wsu2015-2016.wikispaces.com · web viewwrite a rationale of why you chose each song: do they...

Heroes among Us

Essential Questions:

1. What does it mean to be a hero?2. What are the qualities of a hero?3. Can anyone be a hero?4. Can antagonists show heroic characteristics?5. In what situations might someone show heroic characteristics?6. How does heroism define character?7. Can I show heroism in my life?8. Does being a hero mean doing the right thing?

Course and Grade Level

English/Language Arts – 7th grade

Designed by

Sarah Brill

CI 454E

Fall 2015

This unit, which will be taught to seventh grade English/Language arts students, will

explore the topics of heroes. Students will engage with several print and non-print texts

that portray various kinds of heroes and heroic characteristics. The type of unit (out of the

seven Peter Smagorinsky outlines in Teaching English by Design: How to Create and Carry

Out Instructional Units) is defined as a theme unit. The theme chosen in a theme unit

connects all activities, texts, discussion, and anything else incorporated into the unit

(Smagorinsky 118). Smagorinsky claims that themes should be “universal experiences”

(118) and should “parallel [students’] social development” (118-119). This is certainly true

with heroes; students seek out individuals in literature and in the real world that they can

look up to. In Randy Bomer’s Building Adolescent Literacy in Today’s English Classrooms, he

encourages teachers to provide opportunities to allow “all of our students are to see

themselves in the literature they read and to imagine for themselves a meaningful and

useful literary life” (Bomer 5). Along with the print and non-print texts with heroic

characteristics and thematic elements, students will complete a written assignment,

performance task, participate in discussions, and many other activities in which they will

foster their literary lives.

My strategy for choosing which print and non-print texts I would use for this unit

was to incorporate texts that would engage students, parallel their lives, and expose them

to diversity. The text students will spend the most time with during the seven-week unit is

Holes by Louis Suchar. I also chose modern poems, such as Lemon Anderson’s “Rubber City

Soul” and “The Akronite” based on LeBron James’ life and experience, as well as Kobe

Bryant’s “Dear Basketball.” When discussing heroes, students often think of famous

athletes or celebrities they look up to, such as LeBron James or Kobe Bryant. All three of the

poems I chose for my unit align with Bomer’s claim that publishing has become so readily

available through digital technologies that “every individual with a computer can do what

required a financed and fully staffed operation to accomplish a few years ago” (Bomer

244). Anderson and Bryant are not the typical literary publishers, but they both have

access to these digital technologies and wide audiences. The non-print texts chosen for this

unit included two poems presented as video clips and a short film based on “Harrison

Bergeron.” For each of these non-print texts, students will also read the print version. This

will show students creative freedom in portraying literacy as well as bringing in elements

of digital technologies.

The curriculum design aims to demonstrate the best instructional practices in

writing, reading, speaking, and listening. This unit’s performance task and writing

assignment both rely on peer review to improve each student’s products. Smagorinsky

favors response groups in these situations due to the fact that they can “get experience as

critical that may help them in the reading and revising of their work” (Smagorinsky 98).

Although students are reviewing their peer’s work, they are improving their writing and

reading skills at the same time. Most reading will be done in class in which I will read aloud

to students as the majority of the students in the class struggle with reading aloud and

causes them to lose confidence. The difficulty of the texts is a level in which students can

see that “reading is understanding, and that the experience of reading should feel like other

experiences in which they know they understand, rather than experiences that are

confusing” (Bomer 79). Texts have been chosen strategically to excite students and show

them characters they can relate to or look up to. Holes, the whole-class text, is another

strategic choice in that there are many elements in the story that open the door for

discussion on several different topics. The purpose of whole-class texts, according to

Bomer, is not “the getting of the text in the first place; it’s on the discussion” (87). Different

perspectives and entertaining ideas are just two discussion Bomer cites that can stem from

whole-class texts (87). Holes is a text that includes three different story lines, give readers

multiple perspectives and opportunities to connect the different plots. Whole-class texts

are an excellent way to incorporate both reading and speaking practices through the

discussions they foster. Another best practice in speaking instruction, noted by

Smagorinsky, is exploratory talk. This type of discussion, “allows its participants to inquire

and grope toward meaning” (Smagorinsky 11). This unit provides opportunities in nearly

every lesson plan for independent, whole-class, and partner discussion time through

various learning activities. A skill that goes hand-in-hand with speaking is listening.

Discussions can develop a student’s listening skills. One form of discussion cited by Bomer

as particularly successful is partner work. Students may be more comfortable sharing with

one person as opposed to the whole class; “Partnerships, therefore, can be quick

appointments to talk with one other person, or they can be sustained, deeper

engagements” (Bomer 11). The skills students will gain from participating, engaging, and

excelling in these practices can all carry over to other contexts.

Interdisciplinary instruction can have a huge impact on a student’s overall

education along with their English education. According to Smagorinsky, “a person benefits

from an extended process of using concepts and tools across a variety of contexts”

(Smagorinsky 19). One example of interdisciplinary instruction would be in the class novel,

Holes. Race is a significant theme in this novel, so bringing in historical elements from

students’ social studies classes could enhance their understanding of the novel. Several

components of the unit give students “life skills”. Modern elements from my unit plan also

encourage students to stay up-to-date with current events. The performance task asks

students to write and address a letter to an everyday hero – preferably someone they can

physically send their letter to. Students are given an opportunity to research on the local

newspaper’s website to find articles for their assignment in. The activities in my unit

encouraged lots of opportunity for person-to-person interaction, which is a skill that can be

useful students even beyond the walls of a school. Bomer highlights the importance of this

by stating that “we live in an age when work gets done through collaboration” (Bomer

135). To accommodate this, my unit plan had several opportunities for students to

collaborate with their peers and me through peer reviewing, class discussions, partner

work, etc.

Similar to considering interdisciplinary instruction, consideration of diversity is also

an important component of literature. Students can benefit from exposure to different

linguistic, developmental, economic status, race, and many more, even if (and sometimes

especially if) they do not reflect the students’ own lives and experiences. It is my

responsibility to “understand cultural differences that require [me] to acknowledge and

respect the perspective and behaviors of students whose cultural upbringing has been

different than [mine]” (Smagorinsky 131-132). Furthermore, I should foster this same

belief in my students as well. The comparison of the characters Stanley and Zero provide

differentiation between linguistics, developmental levels, and race. While race is not a

negative issue between the two characters, students do see how it affected their ancestors

– bringing in a historical aspect. The poems I chose also depict individuals that have

overcome some sort of difficulty in their life: failure, economic strife, etc. Choosing these

texts can encourage great conversation. In order to do so, Bomer notes that participants

should be generous with their thoughts and ideas while still remaining conscious of others

(Bomer 144-146). The texts chosen represent and appreciate diversity while staying a level

that students feel comfortable being able to comprehend and engage with.

Sarah Brill

Grade Level/Course: 7th Grade/English

Unit Title: Heroes among Us

Unit Texts (print and non-print):

Novel: Holes by Louis Sachar Short Story/Vignette:

o “Harrison Bergeron” by Kurt Vonneguto “A Retrieved Reformation” by O. Henry

Poems: o “Rubber City Soul” and “The Akronite” by Lemon Andersono “Dear Basketball” by Kobe Bryant

Videos/Film: o “LeBron James ‘Rubber City Soul’ Poem” YouTube video o “The Akronite: LeBron James” YouTube videoo “Harrison Bergeron” film

Essays/Informational Texts: various news articles about everyday heroes using www.kansas.com

Stage 1 – Desired Results

Established Goals (National/Professional Standards – NCTE/IRA):

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

http://www.kansas.com/

Established Goals (State Standards – Kansas College and Career Ready Standards):

Reading Literature

RL.7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL.7.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.6 – Explain how an author develops the point of view of the narrator or speaker in a text. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Writing

W.7.1 (a-e) – Write arguments to support claims with clear reasons and relevant evidence W.7.5 – With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

SL.7.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

o SL.7.1c – Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Language

L.7.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3a – Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Essential Questions:

10. What does it mean to be a hero?11. What are the qualities of a hero?12. Can anyone be a hero?13. Can antagonists show heroic characteristics?14. In what situations might someone show heroic characteristics?15. How does heroism define character?

16. Can I show heroism in my life?17. Does being a hero mean doing the right thing?

Students will know. . .

Characteristics of a hero How to differentiate between several

types of heroes How heroism defines character The definition and application of several

vocabulary terms that relate to the unit and the print and non-print texts studied in class (vigilance, consternation, cower, parch, increment, barren, assiduously, compulsory, retribution, etc.)

That even individuals that may be viewed in a negative way can portray heroic characteristics

That heroes can be born and made

Students will be able to. . .

Analyze different types of heroes through several print and non-print texts in discussions, homework, and writing assignments

Identify heroic characteristics in a diverse set of characters in discussions and writing assignments

Provide relevant input in classroom discussions over a variety of topics

Utilize unit vocabulary correctly in writing assignments

Recognize and explain heroism and heroic qualities in print and non-print texts

Rationalize and support their decisions

Stage 2 – Assessment Evidence

Performance Tasks:

Debate: Students will read “Harrison Bergeron” by Kurt Vonnegut and prepare several arguments for the prompt of whether or not Harrison is a hero or a terrorist. Students will be required to prepare at least eight accounts of textual evidence to support their argument. After preparing their evidence, students will split into two teams: Harrison Bergeron is a terrorist vs. Harrison Bergeron is a hero. The teams will take turns using their textual evidence to speak towards their arguments. Students should be able to rationalize their arguments and counter their peers’ evidence arguing the other side.

Writing assignmentso “Getting Acquainted with Your

Hero”: After discussing and brainstorming characteristics of everyday heroes, students will write and address a letter to an everyday hero of their choice. In the letter, students will include what makes

Other Evidence:

Journals (split up into several categories)

o Bellwork: Daily Oral Language, responses to reading homework, etc.

o Cornell Notes: heroic characteristics, predictions for “A Retrieved Reformation”, hero/terrorist textual evidence from “Harrison Bergeron”, responses to the poems “Rubber City Soul” and “The Akronite” by Lemon Anderson, and “Dear Basketball” by Kobe Bryant

o Vocabulary: unit vocabulary definitions

Daily homework assignments:o Responses to daily reading

assignments done together in class (this will allow me to track students’ progress and students to track their own progress through the texts)

o Progress on written assignments, performance tasks, etc.

Vocabulary:o Notes in journal with vocabulary

words, definition, examples, and non-

the person a hero, how it impacts their character, what specific characteristics made them heroic, and what that student would have done in that situation that caused their everyday hero to show heroic qualities. Students should focus on a particular event or events that made the person heroic. If applicable, they will send their letters to the heroes and try to get a reply. Students will learn how to address a letter and envelope and work on their individual voices in their writing.

o “Dear ______” poems: Students will read “Dear Basketball” by Kobe Bryant and analyze what poetic devices he uses to portray his love for basketball. Students will craft their own “Dear _______” poem based on a hobby or something they are passionate about. They should view “Dear Basketball” as a mentor text and include similar poetic devices and elements in their poems.

Alternative Book Report: After reading the novel Holes by Louis Sachar, students will create an alternative book report of their choosing. They will be able to pick an alternative book report out of several options that I will provide. Each student will present their book reports to the class. Students must demonstrate comprehension of text and be able to rationalize their decisions.

examples o In-class activity, similar to “think-pair-

share” where students will receive a notecard with a vocabulary word, find a partner somewhere in the room, quiz their partner about the word, and come up with a sentence using the word

o Matching quiz over selected vocabulary for unit

Regular reading comprehension quizzes over class novel Holes by Louis Sachar

Writer’s workshop: I will track each student’s progress as they work on their writing assignments and performance tasks. Students will peer review their classmates’ writing assignments and performance tasks

KWL worksheeto Know: what heroic characteristics do

students already know, what heroes can they think of

o Want to Know: what heroes would they like to learn about, what are some questions they have about heroes

o Learned: to be completed at the end of the lesson AND the end of the unit

Stage 3—Learning Plan

Learning Activities:

Cornell noteso Vocabulary o Heroic characteristicso Predictions for “A Retrieved Reformation”

Alternative Book Report “Getting Acquainted with Your Hero” assignment Vocabulary lessons to give students an overall theme of the unit

o Think-Pair-Share activity to help learn and utilize vocabulary Bellwork (daily oral language, reading response, etc.) “Harrison Bergeron” debate

Holes Anticipation Guide “Dear ______________” poems Mini-lessons for scaffolding

o Characteristics of a heroo Everyday heroeso Addressing a letter and an envelopo Poetic devices and themeso Multiple story-lineso Debating/refuting an argumento Hero vs. terrorist mini-lesson

Reading comprehension quizzes to gauge students’ progress in novel Prediction worksheet for “A Retrieved Reformation” Exit Slips to summarize daily reading or theme of mini-lessons Assessment worksheet of predictions for “A Retrieved Reformation” Peer Review worksheets Alternative Book Report Vocabulary matching quiz KWL worksheet Poem comparison activity “Getting Acquainted with your Hero” feather circle Hero vs. Terrorist T-Chart

Mon Tue Wed Thu Fri

Wee

k 1

Sep

t. 2

8 –

Oct

. 2

“Heroes among Us” Introduction

LeBron James/Kobe Bryant “Dear _______” poems

“A Retrieved Reformation” Vocabulary

- Heroic characteristics mini-lesson- Cornell notes- KWL hero worksheet

HW: Complete KWL worksheet

L.7.3a, RL.7.2

- Poetic devices and themes mini-lesson- “Rubber City Soul” and “The Akronite” by Lemon Anderson (video and poem)- Poem comparison activity

W.7.1 (a-e), RL 7.2, SL.7.1

- “Dear Basketball” by Kobe Bryant- “Dear ______” poem

HW: Complete poems

L.7.2, W.7.10, RL.7.2

“A Retrieved Reformation” by O. Henry- Predictions Cornell notes- Predictions assessment worksheet

RL.7.1, SL.7.1

- Cornell Notes- Think-Pair-Share activity

L.7.2, SL.7.1

Wee

k 2

Oct

. 5 –

9

Hero Letter – LaptopsHero Letter – Computer

Lab Hero Letter Hero Letter Feather Circle

- Introduce “Getting Acquainted with Your Hero” assignment- Everyday hero mini-lesson- Hero letter, research/ invention

HW: Hero article

W.7.10, SL.7.1

- Hero letter, drafting- Research www.Kansas.com in computer lab

HW: Compose rough draft

RL.7.1

- Hero letter, revising- Peer Revision assignment

HW: Make revisions to rough draft

W.7.5, SL.7.4

- Hero letter, revising- Addressing a letter/ envelop mini-lesson

HW: Finish final copy

W.7.10, L.7.2

- Hero letter, publishing- Explain Feather Circles- Feather Circle activity

SL.7.1, SL.7.4, W.7.10

Wee

k 3

Oct

. 12

– 1

6

“Harrison Bergeron” Textual Evidence“Harrison Bergeron” Film

version Debate

- Hero vs. terrorist mini-lesson- “Harrison Bergeron” by Kurt Vonnegut

RL.7.2, SL.7.1

- Debating/refuting an argument min-lesson- Explain textual evidence- Hero vs. terrorist t-chart (8 textual evidence on either side)

W.7.1 (a-e), SL.7.4, RL.7.1

- “Harrison Bergeron” film - 2 additional textual evidence on hero AND terrorist column- Explain debate activity

SL.7.1, W.7.5

- Debating/refuting an argument reminders- Exit Slip: Did the student change their argument? Why/Why not?

SL.7.4, L.7.3a, SL.7.1c

No School

Non-teaching Duty Day

http://www.Kansas.com/

Mon Tue Wed Thu FriW

eek

4O

ct. 1

9 –

23

Prepare for Holes Holes Holes Holes

No SchoolDistrict Inservice Day

- Vocabulary matching quiz- Multiple storylines mini-lesson- Holes Anticipation Guide

SL.7.1c, RL.7.2, W.7.1 (a-e)

- Holes Ch. 1-6- Character list, show movie characters- Character profiles

HW: finish character profile

W.7.10, SL.7.1, RL.7.6

- Holes Ch. 7-10- View “Holes” clip of Madame Zeroni- Animal wildlife in Texas

SL.7.1c, RL.7.2, RL.7.6

- Reading comprehension quiz- Holes Ch. 11-14- Compare and contrast Mr. Pendanski to Warden

RL.7.1, RL.7.6, W.7.1 (a-e)

Wee

k 5

Oct

. 26

– 3

0

Holes Holes Holes Holes Holes

- Holes Ch. 15-21- Racial tension (or lackthereof)- View “Holes” clip of the sunflower seed bag

RL.7.2, SL.7.1

- Reading comprehension quiz- Holes Ch. 22-25- Plot all 3 storylines; what is the setting? How are the characters connected? Make predictions

RL.7.1, RL.7.6, W.7.1 (a-e)

- Holes Ch. 26-28- Racial tension in Kissin’ Kate Barlow storyline; compare to present- Introduce Alternative Book Report

RL.7.6, SL.7.1, L.7.2

- Holes Ch. 29-34- God’s thumb- View “Holes” clip of Zero and Stanley running away- Make predictions; will Stanley find Zero? What will they do?

RL.7.2, W.7.10

- Reading comprehension quiz- Holes Ch. 35-39- List outcomes of what could have to Stanley and Zero for several different scenarios

RL.7.1, W.7.1 (a-e), SL.7.1

Wee

k 6

Nov

. 2 –

6

Holes Holes Finish Holes ATB – Computer Lab ATB

- Holes Ch. 40-47- How is this suitcase connected to Stanley?- Illiteracy; what impact does this have on the book

SL.7.1c, SL7.4, RL.7.2

- Reading comprehension quiz- Holes Ch. 48-50- View “Holes” ending scene clip- Water; what is its impact on the story

RL.7.1, SL.7.1c, SL7.4

- Reintroduce Alternative Book Report - ATB, Invention

HW: Picking an ATB

SL.7.1, W.7.10

- ATB, Research in computer lab

HW: Two quotes/events from Holes

RL.7.1, W.7.5

- ATB, workshop

HW: Compose a rough draft of ATB

L.7.3a, W.7.10

Mon Tue Wed Thu FriW

eek

7N

ov.

9 –

13

Draft for project Revise for project Revise/Present Projects Heroes among Us

- ATB, workshop/ revising- Peer Review Assignment

HW: Complete rough draft

W.7.5, SL.7.1c

- ATB, revising- Peer Review Assignment

HW: Complete final copy of project, prepare for presentation

W.7.5, SL7.1c

No School

Veteran’s Day

- ATB, revising/ presentations

SL.7.1c, SL.7.4, W.7.10, W.7.5

- ATB, Presentations- KWL hero worksheet

SL.7.4, W.7.10

Notes:

K-W-L Chart:

Students will complete this chart at the beginning of our hero unit. It will help determine what they already know about heroic characteristics and what heroes they already have in mind, what they want to know about certain heroes and what questions they have, and what they have learned throughout the unit as we study various heroes.

Poem Comparison:

This assignment will compare “Rubber City Soul” and “The Akronite” by Lemon Anderson. Students will fill out a worksheet that asks what poetic devices Anderson uses, what the problem is, and what they like/dislike about each poem. Students will do this in partners and then provide input in a class discussion.

“Dear _________” Poem:

After reading “Dear Basketball” by Kobe Bryant, students will analyze what poetic devices he uses to portray his love for basketball. Students will craft their own “Dear _______” poem based on a hobby or something they are passionate about. They should view “Dear Basketball” as a mentor text and include similar poetic devices and elements in their poems.

Predictions Assessment

Students will read “A Retrieved Reformation” by O. Henry and make predictions about the characters’ actions throughout the story. They will be asked to focus on heroic characteristics we have previously discussed and whether or not they show them in their actions. After reading the story, students will analyze their predictions and share with a partner whether they were correct or not. Students will also define whether or not the character showed heroism in that event.

Vocabulary “Think-Pair-Share” Activity:

This is an in-class activity where students will receive a notecard with a vocabulary word, find a partner somewhere in the room, quiz their partner about the word, and come up with a sentence using the word. They will switch cards with their partner and walk around the room to find another partner with a different word.

Getting Acquainted with Your Hero:

After discussing and brainstorming characteristics of everyday heroes, students will write and address a letter to an everyday hero of their choice. In the letter, students will include what makes the person a hero, how it impacts their character, what specific characteristics made them heroic, and what that student would have done in that situation that caused their everyday hero to show heroic qualities. Students should focus on a particular event or events that made the person heroic. If applicable, they will send their letters to the heroes and try to get a reply. Students will learn how to address a letter and envelope and work on their individual voices in their writing.

The final copy will focus on ideas and content, voice and creativity. Students will also participate in peer reviews and feather circles.

Feather Circles

Students will present their final copy of the letter to their hero in feather circles in class. Listening skills are a huge part of this activity as students will be graded upon how respectful they are to other students. Students are encouraged to provide praise to their peers.

Hero vs. Terrorist T-Chart

After reading “Harrison Bergeron” by Kurt Vonnegut, students will create a t-chart in which they find textual evidence to support whether Harrison Bergeron was a hero or a terrorist. I will prepare students for this assignment by giving a mini-lesson about what a terrorist is. Students will be asked to find at least eight points of evidence. They will use these in the debate activity.

Debate Activity

Students will read “Harrison Bergeron” by Kurt Vonnegut and prepare several arguments for the prompt of whether or not Harrison is a hero or a terrorist. Students will be required to prepare at least eight accounts of textual evidence to support their argument. After preparing their evidence, students will split into two teams: Harrison Bergeron is a terrorist vs. Harrison Bergeron is a hero. The teams will take turns using their textual evidence to speak towards their arguments. Students should be able to rationalize their arguments and counter their peers’ evidence arguing the other side.

Read Aloud:

Every day there is reading assigned, I will read to the class aloud. I may allow students to read independently or with partners on occasion.

Vocabulary Matching Quiz

Students will be given a vocabulary matching quiz that they will take independently after studying the unit vocabulary. Students are given days to study, and I have included various activities during class time to learn vocabulary.

Holes Anticipation Guide

Prior to beginning Holes by Louis Sachar, I will give students an anticipation guide including several statements students will have to give their opinion on. Each statement will ask students if they “strongly agree”, “agree”, “disagree”, or “strongly disagree”. The statements will cover several themes and events in the novel. Students will return to the guide and update their opinions as we progress through the novel.

Reading Comprehension Quizzes

Students will take reading comprehension quizzes every two days while we are reading Holes. Most of the reading will be done in class, so students should be able to complete these with ease. I will track students’ scores and conference with students that seem to be performing below average.

Class Discussion:

This unit will rely heavily upon class discussion. Students are expected to contribute meaningful input into class discussions and listen respectfully.

Alternative Book Report

After reading the novel Holes by Louis Sachar, students will create an alternative book report of their choosing. They will be able to pick an alternative book report out of several options that I will provide. Each student will present their book reports to the class. Students must demonstrate comprehension of text and be able to rationalize their decisions.

Alternative Book ReportsDescription: After reading the novel Holes by Louis Sachar, you will create an alternative book report of you choosing. You will be able to pick an alternative book report out of several options that I will provide. Each of you will present your book reports to the class.

Rationale: Through these alternative book reports, you are given the opportunity to interact and engage with the class novel in creative ways of your choosing. You will be given opportunities to workshop with other classmates as well as present your alternative book reports to the class. This will give the class opportunities to discuss elements of the novel with several other classmates and gain a deeper understanding of the themes and content.

Explanation of Assignment

You may choose from five different alternative book reports. You will be given time in the computer lab to research as well as in-class time to workshop and revise. Each option will include its own requirements stated in the description of the alternative book report. Along with being graded on the elements of the alternative book report you choose, you will also be graded on invention, research, workshop, revising, and presentation.

Alternative Book Report Options and Descriptions:

1. Make a soundtrack of at least 10 songs for the book. Write a rationale of why you chose each song: Do they relate to characters, specific events, feelings, themes, etc? Ensure you have a way to play your playlist for the class (iTunes, phone, CD, etc.) Be prepared to speak about each your rationale behind each song when you present it to the class. You will play short clips of each song (30 seconds or less). Be sure to include the artist and the title of each song.

2. Draw a comic strip of your favorite scene using at least five pictures. Comic strip must be drawn on printer paper with colored pencils. Write a paragraph to accompany your comic strip including what the comic strip is depicting and why you chose that scene. Be prepared to give an oral summary of the comic strip and why you chose the scene during your presentation.

3. Create a diary of at least 10 entries that one of the story’s main characters might have kept at any time throughout the book. You are encouraged to be creative with the presentation of their diary by going beyond writing it on printer paper. You will read aloud several excerpts from the diary and explain what significance they have to the story and why they chose them.

4. Create a front page of a newspaper using printer paper about events or characters in the novel. Must include at least three headlines and stories as well as images to go along with the stories. Must also include all elements of newspaper such as headlines, authors, dates, etc. Look at several newspaper covers to get ideas and see what it should look like visually. Present your newspaper article to the class and be prepared to explain why you chose those certain moments from the story to put in your newspaper.

5. Make a timeline of events from Holes. Must include the main three eras included in the novel (Madame Zeroni, Kissin’ Kate Barlow, and Stanley Yelnats). You may create three separate timelines or combine all three eras into one. Must include at least three events from each different era. You should present timeline in a visual way on printer paper. You should also write descriptions for each event on a separate piece of paper.

Timeline of Due Dates

Day 1: Invention

I will explain alternative book report and provide several examples from the options I have given you to choose from. You will choose one of the five alternative book report options and bring your choice to class the next day as their homework.

Homework: Choose your alternative book report. Please come let me know of any materials I can provide to help you during your research.

Day 2: Research

You will come to class having chosen what type of alternative book report you would like to complete. Class will be spent in the computer lab researching for your chosen book report. I will provide materials needed to research different options, such as newspapers, diaries, comic strips, etc. Please let me know of any other materials not listed that can help with your research. During your research, you will also be asked to choose at least two different quotes or events from Holes that you will use to base your project on.

Homework: Please write down your two quotes or events from Holes that you will base your alternative book report on. You may keep these papers to help you with your research, but I will be checking to make sure the assignment is completed at the beginning of the hour.

Day 3-4: Workshop

You will begin crafting your alternative book reports using materials supplied by me, such as printer paper, colored pencils, computers, etc. Please complete a rough draft of your project to bring to class the next day.

Homework: Compose a rough draft of your assignment to bring to class the next day to peer review. Please bring at least three copies (one to turn into me and two to peer review with).

Day 4-5: Revising (See “Peer Review Assignment”)

You will be asked to partner with another classmate that is doing a different alternative book report than yourself. You will be given time to explain your assignment to your partner. Your partner will then provide questions, praise, and opportunities for improvement.

Homework: Complete your final product and prepare to present to the class.

Day 6-7: Presentations

You will present your alternative book reports to the class. Please refer to your option’s description as well as the evaluation criteria and scoring guide to see specific requirements.

Peer Review Assignment

Description: With a copy of your rough draft, you will get together with a peer that is doing a different project than you for your alternative book report. You will have time to confer with at least two students to give and receive feedback. Provide comments that question (is there something you don’t understand about the project?), praise (what does your peer do well), and polish (what can your peer improve on?) your peer’s project. Aim to give at least three comments each for question, praise, and polish. If time allows, you may confer with two students.

Peer reviewer name (your name): ___________________________

Peer being reviewed (their name): ___________________________

Consider the following components as you peer review: creativity, presentation,

1. Question:

2. Praise (what does your peer do well?)

3. Polish (what can you peer improve upon?)

Soundtrack Scoring Guide (35 points total)

Strong Proficient Emerging Beginning

Ideas and Content (5

points)

Project includes at least 10 songs or more

Songs are clearly aligned with events/ characters in Holes

All songs are appropriate for 7th grade audience

Rationales are provided for each song (see description)

Project includes 8 songs or fewer Songs are mostly aligned with

events/ characters in Holes Songs are appropriate for 7th grade

audience Rationales are provided for 8

songs or fewer (see description)

Project includes 5 songs or fewer Songs are usually aligned with

events/characters in Holes Songs are mostly appropriate for 7th

grade Rationales are provided for 5 songs

or fewer (see description)

Project includes less than 3 songs or fewer

Songs are fully aligned with events/characters in Holes

Songs are inappropriate for 7th grade Rationales are provided for 3 songs

or fewer (see description)

Voice (5 points)

Writing is appropriate for 7th grade audience

Writing is informational and clearly explains how songs relate to novel

Writing is appropriate for 7th grade audience

Writing is informational and mostly explains how songs relate to novel

Writing is mostly appropriate for 7th grade audience

Writing sometimes explains how songs relate to novel

Writing is not quite appropriate for 7th grade audience

Writing does not clearly explain how songs relate to novel

Organization (5 points)

Format is easy to follow and understand

Each song is clearly outlined by rationales

Format is mostly easy to follow and understand

At least 8 songs are clearly outlined in rationales

Format is usually easy to follow and understand

5 songs or fewer are clearly outlined in rationales

Format is unorganized and difficult to understand

3 songs or fewer are clearly outlines in rationales

Workshopping and drafting (10 points)

Rough draft has at least 8 songs and 5 rationales

Attends and participates happily in all writing workshops

Provides constructive feedback to other students about their work

Applies all relevant teacher and student feedback to project


Attends and participates in all writing workshops

Provides mostly instructive feedback to other students

Applies almost all relevant teacher and student feedback to project


Attends and participates in most writing workshops

Provides somewhat instructive feedback to other students

Applies about half teacher and student feedback to project

Rough draft has 1 song and 1 rationale or less

Misses more than one writing workshop

Provides irrelevant feedback to students

Applies less than half of teacher and student feedback

Presentations (10 points)

Is fully prepared and has final project in its completed format

Includes all elements of alternative book report in presentation including writings and visuals

Student makes eye contact with audience and uses a voice level conducive to student learning

Answers all questions asked about the project correctly and with confidence

Is mostly prepared and has final project in complete form

Includes all elements of alternative book report in presentation and has some writings and visuals

Student makes eye contact with the audience more than half the time and uses a voice level conducive to student learning

Answer all questions about the project

Is somewhat prepared but may have some elements missing from complete form

Includes most elements of alternative book report in presentation

Student makes eye contact with audience less than half the time and uses a voice that is somewhat too loud or too soft

Answer most questions about the project

Is obviously unprepared and does not have project complete

Includes less than half required elements for alternative book report

Student makes eye contact with audience rarely and uses a voice that is too soft or too loud

Answers no questions about the project

Comments:

Comic Strip Scoring Guide (35 points total)

Strong Proficient Emerging Beginning

Ideas and Contains at least five pictures that Contains at least five pictures that Contains fewer than five pictures Contains fewer than three pictures

Content (5 points)

accurately depict a scene from Holes Written paragraph explaining comic

strip accompanies it Pictures are appropriate for 7th grade

audience

mostly depict a scene from Holes Written piece explaining comic is

close to be a paragraph long Pictures are appropriate for 7th grade

that mostly depict a scene from Holes

Written piece explaining commix is obviously shorter than a paragraph

Pictures are mostly appropriate for 7th grade

that do not fully depict scenes from Holes

Written piece explaining comic is missing or is shorter than three sentences

Pictures are somewhat inappropriate for 7th grade

Voice (5 points)

Writing features several different voices depending on the characters depicted

Writing is fun to read Writing is appropriate for 7th grade

audience

Writing features a few different voices depending on the characters depicted

Writing is mostly fun to read Writing is appropriate for 7th grade

Writing features at least two different voices depending on the characters depicted

Writing is somewhat enjoyable to read

Writing is appropriate for 7th grade

Writing features only one voice Writing is somewhat dull Writing is inappropriate for 7th

grade



Pictures flow in a way that makes sense and readers can easily follow along with

Format is usually easy to follow and understand

Pictures flow in a way that makes sense and readers can usually follow along with

Format is sometimes confusing and hard to understand

Pictures struggle to flow in a way that makes sense for readers to follow along

Format is unorganized and looks like there was little effort put in

Pictures do not flow and would not make sense to readers


Rough draft has a least three drawings done and two or three sentences of written piece

Attends and participates willingly in all writing workshops


Applies all relevant teacher and student feedback to project

Rough draft has at least two drawings and one to two sentences of written piece


Provides mostly constructive feedback to other students

Applies almost all relevant teacher and student feedback

Rough draft has at least on drawing and one sentence of written piece

Attends and participates in almost all writing workshops

Provides somewhat irrelevant feedback to other students

Applies more than half of all relevant teacher and student feedback

Rough draft is not present or does not have one full drawing or sentence

Misses more than one writing workshop

Provides mostly irrelevant feedback to other students

Applies less than half relevant teacher and student feedback





Answers all questions asked about the project

Is prepared and has final project in completed format

Includes almost all elements of alternative book report in presentation

Students makes eye contact with audience more than half the time and uses a voice level conducive to student learning

Answer almost all questions

Is somewhat prepared but may have some elements missing from complete form

Includes most elements of alternative book report in presentation

Student makes eye contact with audience less than half the time and uses a voice that is somewhat too loud or too soft


Is obviously unprepared and does not have project complete

Includes less than half required elements for alternative book report

Student makes eye contact with audience rarely and uses a voice that is too soft or too loud

Answers no questions about the project

Comments:

Diary Scoring Guide (35 points total)Strong Proficient Emerging Beginning


points)

Diary includes at least 10 entries from a character

Diary entries are based on actual

Diary includes at least 8 or more entries from a character

Diary entries are mostly based on

Diary includes at least 5 or more entries from a character

Diary entries are sometimes based

Diary includes less than 3 entries from a character

Diary entries are not usually

events from Holes or events that would make sense for that particular character

Entries are appropriate for 7th grade audience

actual events from Holes or events that would make sense for that particular character

Entries are appropriate for 7th grade

on actual events or events that would make sense for that particular character

Entries are somewhat inappropriate for 7th grade

based on actual events or events that would make sense for that particular characters

Entries are inappropriate for 7th grade

Voice (5 points)



audience

Writing features different voices depending on the characters depicted


Writing features does not differentiate voice or does so poorly

Writing is somewhat fun to read Writing is mostly appropriate for

7th grade

Writing does not have a clear voice for the character chosen

Writing is somewhat dull Writing is inappropriate for 7th

grade



Diary entries flow in a way that the reader can easily understand


Diary entries usually flow in a way that the reader can easily understand

Format is somewhat unorganized and hard to understand

Diary entries struggle to flow in a way that the reader can easily understand

Format is clearly unorganized and hard to understand

Diary entries do not flow in a way that makes sense


Rough draft has at least 8 diary entries Attends and participates willingly in

all writing workshops Provides constructive feedback to

other students about their work Applies relevant teacher and student

feedback to project

Rough draft has at least 5 diary entries



Applies more than half relevant teacher and student feedback

Rough draft has 3 diary entries or fewer

Attends almost all workshops Provides somewhat irrelevant

feedback to other students Applies less than half relevant

teacher and student feedback

Rough draft has 1 or fewer diary entries

Misses more than 1 workshop Provides irrelevant feedback to

students Applies less than half all

relevant student and teacher feedback





Answers all questions asked about the project correctly

Is prepared and has final project in its complete format

Includes all elements of alternative book report

Student makes eye contact more than half of the time and uses a voice level conducive to student learning

Answers questions asked about the project

Seems somewhat unprepared or that are elements of the project missing

Includes almost all elements of alternative book report

Student makes eye contact less than half of the time and uses a voice level that may be too loud or too soft


Is clearly unprepared and/or does not have final project complete

Is missing several elements of report in presentation

Student makes eye contact rarely and uses a voice that is too loud or too soft

Does not answer questions about the project

Comments:

Newspaper Scoring Guide (35 points total)Strong Proficient Emerging Beginning


points)

Newspaper contains at least three stories that describe scenes or events from Holes

Newspaper includes headlines, authors, other elements typically seen in a newspaper

Pictures are included to accompany each story

Newspaper contains at least two stories that describe scenes or events from Holes

Newspaper mostly includes headlines, authors, other elements typically seen in a newspaper

Pictures are included to accompany most stories

Newspaper contains at least one story that describe scenes or events from Holes

Newspaper includes minimal headlines, authors, other elements typically seen in a newspaper

Pictures are not included to accompany each story

Newspaper contains at least three stories that describe scenes or events from Holes

Newspaper includes headlines, authors, other elements typically seen in a newspaper

Pictures are included to accompany each story

Stories, headings, pictures are appropriate for 7th grade audience

Stories, headings, pictures are appropriate for 7th grade audience

Stories, headings, pictures are somewhat inappropriate for 7th grade audience

Stories, headings, pictures are inappropriate for 7th grade audience

Voice (5 points)



audience

Writing features different voices depending on the characters depicted


Writing features does not differentiate voice or does so poorly

Writing is somewhat fun to read Writing is mostly appropriate for 7th

grade

Writing does not have a clear voice for the character chosen

Writing is somewhat dull Writing is inappropriate for 7th

grade



Pictures flow in a way that makes sense and readers can easily follow along with


Newspaper stories usually flow in a way that the reader can easily understand

Format is somewhat unorganized and hard to understand

Newspaper stories struggle to flow in a way that the reader can easily understand

Format is clearly unorganized and hard to understand

Newspaper stories do not flow in a way that makes sense


Rough draft has at least three somewhat completed stories



Applies relevant teacher and student feedback to project

Rough draft has at least 2 complete stories



Applies more than half relevant teacher and student feedback

Rough draft has at least one complete story

Attends almost all workshops Provides somewhat irrelevant

feedback to other students Applies less than half relevant

teacher and student feedback

Rough draft has no complete stories

Misses more than 1 workshop Provides irrelevant feedback to

students Applies less than half all

relevant student and teacher feedback



Includes all elements of alternative book project in presentation including writings and visuals


Answers all questions asked about the project

Is prepared and has final project in its complete format

Includes all elements of alternative book report

Student makes eye contact more than half of the time and uses a voice level conducive to student learning

Answers questions asked about the project

Seems somewhat unprepared or that are elements of the project missing

Includes almost all elements of alternative book report

Student makes eye contact less than half of the time and uses a voice level that may be too loud or too soft


Is clearly unprepared and/or does not have final project complete

Is missing several elements of report in presentation

Student makes eye contact rarely and uses a voice that is too loud or too soft

Does not answer questions about the project

Comments:

Getting Acquainted with Your Hero

Description: After discussing and brainstorming characteristics of everyday heroes, you will write and address a letter to an everyday hero of your choice. In the letter, you will include what makes the person a hero, how it impacts their character, what specific characteristics made them heroic, and what you would have done in that situation that caused your everyday hero to show heroic qualities. You should focus on a particular event or events that made the person heroic. If applicable, you will send their letters to the heroes and try to get a reply.

Rationale: Heroes are not just the ones you see in the movie with the ability to fly, be invisible, have super strength, etc. One thing I expect you to be able to do at the end of the unit is identify several types of heroes and the different situations that can cause people to be heroic. You should understand the different situations that can cause a person to be heroic or identify heroic characteristics and that normal, everyday people can be heroes too. You will also learn how to write to an audience and how to address a letter.

Invention: We will brainstorm characteristics that make everyday people heroic, events that have caused everyday people to be heroic, and discuss heroes in their own lives that show heroic traits as a class. In-class discussions will allow you to understand a variety of different scenarios and characteristics that can make a person heroic.

Research/date collection: You will be given in-class time to research www.Kansas.com to look for everyday heroes in our community and in the world.

Workshop/conference: After narrowing down what everyday hero you would like to write to, we will work in class to draft your letter. You may also take this assignment home to work on as homework. Parents/guardians are encouraged to be a part of the writing process and help students to find a hero. Share with them why you chose that hero and what you would like to say to them. See if they have any other thoughts or questions you might be able to add to your letter.

Revising/editing: We will revise as a class with a partner. Similar to conferencing with your parent, ask you partner if there are any other questions or thoughts they have that you could add to your letter. I will also be checking to see how far you are on your draft but will not read your letter entirely until you have finished the final product.

Publishing: This can be as creative as you would like. Your letter should be written on something other than lined paper (printer paper, scrapbook paper, etc. Must be legible and written on a computer or in pen. We will have time in-class to workshop on how to address each of your letters to students (even if you cannot actually send it to your hero).


Timeline: Day 1 – I will introduce the activity where we will talk about heroes - specifically

everyday heroes. Before beginning our research, I will lead a mini-lesson on how to address a letter and envelop. As a class, we will define certain characteristics of heroes and look at www.Kansas.com to search some heroes together. We will look at several different articles and define specifically what makes them or what they did heroic. You will then be given class time to search www.Kansas.com to find a hero of your own.

o Homework: choose your hero and bring your article to class the next day. You are encouraged to confer with parents/guardians to discuss your hero.

Day 2 – You will come to class with your hero and article from www.kansas.com. We will go over elements of writing a letter in class.

o Homework: Compose a rough draft of your letter. This draft can be composed on lined paper, on a computer, or whatever you prefer. Bring to class the next day to revise with a peer.

Day 3 – Come to class with a rough draft of your letter. Rough drafts should be about one paragraph at the least. You will conference with another peer. Read your letter aloud to their partner and ask them if they have any thoughts or questions that you might add to your letter. Listen to their letter being read aloud provide them with your own thoughts and questions. You will conference with several students using these same steps.

o Homework: Make any revisions necessary to help you compose your final draft. Day 4 – You will begin to draft your final copy of your letter.

o Homework: Finish final product of letter. Bring your completed copy to class the next day. Letters should be written in pen or on a computer. You may not write on notebook paper (printer paper is preferred, but feel free to be creative). As a class, we will go over how to address an envelope. You will address your own envelope including your name, your address, and your hero’s name and IF APPLICABLE: your hero’s address and a stamp to mail them. Please bring two copies of your finished letter to class if you will be sending one copy to your hero.

Day 5 – Bring at least two copies of your completed letter to class. You will be sharing your letters in feather circles with your classmates.

o Feather Circle Requirements: You will read your final copy out loud to the class Everyone must be silent and listening respectfully to all students presenting

their letters You are highly encouraged to provide comments of praise to your peers after

they have shared




Evaluation criteria (out of 20 points):

Invention: 3 points On a piece of notebook paper, write down at least three heroes you found from

www.Kansas.com. You will choose one of these articles to use for you final copy. o Name of the articleo Background of the story (three-four sentences)o Characteristics or event that makes the person heroic

Research/Drafting: 4 points I will checking each day to ensure you have done the homework assigned from the

previous dayo Day 1: Choose everyday hero from www.kansas.com and bring article to classo Day 2: Compose a rough draft of lettero Day 3: Make any revisions necessary to complete final lettero Day 4: Complete final copy of letter

Peer Review: 3 points See “Peer Review Assignment"

Final Copy (letter and addressed envelope): 10 points

See “Letter to your Hero: Final Copy Rubric”



Peer Review AssignmentDescription: After you finish your rough draft of your letter, we will spend one class period peer reviewing your letters. You will have time to confer with at least three peers to receive and give feedback. Check off each step as you peer review with your classmates.

Peer reviewer name (your name): ____________________________

Peer being reviewed (their name): ___________________________

Read your letters aloud to each other

As you listen to your peer’s letter, consider the following questions:

Is your peer’s voice present throughout the letter? (Does he/she show emotion, sincerity, etc.?) What suggestions do you have to improve this?

Does the student clearly establish who their hero is and what characteristics he/she had that showed heroism?

Consider how your peer will present his/her final copy of the letter. Do they have any ideas so in their composing process? What suggestions do you have for them to make their letter more creative?

Are you left with any questions about the hero after listening to your peer’s letter? What questions would you add to the letter?

Letter to Your Hero: Final Copy RubricName: ____________________

Level 1 Level 2 Level 3Letter/ envelope (1 point)

Neither letter or envelope is addressed correctly using the technique learned in class

Letter or envelope is addressed correctly using the technique learned in class, but not both

Letter and envelope are both addressed correctly using the technique learned in class

Ideas and content (2 points)

Letter contains one or fewer questions to the hero

No characteristics of what makes that person a hero are listed

Letters contains two or fewer questions to the hero

One or two characteristics of what makes that person a hero are listed

Letter contains four or more questions to the hero

Several characteristics of what makes that person a hero are clearly listed

Voice (2 point)

Writing seems mechanical, no evidence of author behind the letter

Inconsistent personality at times, some evidence of the writer is present

Student is expressive, sincere, and engaging in the letter; clearly wants to get to know the hero

Creativity (2 points)

Letter is not written on computer paper or some paper other than notebook; is safe and ordinary in design

Letter has some interesting elements but does not fit together in a fully cohesive way; is completed on printer paper or some other paper that is not notebook

Letter is presented in a creative and innovative way that aligns with the story of the hero; is completed on printer paper or some other paper that is not notebook (scrapbook paper, etc.)

Feather circle (1 point)

Student is disrespectful to peers while they are presenting their letters

Student listens respectfully but does not provide praise after peers have shared their letters

Student is respectful when others are presenting their letters; provides a comment of praise to student

Comments:

Works Cited

"The Akronite: LeBron James." YouTube. YouTube. Web. 3 Dec. 2015.

Bryant, Kobe. "Dear Basketball | By Kobe Bryant." The Players Tribune. Web. 3 Dec. 2015.

"Standards for the English Language Arts." NCTE / IRA Standards for the English Language

Arts. International Reading Association, National Council of Teachers of English.

Web. 3 Dec. 2015.

"Grade 7 with Kansas 15%." English Language Arts and Literacy in History/Social Studies,

Science, and Technical Subjects. Kansas College and Career Ready Standards, 8 Mar.

2013. Web. 3 Dec. 2015.

Bomer, Randy. Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH:

Heinemann, 2011. Print.

Smagorinsky, Peter. Teaching English by Design: How to Create and Carry out Instructional

Units. Portsmouth, NH: Heinemann, 2008. Print.

Fisher, Douglas. "‘Anticipation Guide,’ ‘Debate,’ ‘Exit Slips,’ ‘Feather Circle,’ ‘KWL,’ ‘Think-

Pair-Share’." 50 Instructional Routines to Develop Content Literacy. 2nd ed. Boston:

Pearson, 2011. Print.

wsu2015-2016.wikispaces.com · web viewwrite a rationale of why you chose each song: do they...

Documents