Unit+of+Instruction





Unit 1: Changes in Me   Shaun Martin Unit Overview media type="custom" key="9387350" media type="file" key="Birches.mp3"(Full length audio)

Overview // In the first Language Arts unit of the 6th grade year, students will be introduced to the concept of “change.” This notion will be explored throughout the year, but this first unit will serve to familiarize the students with the concept through reading and writing activities. Students will explore the narrative genre (focused aspects of change) through readings and asked to interpret and analyze a variety of short stories and novel excerpts. They will also be asked to implement techniques borrowed from established writers into their own piece for publish on the class wiki. //

Student Audience // This unit will be exclusively Language Arts orientated and specifically for the 6th grade students. //

Timeframe // Unit #1 will take 3 weeks. //

// Session 1.1: One 55 min class period // // -Homework: wallwisher posts on narrative ideas // media type="custom" key="8501548" // In this lesson, I will introduce the idea of storytelling. The class period will consist primarily of a broad description of what a story is and brainstorming activities to gather ideas about their specific stories. Wallwisher will change the way we brainstorm in that students who might be weary of critiquing (respectfully of course) other students' work in a face to face situation, might feel more comfortable doing so over the internet. Also, using Wallwisher will allow students to get away from the classroom setting, with all its inherit complications, into a more comfortable setting thus fostering an environment more conducive to abstract thought and productive ideas. //

// Session 1.2: 35 min of a class period (editing timeline via PowerPoint) //

// Session 1.3: 20 min of a class period //

// Session 1.4: One 55 min class period (speech techniques, how to make a podcast, and rubric) // // -Homework: Podcast posted on class wiki // Students will learn how to construct a podcast into a 2 minute speech. The speech will concern a story about an event in their lives that changed them. This assignment will make students think about said stories and how to fashion one into a personal narrative. This assignment will aslo aid in developing oral communication skills. media type="file" key="audacityhelp.mp3" width="240" height="20"

media type="file" key="Poe.mp3" width="240" height="20"

// media type="custom" key="9117924" ﻿ // // Session 1.5: One 55 min class period //

// Session 1.6: Three 55 min class periods // // -Homework and in class work: Recreating two small scenes via Animoto //

// Session 1.7 and 1.9: One 55 min class period //

// Session 1.8: One 55 min class period // // -Homework: Freytag pyramid //

// Session 1.10: Two 55 min class periods // // Homework: Opening scene using iMovie or PhotoStory THEN write their narrative opening…. then edit //

// Session 1.11: One 55 min class period // // -Homework and in class work: Internet research on “What makes a good narrative” //

// Session 1.12: One 55 min class period // // -Homework: first draft is due //

// Session 1.13: One 55 min class period (workshoping piece) // // -Homework: post to Google docs and edit // media type="custom" key="8501926"

media type="custom" key="8508928" (intro to google docs)

// This lesson is all about editing. We will spend a considerable amount of time editing our drafts in small groups. For homework, students will make revise their pieces then post them on google docs for further editing. Each student will be responsible for revising their pieces again as well as giving suggestions to two other people NOT in their in-class group. The use of Google Docs will change they way we edit because it gives us MORE TIME to do it. Without Google Docs, we would spend an extra class period reediting but now we can move on more quickly. Its also helpful much in the same way as wallwisher in that shyer students will feel more comfortable constructively critiquing their peers' work and the setting in which these revisions take place is more comfortable thus more conducive to constructive and thoughtful work. //

// Yodio is awesome in that I can create a how-to or introduction "lecture" without sapping much needed class time. We will use said class time to focus on our pieces rather than instructional lecture. //

// Session 1.14: One 55 min class period (working on creating published book) // // -Final draft is due //

Rationale // The overarching reason I am teaching this unit is to make tangible this idea of change to students in the beginning to experience that change. Throughout this unit however, I will add grammar instruction as well as technology lessons. I would explain to parents that their kids are going through a weird time (as I’m sure they’ve recognized) and I hope to make them more comfortable going through it. Also, their kids will learn the basic and more advanced Language Arts techniques for the CSAP tests and I will nurture their creativity. //

Unit Objectives // SWBAT; create effective transitions, effectively speak through a speech activity, use a variety of technological tools to present work, create vivid imagery, plan, draft, edit, revise, and develop ideas and content with relevant details, examples, and/or reasons. //

Unit Standards

// Standard 1: Students read and understand a variety of materials. // // • //// 1b: Summarize, synthesize, and evaluate information from a narrative texts // // • //// 1c: Analyze main ideas and supporting details in narrative texts // // • //// 1d: Infer using information in narrative texts // // • //// 1f: Locate and recall information in texts with different structures (for example, cause and effect, compare and contrast, problem/solution). // // • //// 1g: Identify meanings of unfamiliar words in context using word recognition skills and context clues. //
 * // Reading //**

// Standard 4: Students apply thinking skills to their reading, speaking, listening, and viewing. // // • //// 4a: Determine authors’ purposes. // // • //// 4d: Make predictions and draw conclusions from texts in various genres. //

// Standard 5: Students read to locate, select, and use relevant information from a variety of media, references, and technological sources. // // • //// 5c: Summarize and organize information about topics in a variety of ways (for example, graphic organizers, Venn diagrams, outlines, timelines) from references, technical sources, and media. // // Standard 6: Students read and recognize literature as records of human experiences. // // • //// 6b: Identify characters, settings, problems, conflicts, action, plots, events, resolutions, solutions, themes, and sequences in literature. //

// Standard 2: Students write and speak for a variety of purposes and audiences. // // • //// 2a: Write in a narrative form // // • //// 2d: Plan, draft, revise, and edit for final copies. // // • //// 2e: Use transitions to link ideas. // // • //// 2g: Develop ideas and content with relevant details, examples, and/or reasons. //
 * // Writing //**

// Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. // // • //// 3a: Identify subjects, verbs, pronouns and adjectives. // // • //// 3b: Use subject/verb agreement, nouns, verbs, pronouns, adjectives, adverbs, homonyms, and homophones. // // • //// 3d: Use conventions correctly (for example, apostrophes in contractions and singular possessives; quotations marks; end marks; abbreviations; and commas used with conjunctions, in a series, in introductory phrases). //

Variations or Adaptions This aspect I am struggling with. I haven’t had a class regarding this nor have I had an experience. I would love some suggestions.

Session 1.1

Session 1.4

Session 1.6

Session 1.8

Session 1.10

Session 1.11

Session 1.13

Sessions 1.2 and 1.3