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Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 1 of 4; Plan #3 of 12; [90 min.] Plan type: Summary Content Requirement Satisfied: writing instruction Critical Learning Objectives SWBAT: Cognitive: 1. Students will understand that identity can be formed and discovered through reflection. a. Students will collaborate to create a working definition of identity. 2. Students will know that a community is a network of trusting, caring individuals. a. Students will share their ideas about the values of a strong community. b. Students will collaborate to create a working definition of community. Affective: 5. Students will develop a class community in which they feel safe and respected. b. Students will develop class norms to honor during discussions. Performance: 7. Students will write to explore and reflect on their personal identities and the factors that shape them. a. Students will brainstorm topics of interest for their writing. SOLs: 11.6a Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. CCSs: CCSS.ELA-LITERACY.W.11-12.5 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. Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arranged into four groups of four desks. Before students arrive, I will place their journals on desks in the groups I have arranged. The group arrangements will be based on my observation of the students from
Katherine Freeman the first two classes. I will try to balance personality types and learning preferences in each group. 1. Opening: I will greet the students and tell them they are placed in groups for todays activitybut first, we will do an activity to get to know one another. 2. [10 min.] Two Truths and a Lie: I will explain the game Two Truths and a Lie, in which someone shares three statements about themselves, one of which is false. Then, the group must decide which statement was the lie. I will model this with an example about myself and let the students guess. I will then give them the remainder of the time to play this game in their group. If the group finishes early, I will encourage them to keep going around and playing until the time is up.
3. [20 min.] Class Norms: I will explain the concept of norms to the class and tell them that we will come up with our own guidelines for discussion. Each group will be asked to brainstorm some ideas. I will ask one member from each group to volunteer to type up the responses in a Google doc. The students will already have Google accounts setup from their homeroom class, but I will show them how to create a Google doc and share it with me. The groups will then have the remainder of the time to come up with ideas. I will walk around during this time to provide any necessary guidance. After class, I will compile and consolidate the norms for later use. 4. [5 min.] Unit Introduction: I will tell the students we are about to start a unit, and I will show them the unit promo video I created (https://www.youtube.com/watch?v=rbc_B0AEls&feature=youtu.be). I will show them copies of the books from which we will be reading selections, and I will elaborate a bit on the concepts of the unit. I will also allow the students to ask questions. 5. [25 min.] Graffiti: I will tell the students we will prepare for the unit by exploring some of the key concepts a bit more, including individual, community, identity, and culture. There will be four giant post-its around the room, each with one of the terms written on the top. I will ask each group to stand by a poster and give each a different color marker. The students will have three minutes to write down as many ideas they have related to their word on the poster. I will model this process with the concept respect on the board. Students will be encouraged to draw pictures or symbols as well. After three minutes, everyone will rotate clockwise, and we will repeat the process until the groups have returned to their original poster. Each group will then have 5 minutes to read over what was written and try to summarize the
Katherine Freeman classs ideas. I will also ask them to write a generalization (which I will define and demonstrate with respect) on the bottom of their poster. I will then have one person from each group share what they came up with. Next, I will ask the students if they can come up with any connections or relationships between these concepts. I will give the example: We must respect all members of our class community. When students provide responses, I will write them in a document on the Smartboard to be saved for later use.
6. [10 min.] Multi-genre Research Project Introduction: The students will return to their seats and I will pass out the project assignment sheets. I will briefly go over the expectations for the assignment and how it is graded. I will also show pictures of other multi-genre research projects so students get an idea of what they can create. 7. [20 min.] Writing Territories: The students will return to their seats and open their journals to the writing territories page. I will explain that this page will have a list of ideas of things they can write about. I will model the process of coming up with ideas by talking through the creation of my own list on the board, and I will encourage students to add any ideas they can think of for their own writing territories during this process. After about 10 or 15 minutes, I will give the students free time to keep adding to this list. I will walk around the room to monitor progress and offer any support or suggestions. 8. Closing: I will thank the students for their work today and tell them that next week, we will be diving into our unit with our focus text, What You Pawn I Will Redeem by Sherman Alexie. Methods of Assessment: Class norms ideas [5b] Graffiti activity [1a, 2a, 2b] Writing territories [7a] Differentiated Instruction to accommodate one or more of my profiled students: N/A Materials Needed: Student tablets (4) Unit promo: [https://www.youtube.com/watch?v=rbc_B0AEls&feature=youtu.be] Giant post-its Markers Project assignment sheet for each student Materials Appendix: I. Project Assignment Sheet
Katherine Freeman Appendix I: Project Assignment Sheet Who Am I? Who Are We? Identity & Community Multi-Genre Research Project
During this unit of study, you will use personal writing as a tool to examine your identity. You will do this by creating, revising, and presenting at least four short pieces of writing in different formats, including: o o o o o Where Im From Poem Sacred object description Six room poem Vignettes Reverse poem
We will create this pieces during various lessons in the unit, and then you will revise each piece to strengthen it. You will do this using several methods we will learn in class, as well as feedback received during a conference with me. You will be asked to fill out a revision form for each piece you choose to revise (at least four). You will also write a reflection paper in which you will discuss your process for the project and what you learned about yourself as a writer and an individual. The final day of our unit will be a gallery of presentations and potluck celebration. You will choose a creative way to display your work for the class. During the gallery, you and your classmates will walk around, observe other students work, and provide feedback. We will then have a potluck celebration and discussion about our class community. The multi-genre research project will include the following: Writing pieces: _____ At least four writing pieces _____ First and final drafts _____ Demonstrates thorough, thoughtful revision _____ Shows attention to description and sensory details Revision forms: _____ One form for each writing piece _____ Both before and after revision sections completed Final presentation: _____ Project Presentation for gallery walk Reflection paper: _____ Explains process of writing and revision _____ Includes self-assessment of work on project
Katherine Freeman _____ Explains rationale for presentation choice _____ Lists two things learned about yourself as a writer _____ Lists two things learned about yourself as an individual
Your grade for the project will be determined by the following rubric: Points Writing Pieces (4) 40 points total, 10 points each Revision Reflections (4) 10 points total, 2.5 points each Final Presentation 10 points Reflection Paper 20 points Criteria Four pieces are included that follow guidelines of assignment. Revision is evident between drafts. Writing addresses themes of identity and community. Reflection forms are completed entirely. Goals are set and their completion is assessed. Writing pieces are presented neatly and creatively. The student can explain the thought process behind their decision. Addresses the following: writing and revision process, self-assessment of work on project, rationale for presentation choice, two things learned about self as a writer, two things learned about self as individual