Curriculum Overview

Incorporating Critical Pedagogy into the Classroom with Writing

Curriculum Conceptual Overview

Curriculum Title: Critical Digital Narratives

Grade Level: 6th Grade

Subject/Topic Areas:
Reading Language Arts, Writing, Character Development & Analysis, Technology
Key Words:
writing, comprehension, authentic, student voice, collaboration, critical thinking,
reflections, essay writing, character mapping, media analysis,

Curricular Context
Brief Summary of curricular context and goals:
The goal of this curriculum project is to provide students an opportunity to engage
in English Language Arts standards in a meaningful way. This curriculum will
provide students a voice to share their stories, while thinking critically in multiple
ways about themselves and others.

Standards Addressed:
Common Core Standards
CCSS.ELA-LITERACY.RL.6.3: Describe how a particular storys or dramas plot
unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.

CCSS.ELA-LITERACY.W.6.3: Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.

CCSS.ELA-LITERACY.W.6.5: 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. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce

and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three pages in a
single sitting.

Concepts, Understandings, and Essential

Questions
Big Idea / Concept:
Students engage in rigorous authentic digital story telling experiences.
**Enduring Understanding(s):

 Students reflect for deeper learning while telling their stories.

Technology integration and student engagement work together
What Essential Question(s) will be considered?
1. What is a challenge you have faced that changed how you think, feel or act?
-students will reflect critically on a time in their life where their own
character developed or changed due to how they reacted to a challenge
faced.
2. What do all our stories tell us about how we treat each other as a
community?
-students will be able to critically analyze how their story along with their
peers stories affect their community.
3. What can we do to change the way we treat each other in our schools and
our community?
-students have an opportunity to exercise their voice by giving
recommendations to their schools and community regarding how their
stories can teach lessons in order to make our world a better place.

Appropriate technologies and tools:

What key knowledge, skills, & dispositions will students acquire as
a result of this curriculum?

KNOWLEDGE = Content
Content students will remember:
Students will remember that characters in both fiction and real life react differently
to challenges faced. Students will understand that a storys plot develops over time
due to the challenges faced by characters. They will make connections to other
peoples lives and their own identifying how their lives have changed.

SKILLS = Power verbs

Students will be able to:
Students will develop writing skills such as organization, punctuation, and
audience. Students will be able to critically analyze how characters develop over
time and how it directly effects the plot of a story.

DISPOSITIONS = attitude
Building students beliefs and values toward:
Students will develop a critical understanding of differences among all individuals.
Students will have a better understanding for those overcoming obstacles and will
develop a stronger value for humanity and those who suffer. Most importantly,
students will understand the role of civic agency and youth empowerment.

Assessment Overview
What evidence is used to show that students understand?
Formative:
- exit tickets
- class discussions (circle sessions)
- writers conferences with teacher
- teacher observation

Summative: Students will create a digital narrative.

Prompt: Create a Critical Digital Narrative where you describe a significant event
that changed your life. Make sure to include details regarding your thoughts,
beliefs, and actions before and after the event. It is important to include why you
believe other students, teachers and parents should hear your story and why. Your
digital narrative should be visually appealing and reference what you describe in
your life event.

Accommodations for ELs and SPED

students:
English language learners as well as students with special needs will be given
multiple opportunities and ways to access the materials as well as the assessments
and the culminating project. This project will allow for all students to access the
material in multi-modal ways for example, use of visuals such as class charts for
vocabulary, notes, and graphic organizers. Other modes used will be speaking and
listening. Students will be presented material not just in text-based format but with
the use of audio recordings, music, images, and videos. Assessments will include
accommodations for oral responses, check-ins with the teacher and writing and
revising opportunities. In the end, teachers will check for understanding by making
sure students replicated examples by applying it to themselves.

Objectives from 6 Facets +

Misconceptions:
From the curriculum, students will be able to:
EXPLAIN:
Students will explain how characters develop over time due to challenges faced.

APPLY:
Students will engage in critical and authentic writing experiences that are
meaningful to them

INTERPRET:
Students will critically analyze examples of character development through online
interviews, excerpts from anthologies, and film.
Students will create digital narratives where they express their recommendations to
their schools or communities regarding changes that would make a difference.
EMPATHIZE:
Students will relate their experiences of a challenged faced and be able to think
critically about themselves and others in multiple ways.
GAIN PERSPECTIVE:
Students will critically discuss recommendations regarding their experiences and
those of their peers.
GAIN SELF KNOWLEDGE:
Students will identify and respect the differences among their experiences as a
community.

OVERCOME THE NAVE VIEW OF: (Misconceptions)

Students will overcome the misconception that people do not evolve in some form
over time. There are shared differences in individuals that create the unique people
of our world. Students will understand the power they have has youth to become
better people in this world and that what they have to offer this world matter,
regardless of what others (adults) may say.