Week Five Plans
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace and War
Lesson Title Monday: True War Story
Purpose/Goals
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In this lesson students will be reading “How to Tell a True War Story” and be pulling criteria from the chapter. They will then use this criteria to judge the quality of the war stories we have looked at so far. |
Objectives
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I can:
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National and Ohio Standards
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Reading Applications: Informational, Technical and Persuasive Text Standard
2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. 5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. 6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.
Reading Applications: Literary Text Standard 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Writing Applications Standard 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. |
Assessment
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Formative
Students will be developing a list of criteria for judging war stories and then using that criteria to evaluate whether or not Saving Private Ryan is a true war story. I’ll be assessing them on how well they can apply the criteria we discussed as a class to their own interpretation of the movie. |
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Community Knowledge and Experience |
With the opening discussion students will be linking applications of criteria they probably already use to be able to find criteria for judging the war stories. They may also end up being able to evaluate war stories told by friends and family members for truth. |
Procedures including:
• Opening • Activities
• Closure
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Opening:
Activities: Read Chapter:
Judge Saving Private Ryan:
Closing:
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Resources
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SmartBoard
Audio recording of chapter Novels Paper/pencil |
Applications, Connections, Extensions |
Students will be learning criteria for judging the validity and truth of war stories. This may be useful for some of their choice projects or their final paper. They may also be able to judge the truth of family members’ or friends’ war stories. |
Inclusive Instruction
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The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will also be able to make their own decisions about whether or not the movie is a true war story. Also, since we’ll be listening to the audio recording of the chapter, it will aid those students who are better aural learners. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace and War
Lesson Title Tuesday: Historical Lens Notes, “Tommy,” and Veteran Discussion
Purpose/Goals
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In this lesson students will be learning how to analyze a text through the historical lens. They will get to practice the strategies we learn by reading the poem “Tommy” in both its original form and its updated form.
We will then move onto a discussion regarding the treatment of veterans and watch a movie clip that connects to this discussion as well as provides students with an exemplary model for one of the choice projects. |
Objectives
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I can:
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National and Ohio Standards
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Reading Applications: Literary Text Standard
1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 5. Analyze variations of universal themes in literary texts. 7. Compare and contrast varying characteristics of American, British, world and multi-cultural literature. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing Applications Standard 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Communications: Oral and Visual Standard 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. |
Assessment
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Formative
Students will be turning in their thoughts on how the time period may have changed the poem “Tommy.” This will show an application of the historical lens. Students will also be turning in their discussion notes. This will allow me to see how they progressing with their understanding of veterans of wars |
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Community Knowledge and Experience
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Many students have friends and family members who are currently in the armed forces or are veterans of war. The discussion about veterans will be especially applicable to them, and as there are veterans in the community at least partially applicable to everyone. |
Procedures including:
• Opening • Activities
• Closure
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Opening:
Activities: Historical Lens Notes:
“Tommy”
Discussion of Veterans of War:
Movie Clip (10 min): Project Example:
Closing
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Resources
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Textbook
“Tommy” recording updated “Tommy” text SmartBoard Len Guided Notes file Extra copies of guided notes handouts Movie clip projector |
Applications, Connections, Extensions | Students will be applying what they’re learning about veterans to the texts we’re reading later in the unit. Also the movie clip will serve as an exemplar of one of the students choice projects. |
Inclusive Instruction
|
The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
We will also be listening to a recording of the “Tommy” poem, which will aid students who learn better aurally. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace and War
Lesson Title Wednesday: Lab Work Day
Purpose/Goals
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Today is a work-day for students. They have their first 10 points of choice projects due at the end of the block. This is also the only workday/planned lab time before the choice project presentations. I’ve also planned for class work should students decide not to take advantage of the time to work. |
Objectives
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I can:
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National and Ohio Standards | Variety:
Depends on what projects students are working on. |
Assessment
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Summative
Students will be turning in their first 10 points of choice projects today. This is part of their final unit grade. |
Formative
Students will be turning in their first 10 points of choice projects today. This will give me a chance to give them some feedback before they turn in the rest of their points for the unit. |
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Community Knowledge and Experience | Students are working with topics related to war. They are all likely affected in some way by war and are being given the opportunity to express that in a variety of ways. Allowing students to manage their own time is also an important skill for them to have in the real world. |
Procedures including:
• Opening • Activities
• Closure
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Opening
Activities
Closing
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Resources
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Computer lab
Extra copies of choice project options Rubrics for choice projects |
Applications, Connections, Extensions | Students will be working on their choice projects. Depending on what the project is they can expand on it in different ways. |
Inclusive Instruction
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The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them. Students will be able to work at their own pace during this lab time. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace and War
Lesson Title Thursday: “On the Rainy River,” draft journal
Purpose/Goals
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Students will be listening to this chapter. They will then be working groups and applying some of the criteria we discussed on Monday for what makes a true war story to determine why this chapter is included in the novel, or why O’Brien had never told it before. Students will then be connecting the story to their own life’s by writing a journal response to the idea of the draft. |
Objectives
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I can:
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National and Ohio Standards
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Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Reading Applications: Literary Text Standard 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 5. Analyze variations of universal themes in literary texts. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 5. Use organizational strategies (e.g., notes and outlines) to plan writing. Writing Applications Standard 1. Write reflective compositions that: a. use personal experiences as a basis for reflection on some aspect of life; b. draw abstract comparisons between specific incidents and abstract concepts; c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and d. move from specific examples to generalizations about life. 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. |
Assessment
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Formative
Students will be turning in a response journal for the chapter. They will be connecting their lives and beliefs to the text |
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Community Knowledge and Experience | When the males in the class register to vote (which many of them are old enough to have done already) they will also register for the draft. If the draft were ever reinstated it is also quite possible that women would also have to register. This will provide students with an opportunity to consider what would happen if the draft were reinstated while making connections to the text. |
Procedures including:
• Opening • Activities
• Closure
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Opening
Activities “On the Rainy River”
Overflow:
Closing
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Resources
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Audio recording of chapter
Copies of novel Pencil/paper |
Applications, Connections, Extensions | This will give students a chance to develop brainstorming for a possible extension for a choice project such as a short story or movie. |
Inclusive Instruction
|
The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
We’re listening to the audio recording of the chapter. This will aid students who are better aural learners. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace and War
Lesson Title Friday: Deconstruction Notes, “Spin,” “Dulce Et…”
Purpose/Goals
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Students will be learning about the deconstruction lens and applying the strategies they learn to the chapter “Spin”. They will then being using the TPCASTT and a previously learned lens to analyze “Dulce Et Decorum Est” |
Objectives
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I can:
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National and Ohio Standards
|
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Reading Applications: Literary Text Standard 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 5. Analyze variations of universal themes in literary texts. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications Standard 2. Write responses to literature that: a. advance a judgment that is interpretative, analytical, evaluative or reflective; b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; d. identify and assess the impact of possible ambiguities, nuances and complexities within text; e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. |
Assessment
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Formative
Students will be turning in their analysis of “Spin.” This will give me a chance to look at these and give them feedback before they write their critical lens paper next week. Students will also be turning in their TPCASTT sheet on “Dulce Et…” which will give them practice tying all sorts of analysis together and practice choosing which lens they want to choose for analysis. I will be able to give them feedback on this sheet. |
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Community Knowledge and Experience |
The deconstruction lens is a useful tool for students to have when they are determining the reliability of various stories, including news in the media. It gives them some idea of how to identify things that don’t necessarily match up or make sense. |
Procedures including:
• Opening • Activities
• Closure
|
Opening
Activities Deconstruction Notes
“Spin”
“Dulce Et Decorum Est”
Closing
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Resources
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The Things They Carried novels
“Spin” questions textbooks TPCASTT worksheets |
Applications, Connections, Extensions | Working with the deconstruction lens is a preliminary step for students to prepare them for writing their critical lens paper. |
Inclusive Instruction
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The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
We’ll be working with guided notes, helping those students who need some help with processing and remembering that kind of heady information. The practice applying the strategies in class will help students. |
Week Four Plans
Unit Cover Page
Unit Title: Peace and War
Grade Levels:11th/12th grade
Subject/Topic Areas: Contemporary Literature
Key Words: war, critical lens, student choice,
Time Frame: 3 weeks
School District: Westerville City Schools
School: Westerville Central High School
Brief Summary of Unit (including curricular context and unit goals):
In this unit we’ll be studying contemporary wars and the literature that has been written about them, or in response to them. This unit follows a unit on Women, Men and Relationships building on what students know about relationships and applying it to society at larger. After this unit we’ll be moving into Utopia/Dystopia, which will focus on what happens when societies try to create a more perfect world after war has happened. Our focus novel for this unit will be The Things They Carried by Tim O’Brien and our focus concept deals with analyzing texts through various critical lenses. I’ve structured this unit such that we’ll be generally moving forward in time with our texts (starting with the World Wars and moving up through the War on Terror) and breaking them down in different ways to study them. There is the opportunity for lots of student choice in this unit. I’ve arranged it so that each student will write an analytical paper, do in-class assignments, and then choose from a variety of different projects to get the rest of their points for the unit. I think it’s important students learn to analyze texts based on tried and true methods that will be used in college, but to also be given the opportunity to complete projects of their choice that will play to their strengths and allow them to make and express there own understandings of the unit.
Enduring Understandings:
- Great literature provides rich and timeless insight into the key themes, dilemmas and challenges of human existence.
- Every text is made up of smaller elements that help to contribute to the text’s overall meaning. There are many methods for dissecting a text to determine the overall meaning.
Essential Questions:
- How can the study of genres and literary periods contribute to enjoyment of literature and to understanding commonalities in human experiences?
- How do different characters respond to and handle conflict and uncertainty?
- How do looking at texts through different lenses affect our understanding of a text’s meaning?
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace & War
Lesson Title Monday: Opening & Saving Private Ryan Image Collection
Purpose/Goals
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Since today is the beginning of a new unit, I’ll be explaining to students what is expected of them throughout this unit. Since there are some unit long projects, we’ll briefly be going over those so students can choose what they want to do.
The class will also be watching Saving Private Ryan and collecting images from the movie. This serves to keep them engaged with the film, and provide material for the poems we’ll be writing on Wednesday. |
Objectives
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I can:
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National and Ohio Standards
|
Reading Applications: Literary Text Standard
2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. |
Assessment
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Formative
Students will be collecting images throughout the movie. I’ll be collecting this sheet at the end of the block to check on how they’re processing and engaging with the movie. |
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Community Knowledge and Experience | Throughout this unit students will be asked to examine their own experiences with war and conflict and how it has affect them. In comparison to how it affects the characters and societies we encounter in the texts. |
Procedures including:
• Opening • Activities
• Closure
|
Opening: 15 minutes
Activities:
Closing:
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Resources
|
|
Applications, Connections, Extensions | Students are collecting images for a poem that we will write on Wednesday. One of the focuses of this unit is on the details of a text, and how they help to make up the whole. Each reading we do will help to build on this knowledge. |
Inclusive Instruction |
The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will also be collecting images that are meaningful or thought-provoking to them, allowing them to build poem that speaks to them about the movie. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace & War
Lesson Title Tuesday: Saving Private Ryan Image Collection
Purpose/Goals
|
The class will be watching Saving Private Ryan and collecting images from the movie. This serves to keep them engaged with the film, and provide material for the poems we’ll be writing on Wednesday. |
Objectives
|
I can:
|
National and Ohio Standards
|
Reading Applications: Literary Text Standard
2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. |
Assessment
|
|
Formative
Students will be collecting images throughout the movie. I’ll be collecting this sheet at the end of the block to check on how they’re processing and engaging with the movie. |
|
Community Knowledge and Experience | Throughout this unit students will be asked to examine their own experiences with war and conflict and how it has affect them. In comparison to how it affects the characters and societies we encounter in the texts. |
Procedures including:
• Opening • Activities
• Closure
|
Opening:
Activities:
Closing:
|
Resources
|
|
Applications, Connections, Extensions | Students are collecting images for a poem that we will write on Wednesday. One of the focuses of this unit is on the details of a text, and how they help to make up the whole. Each reading we do will help to build on this knowledge. |
Inclusive Instruction | The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will also be collecting images that are meaningful or thought-provoking to them, allowing them to build poem that speaks to them about the movie. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace & War
Lesson Title Wednesday: SPR Image Poem; New Critical Lens; Poem Threading
Purpose/Goals
|
The class will have watched Saving Private Ryan and collected images from the movie. This provided them with material for the poems we’re writing today.
We will also be going over how to analyze a text through the New Critical Lens and reading through “Life at War” for practice with strategies students can use to analyze texts in this way. |
Objectives
|
I can:
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National and Ohio Standards
|
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Reading Applications: Literary Text Standard 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 5. Analyze variations of universal themes in literary texts. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 5. Use organizational strategies (e.g., notes and outlines) to plan writing. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. Writing Applications Standard 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Communications: Oral and Visual Standard 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience. |
Assessment
|
|
Formative
Students will be collecting images throughout the movie. I’ll be collecting this sheet at the end of the block to check on how they’re processing and engaging with the movie. |
|
Community Knowledge and Experience | Throughout this unit students will be asked to examine their own experiences with war and conflict and how it has affect them. In comparison to how it affects the characters and societies we encounter in the texts. |
Procedures including:
• Opening • Activities
• Closure
|
Opening:
Activities: 15 Line Poem
New Critical Notes
Poem Threading
Closing:
|
Resources
|
|
Applications, Connections, Extensions | Students are writing poems based on images that they have collected. They are also reading “Life at War” and practicing doing close readings and picking out details of the text. One of the focuses of this unit is on the details of a text, and how they help to make up the whole. Each reading we do will help to build on this knowledge. |
Inclusive Instruction | The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will also be collecting images that are meaningful or thought-provoking to them, allowing them to build poem that speaks to them about the movie. |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace & War
Lesson Title Thursday: The Things They Carried pre-write & read
Purpose/Goals
|
Student will be making lists of the things that they carry with them in order to help develop a connection with the characters in this story. They will be reading the first chapter of the novel, “The Things They Carried,” to build on the understandings they’re making in creating their own lists. |
Objectives
|
I can:
|
National and Ohio Standards
|
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Reading Applications: Literary Text Standard 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions. 2. Analyze the historical, social and cultural context of setting. 3. Explain how voice and narrator affect the characterization, plot and credibility. 4. Evaluate an author’s use of point of view in a literary text. 5. Analyze variations of universal themes in literary texts. 8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis. Writing Process Standard 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. |
Assessment
|
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Formative
Students will be making lists of the things that they carry. This pre-writing activity works a little bit like an anticipation guide for the chapter. I’ll be collecting it at the end of the block to see what students are coming up with and how deep they are thinking. Students will also be writing short responses during the reading to help build their understandings of the text. I’ll be able to look at these and see where they are in their envisionment. |
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Community Knowledge and Experience | Throughout this unit students will be asked to examine their own experiences with war and conflict and how it has affect them. In comparison to how it affects the characters and societies we encounter in the texts.
In this lesson they will be comparing “The Things They Carried” to their own lives, and identifying with the characters in the chapter as they make their own lists of things that they carry. |
Procedures including:
• Opening • Activities
• Closure
|
Lesson adapted from Read Write Think:
http://www.readwritethink.org/classroom-resources/lesson-plans/worth-weight-letter-writing-1061.html Opening:
Activities: Pre-write
Read Chapter
Closing:
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Resources
|
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Applications, Connections, Extensions | Students will be making a list of the things that they carry. This list will be used in tomorrow’s class to help them write a letter about what they are carrying. It will also help them to connect to the text and the characters in it. |
Inclusive Instruction | The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will be making a list of what they carry. This can be personal to them and allow them to explore connections in their own lives and the text |
Subject Area Contemporary Literature
Title of unit (of which this lesson is a part) Peace & War
Lesson Title Friday: The Things They Carried Letter Writing
Purpose/Goals
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Students will be using the lists they created yesterday to write a letter about what that thing is. It will give them a chance to practice writing a letter as well as help to build connections to the text. |
Objectives
|
I can:
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National and Ohio Standards
|
Writing Process Standard
1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. 6. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Writing Applications Standard 1. Write reflective compositions that: a. use personal experiences as a basis for reflection on some aspect of life; b. draw abstract comparisons between specific incidents and abstract concepts; c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and d. move from specific examples to generalizations about life. 3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals) that: a. report, organize and convey information accurately; b. use formatting techniques that make a document user-friendly; and c. anticipate readers’ problems, mistakes and misunderstandings. Writing Conventions Standard 1. Use correct spelling conventions. 2. Use correct capitalization and punctuation. 3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). |
Assessment
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Summative
Students will be writing a letter that demonstrates a connection between their own life and the lives of the characters in the text. |
Formative
Students will be writing a letter that demonstrates a connection between their own life and the lives of the characters in the text. Because we will be continuing to read more from this novel it also serves as a formative assessment as they are just beginning to build an understanding of the text and its characters. |
|
Community Knowledge and Experience | Throughout this unit students will be asked to examine their own experiences with war and conflict and how it has affect them. In comparison to how it affects the characters and societies we encounter in the texts.
They will be using the lists they created yesterday to write a letter that demonstrates their knowledge of the connections they can make to the text. |
Procedures including:
• Opening • Activities
• Closure
|
Lesson adapted from Read Write Think:
http://www.readwritethink.org/classroom-resources/lesson-plans/worth-weight-letter-writing-1061.html Opening:
Activities: Free-write
Letter Writing
Closing:
|
Resources
|
|
Applications, Connections, Extensions | Students will be using the lists that they created yesterday to help them write a letter about what they carry to someone in their life. It will help them to connect to the text and the characters in it. If students want to they can actually mail their letters. If so, I could provide an opportunity for them to share the response they may receive. |
Inclusive Instruction | The nature of the student choice projects is inclusive. Students are able to choose from an assortment of project options in order to play to their strengths and demonstrate their understanding in the best way that makes sense to them.
Students will be writing a letter about themselves and what they carry to someone in their life. This leaves a lot of room for personal choice. |
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