RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Part 1 - Logistics

Unit Title:
The Lorax: In which ways do our actions affect the world and
those around us?

Instructional Designer(s):
Mandy Kary and Michelle Hindbo

Subject Area:
English Language Arts

Grade:
Four

Curriculum Strand(s):
Throughout the lessons in this unit we
have focused on listening, writing, and speaking; but also include
individual activities that support reading, viewing and
representing.

Duration:
The unit will be made up of 6 lessons spread over minimum 6 days. The final day
will be on Earth day with a final activity of celebration that will be an extra 45
minutes to an hour in the afternoon.

Rationale:
For the final evidence of learning we wanted to
compile a collection of the students work throughout the unit to
allow them to work progressively through the material. As well
this type of portfolio assessment allows both the teacher and
more importantly the students to see how far they have come as
a summary of all the knowledge they have gathered. Taking in
these portfolios after each lesson allowed the teacher to utilize
formative assessment, assessment for learning, to guide further
questioning and activities. Within the different activities we
wanted to cater to a variety of learning styles and MIs so a
combination of individual and collaborative activities were used.
Some of these activities included: Journaling, Self Reflection,
Peer evaluation, presenting and sharing of information, creative
writing, organizing information, and view and listening to text
and video.


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Part 2 Desired Results

Learning Outcomes:

Cross-curricular competencies:

GeneralOutcome2
:Studentswilllisten,speak,write,view,and
representtocomprehendandrespondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.1UseStrategiesandCues
Usereferences
usejuniordictionaries,spellcheckfunctionsandelectronic
dictionariestoconfirmthespellingsorlocatethemeaningsof
unfamiliarwordsinoral,printandothermediatexts
2.1UseStrategiesandCues
UsePhonicsandstructuralanalysis
Integrateknowledgeofphonicsandsightvocabularywith
knowledgeoflanguageandcontextcluestoreadunfamiliarwordsin
context
2.1UseStrategiesandCues
comprehendnewideasandinformationbyrespondingpersonally
anddiscussingideaswithothers
2.2RespondtoTexts
Constructmeaningfromtexts
identifythemaineventsinoral,printandothermediatextsexplain
theircauses,anddescribehowtheyinfluencesubsequentevents
2.2RespondtoTexts
Experiencevarioustexts
retelleventsofstoriesinanotherformormedium
2.2RespondtoTexts
Constructmeaningfromtexts
connectthethoughtsandactionsofcharactersportrayedinoral,
printandothermediatextstopersonalandclassroomexperiences
2.3Understandforms,elements,andtechniques
Experimentwithlanguage
recognizehowwordsandwordcombinations,suchaswordplay,
repetitionandrhyme,influenceorconveymeaning

Science:WasteandOurWorld
45recognizethathumanactivitycanleadtotheproductionofwastes,andidentify
alternativesfortheresponsibleuseanddisposalofmaterials.
2.identifyandclassifywastesthatresultfromhumanactivity
3.describealternativemethodsofdisposal,andidentifypossibleadvantages
anddisadvantages
8.identifyalternativematerialsandprocessesthatmaydecreasetheamount
ofwasteproduced

9.identifywaysinwhichmaterialscanbereusedorrecycled,including
examplesofthingsthatthestudenthasdone
FineArts:Art
Component10Expression
Purpose1.Studentswillrecordordocumentactivities,peopleanddiscoveries.
ConceptD.Knowledgegainedfromstudyorexperimentationcanberecordedvisually.


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

2.3Understandforms,elements,andtechniques
Understandformsandgenres
describeandcomparethemaincharacter(s)ofavarietyoforal,
print,andothermediatexts

GeneralOutcome3
:Studentswilllisten,speak,read,write,view,
andrepresenttomanageideasandinformation.
3.3Organize,Record,andEvaluate
OrganizeInformation
recordideasandinformationthatareontopic
3.3Organize,RecordandEvaluate
Organizeinformation
organizeideasandinformationusingappropriatecategories,
chronologicalorder,causeandeffect,orposingandanswering
questions
3.4ShareandReview
communicateideasandinformationinavarietyoforal,printand
othermediatexts,suchasshortreports,talksandposters

GeneralOutcome4:
Studentswilllisten,speak,read,write,view,
andrepresenttoenhancetheclarityandartistryofcommunication.
4.1EnhanceandImprove
ExpandKnowledgeandLanguage
toexpressandextendunderstandingofconceptsrelatedto
personalinterestsandtopicsofstudy
4.3PresentandShare
Demonstrateattentivelisteningandviewing
connectownideas,opinionsandexperiencestothose
communicatedinoralandvisualpresentations
4.3PresentandShare
PresentInformation
Presenttopeersideasandinformationonatopicofinterestina
wellorganizedform

GeneralOutcome5:
Studentswilllisten,speak,read,write,viewand
representtorespect,supportandcollaboratewithothers


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

5.1RespectOthersandStrengthenCommunity
Celebrateaccomplishmentsandevents
useappropriatelanguagetoacknowledgespecialeventsandto
honouraccomplishmentsinandbeyondtheclassroom.
5.2WorkWithinaGroup
Cooperatewithothers
takeresponsibilityforcollaboratingwithotherstoachievegroup
goals

Knowledge:

Skills:

What knowledge will students acquire as a result of this unit?

Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details,
important events or people, sequence and timelines, etc

What should students be able to do? What behaviors will they exhibit?
Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),

Students will know

vocabulary words (from Dr. Suess, and science), personification,
the sequence of events in Lorax, structure of timelines, proper
use of Venn Diagrams and mindmaps. Waste and our World
concepts (pollution, waste, recycling, reusing, reducing,
habitats). How their actions can affect those around them as well
as their environment just as other peoples actions affect those
around them and their environment.

Students will be able to

recreatetheconnectionsbetweenevents
usedictionaries
createtimelines,venndiagrams,andmindmaps
organizeinformation
contributeinagroupsetting
respondtoevents
compareinformationfromavarietyofmediums
sharetheirideaswithpeers
incorporatelearnedwords/phrasesintotheirwriting
recognizetheirpeersworkandprovidecomplement(s).
identifyandexplainthecausesandeffectsofevents
comparethetexttotheirownpersonalexperiences
createapersonalplanforpositivechange

Part 3 Assessment Evidence

Performance Task:


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, include all elements of GRASPS,
including success criteria (based on learner outcomes). At the bottom of this section, describe the scenario or situation (in paragraph form) that will
require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Attach your performance task rubric to your
unit plan.
G - Goal :
The goal is for students to self reflect upon choices that affect others and the environment through an exploration of Dr. Seuss The Lorax, and develop personal plans for positive change.
R Role :
Student will take on a variety of roles including: A supportive group member, a peer evaluator, an analyzer of data and self, presenter, and creator.
A Audience:
Students will have a variety of opportunities to address their peers one on one, in small groups, the class as a whole, as well as the teacher.
S Situation:
Students will have multiple opportunities to reflect on how their actions affect the world and others around them. They will also be able to explore choices and steps they can take to
enhance the world around them and make more positive reactions.
P Product, Performance:
Throughout the lesson students will be able to showcase different strengths as a variety of activities will be included. (self reflection, journaling, time lines, drawing, story writing, peer
evaluation, responding to questions, reading and writing). The final product will be a portfolio containing all of the activities and assignments from the unit.
S Success criteria :
Over the course of the unit students will compile a collection of artifacts of their learning in their portfolios that will be assessed on completion of the unit. They will also be given the
opportunity to share with the class what they have accumulated and learnt in a final project that expresses how they will make a change in their world.
GRASPS performance task:
Over the course of the unit students will compile a collection of artifacts of their learning in their portfolios that will be assessed on completion of the unit. These artifacts will showcase
their responses to how they are able to make positive changes to their world and on those around them. They will also be given the opportunity to share what they have accumulated in a
final project that expresses how they will make a change in their world.

Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work
samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

F
ormative Assessment:
Vocab Activity Worksheets (Unknown Words, Personification, Science Words, Seuss-created words), Sequence of Events,
Timeline Creation, Journaling Activities, Onceler Venn Diagram, Onceler Sketch, Disappearing Animals Worksheet, Cause and Effect Mind-Map,
Sequel and Picture; guiding questions and discussions
-all of these activities will be used to guide student learning throughout the unit
Summative Assessment:
The Lorax Portfolio will be marked according to the rubric placed inside each students duotang. This will assess what has
been learnt through the entire unit; The final class project (writing a personal goal to hang on a tree) will demonstrate students understanding of
the overall content of the unit
Self-Assessment:
students will check each box on Lorax Portfolio Rubric when they feel they have completed each assignment to the best of their
abilities. This will be ongoing throughout the unit, and a part of every lesson. They will also be given multiple chances to peer evaluate.

Part 4 Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3?
What will the sequence of instruction be for this unit? In the space below, indicate how you will grab student attention through an introductory activity
(anticipatory set for the unit).
Introductory Activity:
1.
IntroduceTruffalatreebulletinboardandLoraxPortfolioswhichwillbebuiltuponeverydayReadtheLoraxbyDr.Seuss
2
.
TheOncelersChangeofHeart
:guidingquestions(tofollowonlessonplan)videoclip:
https://www.youtube.com/watch?v=3nNgHSJNbEE
(4min)Thebad.
3
.
TheOncelersChangeofHeart
:guidingquestions(tofollowonlessonplan)videoclip:
https://www.youtube.com/watch?v=p1jpKTYmIzA
(3min)andthegood,
FreezeDance:tothesongHowbadcanIbe?(2min)
4.
Pollutionvideoclip:
https://www.youtube.com/watch?v=3zyizEz9XUs

(1:30min)ReadMichaelRecycle
5
.
TheLorax:Dr.Seusscreatedwords
video:
https://www.youtube.com/watch?v=8V06ZOQuo0k
(20min)
6.
Kidscanchangetheworldfilm:
https://www.youtube.com/watch?v=oROsbaxWH0M
(5min),readIfatreecouldtalkByRozanne
Williams


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Lesson
#

Learning Outcome
(
C
urriculum)

Activities
(
I
nstruction)

A
ssessment
(FOR/OF/AS)

Resources / Materials
(equipment,
textbooks, technology,
multimedia, etc.)

1.

GeneralOutcome2:Studentswill
listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.2RespondtoTexts
Experiencevarioustexts
retelleventsofstoriesinanother
formormedium

GeneralOutcome2:Studentswill
listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.1UseStrategiesandCues
Usereferences
usejuniordictionaries,spellcheck
functionsandelectronic
dictionariestoconfirmthe
spellingsorlocatethemeaningsof
unfamiliarwordsinoral,printand
othermediatexts

GeneralOutcome5:Studentswill
listen,speak,read,write,viewand
representtorespect,supportand
collaboratewithothers
5.2WorkWithinaGroup

-Timeline Creation - in groups, students will pick out the most

important events throughout the book and retell the story by
arranging them on the timeline
-Sequence of Events - students will retell the events of the
Lorax by writing and drawing
-Guiding Questions
-Journal - students will journal about their favorite event

FOR/OF

-timeline string, index

cards, clothespins,
bulletin board,
-Sequence of Events
Handout; Portfolios

-Vocabulary Activity -Students will define unknown words by

locating them in the Lorax book and using dictionaries to
define them. Their words will be displayed on the bulletin
board display

FOR/OF

Yellow truffula tree

tufts, vocab activity:
unknown words
handout; dictionaries;
Lorax books

-Define roles during Vocabulary Activity - Students will be

given 4 jobs to accomplish the goal of defining unknown
words. They must work together to decide who does which
job and accomplish the task.

FOR

Yellow truffula tree

tufts, vocab activity:
unknown words
handout; dictionaries;


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Cooperatewithothers
takeresponsibilityfor
collaboratingwithothersto
achievegroupgoals

GeneralOutcome3:Studentswill
listen,speak,read,write,viewand
representtomanageideasand
information.
3.3Organize,Recordand
Evaluate
Organizeinformation
organizeideasandinformation
usingappropriatecategories,
chronologicalorder,causeand
effect,orposingandanswering
questions

2.

GeneralOutcome2:Studentswill

listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.3Understandforms,elements,
andtechniques
Experimentwithlanguage
recognizehowwordsandword
combinations,suchaswordplay,
repetitionandrhyme,influenceor
conveymeaning

GeneralOutcome3:Studentswill
listen,speak,read,write,view,
andrepresenttomanageideas
andinformation.

Lorax books

-Timeline creation - students must organize the information

presented in the story into events and place them in a
chronological sequence

ThinkPairShare:
Whatcouldpersonificationmean?

Copyoutclassdiscovereddefinition
ThinkPairShare:theirownexample
ClassexampleoffindingexampleinDr.Seuss
TheLorax
Teamsdefineandthenfindexamplesof
personificationTheLorax
Eachstudentwillwritetheirfavoriteoneofthe
twoexamplesonatreetufttoaddtotheclassbulletin
board(seesketchofboardinlatterpages)

ReadAloud:TheLorax,for
TheOncelersChangeof
Heart
(pg.1660)guidingquestions(tofollowonlesson

FOR

For/Of
assessment

-timeline string, index

cards, clothespins,
bulletin board,

Books: The Lorax by

Dr. Seuss -teacher
copy and 1:4 students

Truffula Tree Tuff

(Blank) - class set and
examples
Book: The Lorax
-teacher copy


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

3.

3.3Organize,Record,and
Evaluate
OrganizeInformation
recordideasandinformationthat
areontopic

GeneralOutcome2:Studentswill
listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.3Understandforms,elements,
andtechniques
Understandformsandgenres
describeandcomparethemain
character(s)ofavarietyoforal,
print,andothermediatexts

plan)
VennDiagram:TheOncelersChangeofHeart,guiding
questions(tofollowonlessonplan)
JournalReflection:guidingquestions(tofollowonlesson
plan)

GeneralOutcome2:Studentswill

listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.1UseStrategiesandCues
comprehendnewideasand
informationbyresponding
personallyanddiscussingideas
withothers

GeneralOutcome4:Studentswill
listen,speak,read,write,view,
andrepresenttoenhancethe
clarityandartistryof
communication.
4.1EnhanceandImprove
ExpandKnowledgeandLanguage

ReadAloud:lyricstoHowbadcanIbe?guiding
questions(tofollowinlessonplan)
FreezeDance:tothesongHowbadcanIbe?

JournalReflection:ThinkPairShareandWriteguiding
questions(tofollowinlessonplan)

VisualizingtheOnceler

For/Of
assessment
For/Of
assessment

Venn-diagram sheet
-class set, glue
Smart Board- guiding
questions

For/Of
assessment

Song Lyrics - teacher

copy
Audio device and The
Lorax soundtrack
Smart Board- guiding
questions

For/Of
assessment

Visualizing the Onceler

package- class set


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

4.

toexpressandextend
understandingofconceptsrelated
topersonalinterestsandtopicsof
study

FineArts:Art
Component10Expression
Purpose1.Studentswillrecordor
documentactivities,peopleand
discoveries.
ConceptD.Knowledgegained
fromstudyorexperimentationcan
berecordedvisually.

GeneralOutcome5:Studentswill
listen,speak,read,write,view,
andrepresenttorespect,support,
andcollaboratewithothers.
5.1RespectOthersand
StrengthenCommunity
Celebrateaccomplishmentsand
events
useappropriatelanguageto
acknowledgespecialeventsand
tohonouraccomplishmentsinand
beyondtheclassroom.

GiveaStickyComplement

GeneralOutcome2:Studentswill
listen,speak,write,view,and
representtocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.2RespondtoTexts
Constructmeaningfromtexts
identifythemaineventsinoral,
printandothermediatexts

-Discussion Questions using mini Whiteboards: students will

identify the main events, the causes of events, and the effects
of events first in Michael Recyle and then connect it to the
Lorax by recognizing similarities between the two stories.
-Disappearing Animals: students will understand the reason
for all the disappearing animals in the Lorax and connect it to
the Oncelers actions.

As
assessment

Sticky Notes- class set

FOR

-Michael Recycle
book, 6 mini
whiteboards and
markers

FOR/OF
Disappearing Animals
handout


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

explaintheircauses,anddescribe
howtheyinfluencesubsequent
events

GeneralOutcome4:Studentswill
listen,speak,read,write,view,
andrepresenttoenhancethe
clarityandartistryof
communication.
4.3PresentandShare
Demonstrateattentivelistening
andviewing
connectownideas,opinionsand
experiencestothose
communicatedinoralandvisual
presentations

GeneralOutcome3:Studentswill
listen,speak,read,write,viewand
representtomanageideasand
information.
3.3Organize,Recordand
Evaluate
Organizeinformation
organizeideasandinformation
usingappropriatecategories,
chronologicalorder,causeand
effect,orposingandanswering
questions
Science:WasteandourWorld
45recognizethathumanactivity
canleadtotheproductionof
wastes,andidentifyalternatives
fortheresponsibleuseand
disposalofmaterials.

-Guiding questions will summarize and class will create a Word

doc with ideas for how to affect the future positively
-Mind Map - students will relate the lesson to their own
personal experiences and opinions

FOR

Mind Map - students will organize cause and effect of habitat

destruction into a mind-map

FOR/OF

-Intro Pollution Video: identifies wastes in our environment

-Michael Recycle: identifies the problems caused by polution
and the plan to fix it
-Disappearing Animals: students will understand the reason
for all the disappearing animals in the Lorax and connect it to

FOR
FOR

Word Document
FOR/OF
mind map handout

mind map handout

FOR/OF

pollution video (see

intro activities),
Michael Recycle,
disappearing animals


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

2.identifyandclassify
wastesthatresultfrom
humanactivity
3.describealternative
methodsofdisposal,and
identifypossible
advantagesand
disadvantages
8.identifyalternative
materialsandprocesses
thatmaydecreasethe
amountofwaste
produced

the Oncelers actions. Guiding questions will summarize and

connect the disappearing animals to the loss of habitats we
see in our environments. Class will create a Word doc with
ideas for how to affect the future positively
-Mind map: students will develop an opinion and plan for
change in the environment

handout, Word doc.,

mind map

FOR/OF

9.identifywaysinwhich
materialscanbereused
orrecycled,including
examplesofthingsthat
thestudenthasdone

5.

GeneralOutcome2:Studentswill
listen,speak,read,write,view,
andrepresenttocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.1UseStrategiesandCues
UsePhonicsandstructural
analysis
Integrateknowledgeofphonics
andsightvocabularywith
knowledgeoflanguageand
contextcluestoreadunfamiliar
wordsincontext

TheLorax:Dr.Seusscreatedwords:Buildingthe
VocabularyForest.

ThinkPairShare:Dr.Seusscreatedwords,guiding
questions(tofollowinlessonplan)
Classdefinewords
Pairsdefinegivenwordandthenfind24more
wordstofillinwordchart
EachstudentwillfillouttuffwithadefinedDr.
Seusscreatedword.

For
assessment
Of
assessment

Dr. Seuss created

word cart -class set
Truffula Tree
Tuff-class set with
examples


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

GeneralOutcome2:Studentswill
listen,speak,read,write,view,
andrepresenttocomprehendand
respondpersonallyandcriticallyto
oral,print,andothermediatexts.
2.2RespondtoTexts
Constructmeaningfromtexts
connectthethoughtsandactions
ofcharactersportrayedinoral,
printandothermediatextsto
personalandclassroom
experiences

GeneralOutcome4:Studentswill
listen,speak,read,write,view,
andrepresenttoenhanceand
clarityandartistryof
communication.
4.3PresentandShare
PresentInformation
Presenttopeersideasand
informationonatopicofinterestin
awellorganizedform

6.

-I am the Lorax and I speak for the trees I am _____ and I

speak for the trees activity

Of
assessment

-students will be able to brainstorm how to present their

information as well as present it to the class in a meaningful
symbolic way.

Of
assessment

activity sheets, string,

a tree to hang them
on

Appendix

Whatresourcescouldyoupotentiallyusetoenhancetheunitandbroadenthestudentexperienceandunderstandingaboutyour
topic?Consideraudio,visual,technology,literatureandcommunity.UseAPAformattingforyourresources.


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Audio

Song:HowBadCanIBe?SoundtracktoTheLorax

YouTubeVideos:
OncelersChangeofHeartPartTwo:videoclip:
https://www.youtube.com/watch?v=p1jpKTYmIzA
DifferentLanguages:
https://www.youtube.com/watch?v=uDKsL8Raa4
Pollutio
n:(https://www.youtube.com/watch?v=3zyizEz9XUs
)
KidsChangeTheirW
orld:https://www.youtube.com/watch?v=oROsbaxWH0M
LetitGrow:
https://www.youtube.com/watch?v=DUvHO33iaxg
OncelerandLoraxmeet:
https://www.youtube.com/watch?v=3nNgHSJNbEE
LoraxReading
:https://www.youtube.com/watch?v=8V06ZOQuo0k
TheOncelersChangeofHeartPartOne:
https://www.youtube.com/watch?v=3nNgHSJNbEE

Visual

YouTubeVideos:
OncelersChangeofHeartPartTwo:videoclip:
https://www.youtube.com/watch?v=p1jpKTYmIzA
DifferentLanguages:
https://www.youtube.com/watch?v=uDKsL8Raa4
Pollutio
n:(https://www.youtube.com/watch?v=3zyizEz9XUs
)
KidsChangeTheirW
orld:https://www.youtube.com/watch?v=oROsbaxWH0M
LetitGrow:
https://www.youtube.com/watch?v=DUvHO33iaxg
OncelerandLoraxmeet:
https://www.youtube.com/watch?v=3nNgHSJNbEE
LoraxReading
:https://www.youtube.com/watch?v=8V06ZOQuo0k
TheOncelersChangeofHeartPartOne:
https://www.youtube.com/watch?v=3nNgHSJNbEE

Technology

SmartBoard,YouTube,MicrosoftWord,Countdowntimer,Audioplayer

Literature

TheLoraxbyDr.Seuss
MichaelRecyclebyEllieBethel
SongLyrics:HowBadCanIBe?SoundtracktoTheLorax
IfatreecouldtalkByRozanneWilliams
Imagesfrom:
www.lbjlibrary.org

www.hero.wikia.com


RDC/U of A Collaborative Middle Years Unit planning template (Year 3)

Community

Otherresources

PrimaryJunction:aneducationblog.
http://www.primaryjunction.net/
fortruffulatreecutout