World+Issues,+Writing,+Perspectives

  ** Unit Overview: ** **  Description of Unit: ** Throughout this unit, students will choose an issue in the world that is either of the environmental or natural disaster kind, such as polluted oceans, melting ice caps, animal abuse, the earthquake in Haiti, Hurricane Katrina, etc. Students will research this topic in order to become experts on the subject. Students will begin writing four different first person narratives from different perspectives. These will include: one piece from the position of someone in the situation (a fish in a polluted river, a polar bear in the midst of a melting ice cap, a person amidst a natural disaster), one piece from someone who is trying to help (a scientist, animal activist, volunteer, prisoner cleaning the side of the road), one piece from someone or something that is making the situation worse (tectonic plates, water, atmosphere, the world, someone polluting), one piece from someone who sees but doesn’t understand. As a culminating activity students will make a presentation to the class about their topic in order to make their classmates aware of the topic at hand.  Students will successfully (and convincingly) write from four different perspectives making sure to use important details, voice, and highlighting the important facts about the issue. Students will read or be read outside stories in order to understand first person narration other than themselves. Students will peer-review each other’s work, and perfect professional constructive criticism. Students will complete perfected and finished pieces. Students will gain a comprehensive knowledge about the issue that they choose, and will learn further knowledge about what their peers have chosen. Students will eventually be able to answer the following ** Essential Questions **:  · What does a first person narrative tell the reader? How does it affect them?  · What sort of problems/events are plaguing our world/environment?  · How can writing be used to bring awareness to an audience?  · How do authors successfully write as someone/something else without explicitly saying who/what they are? ** Topics/Skills: ** Students will be learning extensively about environmental issues, and will be using first person narratives to explore perspective and voice. Students will be peer reviewing papers and working on using positive feedback/criticism in a professional manner. Students will work on thorough research in order to be able to write believable narratives and create a comprehensive presentation for their classmates. ** <span style="font-family: 'Georgia','serif';">Concepts: ** <span style="font-family: 'Georgia','serif';">Students will be working with concepts such as: <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l9 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Narratives <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l9 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Environmentalism ** <span style="font-family: 'Georgia','serif';">Texts: ** <span style="font-family: 'Georgia','serif';">Students will get exposure to two outside texts in order to gain knowledge about first person narratives. Student will first be read the story // Cat in the Manger // by Michael Foreman. Students will then read // The Tell-Tale Heart //by Edgar Allan Poe. Students will be writing a set of four narratives in order to present four different viewpoints of some sort of environmental issue. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Rationale: First Person Narrative **<span style="font-family: 'Georgia','serif';">: <span style="font-family: 'Georgia','serif';"> Students will be writing with a new perspective. Students will have a greater understanding of how perspective affects the view of a situation. When students have a better understanding of how other people’s view affects those around them. Students will be able to subtly reveal who they are writing as. Through this, students will be more mature in their writing and will be able to include more details. Students will advance their writing skills, and complete four exemplary narratives. Students will use writing in order to further their knowledge about the world. As students gain further knowledge around them, they will have a greater perspective on the world, and will be able to function as a more informed citizen. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Environmental Issue: ** <span style="font-family: 'Georgia','serif';"> Students will get a sense of the world. As students grow in preparation to be citizens of the world, it is important that they are well educated about many aspects, including the negative aspects of our world. The more knowledge they gain, the more they will be able to function in society as they become more involved in solving our world crises. Students will better understand how actions of humans and other factors affect other humans and animals on this planet. In this understanding, students will see that they are a part of our world and will understand the impact they have on the world as a whole. Students will understand the devastation that can occur in the world and have a greater sense of what we can do in response. Students should be aware that the world is not always a perfect place and that there is always the possibility of disaster. Students will understand what sort of professionals and jobs there are that deal with the problems in the world. This will help student that are undecided about their future gain knowledge about what professions are available to them. If they are moved or passionate about a certain issue, they will be educated on what sort of job opportunities will allow them to work closely to the situation. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Objectives: ** <span style="font-family: 'Georgia','serif';"> Throughout the unit we will be working to fulfill the following objectives: <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Students will demonstrate the use of first person narratives. ** <span style="font-family: 'Georgia','serif';">Rationale: **<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">By understanding the facets of first person narratives, students will be able to gain more from narratives they read later. Students will understand what the author wants the reader to take away from the reading. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Students will understand how perspectives differ given position on a situation. ** <span style="font-family: 'Georgia','serif';">Rationale: ** <span style="font-family: 'Georgia','serif';">Students will have a greater understanding of others’ and how people in different positions will have different views on the same situation. From this, students will gain the ability to better understand those around them and know that background knowledge affects how one views something or a situation. <span style="font-family: 'Georgia','serif';"> <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Students will be able to do thorough research. ** <span style="font-family: 'Georgia','serif';">Rationale: ** <span style="font-family: 'Georgia','serif';">Students will find resources with which they can self educate themselves on topics they want to find more information about. In doing this, students will later be able to gain information and become more aware of issues in the news as they become members of our society. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Students will gain a new perspective on an issue in the world. ** <span style="font-family: 'Georgia','serif';">Rationale: ** <span style="font-family: 'Georgia','serif';">Students will have a better concept of our world as a whole and will understand that there is more to the world than just them. Later, this will help students understand what is happening in the world and will give them a broader knowledge base to understand our world. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Students will be professional and positive in giving feedback in peer editing groups. ** <span style="font-family: 'Georgia','serif';">Rationale: ** <span style="font-family: 'Georgia','serif';">Peer review helps students understand how professional relationships regarding work should happen. Students will be able to work on their own writing skills as they edit their peer’s writing. This also helps students learn from each other and gather techniques for their own writing. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Assessment ** <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';"> Pre-Assessment:  ** __<span style="font-family: 'Georgia','serif';">Weird Family Writing Prompt: __ <span style="font-family: 'Georgia','serif';">(Takes place on the first day of the unit, before intro to unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">Students will be given a handout with a writing prompt and a picture of a family. Students will have to choose a member of the family to write as. They will then have to describe the rest of the family from the first person perspective of whichever family member they have chosen. Over the next day, the teacher will read each piece of writing closely and begin a working file for each student. The file will contain what each student needs to work on. Feedback will be given, and the teacher will note if there are any widespread concerns that denote mini-lessons. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Formative Asessment: ** <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Discussion __ <span style="font-family: 'Georgia','serif';">(Takes place on day three of unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> On day 2 of the unit, the teacher will read the class // The Cat in the Manger //by Michael Foreman. Students will be expected to take notes on how the narrator reveals himself as a cat without explicitly saying, “I am a cat.” Students should also take notes on other things about the characters voice, attitude, opinion, and anything else that they notice. Students will hand these notes into the teacher so they are not lost by day 3 of the unit. For homework, students will read // The Tell-Tale Heart // by Edgar Allan Poe. They will take similar notes to the ones they took in class regarding // The Cat in the Manger” //. Students will bring these into class the next day. On day 3 of the unit, students will sit with their desks in a circle, and discuss what they notices about the attributes of the two first person narratives they have been exposed to. Students will compare the differences between having a person or an animal as the narrator of the story. Students will have to hand in both sets of notes. The teacher will also record the discussion in order to later listen to the discussion in order to get data about each students’ participation in comparison to the written discussion points. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> // __<span style="font-family: 'Georgia','serif';">Goldilocks and the Three Bears __ //__<span style="font-family: 'Georgia','serif';"> Rewrite __ <span style="font-family: 'Georgia','serif';">(Takes place on day five of the unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> Students will be read the story of // Goldilocks and the Three Bears //. Students will then be instructed to choose rewrite the story from the perspective of one of the bears. Over the next day, the teacher will read each piece, again recording the feedback she gives each student. If there are any widespread problems, the teacher will begin prepare and teach mini-lessons. <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Four Rough Drafts __<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">(A draft will be due on class 6,7,8, and 9) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> Students will write and hand in a draft of each of their narratives. Each draft will be handed in after students meet with their peer revising groups. After each draft is handed in, the teacher will read the drafts closely, recording specific points from each draft in the students writing file, created at the beginning of the unit, noting what issues need a mini-lesson. As the students complete and hand in draft four, students will then sign up for an in class student/teacher conference. During these conferences, the student and the teacher will go over the drafts (the teacher will be pointing out what she has written in the student files) in order to have a greater understanding of what needs to be polished for the final drafts. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Summative Assessment: ** <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Final Drafts __<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">(These are due on the fifteenth and last day of the unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> After each students has received peer and teacher feedback, experienced a student/teacher conference, and has done much revision in order to have a polished piece of writing, students will hand in the final drafts of their four narratives to be graded. The teacher will review the student files in order to make sure that each student has successfully followed the feedback given to them throughout the unit. Final papers will be handed back no later than the following Friday. <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Presentation __<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">(These will take place during days 13, 14, and 15 of the unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> Students will be presenting information about their topic to the class. The teacher will be looking to make sure that students have done thorough research, and have brought the most important information to their classmates. Students should demonstrate that they have gained an understanding of the issue at hand and the different viewpoints that surround it. If appropriate, students should offer any approaches to solving the issue that they found in researching. The teacher will also be looking for the thorough research presented her to come through in the final drafts that will be due on the fifteenth day of the unit. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Other Projects/Assignments: ** <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">A Day in the Life… __ <span style="font-family: 'Georgia','serif';">(Due on day 2 of unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> For homework, students will be expected to research someone they know (a friend, family member, neighbor) about their daily life/routine. Students will then write a first person narrative from their interviewees’ perspective about how a normal day for them would go. Students will write this and hand it into the teacher on day 2 of the unit. The teacher will read them and will record anything the students need to work on in each of their individual files started at the beginning of the unit. If there are widespread issues, the teacher will note this and plan a mini-lesson. <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Flyer/Pamphlet __<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">(Due on day 4 of unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> After initial research (2 days of in class research) students will be asked to write up either a flyer or a pamphlet that could be handed out with information about their topic. It should contain the most important information for their topic, and educate the reader on what they are researching. Students should have enough information at this point to fill up a flyer/pamphlet with important info that will help someone that doesn’t know much about the topic understand it better. Students should demonstrate an understanding of their topic, and have an idea of what can/has/should be done (if appropriate). <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Presentation Outline __ <span style="font-family: 'Georgia','serif';">(Due on day 11 of unit) <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> Students will hand in an outline of their presentation in order to know what they are going to present to the class. The outline may be in any form that is helpful to them, as long as it can be handed in to the teacher for review. Students should make sure to note the main points of their presentations and allow the teacher to get an understanding of how much research and information will be presented to the class. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Book Antiqua','serif'; font-size: 18pt;">Meet your new family. <span style="font-family: 'Book Antiqua','serif';">This is your new family. Choose one of these people. Give them a name, a personality, a background. Now, as them, write a first person (using words like I, me, my, he, she, it, they) description of their family. What does this person think of everyone? What do they do together? Do they all love each other, or is there some feuding? <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif'; font-size: 18pt;">What is happening in your world? **  <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">Oh hey. <span style="font-family: 'Georgia','serif';">It’s time to learn about something new. <span style="font-family: 'Georgia','serif';">This time, it’s all about what is going on in the world around us. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">There are good things and there are bad things happening everywhere. We are going to take a look at some of the things that are affecting our world. You can choose any topic (but, I will hand out a list of things to get you thinking) you want. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">Once you choose a topic, you are going to research the stuffing out of it. You are going to research until you feel like you can’t learn anything new about the subject. While you research, pay attention to the different people/animals/things involved. If you are investigating polluted rivers, remember the fish. If you are looking at the earthquake in Haiti, remember the Haitians. If you are researching the melting ice caps, remember the people that are contributing to Global Warming…. You get the drift… because… <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">Once you figure out WHO/WHAT affects/is affected by/ is ignorant to/ is trying to help your global issue, you are going to write AS THEM. Whatever they are: a fish, a koala, the tectonic plates, a volcano, an animal abuser, WHATEVER you choose, you are going to write as them. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">You will write four different stories: þ <span style="font-family: 'Georgia','serif';">One piece from the position of someone/thing in the situation þ <span style="font-family: 'Georgia','serif';">One piece from the position of someone trying to help þ <span style="font-family: 'Georgia','serif';">One piece from someone/something that is causing/adding to/ making the problem worse þ <span style="font-family: 'Georgia','serif';">One piece from someone/something that sees what is happening but doesn’t understand what is going on. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">THEN to wrap everything up, you are going to present all of the information to your class. Educate them on why you think this issue is important for us to know about. Why should we be aware that this is an issue in today’s society? <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">Not quite sure of what’s to come? Don’t worry, there will be plenty more information coming your way in the weeks to come! <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> So much to choose from… Here’s a few to start with! Environmental issues: þ Polluted oceans <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Rivers <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Land <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Ponds <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Lakes <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Air þ Melting ice caps þ Urban sprawl and land use þ The use of DDT þ Resource depletion <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Logging <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Mining <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l15 level2 lfo5; text-indent: -0.25in;"> o Fishing þ Species extinctions þ Miscellaneous: þ Animal abuse Natural Disasters: (try to pick a specific event) þ Hurricane Katrina þ Earthquake in Haiti þ Avalanches þ Tsunamis þ Volcanic eruptions þ Floods þ Blizzards þ Droughts This list is only to get you started. Feel free to look for something that interests you more!! <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Lesson One: ** __<span style="font-family: 'Georgia','serif';">Day One __ <span style="font-family: 'Georgia','serif';">One 90 minute period <span style="font-family: 'Georgia','serif';">Grade 12 <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';"> Lesson Objectives: ** <span style="font-family: 'Georgia','serif';">Students will demonstrate the use of first person narratives. <span style="font-family: 'Georgia','serif';">Students will understand how perspectives differ given position on a situation. <span style="font-family: 'Georgia','serif';">Students will understand what the unit will entail. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Teaching and Learning Sequence: ** <span style="font-family: 'Georgia','serif';">As the students walk in, the room will be first arranged in the standard rows and columns. Once the students are seated, I will hand out the “Weird Family” writing prompt handout. Students will then have between 15 and 20 minutes to write their narrative. If students need more time, they will be able to request it. As students wrap up their writing, I will ask if anyone would like to share their writing. Anybody who wants to read may do so. When everyone is finished reading and writing, students will hand their writing in to me. <span style="font-family: 'Georgia','serif';">Next, students will be handed the Unit Introduction handout. Students will have a couple moments to read the hand out. When they are finished I will begin talking about what the coming weeks will entail. Students will have time to ask questions as I walk them through the major assignments outlined in the worksheet. Once each student understands what will be asked of them for the coming six weeks, I will hand out a topic list. I will discuss the pros and cons of choosing each category of topics. <span style="font-family: 'Georgia','serif';">Next, the classroom will move into its normal circular arrangement. Then I will begin teaching about first person narratives. This will be in a discussion format. I will ask students what they already know about it. Students will discuss how it is used and what it tells the reader. Students will be able to discuss how they have seen first person narration used, and how they have used it themselves. This gives an opportunity for students to teach themselves and their peers what they already have knowledge of. I will fill in any gaps that I see throughout the discussion. When it seems as though students have a comprehensive working knowledge about first person narratives, I will allow students to use their laptops to look at the topics that I handed out, or research new ones. By the end of class, students should have a topic picked out. At the end of class, students may not leave until they have given me a paper with their topic. For homework, students will be instructed to interview someone they know about their daily routine/ schedule. They will then have to write as that person, and describe what they do on a typical day. This will be due the following class. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Differentiated Instruction: ** <span style="font-family: 'Georgia','serif';">For the writing prompt, students will be allowed extra time, or a quiet space if needed. As this is just to gauge where students are in their comprehension of first person narratives, there aren’t any extensions for this activity. Students may ask questions, and will be allowed to use a laptop if they have motor skill difficulty. Any previous accommodations a student has in action already will, of course, be honored. <span style="font-family: 'Georgia','serif';">During the discussion, students that have something to say and either don’t get a chance, or are too shy to speak up, may write it on a piece of paper and pass it to me to either read after class, or read aloud during the discussion. <span style="font-family: 'Georgia','serif';">Students may receive help from me during the choosing of their topic, and will be allowed assistance from peers in the class. If students are unable to choose their topic in this time, they may do so for homework, as long as they check in with me first. Students may also use this time to ask about the homework. While doing the homework over the next day, they may come and visit me before, after, or during my planning periods in order to get help. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Assessment: ** <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Formative: **<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">First, I will look at the responses to the writing prompt in order to gauge where students were at the beginning of class before the discussion. Students will then complete the interview and write a first person narrative for homework. This will check for their understanding of first person narration and how it works. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Summative: ** <span style="font-family: 'Georgia','serif';">This lesson will contribute to the completion of their final drafts of their narratives. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Lesson 5: ** <span style="font-family: 'Georgia','serif';"> __<span style="font-family: 'Georgia','serif';">Day 5 __<span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';">One 90 minute period <span style="font-family: 'Georgia','serif';">Grade 12 <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Objectives: ** <span style="font-family: 'Georgia','serif';">Students will demonstrate the use of first person narratives. <span style="font-family: 'Georgia','serif';">Students will understand how perspectives differ given position on a situation. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Teaching and Learning Sequence: ** <span style="font-family: 'Georgia','serif';">As students walk in the room will be set up in a circle formation. As students find their seats, I will be handing back their lists from the class before. (These are lists of who and what is affected by their topic. This is basically the list of people and things they will be writing as throughout the rest of the unit.) I will give students a chance to quiet down and read the feedback on their lists. <span style="font-family: 'Georgia','serif';"> Next, I will join them at a desk in the circle, and I will begin a discussion. This discussion will be on writing as someone or something other than yourself. We will first discuss details. How important are they? How do they affect the story? How do they affect what we know about the situation presented in the narrative? Then we will discuss how traits and perspective affect the narration. How does personality affect the way someone describes something? How does that affect the way the reader sees it? We will carry on our discussion discussing questions the students have, and allowing them to teach and learn from each other. <span style="font-family: 'Georgia','serif';"> Next, I will read the story // Goldilocks and the Three Bears // to the students. Students will be instructed to take notes on the plot of the story in order to remember what is/ has happened. When the story is completed, I will instruct students to write for the rest of the period. They will have to choose one of the bears and write the story from his/her perspective. The story will be the same situation, just from the bear’s perspective. Students will write until the end of class, when I will tell them that their homework is to take the first person from their list (person/thing most affected) and write at least 5 traits about them. This could be personality, perspective, or anything that would affect how they would describe the situation they are in. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** Differentiated Instruction: ** <span style="font-family: 'Georgia','serif';">Students will be able to ask me questions about any sort of feedback I have given on their lists at the beginning of class, or at any point they deem necessary. During the discussion, students that have something to say and either don’t get a chance, or are too shy to speak up, may write it on a piece of paper and pass it to me to either read after class, or read aloud during the discussion. Students will be allowed to use a laptop if they have motor skill difficulty. Any previous accommodations a student has in action already will, of course, be honored. If students need any help over the next day they may come see me before or after school, or during my planning period. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Assessment: ** <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Formative: ** <span style="font-family: 'Georgia','serif';">Students will be writing their // Goldilocks // rewrites during this time. This will be part of their ongoing assessment of their comprehension and fluency with first person narrative. This will be especially examining their comprehension of today’s discussion of details and perspective. <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Summative: ** <span style="font-family: 'Georgia','serif';">This lesson will contribute to the completion of their final drafts of their narratives. <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Six Weeks of Instruction: The Skeletal Version: ** <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Key: ** <span style="font-family: 'Georgia','serif';">[…] – denotes what the teacher’s homework will be    <span style="font-family: 'Georgia','serif';">{…} – denotes what the students’ homework will be    <span style="font-family: 'Georgia','serif';"> <span style="font-family: 'Georgia','serif';"> ** <span style="font-family: 'Georgia','serif';">Day One: ** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Weird Family writing prompt <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Intro of unit <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">First person <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l17 level2 lfo3; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif';">What is it? <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l17 level2 lfo3; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif';">How is it used? <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l17 level2 lfo3; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif';">What does it tell the reader? <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l17 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Georgia','serif';">Choose Topic <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l17 level2 lfo3; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif';">Pre-made list of topics <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[print // Tell-Tale Heart // <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Read and assess prompts <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Record topics, <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Find topic specific info to give students <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Group students into peer edit groups by topic <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Make sure the library is booked for following classes] <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{interview s/o about daily life/routine. Write as them “day in the life”} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Two: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand in day in the life · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Introduction to library resources <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo6; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Initial research · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Read // Cat in the Manger // · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand out // Tell Tale Heart // <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[Assess “DITL” <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Look for widespread problems <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Plan mini lessons] <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{read/write attributes of first person, list who is affected by topic, research} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Three: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Discussion of aspects of first person narrative · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Flyer/Pamphlet… what to do   · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Research in the library <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[look at discussion points <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Listen to discussion] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{pamphlet/flyer research} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Four: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Students will write their list of who/what is involved with topic (see requirements) · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Last in class research <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[review lists <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Give feedback] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{research on own time} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Five: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand back lists · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Discussion writing as someone/something <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l16 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Details <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l16 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Georgia','serif'; font-size: 11pt;">How important <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l16 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Georgia','serif'; font-size: 11pt;">What do the affect <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l16 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Traits/personality · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Read Goldilocks · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Write Story Rewrite <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[Read stories] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{Write 5 attributes about person #1} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Six: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Write Story number one <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l7 level2 lfo10; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Person or thing most affected · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Write five attributes of person/thing trying to help · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Get any help needed <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[read stories <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Comment <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Record comments for each student] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{Write Story #2} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Seven: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand back story #1 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l8 level2 lfo11; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Address common issues · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Peer review groups <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l8 level2 lfo11; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Paper #2 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l8 level2 lfo11; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand in   · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">5 aspects of person/thing causing <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[read <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Comment <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Record] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{Write Story #3} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Eight: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand back #2 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l10 level2 lfo12; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Address issues · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Peer review groups <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l10 level2 lfo12; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Paper #3 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l10 level2 lfo12; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand in   · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">5 aspects of outsider <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[read <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Comment <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Record <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Prepare conference/project schedule] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{story #4} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Nine: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand back story #3 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l5 level2 lfo13; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Address issues · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Peer review groups <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l5 level2 lfo13; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Paper #4 <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l5 level2 lfo13; text-indent: -0.25in;"> o <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand in   · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Sign up for conferences <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[prepare notes for conferences <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Finish project schedule <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Ready story #4] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{write 3 this you did well, 3 things you would like help on} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Ten: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand back story #4 · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Introduce presentation · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Conferences · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Others are revising · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Preparing presentation · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Sign up for presentation <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[prepare notes <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Review presentation sched] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{presentation outline, revisions} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Eleven: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Hand in outline · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Conferences · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Others are revising · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Preparing for presentation <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[review outlines] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{revisions, presentations} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Twelve: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Last class of working on presentations · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Paper/presentation question time <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[prepare grade sheets for presenters] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{presentations revisions} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Thirteen: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Presentations · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Papers MAY be handed in  <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[grade presentations: have back by THURS] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{presentations, revisions} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Fourteen: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Presentations <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[grade presentations: have back by MON] <span style="font-family: 'Georgia','serif'; font-size: 11pt;">{presentations revisions} <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> ** <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Day Fifteen: ** · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Presentations · <span style="font-family: 'Georgia','serif'; font-size: 11pt;">FINAL DRAFTS DUE <span style="font-family: 'Georgia','serif'; font-size: 11pt;">[grade presentations: have by MON <span style="font-family: 'Georgia','serif'; font-size: 11pt;">Grade papers by FRI] <span style="font-family: 'Georgia','serif'; font-size: 11pt;"> <span style="font-family: 'Georgia','serif';">
 * <span style="font-family: 'Georgia','serif';">Unit Plan **<span style="font-family: 'Georgia','serif';">
 * Goals/Essential Questions: **