Kate Chambers

ECI 537
Dr. Grifenhagen
21 June 2015

Overcoming Adversity: A Multi-Genre Project

Introduction

Middle school is a challenging time for many students. It is a time

when they are bridging their childhood years and their teenage years

and experiencing many changes in their bodies and in their

understanding of the world. It is critical for middle school teachers to

understand the developmental, social, and emotional needs of middle

school students. As explained by Kiefer and Tyson, For children to

become fully functioning persons, their basic needs must be met.

They need to feel they are loved and understood; they must feel they

are members of a group significant to them; they must feel they are

achieving and growing toward independence. (37)

Vision

To address some of the issues faced by my students, and to give

them the strength to persevere, I plan to share several examples of

literature that discuss adversity and how to overcome it. Through

sharing this literature, I hope my students will develop their

compassion for others and for themselves. I also want to encourage

them to explore their own connections to the theme by designing and

creating a multi-genre project relating to overcoming adversity. This

project will be a very authentic assessment of whether my students

have truly understood the qualities of the genres we have studied,

since they will be producing their own examples of several different

genres.

Audience

This project will be used with my seventh grade language arts

resource class. We are a small class with a maximum of twelve

students, one teacher, and one teacher assistant. The small size of this

class leads to a close community of learners who are willing and eager

to engage in collaborative discussions and to try creative projects. I will

use texts that address many of the issues faced by the students in my

classes and in our school as a whole. According to Kiefer and Tyson, A

few thought-provoking studies have suggested that children prefer

those stories that best represent their own way of looking at the world

stories that mirror their experiences, needs, fears, and desires at a

given age (32). By choosing texts based on topics close to home, I

hope to increase student engagement and the overall impact of our

unit.

Rationale

I am a strong believer in teaching our students that what matters

more than their present circumstances is their strength in the face of

adversity. Many students in my school are living in poverty, and my

students have the additional challenge of reading disabilities that have

led them to be years behind their peers in many academic areas. I

want them to know that they can be happy and successful anyway.

Kiefer and Tyson explain that in the middle school years, students,

begin to develop abstract theoretical thought; they are no longer

dependent on concrete evidence but can reason from hypotheses to

logical conclusions. This allows them to think of possibilities for their

lives that are contrary to their prior experience and enables them to

see the future in new ways. (35) By sharing literature with role models

who have overcome adversity as well as literature that shares a

message of hope, I will encourage my students newly developing

abstract thinking and, hopefully, inspire them to see other versions of

their futures than they had previously imagined.

Description of Text Set

In order to inspire my students creativity and abstract thinking, I

plan to share a wide variety of literature relating to our units theme of

overcoming adversity. I considered many factors when choosing these

books, including student interest, reading level, and honors and awards

earned. It was also important for me to find texts that were varied in

topic and in genre, so my students could develop a strong sense of our

theme and ways they could create a multi-genre response. According

to Kiefer and Tyson, Children are curious about life and adult

activities. They live in the midst of tensionsbalances of love and hate

within the family and the neighborhood. The author who can bring

imagination and insight to these experiences, give them literacy shape

and structure, and communicate them to children is writing childrens

literature. (5) I definitely kept this quote in mind as I looked for quality

texts to include in this unit. As a class, we will be reading the novel

Wonder by R.J. Palacio. This book was recommended to me by two of

my colleagues whom I admire greatly. We did not have a class set of

this book at my school, so one of these colleagues earned a Donors

Choose grant so she could read this book with her classes. As soon as I

read it, I knew I would want to teach it the following year. Wonder is

narrated by a middle school boy with a facial abnormality who is

attending public school for the first time. This book will serve as an

example of realistic fiction. I am including 365 Days of Wonder: Mr.

Brownes Book of Precepts in the text set because it connects to

Wonder and will be available throughout the unit, but it wont serve as

a model text. Another example of realistic fiction is Hannah Is My

Name, a beautiful audiobook on MackinVia that details a young girls

story of immigrating from China to the United States. I also plan to

share The People Could Fly: An African-American Folktale by Ann

Malaspina. I found this book while looking for resources on MackinVia.

It will fit well into our theme of overcoming adversity, as the characters

in the folktale are slaves. By the end of the tale, they fly away to

freedom. This will be an excellent example of how students could

incorporate fantasy and symbolism into a story about a very real and

terrible time.
 Another book I will use to address our theme of overcoming

adversity is Bullying and Me: Schoolyard Stories by Ouisie Shapiro. I

found this book on MackinVia, and I think my students will really relate

to it because bullying is a very common thing in middle school. Each

story in this book is short and to the point, and includes color

photographs of the students telling their stories. I think this rawness

will appeal to my students, and will serve as an example of a personal

narrative. I also plan to share several examples of biographies with my

students, introducing them to figures in the past and present they can

look to for strength and inspiration. One such biography will be

Champion: The Story of Muhammad Ali, which I found on MackinVia

while looking for quality nonfiction to include in this unit. Since next

year will be my second or third year teaching many of my students, I

know many of their interests already. I know that several of the boys in

my class have loved reading about Muhammad Ali. I especially liked

this book because it gives historical background for Ali as well as his

boxing career to further demonstrate his efforts to overcome adversity.

I have many other biographies in my classroom library that will be

available to students to reference for their projects, but this book is

one that I will share with the class as a model for a biographical text. To

model how poetry can fit into our theme, I will share several poems

from a favorite book of mine, Hip-Hop Speaks to Children. I found this

book randomly at a book sale last year and fell in love as soon as I read
it. It has wonderful illustrations, a wide variety of topics in the poems,

and many popular poets such as famous rappers. Finally, to

demonstrate the theme through a graphic novel- a popular genre

among my students- I will share excerpts from El Deafo. This book does

an excellent job of using the graphic novel format to create an easy-to-

read, touching story with a believable narrator who learns to accept

her hearing impairment.

Teaching and Assessment Plan

Content

Overcoming adversity is a theme that is prevalent through much

of literature and cultural works because every person will experience

some form of adversity at least once in their lifetime. I truly believe

that people who read often, especially since childhood, develop a

strong sense of empathy through developing relationships with

characters. Kiefer and Tyson describe this by saying, Literature

provides a means by which children can rehearse and negotiate

situations of conflict without risk, trying out alternative stances to

problems as they step into the lives and thoughts of different

characters. (37) Therefore, exposing my students to literature about

overcoming adversity can both teach them empathy and empower

them, as it can exist as both a window and a mirror (15). I expect

that my students will learn the meaning of adversity, what it can look

like for different people, and what different people have done to
overcome it. I also expect them to demonstrate their understanding of

the qualities of different genres weve discussed as they create

examples of those genres relating back to our theme.

Script

We are going to be starting a new unit in which we will read many

examples of quality literature of various genres. This unit will help us to

review the qualities of different genres and how they can share a

common message, or theme. We will be reading the novel Wonder as a

class, sometimes whole-group and other times we will read it in our

small reading groups. The other texts you will read as you rotate

through our literacy stations. Your major assessment for this unit will

be a multi-genre project. You will have many choices to pick from, but

by the end of the unit, you will have produced three mini-projects with

different genres that all relate back to our theme. Our theme for this

unit is Overcoming Adversity. If you dont understand those words

now, soon you will! We are going to start by free-writing and drawing to

the following quote, You cannot blend in when you were born to stand

out.
Summary of Lessons

1. After the free write, we would watch the book trailer for Wonder and

an author interview to get more background information, and then

listen to Wonder by Natalie Merchant (referenced in the author

interview) and discuss the lyrics.

2. Next, my students would research Treacher Collins syndrome on the

laptops using a familiar research organizer and discuss connections

before we begin to read.

3. The second book from our text set that I would introduce is Bullying

and Me: Schoolyard Stories. I would have students mentally reflect on

what they know about bullying, then share one or two of the stories

with the class and discuss how this was an example of personal

narratives.

5. The next part of our unit would be to take students from a view of

adversity in the school environment to a more appropriate

understanding of adversity as a global issue. The audiobooks of

Hannah is my Name, Champion: The Story of Muhammad Ali, and The

People Could Fly: An African-American Folktale would be three more

literacy stations during the unit.

6. At this point in the unit, I would start encouraging students to begin

choosing their genres for the multi-genre project. I would share the

following poems from Hip-Hop Speaks to Children: I think Ill Call It

Morning by Gil Scott-Heron, No Regrets by Aesop Rock, The Rose

that Grew from Concrete by Tupac Shakur, If We must Die by Claude

McKay, Doubtless by Steve Ericson, The Negro Speaks of Rivers,

and If We Forget by Ja Jahannes. I would also share excerpts from El

Deafo under the document camera so students could appreciate the

graphic novel format.

Steps and Description of Student Project

1. Students will have taken guided notes during literacy stations of the

different genres weve encountered throughout the unit as well as their

qualities. The notes will include the titles we have read for each genre

as a reference.

2. Students will be given a chart of possible projects (see next page).

To make sure all CCSS are fully addressed, students will be required to

complete a total of 3 mini-projects, one from each category. Students

will spend 1-2 days rotating stations around the room where they can

review the qualities of each genre and several additional examples to

help them decide what genres they will choose. This time will also

allow teachers to rotate and assess understanding of the various

genres, interest in the texts, and answer any questions about the

project choices.

4. Students will create and submit a project proposal outlining their

choices for projects and first ideas. Students will work independently or

in partners on projects while teachers conference individually to offer

guidance. Students will be expected to refer back to their interactive

notebooks to make sure their projects match the taught qualities of

each genre as well as to guide them in matching their project to the

theme.

5. Our class will celebrate our work with several days of presentations

and gallery walks. Parents and other guests as well as other classes

will be invited as the class desires.

6. Students will complete self-assessments of their work during the unit

as well as an assessment of their interest in the unit and how well it

worked to teach the theme.

Possible Student Projects

Create Write Present

Find a poem or short Write a poem, song, Find a poem or short
passage that fits into or rap that fits into passage that fits into
the theme of the theme of the theme of
Overcoming Overcoming Overcoming
Adversity. On a clean Adversity. Adversity. You will
sheet of copy paper, share this poem with
write the title and the class.
author, copy the
poem and illustrate.
Create a comic Research someone Research someone
strip/graphic novel (at you admire or find you admire or find
least 8 bars) relating interesting. Create a interesting.
to the theme of timeline of the most Pretending to be that
Overcoming important events in person, explain to the
Adversity. their life. Write one class some things you
paragraph explaining did in your life and
how they have how you overcame
overcome adversity. adversity.
Create a short Write a letter to a Choose a scene from
fictional story OR character in a book, a book we read this
informational text someone you know, unit to act out. Then
with illustrations OR to yourself giving be prepared to explain
addressing an issue advice how to how this scene relates
that kids might face overcome adversity. to our unit of
(bullying, moving to a Overcoming
new country, racism, Adversity.
family problems, etc.)
Create at least one Write a short personal Find a video that
colorful, motivational narrative (at least one relates to our theme
poster using one of paragraph) describing and present it to the
the quotes from 365 a time when you have class. Be prepared to
Days of Wonder: Mr. overcome adversity. explain how this video
Brownes Book of relates to our unit of
Precepts. Overcoming
Adversity.

Common Core State Standards Addressed

Common Core State Standard How it is addressed in this

unit
CCSS.ELA-LITERACY.RI.7.1 With teacher modeling, students
Cite several pieces of textual will use text evidence daily to
evidence to support analysis of back up their reasoning in their
what the text says explicitly as discussions and journaling for both
well as inferences drawn from the literature and informational text.
text
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with
clear reasons and relevant evidence.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central
ideas in a text and analyze their
development over the course of
the text; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between
individuals, events, and ideas in a
text (e.g., how ideas influence
individuals or events, or how
individuals influence ideas or
events).
CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements
of a story or drama interact (e.g.,
how setting shapes the characters
or plot).
During literacy stations, students
will read several informational
texts and demonstrate their
understanding of the central ideas
through discussions and
journaling,
Students will identify important
individuals, events, and ideas
within Champion: The Story of
Muhammad Ali and relate these
back to the theme of overcoming
adversity.
For Wonder, My Name is Hannah,
and The People Could Fly: An
African-American Folktale,
students will identify the elements
of the story either verbally or in
writing. We will then discuss
and/or journal about the
relationship between the
elements.

Desired outcomes:

Because my students are at the age where they are thinking more and

more critically about their lives and about the world, I want them to

understand that literature can help them make sense of everything. I

will share with them the quote from Sims Bishop, in Kiefer and Tyson,

stating, Books are sometimes windows, offering views of worlds that

may be real or imagined, familiar or strange. These windows are also

sliding glass doors, and readers have only to walk through in

imagination to become part of whatever world has been created or

recreated by the author. When lighting conditions are just right,

however, a window can also be a mirror. Literature transforms human

experience and reflects it back to us, and in that reflection we can see

our own lives and experiences as part of the larger human

experience. (15) I think it will be wonderful to discuss this concept at

the beginning of the unit and again at the end and see how their

thinking has developed. I want them to know that they can look

critically at works of childrens literature to help them understand a

theme and to use that literature as a model to create literature of their

own. I know that with this chance for project-based learning, my

students will flourish. According to Kiefer and Tyson, When children

work with books in ways that are meaningful to themthrough talk, art

making, writing, or drama and musicmany things happen. Children

have greater satisfaction with, and clarify personal meanings about,

what they have readChildren working on projects use various skills,

exercise more choices, develop planning abilities, and experiment with

a variety of learning experiences. In addition, these activities can allow

children the opportunity to think more deeply about books and to

return to them to explore responses in ways that deepen their

understandings. (326) This understanding of how learning should

happen is so true to my own educational philosophy.

Works Cited
Kiefer, B., & Tyson, C. (2014). Charlotte Huck's Children's Literature: A

Brief Guide (2nd ed.). New York, New York: McGraw-Hill.

Bibliography
Bell, C. (2014). El Deafo. New York, New York: Amulet Books.

CeCe Bell shares an autobiographical tale in this graphic novel

about growing up with a hearing impairment, and coming to terms

with wearing a hearing aid.

Giovanni, N. (2008). Hip hop speaks to children: A celebration of poetry

with a beat. Naperville, Ill.: Sourcebooks Jabberwocky.

Hip-Hop Speaks to Children is a collection of poems. The book

includes a cd with recordings of many of the poems being read by

the poet themselves.

Haskins, J., & Velasquez, E. (2002). Champion: The story of Muhammad

Ali. New York: Walker & Co.

A brief biography of the childhood and boxing career of

Muhammad Ali. This book includes details about the race issues

during this time period and Muhammad Alis response to racism.

Hamilton, V., & Dillon, L. (2004). The people could fly: The picture book.

New York: Alfred A. Knopf.

An African-American folktale set in the Sea Islands during the

years of slavery in the United States.

Palacio, R. (2012). Wonder. New York, New York: Alfred A. Knopf.

Wonder is narrated by August Pullman, a middle-school boy with

an extreme facial abnormality attending public school for the first

time.

Palacio, R. (2014) 365 Days of Wonder: Mr. Browne's Book of Precepts.

New York, New York: Alfred A. Knopf.

365 Days of Wonder: Mr. Brownes Books of Precepts is a

collection of inspirational quotes. Mr. Browne is a teacher from the

book Wonder.

Shapiro, O., & Vote, S. (2010). Bullying and me: Schoolyard stories.

Chicago, Ill.: Albert Whitman & Company.

Bullying and Me: Schoolyard Stories is a collection of true stories

told by victims of bullying about what they experienced.

Yang, B. (2004). Hannah is my name. Cambridge, Mass.: Candlewick

Press.

This book tells the realistic story of a Chinese family who has

emigrated to the U.S. It describes their joys and challenges

learning a new culture and being accepted into a new country.