together and
discuss the flow of main ideas
(paragraph connections)
7) The Pamphlet Rubric explained.
Set up the pamphlet settings on the
iPad. Allow students to work on it.
8) Pamphlet work
-- group conferences
9) Pamphlet work
-- group conferences
Pamphlet work
-- sharing
-- nominations (anonymous votes on
a slip of paper).