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Standards

Understanding, Knowledge, and Skills


Must include both Reading and Writing
Ks & Ds must be aligned to standards (indicate in
Must Include at least one SOL and one CCSS from each
parentheses)
MSSE 470E Unit Plan OverviewKristina Gooden (Perspective)
area
Skills must be labeled according to Blooms levels
SOL 7.3a (Reading) Describe how word choice and visual Students will understand that
U1. Our perspective is dependent upon our personal
images convey a viewpoint.
situations
SOL 7.5a (Reading) Describe the elements of narrative
U2. Our background experiences shape our perspective
structure including setting, character development, plot
of the world around us
structure, theme, and conflict.
SOL 7.5d (Reading) Describe the impact of word choice, U3. The way others perceive us impacts our perspective
imagery, and literary devices including figurative language of ourselves.
SOL 7.5f (Reading) Use prior background knowledge as
Students will know
a context for new learning.
K1. The relationship between word choice and
SOL 7.5g (Reading) Make inferences and draw
perspective [SOL 7.3c]
conclusions based on the text.
K2. The relationship between cause and effect [7.6j]
K3. The difference between fact and opinion. [SOL 7.6e]
CCSS.ELA-LITERACY.RL.7.2 Determine a theme or
K5. The difference between a character and a narrator.
central idea of a text and analyze its development over
[CCSS.ELA-LITERACY.RL.7.6]
the course of the text.
CCSS.ELA-LITERACY.RL.7.3 The Students will analyze
Students will be able to
how interactions between individuals in a text influence
D1. Analyze the interactions between individuals,
ideas.
events, and ideas in a text [CCSS.ELA-LITERACY.RL.7.3]
D2. Produce clear and coherent writing in which the
SOL 7.7b (Writing) Use a variety of prewriting strategies development, organization, and style are appropriate to
including graphic organizers to generate and organize
task, purpose, and audience.
ideas.
[CCSS.ELA-LITERACY.RL.7.4]
SOL 7.7c (Writing) Organize writing structure to fit mode D3. Make inferences and draw conclusions based on the
text.
or topic.
[SOL 7.5g]
D4. Organize and synthesize information for use in
CCSS.ELA-LITERACY.W.7.3 Write narratives to develop
written formats.
real or imagined experiences or events using effecting
technique, relevant descriptive details, and well-structured [SOL 7.6k]
D5. Use computer technology to plan, draft, revise, edit,
event sequences.
and publish writing. [SOL 7.7k]
CCSS.ELA-LITERACY.W.7.9 Draw evidence from literacy
D7. Identify the source, viewpoint, and purpose of texts.
or informational texts to support analysis, reflection, and
[SOL 7.6f]
research.
D8. Analyze how one or more authors writing about the
same topic shape their presentations of key information
by advancing different interpretations of facts.
[CCSS.ELA-LITERACY.RL.7.6]

Brief Background/Overview of Unit/Essential Questions

MSSE 470E Unit Plan OverviewKristina Gooden (Perspective)


5-Day Plan
Stand./UK
Ds/EQs
(Numbers
only)

Texts/
Readings

L#1
Identity
and
Perspecti
ve

*SOL 7.5g
*SOL 7.7c
*CCSS.RL.7.
3
*CCSS.W.7.3
[U2, U3],
[K1, K2],
[D1, D3]

Masks by
Shel
Silverstein

EQ1, EQ2

L#2
Topic

Reading Strategy
(Beers) and How Used
w/ text

Writing Strategy
(Source) & How Used

Trait Addressed and How

Tea Party

Forgive my Guilt
(Gallagher)

Voice and Organization

For this version of Tea


Party, students will be
placed into groups of three
or four and each group will
be given slips of paper that
will each have a different
line of Silversteins poem.
The students will organize
the lines into what they
think the poem should be.
They will look closely and
organization and
transitional words to
determine the order of the
lines. After working to put
the lines together, we will
look at and discuss the
poem as a class.

S.W.B.S.T.
*SOL 7.5a
*CCSS.RL.7.
2
*CCSS.RL.7.
3
*CCSS.W.7.9
[U1, U2,

(Somebody, Wanted, But, So,


Then)

Wonder by
Raquel
Palacio

As students read through


Wonder, they will fill in the
chart in order to help plot
the major conflicts in the
story. Since there are many
different viewpoints,
students will be asked to fill

After reading the poem


and looking at the main
idea through a discussion
of perspective and know
the way others view us is
dependent on what we
choose to reveal about
ourselves, students will
write a journal entry to
someone else telling about
a time when they might
have hid an aspect of
themselves from
someone/other people in
order to feel accepted,
only to find out that they
should have just revealed
who they were. They will
ask that person to forgive
them for being dishonest.
A Leads to B
(Gallagher)
As a continuation of the
SWBST chart, students will
use their chart to help
focus in on each specific
detail of the major
characters and how one
thing leads to another.

Students will be examining


organization through this
lesson by piecing together a
poem that they have never
read by organizing the lines in
a way that it makes sense.
They will be able to see how
the organization of the poem
flows coherently after reading
the actual version by
Silverstein. After reading, they
will write a journal entry asking
for someones forgiveness for
hiding something about
themselves or their personality
to feel accepted. This journal
entry will focus on each
individual students voice as
they write a sincere letter
about a personal situation.
Organization
As a follow up to the previous
lesson, this lesson deals
specifically with organization
by helping students
understand the major and
minor details that are required
in order to make a writing
piece or a story flow. All of the

MSSE 470E Unit Plan OverviewKristina Gooden (Perspective)


U3], [K2,
K5], [D1,
D7]

in a different chart for each


person in order to
understand how all of the
different perspectives come
together.

EQ4

L#3
Visual
Perspecti
ve

Say Something

*SOL 7.3a
*SOL 7.5g
*CCSS.W.7.3
[U2],
[K1,K2],
[D1, D3, D6]
EQ1

The Other
Side by Istvan
Banyai

For this strategy, students


will be split up into two
different groups. Each
group will get one side of
each of these photos to
look at. The groups will take
turns saying what they
think is happening on the
other side based on what
they can tell from their own
picture.

These details will be filled


in on an A Leads to B chart
in chronological order to
further understand
organization and all of the
little details that are
required to make writing
flow.
I Was a Witness
(Gallagher)
Using the idea of
perspective from the Say
Something strategy,
students will write as
though they were a
witness to a crime taking
place nearby based on
their side of one of the
pictures from Banyais
book. The other side will
do the same for their
picture and the two groups
will compare their
observations, looking
closely at how perspective
can change ones
observation and
understanding of events
that are happening around
them. We can only
understand things from
our own perspective.

events in a work have to link to


other events in a way that is
clear and easy to follow, and
ultimately leads to a
conclusion by tying all of the
events together.
Ideas
Students will practice with
ideas in this lesson by looking
solely at perspective and how
ones perspective can change
the view of what is happening
around them. Each student will
use his or her own ideas of
what is going on in the
picture/in the scene based on
what he or she can currently
see. This lesson will show how
our perspective has a profound
effect on our ideas and
understanding of things, which
will lead into the next topic of
war.

MSSE 470E Unit Plan OverviewKristina Gooden (Perspective)


L#4
War and
Perspecti
ve

Most Important Word


*SOL 7.3a
*SOL 7.5f
*SOL 7.7b
*CCSS.RL.7.
2
*CCSS.W.7.3
*CCSS.W.7.9

Dreamers
by Siegfried
Sassoon

[U1, U2],
[K2], [D1,
D2, D4]
EQ1, EQ4

After reading Sassoons


poem as a class, students
will be grouped into pairs of
two to determine what they
think the most important
word from the poem is. The
word they choose must be
mentioned at least once in
the poem and must be
determined as the most
important in relation to the
characters, theme, setting,
conflict and plot. Each
group will likely have a
different word dependent
upon the groups
understanding and personal
connection with the poem.

L#5

K.W.L Chart

Topic

After reading Dreamers


and learning a little bit
about men of war, students
will continue on the topic of
war and perspective
through reading Reinhardts
novel. Before reading,
students will fill in the
know and want to know
columns about what they
already know about men of
war from reading
Dreamers, and what they
would still like to learn.
Eventually, after reading
The Things a Brother

*SOL 7.5d
*SOL 7.5f
*SOL 7.5g
*SOL 7.7b
*CCSS.RL.7.
3
*CCSS.W.7.9
[U1, U2],
[K2, K3],
[D1, D2, D3,
D5, D8]
EQ1, EQ3,

The Things a
Brother
Knows by
Dana
Reinhardt

How Does _____


Influence Behavior?
(Gallagher)

Word Choice and Ideas

After choosing the most


important word and
discussing with their
partner about how that
word encompasses the
theme, setting, conflict
and plot, students will
individually write a journal
entry explaining how war
influences an individuals
behavior. They will refer to
their most important word
chart including some of
the major ideas that were
discussed in their groups
to justify their responses.

Students will practice with


word choice by choosing the
most important word from the
entire poem that encompasses
all aspects of the poems
organization. They will use that
idea of word choice to come up
with their own ideas about war
in general and how it affects
individuals. There is no right or
wrong answer necessarily to
the prompt, so the value of the
writing will be based on the
students ideas individually
and from their group
discussion and the use of the
brainstorming they came up
with in the MIW chart.

Why Do ____ Behave


That Way? (Gallagher)

Ideas, Organization, and


Voice

In this final unit


assessment, students will
be combining their
knowledge of voice, word
choice, organization, and
ideas in an online
newspaper writing activity.
After reading both
Dreamers and The
Things a Brother Knows
students will use the
prompt Why Do Soldiers
Behave That Way? as a
strategy to begin
compiling what they have

This lesson assesses students


ideas by having them use what
they have read in two different
texts to come up with their
own ideas and thoughts about
how war affects soldiers. They
will use clear organization to
compile their thoughts into a
prewriting prompt responding
to the Gallagher prompt.
Through this pre-writing and
into the culminating writing
task, each students individual
voice and perspective will
come through based on their

MSSE 470E Unit Plan OverviewKristina Gooden (Perspective)


EQ4

Knows, students will come


back to this KWL chart to fill
in the learned column.

learned about the


behaviors of men who
have returned home for
war. They will use what
they have learned from the
two texts, specifically, and
also use some inferencing
to determine some other
factors that were not
explicitly mentioned in
either text.

own personal view of what it is


like for the soldiers as an
outsider looking in.

Discussion of how MEDIA influences text selection, students interaction with text, and the writing
process in this unit:
Media has assumed an increasingly important role in education across all content areas, and nonetheless in English.
With access to so many online portals for reading and textbooks, it is no longer completely necessary to have a hard
copy of any book. Through the use of online media, it has also become a lot easier to connect with other readers in
discussing the same books or writing reviews for books so that other people will either be encouraged or discouraged
to read the same things. It has become easier to connect with authors and scholars through online reviews and blog
posts and on social media sites, such as Twitter. Current advancements with media technology have made it possible
for teachers to collect resources and other teaching materials that would otherwise be unavailable to them. It has
helped to enrich the learning experience for many students by allowing teachers to differentiate lesson plans and
assignments using many different online resources that students are also able to access across many different
platforms. While reading hard copies of books will likely never go away, having access to so many different and
innovative types of media has been able to greatly expand our teaching and learning possibilities and has really
opened up our access for the future.