Stolen Voices Unit Calendar

Week 1

Monday:

"uesday: "ntroduce #ournals -"oday will be the first day of journal entries! "he importance of the journals is twofold: one is to get student into the habit of writing in a routinely way, which is one of my principles of writing! "he other reason for ha$ing journals is to help prepare the students for their multigenre memoirs that they will be writing! %ach journal prompt will help impro$e their writing while being self-reflecti$e to help them prepare for their multi-genre memoirs! ' will encourage them to free write& do not let their pencil lea$e the paper! ' will read each student+s journal entries at the end of each wee# ,unless they mar# that they would not li#e me to read itand ' will grade based on completion! ' will pro$ide the students with noteboo#s for their journals and they will be #ept in a cabinet! -.ournal (rompt /0: "hin# of a place you $isit e$eryday ,or $ery often-! 1escribe it in as much detail as possible! 2hat ma#es this place important3 2hat #ind of importance is it3 "ntroduce$ %iterature Circles -' will introduce the 4iterature Circles that we will be wor#ing in during the unit! ' will e*plain: -2hat is a lit circle5 different roles ,' will handout role sheets to e$eryone-Choosing their boo#s: ' will go o$er a brief summary of the boo#s, then lay them all in the front of the room and gi$e the students time to

2ednesday: We&'uest$ (iscoverin) *enocide -2or#ing in their 4iterature Circle groups, the students will jump into their 2eb6uest acti$ity: 1isco$ering 7enocide! -1uring this acti$ity, each group member will learn about one particular genocide to share with the rest of their group in a discussion forum at the end of the acti$ity! After they ha$e shared information about the genocides they learned about, each group will define genocide in their own words and come up with a proposal to end genocide, which will be addressed to the United 8ations+ -2hile the students are wor#ing on the 2eb6uest acti$ity, ' will be mo$ing around the classroom to conference with each student! ' will be writing down what boo#s they ha$e chosen for their literature circle groups and ' will as# if they ha$e any )uestions about the literature circles or the 2eb6uest! -%nd with e*it slip to display what they learned and are curious about!

"hursday: (e,inin) -e.oirs "he students will get into pairs to read two of three articles: 0! 9:ot Combs, 2atermelon, and :ello ;itty ac#pac#s< =! 9>ne Step At A "ime< ?! 9Vueltas< 2hen they are finished reading, the students will create a chart to answer these fi$e )uestions: -2hat are the defining traits of a memoir3 2hat must a memoir ha$e3 2hat can it include3 2hat is the purpose of a memoir3 2hy did this person write about this specific e$ent3 -2hen the students are finished, each group will share their answers, and we will write them down on a poster to be displayed in the room! "his poster will ultimately ser$e as the chec#list, or rubric, for their multi-genre memoir project! -"he point of this acti$ity is to get students disco$er the meaning of memoirs on their own, before ' gi$e them a definiti$e answer! -ini-%esson$ 2hat ma#es a memoir3 -' will go o$er any ideas about memoirs that we did not discuss or that ' feel the students need to #now more about! -%nd with e*it slip to display what they learned and more curious about!

@riday: #ournals -.ournal (rompt /=: >f all the possessions that you own, choose one that you would be)ueath to a child or grandchild and write about why %iterature Circle -eetin) /1 -"his will be the literature circle first meeting -%ach group will be discussing the first portion of the boo# that was read and each group member should be prepared with their role -'t will probably be a little roc#y, so ' will be roaming around the room to help out with confusions and )uestions -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! -2hen the meeting is done, we will discuss how the literature circles went today! ' will ha$e the students to a thin#-pair-share and come up with one thing they li#ed about the circles and one thing they did not li#e -%nd with e*it slip to display what they learned and are more curious about! :omewor# for the wee#end: -Aeading for ne*t literature circle

Hook Activity - Opinionnaire -At the beginning of class, students will fill out an opinionnaire web poll and the results will be projected onto the Smart oard! -"his will get the students to thin# what it means to surround yourself with a di$erse group of thin#ers -"he goal of this opinionnaire is to show the students that our class, much li#e the population of the world, is made up of a $ariety of people with different opinions! Red Card/ Blue Card Activity -%ach student will ha$e one blue card and one red card& ma#ing up the population of our fa#e country! ' will ha$e announcements from the president of the fa#e country, which end up oppressing the red cards! "his acti$ity will allow students to reflect power and lac# thereof, as well as times in their own li$es when they ha$e felt oppressed! Exit Slips/ T ink-!air-S are -"he student will thin# of one thing they would li#e to #now more about during the "(S, and ' will write all of the )uestions on the board so that we can answer throughout semester! -%nd with e*it slip to display what they learned and are curious about!

Stolen Voices Unit Calendar browse through them to decide on their boo#s -Si* lit circle boo#s: -In My Hands: Memories of a Holocaust Survivor by 'rene 7ut >pdy#e -A Long Way Gone: Memoirs of a Child Soldier by 'shmael eah -The Translator: A Tri esman!s Memoir of "arfur by 1aoud :ari -#lac$ "og of %ate by (eter ala#ian -Strength in What &emains by "racy ;idder -%irst They 'illed My %ather by 4uong Ung -"hey will then get into their 4C groups ,B people each- based on boo#s and choose roles! 'n their groups they will decide on the portion due @riday! %ach group will write down four predictions of what they thin# will happen by the time they are halfway through the boo#! ' will collect these predictions! 2e will be meeting C times so the boo#s should be bro#en up into C parts! -"hey will also recei$e a $ocabulary log and character profile to fill out after each reading --%nd with e*it slip to display what they learned and are curious about! Week 0 Monday: "uesday: #ournal !ro.pt -.ournal (rompt /B: 2hat is one of your bad habits3 1escribe it! 2hat is it bad3 2hy do you do it3 2rite about a situation when it could come in handy! %iterature Circle -eetin) /0 -%ach group will be discussing the 2ednesday: "ntroduce -ulti-*enre -e.oir !ro2ect -' will begin by ta#ing a class $ote on whether the memoir groups should be the same as the literature circle groups or if they should be new groups! 'f the class $otes for new groups, ' will count off to create the groups! "hursday: #ournal -.ournal (rompt /D: 2rite a list of 9firsts< ,i!e! first time you dro$e a car, first employment, etc!- Select a few and write about how you felt about what happened! %iterature Circle -eetin) /3 @riday: Six-Word -e.oirs -2e will begin by watching a short $ideo on si*-2ord memoirs: https:55www!youtube!com5watch3 $Eejnd8%*soFM

#ournal -.ournal (rompt /?: 2rite about your family heritage! :ow does it affect who you are3 1ideo$ Sneetc es -2e will watch the 1r! Suess $ideo Sneetches -2hen the $ideo is finished, we

-2hat do we understand about C word memoirs after watching this $ideo3 2hat are some characteristics the all of these

Stolen Voices Unit Calendar will get into a Socratic Circle to discuss the $ideo! "his will be our first Socratic Circle as a class, so ' will participate with them and scaffold what we need to do! ' will establish that each student needs to tal# once, and you must build off of what the pre$ious person said! Some )uestions we will discuss: -2hat are the Star- elly Sneetches and (lain- elly Sneetches metaphors for3 -Aace and ethnicity need not be di$iding lines in our society& we can coe*ist peacefully, regardless of our e*ternal differences -Are there any e$ents in history that were similar to this story3 2hat about anything going on today3 -"he students will get the chance to recall on the information they learned during their 2eb 6uest and5or are learning in their 4iterature circle groups -%nd with e*it slip to display what they learned and are curious about! second portion of the boo# that was read and each group member should be prepared with their role -' will be roaming around the room to help out with any )uestions and to listen in as each student shares the information from their role! -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! -%nd with e*it slip to display what they learned and are curious about! -8e*t, ' will ha$e the students get into their groups! -"he student will sit in their memoir groups to participate in the hoo# acti$ity! ' will gi$e the instructions that the students ha$e 0G minutes to thin# of as many different genres of writing as they can! 2hen each group is finished, ' will go around and as# one group at a time for a genre that they wrote down! 'f another group wrote down the genre that they listed, then e$eryone has to cross that one off the list! 2hiche$er group has the most original genres at the end of the acti$ity wins! -"he point of this acti$ity is to get students thin#ing about alternati$e genres, and what can be considered writing! "his will come in handy when they are writing for their multi-genre memoir project! -8e*t, ' will e*plain the multi-genre memoir project and symposium and hand out the directions, rubric, and chec#list! -' will then gi$e the groups time to discuss some ideas that they ha$e for their own multi-genre memoirs! %ach group member should say one idea that they ha$e! -:omewor# for @riday will be to bring in a rough draft of a piece for their multi-genre memoir -%nd with e*it slip to display what they learned and are curious about! -%ach group will be discussing the third portion of the boo# that was read and each group member should be prepared with their role! -At this point, each group will be halfway finished with their boo#! ' will pass out the predictions they made before they started reading the boo#! %ach group will go o$er their predictions and discuss how accurate or inaccurate they were! ' will ha$e them write down B new predictions ,one per each personand ' will collect these predictions! -' will be roaming around the room to help out with any )uestions and to listen in as each student shares the information from their role! -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! -%nd with e*it slip to display what they learned and are more curious about!

memoirs share3 Succinct3 -' will gi$e some tips about writing si*-word memoirs: -Choose compelling words -Use punctuation to your ad$antage -%liminate needless words -Choose a theme -2rite a good story -' will then write my own Cword memoir on the whiteboard in front of the class
-2e will spend the rest of class writing si*-word memoirs! ' will be tra$eling around the room to conference with #ids about their si*-word memoirs and chec#ing in with how their literature circle boo#s are doing! ' will also chec# that they ha$e their multi-genre memoir pieces! ' will as# them to add these drafts to their multigenre memoir folders! -"hey will need to ha$e another piece of the multi-genre memoir prepared for class on "uesday "ntroduce #i)sa4 Activity - ' will introduce the jigsaw acti$ity for "uesday by e*plaining what a jigsaw is for those who ha$e not participated in one! ' will then hand out the case studies that are to be read! %ach student will get two case studies from this website: http:55www!culturaldiplomacy!org5 gphr5inde*!php3enHacts-ofgenocide --%nd with e*it slip to display what they learned and are curious about!

Stolen Voices Unit Calendar :omewor# for the wee#end: read for literature circle meeting and read article for jigsaw!

Week 3

Monday:

Tuesday: #i)Sa4 Activity: *enocide Case Studied -' will place the students into four different groups& each person in the group will ha$e read two different case studies than the rest of the members -@or this acti$ity, e$ery person in each group will ta#e turns telling their group members what case studies were about! "hey will discuss what they found interesting or surprising and what they would li#e to learn more about! 2hile one group member is tal#ing, the other group members should be listening and e$eryone should as# one )uestion when a group member is done presenting! -2hile the students are participating in the acti$ity, ' will tra$el around the room ma#e sure they ha$e a second draft for their multi-genre memoirs that was assigned on @riday! "hey should ha$e two pieces completed so far! As ' am wal#ing around, ' will also be listening to the con$ersations to see who is prepared and how the discussions are going! -' will announce that the students need to come into class on "hursday with one more new addition to their multi-genre memoir -%nd with e*it slip to display what

2ednesday: #ournal -.ournal (rompt /I: %$eryone goes through hard times! 2rite about one of the hard times in your life! 2rite about how you o$ercame the hard time ,or didn+t-! %iterature Circle -eetin) /6 --%ach group will be discussing the fifth portion of the boo# that was read and each group member should be prepared with their role! At this point, e$ery group member will ha$e gone through each role once, so they will be on their second round with roles! -' will be roaming around the room to help out with any )uestions and to listen in as each student shares the information from their role! -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! -%nd with e*it slip to display what they learned and are curious about!

"hursday: -ini-lesson$ Revision and !eer Editin) -' will gi$e a mini-lesson on the necessary s#ills to successfully re$ise your own piece of writing and edit another person+s writing: -Ae$ision as a (A>C%SS ,a la Maja 2ilson- 2e should constantly be re$ising our writing! -Aead-aloud your writing -"ighten and clean up your language -7ood feedbac# is not just compliments, but constructi$e criticism -1o not argue with ideas e*pressed, but help writer e*press ideas clearly and effecti$ely -e.oir *roups -"he students will gather into their memoir groups to share their three new memoir pieces! >ne of their three pieces will be read and edited by e$eryone, one will be read and edited by just one person, the third piece will be read aloud by the writer to a reader and the feedbac# will be oral! As the students are doing this, ' will be wal#ing around the room to help the students with any )uestions they may ha$e, as well as chec#ing to ma#e sure that e$eryone has ? new pieces completed! ' will be listening in on the peer editing to see if they

@riday: #ournal -.ournal (rompt / J: Aecord the list of items you consider to be family heirlooms! "he heirloom doesn+t ha$e to be $aluable, so long as it is important to the family! %iterature Circle -eetin) /7 -%ach group will be discussing the si*th and final portion of the boo# that was read and each group member should be prepared with their role! -At this point, each group will be finished with their boo#! ' will pass out the predictions they made before they started reading and when they were halfway done! %ach group will go o$er their predictions and discuss how accurate or inaccurate they were!! -' will be roaming around the room to help out with any )uestions and to listen in as each student shares the information from their role! -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! "ntroduce Special "ntervie4 -' will introduce the inter$iew a genocide sur$i$or that will be ta#ing place on 2ednesday! ' will gi$e them information about the sur$i$or as well!

#ournal -.ournal (rompt /C: 2rite about three people that you ha$e lost contact with! 2rite first about your relationship with each! "hen write about why, or if, you would li#e to reconnect with that person again! %iterature Circle -eetin) /5 -%ach group will be discussing the fourth portion of the boo# that was read and each group member should be prepared with their role! -' will be roaming around the room to help out with any )uestions and to listen in as each student shares the information from their role! -2hile ' am mo$ing around the classroom, ' will also be chec#ing that the students added to their $ocabulary logs and character profiles! -%nd with e*it slip to display what they learned and are curious about!

Stolen Voices Unit Calendar they learned and are curious about! are handling it all right or where they may need help! -%nd with e*it slip to display what they learned and are curious about! :omewor# for the wee#end: -Come into class with possible )uestions for our guest -2or# on multi-genre memoir& ? new pieces for "uesday! -%nd with e*it slip to display what they learned and are curious about! Week 5 Monday: Tuesday: #ournal !ro.pt -.ournal (rompt /0G: 2hat did you learn from your father ,or mother, or grandmotherMpic# a relati$e-3 Aemember that not all lessons are positi$e, and some are learned by e*ample, not instruction! -e.oir )roups -"he students will gather into their memoir groups to share their three new memoir pieces! >ne of their three pieces will be read and edited by e$eryone, one will be read and edited by just one person, the third piece will be read aloud by the writer to a reader and the feedbac# will be oral! As the students are doing this, ' will be wal#ing around the room to help the students with any )uestions they may ha$e, as well as chec#ing to ma#e sure that e$eryone has ? new pieces completed! ' will be listening in on the peer editing to see if they are handling it all right or where they may need help! ' will remind them that two new pieces need to be ready for class on @riday! Class (iscussion -' will ha$e the students do a thin#pair-share to come up with possible 2ednesday: "ntervie4 4it *enocide Survivor -"oday the class will get the opportunity to inter$iew a sur$i$or of genocide, either in person or $ia S#ype! -' will ha$e the )uestions that we ha$e come up with as a class written on the board to guide our inter$iew! "he students will all be assigned one of the )uestions to as# during the inter$iew, and ' will guide the inter$iew as well! -1uring the inter$iew, the students will be ta#ing notes and using the s#ills that ' discussed during the inter$iewing mini-lesson to write down particularly interesting )uotes and notes about the inter$iewee! -2hen the inter$iew is finished, we will ha$e a discussion as a group! ' will start the discussion by ha$ing the students do a thin#-pair-share about something that they learned about the inter$iewee! As the students are doing the thin#-pairshare, ' will wal# around the room to listen to their discussions, and add comments of my own! -' will remind the students that their literature circle pitch presentations will be performed tomorrow and as# if they ha$e any )uestions about "hursday: %it Circle !itc !resentations -%ach group will perform their literature circle pitch presentations on the memoir they read! %ach group will be con$incing the class why they should read this boo#, and e*plaining what they enjoyed about or got from it! "his is a performance assessment and the students will be graded based on the rubric for the assignment! -2hen e$eryone is finished performing, each student will write down the top two boo#s that they would li#e to read based on the pitches! ' will ma#e these boo#s a$ailable for my students to borrow! -' will follow up with a short discussion to find out what the students li#ed and disli#ed about the presentation! ' will ha$e them do a thin#-pair-share and ' will write down their ideas! -' will collect the student+s $ocabulary logs and character profiles and grade based on completion! ' will return the logs bac# to the students, and they are to use at least fi$e words from their $ocabulary logs in their multi-genre memoir pieces! @riday: #ournal .ournal (rompt /00: 2hat would be the theme song of your life3 2hy3 -e.oir *roups -"he students will gather into their memoir groups to share their two new memoir pieces! %ach student in the group will ta#e the time to read aloud their two pieces tot h rest of the group, which will then gi$e oral feedbac# that the reader can write down! As the students are doing this, ' will be wal#ing around the room to help the students with any )uestions they may ha$e, as well as chec#ing to ma#e sure that e$eryone has two new pieces completed! ' will be collecting any re$isions that they ha$e to loo# o$er! ' will also be listening in on the discussions to see if they are handling it all right or where they may need help! ' will remind them that two new pieces need to be ready for class on Monday! -%nd with e*it slip to display what they found useful and interesting and what they could ha$e done without!

#ournal !ro.pt -.ournal (rompt /F: (ic# a color ,or smell, or taste, or te*ture, or sound-, and list memories connected to that sensory image! -ini-%esson$ "ntervie4in) -' will gi$e a mini-lesson on the necessary s#ills to conduct a successful inter$iew and for writing up inter$iews: -:a$e a clear idea of what you want to find out -A%S%AAC: to come up with great )uestions -Come prepared ,pencil, noteboo#, list of )uestions, recording de$ice- e on time and organiKed -"a#e the time to as# for e*planations -4isten carefully L to as# more )uestions5 a$oid as#ing )uestions that ha$e been answered -ta#e notes on inter$iewees loo#s, mannerisms, location, etc! -Choose how you want to write it up ,news-story style or headline style%iterature Circles !resentation !lannin) -' will introduce the literature circle pitch presentations! %ach

Stolen Voices Unit Calendar group will 9pitch< the memoir that they read to the rest of the class& this could be $ia boo# trailer, song, act, speech, or other suggestions that ' >;! ' will e*plain all of the options! -As the groups are planning out their presentations, ' will be wal#ing around the classroom to help with any )uestions they ha$e and to write down how they will be presenting their pitches! -%nd with e*it slip to display what they learned and are curious about! Week 6 Monday: inter$iew )uestions! As the students share their )uestions with the class, ' will write them on the board for us to reference this wee#! -%nd with e*it slip to display what they learned and are curious about! it! Also, two new pieces need to be ready for their memoir groups on @riday! -%nd with e*it slip to display what they learned and are curious about! >$er the wee#endN -"wo new pieces ready for memoir groups on Monday!

-%nd with e*it slip to display what they found useful and interesting and what they could ha$e done without! Re.inders -"wo new pieces need to be added to the piece tomorrow and any re$isions need to be handed in to me! At this point, the students need to re$ise each piece at least two times, after that it is up to them to re$ise their pieces further and hand them in for me to loo# o$er! "hursday: -e.oir *roups -"his will be the final memoir meeting that includes new pieces of the students wor#! Students will gather into their memoir groups to share their two new memoir pieces! %ach student in the group will ta#e the time to read aloud their two pieces tot h rest of the group, which will then gi$e oral feedbac# that the reader can write down! As the students are doing this, ' will be wal#ing around the room to help the students with any )uestions they may ha$e, as well as chec#ing to ma#e sure that e$eryone has two new pieces completed! ' will be collecting any re$isions that they ha$e to loo# o$er! ' will also be listening in on the discussions to see if they are handling it all right or where they may need help!

"uesday: -ini-%esson: Article Writin) -' will gi$e a mini-lesson on 2riting articles, embedding )uotes, headlines, etc! "his will help the students while they are writing their memoir pieces, and also while they are writing their inter$iews for the class 7aKette! -e.oir Activity 8 Article Writin) -' will use a writing prompt to ha$e student practice article writing! (rompt: "hin# about a time that you got away with something that you should not ha$e gotten away with! 8ow write a news story about that situation L e*cept this time, you got caught! -"his acti$ity will -' will send a newsletter ,in the style of an in$itation- home with the students to inform their guardians of the symposium ne*t wee# and to in$ite them to attend!

2ednesday: #ournal -.ournal (rompt /0?: 2rite about a time when you laughed harder than you ha$e e$er laughed before! -ini-%esson$ Essay Writin) -' will gi$e a mini-lesson on the techni)ues that are essential for successful essay writing! "he students will most li#ely ha$e written essays in their pre$ious educational e*periences, so before ' begin ' will ha$e them get into pairs to decide on fi$e rules for writing essay! %ach pair will their rules, and we will write them on a poster board to be displayed on the wall! After this, ' will gi$e a mini-lesson co$ering anything that they may ha$e missed or tips that ' would li#e to add! "his will help prepare the students for their essay that will be due one wee# from "hursday! ' will e*plain the directions for the one-page reflecti$e essay in which the students choose to reflect on from this unit& focusing on how

@riday: #ournal -.ournal (rompt / 0B: "hin# about one person currently in your life, or who was a part of you life in the past! 2hat is one )uestion you would as# them, but can+t3 2rite about the importance of the )uestion! -e.oir *roups -"he students will sit with their memoir groups to polish up their pieces and ma#e further re$isions! -As the students are wor#ing, ' will wal# around the room to conference with students about their memoir pieces as well as their essays! Over t e 4eekend9 -Students should finish up polish up their pieces for their multigenre memoirs!

#ournal .ournal (rompt /0=: 2rite about the end of a relationship ,not necessarily a romantic brea#up-! -e.oir *roups -"he students will gather into their memoir groups to share their two new memoir pieces! %ach student in the group will ta#e the time to read aloud their two pieces tot h rest of the group, which will then gi$e oral feedbac# that the reader can write down! As the students are doing this, ' will be wal#ing around the room to help the students with any )uestions they may ha$e, as well as chec#ing to ma#e sure that e$eryone has two new pieces completed! ' will be collecting any re$isions that they ha$e to loo# o$er! ' will also be listening in on the discussions to see if they are handling it all right or where they may need help! ' will remind them that two new pieces need to

Stolen Voices Unit Calendar be ready for class on "hursday! -At the end of class, ' will assign a poem for the students to read for class on 2ednesday 8e$er Shall ' @orget by %lie 2iesel! ' will as# them to come in with two )uestions about the poem, as well as an interpretation of the poem! -%nd with e*it slip to display what they learned and are curious about! they ha$e grown! !oe. (iscussion -2e will spend the last part of class discussing the poem that was assigned on Monday! @irst, ' will briefly introduce the author of the poem, %lie 2iesel, and gi$e a short description of the conte*t of the poem within the boo# (ight! ' will ha$e half of the students stand in in a small circle facing outward, and the other half of the students stand in a circle around them, facing their classmates! ' will as# them a )uestion about the poem, and the students will discuss their ideas and answers! >nce they ha$e answered the first )uestion, ' will ha$e the outer circle mo$e to the right to face a new partner! ' will continue this until all of the )uestions ha$e been answered! After this, ' will ha$e the students sit bac# in their original spots! 2e will then ha$e a group discussion about the )uestions that we answered! -%nd with e*it slip to display what they learned and are curious about! "uesday: Sy.posiu. -Students will display the pieces of their memoir on poster boards for the symposium! %ach poster board should ha$e a title, communicating the theme of their multi-genre memoirs! %ach student will ha$e their own station, and e$eryone is free to wal# around and loo# at their classmates+ wor#! %ach station will ha$e a comment with a pencil and small sheets of paper! As the students are wal#ing around, they 2ednesday: Sy.posiu. T ou) ts -@or the first part of class, we will arrange our des#s into a circle to discuss how the symposium went! 2hat did we enjoy3 1isli#e3 2hat was it li#e to ha$e your wor# on display3 *a;ette Work -2e will spend the rest of class formatting the inter$iews from symposium and genocide sur$i$or to put into the class gaKette! 1uring "hursday: *a;ette Work -2e will be wor#ing in the computer lab to put the students+ symposium and genocide sur$i$or inter$iews into the gaKette! 2e will also put the 9Meet the Author< columns into the gaKette today! -After class, ' will print enough copies for each student ha$e for class tomorrow! -' will remind students that the @riday: %ast (ay -"he des#s will be set up into a circle and there will be a small table set up for snac#s and drin#s! "he atmosphere should be laid bac# and comfortable& perfect for reflecting on what we ha$e achie$ed o$er the last si* wee#s! -2hen we are all seated in the circle, ' will announce how happy ' am with how this unit has gone and how impressed ' am at how each student has grown as a

Week 7

Monday:

:inal #ournal -.ournal (rompt /0D: "hin# about who you were as a writer on the first day of this unit! Compare that to who you are as a writer now! :ow ha$e you changed3 Are you more comfortable with writing3 4oo# at your $ery first journal prompt in this noteboo#! Can you see the progress that you ha$e made3 -"his will be the final journal prompt! As such, we will discuss

Stolen Voices Unit Calendar how they ha$e grown as writers! ' will encourage students to share any fa$orite journal entries, or how they $iew themsel$es as writers now, as opposed to fi$e wee#s ago! -' will collect all of the journals for a final time to grade on completion! -'deally, ' would li#e to ha$e new journals to gi$e students to bring home for themsel$es! -e.oir *roups -"he students will mo$e into their memoir groups to polish up their pieces! -As the students are doing this, ' will wal# around to conference with each student about their multi-genre memoir! -' will remind students to dress nicely for the symposium tomorrow! -%nd with e*it slip to display what they learned and are curious about! will write at least one thing to comment on for each person+s station! %ach student will be assigned one other student to inter$iew during the symposium! 2e ha$e scaffold the inter$iewing process, and the students will not come up with their own )uestions to as#! "hey will record these )uestions and notes and bring them into class tomorrow! -"here will be snac#s and punch at the symposium as well! -Students will also bring a final copy of their multi-genre memoir to hand in to me before they lea$e! this time, ' will be wal#ing around the classroom to conference with students about the inter$iews they are putting together and to help with any )uestions they may ha$e! ' will also ta#e a picture of each student to include in their 9Meet the Author< column! -:omewor# for tomorrow is to being in a short paragraph that they would li#e displayed in their author column and to wor# on their one page reflecti$e essay! final copy of their reflecti$e essays will be handed in in class tomorrow! "hey should also be prepared to share their fa$orite piece of writing from this unit& it could be a journal entry, a piece from their multi-genre memoir, or their essay! "hey will need to bring this writing into class! ' will also as# each student to bring in one snac# or drin# for class tomorrow! writer! -%ach student will then share a piece of their writing, of their choosing! -At the end of class, ' will collect the student+s essays and hand out a copy of the gaKette to each student!