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Unit Plan
Unit Plan
Unit Plan
1. Writing LT: SWBAT engage and orient the reader through their character introductions.
CCSS.ELA-Literacy.W.7.3.a
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.
Rationale: In order to write a clear and concise personal narrative, students need to create
a sequence of events that are strong and build off of each other. Personal narratives are important
for students to experience because it is important to tell your story. The reader should not
question the order in which these events happened because they experienced them first handedly.
In describing the sequential events, they focus on detail and description during a short period of
time. Students will have to be creative when recounting the events they wish to write about.
CCSS.ELA-Literacy.W.7.3.a
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.
IV. Reading Strategy LT: SWBAT ask questions when characters are
introduced (What role will the character play? Why is this character introduced now? What
relationship does this character have with the protagonist? etc.) IOT engage with the text.
CCSS.ELA-Literacy.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
Rationale: We want to pay attention to an authors choices in evoking emotion while introducing
new characters to their readers. As we encounter a new character, we will ask ourselves
questions. Are we supposed to like this character? Who is he/she in relation to our protagonist?
Why is the author bringing this character into the story at this point in time?
CCSS.ELA-Literacy.SL.7.1.a
Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
Rationale: We want students to participate in speaking and listen while using
textual evidence for support through this frame: On page ___, it is evident that Stanley is poor
because Sachar writes___. This equips our students with background knowledge and new
insight on information they are not familiar with before if they come to class having already read
and reading to discuss. We will ask the students to refer to the material they have read in order to
make their arguments stronger and explain where their claims came from.
VI. Digital Literacy LT: SWBAT analyze film makers choices of color,
music, and props IOT evoke emotion of the viewer.
CCSS.ELA-Literacy.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,
or camera focus and angles in a film).
Rationale: The experience of reading a text and listening to the performance of a text can
trigger different emotions to the students. When watching the film Holes we want students to pay
close attention to the color that is used in the film. Are they bright and vibrant? dull and neutral?
what impact does that have on us? In focusing on the music involved in the film, what impact
does that have on us? Where do we laugh because of the music and when are we more serious?
Lastly, the props are a very important aspect of the film that we should take into consideration.
How do they lend to our engagement of the story? What would happen to the scene without
certain props?
II. Texts
Rationale: it is significant for students to understand the variety of choices Authors have to make
in order to impact the reader. It is important for students to take a step back and understand that
every character is chosen for a reason, color, music and props are all carefully chosen in the
effort to evoke emotion from the viewer/ reader. Throughout all of these choices, the author also
chooses the fate and destiny of all characters. This gives the students a chance to see how
characters are introduced as well as how they developement throughout the entire text. These
choices help to give a purpose to student reading during this time in their education.
Assessment Plan:
Objective: SWBAT write an autobiography to account for one hour in the storytellers life, in
order to create sequence events that build on one another to build a coherent whole in their
writing of their narrative.
In this unit, we have dissected the detailed events that occurred on September 11th, 2001.
Through effective imagery of her real experience, we as readers gain an understanding of the
sequence of events that surrounded those plane crashes. Because of the techniques, we are able
to form a mental picture of New York City on that specific day and in what order they happened;
we figure out the relationship of each event on the next and are left with a clear image of one
specific hour in time.
Now its your turn! Editors of The Baltimore Sun has reserved a spot for your own personal
narrative.
Keep track of your progress so that you are prepared to switch for peer editing. I advise that you
write these dates down!
Tuesday, August Brainstorm a list of ideas and experiences that you vividly remember, and
23rd will be able to go into detail and explain in a sequence of events.
Friday, August 26th Rough draft due for peer review. (Optional teacher feedback.)
Thursday, September Second draft of rough draft due for peer review.
1st
Thursday, September Final version and all drafts due. You will be presenting your narratives in
8th groups.
Tuesday, August 23rd Brainstorm a list of ideas and experiences that you vividly remember, and
will be able to go into detail and explain in a sequence of events.
http://articles.latimes.com/2011/aug/21/nation/la-na-towers-journal-20110821
Rationale for Summative Assessment
This personal narrative summative assessment involves many of our LTs throughout the
(Reading Literature), and LT #4 (Reading Strategies) in writing this narrative. In this assignment,
students must be able to demonstrate understanding of how to write a detailed sequence of events
that occur within one hour of their life. Breaking down these elements of their story will force
them to think of a moment where cause and effect played a role. From reading Day of terror in
New York: Pages from a reporter's 9/11 journal students will see an example of how to evoke
emotion as well as tell a sequence of events in a way that capture the reader and build a story; the
events happen one after another which draws a picture in our minds about the last hour of the
Through the grammar lesson, students will understand how control of simple and
complex sentences creates emotion within a reader and makes one ask questions while reading.
After multiple opportunities to practice this skill, students will be able to apply it to their own
writing. We will edit one paragraph of their narratives in class for practice which will then
In my unit, I will need to teach students how point of view can affect the understanding
of a story. Furthermore, they will learn the impact of variation between simple and complex
sentences. Overall, students will view many instances of how foundations in a story interact and
create a story. Students will show their understanding of these tools through their narratives of a
sequence of events.
In creating this unit, I attempted to make each LT coherent with one another while
focusing on various elements of writing and the effects of this writing on our readers. From
analyzing an article of September 11th, Holes, and excerpts from Speak, students will be able to
write in their own style, while engaging their reader. This unit plan asks for ownership, personal
connections, and original work of an individual experience. I hope that providing multiple texts,
students will have many tools to integrate into their writing however they may be confused
which can be a downfall in this unit. With explanations and scaffolding, I think that we can
create a cohesive final draft about a personal experience, something they will be excited to share
and experiment with. I expect my students to be engaged and excited about their writing because
of the freedom that they are given. I have found that 7th graders have an amazing imagination
experience. ELL students may have trouble communicating through writing so we can build on
writing skills while also asking them to explain details verbally. I am open to honest feedback so
Monday, 08/15, Day 1 Tuesday, 08/16, Day 2 Wednesday, 08/17, Day 3 Thursday, 08/18, Day 4 Friday, 08/19, Day 5
LTs: N/A LTs: Reading Literature LTs: Reading Strategy & Writing LTs: Writing LTs: Speaking and Listening
Focus: 1st day of school Focus: Analyze how authors Focus: Analyze how authors introduce Focus: Presenting character introductions Focus: Analyze Characters.
housekeeping introduce characters in order to characters in order to engage the
engage the reader. reader.
Instructional Activities: Instructional Activities Students read chapters 2-5 for Instructional Activities Instructional Activities
homework. As a class discuss the new In small groups, students will share the Partner Talk: Students will pair up
Expectations of the HOLES Chapter 1 characters, how and why they are character introductions they came up with. with a partner and talk over their
classroom Engage students in the text; read introduced, and what relationship do T-Talk (IE) on character traits: Feelings, ideas before opening it up to a group.
Syllabus aloud; close reading, going over they have so far with the protagonist? actions, thoughts and dialogue. Important for
Housekeeping any terms or events that will students to learn when introducing their Review Discussion norms before
deepen their understanding of the Introduce the formative assessment: characters in their narrative. starting.
overall text. Students write three creative ways to Whole Group Discussion: Guided
T-Talk (IE) Types of Characters: introduce characters into a novel. Discussion norms: Waiting for the speaker to questions: What are some specific
Protagonist, Antagonist, Static be done before raising your hand, types of characters? What are
Character and Dynamic Character. acknowledging who is speaking and actively character traits and some examples
listening throughout the whole discussion. of specific traits? What are some
As a class, we will read "Types" of ways authors introduce characters?
Characters in Fiction by Ginny Guided questions: What are some specific
Wiehardt types of characters? What are character traits Introduce Vocabulary terms for quiz
and some examples of specific traits? What next week (Quizlet) These are
As a class, write a list of several are some ways authors introduce characters? specific terms from the novel, Holes.
ways an author can introduce .
characters.
HW: Syllabus needs to be HW: HOLES Chapters 2-5 HW: Finish your character HW: Discussion talking points HW: HOLES Chapter 6 and 7
signed by parents introductions
LTs: Writing LTs: Writing LTs: Writing LTs: Writing LTs: Reading Literature
Focus: Narrative example/ Free Focus: Summative Assessment Focus: Summative Assessment Focus: Narrative Writing Focus: Peer-review Rough
Write Drafts
Instructional Activities Instructional Activities Instructional Activities Instructional Activities Instructional Activities
Autobiography (Summative)
Hand out article on September 11th, Introduce summative assessment, Students should all have a list of T-Talk (IE): Narrative Writing: Have students pair up and peer-
2001 that models imagery and go over expectations and writing 3 experiences they believe they Telling a storyWhat to review rough drafts. Students
descriptive writing of a series of schedule. could write about.Students will include in the beginning also have the option to meet with
events. Through effective imagery be placed in groups and share (Setting, characters, explain the teacher for additional
of her real experience, we as With the remaining class time, their three experiences. situation) , middle (events) and feedback.
readers gain an understanding of have students begin end of your narrative (ending,
the sequence of events that brainstorming ideas in a list of During this activity, students will what happens to the significant
surrounded those plane crashes. I experiences they vividly be asked to decide which characters and closing sentence)
will read this narrative to the class remember. Students should be experiences they can write about
aloud. We will have students focus able to answer the 5 Ws for each the strongest, based on the T-Talk (Model):Display an
on descriptive details the author experience (Who, What, When, sequence of events that they can example on the screen and
uses to explain the event, as well as Where and Why) Students will be recall. highlight what needs to be
on how the author chooses to given a guided frame. This is a included in their narratives.
introduce their main and smaller memorable event because_____.
characters. The people there with me
were____. This event happened With remaining class time:
Have the students do a freewrite when I was___. This gives Students will work on their
based on a memorable moment in students a frame so that this is a rough drafts.
life. Students can also practice productive writing time for them.
creative ways to introduce Students should have at least 3
characters while they are writing. experiences.
HW: Hw: Complete list of HW: HW: Finalize rough drafts for HW: HOLES Chapters 8-12
experiences. peer review
LTs: N/A LTs: Speaking and Listening LTs: Speaking and Listening LTs: Writing LTs: Grammar
Focus: Critical Reading in Focus: Creating arguments. Whole Focus: Focus: Peer-Review Focus: Simple and complex
preparation for discussion group discussion Whole Group discussion sentences in writing narrative
Instructional Activities Instructional Activities Instructional Activities Instructional Activities Instructional Activities
Students have read up to Chapter Chapter 19. The boys stole the T-Talk (IE): Demonstrating
12 at this point. Students will be sunflower seeds from Mr. Sir while he T-Talk: expectations of peer control of simple and complex
given a summary sheet for the was filling canteens. Stanley, our Partner talk: Have students review sentences makes your writing
chapters 13-18. (This will ensure protagonist, is about to be blamed for pair up and discuss their stronger and clearer because (1)
the students have knowledge of stealing the seeds. What would you argument prior to opening up as Compliments: I really liked the you avoid monotony, (2) trigger
the main ideas so far). do? There is a decision the protagonist a whole-group discussion way you___ emotions and (3) for readers to
has to make. Suggestions: I am unclear with ask questions.
Students will read the summary Whole Group Discussion : how you___ maybe try
sheet as a group and then read Specific textual evidence frame for Guided Questions: If you were doing___ Access Grammar Lesson plan
chapter 19. discussion: On page ___, it is evident Stanley, and are about to be Corrections: This is a good for further details.
that _____ because Sachar writes___. blamed for stealing the seeds, time to correct___ ex. spelling,
T- Talk (IE): Introduce strategies what would you do and why? sentence organization, missing Assessment: Revising
for Before Reading, During As a class, we will create more frames (Dont forget to use our elements on rubric. (These narratives while identifying
Reading and After Reading. This for them to use during the discussion discussion frames we created). frames will be written on the simple and complex sentences.
gives students a purpose to such as: If I was Stanley, I board)
reading. This also ensures that all would_____ because _____.
students have the same Peer Review Form
background knowledge in order to
prepare for discussion.
HW: HW: Creating argument for HW: (SA) finalizing rough draft HW: Finalizing papers to turn HW: HOLES chapter 20-24
Discussion in next week
LTs: N/A LTs: Proficiency LTs: Digital Literacy LTs: Reading Strategy LTs: N/A
Focus: Literary Conflicts Focus: PBA Focus: Analyze film makers choices IOT to evoke Focus: Analyzing text structure Focus: Stag Day/ Intro to POV
emotion of the viewer.
Instructional Activities Instructional Activities Instructional Activities Instructional Activities Instructional Activities
Vocabulary Quiz (quizlet) PBA: Analyze specific Students will watch the film Holes up to where we Summative Assessment is due Stag Day: Working
Introduce new terms (These characters in a novel and the have read, focusing on the color that is used in the today. on/catching up on any reading
vocabulary terms will be ones choices an author makes film. Are they bright and vibrant? Dull and neutral? or assignments that were not
chosen from Holes) when introducing Focusing on the development of music. Where do we Students will hand in their final draft completed.
characters. laugh because of the music, and when is it serious? along with the outline, first draft,
Students form into conflict groups Also, focusing on the props. What would happen to second with highlighting, and any Students will have the chance
and create a poster describing the After PBA is completed: the scene without certain props? other drafts that they have created. to catch up on any assignments
conflict and how it relates to Holes students may bring their they did not turn in.
rough drafts (with Students will compare specific scenes in the film to Students will present their narratives
Groups will present their ideas questions) for teacher the story, and which scene evokes more emotion to with partners. This will be like a Once students are caught up
towards the end of class. feedback. the reader/ viewer. speed dating activity. Students will on work they will read The
rotate partner to partner, sharing their True Story of the 3 Little Pigs
Literary Conflicts A worksheet to compare and contrast will be narratives. This gives the students an by Jon Scieszka and Lane
Man vs. Man provided so that they are actively noticing the opportunity to share their hard work. Smith. This will orient the
Man vs. Self differences and so that they are aware of the emotions students on POV. As they
Man vs. Society that they had in watching this media after reading the read they will have to analyze
Man vs. Nature novel. what POV this story is in, how
Man vs. Technology they figure that out and the
T-Talk: Once the first scene we wants students to effect that has on the reader.
compare occurs, I will stop the film and go over the
worksheet to make sure students understand the
expectations.
HW: HOLES chapter 25-27 Hw: HW: Summative Assessment HW: HW: HOLES summary sheet
for chapters 28-38
LTs: Reading Strategy LTs: Speaking and Listening LTs: Digital Literacy LTs: Digital Literacy & Speaking and LTs: N/A
Listening
Focus: Point of View Focus: Point of View Focus: Film makers choices Focus: Film makers choices Focus:
Instructional Activities: Instructional Activities: Instructional Activities Instructional Activities Instructional Activities
Change Perspectives (Formative) Partner talk: Have students Continue watching the rest Partner talk: Have students pair up and Vocabulary Quiz
pair up and discuss their of the movie with the discuss their answers prior to opening up for (quizlet)
Students will be given a worksheet answers prior to opening up compare and contrast whole group discussion.
with specific passages from their for whole group discussion. worksheet. Stag Day: Students will
reading. As a class we will discuss the T-Talk: Discussion Norms T-Talk: Discussion Norms for todays have the chance to catch
importance of character development for todays discussion. Students will complete the discussion are to continue developing up on any assignments
throughout the text. Acknowledging the speaker: I worksheet and compose their acknowledgement of the speaker as well as they did not turn in.
Students will then be paired off and agree with ___ when they answers for how color, actively listening and making eye contact with Students can bring in
read these specific passages together. say____ because___. I do not music and props are used in the speaker. outside reading if they
agree with ___ because ____. a film and whether or not the are completely caught
Through the protagonists POV, novel or film evokes more Whole Group Discussion: up.
students will analyze traits of Mr. Sir. Whole Group Discussion: emotion to the reader/ Guiding Questions:
Why is he viewed as a grumpy, Guiding Questions: Why is viewer. How is color used in the film? How does End of Marking period
heartless character? What does the Mr. Sir viewed as a grumpy, music function in a film? How are props
author do to make us view him this heartless character? What incorporated into the film? Does the film or
way? does the author do to make us novel evoke more emotion to the
Students will create answers to share view him this way? reader/viewer and why?
for discussion the next day.
HW: Finalize talking points for HW: HOLES summary sheet HW: Finalize worksheet and HW: HW:
discussion for chapters 39-end talking points for discussion
Resource/Text List:
http://www.smithsonianmag.com/science-nature/stopping-sharks-by-blasting-their-senses-36581191/?page=1