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Unit 10.

4: My World English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore the historical and cultural context in literature and how it relates to their life and family. They will also explore various purposes for reading and writing focusing on nonfiction, especially current and historical events and how they are represented in various texts. Students will focus on fact and opinion, making connections to text, and main idea and details. Transfer goal: Students will leave the class able to use their learning about non-fiction literature and the characteristics of the genre to better understand the history of their families, communities, and culture.

Content Standards and Learning Expectations


Listening/Speaking L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. L/S.10.2 Analyzes, organizes, explains, describes, supports, and discusses information; answers and formulates closed and open-ended questions. L/S.10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources. L/S.10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure. Reading R.10.2 Analyzes character traits and setting; classifies point of view in fiction and nonfiction. R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. R.10.4 Distinguishes between fact and opinion, infers the main idea, and distinguishes between relevant and insignificant details in a variety of texts; identifies theme. Writing W.10.3 Analyzes and applies organizational patterns to connect ideas and to write narrative, expository, and persuasive essays. W.10.5 Applies editing marks and revision techniques; applies reference sources to verify and support information; writes a final draft using the writing process.

Big Ideas/Enduring Understandings:


Our sense of self is influenced by relationships, conflicts, choices, and experiences. Making personal and text-to-text connections helps us understand what we read.

Essential Questions:
How do our experiences, relationships, decisions and actions change our lives? Which connections help most to increase understanding of a text? 1

June 2012

Unit 10.4: My World English as a Second Language 6 weeks


The world we live in is reflected in literature. We read and write for different purposes and style and content are dictated by and reflected in those purposes. In what ways does history influence who you are and what you become?

Content (Students will know)


Fact and opinion Closed and open-ended questions Organizational patterns for expository essays Main idea and details Reference sources Point of view in nonfiction Main idea Dictionary, thesaurus, encyclopedia, ____ Point of view (nonfiction) Editorial

Skills (Students will be able to)


Make connections to the text. Answer and formulate closed and openended questions. Express thoughts and opinions to discuss current events. Compare and contrast a topic from a variety of texts, make predictions and infer main idea. Distinguish between relevant and insignificant details. Analyze and apply organizational patterns to connect ideas and to write expository essays. Apply reference sources to verify and support information.

Content Vocabulary

Performance Tasks
Newspaper Project

Stage 2 - Assessment Evidence Other Evidence


Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding family, culture, or history. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacherprovided topic (depending on the teachers preference for the day). Point of view in nonfiction rewrite (See Learning Activities) Anecdotal Evidence of participation and comprehension during Literature Circle discussions.

The students will write three articles for an imaginary newspaper. (As an option, the class could work together on a class newspaper.) The students will work independently to write a news report, an editorial, and a sports story. The news report should be about a current event happening in the school or local community. The article should only contain facts. The editorial should be about a current event in the school or local community as well. It can be the same current event as the news article, but that is not required. The editorial should be an opinion-based article. The sports story should be about a local or national/international sporting event. The article should be a mixture of fact and opinion. Each article should have an appropriate headline (main idea).

June 2012

Unit 10.4: My World English as a Second Language 6 weeks


Assess using teacher-designed rubric. Helpful rubric sites are listed in the Additional Resources section. Students will choose an older family member (parent, uncle, aunt, grandparent not brother, sister, or cousin) to interview about what life was like when they were in high school (see attachment: 10.4 Performance Task Interview Tips for helpful advice about conducting interviews). Students should be sure to ask open-ended questions to elicit the most detailed and interesting responses. o In what year were you in 10th grade? o What music was popular among teenagers? o What books were popular? o What fashions were popular among teenagers? o What were the key political or social issues? o What was school like? o (other questions can be added by teacher or student) The interview will be assessed in conjunction with the Shared Experiences essay.

Family Member Interview

Shared Experiences Life in High School Students will research the decade in which their parents (or other family member interviewed for previous performance task) were in high school using history textbooks, internet resources (if available), newspapers and magazines from the time period, etc. Students should research the same general topics about which they interviewed their family member. The information should be compiled and compared to current events and current trends. The students will compare their high school experience with that of their family members in an expository essay. The performance task will be assessed on a rubric. June 2012

Unit 10.4: My World English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Family, Culture, Historical Read-Aloud The teacher should read When I Was Puerto Rican (or choose another interesting book with a historical context and themes of family and culture) to read aloud to the class each day during this unit (10-20 minutes a day). The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to model strategies for determining the meaning of unknown words, and to use think-aloud strategies to examine point of view, main idea and details. Attachment 10.1 Learning Activity Story Map should be used to examine the novel (and any other novels or short stories read throughout the unit). Students will read a novel from the Literature Connections section in a group using Literature Circles. For more information on literature circles, see the following links http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-gettingstarted-19.html & http://www.lauracandler.com/strategies/litcirclemodels.php#NonfictionLiteratureCircles (Specifically for Literature Circles with non-fiction texts.) The students will create an historical influence chart to show the historical event and how the author used that event to make the story more authentic or entertaining. Example:

Shared Reading Literature Circles1

Historical Event
The Oregon Trail and the Wagon Train
Daily Quick-Writes

Authors Use
To provide an authentic setting, to entertain

The students will write in their Reflection Journals (can be a section of the same notebook used for the Reading Log, if desired) each day. These daily quick-writes work well as a daily warm-up for the first 5 minutes of class. The teacher should have a question, topic, or quotation on the board as the students come in. The students should immediately reflect and write about the topic. The teacher can choose to ask volunteers to share at the end of the writing session. The journals should be read by the teacher for evaluation and response a few times each unit. They should not be graded on grammatical or spelling accuracy students should feel free to write without editing and without fear of mistakes. Assessment should be based on effort and on what the teacher knows the student to be capable of. The teacher will select a short passage from the students history book or another nonfiction book

Point of View in Nonfiction


1

Source: GA Dept of Education https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit4_WELCOME_TO_MY_WORLD. pdf

June 2012

Unit 10.4: My World English as a Second Language 6 weeks


or article written in the third person. The teacher will read the passage to the students and ask them to identify the point of view and how they know it is third person. The teacher will then assign the students to rewrite the passage in first person from the point of view of one of the people involved. The teacher will select several current events news stories from the newspaper. The teacher should cut the headline off of the articles and then photocopy the articles without headlines for the students. In small groups, the students will read the news stories and discuss the main idea. They will then use the main idea to write a new headline for the news stories. Extension: The teacher can photocopy the headlines separately and give them to the students after they have finished writing their own inferred headlines. Students will then match up the real headlines with the articles and compare the headlines. Exploring and Sharing Family Stories http://www.readwritethink.org/classroom-resources/lessonplans/exploring-sharing-family-stories-805.html A Portrait of Our World: Making Connections and Developing Comprehension http://www.readwritethink.org/classroom-resources/lesson-plans/portrait-world-makingconnections-30777.html My Life/Your Life: A Look at Your Parents Past www.readwritethink.org/classroomresources/lesson-plans/life-your-life-look-947.html Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Literature Circles http://www.readwritethink.org/classroom-resources/lesson-plans/literaturecircles-getting-started-19.html & http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html Literature Circles with Non-Fiction http://www.lauracandler.com/strategies/litcirclemodels.php#NonfictionLiteratureCircles Rubrics http://www.rubistar.4teachers.org Poet and Politician of Puerto Rico: Don Luis Muoz Marin by Carmen Bernier-Grand Pride of Puerto Rico: the Life of Roberto Clemente by Paul Robert Walker The History of Puerto Rico From the Spanish Discovery to the American Occupation by R. A. Van Middeldyk Stories from Puerto Rico by Robert Muckley and Adela Martinez-Santiago When I Was Puerto Rican by Esmeralda Santiago The Drive-in Movies by Gary Soto (Autobiography) The Lawyer and the Ghost by Charles Dickens The Wounded Wolf by Jean Craighead George Door

Inferring the Main Idea

Sample Lessons

Additional Resources

Literature Connections

June 2012

Unit 10.4: My World English as a Second Language 6 weeks


Boricuan Times: A Fine Collection of Puerto Rican Short Stories and other Genres by Anibal Munoz Claudio Literature Timeless Voices, Timeless Theme, Copper o How to Write a Letter by Garrison Keillor page 107 (Nonfiction: Informal Essay ) o Door Number Four by Charlotte Pomerrantz page 156 (Lyric Poetry: Speaker, Paraphrase) o Count That Day Lost by George Eliot page 156 (Lyric Poetry: Speaker, Paraphrase) o The World Is Not a Pleasant Place to Be by Nikki Giovanni page 156 (Lyric Poetry: Speaker, Paraphrase) o The Childrens Hour by Henry Wadsworth Longfellow page 158 (Lyric Poetry: Speaker, Paraphrase) o The Strange Geometry of Stonehenge by Katherine B. Shippen page 371 (Analytical Essay: Fact and Opinion)) o My Papa, Mark Twain by Susy Clemens page 566 (Biography: Authors Evidence) o The Drive-in Movies by Gary Soto page 570 (Biography: Authors Evidence)

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe