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Unit 2 Americanfamily
Unit 2 Americanfamily
Unit 2 Americanfamily
DefiningtheAmericanFamily
17dayunit/90minuteclasses
UNITGOALS
1. Studentswillbeabletoutilizementortextstoproducecreativeworksbasedontheir
personalexperiencescenteredaroundthethemeofAmericanfamily.
2. Studentswillanalyzetheirownexperiencesandtheexperiencesoftheirpeersinorderto
definethecharacteristicsoffamiliesinAmerica
COMMONCORE:ANCHORSTANDARDS
Throughoutmyplanning,IwillrelyontheCommonCoreAnchorStandardfor
K-12inreading,writing,speaking,listening,andlanguage.
CCSS.ELA-LITERACY.CCRA.W.3
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,
well-chosendetailsandwell-structuredeventsequences.
CCSS.ELA-LITERACY.CCRA.R.4
Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,
connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningor
tone.
CCSS.ELA-LITERACY.CCRA.R.9
Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeorto
comparetheapproachestheauthorstake.
TEXTUALMATERIALS
SandraCisneros
AbuelitaWho,Poem
TheHouseonMangoStreet,V
ignette
CollectionofStudentNarrativesandPoetry,Poetry&Vignette
ACTIVITIES
1. AbuelitaWhoMentorPoetry1
a. StudentswillreceiveahandoutofCisnerospoemAbuelitaWho,whichtheywill
readsilentlyandthenwewillreadasaclass.Studentspickaphraseorlinethat
standsouttothem,thenwriteaboutthatlineonthepageforfiveorsominutes.
Aftersharing,theythinkofsomeoneimportanttothem,andthenbeginlisting
objectsthatremindthemofthatpersonandwrite--asCisnerosdoes--metaphors
usingthislist.Theythenconstructtheirown___Whopoemusingthese
metaphors.
2. Home,Name,orGenderMentorVignetteQuickWrite&Drafting
a. Studentswillwritetheirownmemoirsabouttheirownfamiliesusingvignettes
fromCisnerosTheHouseonMangoStreetasamentortext.Theywillchoseeither
Hair,TheHouseonMangoStreet,orBoys&Girls,readthemingroups,and
identifythecharacteristicsofthestorythattheycoulduseintheirownwriting.
Theyllquickwritetheirideas,thenspendtimewritingandworkshoppingtheir
ownvignettes.
3. ReadAround/CelebrationofLearning2
a. AfulldescriptionofLindaChristensensReadAroundactivitycanbefoundhere.
Wellspendtimesharingourworkwithanotherandcelebratingandappreciating
ourownworkandtheworkofourpeersinordertobuildcommunity.Students
willhaveopportunitiestohaveconversationsabouttheirfamilies,aswellas
receivefeedbackontheirwork,whichstudentswillrecordintheirnotebooks.
4. StudentWorkCollectionandAnalysis
a. Afterstudentshavesubmittedtheirfinaldrafts,Illcompilethemintoaclass
collectionthatrepresentsthedifferentfamiliesrepresentedinourclassroom.
Studentswillthenchoosetheworkofoneoftheirpeersandwriteacritical
analysis.
5. DraftingandPeerWorkshop
a. Studentswillspendseveralfullclassdaysinworkshopmode,workingontheir
criticalanalyseswithmeandtheirpeers.Thiswillincludeafulldayofpeer
workshopusingLindaChristensensPeerWorkshopmodelandworksheet.
1
FromSandraCisnerosintheClassroom:TheNCTEHighSchoolLiterature
Series
2
FromLindaChristensensTeachingforJoyandJustice
6. UnitReflectionandReview3
CULMINATINGTEXTS
1. _____WhoMentorPoem
a. Studentswillcreateanoriginalpoemaboutsomeoneintheirfamilyinthestyleof
CisnerosAbuelitaWhoandshareitwiththeclass.
2. MentorVignette
a. Studentswillcreateanoriginalvignetteabouteithertheirhomes,names,or
gendersandhowthosethingsrelatetotheirfamilies.Theywilluseselectionsfrom
CisnerosTheHouseonMangoStreet,andsharetheirfinalproductswiththeclass.
3. AnalysisofPeersWork
a. Iwillcompileeachstudent'spoemandvignetteintoabookthatrepresentsthe
diversefamiliesrepresentedinourclassroom,andstudentswillchoosethework
ofoneoftheirpeerstocriticallyanalyze.
ASSESSMENT
Assessmentforthisunitwillbearubricscoringstudentsontheircriticalanalyses,andtheyllbe
scoredonconventions,introductionandconclusion,bodyparagraphsandevidence,style,and
organizationonascaleof0-4(0-insufficientevidence,1-unsatisfactory,2-partiallyproficient,
3-proficient,4-advancedunderstanding)
3
SeeIntroductoryMaterialstabforfulldescription