Unit Cover Page: ELL 3 Unit 2
Unit Title:
Against All Odds
Grade Level: High School
Subject/Topic Area(s): English Language Learners level 3
Key words: Purpose, Point of View, Non-fiction, Main Idea
Designed By : ELL 3 instructors
School District: Glenbard 87
Time Frame: 2 weeks
School: Glenbard North, South, East, and West
Brief Summary of Unit (including curricular and unit goals): In Unit 2, students will read one or
several short non-fiction texts. They will become familiar with author’s purpose, point of view,
and identifying main ideas and supporting details. We will focus on the elements of nonfictional text and author’s intent. However, this unit is designed to focus on the larger idea that
people can challenge expectations to discover their potential and learn how to do the impossible,
thus making a better life for themselves.
Using what they’ve learned during the unit, students will be able to read a new text and
identify author’s purpose, point of view, main idea and details. Building on the reading
learning goals of the unit, students will also be exposed to standardized reading test formats.
Students will learn various testing strategies in order to prepare them for upcoming state exams.
They will complete an assessment that mirrors the ACT and/or the ACCESS Test.
Unit Design Status:
completed Template pages- Stage 1,2, and 3
r completed Blueprint for each performance task
completed rubric(s)
r directions to students and teachers
materials & resources listed
r suggested accommodations
suggested extensions
Status: m initial draft (date-____________)
m revised draft (date-___________)
m peer reviewed
m content reviewed
m field tested
m validated
m anchored
Stage 1: Identify Desired Results
Reading: Level C unit 2
Level B unit 3 (integrate)
Established goals:
- Analyze author’s purpose and point of view in a non-fiction (reading)
- Identify main idea and supporting detail (reading)
WIDA LA Level 3 CAN DO Writing :
1- Outline ideas and details using graphic organizers.
WIDA LA Level 3 CAN DO Reading:
1- Identify topic sentences or main ideas and details in paragraphs.
2- Answer questions about explicit information in texts.
WIDA LA Level 4 CAN DO Reading:
1 – Compare/contrast authors’ points of view, information, and events
WIDA LA Level 4 CAN DO Writing :
1- Summarize content-related notes from text.
WIDA LA Level 3 CAN DO Listening:
1- Use learning strategies described orally.
2- Distinguish main ideas from supporting points in content-related discourse.
WIDA LA Level 4 CAN DO Speaking:
1-Compare and contrast points of view.
What understandings are desired?
Students will understand that:
-People challenge expectations in order to make a better life for themselves and others.
-Non-fiction texts have various components.
- An author’s point of view affects the message of the text.
-Different assessments require different test-taking strategies
- Effective writers use main ideas and details in their non-fiction texts.
What essential questions will be considered?
What is non-fiction?
What can we learn from non-fiction text?
What is “strategic” reading?
Why do people challenge expectations?
What are expectations that people have of teenagers in America?
How do people discover their potential?
How do people learn how to do the impossible?
How can learning different test-taking strategies improve my performance?
How can learning different test-taking strategies lessen my test-taking anxiety?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:
-Author’s purpose
-Author’s point of view
-Main idea
-Supporting details
-Topic sentences
- Content Vocabulary (see cover page)
- Academic Vocabulary (see cover page)
- Reading test-taking strategies
-The basic structure of various non-fiction texts.
Students will be able to:
-Outline ideas and details using graphic organizers
-Analyze non-fiction text for author’s purpose and
point of view
- Compare and contrast points of view.
-Identify the topic sentence of a paragraph.
- Determine the main idea and supporting details in
non-fiction text.
- Self-monitor time in a timed reading assessment.
- Use strategies to answer “Except, Not or Least”
ACT-style questions.
Stage 2: Determine acceptable evidence
What evidence will show that students understand?
Students will partake in two cold reads. They are reading for point of view, author’s purpose, and main
idea and supporting details. They will use the strategies studied in class to answer a series of questions.
They will also employ the test-taking strategies for the multiple choice portion of the test.
Goal: Your task is to read two cold reads for comprehension with point of view, author’s purpose, main
idea and supporting details.
Role: N/A.
Audience:
Situation: Situation models very closely a standardized testing format (ACCESS or ACT). Students will
work within a time constraint on reading two cold passages. They will then answer 10 questions per
reading. The questions deal with point of view, author’s purpose, main idea, and supporting details
Product/Performance and Purpose: We will know that students are able to use these reading strategies
based on the answers they provide. They will also have to use the test taking strategies learned to
navigate through “all of the following except” questions and a time constraint.
Standards and Criteria for Success: Your assessment must meet the following standards:
-Student answers questions correctly
-Student works within the time constraints
-Students use graphic organizer/annotating strategies while reading
* complete a Performance Task Blueprint for each task
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Diagnostic Evidence: Reading Survey—to gather student reflections on reading abilities and attitudes
Objective Assessment: Reading Test—cold read and multiple choice text
Formative Assessment:
Student Self-Assessment and Reflection:
Assessment Task Blueprint
What understandings/goals will be assessed through this task?
What criteria are implied in the standard(s)/ understanding(s) regardless of the task specifics? What qualities must
student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understanding?
Task Description:
What student products/performances will provide evidence of desired results?
By what criteria will student products/performances be evaluated?
Stage 3: Plan learning experiences and instruction
Consider the W.H. E. R. E. T. O. elements
Planning Calendar
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