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Unit Planning

This document summarizes key aspects of conceptual unit planning as outlined in the book "Teaching English by Design" by Peter Smagorinsky. It discusses the parts of a conceptual unit including rationale, inventory, goals and assessment. It also outlines the stages of unit planning including selection and justification of topics, determining materials, and planning culminating and in-process activities. The introduction stage of engaging students through personal writing or surveys is also mentioned. The summary is under 3 sentences.

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79 views

Unit Planning

This document summarizes key aspects of conceptual unit planning as outlined in the book "Teaching English by Design" by Peter Smagorinsky. It discusses the parts of a conceptual unit including rationale, inventory, goals and assessment. It also outlines the stages of unit planning including selection and justification of topics, determining materials, and planning culminating and in-process activities. The introduction stage of engaging students through personal writing or surveys is also mentioned. The summary is under 3 sentences.

Uploaded by

api-534511306
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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UNIT PLANNING As laid out in Teaching

English by Design by
Peter Smagorinsky (2019)

A conceptual unit (4-6 weeks of 55min classes/2-3 weeks of 90min classes) asks the class to give
sustained attention to a related set of ideas as expressed by a variety of texts. "[Students] have an
active role in constructing new knowledge through their engagement with the unit concepts." (97).

TYPES: PARTS:
theme, archetype, genre, rationale, inventory, goals,
period, movement, region, assessment, lessons, activities,
works by a single author, discussions, texts, tools,
(103-110) learning a key strategy (97-103) composing

STAGE 1:
SELECTION +
JUSTIFICATION
The topic of a unit can be influenced by (111-117):
(Curriculum) curricular restrictions, overarching concept;

(Students) culture and community, developmental level,

needs; (Teacher) interests, knowledge

Justification comes from (121-128):


psychology or human development, cultural significance

(national, local, distant/global), future needs (college,

social), relevance, alignment with standards

STAGE 2:
MATERIALS
"Canon" vs. Student Interest

Things that influence materials (117-120):


tracking, literary value, variety of textual forms,

appropriateness, variety of authorship

STAGE 3:
CULMINATING +
IN-PROCESS
ACTIVITIES
Identify goals, then design (129-138):

In-process text and activities: exploratory,


collaborative activities to aid in student learning of

unit's objectives - not punitive, so okay to take risks

ex: response log, student-generated discussion

Culminating texts and activities: towards the end of


unit, more concerned with form expectations,

opportunities for new learning

ex: extended definition, multimedia project

STAGE 4:
INTRODUCTION
Designed to help students develop schematic knowledge

necessary for key unit concepts/problems (149-159)

Types: personal experience writing (150-153), opinionnaire or


survey (153-154), scenario or case study (154-157), writing

about related problems (157-159)

Created by Kylie Warkentin

Smagorinsky, Peter. Teaching English By Design: How To Create And Carry Out Instructional Units. 2nd ed.
Heinemann, 2019.

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