ASSteinweh

__**Grade leve**l__: 9 __**Content Area**__: Language Arts **__Unit of Study__**: Coming-of-age novels The overarching **essential questions** asked for this unit would be: Does literature have certain overall themes? If so, can we place **coming-of-age** as one of the themes? What is the value of literature with regard to the human experience? Within this unit the focus is on analysis and interpretation of literary text, citing evidence as well as generating a personal response. In a combination focus, analysis and interpretation of informational text (Expository and Practical Text across Content Areas), also citing evidence, will be part of this unit. One of the ways in which language arts teachers are able to measure students’ progress in thinking is through writing, thus (reflective) writing in response to literary or informational text becomes an essential tool for the students’ self-assessment as well as the teacher’s assessment of their reasoning skills.  Students in this class would reflect a typical Rhode Island classroom in which about 16 out of 20 students would be eligible for a free/reduced lunch, 12 students would be of Hispanic origin, 4 would be black, 2 would be of Asian descent, and 2 would be white. The vast majority would not receive any ESL services, but would most likely need extensive scaffolding. I would try to use many resources in order to facilitate reading of planned texts, as well as emphasize the use of intercultural literature to make it easier for the students to connect their own experiences to class discussion.
 * __Student Profile: __**

**__Objectives__** Objectives in language arts by definition have to intersect with the different disciplines that make up language arts as a subject. Therefore, I would have to keep in mind objectives in __reading__, __writing__, as well as __oral communication__. While the overall theme of this unit aims to explore coming of-age literature, the following objectives address the specific LA focus within this unit. These are going to instruct the learning outcomes to be addressed in summative assessment. __READING:__ **1.** **R–10–5 Analyze and interpret elements of literary texts, citing evidence where appropriate by…** · R–10–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State) · R–10–5.4 Explaining how the narrator’s point of view or author’s style is evident and affects the reader’s interpretation (State) · R–10–5.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text (State) **1.** **R–10–6 Analyze and interpret author’s craft, citing evidence where appropriate by…** · R–10–6.1 Demonstrating knowledge of author’s style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation) to analyze literary works (State) **2.** **R–10–16 Generate a personal response to what is read through a variety of means…** · R–10–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local) · R–10–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local) __WRITING:__ **3.** **W–10–2 In response to literary or informational text, students show understanding of plot/ideas/concepts by…** · W–10–2.1 Selecting and summarizing key ideas to set context, appropriate to audience (State) · W–10–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas or themes (State) **4.** **W–10–3 In response to literary or informational text, students make and support analytical judgments about text by…** · W–10–3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (State) · W–10–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions (State) __ORAL COMMUNICATION:__ **5.** **OC–10–1 In oral communication, students demonstrate interactive listening by…** · OC–10–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local) · OC–10–1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local) **6.** **OC–10–2 In oral communication, students make oral presentations by…**  · OC–10–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose (Local)

=__PRINT RESOURCES__: = __**Text #2:**__ The absolutely True Diary of a Part-Indian __**Text #3:**__ Stargirl __**Text #4:**__ The Outsiders **Attachment**: This is 133 page novel. It is not attached. __**Text #5:**__ the poem “If”
 * __**Text #1**__: The House on Mango Street
 * **Citation**: Cisneros, S. (1984). The house on Mango Street. New York, NY, Vintage Books.
 * <span style="font-family: "Times New Roman",Times,serif;">**Text Summary**: In a series of vignettes, The House on Mango Street covers a year in the life of Esperanza, a Chicana (Mexican-American girl), who is about twelve years old when the novel begins. During the year, she moves with her family into a house on Mango Street. Esperanza matures significantly during the year, both sexually and emotionally. She begins to write as a way of expressing herself and as a way to escape the neighborhood. The novel also includes the stories of many of Esperanza’s neighbors, giving a full picture of the neighborhood and showing the many possible paths Esperanza may follow in the future.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: This is a beautifully written book, written in first person perspective for the most part. While the writing is eloquent, it is written in a simple, conversational style. The reading level is at about an early eight grade level, which makes it a good book for this 9th grade to tackle. Themes of poverty, race, and coming-of-age will likely interest my students, who would face similar issues.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of Text**: Text will be read mostly in class. Since the stories are short this text lends itself for class readings that can be interrupted and discussed. The text is easy to read, but full of symbolism. Passages lend themselves for small discussion groups.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: This is a 110 page novel. It is not attached
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York, NY. Little Brown and company.
 * <span style="font-family: "Times New Roman",Times,serif;">**Text Summary**: In The Absolutely True Diary of a Part-Time Indian, Sherman Alexie recounts the trials of a Native American teenager, Arnold “Junior” Spirit, during his first year in high school. Using humor to soften the sometimes difficult and emotional story, Alexie creates a loveable, misfit protagonist whom readers cannot help but root for. In the course of this young adult, coming-of-age story, Alexie highlights both the spiritual and psychological highs and lows of living on a reservation—a place of stagnation as well as a place of strong family roots and long-lasting love.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: This is another book about being an outsider. Themes of loneliness, and isolation, family roots and discrimination are all apparent in this often funny, heart-wrenching novel. I think this is a great read especially for reluctant readers, such as boys.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of text**: This is fairly long book, however, it is interspersed with lots of drawings. I would assign this book for the whole class, giving it mostly as homework reading. I would pick some of the more difficult passages as in-class readings, in order to, answer questions, clarify themes, and facilitate discussion. I would also give students a reading guide to fill out after they have read at home, to make sure they actually do read, help them understand the text, and prepare for in-class discussion.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachments**: This is 230 page novel. It is not attached.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Spinelli, G. (2000). Stargirl. New York, NY. Random House, Inc.
 * <span style="font-family: "Times New Roman",Times,serif;">**Text Summary**: The novel is about a girl whose different personality causes students at her school to dislike her. Stargirl has a romance with Leo Borlock. The story is told in retrospect from his perspective.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I love this book because it touches on many themes of adolescence. I also find it particularly attractive in the classroom because the narrator is a boy who tells about a girl. I often have a hard time choosing books that would naturally appeal to both boys and girls. I think this one does. This book is also an easy read, but at the same time very entertaining. It contains themes in line with the coming-of-age unit, as well as many literary devices, symbolism and foreshadowing.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of text**: I would offer this book as one of the reading circle books, which I would include in my unit. Students would be able to freely pick their reading circle preferences, but would have to work with me to monitor their level of comprehension. Reading group questions based on the novel would be assigned on a chapter to chapter basis.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: This is 186 page novel. It is not attached.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Hinton, S.E. (1967). The outsiders. New York, NY. Penguin Group.
 * <span style="font-family: "Times New Roman",Times,serif;">**Text Summary**: Ponyboy Curtis and his brothers, Sodapop and Darry, belong to a group of poor teenage boys called greasers. Many of them have led hard lives already, and they are tough, angry and unforgiving. They often fight with the Socs, the group of wealthy, privileged boys who beat them up for fun. Ponyboy is shy and quiet. He gets good grades and likes to draw and read. Ponyboy is the narrator of the story.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: The Outsiders is a classic story. It fits in very well with the overall theme of the unit. This is a story of underprivileged boys trying to find their way. Class discrimination is a major theme. I think many of my students would identify with the characters’ concerns.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of text**: This would also be a reading circle book. I would supplement the book with a vocabulary words that students might not know, because the text is relatively old and some of the words are a bit out-of-date.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Kipling, R. (2007). Rewards and fairies. Rockville, MA. Wildside Press.
 * <span style="font-family: "Times New Roman",Times,serif;">**Text Summary**: This poem by Kipling, written in 1895, is a wonderfully eloquent piece about growing up. It illuminate some values adults might hold about what it means to grow up, and be an adult.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I would offer this poem to the class as one way to look at what it might mean to grow up. I would assume that most students would have lots to say about this. I would also show a short YouTube clip in which tennis legend Roger Federer dramatizes this poem. This would add to the overall effect of the poem, plus it would sort of make it “cool” because a sports icon presents it.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of text**: As I mention above, this piece would offer a different perspective, a sort of counterpoint. I would work on this toward the end of the unit, when students might be ready to look at other’s point of view. It would make an interesting exercise to contrast and compare this poem with previous discussions we would have had as a class.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #1

=<span style="font-family: "Times New Roman",Times,serif;">__MEDIA RESOURCES__: = <span style="font-family: "Times New Roman",Times,serif;">__**Source#1**__: Smoke Signals <span style="font-family: "Times New Roman",Times,serif;">**__Source#2__**: The Outsiders movie <span style="font-family: "Times New Roman",Times,serif;">**__Source#3__**: “If” video clip1, dramatized by Roger Federer and Rafael Nadal <span style="font-family: "Times New Roman",Times,serif;">__**Source#4**__: “If” video clip2, sung by Joni Mitchel
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Estes, L. (Producer), Eyre, C. (Director). (1998). Smoke Signals [Motion Picture]. United States: Miramax.
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: Young Indian man Thomas is a nerd in his reservation, wearing oversize glasses and telling everyone stories no-one wants to hear. His parents died in a fire in 1976, and Thomas was saved by Arnold. Arnold soon left his family (and his tough son Victor), and Victor hasn't seen his father for 10 years. When Victor hears Arnold has died, Thomas offers him funding for the trip to get Arnold's remains, but only if Thomas will also go with him. Thomas and Victor hit the road.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: This will be a movie that takes the students very much near the feel of the book The absolutely True Diary of a Part-Time Indian. It is another look at life on the reservation and offers yet another perspective on growing up. It also offers a rich tapestry of symbolism and introduces, like The House on Mango Street, the notion of story-telling as place of protection.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: I would play this movie after we would have read the Sherman Alexie book. Together these two sources would create a rich tapestry about life on a reservation, a culture that probably all of my students would be foreign to. In an interesting way this would create a somewhat level playing field for the students in terms of prior knowledge. It would also drive home the point that themes can be universally important across cultures, which is exactly why they are regularly found in books.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Fredrickson, G. (Producer), Coppola, F.F. (Director). (1983). The Outsiders [Motion Picture]. United States: Zoetrope Studios.
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: Ponyboy Curtis and his brothers, Sodapop and Darry, belong to a group of poor teenage boys called greasers. Many of them have led hard lives already, and they are tough, angry and unforgiving. They often fight with the Socs, the group of wealthy, privileged boys who beat them up for fun. Ponyboy is shy and quiet. He gets good grades and likes to draw and read. Ponyboy is the narrator of the story.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I would show this movie especially to enhance below level reader understanding of the plot line. Additionally, the movie is a very attractive teenage movie and manages to portray the relationships among the central characters very well. It would be interesting to hear those students who read the book talk about its faithfulness to the book and in general lead the discussion about the recurring themes of innocence, coming-of-age, and meaning of family.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: As mentioned above I would show this movie in the latter part of the unit, after students have managed to form some of their own opinions about the themes.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: BeeW06 (September 1, 2008). If – Roger Federer and Rafael Nadal. Retrieved March 5th, 2011 from http://www.youtube.com/watch?v=o4ijB65bgPl
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: As mentioned above, this poem by Kipling, written in 1895, is a wonderfully eloquent piece about growing up. It illuminates some values adults might hold about what it means to grow up, and be an adult.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: The theme of this poem is enhanced by its dramatization, especially because Rafael Nadal is obviously not a native speaker. The clip will give students another context for the poem’s meaning while keeping the same theme. Again, I think the notion that athletes would perform a poem is very powerful for students.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: Together with the print version as well as the Joni Mitchel song, this poem would come at the end of our unit, just before student would have to write an essay about our themes, incorporating at least one of our in-class texts. The different versions of this same poem would hopefully speak to different kind of learning styles.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #2 for URL
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: strovolos69 (September 25, 2010). If – Rudyard Kipling (musical version by Joni Mitchel). Retrieved March 5, 2011 from http://www.youtube.com/watch?v=m78cSts3tJw&feature=related
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: Joni Mitchel sings a compelling version on this poem, it is full of feeling. The graphics are very nice too. It is interesting that this is a women reciting the words, since it ends with the words “you’ll be a Man, my son.”
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: This video is a kind of hip version of the poem If. It adds some things at the end, which would let us talk about why that content was added, whether it adds or detracts from the overall message. This is yet another way to conceptualize the poem and lets us talk about what it is that is so powerful about its message.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: I can see using this music at the very beginning of the unit as the students walk into the classroom. I would probably try to find even more music that fits into this thematic unit and play it all throughout.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #3 for URL.

=__<span style="font-family: "Times New Roman",Times,serif;">ONLINE INTERACTIVE RESOURCES: __= <span style="font-family: "Times New Roman",Times,serif;">__**Source #1**__: National Gallery of Writing (NCTE website) <span style="font-family: "Times New Roman",Times,serif;">__**Source#2**__: ELA2011 (2011). Edublogs.org weblog
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: NCTE Website (2009). The gallery of writing. Retrieved March 7, 2011.
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: As part of the National Day of Writing, the National Council of Teachers of English along with 19 national partners opened the National Gallery of Writing. The Gallery features galleries by the NWP (national writing project), local writing project sites, teachers, and community partners. This is like a ware-house full of original writing.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I would instruct small groups of students to explore the website and find poems or stories that would fit into our theme of coming-of-age. If they can recognize it they know what we are talking about. It also will give them an idea that everyone’s voice counts, which fits into the unit.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: At the beginning of the unit, perhaps in the second class, I would instruct the students to come up with a working definition of “coming-of-age.” We would use a Frayer model to float some words associated with this theme. Then I would send them to the gallery of writing website in order to find some poems, or other written material, that would fit our topic. The search engine for this site is fickle though. They must come up with the right kind of search terms to find anything. For this they would have to use and perhaps go beyond our working definitions of the term. I would give them a good chunk of time to do this, instructing them to write down their search terms as well as the URLs for their found “objects,” so that we can share them as a class.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #4 for URL.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: ELA2011 (2011). Edublog.org weblog. Retrieved March 7, 2011.
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: This is a blog site I created for my potential 9th grade class called ELA2011. I started a thread in which I invite my students to post their comments/thoughts about their assigned reading.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I envision this as an alternative to journal entries as well as quizzes. In addition, students will be talking to each other about their reading through a medium that they are all familiar with. My hope is that students feel more comfortable to post online comments than they often do in class.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: As I explained above, I am looking for an authentic way for students to talk to each other about their reading. In the best case scenario, they would even post questions, either to clarify something or to ponder something. I would be interacting with the students, but would take somewhat of a back seat. This would be an excellent tool, I think.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #5 for URL.

=**__<span style="font-family: "Times New Roman",Times,serif;">INSTRUCTIONAL RESOURCES: __**= <span style="font-family: "Times New Roman",Times,serif;">__**Source#1**__: Article: Becoming adept at code-switching <span style="font-family: "Times New Roman",Times,serif; font-size: 11pt;">__**Source#2**__: Coming of Age UbD Unit Plan and Calendar
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Wheeler, R.S. (April 2008). Becoming adept at code-switching. Educational Leadership, ASCD. Volume 65, Number 7. Retrieved from http://www.ascd.org/publications/educational_leadership/apr08/vol65/num07/Becoming_Adept_at_Code-Switching.aspx
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: This is a very enlightening article about how to put away the red pen and provide structured instruction in code-switching. It talks about how teachers can help urban African American students use language more effectively.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: I think that it is often difficult for white middle class teachers to appreciate just where our students come from. This topic has interested me since I took a linguistics class a few years ago. The idea here is to positively look at our students’ speech patterns and validate their experience, instead of simply telling them that they are wrong in the way they speak.
 * <span style="font-family: "Times New Roman",Times,serif;">**Use of source**: I would suggest all beginning teachers read this text before they ever set foot in any classroom. I also think that it illuminates some of our readings because much of it is written in first person colloquial narrative. I think together with the Gallery of Writing website this is another theme I would bring out in this unit, the fact that we all have a voice, even if we don’t use “standard”- English.
 * <span style="font-family: "Times New Roman",Times,serif;">**Attachment**: See attachment #6 for URL.
 * <span style="font-family: "Times New Roman",Times,serif;">**Citation**: Nielsson, C. (2009, December 14). Coming of age UbD unit plan and calendar. Retrieved from http://www.curriki.org/xwiki/bin/view/Coll_ChelseaKNilsson/ComingofAgeUbDUnitPlanandCalendar?bc=;Coll_ChelseaKNilsson.ComingofAgeUnit_0;Coll_ChelseaKNilsson.UnitPlanCalendarandSyllabus
 * <span style="font-family: "Times New Roman",Times,serif;">**Summary**: This unit plan and calendar are for use with a Coming of Age unit. Inside, you will find a UbD (Understanding by Design) unit plan, recommended texts for use within literature circles and a scope and sequence in the form of a calendar. This resource is part of a Coming of Age Unit collection.
 * <span style="font-family: "Times New Roman",Times,serif;">**Rationale**: UbD is a relatively fresh way to look at lesson plan construction inspired by Grant Wiggins and Jay McTighe. Understanding by Design is a "framework for designing curriculum units, performance assessments, and instruction that lead students to a deep understanding of the content. UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic (Wikipedia (2011, February 23). Understanding by Design. Retrieved from http://en.wikipedia.org/wiki/Understanding_by_Design.). All of these learning behaviors are appropriate for the way I want to teach this unit.
 * <span style="font-family: "Times New Roman",Times,serif;"> **Use of source**: This lesson plan is very instructive. It would give some good hands-on time lines etc. for actual lesson/unit planning.

=__<span style="font-family: "Times New Roman",Times,serif;">Attachments: __= __<span style="font-family: "Times New Roman",Times,serif;">1. Document #1: “If” poem: __ <span style="font-family: "Times New Roman",Times,serif;">Kipling, R. (2007). Rewards and fairies. Rockville, MA. Wildside Press. __<span style="font-family: "Times New Roman",Times,serif;">2. “If” – YouTube clip1: __ <span style="font-family: "Times New Roman",Times,serif;">BeeW06 (2008, September 1). If – Roger Federer and Rafael Nadal. [Video file]. Retrieved from http://www.youtube.com/watch?v=o4ijB65bgPl. (2011, March 5th) __<span style="font-family: "Times New Roman",Times,serif;">3. “If” – YouTube clip2: __ <span style="font-family: "Times New Roman",Times,serif;">strovolos69 (2010, September 25). If – Rudyard Kipling (musical version by Joni Mitchel). Retrieved March 5, 2011 from __<span style="font-family: "Times New Roman",Times,serif;">4. NCTE website: __ <span style="font-family: "Times New Roman",Times,serif;">NCTE (2009, April 23). The gallery of writing. Retrieved from http://www.galleryofwriting.org/piece_search.php. (2011, March 7). __<span style="font-family: "Times New Roman",Times,serif;">5. Class Blog: __ <span style="font-family: "Times New Roman",Times,serif;">ELA2011 (March 7, 2011). Edublog.org [weblog]. Retrieved from http://edublogs.org/signup-dfa/. (March 7, 2011). <span style="font-family: "Times New Roman",Times,serif;">[My own: http://annkay.edublogs.org – username: annkay – password: password] __<span style="font-family: "Times New Roman",Times,serif;">6. Document #2 for printout Becoming adept at code-switching: __ <span style="font-family: "Times New Roman",Times,serif;">Wheeler, R.S. (April 2008). Becoming adept at code-switching. Educational Leadership, ASCD. Volume 65, Number 7. Retrieved from http://www.ascd.org/publications/educational_leadership/apr08/vol65/num07/Becoming_Adept_at_Code-Switching.aspx __<span style="font-family: "Times New Roman",Times,serif;">7. Document #3 lesson plan unit on Coming of Age: __ <span style="font-family: "Times New Roman",Times,serif;">Nielsson, C. (2009, December 14). Coming of age UbD unit plan and calendar. Retrieved from http://www.curriki.org/xwiki/bin/view/Coll_ChelseaKNilsson/ComingofAgeUbDUnitPlanandCalendar?bc=;Coll_ChelseaKNilsson.ComingofAgeUnit_0;Coll_ChelseaKNilsson.UnitPlanCalendarandSyllabus