Literature-Based Instructional Outline

Appendix 4
Sasha Lysy 3/20/12

Olivet Nazarene University READ 69 EDUC 778 Instructor: Diane Bruschuk

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Appendix 4 Literature-Based Instructional Unit

I. II.

Grade Level: 7th Grade Focus: Theme - Identity Justification: I decided to use the theme of identity as the focal point for my 7th grade instructional unit. I chose this theme because in middle school, all of the students are struggling to fit in. As they leave childhood and move into adolescence, they are struggling with their own identities and where they fit in with their peers. As students are trying to discover their own identities, they can look to literature to help them make sense of all of the messages they are bombarded with (Bucher & Hinton, 2010). This unit will examine different characters and how they dealt with their identities.

III.

Common Core Standards A. Reading Standards for literature, Grade 7 Key Ideas and Details: (1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (2) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Craft and Structure: (5) Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas: (7) Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques to each medium.

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Appendix 4 Literature-Based Instructional Unit

(9) Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity: (10) By the end of the year, read and comprehend literature including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. B. Reading Standards for Informational Text, Grade 7 Key Ideas and Details: (3) Analyze the interactions between individuals, events, and ideas in a text. Integration of Knowledge and Ideas: (9) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity: (10) By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. C. Writing Standards, Grade 7 Text Types and Purposes: (3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (3a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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Appendix 4 Literature-Based Instructional Unit

Production and Distribution of Writing: (4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (6) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking and citing sources. Range of Writing: (10) Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. D. Speaking and Listening, 7 th Grade Comprehension and Collaboration: (1) Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

IV.

Timeline: This unit is meant to take 5-7 weeks starting mid-April and ending at the end of May.

V.

Annotated Bibliography * Denotes Core Book A. Picture Books Alvarez, J. (2002). The secret footprints. Dragonfly Books. (M) There is a secret tribe of people that live underwater. The people of the tribe, the Ciguapas avoid humans and only come out at night to (M) Denotes Multicultural

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Appendix 4 Literature-Based Instructional Unit

hunt for food. The Ciguapas are quite beautiful and one thing that varies from humans is the Ciguapas have their feet on backwards. This helps them keep their existence secret because their footprints lead in the opposite directions. Most Ciguapas were afraid that if humans caught them, they would put them in a cage and make them behave like humans. One day a brave Ciguapa named Guapa strayed too close to humans one night and is discovered by a young boy. She is not trapped by him and she promises that she will be more careful. But soon, curiosity gets the better of her and she discovers that the boys human family is surprisingly kind. Cruz Martinez, A. (1991). The woman who outshone the sun: The

legend of lucio zenteno. Scholastic. (M)

Lucia Zenteno had special powers over nature. The people did not understand her powers and refused to be her friend. Even though people teased her, she did not return their mean spirit. Eventually, the people drove her from the village. When Lucia left, she took the river with her with all of the fish and otters. She tried to leave it behind, but it swam up into her hair and would not leave. The town became dry and hot. The people realized that the river loved Lucia so much and if they wanted the drought to be over, they would have to find Lucia. Lucia agreed to give back their river if they agreed to always treat everyone with kindness. The people learned to accept everyone, even people who are different. Louie, A., & Young, E. (1996). Yeh-shen, a cinderella story from china. Putnam Juvenile. (M)

This is a Cinderella story from China. Yeh-Shens father and mother both die and she is left to the care of her fathers other wife. Her stepmother is jealous of Yeh-Shens beauty. Yeh-Shen has a pet fish that lives in a pond near her home. Yeh-Shen feeds the fish every day, and it grows large. Her stepmother finds out about the fish and kills it to

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Appendix 4 Literature-Based Instructional Unit

eat for dinner. Yeh-Shen sees a spirit while she is mourning the loss of her friend. The spirit tells her that her fishs bones hold magical powers, and they can help her throughout her life. When there is an event being held in the town, Yeh-Shen is not allowed to go by her stepmother, but she asks the bones and they give her a beautiful dress and golden slippers so she can go to the party. On her haste to leave the party, she lost one of her golden shoes, and she discovered that the bones no longer held any magic. A king from a distant land ended up with the slipper and searched all over for the owner. When Yeh-Shen came for the slipper in the dark of night, the king fell in love with her, and she went to live with him on her island leaving her stepmother and stepsister behind, and eventually died in a rock slide. Munsch, R. N. (2002). The paper bag princess. (41 ed.). Buffalo, NY: Annick Press. Elizabeth was a typical princess until a dragon ruined everything she had and stole her fianc Prince Ronald. Since the dragon burned the clothes right off her back, Elizabeth had nothing to wear. The only thing she could find to wear was a paper bag, so she set off wearing her paper bag to get back at the dragon that ruined her life. Elizabeth tricks the dragon into tiring himself out and falling into a deep sleep. When Elizabeth goes into the dragons lair to rescue Ronald, he is disappointed in her attire. Elizabeth realizes that it is whats inside that counts and promptly dumps Ronald and lives happily ever after. Rathmann, M. (2006). Ruby the copycat. Scholastic. On Rubys first day of school, she makes a new friend. Soon, she is copying everything her new friend wears, says and does. When her new friend complains about copycat Ruby to the teacher, the teacher encourages Ruby to be herself instead of copying her friend. Instead, Ruby starts to copy the teacher. In the end, Ruby discovers that she is her own person and discovers that her classmates like her for who she really is.

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Appendix 4 Literature-Based Instructional Unit

Reynolds, P. H. (2005). Ish. Candlewick. Ramon loves to draw, but his big brother Leon does not share his appreciation for art and makes fun of one of Ramons drawings. Leons laughter taunts Ramon and he cant seem to make his drawings quite right. Sadly, he gives up drawing. His little sister Marisol sees Ramon in the sea of his crumpled up papers and runs away with one of them. When he catches up with her in her room he realizes that she has a whole gallery of pictures that he had crumpled up. She points out to Ramon that even if his picture of a vase doesnt look exactly like it should, it is still vase-ish. Ramon looks closer and realizes that all of his drawings look ish. After that, Ramon started drawing again with a new sense of self and drew to his hearts content. B. Fiction Novels Cisneros, S. (1991). Those who dont. In The house on mango street. New York: Vintage. (M)

People who do not live in Esperanzas neighborhood are afraid to go there, and Esperanza does not know why. Ironically, she is also afraid when she goes into neighborhoods she does not know. Cisneros, S. (1991). My name. In The house on mango street. New York: Vintage. (M) Esperanza does not like her name and feels like it does not fit her personality. She was named after her great-grandmother and feels like her name is not a part of her. Hinton, S. (1967). The outsiders. Viking Juvenile.

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Ponyboy Curtis has a close relationship with his brothers and a closeknit network of friends. They are all greasers and they are constantly at odds with another group called the Socs. The greasers and socs are always at odds with each other, and one night things go to far resulting in Ponyboy and his friend running from the law. Written by S.E. Hinton when she herself was coming into her own and the young age of sixteen, The Outsiders chronicles the coming of age of these dynamic characters. C. Graphic Novels Telgemeier, R. (2010). Smile. Graphix. Raina had to get braces, and she did not want them. She thought they looked nerdy. Then she fell and her two front teeth fell out. At school, people keep staring at her mouth. Raina got teased about her braces and really felt sorry for herself. In the end, Raina realized that she was letting the way she looked on the outside affect how she felt on the inside. Once she started to focus on the person she was inside, her life fell into place. D. Short Stories Jackson, S. (1995). Louisa, please come home. In S. Hyman (Ed.),

Come Along With Me (pp. 154-170). New York, NY: Penguin.

Louisa doesnt like the life that she has and decides to run away. She has a flawless plan to run away and blend in with everyone else so her family cannot find her. After three years, she has become a totally different person, with a job and a new life. A friend from her past recognizes her on the street and takes her back to her home. When she gets there she realizes that all she wants to do is stay and be part of her family again. But her family doesnt recognize her and thinks that she is an imposter. In the end, she goes back to the new life she made for herself, wondering if her old life was all that bad after all.

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Appendix 4 Literature-Based Instructional Unit

Singer, I. B. (1985). The cat who thought she was a dog and the dog who thought he was a cat. In I. Singer (Ed.), Stories For Children (pp. 308-312). Canada: Farrar, Straus and Giroux. This is a short story about a family that lives in poverty. The family has three daughters, a cat and a dog. They did not have any luxuries, but they had a happy life. One day, a peddler came by and the mother was taken by a mirror that the peddler was selling. After she bought the mirror, things turned bad. The girls started noticing all of their flaws and were now unsatisfied with life. The cat and dog, never having seen their own reflection were surprised to find out they were two different animals and began to fight incessantly. When the father realized that his family was falling apart because of the mirror, he traded the mirror to the peddler, and the family realized it is not their outside reflection that matters, rather the reflection of what kind of person they are that is truly important. E. Non-Fiction Wilson, A. (2003). S.E. Hinton. New York, NY: The Rosen Publishing Group, Inc. A biography of S.E. Hinton, the author of The Outsiders. Susan Eloise Hinton wrote under her first initials because she was afraid that a book about boys would not be taken seriously from a female author. She started writing The Outsiders in her sophomore year of high school, and it was published when she was a senior. The author had her fair share of teenage angst which no doubt aided her in writing the iconic novel. Hinton went on to write more novels for the young adult set, but none as popular as The Outsiders.

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Appendix 4 Literature-Based Instructional Unit

VI.

Literature Strategies T Denotes Technology C Denotes Culminating Activity Complexity Level Further Explanation

Strategy

Corresponding Before, Book During, or After Reading

WebQuest T

The Outsiders

Before

Difficult

The students will complete a webquest that will aide them in organizing prior knowledge and building background knowledge about the setting of the novel (time and place). Students will be presented with vocabulary prior to reading to aide in their comprehension. Further Explanation

Vocabulary with Examples

The Outsiders

Before

Easy

Strategy

Booktalk

Corresponding Before, Book During, or After Reading The House on Before Mango Street

Complexity Level

Easy

Present a booktalk about The House on Mango Street to pique the students interest in the

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Appendix 4 Literature-Based Instructional Unit

book. Storyboard

The Paper Bag Princess

After

Intermediate

Construct a sequel to the book. Students will make predictions and provide reactions to the reading at teacherdetermined stopping points. Students will use the computer to make a web to compare the main characters from each book. Create S.E. Hintons diary based on what was learned from the book. Publish on the computer. Further Explanation

Response Journal

Ish

During

Easy

Relationship Web T

Ish and Ruby the Copycat

After

Intermediate

Writing a Diary T

S.E. Hinton

After

Difficult

Strategy

Problem Solving

Corresponding Before, Book During, or After Reading Louisa, please During come home.

Complexity Level

Easy

Discuss different ways

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for the main character to solve her problem. Found Poems The House on Mango Street After Difficult Students will select passages from the novel and turn them into a poem. Analyze the character traits of the main character and create a Facebook page for the character. Students will map out the conflict including the cause, participants, and resolution. Students will make predictions based on the cover of the book and key words that are pulled from the book. Further Explanation

Character Analysis T

Smile

After

Intermediate

Conflict Map The cat who During thought she was a dog and the dog who thought he was a cat

Intermediate

Predictions/ Forecasting

The Woman Who Outshone the Sun

Before

Easy

Strategy

Corresponding Before, Book During, or

Complexity Level

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Appendix 4 Literature-Based Instructional Unit

Plot Map

Yeh-Shen

After Reading During

Intermediate

Students will construct a plot map to identify major events, conflicts, and resolutions. Students will create an iPod playlist based on the main character in the story. They will pick songs and album artwork that relate to the main character. The students will watch The Outsiders move and make a Venn diagram to compare the book to the movie. Students will create a music video with original lyrics based on a character from the novel.

Character iPod - T

The Secret Footprints

After

Difficult

Movie Comparison

The Outsiders

After

Intermediate

Character Rap Music Video T C

The Outsiders

After

Intermediate

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Appendix 4 Literature-Based Instructional Unit

References Bucher, K. T., & Hinton, K. (2010). Young adult literature, exploration,

evaluation and appreciation. Boston, MA: Prentice Hall.

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Appendix 4 Literature-Based Instructional Unit

Grading Rubric:

Literature-Based Instructional Unit Outline

Candidate Name:

________________________________________

Total: ______/105 points

Criteria Grade Level and Focus (I and II)

5 Candidates provided a particular grade level/ range and for the unit. The candidates also provided a reasonable justification for the unit.

4 Candidates provided a particular

3 Candidates provided a

0 Candidates did not grade level/range or a focus for the unit.

particular grade/ provide a

grade/range and range and a but the focus of focus of unit unit was somewhat unclear. included. was unclear AND/OR the justification for ambiguous.

a particular focus particular focus, focus, but the

Justification was the unit was

Standards (III)

Candidates listed Candidates listed Candidates listed Candidates specific Common specific Common specific Common did not list Core or Illinois State standards relating to the Core or Illinois State standards that somewhat Core or Illinois State standards but the relation to the focus of the unit was Common Core or Illinois State standards.

focus of the unit. related to focus

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Appendix 4 Literature-Based Instructional Unit

of the unit.

unclear.

Timeline (IV)

Candidates presented a realistic timeline for the unit.

Candidates presented a timeline that is reasonable for the unit.

Candidates presented a timeline, but it was not practical. Candidates

Candidates did not include a timeline.

Core book and Multicultural books noted (V)

Candidates noted Candidates least two multicultural books.

Candidates

core book and at noted core book noted core book, did not note and at least one but did not note core book or multicultural book. multicultural books. multicultural books.

Strategy Table (VI)

Candidates listed Candidates listed Candidates listed Candidates strategies in a table format identifying the B/D/A reading, and complexity strategies in a table format identifying at strategies in table format identifying at least the did not provide strategies in a table format.

correlating book, least the and the the strategy. Technology (VI) At least five of the strategies listed were technologybased. At least four of the strategies listed were technologybased.

correlating book correlating book.

of each strategy. complexity of

At least three of Candidates the strategies listed were technologybased. did not note any technologybased strategies.

Culminating Activity (VI)

Candidates culminating activity that

Candidates culminating activity that

Candidates included a culminating activity, but it

Candidates did not include a culminating

included a unique included a

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related well to the core book in their strategy table. Reference Page (VII) All sources are accurately documented in APA format.

related to the core book.

did not relate to activity in the core book. their strategy table.

All sources are accurately a few are not in format.

All sources are accurately not in the format. A few grammatical, spelling, or punctuation errors. 27

Sources were not

documented, but documented but documented. the desired APA desired APA

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

Many grammatical, spelling, or punctuation errors. 0

Criteria Annotated Bibliography (V) Books, citation, summary

45

36

Candidates cited Candidates cited Candidates cited Candidates at least 12-15 trade books using APA style while providing well-written summaries for each book. at least 12-15 trade books while providing adequate summaries for each book and/or did not at least 10 trade did not books while providing adequate summaries for each book and/or did not provide annotated bibliography requirements.

cite in APA style. cite in APA style. Criteria Literature Strategies (VI) 15 12 9 0

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Before, during, after reading strategies

Candidates 15-20 appropriate strategies that trade books.

Candidates 12-14 appropriate strategies that trade books.

Candidates than 12 appropriate strategies OR did not correlate to the trade books.

Candidates provided no strategies.

provided at least provided at least provided less

correlated to the correlated to the the strategies

Grading Rubric:

Presentation Rubric: Literature Based Instructional Unit

Candidate Name(s): ________________________________________

Total: ____/ 60 points

Criteria

20

16 Candidates explained the purpose of the unit, almost every team trade book, and the group reviewed at least 4 strategies. 8

12 Candidates explanation of the unit was lacking AND/OR no trade books shared. Less were reviewed.

0 Candidates did not explain the purpose, share trade books and/or reviewed strategies.

Explanation of Candidates Unit thoroughly explained the purpose of the unit, shared at least ONE trade book per team member, and reviewed 5-7 strategies. Criteria 10

member shared a than 4 strategies

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Time-Limit

Presentation is approximately 15-20 minutes long.

Presentation is under 15

Presentation is under Presentation 15 minutes and the is under 10 minutes long.

minutes, but the shortened duration presentation was weakened the still strong. presentation's purpose/effectivenes s.

Member Contribution

All members d to the presentation.

Most members d during the presentation.

Only one or two spoke/contributed for most of the presentation.

It was evident that only one person was responsible for speaking during the presentation .

spoke/contribute spoke/contribute members

Creativity

The method of unique, creative, attention of the audience.

The method of somewhat

Most of the

The method of was routine capture audience attention.

presentation was presentation was presentation lacked and captured the unique, creative, attention of the audience. presentation did of the audience at times.

creativity and/or the presentation

and captured the capture the attention and did not

Visual/Handou Candidates t created an excellent visual OR handout for the audience. The visual/handout outlined the major points of the presentation.

Candidates created a good visual OR handout for the audience. This visual/handout outlined most major points of the presentation.

Candidates created a Candidates visual OR handout, but it did not outline the major points of the presentation. did not create a visual or handout for the audience

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