unit 1 launch : choices materials
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UNIT 1 LAUNCH : CHOICESMATERIALS1. Unit 1 Project Rubric2. Unit Self-Assessment3. Reading and Literary Analysis Unit Test4. Grammar and Writing Unit Test (5 pages total)5. Unit 1 Test Student Profile6. Unit 1 Cluster Test Profiles7. Trait Unit: Focus and Unity8. Writing Traits Class Profile9. Writing Portfolio Coversheet10. Writing Portfolio Record of Scores11. Writing Portfolio Strengths, Needs, Self- and Peer
Assessments
What influences a person’s choices?
Unit Launch:
ESSENTIAL QUESTION:
ObjectivesReading— Students will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.
Writing— Students will take notes on peers’ points of view and respond to a prompt in complete sentences.
Speaking & Listening— Students will participate actively in discussions or debates with peers and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 1Bellwork:
Copy Objectives (5 min)
BRAINSTORM MAP 8/27/13
What Influence
s Choices?
Friend’s
opinions
Rules at
home or
school
Personal preferen
ce
TV/ads
5 Minutes! In your binders, think about one choice you’ve made and chart influences on that choice. Be prepared to volunteer to share!
1min. One Volunteer please share.
OPRAH VS. EINSTEIN (3)
ObjectiveStudents will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.t
Everything is determined, the beginning as well as the end,by forces over which we have no control.
–Albert Einstein determined: already decided, setcontrol: power, choice“painting a canvas”: every thought you have and each choice you make changes the painting.
With every experience, you alone are painting your own canvas, thought by thought, choice by choice.
-Oprah Winfrey
ObjectivesReading— Students will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.
Writing— Students will take notes on peers’ points of view
Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 1Bellwork:
Copy Objectives (5 min)
FOUR CORNERS & EXPERT GROUPS ROUTINES (3)
D
BA
C#1- Choose
• Choose one position (belief)• At seats, write 1 or 2 reasons why using
following sentence frame:
I mostly /strongly agree with Oprah / Einstein that people do /do not control their lives because___ . Also _______ .#2 - Expert Groups
• At teacher’s cue go to that corner
• Write date & title for activity: Oprah vs. Einstein
• Share your strongest point• Jot down important
words/phrase from each person in group
Example:8/24 Oprah vs. Einstein• Jesus: way you’re raised• Cecelia: • Jose: • Alhaji:
#3 - Report Out• Volunteer from each Expert
Group shares with class their group’s strongest points
• use academic sentence frames.
We all agreed mostly / strongly with Oprah / Einstein that people do / do not control their own lives.
Jose raised a valid /really strong point.He / she stated that ___________ added _______
15 min
ObjectivesReading— Students will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.
Writing— Students will take notes on peers’ points of view
Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.
OBJECTIVE CHECKUnit Launch:DAY 1Bellwork:
Copy Objectives (5 min)
Choose and respond to 1 of the 2 prompts (questions). Restate the prompt as your topic sentence.
1. Was it difficult to choose only one opinion? Why or why not?
2. Did the class discussion change any of your classmates’ positions? How so?
Unit Launch:EXIT TICKET: (5 minutes)
8/28/13
ESSENTIAL QUESTION:What influences a person’s choices?
LASTLY: PLACE YOUR BELLWORK INSIDE FRONT COVER OF MINI NOTEBOOK AND PUT IN A PILE ON TABLE.
TEAM CAPTAINS: Please collect these items & turn in.
Reading— Students will read and interpret a table to analyze and evaluate the effect of family, friends, circumstances, and society on choices.
Writing— The students will develop main ideas and content that fully focuses on a prompt with relevant, thorough, and effective support. Speaking & Listening— Students will discuss opinions with peers and support their ideas with evidence from table data and from their own experiences.
ESSENTIAL QUESTION:What influences a person’s choices?Unit
Launch:DAY 2Bellwork:Copy Objectives (5 min)
OBJECTIVES:
DO 1 or 2 or 3
1. Which fact can you most relate to? Why?
2. Which fact do you wish was true for you? How could you make it a reality?
PARAGRAPH3. The greatest influence on teens’
choices is family / friends / culture / money / media.
First, … Also, … Finally, …First off, What’s more, Furthermore
(provide 3 reasons WITH examples.)
Unit Launch:EXIT TICKET:
WRITTEN REFLECTION:DAY 2
Answer:#1 OR #2 OR
#3
8/29/13
ESSENTIAL QUESTION:What influences a person’s choices?
Reading Objectives -- Students will plan and monitor their reading by making predictions, and later revising predictions.
Students will determine (figure out) the meaning of new academic vocabulary. Writing Objective—Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 3
Bellwork5 min Total!
1.Copy Objectives
2.Respond: What do you predict I would do if you were late to class? Why do you think so?
Reading Objectives -- Students will plan and monitor their reading
by making and revising predictions.
Students will determine the meaning of new academic vocabulary. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 3 Objective Check 1
min!
Team leaders:hand out pp.4 + 5
Read the title of today’s text. Identify the setting. Preview any pictures. Predict what might happen.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:
DAY 3
2 min!
What does our first READING objective today state? What does it mean to plan and monitor? What you just did is part of that—you PLANNED by previewing and making predictions. You monitored by tracking your predictions!
ESSENTIAL QUESTION:What influences a person’s choices?Unit
Launch:
DAY 3
to tell what will happen based on some observation or
reasoning
What does it mean?
to tell about tomorrow’s weather
Example
to take a wild guessNon-example/
Antonym
to predict
1 min!
3 min! Draw Fast!
3 min! Draw Fast!Create this vocabulary
map in your binders
& fill in meaning for predict(ion). (Bottom p.5)
ESSENTIAL QUESTION:What influences a person’s choices?Unit
Launch:
DAY 3
10 min!1. Listen to fluent reading: On the Bus
2. Shoulder partners (p.5,) What will Catherine do? In binder, list all possible choices she could make.a) Catherine could ________________.b) Or ____________________________.c) Or ____________________________.
3. Place a star next to, or circle the prediction you feel is the most accurate (correct).
ESSENTIAL QUESTION:What influences a person’s choices?Unit
Launch:
DAY 3
TEAMS Choose 1 to DISCUSS
5 min!
• Which action do you predict she will take/do? Explain.
• What do you already know about Catherine that may help to validate (prove) your prediction? (In other words, what evidence in the text about Catherine could help prove your point?) Quote it “ ”
(2 tickets)• What would you like to know about Catherine
that will give you more confidence in (believe in) your prediction?
(3 tickets)
REPORT! 5 min!Read: What does it
mean to plan and monitor? p.5
Reading Objectives -- Students will plan and monitor their reading by making and revising predictions.Students will determine (figure out) the
meaning of new academic vocabulary. Writing Objective—Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 3
Respond to the following with your BEST EFFORT.5 min!
1. How can you tell whether a friend will like a gift you will give them?
2. Next, complete Word Map for the term: monitor.
Unit Launch:EXIT TICKET
DAY 3Written Reflection:
1) Complete the prompt.
2) Complete Word Web with the term monitor.
ESSENTIAL QUESTION:What influences a person’s choices?
to keep track of, to check What does it mean?
???????????????Example
to forget aboutNon-example
to monitor
R: Reading Objective: Students will identify short story elements (parts): characterization, setting, and plot.
Students will explore how story elements are connected and influence characters’ actions and choices.
W: Writing Objective—Students will compose a test item(s) about reading short stories as an aid to remember short story elements.
S: Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 4Bellwork:Copy Objectives (5 min)
OBJECTIVES:
CHARACTERIZATIONAUTHOR’S CLUES OF WHAT
THEIR CHARACTERS ARE LIKE
Describing Words
Dialogue
Action of Character
Action/Reaction of others towards character
CHARACTERIZATIONAUTHOR’S CLUES OF WHAT
THEIR CHARACTERS ARE LIKE 5 MIN
1] Describing Words:what a character looks
likequalities/traits
2] Dialogue:what character says or
thinks how he/she expresses
himself/ herself
1] Example of Describing Words
Catherine: shy, freshman teen
2] Example of Dialogue:Catherine: admires James
CHARACTERIZATIONAUTHOR’S CLUES OF WHAT
THEIR CHARACTERS ARE LIKE (5 MIN)
3] Example of Actions:Catherine: looks at Stephone
4] Example of Reactions that affect char:
Catherine: decides she doesn’t like James because of his taunting (teasing)
3] Actions:what the character does
4] Reactions that affect char:
how the actions/reactions of
others affect the character
In every class (except science) write your analyses and observations in the PRESENT VERB TENSE whenever possible.
STORY ELEMENT: SETTING + CHARACTERIZATION (5 MIN)
SETTING1. Characters make choices based on who they are and the situation they’re in.2. Where and when story takes place
SETTING Example:Catherine: new high school freshman year is unconfident. If she was in her senior year at same high school, she’d be more confident.Settings: new school, high school, bus, church, neighborhood
STORY ELEMENT: PLOT + CHARACTERIZATION (5 MIN)
PLOT = Events + problems (caused by choices)+ resolutionchoices the author causes characters to make that influence the events of the story. PLOT /Sequence Example:
Catherine: James notices Catherine for all wrong reasons [problem]. She’s hurt [problem] because of the time he teased her [event]. He gets his MP3 player stolen. Catherine will probably do nothing to help him get his MP3 back. Doing nothing still doesn’t get him to notice her for the right reasons. [problem]
Question: Will the environment and challenges of a public school cause Catherine to become less Christian-like?
OBJECTIVES (1 MIN)
Reading Objective: Students will identify short story elements, explore how each is connected, and how each influences a character’s actions and choices.
Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
5 min!Complete Word Map for the term: monitor.
Unit Launch:
BELL WORK
9/5/13
ESSENTIAL QUESTION:What influences a person’s choices?
to keep track of, to check What does it mean?
???????????????Example
to forget aboutNon-example
to monitor
OBJECTIVES (1 MIN)
Reading Objective: Students will analyze a setting within a story and determine its influence on a character.
Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
REVIEW/RECAP STORYCHARACTERIZATION (2 MIN)
AUTHOR’S CLUES OF WHAT THEIR CHARACTERS ARE LIKE
1) Describing Words2) Dialogue/ Thoughts3) Actions of Character4) Actions/Reactions of others towards character
SETTINGINFLUENCES CHOICES CHARACTERS MAKE
PLOTDRIVES STORY EVENTS AS RESULT OF
CHARACTERS’ CHOICES
1) Situations, 2) Events3) Time story or events take place4) Weather, seasons
1) Events 2) Problems/complications (caused by choices)3) Resolution
YOUR TURN! (5 MIN!)GROUPS give it a try using the character James
• describing words• dialogue /thoughts• actions by character• actions/reactions of others that affect the
character
Characterization
Write a quote from a character. What does it reveal (show) about him?
Describe action done by the character. How do you think it will affect the character in the
end? o Identify a reaction towards James by another
character.o How does the reaction affect him?
OBJECTIVES (1 MIN)
Reading Objective: Students will analyze the plot of a story and determine how a character has influenced/determined the plot.
Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
9/9/13
9/9/13 OBJECTIVES (5 MIN)Bellwork: DO NOT COPY OBJECTIVES TODAY!
BUT Please DO RECOPY the Characterization Clue chart below.OBJECTIVES (2 min)
Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take. Writing Objective—Students will write a brief paragraph using a topic sentence and supporting
details to explain how setting influences a character.Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
1) describing words2) dialogue /thoughts3) actions by character4) actions/reactions of others that affect the character
Characterization Clues
Copy only information in blue boxes below. (2 MIN!)
1) Events2) Situations3) Locations (places)4) Time when story events occur5) Weather
SETTING
Analyze a character: Catherine Identify a setting: Carwash fundraiser in front of
church. James teases Catherine in front of crowd of people.
How does it affect Catherine? Catherine is embarrassed and offended because of how James teases her. She decides she dislikes James, even though she is a Christian.
WE DO (5 MIN!)
OBJECTIVES CHECK (1 MIN)
Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take.
Writing Objective—Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
Copy only information in blue boxes below. (2 MIN!)
1) Events2) Situations3) Locations (places)2) Time when story events occur5) Weather
SETTING
Analyze a character: James Identify a setting. How does it affect the character? Report Out to the Class (Numbered Heads
Routine)
YOUR TURN! (10 MIN!)
5 MIN!
Character: JAMES
CHOOSE A SCENE
Real Location & Situation
Different Location/Situation
SETTING & CHARACTERIZATION
Choice Made/Action Taken
Choice made or action that probably would have been
taken in this different situation/location
Describe his/her character/personality
IN THE PRESENT SITUATION(use high level vocab words)
Characteristics/personality changes in the different
situation/location(use high level vocab words)
VS.
STORY ANALYSIS GRAPHIC ORGANIZER
OBJECTIVES CHECK (1 MIN)
Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take.
Writing Objective—Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
Answer the prompt below in a paragraph that includes a topic sentence AND
a) includes your answer (4pt—See rubric: Focus & Unityb) provides SPECIFIC EXAMPLES to support your answer.
(8pt—rubric: Development of ideas)You may use the graphic organizer/handout to help you plan your paragraph.
WRITE FAST!! You Had Overnight To Think About It.
PROMPT: Choose a character from a setting/scene (situation / location) in your favorite movie or book. Explain: How does the setting influence the character? (In other words, what change in a character’s choice or action AND characteristics would have occurred if it was in a different setting/location?)
(e.g. church vs. school)
Topic sentence starter idea (Use the topic sentence below or COMPOSE/write your own):
(voice!)Setting definitely influences the choices, actions,
and characteristics of characters in a story. For example, in our story, On the Bus, in the scene where ________, ….……….. (name your character) …………………….. (YOU TAKE IT FROM HERE!)
Unit Launch:
BELLWORK:Assessment
9/9/13
15 MIN!
ESSENTIAL QUESTION:What influences a person’s choices?
9/10/13
OBJECTIVES CHECK (1 MIN)
Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take.
Writing Objective—Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
Character: JAMES
CHOOSE A SCENE
Real Location & Situation
Different Location/Situation
SETTING & CHARACTERIZATION
Choice Made/Action Taken
Choice made or action that probably would have been
taken in this different situation/location
Describe his/her character/personality
IN THE PRESENT SITUATION(use high level vocab words)
Characteristics/personality changes in the different
situation/location(use high level vocab words)
VS.
STORY ANALYSIS GRAPHIC ORGANIZER
OBJECTIVES CHECK (1 MIN)
Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take.
Writing Objective—Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
Answer the prompt in a paragraph that includes a topic sentence AND ALSO
a) includes your answer (4pt—See rubric: Focus & Unity)b) provides SPECIFIC EXAMPLES to support your answer. (8pt—rubric: Development of ideas)
You may use the graphic organizer/handout to help you plan your paragraph.
WRITE FAST!! You Had Overnight To Think About It.
Unit Launch:
BELLWORK:Assessment
9/10/13
20 MIN!
ESSENTIAL QUESTION:What influences a person’s choices?
PROMPT: Choose a character from a scene (situation / location) in your favorite movie or book. Explain: How does the setting influence the character?
(In other words, what change in a character’s choice or action AND characteristics would have occurred if it was in a different setting/location?)
(e.g. church vs. school)
Topic sentence starter idea (Use the topic sentence below or COMPOSE/write your own):
(voice!)Setting definitely influences the choices,
actions, and characteristics of characters in a story. For example, in the story/movie, ___________, in the scene where ________, ….……….. (character) ……………..
(YOU TAKE IT FROM HERE!)
Unit Launch:
BELLWORK:Assessment
9/10/13
20 MIN!
ESSENTIAL QUESTION:What influences a person’s choices?
9/11/13
9/11/13 OBJECTIVES (3 MIN)
Bellwork: Copy only reading & writing obj.
NOTE: You will complete then setting/character paragraph on Thursday.)
Students will:R: analyze how the PLOT of a story is influenced by setting
and character personalities.
W: Students will compose test questions related to
characterization, setting, and plot.
S & L: Students will participate actively in discussions or
debates with peers and communicate ideas clearly.
STORY ANALYSIS GRAPHIC ORGANIZER (5 MIN!)
CHARACTERIZATION, SETTING, & PLOT are all connected!
Choices MadeOr
Actions taken
What other events/actions are triggered as a result of this choice or action?
The way that the author arranges choices and action becomes the PLOT!
(5 MIN!)
Influenced by character personality?
(how the person is)
Influenced by the time or place that the
situation is occurring (taking place)?
triggered: started, set offas a result: because of
9/11/13 OBJECTIVES (1 MIN)
Students will:R: analyze how the PLOT of a story is influenced by
setting and character personalities.
W: Students will compose test questions related to
characterization, setting, and plot.
S & L: Students will participate actively in discussions or
debates with peers and communicate ideas clearly.
WE DO! (15 MIN!)
PLOT
Identify a CHOICE in trailer for Transformers:
What traits about the character causes him/her to make this choice?
How does the setting (when and where this is taking place) influence the character’s choice?
What action does the character take as result of his/her choice?What other choices and actions follow as a result of this choice?
Notes! (2 MIN!)
traits: (what he/she is like)as a result of: because of
YOU DO! (10 MIN!)
PLOT
Identify a CHOICE made in beginning of Karate Kid.What traits about the character causes him/her to make this choice? How does the setting (when and where this is taking place) influence the character’s choice?What occurs next because of the character’s choice, and what other choices and actions follow?
Notes! (2 MIN!)
traits: (what he/she is like)as a result of: because of
9/11/13 OBJECTIVES (1 MIN)
Students will:R: analyze how the PLOT of a story is influenced by
setting and character personalities.
W: Students will compose test questions related to
characterization, setting, and plot.
S & L: Students will participate actively in discussions or
debates with peers and communicate ideas clearly.
10 MIN ONLY! W: Students will compose test questions related to characterization, setting, and plot.
Unpack the Thinking Process
On Index Card:Using the information on page 6, on
one index card, compose (write) your own test question about story elements. Group A: Any question.Group B: Question must begin with HOW or WHY. (It would be best to create the test item about something you need
more help remembering.)
Unit Launch:EXIT TICKET
9/11/13
ESSENTIAL QUESTION:What influences a person’s choices?
OBJECTIVES CHECK (1 MIN)
Reading Objective: Students will explore how story elements are interconnected and their influence on the story’s character.
Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
9/12/13
9/11/13 OBJECTIVES (3 MIN)
Bellwork: Copy only reading & writing obj. NOTE: When finished copying objectives, work on setting/character paragraph—due Friday.)Students will:R: Students will compare and contrast characterization, setting, and
PLOT to monitor (check) and revise (change) their previous predictions.
W: Students will compose test questions related to characterization,
setting, and plot.
S & L: Students will participate actively in discussions or debates with
peers and communicate ideas clearly.
ON THE BUS READ REVISED TEXT P.7
PREDICTION CHART
[yes][no]
[yes][no]
I notice
I know I predict
PredictionConfirmed
?
I DO! (5 MIN!)
She used to attend a church school, now at public h.s.
She bought trendy clothes with savings.
There won’t be as many dedicated Christian teens at public h.s. as church school.She wants people to notice her, think she’s cool.
She’ll struggle to keep her faith if new friends are not dedicated Christians.She’ll do things she normally wouldn’t do to be accepted.
WE DO! (5 MIN!)
R: Students will compare and contrast characterization, setting, and PLOT to monitor (check) and revise (change) their previous predictions.
Reading Objective: Students will compare and contrast between an ORIGINAL and a REVISED text to predict how changes in the setting and plot of a short story influences CHARACTER’S actions and choices.
Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.
Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 5Bellwork:Copy Objectives (5 min)
OBJECTIVES:
Reading Objective: Students will compare and contrast between an ORIGINAL and a REVISED text to PREDICT how changes in the setting and plot of a short story can influence the CHARACTER’S actions and choices.
Writing Objective—The students will write a short response which includes a topic sentence and reasons WITH EXAMPLES. Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.
ESSENTIAL QUESTION:What influences a person’s choices?
Unit Launch:DAY 6Bellwork:Copy Objectives (5 min)
OBJECTIVES:
Unit Launch Assessment:Complete both of the following.
Suppose you (or a family member) won the Million Dollar lottery. Predict what changes you think might occur in your :a) character (attitude/personality/physical
appearance) b) residence (setting)c) circumstances (situations) of your life and
problems you predict might arise from others in your life
Unit Launch:EXIT TICKET
DAY 5Formative, Independent, Comprehension Assessment:
ESSENTIAL QUESTION:What influences a person’s choices?
.
Unit Launch:EXIT TICKET
DAY 4
ESSENTIAL QUESTION:What influences a person’s choices?
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