Contents of the Unit Plan

1. Complete Unit Plan

Unit Overview
Overview of the incorporation of the 6 language arts
Unit Rationale
Overview of lesson activities
Links to the Program of Studies
Differentiated instruction
Overview of assessments
Potential Unit Successes and Shortcomings
2. Unit Plan Reflection
Reflection of the experience of preparing and teaching
the unit
Reflection of student learning and successes of the
unit
Suggestions for improvement and changes of the unit
3. Calendar Overview of Unit
March
April
4. Lesson Plans
Lesson Plan #1
Printout of accompanying smartboard presentation
I Can statement handout
Genres of Childrens Picture Books Activity Sheet
Templates for Sticky Note Activity
Lesson Plan #2
Printout of accompanying smartboard presentation
Elements of a story rap accompanying activity (1
and 2)
Plot Diagram handout
Plot Diagram with Answers (teacher use)
Lesson Plan #3
Printout of accompanying smartboard presentation
Book Proposal Checklist
Lesson Plan #4
Printout of QR codes for the website
Screenshot of the illustration website
Lesson Plan #5 and 6

 Lesson Plan #7
Lesson Plan #8
Lesson Plan #9 and #10
5. Unit Assessment Plan
Childrens book rubric
Mini-conferences template
6. List of Teaching Resource
List of websites consulted
List of childrens books used
Common Themes and Morals
Genre Characteristics
7. Student Exemplar
Screenshot of student example for StoryJumper
Picture of student example of painting

Complete
Unit Plan

What Makes a Good Childrens Picture Book?

Grades: Grade 7 Humanities

Dates: March 9-April 23 (This unit will include 12, 50 minute classes)
Teachers Name: Dana Hausauer/Trisha Sotropa
School: St. Marys School
Overview:

During this text creation unit, grade 7 students will explore and discuss
what makes a good childrens picture book. The material will be
presented to the students in a guided self-discovery manner. By
working independently and in groups, students will explore the genres
of childrens literature, the elements involved in writing, and the
various ways in which childrens books are illustrated. The central
emphasis of this unit is for students to create a meaningful text that
can be presented to children as their audience. Upon studying the
elements and genres of childrens literature through discussions and
published examples students will create a topic proposal that will
include how they are going to intertwine these concepts into their own
childrens book. Once a teacher approves the proposal, students will
then begin creating their own childrens book.
Reading
Writing
Listening/Speaki
Viewing
Represe
ng
Reading
Write a topic
Whole class
Various
Finished
various
proposal
discussion
videos on
childrens
childrens
types
of
Write rough
Group
Illustratio
stories
illustrations
draft of
discussions
stories
Reading
Video on
childrens
Sharing their
other
story
elements of
childrens book
students
a story
Write final
Minichildrens
Various
draft of
conferences
books
childrens
types of
Peer-editing
during peer
story
illustrations
review
in childrens
books
How are the 6 language arts incorporated into this unit?

Rationale
The process of making a childrens book to be read to children allows
the creation of a piece of writing to be meaningful and gives a sense of
community to students. Along with the project being meaningful to the

students, it also hits many objectives in the Alberta Program of Studies.

The process of making a childrens book with proper grammar, and
sentence structure allows students to use prior knowledge that has
been taught throughout their English Language Arts schooling. The
illustrations in the childrens unit will also allow the students to use
their knowledge from previous art classes. This content has been
chosen to meet the following objectives because the grade 7 students
had expressed their interest in creating a childrens book where they
could choose whatever type of book they would like. Each student will
be able to choose their own topic, theme, characters etc. to express
their interests and knowledge in their own way.
Overview of Unit with Learning Activity Explanations (12, 50 minute
classes)
Class 1: Students will be introduced to childrens books.
Students will explore the various genres and types of
childrens books.
To introduce the unit to the class I will have a short (5-10 min)
smartboard presentation about childrens literature. In this
presentation I include the definition of childrens picture books. I
will also include an overview of the unit so the students
understand the timeline. Within this overview, the assessment
strategies used during the unit will also be explained to the
students
Before moving on, I will also give the students the stoplight I
Can worksheet (attached to Lesson 1 in Section 3) so the
students will be able to monitor their own learning
The first aspect of childrens books that we will be exploring is
the genre of childrens books. To teach this in a time efficient
way, students will be in 4 groups and study one genre or type of
childrens book (Early Childhood, Traditional Literature, Fiction,
and Non-Fiction). These groups will then be split up into expert
groups where each person will be explaining the genre they had
studied to the new group members. A worksheet will be provided
for students to organize the information (attached to this lesson
in section 3). At each station there will be various published
childrens books and other information for students to fill in their
worksheets (a list of resources will be included in section 5.
Students will hand in an exit slip to show what genre of childrens
book they are interested in writing and will list and describe the
characteristics of two genres. A description of the of the exit slip
will be provided in the Smartboard lesson

Before closing their books, I will hand out a reference worksheet

with the genres we studied that includes other genres if students
are interested in those

Class 2: Students will investigate the different elements that

contribute to childrens books such as point of view,
characters, theme, setting, conflict, and plot.
To introduce elements of childrens stories I am going to play a
video that describes plot, characters, theme, setting, and
conflict. Students are going to watch the video, and then recall
the elements presented in the video as a class
I will handout a worksheet that corresponds to the video
(attached to lesson plan in section 3). I will then play the video
again and pause the video occasionally to allow for the students
to complete the worksheet.
After discussing and filling out the worksheet, I would then like to
expand on plot. I will then hand out the plot worksheet (attached
to lesson plan in section 3) and have the students fill in the plot
diagram together.
I will then have the students think about 1 or 2 thoughts or
questions that they still have about the elements of a story that
we have studied since the beginning of the class. As a brain
break, a song will be played and students will walk around the
classroom. When the music stops, students will find the person
closest to them and share their question or thought. This will
continue for 2-3 rounds.
I will then handout the third handout (attached to lesson plan in
section 3) and read a childrens book aloud to the class. While
reading the book students will fill in the worksheet with example
of how this story uses the elements learned about in the
beginning of the class.
I will then use thumbs up/thumbs down to assess if the students
are understanding the material from the class
Class 3: Students will review the elements of a childrens story
from the last class. Students will be introduced to the various
mediums of illustrating childrens stories. Students will begin a
book proposal to be used for formative assessment.
To review the elements of a childrens story I will have a class
discussion about the material from the last class. The class
discussion will allow me to formatively assess where I should go
next depending on what the students remember and can apply
from last class.
I will then introduce point of view to the students by having a
whole class discussion

To introduce the various mediums of illustrating I will create a

website that shows the possible ways that will be available to
them. I will also create QR codes so the students can easily be
directed to the website sections. Each section of the website will
include illustration examples and videos including the online
website, paints, and using pencil crayons. Students will be given
time in class to search the website and get a general
understanding of the illustrations they are able to use in their
childrens book. This is just an introduction to the various
methods of illustrations to ensure that the students who work
quicker than others have something to work on when they finish
their rough draft of the childrens story.
Students will also begin working on their book proposals to be
handed in at the end of class 4. The students will be given a
checklist of what is it be included in the book proposal to guide
their learning.

Class 4: Students will use this class to finish their book

proposals. Students will hand in their book proposals at the
end of the class.
This class is a working period to have the outline of their
childrens story complete and handed in. A checklist will be
provided (a copy of the check list will be included in section 3)
Students can put their name on the board throughout the class if
they are anticipating or wanting to have a mini-meeting with
either of the teachers to clarify ideas, ask for help, etc.
Classes 5 and 6: Students will use these classes to work on
their rough drafts of their childrens story.
Students will use these two classes to work on their rough drafts
of their childrens story
Students can put their name on the board throughout the class if
they are anticipating help or wanting to have a mini-meeting
with either of the teacher to clarify ideas, ask for help, etc.
I will have a worksheet (for myself) where I will keep track of
each of the conferences that I have with the students while they
are working. During the working period my goal is to meet and
have a mini-conference with each student at least once.
Class 7: Students will have the opportunity to have their rough
draft peer edited. Students will make the appropriate changes
to their work.
Students will have their work edited by two different peers in
their class. They will also edit two other childrens stories by
students in the class.

Students will then use the remainder of the class to make

corrections to their own story.

Class 8: In this class students will either finish their rough

copies of their childrens stories or begin illustrations for their
stories.
Students can choose the way in which they would like to
illustrate their stories based on the options explored in class 3.
During this class I will be completing my mini-conferences with
students. I will have a worksheet (for myself) where I will keep
track of each of the conferences that I have with the students
while they are working. During the working period my goal is to
meet and have a mini-conference with each student at least
once.
Classes 9 and 10: In these classes students will work on their
illustrations for their stories.
Students can work independently on their illustrations for their
childrens story
During this class I will be completing my mini-conferences with
students. I will have a worksheet (for myself) where I will keep
track of each of the conferences that I have with the students
while they are working. During the working period my goal is to
meet and have a mini-conference with each student at least
once.
Classes 11: Students will work on the final copies of their
childrens stories
Students should have their finished copy of their childrens story
done by the end of class. Students will then have the
opportunity to achieve closure of the unit by presenting the
finished book to the daycare across the street.
Class 12: Flex Class
Links to the Program of Studies
5.2 Work within a group:
Cooperate with others
(5.2.1)Students will take
responsibility for assuming a
variety of roles in a group,
depending on changing contexts
and needs
2.3 Understand Forms, Elements

Class 1: Students will work in

expert groups to teach their peers
the main characteristics of the
varying genres of childrens
stories
Class 1: Student will identify and

and Techniques: Understand forms

and genres
(2.3.1) Students will identify
various forms and genres of oral,
print and other media texts, and
describe key characteristics of
each
2.3 Understand Forms, Elements
and Techniques: Understand
techniques and elements
(2.3.3)Students will discuss
connections among plot and
subplot, main and supporting
characters, main idea and theme
in a variety of oral, print and other
media texts
2.4 Create Original Text: Structure
texts
(2.4.4)Students will create a
variety of oral, print, and other
media texts to explore ideas
related to particular topics or
themes
1.2 Clarify and Extend: Extend
Understanding
(1.2.3) Students will talk with
other to elaborate ideas, and ask
specific questions to seek helpful
feedback
3.3 Organize, Record and
Evaluate: Evaluate Information
(3.3.6) Students will assess if the
amount and quality of gathered
information is appropriate to
purpose and audience; address
information gaps

3.4 Share and Review: Share ideas

and information
(3.4.2) Students will use
appropriate visual, print and/or
other media effectively to inform
and engage the audience

describe the key characteristics of

the varying genres of childrens
literature.

Class 2: Students will participate

in class discussion and work
independently to explore the use
of characters, point of view,
theme, setting, and plot used in
childrens literature.

Class 1, 11: Students will choose a

theme for their childrens story.
Students will present a finished
childrens story that explores the
previously selected theme from
the beginning of the unit.
Classes 3,4,5,6,7: Students will
address with teachers and
classmates while working on their
childrens stories.
Students will have classmates and
teachers edit their work to provide
helpful feedback.
All classes: Students will
continuously evaluate and assess
their work to ensure it is
appropriate for the age group they
are reading their final products to.
Students will ensure theme,
characters, setting, plot, and
length are appropriate while
planning and writing their short
story.
Classes 9,10,11: Students will
ensure their illustrations are
appropriate for the age group they
are presenting their finished
product to. Students will ensure
illustrations contribute to the

4.1 Enhance and Improve: Revise

and Edit
(4.1.3) Students will revise
introductions, conclusions and
order of ideas and information to
add coherence and clarify
meaning
4.2 Attend to Conventions: Attend
to Spelling
(4.2.5) Students will use reference
materials to confirm spellings and
to solve spelling problems when
editing and proofreading

print.
Class 10: Students will edit their
own work, and have peers edit
their work for coherence, and
repetition in words

Class 10: Students will edit their

own and others work for spelling
when editing their childrens
stories

Differentiated Instruction:
This unit allows for differentiated instruction in many ways. Students
can make their childrens story as short or as long as they choose as
long as the end product is appropriate for the student. Those who
struggle with writing may choose to write a shorter story while those
who excel may choose to write a longer, more complicated story.
The means by which students will present their final product also
allows for differentiation. It is the students choice as to whether they
would like their childrens story to be online, or a print version. Both of
these formats allow the students to choose the level of difficulty in
which they would like to do their illustrations.
This unit could also be altered in many ways to allow for individual or
small group instructional needs. Depending on the class you could give
more/less instructions while they are working on their stories. You
could also include mini-lessons if students are struggling with a certain
topic such as theme or characters. Students who need extra help may
also schedule more mini-conferences with the teacher during work
periods.
Connections to Other Areas of Curriculum and/or Other Language Arts
Technology Outcomes (Class 3):
C1: Students will access, use and communicate information from a variety
of technologies
1.1 access and retrieve appropriate information from electronic
sources for a specific inquiry

2.1 access and retrieve appropriate information from the Internet by

using a specific search path or from a given uniform resource locations
(URLs)
Plan for Accompanying Bulletin Board
On the bulletin board, there will be examples of published childrens
books, information regarding the elements of a story (plot, characters,
conflict, theme, point of view, setting).
There will also be an area in the classroom (or maybe library) that the
students can display their finished product for the rest of the school to see.
Assessments:
A copy of the assessment plan will be attached in section 4.
Formative Assessment
Exit slips
Thumbs up/thumbs down
Mini-conferences with
students
Overseeing peer editing
Overall observations
Book Proposal

Summative Assessment
Final copy of childrens book

Reflections:
Potential Unit Success: I believe the students will be engaged in this
unit because there is going to be a real audience for the finished
product. They had also expressed that they had wanted to write
childrens stories, which I believe, will allow them to feel as though
they have a voice, and that their opinion is important to us as
teachers. I also believe the amount of choice given to students and
freedom within the unit will allow students to be engaged because they
are able to work on subjects that are meaningful to them.
Potential Shortcomings: I feel as though I havent planned enough
cushion time in case students need more time. With only having 12
classes I believe a possible shortcoming may be that I have planned
too much in the allotted time. I may also find that in the first two
classes I have given too much information to them at once. I may find
that I want to add another class to review the information to ensure

Unit Plan
Reflection

Unit Plan Reflection

*reflections are also included at the end of each lesson plan

Reflection of the experience of preparing and teaching the

unit:
Preparing the unit:
The process of preparing this unit was very long, and sometimes difficult.
Without knowing the class, it was tough trying to plan what to teach before
starting to write the childrens book. I wasnt completely sure how much the
students would have already learned in their other Humanities class. The
students in the class I am teaching are the students who are not in the Fine
Arts programs at my school. The students who are in fine arts have another
option (i.e choir) while the other student have two extra humanities class
each week (the classes I am taking). This made it a little bit different to plan
for for two reasons. The first reason it was difficult to plan for was because,
as stated previously, I wasnt sure what they students would have already
learned. The elements such as genres, plot, theme, characters, conflict etc.
could have either been a review or a brand new topic. I decided to plan to
teach these elements as a review, I could always add more instruction if
needed. The second reason why planning for this unit was a bit difficult was
because the students only had class two times a week; Monday and
Thursday. The unit I planned consisted of 12 classes over a span of 6 weeks.
As I was planning it often seemed as though I didnt have enough time with
only 12 classes. The schedule also made it difficult for students to work
continuously on something, or to remember what we did in the previous
class. Keeping this in mind while planning, I tried to ensure that one lesson
consisted of one class. For example, the lesson on the genres of childrens
books was started and finished in one 50 minute period. This would allow for
students to remember what we did in the full class.
While preparing for the unit I found that it was very easy to get stuck
searching for new things for hours. I would find something, plan to use it, and
then find something else which would switch around my plans. In reflection, I
believe that it would be beneficial to find what I need and then start
planning. When finding resources, I kept a list of everything that I thought I
could use or may use on a word document. With this word document I
recorded the website URL and what I could use off of that website. Along
with this document, on another document I also recorded the websites that I
actually used and included in my unit plan. When I plan another unit, I will
ensure I do this again. It was very helpful in keeping helping me keep on
track with what I was planning and the thoughts I had day to day.

While planning the unit it was also difficult to plan for students that I hadnt
met yet. I didnt know if the students worked well in groups, if any students
needed extra one on one help, if the students struggled in any areas etc. It is
difficult to plan fun, engaging activities for students when I havent gotten a
chance to get to them like and learn more about them.

Teaching the Unit:

Teaching this unit turned out to be a lot of fun! Because of circumstances
such a field trips, and a science fair I only taught 10 of the 12 classes
planned for the unit. I decided that I didnt want to rush the students through
their projects just because of my own time restraints. The childrens book are
going to be published and presented to a real audience- it is for this reason
that I decided to work through as much as I could in the 10 classes and I will
return to the school after practicum is done when the students are
presenting. Im really excited to see how the childrens book turn out.
Most of the teaching and instructing was done at the beginning of the unit.
This allowed for students to work on their childrens books without starting
and stopping. At the beginning of each class I would ensure to remind
students have the requirements of their childrens books.
The use of groups at the beginning of the unit was really helpful. My class is
pretty chatty so I believe that having them learn about childrens books in
the beginning was really beneficial. This gave the students a chance to work
with each other and bounce ideas off of each other. The classroom is
arranged in tables which allows students to work with each other while
writing their childrens book as well.
A few of the students had trouble trying to think of their own idea for the
childrens book. I really like this unit because if they were struggling to write
they could choose an easier genre to write. For example, one student was
having troubling writing his own story. It had been a few classes and this
student changed his idea, and tried to write his story many times. We sat
down together and tried to figure out a way that he could be successful in
this unit. He decided that he was going to write an early childhood childrens
book. He would still be completing all of the elements in the childrens book
rubric.

Discussion of student learning/success from the unit

I am very happy with the work that my students have completed in the time
period that I was there. Most of the students had begun working on the good
copy of their childrens book. While giving feedback on their rough copies
and by doing mini-conferences with each of the students, it became evident
that the students had learned a lot from this unit. Many of the students said
they didnt realize that childrens picture books were 32 pages. They also
didnt realize that childrens book were categorized into different genres. The
elements of a childrens book such plot, point of view, characters, conflict,
and theme was a review. I am glad there was a bit of review at the beginning
because it allowed the students to feel confident in what they were doing.
This unit also allowed for success because it offered a lot of choice. Students
were able to choose what genre of childrens book they were going to use
and they were able to choose exactly what the childrens book was going to
be about. I also believe this unit was successful because their was a real
audience for the childrens books. When the unit is complete, the students
will be walking over to the daycare across the street to read their stories to
the daycare kids. This allowed for students to realize that their work is
important and useful outside of the classroom setting. A few of the students
seemed a bit apprehensive about reading their childrens books aloud to
other children. As they continued working and received feedback on their
childrens books they seemed to be more confident in their writing.
This unit allowed students to see the importance of the pre-writing stages.
Many of the students wanted to start on their good copies right away. After
explaining that it is important to plan out what we are going to do, get
feedback on it, make changes, and then write our good copies many of the
students began to agree. The process of writing that we used as a class was
to plan out what their story was going to be about and what elements were
included in the story. In this plan, students were to complete a checklist
given to them and hand it in to receive feedback before beginning to write
the rough copy. The feedback the students received was used as formative
assessment. The students were given feedback based on the strengths of
the unit and what they may want to look over again or make changes on.
Upon receiving this feedback, students were to make any changes and then
write a rough copy. When students handed in a rough copy they were again
given written formative feedback. This feedback was helpful for many
students as they often took another class to make any changes before
beginning their rough copy. This process was used to show the students that
it is okay if their writing or idea changes. They began to realize that feedback
was given to improve their writing and mistakes were okay at the beginning
stages of writing.

Suggestions for improving/changing the unit if taught

another time

1. Rather than using a checklist for the book proposal it would be

beneficial to have spaces with lines. This will ensure students are
answered the questions completely and in order. At times, it was
difficult to know which questions students were answering.
2. It would be beneficial now that I have all of the handouts and
rubrics made for the unit to make a workbook rather than have
individual sheets. In grade 7, students lose or misplace their work
quite often. It seems as though they are less likely to lose an entire
workbook rather than one page.
3. If teaching this unit in another school I will have to ensure there is a
way that some students would be able to work on the computers for
story jumper.
4. If I was to do the sticky note scavenger hunt again, I would print
right on the
5. sticky notes. I didnt realize this was possible before.
6. I would be a little stricter on deadlines. I would have students hand
in their
7. rough copies when they were finished. This worked fine right now,
but if I had more than one class it would be better to have all of the
students hand in their rough copies at the same time.
8. Doing the mini-conferences made it difficult to ensure students who
need a bigger push to work were staying class. Maybe find a
different way to assess formatively.

Calendar
Overview of
Unit

March Overview
Sunday

Monday

Tuesda
y

Wednes
day

Saturd
ay

03

04

05

06

07

13

14

20

21

0283
129

0293
130

Class 1:
Introduct
ion
Genre
Expert
Groups
8

Class 2:
Element
s of a
Children
s Book
Centers
10

11

Class 3:
Review
Weebly
Illustratio
ns
Start
Book
Proposal

16

0293130
Class 7:
Peer
Review
and
Editing

12

Class 4:
Work on
book
proposal
s
Hand in
Book
Proposal
s at end
of class
17

18

Class 5:
Work on
rough
drafts &
conferen
ces
21213
129

Friday

02

15

Thursda
y

19

Class 6:
Work on
rough
draft &
student
conferen
ces
0303
131

0313127

0273128

April Overview
Sunday

Monday

Tuesda
y

02

03

Wednes
day
04

Thursda
y
02

Friday

Saturd
ay

03

04

13

14

20

21

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129

0293
130

Class 8:
Finish
Rough
Copies
or Work
on
Illustrati
ons
1

No Class

No Class

10

11

Class 9:
Work on
Illustrati
ons
15

16

0263127

12

Class
10: Work
on
Illustrati
ons
17

18

Class
11: Work
on Final
Copies

21213
126

19

Class
12: Flex
PeriodCatch
Up
Go to
Daycare
?
0273
128

0283129

0293130