idaho core teacher network unit plan web viewin some of the strongest of pieces we’ll read. i...

Idaho Core Teacher Network Unit Plan Template

Unit Title: Writing My Memories Created By: Sarah KingVeigel Subject: EnglishGrade: NinthEstimated Length (days or weeks): Approximately 6 weeks

Unit Overview (including content)

The focus of this lesson is to broaden students’ understanding of traditional narrative form. Students will know that essay is not the only by narrative form a and that if intentional, ruptures of grammatical rules can strengthen a piece of writing. Students will know that in real world writing, run ons and fragments are used a literary technique.. Students will understand the characteristics of the grammatical ruptures (run ons, fragments) and be able to recognize them in a work of literature as well as relate them to real world examples. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Unit Rationale (including Key Shift(s)): Key Shift One: Students will build knowledge and academic language through a balance of content rich, complex nonfiction and literary texts.Key Shift Four: Students will collaborate effectively of purposes while also building independent literacy skills.

Unit Rationale:

One of the challenges in teaching freshmen is reconnecting them to the power, creativity and elasticity of their own writing. Adolescent insecurity combined with over prescribed essay writing leaves many of my students unwilling to take the risks that writing progress requires. Although they know how to create an academic paper, many of them have lost the joy of creating that writing has inherently. This short unit is meant to give them multiple options for crafting narrative beyond a traditional essay. When given the choice of form, most can find their way back to their own story.

The conversations about how to best tell our stories helps when we look at others’ writing. The switch between writer to reader and reader to writer is intuitive for my best writers but not for all of my students. We practice the switch from reader (listener) to writer (talker) daily through this unit with the intent that they can access and emulate what professional writers do.

Additionally, I want have my students to experience a variety of authentic forms andthe seemingly oxymoronic use of rule ruptures

in some of the strongest of pieces we’ll read. I want them to experiment. I want them to see themselves as storytellers. I want them to have fun with their language. I want them to write with joy. At years’ end, they will collect these drafts, their literature responses to extended writes of journal prompts, etc., and combine them in their final portfolio Thoughtshots From Freshman Year. As Shakespeare said in Sonnet 18 “...so long lives this and this gives life to thee” One of the most gratifying things to come out of this unit came when the students identified their new understanding as this“Reading is a way to know. Writing is a way to be known.” At the end of the unit they understood the interdependence of reading on writing and writing on reading.

Targeted Standards:Idaho Core Grade-Level Standards: W.9-10.3❖ Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W. I.9-10.5

❖ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

R W.9-10.5

Essential Questions)/Enduring Understandings:

❖ Overarching Year Essential Question:How does literature inform my life?

Unit Essential Question: How do we hold our memories?

Enduring Understandings❖ Everyone has a story that is worthy

of being heard❖ Writing preserves thought and time

“So long lives this, then this gives life tothese”

❖ Reading connects us to other memories, other times

❖ Writing well is a multi stage process -stories don't just appear. They are a series of choices, changes and revisions

❖ The form a writer chooses is guided by

Measurable Outcomes: Learning Objectives:

❖ Students will write a narrative using two of thefive forms drafted in class

❖ Students will identify broken grammatical rules and the effect of these breaks on a piece.

❖ Students will imitate five different forms of narrative.

❖ Students will develop and strengthen theirwriting by planning, revising, editing and rewriting.

❖ Students will provide specific, purposeful feedback both digitally and in face to facewriting groups.

Learning Targets:

❖ I can experiment with different narrative forms and sentence structures.

❖ I can write a narrative with well chosen details:❖ I can identify when and understand why some

❖

Analyze

in detail how an author’s ideas orclaims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

SL.9-10.1

❖ Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly.

L.9-10.1

❖ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

➢ b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations

Content Standards (if applicable)

purpose and audience. Essay form is only one of many types.

❖ Working at the sentence level can change a piece - adding phrases,strengthening the noun and subject-are tools that work

❖ Personal Narrative has a beginning, a middle and an end

❖ The rules of grammar can be broken IFit is intentional and understood.

writers choose to break the traditional rules of grammar and what effect these ruptures have.

❖ I can offer purposeful, specific feedback to my peers either digitally using Google Docs or faceto face.

❖ I can strengthen my writing by revising, editing❖ I can participate in small and larger

group discussions

Summative Assessment:

❖ Summative Assessment Description: Students will write amulti paragraph nonfiction narrative choosing two of the formats explored throughout the unit, for submission to the North Voice Literary Magazine. This writing will demonstrate understanding of the concepts compositions that demonstrate synthesis and analysis of complex ideas or themes and evidence of a deep awareness of purpose and audience. These compositions will:

➢ demonstrate evidence of adeep awareness of purpose and intended audience

➢ demonstrate a distinct voicethat stimulates the reader or listener to consider new perspectives on the addressed ideas or themes http://education.ky.gov/curri culum/docs/Documents/CC A%20WRITING%20SUPP ORT%20DOK.doc

❖ Depth of Knowledge (DOK) 4❖ Rubric or Assessment Guidelines:

See ResourcesCentral Text:”Short Assignments” by Anne LaMottText Complexity Analysis of Central Text:

● Quantitative: See Resources.● Qualitative: See Resources.

Reader-Task:See Supporting

literary texts (if applicable):

➢ “My Name” by Sandra Cisneros

➢ “This Is How I Remember It” by Betsy Kemper

➢ Encylopedia of an Ordinary Life” by Amy Krause Rosenthal

➢ “Waiting” by Peggy McNalty

➢ Short Excerpts from Harper Lee’s To Kill a Mockingbird Leslie Marmon Silko’s Ceremony, BarbaraKingsolver’s Poisonwood Bible, Graham Greene’s Wind in the Willows by and The God of Small Things by Arundhati Roy

❖ Supporting informational texts

➢ 2008 Pew Research on Writing, Technology and Teens

➢ Excerpts from JamaicaKincaid's Autobiography of My Mother,

➢ Mark Twain’s “Two Views of the Mississippi”

Art/Music/Media Other Materials/Resources:

Teacher writing modelsArt: Starry Night Over the Rhone by

Comment [1]: We could either list these here, use the dropdown menu in the boxes below or both. I am torn about the dropdowns—makes them consider for each day, but might seem limiting.

Ville d'Avray by Jean-Baptiste-Camille Corot, Lyon by Mona Edulesco, Ballet Rehearsal by Edgar DegasCalvin and Hobbes: “Snowmen” ComicVideo: Finding Forrester ExcerptsVideo: Anne Lamott documentary trailer

Instructional Sequence

Frontloading/Anticipatory SetLesson plan or outline:

The prior three weeks of work on “Where” I Am From…” have been a frontload for creating a community of writers and for telling our story.

Photo vs. story: teacher mode. How are our memories best preserved? What does the text add?

Week One

Activity/Strategy: Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, studentgrouping, independent

Formative Assessments

Instructional Notes

practice, 5 Kinds ofComposing)

Monday:

Journal Write: What do you need to become a better writer?

Think-Pair-Share

Jigsaw read of 2008 Pew Research Writing, Technology and Teens

Copies of the Pew Researchdivided among groups

Composing to Plan Pair Reports Anchor Chart:: Ways Writers Write:

I use this report to begin talking specifically about what the students need as writers. What will help them? How can they become better? This Research is lengthy so read the overview before assigning and scan to see how detailed you

want to go into the Pew Research. Depending on your class, some sections may not be necessary

Tuesday:

Continue jigsaw reading of “Writing, Technology and Teens”

Journal Write: Does this article represent what you feel? How does it? How doesn’t it?

Think Pair Share

Introduce Summative Assessment Schedule and Requirements: Write a narrative

Closely read and highlight key pieces of Summative Assessment Schedule and Requirements

Explain to you partner what you highlighted and why and then switchroles

Copies of the Pew Researchdivided among groups

Summative Assessment Schedule and Requirements (see Resources)

Composing to Plan Pair workIf there isn’t enough time in class to complete the reading and highlighting of the Summative Assessment, assign as homework with the partner work done at the beginning of the hour on Wednesday

Wednesday:

View Anne Lamott “Bird by Bird” documentary trailer as an introduction to the author.

View Finding Forrester clip about conjunctions

Begin “Short Assignments” Mini Lesson

Anne Lamott

"Finding Forrest" clip

“Short Assignments” by Anne Lamott (see Resources)

Composing to Plan Anchor Chart - How do “real” writers write? Post It Note

Some of the vocabulary as well as the content is challenging. For any vocabulary questions during this (or any other lesson/unit) we have an ongoing Word Wall in the classroom.Students use a Frayer Model variation providing the word, a synonym, an antonym and a quick definition. When a wordis placed on the wall, the student who places it there

quickly explains the word,provide synonyms

Thursday:

“Short Assignments” continued

“Short Assignments” by Anne Lamott (see Resources)

Friday:

Create Meme for “Short Assignments”in pairs

Gallery Walk of Memes using Post It Notes to vote for the favorite being ready to defend/explain their choices

Argue for the choice

Meme Generator ImgFlip

Composing to Plan Meme Gallery WalkMeme Selection Class discussion

Memes are an easy way to summarize text and an easy formative assessment. The kids have fun with this

Week Two

Activity/Strategy Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing)


Instructional Notes:

Monday:

Introduce Hillocks Questioning (Complex Implied Relationships, Authorial Generalizations, and Structural Generalizations)

In pairs, students create questions about the cartoon using the Hillocks Question Stems for Levels 6-8

Choose the best of each and pass it to another pair for them to answer.

Calvin and Hobbes Snowmen Cartoon

Hillock’s Questions Sheet(amended) (see Resources)

Hillocks Level 6, 7 and 8 Questions Stems (see Resources)

Composing to Practice Question Writing Beyond Level 3Students will require stems for their first encounter with structural and authorial generalizations. This hierarchy helps focus on what they author did to create the pieces they’ll read.

Post It Response:

What does askingthese questions do for your understanding?Tuesday:

Think Aloud “This Is How IRemember It” with by Betsy Kemper as an example of micro narrative marking the text for grammar ruptures, strong nouns and verbs. “I do”

With a partner and using the Hillocks Question Stems, create one question from each level for “This Is How I Remember It”

Word Wall additions

Swap with another pair and answer them first orally and then with the group.

Anchor Chart: How do real writers write?

“This Is How I Remember It” by Betsy Kemper (see Resources)

Extension text: “Girl” by Jamaica Kincaid (see Resources)

Composing to Practice Composing to Draft

Partner Questions and responses Post It Note ResponseWord Wall

The students have done a ThinkAloud in the unit previous to this, However, since the text is so different from most of the texts they’ve experienced, it make sense to start the “I do” sequence again.

Wednesday:Assist teacher to Think Aloud through the first 2 1/2 lines to “so much”

With a partner from across the room repeat the Think Aloud” process from Tuesday to the end of “Waiting” with teacher assistance when needed. “We do”

Journal Write: What effect does Kemper’s and McNalty’s choices have on our understanding of her message? Cite specific examples.

Think-Pair-Share Out

Brainstorm: What topics would lend

“Waiting” by Peggy McNalty(see Resources)

Teacher example

Composing to Practice ThinkAloudThink-Pair-Share

Having followed the Think Aloud on the previous day, the kids should be ready to do some of a longer, similarly formatted text with a partner with teacher assistance.

Many of my students, perhaps because they are ninth graders, love this form. They can break traditional rules and create a rant - a highly charged response to whatever they see as wrong, hateful, exciting, etc., They enjoy the release.

themselves to using the form Kemper

does?

Practice by imitating Kemper in your journalThursday:

Teacher example: How I Did ItWriteAloud on white board

Practice Convey or Confuse Feedback on teacher model

Read Kemper imitation from your writing group

Writing group responds after completing the Convey or Confuse? Feedback

Refer back to Anchor ChartClass Share Out - What was done well? How was it done? What can you use in your writing?

Anchor Chart

Student Imitation of Kemper/McNalty

Feedback - Convey or Confuse?

Did the form the writer used in the student draft help convey the message or did it confuse the message? How could they move to the Convey side if not already there?

Composing to Plan Composing to Practice

Feedback - Convey or Confuse?

Pair Work

Some kids might not know what “convey” means. Take five minutes to have them add it to the Word Wall or their notebooks using their cell phone for the definition.

I use a 4X4 lined Post It Notes for Confuse or Convey? Having the student readers divide the Post It in half by folding or drawing a line and titling each section either Confuse or Convey. The students keep the feedback on their piece.

I model my writing with the kids because I need them to understand that sometimes it is hard to do (even for me-especially for me) I want them to see me struggle.

Friday:

Closely read “My Name” noticing/ highlighting any ruptures in conventional

“My Name” from House on Mango Street (see resources)

Composing to practice Hillocks Questions/Answers on Index

Turning from Calvin and Hobbes to “My Name”

Pass questions to another pair and have

them answer together at the bottom of

the index card.

Journal Write: What did the questions reveal in “My Name” that might have been overlooked otherwise? What can we add to the Anchor Chart?

Word Wall additions

HW: Ask your parents the story of your name

the text doesn’t have difficult vocabulary, some students will need some assistance creating these questions.

These questions help the kids look at what the author did which they often have trouble with doing.

Week Three

Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds ofComposing)


Instructional Notes

Monday:

Journal Write: Why do you think Cisneros made the writing choices she did? What were the effects? Cite specific evidence.

Think-Pair-Share Journal Write with a

“My Name” by Sandra Cisneros(see Resources)

Composing to Plan Composing to Practice Composing to Draft

Journal Responses Think-Pair-Share Template

Online Responses on Google Docs

The students continue focusing on what the author did and try their hand at imitating, with the support of the template, the way Cisneros conveyed complex ideas with simple phrasing,.

using the Convey or Confuse Protocol

Rough Draft due TuesdayTuesday:

Two Writing Groups combine

Share My Name Rough Draft with another writing group

Journal Write: Where in your writing could you use Cisneros’ approach?.

Revisit Anchor Chart - Is there anything to add, remove or edit?

Anchor Chart: How do real writers write?

Composing to Practice Composing to Draft

As the students become more experienced recognizing what moves writers make, they will look at what they can imitate in their own writing.

I try to add to, subtract from or revise the Anchor Chart based on students new insights at least once a week. I run the danger of forgetting to track the conceptual moves the students are making withouttaking the time to write them down. .

Wednesday:

Another Form: Closely read and annotateEncylopedia of an Ordinary Life excerpt

How does this express and reflect? How is it a narrative?

Revisit Anchor Chart

Teacher Model

Encyclopedia of Me Drafting A-E

Word Wall additions

Writing Groups Online - responding using the

Excerpt: Encylopedia of an Ordinary Life by Amy Krause Rosenthal

Composing to Plan Composing to Practice Composing to Draft

Draft The Encyclopedia offers all level of students a platform in which to write.

Thursday:Drafting Encyclopedia of Me A-E

Student Drafts A quiet day for drafting.

Friday:

Introduce The Rule of “So What?” Re-reading for the “Encyclopedia of Me” for the “So What?” with new partner

Express and Reflect Check with highlighter

Revisit Anchor Chart - Is there anything to add, remove or edit?

The Rule of “So What?” - Nancy Atwell (see Resources)

Highlighter

Anchor Chart

Composing to Plan/Practice

Identification of Partner’s “So What?”Highlighted Rough Draft

Week Four

Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing)


Instructional Notes

Monday:Respond to the following quote by Mamoud Darwish in your journals after viewing several paintings on the screen suggestions Starry Night Over the Rhone by Vincent VanGogh, Ville d'Avray by Jean-Baptiste-Camille Corot, Lyon by Mona Edulesco, Ballet Rehearsal by Edgar Degas

I belong there. I have many memories…I have learned and dismantled all words in order to draw from themA single world: Home

Starry Night Over the Rhone by Vincent VanGogh,Ville d'Avray by Jean-Baptiste- Camille Corot, Lyon by Mona Edulesco, Ballet Rehearsal by Edgar Degas are available as images on Google. These are suggestions only.

Short Excerpts from Harper Lee’s To Kill a Mockingbird Leslie Marmon Silko’s Ceremony, Barbara Kingsolver’s Poisonwood Bible, Jamaica Kincaid'sAutobiography of My Mother,


Notecatcher Group discussions

I play Beethoven's Moonlight Sonata while the kids view and free write. It has a sense of longing that I think Darwish is evoking and it seems to help them look deeply into the images.

What is the place where you most feel

home?

Read three of the excerpts from Silko, Kingsolver, Greene, Lee, Kincaid, Roy, Kincaid and complete the Note Catcher

In groups of 3, identify what they had in common? What did they do? What makes this thing special? Sacred?

Word Wall additions

On a Post-It note identify two techniques that the writers did that you will use in our own draft.

Mark Twain’s “Two Views of the Mississippi” Graham Greene’s Wind in the Willows and The God of Small Things by Arundhati Roy(See Resources)

Holy Place Note Catcher (see resources)

Tuesday:

Holy Place drafting

Brainstorm focus questions that will help you get the best feedback on your piece in your Writing Groups. What do we need to know in order to make this real for the reader?

Share Out

Writing Groups Meet Online - respond using the focus questions

Journals Composing to Plan Composing to Practice

Online Responses on Google Docs

Focus Questions

Google Docs makes it easy to create collaboration beyond the school day and school walls. I prefer writing groups of 3. I’ve moved back and forth between homogeneous skills grouping and heterogeneous skills grouping. I found that in this unit I was more able to tailor mini lessons more specifically and devote more time to those writers who needed more assistance if the groups are homogeneous. However I change writing groups forevery unit.

Cinematographer

Teacher example: How I Did It Write Aloud

Using any of their drafts done in class including their “Where I am From“ piece, students will zoom in on one moment to explode it, slow it down, zoom in on it.

Word Wall additions

Drafting the explosion

Student Drafts

script?

Wednesday:

The writer will pass the before and after versions of the exploded moment to their writing group. The writing group members will give silent feedback using the PQP protocol.

Express and Reflect Check ( from Kelly Gallagher: Write Like This) with highlighters

Journal Write. What do you need to change( focusing on the balance of express and reflect) and how will you do it?

Writing Groups will nominate their best Explosion to read to the class..

Exploded Moment Draft

Express and Reflect Check


Express and Reflect highlighting

Students will divide a sheet of notebook paper in half after we define what Express and Reflect mean. Express - what happened to me Reflect - what it means to me.

They will read their Rough Drafts first marking for where they expressed and in another color, where they reflected. Many find that they are heavy on the expression but light on the reflection. The best writing is a blend of both.This is the place of vulnerability for many writers and the precious work settingup the classroom community pays off here.

Thursday:

Choose two drafts you’re most interested in pursuing into final copy form. You

Student Drafts Composing to Practice Composing to Draft

AVID Vocabulary Strategy

I edited Lamott’s original title of this piece. Her advice is

will now switch hats and be the writer.

Read Anne Lamott’s advice to writers marking in the margins things that you want to remember, things that piqued your interest, things that confused or confounded you.

What, advice/suggestions that we have read/discussed these past four weeks will you use?

Write it in your journal in capital letters and then put it on the Word Wall.

Word Wall additions

”Lousy Rough Drafts” from Bird By Bird by Anne Lamott (edited for language) In resources

Words on Word Wall

practical and intuitive. I use this advice fro Lamott here since we are moving in to the final selection of two forms to convert to a final copy.

Students have written five drafts through the past weeks. Some forms will be interesting enough to explore further.Some won't be as interesting. Students will choose the two forms that they want to work through to a final copy.

Friday:

Create Wanted Poster based on one of the forms we drafted: Grammar Ruptures, My Name, Encyclopedia of Me, Holy Place. and Exploded Moment“ Groups begin presenting. Complete on Monday.

Wanted Poster (see Resources)

Poster PaperMarkersBon Jovi: Wanted Dead or Alive

Composing to Draft Composing to Transfer

Status of the Class Check in from Nancie Atwell In the MiddleWord Wall

The Wanted Poster helps the kids remember the parameters they noticed in the pieces we’ve read and they’ve imitated. I post them around the room as checkpoints for the class.

I uses a class roster spreadsheet for the Status of the Class using the codesAtwell uses in her book.

Week Five

Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds ofComposing)

Formative Assessments:

Instructional Notes

Monday:

Finish Wanted Poster

Watch Clip from Finding Forrester clip about writing

Review rubric and Summative Assessment

Mini Lesson on feedback: buzz phrases you’ve heard but don’t know how to do them.List: “I can’t hear your voice/Your voice is too formal/informal”

“Use more imagery” “Show Don’t Tell”

Drafting

Individual Conferences: PQP Protocol(see Resources)focusing on how the writer differentiated between Express and Reflect and “SoWhat?”

Finding Forrester Clip

Class Generated List of Feedback Phrases

How do we actually do that?

Composing to Draft Status of the ClassCheck inWanted Poster

Kids often know buzz phrases like “use more imagery” or “be specific” but they don’t know what using “more imagery means”.

The quick lesson on “How do you do that” provides the student writers clear ways to use more imagery, etc. and how to give constructive, specific feedback.

Tuesday:

Receive Process ReflectionRequirements

Closely Read and Summarize

Drafting

Individual Conferences

Peer Assistance

Taylor Mali "The Importance of Proofreading" Note: Some of the language after the first minute is questionably appropriate for some classrooms. View this before showing.

Student Drafts

Writing My Memories Peer Conference and Revision Notes (see Resources)

Composing to Draft Status of the ClassCheck in

The video is very tongue-in- cheek look at incomplete Proofreading and what it sounds like. After the first minute or so, the errors become increasingly ridiculous and R-rated.

Wednesday:

Reintroduce Rule of Specificity(see Resources)

Drafting

Individual Conferences focused on specificity

Legible typed drafts due tomorrow

Student Drafts


Composing to Draft Composing to Finalize

Status of the ClassCheck in Word Wall

The Rule of Specificity was first introduced in the unit previous to this.

Thursday:

Read your partner's aloud text using DragonDictation, PaperPortNotes, Google ReadWriteiTalk Recorder or similar dictation app.

Is what was recorded what you intended? Does it sound that way you want it to sound? What needs to change?

Express and Reflect Check with highlighter

Close and critical reading: Peer Work

Writing Groups meet: Individual conferences

Computers or student devices

Typed Student Rough Draft


Composing to Draft Composing to Finalize Composing to Transfer

Status of the Class Check in

Feedback after reading aloud

Writing my Memories check

Reading a draft aloud or hearing your draft read aloud reveals the errors that our minds edit for us. When the students hear others struggling to move through their own ntext or alternatively, sailing through it, it gives them instant auditory feedback of what needs to be revised. This process helps my challenged readers/writers to revise.Google ReadWrite is also an excellent tool for less assured writers.

Friday:

Final conferences, questions and clarifications

Typed Student Rough Draft


Composing to Draft Composing to Finalize Composing to Transfer

Status of the ClassCheck in

Week Six

Activity/Strategy

Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds ofComposing)


Instructional Notes

Monday:

Final Drafts and Reflections submitted

Reading Room

Writing My Memories Reading Room Response Sheet

Final Drafts

Writing My Memories Reading Room Response Sheet

Composing to Finalize

The responses start on the bottom of the sheet. When the first reader has finished commenting, they fold the response up to the line above. This way readers aren’t using the “What they said” as their response quite as often. I scotch tape them together starting with the largest number with number 1 on thebottom.

Tuesday:Look at WikiHow Examples of “How To.. Guides”

Identify parameters in a How To Guide. What do they all do? What don’t they do?

Create How To Write AMemory Guide with Writing Group

Anchor Chart Paper Markers, Crayons

Composing to Transfer Group work in How To Write A Memory

I use the “How to eat a slice of pizza” as a start

Wednesday:

Writing Group Work How to Write a Memory

Add Illustrations

Anchor Chart Paper Markers, Crayons

Composing to Transfer Group work in How To Write A Memory

Thursday:

How to Write a Memory Guide Due

Groups Present

How to Guides

Journals

Composing to Transfer How to Write a Memory GuidePresentation

FridayBig Paper Response using a quote from the pieces

Final Journals - How do we hold our memories close?

Connection to Next Unit Viewing "The Danger of a Single Story" by Watch later FavoriteDownload Rate Chimamanda Ngozi Adichie

Chart paper for silent Big Paper Response

Big Paper Response from “Facing History, Facing Ourselves”

Composing to TransferAdditional Extension: My students weren’t ready to leave this unit after finishing their pieces. They had much more that they wanted to say and they wanted to say it to a larger audience. They decided to create an anonymous collection of their pieces, illustrate them and drop copies of these writings in localcoffee shops. “The Reality of Being a Teenager” was published and delivered to eight coffee shops and the local record store. Because the writers were interested in beginning a dialogue with the readers of their publication, they created a web page. This page has become a receptacle for other writers and a place for encouragement and authentic feedback. There are photographs in the Unit Resources file of three of these pieces under “The Reality of Being a Teenager 2015.”

Integrated Literacy Mini-LessonWhen will the mini-lesson occur in the unit? Week OneMini-lesson focus : Grammar in context,Mini-lesson outline or lesson plan: See ResourcesMini-assessment: See Resources

Targeted Vocabulary

Academic: Reflect, Express, sentence fragment, When and how it will taught: using AVID vocabulary strategy. from thebeginning of the semester and our ongoing Word Wall. See explanation in Tuesday, Week One

Content: chandelier. When and how it will be taught: Prior to reading “My Name” in Week Three

Close Reading ActivityWhen will the close reading activity occur in the unit? Week Threebeginning with the integrated mini lesson and continuing with each new text throughout the unit

Text:“My Name” by Sandra Cisneros From The House on Mango Street

In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing.It was my great-grandmother's name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse--which is supposed to be bad luck if you're born female-but I think this is a Chinese lie because the Chinese, like the Mexicans, don't like their women strong.My great-grandmother. I would've liked to have known her, a wild, horse of a woman, so wild she wouldn't marry. Until my great- grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. That's the way he did it.And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn't be all the things she wanted to be. Esperanza. I have inherited her name, but I don't want to inherit her place by the window. At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister's name Magdalena--which is uglier than mine. Magdalena who at least- -can come home and become Nenny. But I am always Esperanza.I would like to baptize myself under a new name, a name more like the

Text-Dependent Questions

Created by students using Hillocks Questioning Hierarchy

real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do.

Scaffolds and Extensions

UDL Components:

Individual choice and autonomy III.7.1), Providing options for sustaining effort (III.8.1-3) as well as specific instruction in reflection (III.9.3)

Support for students who are ELL, have disabilities or read well below grade level text band:

Alternate Assignment :Narrative as graphic novel, a Picture StoryStudent use of a dictation app (listed above) or the teacher scripts student brainstorms, drafting etc.TemplatesThink Aloud reading and Write Aloud sharingChoice in what draft will be finalized

Extensions for advanced students:

Watermark Moment Narrative piece after reading“Coming to an Awareness of Language” by Malcolm X, “Concrete River” by Luis Rodriguez and “Superman and Me” by Sherman Alexie “Girl” by Jaimaica Kincaid