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Unit 1: Getting to Know YOU!

(5 days)

● Too often students are thrown into a classroom without knowing or trusting any of their
peers or their teacher. The classroom should be a community in which learning is
celebrated and students feel safe to challenge themselves as learners. This unit is
dedicated to getting to know each other and celebrating our similarities and differences.
This unit is for showing students how they can leave their legacy as humans.
Standards and Reality Pedagogy:
● Colorado Common Core Standards for Ninth/Tenth Grade- Reading, Writing and
○ Writing and Composition
■ Prepared Graduates
● 8. Craft narratives using techniques specific to the genre.
● 9. Demonstrate mastery of their own writing process with clear,
coherent, and error-free polished products.
■ Grade Level Expectations
● 3. Write engaging real or imagined narratives using multiple plot
● 4. Use a recursive writing process to produce, publish, and update
individual or shared writing projects.
■ Rationale and Reflective Pedagogy
● Students will practice effective listening and behavior skills.
Students will be doing a lot of self-reflection throughout this unit
and be asked to look at what has shaped them as humans while
asking who they want to become. They will be given a lot of
choices in how they want the room decorated as well as how they
want the classroom constructed. Through a narrative structure
students will allow students to tell me a story about them. This will
instantly build classroom community and trust. This is an example
of Cogenerative dialogues reflective pedagogy by placing
structured dialogues in conversations to find out what students are
interested in.
● First Day of School Letters
○ On the first day of school, I will write a letter to give to all of my students. In this
letter I will tell my students everything they need to know about me. As their first
assignment, I will teach them the skills they need to write a professional letter.
They will then respond to my letter by writing me a letter telling me all that they
want me to know about them.
● People Bags
○ People Bags is an activity that allows students to teach myself and their
classmates a little about themselves. Each student will be asked to bring in 3-5
items in a bag that is meaningful to them. In our day and age, our lives become
very digital so this activity asks students to think of tangible items that both mean
a lot to them and represent who they are. Each student will get in front of the class
and present their People Bags to the class.
● Stones in the River
○ For this activity, students will be asked to take out two sheets of plain paper and
tape them together so the final dimensions are 22” by 17”. The students will them
draw a “river” through the middle of the paper and draw stones placed throughout
the river. These stones represent the momentous experiences in their lives, good
or bad, which have indefinitely shaped who they are today. Once the students
have labeled each of their stones, they will pick one stone to respond to in depth
for their narrative assignment.
● “Everyday Leadership” TedTalk by Drew Dudley
● “How to Start a Movement” TedTalk by Derek Sivers
Formative Assessment:
● Writers Notebooks / Stones in the River
○ Students will be keeping a majority of their writing within their writer's notebook.
I will be able to track their progress as they continue participating in formal and
non-formal writing exercises throughout the year.
Summative Assessment:
● Students will complete a written narrative assignment recalling a moment in their life that
has shifted the way they are today. This moment will be decided by completing the stones
in the river assignment. I will be able to track students progress on narrative writing and
the craft techniques they choose to use within their writing.