Integrated Thematic Unit Project: Amy Barton

Integrated Thematic Unit Project Amy Barton Methods and Materials for Teaching Middle Grade ELA/SS November 21, 2013

Integrated Thematic Unit Project: Amy Barton I. Title and Preface: Out of Slavery is an eighth grade language arts unit that uses novels, nonfiction, poetry, and short stories to explore the theme of human captivity with subthemes of freedom, prejudice, and overcoming oppression. A. Organizational principle (theme): My theme is human captivity. We will touch on the definition of captivity, and look at various instances of human captivity through literary genres. We will use poems, short stories, and novels that deal with forms of captivity, ranging from slavery in America to the Holocaust to modern day trafficking. I think this theme will be engaging for my students because the topic arouses concern and is relevant to life not only in the past but today. There are so many ways this theme can be applied to areas of injustice in the world, from international to individual levels. This theme deals with broad subjects such as civil rights, but can also be relevant to situations adolescents experience in their daily life (the desire to have autonomy, etc.) B. Primary Subject Matter/Focus: The primary content of my unit will be a novel complemented by a collection of short stories, poems, nonfiction. The novel will be Night by Eli Wiesel (for the 1 advanced AG class) or The Devils Arithmetic by Jane Yolen (for the 5 GT classes). The context for this in my classroom is that during the weeks I will be teaching, the 8th grade social studies class will be covering WWII and the Holocaust, which has a strong theme of captivity and injustice. My rationale for including these novels and accompanying texts is that although they touch on many different periods of history, they share strong themes of captivity and sub themes of overcoming injustice, equality, and dealing with pain. I feel these subthemes will be applicable to my particular student body. Language arts skills should be taught within a meaningful context that is important not only in history but in the present day. This is why the last week of my unit focuses on literature that relates to modern day slavery. C. Organizing Questions: - What does it mean to be captive? How can captivity be physical or psychological? - Who is responsible for freeing captives? To what extent should the free intervene in the needs of captives? - How and why is freedom essential to human nature? - What trumps freedom? (What is worth giving up freedom for, and what are examples of this in history?) - What are some of the most important examples of human captivity throughout history, and how are they portrayed in literature? - How does literature help us remember and develop thoughts on captivity, justice, freedom, etc.?

Integrated Thematic Unit Project: Amy Barton When is captivity appropriate? How can unjust captivity be overcome, and what are some examples of this in history and present day?

D. Goals: 1. Students will develop their ability to read, comprehend, and appreciate literary works 2. Students will improve in their ability to express themselves through writing and speaking 3. Students will gain awareness of the impact of human captivity on our history as well as how it still affects the world today 4. Students will understand that there can be many forms of captivity, not merely physical. 5. Students will develop opinions on who is responsible for freeing captives and when and how this may be done. 6. Students will gain a deeper understanding of the value of freedom in human life and be able express this value through writing or speaking original thoughts 7. Students will gain greater self-confidence and thoughtfulness as individuals and as a classroom community. E. General Unit Objectives Cognitive:
1.

Students will determine themes of a text and analyze its development over the course of the text. Students will analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Students will judge how differences in the points of view of the characters and the audience or reader) create such effects as suspense or humor

2.

3.

Affective:
4.

Students will demonstrate through discussion the extent to which a filmed production stays faithful to or departs from the text, and how themes are portrayed through film techniques. Students will personally respond to literary texts through writing (freewrites, letters, reflections, etc.) Students will listen to a presentation on the realities of modern day slavery around the world

5.

6.

Performance:

Integrated Thematic Unit Project: Amy Barton

7. 8.

Students will build new vocabulary through various application games and activities. Students will produce news articles that use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey events (modern day slavery theme) Students will create an original presentation in which they teach each other about some aspect of human captivity through history (presented through song, poetry, essay, short story, etc.)

9.

CCSS for ELA:

10.

CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

11.

F. Possible Unit Materials and Supplementary Texts: Poems: - The Hangman (Holocaust sub-theme) * - Women (by Alice Walker; modern day slavery sub- theme) * - What Happens to a Dream Deferred? by Langston Hughes (civil rights theme) - Selected Haikus(Japanese Internment theme) * Short Stories: - Farewell to Manzanar (excerptsJapanese internment theme) * - Excerpts from An Anthology of Short Stories of the Civil Rights Movement) * http://www.goodreads.com/book/show/1328226.Short_Stories_of_the_Civil_Rig hts_Movement Anchor Texts (1 or more novels) - Night by Elie Wiesel (for AG class) * - The Devils Arithmetic by Jane Yolen (for GT classes) Non-fiction: - Scholastic Newspaper article: The Incredible True Story of a Modern-Day Slave and her Fight for Freedom http://www.scholastic.com/scopemagazine/PDFs/SCOPE-090312-Nonfiction.pdf * - Newspaper article: Checks Carry Apology to Internment Survivors - I Have a DreamMartin Luther King Jr. (civil rights subtheme; speech) G. Possible Activities/Instructional Strategies - Think-Pair-Share

Integrated Thematic Unit Project: Amy Barton Class discussion K-W-L charts Readers Theater writing in a variety of discourse modes drama/skits historical inquiry project role play group problem solving vocabulary games literature circles jigsaw groups fishbowl narratives simulation of novel scenes rewrite scenes of a novel model forms of poetry compare/contrast book to film

H. Unit Map/Narrative Overview Week One: Students will respond to descriptive language that sets the stage for a novel, students will write their own settings using sensory language, students will record responses to chapters of a novel (Night or The Devils Arithmetic) Day one: - Intro to theme of human captivity, (meaning, types, causes) show collection of film clips. - Think Pair Share on what comes to your mind as the most outstanding example of human captivity in history? - Freewrite/Discussion on have you ever experienced some form of captivity in your life? - Introduce Night (or Devils Arithmetic) via film and about the author activities (for introducing the book, teacher will show trailer of movies. For the about the author, the teacher will project an image of the author and students will research answers to birth place, years of life, important facts, key works) Day two: - Begin reading in class Night (or The Devils Arithmetic) - Class discussion on setting (what it means, why authors need it) - Class activity on descriptive language (Adjectivesstudents will describe their favorite place. Then, teacher will pass out hat with slips of paper that have a mood written on it, and students have to create the mood with adjectives, circling each adjective. ) Day three: - Continue in class reading of novel, invite students to help with reading - Continue lesson on setting the stage, this time using similes and metaphors

Integrated Thematic Unit Project: Amy Barton Students will work in groups to find examples of similes and metaphors in selections from the reading Students will practice making their own similes and metaphors to describe themselves or someone they know, as well as a setting or their choice. (activity/game)

Day four: - Continue in class reading of novel, invite students to help with reading (perhaps reading in groups) - One last tool for creating settings: Personification! (Lesson and activity: Find it in the text and create your own) - Begin to work on novel booklet in class (students will fill in characters, times and places, summarize main events so far, as well as new vocabulary words) - Research vocabulary words together that most of the class had trouble with Day five: - Film Friday! - Watch the film version up to the point weve read so far - Discuss how film techniques are used to set the stage and compare with literary devices used thus far (metaphor, simile, personification) - Vocabulary and comprehension jeopardy! Week Two: Methods of Characterization Day six: - Activity: Students will fill in a graphic organizer to describe themselves(bridge to characterization) - In groups, students will describe their favorite celebrity/hero and list descriptors - Continue small group discussion: In the novel so far, what character can you relate to and why? How is this character described? What traits do you share with this character? Share and discuss in groups or as a class. - Introduce characterization (overview of tools and purposes) - Continue in class reading of novel, invite students to help with reading (perhaps reading in groups) Day seven: - Vocab quiz! - Dialogue activity: different ways to say said, practice with readers theater - Class activity on how lines of dialogue show attributes of a character: (Show v. tell activity: students will have to add dialogue to a bland sample paragraph and share in groups or with the class)

Integrated Thematic Unit Project: Amy Barton Continue in class reading of novel, invite students to help with reading (perhaps reading in groups)

Day eight: - Activity on how dialogue propels characterization: Students will work in pairs to create an everyday conversation between two characters in the novel - Continue in class reading of novel, invite students to help with reading (perhaps reading in groups) Day nine: - Vocabulary and comprehension; Around the World game - Continue in class reading of novel, invite students to help with reading (perhaps reading in groups) - Hangman poem: Read in class and begin to chunk. Day ten: - Film Day! (watch film up to the where we have reached in the novel so far) - Summarize/review vocabulary, themes, characterization/class catch up (check for comprehension through discussion) - Complete analysis of Hangman: discuss meaning and how this applies to daily life (themes of choices, standing up again injustice)ask students when they have done this Week Three: Poetry + themes Day eleven: - Introduce Farewell to Manzanar, discuss context of Japanese internment - Begin in class reading (readers theater) of Farewell to Manzanar - Silent reading of novel , continue to fill in comprehension booklets Day twelve: - Continue reading Farewell to Manzanar (in reading groups of 2-4) - Introduce Haiku! (lecture + students practice in small groups and share within group; get feedback) Day thirteen: - Complete Farewell to Manzanar - What is a theme? (create a Wordle) - Compare and contrast Farewell with novel (Night or Arithmetic) (large posters, group work)

Integrated Thematic Unit Project: Amy Barton Day fourteen: - Students share haikus with the class - Reading groups: continue in novels - Writing activity: Poetry workshop(Observations) related to slavery, captivity, freedom, or escape (choose one) Day fifteen: - Film Friday: show movie clip up to where students have reached in book - Transition into Civil Rights sub theme with poetry What Happens to a Dream Deferred? - Poetry workshop continued: students respond to poem by rewriting: What Happens to a Dream Fulfilled?class discussion - Vocab quiz! Week Four: Recognizing shared themes across diverse works Day sixteen: - Civil Rights short story (1st half): Read in class and discuss how theme of justice/captivity is shared with Night/Devils Arithmetic and Manzanar - Students will fill out graphic organizers using ipads to show how these three literary works share the themes Day seventeen: - Finish Civil Rights short story - Writing response activity: Students will individually answer (in writing) three of Pecks 10 Questions related to the short story. Remaining seven questions will be discussed in their groups; then the groups will share out. Day eighteen: - Women poem: Read together as a class, discuss response (teacher will play audio recording of this poem being read, students will freewrite on their initial reaction) - Articles: Malala and The Incredible True Storyin preparation for guest speaker tomorrow from SCT-NOW (Stop Child Trafficking Now) organization, students will divide into two groups and read these two articles, then Jigsaw to teach the other side of the class what they learned. Day nineteen: - Students will do a K-W-L chart on modern day slavery - Guest speaker: modern day adolescent slavery - Activity: write a response letter to a recovering slave victim

Integrated Thematic Unit Project: Amy Barton Letters will be sent to actual victims, class collection to be published for school library

Week Five: Writing for Freedom Day sixteen: - Introduce final project: students may work in groups or individually. Students may choose to do an inquiry project on an instance of slavery (historical or fictional individual or people group; may be taken from class readings and discussion) and verbally present through their choice of drama (monologue or dialogue), poetry, short story, art work, or song. - Class time to research and work (students will be given time to brainstorm/freewrite, then go to media center to begin research.) Day seventeen: - Students will continue to work on projects. By this time they should have chosen partners, chosen a topic, and begin creating their final product - Teacher will monitor progress and see if students need help getting materials, etc. Day eighteen: - Students will continue to work on projects. By this time they should be finishing their final product Day nineteen: - Present projects in class - Students observing will take notes of presentations in graphic organizers Day twenty: - Present projects - Students observing will take notes of presentations in graphic organizers - Final party/wrap up

Integrated Thematic Unit Project: Amy Barton

PART II: THE DAILY LESSON PLANS

Integrated Thematic Unit Project: Amy Barton Day One Lesson Plan: Lesson Title: Out of SlaveryIntroducing our Unit Context: This is day one of a 10 day language arts unit with the theme of human captivity for 8th grader. Plan number: 1 Primary Instructional Objectives and CCSS: 1. Students will understand the concept of captivity through human history (cog) 2. Students will relate personal connections to captivity (aff) 3. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.(cog) Materials/Technology Resources Required: 1. PowerPoint presentation (includes pictures of famous examples of captivity) +Projector 2. Pens/paper for students Time: 50 minutes Instructional Procedures/Steps: 1. Bridge/Intro (10 min): show PowerPoint of pictures and ask students to respond: Where are these pictures from? What time periods do they cover? How familiar are you with these people/places/events? What are your initial reactions? (holocaust, civil rights, etc) 2. Class discussion on meaning of captivity (10 min) 3. Think Pair Share and Free write on what stands out to you in history and from personal experience (20 min): (broken down into two chunks of 10 minutes) 4. Closure/Review (10 min): what we will be doing tomorrow (teaser of novel (Night or The Devils Arithmetic (movie and book)) Evaluation: Students understanding will be assessed based on how they respond to questions and participate in discussion in class (informal assessment). Accommodations: -ESL student: Provide materials translated in Spanish, prepare written question for him in Spanish that he can write the answer to, which will be translated by the ESL teacher. Appendix of Materials Needed: PowerPoint link: https://docs.google.com/presentation/d/1_zX4OJmRtxMQ04LzYcJN17Ij5eUgGqMYzOxVM7Q MF6Q/edit?usp=sharing

Integrated Thematic Unit Project: Amy Barton

1ST Sample Lesson Plan: Lesson Title: Haikus: The Search for Freedom Context: This is day 10 of a 25 day language arts unit with the theme of human captivity designed for 8th graders. This lesson will be taught while the class is reading excerpts from Farewell to Manzanar, a memoir of the Japanese internment in the USA. Students will be introduced to a collection of classic Japanese haikus as well as haikus that relate to the internment. Then, students will create their own haikus. Plan number: 10 Primary Instructional Objectives and CCSS: 1. Students will respond to examples of haiku (cognitive) 2. Students will characterize the image-evoking power of haiku (affective) 3. Students will compose a haiku based on personal experience (related to CCSS.ELALiteracy.CCRA.R.4 Interpret words and phrases as they are used in a text and analyze how specific word choices shape tone). Materials/Technology Resources Required: 1. Handouts of haiku examples 2. Guiding worksheet 3. Pens/pencils/paper

Time: 50 minutes Instructional Procedures/Steps: 1. Bridge/Intro (10 min): Introduce several haikus, read a few and have students read a few. Discuss response to the haikus. 2. Instruction: (10 min) Teach students history, meaning, structure, and purpose of the haiku. 3. Haiku Warm up (5 min): In small groups (2-4), students will brainstorm a list of topics and words that could be used in a haiku. Words must be general (themes of love, justice, freedom, etc.) and specific (colors, sounds, smells, etc.) 4. Haiku Writing: (15 min): Remaining in groups, students will write individual haikus and complete the guided notes (which lead them through the purpose of haiku, etc.see attachment) 5. Closure/Review (10 min): Students will share haikus (either within groups or to class) and receive positive peer and instructor feedback. Evaluation: Students understanding will be assessed based on the quality of their personal haikus. Accommodations:

Integrated Thematic Unit Project: Amy Barton -ESL student: Provide materials translated in Spanish - Students who struggle with this assignment can have a topic assigned to them, or the first few words of the haiku already written. (I.e., Freedom is _____ ) Appendix of Materials Needed: Haiku examples handout: Haiku How-to guided worksheet:

Integrated Thematic Unit Project: Amy Barton

Haiku Examples

I kill an ant and realize my three children have been watching. - Kato Shuson

Dont weep, insects Lovers, stars themselves, Must part. - Issa

In the cicada's cry No sign can foretell How soon it must die. - Bash

Blowing from the west Fallen leaves gather In the east. - Buson

Winter seclusion Listening, that evening, To the rain in the mountain. - Issa

Integrated Thematic Unit Project: Amy Barton

Haiku How-to! Step 1: Brainstorm two sets of words. The first set of words should be large theme-based words (love, fear, courage, etc.). Brainstorm first, then settle on one which youll write down in the middle. The second set of words should be specific, detailed words that might relate to your themes (sweat, eyes, roses, smile)

Circle One

Circle Two

Integrated Thematic Unit Project: Amy Barton

Step 2: Draft ideas for your first line: (Does not have to be in correct syllable form)

Draft ideas for your second line:

Draft ideas for your third line:

Integrated Thematic Unit Project: Amy Barton

Step 3: Fit first line into five syllables:

Fit second line into seven syllables:

Fit third line into five syllables:

Final Haiku:

Integrated Thematic Unit Project: Amy Barton 2nd sample lesson plan: Lesson Title: Unlikely Heroes Context: This lesson on forms of modern day slavery will be presented on the third day of the fourth week of a five week 8th grade language arts unit with the theme of human captivity. Plan number: 18 Primary Instructional Objective and CCSS: 4. CCSS.ELA-Literacy.RL.8.5 Students will compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 5. Cog: Students will become aware of specific examples of modern day slavery, both psychological and physical. 6. Perf: Students will teach each other in groups about two articles with differing content but similar themes. Materials/Technology Resources Required: Handouts of articles: Malala + The Incredible True Story Large sticky notes for each group to take notes on Markers

Time: 50 minutes Instructional Procedures/Steps: 1. Bridge/Intro (5 min): Read aloud the poem Women, ask students to write down words and phrases that stand out to them 2. Freewrite: (5 min) What could be an example of captivity that is not physical in nature? Have you ever experienced this in any way? Then share out (in small groups or as a class) 3. Hand out articles Malala and The Incredible True Story, divide class up into groups who will jigsaw (entire class in two groups, or four or six depending on size). Students will read through article and take notes on their area of expertise, which will be assigned to them on the large sticky note (areas will be: who is this about, what happened, where do we see captivity in this story) (15 min) 4. First, same groups will share with each other to gain missing information. Then, the differing groups will share (i.e., Malala groups share w/ Malala groups first, then Malala group shares with Incredible True Story group. (15 min) 5. Closure/Review (10 min): On the board, fill in these questions: What did we learn about Malala? About Shyima? How is captivity similar in their stories? How is it different? How does this relate to our novel (Night or Arithmetic)?

Integrated Thematic Unit Project: Amy Barton Evaluation: Students understanding will be assessed based on how they respond to questions and participate in discussion in class (informal assessment). Accommodations: -ESL student: Provide materials and instruction translated in Spanish (get this from ESL teacher). Appendix of Materials Needed: Link to poem, Women: http://www.nexuslearning.net/books/holt_elementsoflit3/Collection%2010/women.htm Link to article The Incredible True Story of a Modern Day Slave: http://www.scholastic.com/scopemagazine/PDFs/SCOPE-090312-Nonfiction.pdf Link to article Malala: http://www.npr.org/2013/10/15/234730460/malala-yousafzai-a-normalyet-powerful-girl

Integrated Thematic Unit Project: Amy Barton

Women By Alice Walker They were women then My mamas generation Husky of voicestout of Step With fists as well as Hands How they battered down Doors And ironed Starched white Shirts How they led Armies Headragged generals Across mined Fields Booby-trapped Ditches To discover books Desks A place for us How they knew what we Must know Without knowing a page Of it Themselves.

Integrated Thematic Unit Project: Amy Barton

Malala Yousafzai: A 'Normal,' Yet Powerful Girl (NPR News article) "I think Malala is an average girl," Ziauddin Yousafzai says about the 16-year-old Pakistani girl who captured the world's attention after being shot by the Taliban, "but there's something extraordinary about her." A teacher himself, Yousafzai inspired his daughter's fight to be educated. At a special event with Malala in Washington, D.C., he tells NPR's Michel Martin that he is often asked what training he gave to his daughter. "I usually tell people, 'You should not ask me what I have done. Rather you ask me, what I did not do,' " he says. "I did not clip her wings to fly. I did not stop her from flying." Yousafzai has this advice for parents of girls around the world: "Trust your daughters, they are faithful. Honor your daughters, they are honorable. And educate your daughters, they are amazing."

A year after being shot, Malala is clear about her goal. "I speak for education of every child, in every corner of the world," Malala says. "There has been a discrimination in our society," which she believes must be defeated. "We women are going to bring change. We are speaking up for girls' rights, but we must not behave like men, like they have done in the past." Perhaps she has learned from her father's experience. When asked what gave him a passion for girls' education, Yousafzai points out that he was "born in a society where girls are ignored." Living with five sisters, he was sensitive to discrimination from an early age. "In the morning, I was used to milk and cream, and my sisters were given only tea," he says. Yousafzai felt the injustice even more when Malala was born. He later opened a school that Malala attended in the Swat Valley. At the time, the Taliban's influence

Integrated Thematic Unit Project: Amy Barton was gaining power and both Yousafzais were firmly on their radar. "But we thought that even terrorists might have some ethics," Yousafzai says. "Because they destroyed some 1,500 schools but they never injured a child. And she was a child." Malala says that the shooting has taken away her fear. "I have already seen death and I know that death is supporting me in my cause of education. Death does not want to kill me," she says. "Before this attack, I might have been a little bit afraid how death would be. Now I'm not, because I have experienced it." When asked if she is having any fun now with all her campaigning, Malala laughs, "It's a very nice question. I miss those days." But she also says that there is another side to her than what is shown in the media. "Outside of my home, I look like a very obedient, very serious, very good kind of girl, but nobody knows what happens inside the house." There, she says, she's not naughty, but she has to stand up to her brothers. "It's good to fight with your brothers and it's good to tease them to give them advice." She says her little brother doesn't really understand why his sister has so much attention. "He said, 'Malala ... I can't understand why people are giving you prizes, and everywhere you go people say, 'This is Malala' and they give you awards, what have you done?'" she says. Malala knows the Taliban would still like to kill her, but she says she hopes to return to Pakistan one day. "First, I need to empower myself with knowledge, with education. I need to work hard," she says. "And when I [am] powerful, then I will go back to Pakistan, inshallah [God willing]."

Integrated Thematic Unit Project: Amy Barton Jigsaw Guide Group(s) 1: Malala Yousefzai Who is Malala? Where is she from? What is her background? What significant event What is currently happened to Malala going on in Malalas and why? life? How does Malalas story relate to the themes of captivity and freedom?

Group(s) 2: Shyima Who is Shyima? Where is she from? What is her background? What significant event What is currently happened to Shyima going on in Shyimas and why? life? How does Shyimas story relate to the themes of captivity and freedom?

Integrated Thematic Unit Project: Amy Barton 3rd Sample Lesson Plan: Lesson Title: Sizzling Settings: setting the scene with sensory language Context: This is day two of a 10 day language arts unit with the theme of human captivity for 8th grader. Plan number: 2 Primary Instructional Objective and related CCSS: 7. CCSS.ELA-Literacy.CCRA.R.4 Students will interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 8. Students will understand how sensory language creates a setting in literature (cognitive) 9. Students will write their own setting the stage paragraph, using adjectives to prompt them. Materials/Technology Resources Required: 1. List of adjectives (cut into pieces; one adjective per piece) 2. Pens/pencils and writing journals for students 3. Class copies of the novel (Night or The Devils Arithmetic) 4. 5 i-pads or laptops Time: 50 minutes Instructional Procedures/Steps: 1. Bridge/Intro (10 min): Read the first five pages of The Devils Arithmetic, while asking students to jot down words or phrases that stand out to them that relate to location and mood. 2. Class discussion on the meaning of setting and how it is built in a story (have students share out what phrases they wrote down that describe the mood of the story. These words make up the setting) (10 min) 3. Activity: Students will divide into groups. Each group will select a collection of three adjectives from a hat. The student must write one paragraph that creates a setting related to the adjective. For example, if a student gets the word scary, the student can write a paragraph about a dark, stormy night. After the students have finished their paragraphs, they will share with their group and compare results (each group will get the same three words). (20 min): 4. Closure/Review (10 min): Still in groups, students will work together on ipads (or laptops) to create a Wordle that defines a fourth setting of an adjective of their choice. Evaluation: Students understanding will be assessed via their paragraphs and their final Wordle creation. Accommodations: -ESL student: Provide materials translated in Spanish, prepare written question for him in Spanish that he can write the answer to, which will be translated by the ESL teacher.

Integrated Thematic Unit Project: Amy Barton List of Adjectives for Five Groups: Group One: 1. Dark 2. Luxurious 3. Thrilling Group Two: 1. Magical 2. Foreboding 3. Comfortable Group Three: 1. Cheerful 2. Restful 3. Luscious Group Four: 1. Windy 2. Cold 3. Stale Group Five: 1. Aromatic 2. Gentle 3. Spacious

Link to Wordle for students to create accounts: http://www.wordle.net/create

Integrated Thematic Unit Project: Amy Barton Part III. Evaluation

List of Evaluation Strategies: Informal: Learning logs (Milner & Milner) Journals (reader response) In-class comprehension games and competitions Class Participation points (tally system) Vocabulary quizzes Final project rubric Final project self-evaluation

Formal: