EDUC X450Unit Design

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EDUC X450.15 Yvonne Romero Unit Lesson Design: What Makes Us Who We Are Thematic and Argumentative Questions: What determines your identity genetics or environment Is your name a critical factor is determining your sense of self I chose this question because I feel that many children begin to define their identities in middle school and I think it will be an interesting topic for my students. Major Work: The Face on the Milk Carton Caroline B. Cooney I chose this because it is suspenseful novel that 7 th graders tend to enjoy. It connects to my questions because the main character’s identity is in question throughout the novel. Non-Fiction Texts: What Makes You You Tim Urban http://waitbutwhy.com/2014/12/what-makes-you-you.html This article will have to be printed and “cleaned up” for student use Identity SHORT FILM KJ Adames https://www.youtube.com/watchvikGVWEvUzNM

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Grammar and Vocabulary: Some unfamiliar words are bound to surface just in our pre-reading activity therefore I will have these words and a simple definition posted on a piece of chart paper: genes genetics identity self-image environment self-esteem values For each of the 18 chapters I will frontload vocabulary with a vocabulary booklet 10-15 minutes. For the words I have identified I will have a Power Point with definitions and images. Students will write the definitions in their journal. I will give them examples and connect to real-world uses. As we encounter the words in the chapter the students will add to their journal the context in which the word was used. They will write the sentence with the vocabulary word. The students will extend their study of each word by writing their own sentence in their vocabulary journal for homework. There is a good amount of dialogue in the story so I would plan a mini-lesson on how to read dialogue fluently. For example how to respond to the punctuation used in dialogue. I would take advantage of “teachable moments” for the instruction of grammar as we read the text aloud. Writing Prompts: We learn early on that Janie Johnson is unhappy with her name. What inference can we make about Janie’s self-image

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Describe Janie’s family life and environment. How has this shaped her identity Provide at least two examples from the text. Cite and explain how your examples support the question. What are the conflicts that Janie is facing about her identity Cite and explain each conflict. Oracy and Poetry: “Masks” –Unknown attached This poem is adapted from Charles Finn’s “Please Hear What I am Not Saying.” I chose “Masks” because it is a simpler version that can be understood by 12-13 year olds upon analysis. This piece was chosen because it relates to the topic of identity which is present throughout the novel. It also aligns with the underlying theme of the story things aren’t always what they seem. Timeline: Approximately 5 Weeks Prereading activities 2-3 periods: Watch the video “Identities.” Pose the question “What determines your identity your genetics or your environment” Students will research this topic to prepare for Philosophical Chairs. Students will also be introduced to some vocabulary to

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consider before participating. Students will choose a position and participate in Philosophical Chairs. Students will prepare an interactive vocabulary journal to use throughout the novel. Students will prepare a booklet that will be used for a variety of writing tasks after each chapter. Some will be chapter summaries reflections answers to questions etc. Novel Read 18-20 periods: Each day students will add words to their vocabulary journal and typically read one chapter some are short enough that they can be combined. They will have some time in class to work on vocabulary and writing tasks but it will likely need to be completed as homework. I will give a short quiz every 2-3 chapters to check for understanding. Post-reading activities 4-5 class periods: Reflection: Were you satisfied with the end of the story Why or why not Students will discuss with their groups then share with the class. Creative Writing: Rewrite the ending of The Face on the Milk Carton to your satisfaction. Evaluate: After reading the story do you think your name is a critical factor in developing your sense of self Compare: Students will watch the ABC Family version of the story which takes them past the plot of the first novel. We will discuss the differences from the text and movie.

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Text Based Questions : These are samples of text-dependent questions that the students will answer in their journal at the end of each chapter. 1. Why won’t Janie tell her friends what she has uncovered The Face on the Milk Carton 2. What clues does Janie put together to uncover her true identity The Face on the Milk Carton 3. What do Janie’s memories and flashbacks of her childhood reveal The Face on the Milk Carton COMMON CORE STATE STANDARDS: Reading Literature 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. RL 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text provide an objective summary of the text. RL 7.3 Analyze how particular elements of a story or drama interact e.g. how setting shapes the characters or plot. RL 7.4 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of rhymes and other repetitions of sounds e.g. alliteration on a specific verse or stanza of a poem or section of a story or drama.

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RL 7.7 Compare and contrast a written story drama or poem to its audio filmed staged or multimedia version analyzing the effects of techniques unique to each medium e.g. lighting sound color or camera focus and angles in a film. Writing W 7.2 Write informative/explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content. W 7.4 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience. W 7.6 Use technology including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others including linking to and citing sources. W 7.7 Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions for further research and investigation. W 7.9 Draw evidence from literary or informational texts to support analysis reflection and research.

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Speaking and Listening 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. SL 7.3 Delineate a speakers argument and specific claims evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. SL 7.6 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate. See grade 7 Language standards 1 and 3here for specific expectations.

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“Masks” -unknown adapted from “Please Hear What I’m Not Saying” Don’t be fooled by the face I wear for I wear a thousand masks And none of them are me. Don’t be fooled for God’s sake don’t be fooled. I give you the impression that I’m secure that confidence is my name and coolness is my game And that I need no one. But don’t believe me. Beneath dwells the real me in confusion in aloneness in fear. That’s why I create a mask to hide behind to shield me from the glance that knows But such a glance is precisely my salvation. That is if it’s followed by acceptance if it’s followed by love. It’s the only thing that can liberate me from my own self-built prison walls. I’m afraid that deep down I’m nothing and that I’m just no good And that you will reject me. And so begins the parade of masks. I idly chatter to you. I tell you everything that’s really nothing and Nothing of what’s everything of what’s crying within me. Please listen carefully and try to hear what I’m not saying. I’d really like to be genuine and spontaneous and me. But you’ve got to help me. You’ve got to hold put your hand. Each time you’re kind and gentle and encouraging Each time you try to understand because you really care My heart begins to grow wings feeble wings but wings. With your sensitivity and sympathy and your power of understanding You alone can release me from my shallow world of uncertainty. It will not be easy for you. The nearer you approach me The blinder I may strike back. But I’m told that Love is stronger than strong walls And in this lies my only hope. Please try to beat down these walls with firm hands But gentle hands for a child is very sensitive. Who am I you may wonder. I am every man you meet and also every woman you meet And I am you also.

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