English Unit Plan

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Days 1, 2 and 3- Seven Habits of Readers
Standard(s)
Connection:
English Language Arts Standards:
R..!. 3" #naly$e ho% a te&t 'a(es )onne)tions a'ong and distin)tions bet%een
individ*als, ideas, or events +thro*gh )o',arisons, analogies, or )ategories-
..1/" .rite ro*tinely over e&tended ti'e fra'es . . . shorter ti'e fra'es +a single
sitting- for a range of dis)i,line s,e)ifi) tas(s
S.0. 1" Engage effe)tively in a range of )ollaborative dis)*ssions +one-on-one, in
gro*,s, and tea)her-led-
Professional Standards:
Standard 12" 2*rri)*l*' 3 nstr*)tion
Standard 13" #ssess'ent, Diagnosis, and Eval*ation
Use a %ide range of assess'ent tools and ,ra)ti)es . . . in)l*ding te)hnology based
tools.
Use assess'ent infor'ation to ,lan, eval*ate, and revise effe)tive instr*)tion.
Standard 14" 2reating a 0iterate Environ'ent
Use st*dents5 interests, reading abilities, and ba)(gro*nds as fo*ndations for the
reading and %riting ,rogra'.
6otivate learners to be lifelong readers. +Sho*ld al%ays be a goal-
Objective" St*dents %ill have basi) )o',rehension of the seven habits readers *se %hen
reading.
St*dents %ill begin to fo)*s on one habit at a ti'e *ntil they are able to %or( their
%ay thro*gh ea)h of the seven habits.
7!his %ill ta(e the d*ration of the novel.
Materials: 2o,ies of !he .atsons 8o !o 9ir'ingha': Pro;e)tor< S)reen
Pre$i on Seven Habits of Readers"
htt,"<<,re$i.)o'<;)%,=et=='>r<?*t'_)a',aign@share3*t'_'edi*'@)o,y
Learning
Activities"
9egin the first day %ith a g*iding =*estion for the st*dents to thin( abo*t<ans%er"
A.hat are so'e of the things yo* do before, d*ring, and after yo* read?B Have the
st*dents generate their o%n list first. 8ive the' ,lenty of ti'e for this. #fter they
have )o',leted their list, share o*t as a )lass. #nd have a dis)*ssion abo*t their
lists, and %hy they in)l*ded %hat they did.
0ist-8ro*,-0abel +Pre, D*ring, Post-
Ce&t, sho% Pre$i of the seven habits +lin( is above-. t %ill ta(e three days to tea)h
the st*dents all seven habits.
Day one- a)tivating ,rior (no%ledge, deter'ining i',ortan)e, and as(ing =*estions
Day t%o- vis*ali$ing, inferen)ing<,redi)ting
Day three- retelling, s*''ari$ing, self-'onitoring<self-)orre)ting
.or( %ith one s(ill at a ti'e, start %ith APredi)tions and D*estionsB at the beginning
of the novel.
!his lesson %ill flo% into the lesson labeled Antro, Dis)*ssion, and Digital 9oo( !al(B
Assessment
:
P0#C" seven habits
!EE0" list-gro*,-label, Pre$i, st*dent dis)*ssion %ith tea)her and ea)h other
EF#0U#!EC" #re st*dents 'a(ing )ontrib*tions either thro*gh %riting +at least- or
by ta(ing ,art in dis)*ssion?
#re st*dents able to 'a(e ,redi)tions and generate ,re-reading =*estions abo*t
!he .atsons 8o to 9ir'ingha'G1HI3?
a! "# igital $oo% &al% and The Watsons Go to Birmingham1963 b! Christo'her Paul Curtis
(ntroduction
1. 2lass Data J !his %ill be an ideal )lassroo'.
2. Standards #,,li)able J
)*S ELA Common Core Standards
R..!. >.K" Eval*ate the advantages and disadvantages of *sing different 'edi*'s to ,resent a
,arti)*lar to,i) or idea. +Under the ntegration of Lno%ledge and deas-
..>.3d" Use ,re)ise %ords and ,hrases +and dra%n i'ages- relevant des)ri,tive details, and
sensory lang*age to )a,t*re the a)tion and )onvey e&,erien)es and events.
S.0. >.1" Engage effe)tively in a range of )ollaborative dis)*ssions +on-on-one, in gro*,s, and
tea)her-led- %ith diverse ,artners on grade > to,i)s, te&ts, and iss*es, b*ilding on others5 ideas
and e&,ressing their o%n )learly.
S.0. >.1)" Pose =*estions that )onne)t the ideas of several s,ea(ers and res,ond to others5
=*estions and )o''ents %ith relevant eviden)e, observations, and ideas.
S.0. >.1d" #naly$e ne% infor'ation e&,ressed by others, and, %hen %arranted, =*alify or ;*stify
their o%n vie%s in light of eviden)e ,resented.
Professional Standards for +eading (nstruction
+htt,"<<%%%.reading.org<8eneral<2*rrentResear)h<Standards<ProfessionalStandards2/1/.as,& -
Standard 2" 2*rri)*l*' and nstr*)tion
Mo*ndational (no%ledge abo*t litera)y is essential in establishing a vision, and develo,ing and
ena)ting an integrated, )o',rehensive, and balan)ed )*rri)*l*' that is res,onsive to the needs
of diverse learners.
Eviden)e-based instr*)tional strategies and ,ra)ti)es sho*ld be *sed in develo,ing and
i',le'enting instr*)tion and a balan)ed and 'otivating reading and %riting ,rogra'.
2o',rehensive reading ,rogra's ,rovide a %ide variety of traditional ,rint, digital, and online
reso*r)es to 'eet the needs of diverse st*dents.
!raditional ,rint, digital, and online reading and %riting e&,erien)es that in)or,orate '*lti,le
genres, '*lti,le ,ers,e)tives, and 'edia and )o''*ni)ation te)hnologies are ne)essary to
,re,are learners for litera)y tas(s of the 21st )ent*ry.
Standard 3" #ssess'ent, Diagnosis, and Eval*ation
Use a %ide range of assess'ent tools and ,ra)ti)es . . . in)l*ding te)hnology based tools.
Use assess'ent infor'ation to ,lan, eval*ate, and revise effe)tive instr*)tion.
Standard 4" 2reating a 0iterate Environ'ent
Use st*dents5 interests, reading abilities, and ba)(gro*nds as fo*ndations for the reading and
%riting ,rogra'.
6otivate learners to be lifelong readers. +Sho*ld al%ays be a goal-
3. 0esson Eb;e)tives +St*dents %illN- J
9ased on vie%ing the digital boo( tal( trailer, in addition to analy$ing front and ba)( )overs of
The Watsons Go to Birmingham1963, by 2hristo,her Pa*l 2*rtis +1HHI-, st*dents %ill be able
to generate ,redi)tions and =*estions abo*t the *,)o'ing te&t and ho,ef*lly %ill 'a(e a
)onne)tion to %hat they are learning in so)ial st*dies.
St*dents %ill 'aintain a dis)*ssion abo*t the above-'entioned ob;e)tive
#fter se)ond day, st*dents %ill be able to )o',lete a AstoryboardB that %ill de'onstrate they
)o',rehend the tas( +%hi)h is the first ste, in ,re,aring the'selves to )o',lete the digital boo(
tal( final ,ro;e)t-.
4. Prior<S*bse=*ent 0earning 2onne)tions J !he st*dents have beg*n a 2ivil Rights *nit in so)ial
st*dies so there are )onne)tions bet%een that )ontent and the to,i)s and the'es of the novel, %hi)h
'ay or 'ay not be obvio*s at this stage. !he st*dents 'ay also have read another boo( by the a*thor
s*)h as Bucking the Sarge +2*rtis, 2//4-. 0astly, the st*dents %ill be fa'iliar %ith the ,re-reading
strategies, as %e have already been %or(ing %ith the' via AK Habits of ReadersB
O. 0esson #)tivities
#. ntrod*)tion J !ea)her %ill distrib*te )o,ies of the novel and st*dents %ill get O-K 'in*tes to
analy$e front and ba)( )overs and, via a =*i)( %rite, )a,t*re any =*estions, ,redi)tions,
)onne)tions, or observations abo*t the boo(.
!ea)her %ill then sho% st*dents a Aboo( trailerB
htt,"<<%%%.yo*t*be.)o'<%at)h?v@P0M.)3H/FH# this %ill be follo%ed by st*dents having the
o,,ort*nity to a'end any ,redi)tions or =*estions and add any observations or )onne)tions.
9. ndivid*al .or( J D*i)( %rite and the a'end'ent of the =*i)( %rite
2. 8ro*, .or( J Fie%ing of the trailer, follo%ed by %hole-)lass sharing of ,redi)tions, =*estions
+%ith o,,ort*nities for ,eo,le to atte',t ans%ers-, )onne)tions, and observations: this sho*ld be
a st*dent-)entered dis)*ssion. Day 2, %hen st*dents are )o',leting the boo( tal( storyboard
they %ill be %or(ing %ith a ,artner, as the ,ro;e)t %ill be )o',leted in gro*,s of t%o. Day t%o %ill
also involve a shared read alo*d of the novel, )ha,ter 1.
D. 2los*re J Day Ene %ill )onsist of tea)her sho%ing the )lass a 'odel of a )o',leted
storyboard and infor' st*dents they %ill be e&,e)ted to )o',lete this assign'ent the ne&t )lass
day.
I. 6aterials- # %hole )lass set of The Watsons Go to Birmingham1963 +2*rtis, 1HHI-, a S6#R!
9oard or e=*ivalent %ith internet )a,ability, st*dents %ill need noteboo( and %riting *tensil, also ,ro',ts
on the board so st*dents (no% %hat is e&,e)ted of the' %hen they do the =*i)( %rite, a boo( tal(
AtrailerB of the novel and a )o',leted storyboard.
K. #ssess'ents +#s #,,li)able-
Mor'ative assess'ents %ill be *sed s*)h as, tea)her loo(ing over st*dents5 =*i)( %rites,
,arti)i,ation in the dis)*ssion, and st*dent %or( %ith regard to )o',leting the initial storyboard.
>. Possible #d;*st'ents to 0esson J
!he tea)her 'ay need to have )lass start fro' the sa'e s,ot %hen they )o''en)e %ith the first
storyboard. St*dent s*,,ort 'ay in)l*de having everyone, or %hoever needs the e&tra hel,, )o',lete
one together %ith tea)her as s)ribe at the board.
!ea)her 'ay %ant to hand o*t sti)(y notes so st*dents )an ;ot do%n ideas or 'ar( a s,ot in the te&t they
'ay %ant to *se in their storyboard.
8oing along %ith the ,revio*s ad;*st'ent, tea)her 'ay %ant to de'onstrate %hen )lass reads alo*d by
sto,,ing and sho%ing his or her tho*ght ,ro)ess of )a,t*ring a ,otential s)ene =*i)(ly and s*))in)tly on
a sti)(y note.
Day H- Carrative Pers,e)tive +Point Ef Fie%-
Standard Connection: .. 1/" .rite ro*tinely over e&tended ti'e fra'es . . . shorter ti'e fra'es
+a single sitting- for a range of dis)i,line-s,e)ifi) tas(s, ,*r,oses, and
a*dien)es
R. 0. I. #naly$e ho% differen)es in the ,oints of vie% of the )hara)ters
and the a*dien)e or reader . . .
S.0. 1" Engage effe)tively in a range of )ollaborative dis)*ssions +one-on-
one, in gro*,s, and tea)her-led- %ith diverse ,artners on grade >
to,i)s . . . b*ilding on others5 ideas.
Professional Standards
Standard 12" 2*rri)*l*' and nstr*)tion
Objectives" St*dents %ill be able to orally )o''*ni)ate that ,oint of vie% is 'ore
than ;*st 1
st
, 2
nd
, or 3
rd
,erson: ,ers,e)tive affe)ts the inter,retation of
events in a story.
Materials: Cotes in)l*ding )lass dis)*ssion %ith tea)her as s)ribe abo*t ,oint of
vie% and narrative ,ers,e)tive: )o,ies of !he .atsons 8o !o
9ir'ingha': Pro;e)tor 3 S)reen.
Learning Activities" 9egin the )lass %ith g*iding =*estions" .hat is ,oint of vie%? Do PEU
have a ,oint of vie%? .hat affe)ts yo*r ,oint of vie%? .hat affe)ts
Lenny .atson5s ,oint of vie%?
!he st*dents %ill ans%er one =*estion at a ti'e. #fter they have
ans%ered ea)h =*estion, the )lass %ill have a dis)*ssion and share o*t
%hat they )a'e *,. !his %ill )ontin*e *ntil all fo*r =*estions have been
ans%ered.
Ce&t, the st*dents %ill be as(ed to a,,ly this to literat*re and analy$e
ho% the narrator5s ,ers,e)tive or ,oint of vie% is only one version of
events and %hy narrator 'ight have that ,ers,e)tive.
.hile reading the boo(, the st*dents %ill be as(ed to loo( o*t for
'o'ents %hen Lenny, his brother 9yron, his sister Qoey, his dad, or his
'o' 'ight say or do so'ething that reveals their o%n ,ersonal
,ers,e)tive.
St*dents %ill also be as(ed if that is %hat really ha,,ened or if that is ;*st
Lenny5s ,ers,e)tive of %hat ha,,ened.
Assessment: P0#C" 8*iding D*estion Pro',ts, D*i)( .rites 3 Dis)*ssion, 0esson, 3
D*estions for st*dents to thin( abo*t %hile reading
!EE0" St*dents %riting and st*dent dis)*ssion %ith tea)her and ea)h
other
EF#0U#!EC" #re st*dents 'a(ing )ontrib*tions either thro*gh %riting
+at least- or by ta(ing ,art in dis)*ssion?
Do st*dents (no% %hat ,oint of vie% is is? Do they *nderstand %hat
affe)ts their o%n ,ers,e)tives +,oint of vie%-?
2an they a,,ly this )on)e,t to !he .atsons5 )hara)ters, )hiefly, Lenny?
Day 13" 0iterary Devi)es %ith the A Have # Drea'B s,ee)h
Standard Connection: .. 1/" .rite ro*tinely over e&tended ti'e fra'es . . . shorter ti'e fra'es
+a single sitting- for a range of dis)i,line-s,e)ifi) tas(s, ,*r,oses, and
a*dien)es
S.0. 1" Engage effe)tively in a range of )ollaborative dis)*ssions +one-on-
one, in gro*,s, and tea)her-led- %ith diverse ,artners on grade >
to,i)s . . . b*ilding on others5 ideas.
Professional Standards
Standard 12" 2*rri)*l*' and nstr*)tion
Objective" St*dents %ill be able to effe)tively )o''*ni)ate at least t%o e&a',les of
%hen literary devi)es are *sed in 6artin 0*ther Ling Qr.5s A Have #
Drea'B s,ee)h.
St*dents %ill be able to orally )o''*ni)ate ho% Ling5s *se of these
literary ter's hel,ed hi' to s,read his 'essage.
Materials: !%o Po*!*be videos, 2o',*ters, )o,ies of trans)ribed have a drea'
s,ee)hes for st*dents, ,en)ils, ,ro;e)tor<s)reen, )lassroo' blog, and
goggle do)5s Po%erPoint.
have a drea' s,ee)h" htt,s"<<%%%.yo*t*be.)o'<%at)h?v@s'E=nn(lfPs
0iterary Devi)es Ra,"
htt,s"<<%%%.yo*t*be.)o'<%at)h?v@*26niCL&0M(
Learning Activities" #s the st*dents are %al(ing into the )lassroo', the tea)her %ill have the
A have a drea' s,ee)hB ,laying in the ba)(gro*nd. !he tea)her %ill then
as( the st*dents if they re)ogni$e %hat is ,laying. !hey sho*ld say
so'ething along the lines of A6artin 0*ther Ling5s Have a drea'
s,ee)hB.
!he tea)her %ill say A (no% yo* all st*died 6artin 0*ther Ling and his
fa'o*s A have a drea' s,ee)hB last %ee( in so)ial st*dies, b*t this
%ee(, %e are going to analy$e it )o',letely different. !oday %e %ill be
loo(ing at the vario*s literary devi)es that are *sed in this s,ee)h. +!he
st*dents have already learned %hat the literary devi)es are ,revio*sly,
this lesson %ill revie% the' ho%ever-
Ley vo)ab*lary"
0iterary Devi)e
#lliteration
#ll*sion
Hy,erbole
6eta,hor
Parallelis'
Si'ile
!he st*dents %ill first %at)h a video that revie%s %hat ea)h literary devi)e
'eans in the for' of a ra,. #nd %e %ill have a dis)*ssion abo*t %hat
they 'ean after.
Ce&t, the st*dents %ill be *, into gro*,s of O. Ea)h gro*, %ill be given
t%o literary devi)es, a la,to, +%ith a))ess to a )lass Po%erPoint that in
8oogle Do)5s-, a )o,y of 6artin 0*ther Ling Qr5s s,ee)h, and a lin( to an
a*dio re)ording of his s,ee)h too.
n a gro*, they %ill find =*otes that 'at)h their literary de)eives and
e&,lain %hy. !hey %ill then add these e&a',les to the )lass Po%erPoint
+ea)h gro*, has a ,age for ea)h of their 0iterary Devi)es-. #nd after all
the st*dents are finished, they %ill ,resent their slides of the Po%erPoint
to the )lass and s,ea( abo*t %hy they are e&a',les of that literary
devi)e.
7#ll of this is ,osted on the st*dents )lassroo' blog as %ell, so they )an
a))ess all the 'aterials they need there too +the ,ost is titled Q*ne 1>t
h
in
)lass blog-
Minally, %e %ill hold a dis)*ssion abo*t ho% Ling5s *se of these literary
ter's hel,ed hi' to s,read his 'essage.
P0#C" #s des)ribed in the s(et)h.
!EE0" Eral res,onses, as %ell as %ritten res,onse as des)ribed above.
EF#0U#!EC" St*dents %ho' have )ontrib*ted 'eaningf*lly to the
gro*, )onversation abo*t the *se of literary devi)es, and have orally
s,o(en abo*t ho% the *se of these devi)es hel,ed s,read Ling5s
'essage %ill be ;*dged to have a))o',lished the ob;e)tive.