MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

Creating a Unit:
Language Arts in the Middle School
By Terah Minor-Jones
12/17/18

Welcome to MJ Records!
 
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

II. Dear Dr. Barker,

The experience of creating a unit plan was nothing short of a time consuming and stressful
process. Gathering information and revising week after week can be extremely draining. But I most say, I
feel a strong sense of ​fulfillment​ and c​ ontentment​ now that I am finally able to submit it for review. ​A
person never really knows what they may accomplish until the task is done, and done successfully​.
Through this assignment, I have learned that there is so much more to teaching than making up
lesson plans. I have learned that when planning, it is helpful to consider backwards design by “beginning
with the end in mind” (1 Wiggins, 2005). In other words, I had to figure out what I wanted my students to
be assessed on and how before I could plan daily instruction. For this project, I started with choosing
learning targets then I created an assessment plan. It was not until the final step did I create a day to day
unit calendar of the lessons I would teach. When creating the assessment, I kept in mind a learned notion
from a Wiggins reading which stated that assessments, “requires that we elicit learner judgments made
during genuine performance,” and that authentic assessment, “have presented the learner with an
authentic problem” (2 Wiggins, 2005). While creating my assessment, I found myself questioning, “Are the
terms clear? Is this authentic? Do they align with learning targets and standards?” These questions
helped to guide me in this creating process.
From this experience and our class, I have been able to consider different strategies to implement
into my future classroom. The readings that provided these strategies were the most helpful to me in my
planning. For example, in my unit, one will find the use of “gateway activities” as well as “one-to-one
conferences.” Gateway activities are activities used when trying to engage students to use different skills
and strategies that are essential for certain writing task (Hilocks, 1995). This can be seen in Week 2, Day
1 lesson: introducing sensory language. One-to-one conferencing is, “when the teacher takes time to
conduct regular, individual conferences with students about their writing, this kind of feedback helps
students to grow” (Romano, 1987). I wanted to implement conferencing in my unit calendar because the
direct and personal focusing on a specific student can be very helpful when learning how to write. All
students write differently; the one-to-one conferences will help me hown in on a specific student’s need.
These implementations can be seen week 3, day 3 and week 4, day 2.
More than anything, I tried to imagine if I would enjoy these lessons if I was a kid in my own class.
A strength of my unit is that no two lessons are the same. There are times when students are moving
around the classroom, times when students are creating art, and times when students are reading as a
class. I strongly considered UDL in creating this unit, knowing that students all shine in different ways.
The goal was to provided an outlet for all my students to shine at least once in this unit. A weakness is
that, because there is so much happening, it may not all get done in a 4-week, block schedule. I highly
anticipate this unit to go over if not a whole week, then by two class periods. If I do find that I am falling
behind in my schedule, I know that I will have to take a beat and reorganize my unit.
As you read through my unit, I hope you take the time to notice the attention I made to detail as
well as notice the level of authenticity I tried my hardest to bring to the unit.

So, without further ado, enjoy!

(Terah Minor-Jones)
  
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

III. Unit Overview

Learning Targets (LTs), Common Core State Standards (CCSS), and Rationales

1. ​ riting LT: SWBAT​ - use relevant descriptive details and sensory language in their personal narratives in
W
order to help readers the action being conveyed in an event both visually or through feeling.
CCSS: ELA-LITERACY.W.7.3.D​ Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.

Rationale:​ One of the best things about creative writing is having the ability to make your audience feel
something. Whether it be the cold air from the coldest winter ever or the drop of sweat that flew off the
fighter, right onto your forehead! It is the sensory language and detail that pulls readers into a scene; it is
what makes a scene come to life. Sensory words are used to enhance meaning and provide greater detail
about the context.

2. Grammar LT: SWBAT​ - use commas to separate coordinating adjectives in their personal narratives in
order to help readers imagine the described character or physical appearance of a place.
CCSS: ELA-LITERACY.L.7.2.A​ - Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).

Rationale:​ Using commas to separate coordinate adjectives is a skill that will not only be used in the
classroom, but in everyday life as well (i.e. describing anything: a toy, a shirt, a person, etc.). Commas help
readers figure out which phrase or words go together in a sentence and which parts of a sentence is most
important. Coordinating adjectives are important when describing nouns. Coordinate adjectives are two or
more adjectives that describe the same noun. Each adjective listed in coordination are equally important.
Because we are asked to describe everyday, knowledge of how to use commas while doing this becomes
important in writing (and in speaking).

3. Digital Literacy LT: SWBAT​ - use the elements of film such as sound, lighting, color to determine the
mood and tone of film in order to compare and contrast it to the book.
(use the elements of film such as sound, lighting, color in order to determine the mood and tone the
video is conveying.)
CCSS: ELA-LITERACY.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).
(Demonstrate how the use of various techniques and effect (e.g., editing, music, color, rhetorical devices) can
be used to convey meaning in media.)

Rationale:​ Everyone loves watching a good movie, but not everyone knows what makes a movie good. This
TL will have students consider three elements of film and how those elements influence the mood and tone for
the movie or a specific scene. By understanding how tone and mood is set for movies, students will be able to
visually read scenes from movies better as well as establish an understanding for color, sound, and lighting in
film. Lastly, comparing and contrasting helps students to further understand concepts by highlighting and
  
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

pointing out the important details, especially between related concepts like mood in writing and mood in
lighting.
Texts

LT # & Key Title, Author, & Genre Year Other Distinguishing

Word(s) Genre Characteristics[1]

EXAMPLE: “Stopping by poem 1923 unique meter,

LT1: imagery > Woods on a accomplishes both mood
mood and Snowy Evening” and symbolism, lots of
symbolism by Robert Frost room for discussion

LT1 - A: ​ hasing
C Book 2009 ​ istorical-Realistic fiction,
H
Relevant Lincoln’s Killer chapter book, multiple
descriptive by James L. perspectives for discussion
details Swanson

​LT1 - B: ​ he Outsiders
T Book 1967 ​Realistic fiction; short
Sensory by S.E. Hinton novel; family is of lower
language economic class;

​LT2 - B: Full Cicada ​Poem 2015 ​Realistic fiction; set of

Commas to Moon​ by Marilyn poems; Mixed race, female,
separate HIlton protagonist; good for
deliberation
coordinating
adjectives

​LT2 - C: A
​ Wrinkle in Book 1973 ​Fantasy; chapter book;
Describe Time​ by also has use of
character Madeleine coordinating adjectives
appearance and L’engle
characteristics

​LT3: Use Thriller​ by Music 1984 Fantasy, half movie/ half

elements of film Michael Jackson Video music video,
such as sound,
Lion King - Final
lighting, color
Scene by Disney Youtube 2016
Fiction, cartoon movie
Clip
clip,

MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th
IV. ASSIGNMENT: ASSESSMENT PLAN
LT
LT2 - Grammar - L.7.2.A:
SWBAT -​ use commas to
separate coordinating
adjectives in their person
narratives in order to
describe character
appearance and
characteristics.
LT1 -​ ​Writing - W.7.3.D:
SWBAT​ -​ use relevant
descriptive details and
sensory language in their
personal narratives in order
to capture the action being
conveyed in an event.
Digital Literacy LT: SWBAT
-​ use the elements of film
such as sound, lighting, color
to determine the mood and
tone of film in order to
compare and contrast it to
the book.
 
Assessments
Include percentage of overall grade in unit (or “NG” if not graded),
assessment type – (in)formal, formative/summative – and brief
description.
● (5%) ​Daily Journal Entries​ (​informal)​ : Throughout unit, Ss will complete
journal entries as a form of warm-up or hook. These entries require
creative writing. (i.e. Describe what you see as examine the picture on the
board.)
● (5%) ​Love it / Hate it ​(​informal​): Ss will be given a worksheet that had
slightly described items listed. Ss are to enhance the description in order to
make the item seem obviously desirable or obviously undesirable.
● (5%) ​Trade Book Center ​(​formal)​ : Ss will complete a graphic organizer by
noting the use of adjective and character traits in excerpts from the
following trade books. As well as enhance the less effective ones by
replacing it with a more purcised word. Trade-Books: Full Cicada Moon,
Chasing Lincoln’s Killer, and The Outsiders
● (5%) ​Cha. and Adj. Quiz​ (​formative)​ : Ss must decided if sentences are
using coordinating adjectives correctly or not. If not, they have to add them
in the sentence. If so, they have to determine if the adjectives are actually
coordinating or not.
● (5%) ​While I was Read​ (​informal)​ : Reading chart Ss fill out to note the
different parts of speech covered in class as well as figurative language.
● (15%) ​Remix This Song​ (​summative​): Ss are to imagine they are new
songwriter for an up and coming record label. They were hired to write a
remix to a song from the ​WIT​ soundtrack while using sensory language,
descriptive details, and coordinating adjectives to write your remix.
● Daily Journal Entries​ (​formative;​ see above)
● (5%) ​Exit Ticket​ (​formative​): From ​WIT​ Ss will pull 3 examples of a
sentence using sensory language and explain what the sentence has the
reader do: see, feel, smell, taste.
● (5%) ​In-Class Writing​ (​formative​): Ss will be given a prompt to finish
writing utilizing coordinating adjectives, sensory language, and metaphors.
● (NG) ​Pop Book Quiz​ (​informal​): Check to see if Ss are reading and are in
line with the reading schedule; if Ss are not reading then they are not able
to return back to class with examples of coordinating adjectives or sensory
descriptive details
● Remix This Song​ (​summative;​ see above)
● Daily Journal Entries​ (​formative;​ see above)
● (5%)​ In-Class Writing ​(​formative​; see above)
● (5%) ​Video Notes​ (​informal)​ : Ss view and annotate movie trailers and
other videos to analyze the color, sound, and lighting use to establish tone
and mood.
● (NG) ​Storyboard​ (​informal)​ : Ss map out their film ideas to demonstrate
their understanding and get feedback.
● (5%) ​Color, Sound, and Lighting Chart​ (​informal​): Ss fill out CSL Chart
for how the elements are used in their chosen video or how they will be
used in their created video.
● (5%) ​Video Comparison​ (​informal​): Ss will receive a graphic organizer
where they will compare and contrast the ​WIT​ film with the book noting
similarities and differences.
 
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

● (15%) ​Choose or Create a film​ (​summative)​ : Ss choose a published music

video that they would emulate if they were to create a music video for their
remixed song. Explain how the use of lighting, color, and sound in the video
compliments the feeling and tone set in the lyrics of your remixed song. OR
In groups of 3-4 people, choose one person’s remixed song and create a
music video to it. The use of lights, color, and sound(s) in order to set a
tone and mood for the video

NOTE: The remaining ​15​% of Ss’ grades is a Community Participation Grade (CPG) that factors in Ss’
speaking and listening skills as exhibited in small-group discussions, whole-class discussions, peer
review, and peer editing. CPGs are calculated using a discussion rubric, a response rubric based on the
Lerman’s Critical Response Protocol, and Ss’ self-evaluations.
 
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

Welcome to the Label:

Summative Assessment

This unit, we learned how to enhance our writing by adding sensory language, descriptive details, and
coordinating adjectives. We also learned that when these elements are paired with color, lighting, and
sound in film, it causes the audience to have an emotional response.

Part I​: Imagine you are a new songwriter for MJ’s Record Label. You were hired to ​rewrite a verse to any
song from the ​Wrinkle in Time​ soundtrack​ using ​sensory language, descriptive details, and coordinating
adjectives​. While rewriting your verse, you want to include:
● A narrative where action is being conveyed in an event (should use: descriptive details)
● 2 characters with descriptions of appearance and characteristics (should use: descriptive details,
coordinating adjectives)
● A setting where the action of the lyrics take place (should use: sensory language)

**You may choose to write a remix to the whole song if you want**

Part II:​ Once you are done writing your verse, you work in groups or individually in order to​ create a
music video for your new song​.

Groups:​ In groups of 3-4 people, choose one member’s verse and create a music video to it. This music
video should be 1-3 minutes long and include:
● The use of ​lights, color, and sound(s)​ in order to set a ​tone and mood​ for the video.
● One, 2-page, paper (double spaced, 12 pt. font, Times New Roman), explain why your group
made specific choices in the video when considered ​color, sound, and lighting.​

Individually:​ Choose a published music video that you would emulate if you were to create a music video
for your remixed song. In a 2 page paper (double spaced, 12 pt. font, Times New Roman), explain why
you choose that specific video to emulate. Your explanation should include:
● How the use of ​lighting, color, and sound​ in the video compliments the tone and mood set in the
lyrics of your remixed song.

Logistics

● Part I - Rewritten Song

○ TIMELINE (Starting Monday)
❏ Monday: Choose a Song
❏ Tuesday - Thursday: Write remixed song lyrics
❏ Friday: Peer Review/Teacher Conference
○ Final Song Due the following Monday, by 11:59PM on Schoology.

● Part II - Choose or Create a Music Video

○ Creating Music Video:
■ TIMELINE (Starting Monday, Nov. 12th)
❏ Monday: Choose a Remixed Song, Choose a concept, and hash out
logistics (time and place to record, who has a camera, location, etc.)
❏ Tuesday-Wednesday: Create a storyboard and start recording video
❏ Thursday-Friday: In-class video editing and Teacher Conferences
 
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

○ Choosing Video:
■ TIMELINE (Starting Monday, Nov. 12th)
❏ Monday-Wednesday: Write 2 page rough draft
❏ Thursday: Peer Review/Teacher conference/In-class editing
❏ Friday: Final edits

○ Final Video/Choosen Video due the following Monday, Nov. 19th by 11:59PM on
Schoology.

**Students will used half of class on Wednesday to share videos (both created or emulated).They will a
give brief explanation on the choices in or for found in the videos.**
____________________________________________________________________________________
_____

Rational:

This project targets all three learning targets by asking student to produce a piece of writing that includes
the use of sensory language, descriptive details, and the use of commas for coordinating details. This
project also asks student to create or choose a piece of cinema that uses sound, color, lighting as a
means of expressing the tone and emotion of the video. Expectations are clearly laid out for students as
well as suggestions to consider when completing this assignment. It is authentic and allows students to
not only be creative with their writing and creating but it also allows choice for the student to work alone or
in groups. It is engaging and authentic.
 
MSED 367 Teaching Language Arts in the Middle School (Dr. Barker)
Designer: Terah Minor-Jones, Grade: 7th  

(VI.)
References

Hillocks, G., Jr. (1995). The Art of Planning II: Inventing Gateway Activities. ​Teaching writing as
reflective practice.​ New York: Teacher College Press.

Romano, T. (1987). The Crucial Role of Conferencing. ​Clearing the Way: Working with Teenage
Writers​. Portsmouth, NH: Heinemann.

Wiggins, G., & McTighe, J. (2005). Backwards Design. ​Understanding by design.​ Alexandria,
VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Think Like An Assessor. ​Understanding by design.​
Alexandria, VA: Association for Supervision and Curriculum Development.

Zemelman, S., & Daniels, H. (1988). Community of Writers. ​A community of writers: Teaching
writing in the junior and senior high school​. Portsmouth, NH: Heineman.

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Special Thanks

I want to thank and dedicate this project to my parents for supporting me this for in my college
career and my boyfriend for staying up with me all nights when he could have went to sleep.
Special thanks to Kimberly Mason for always picking up the phone when I called and to Dr. Lisa
Barker for always treating me like a person first and a student second. I am humble grateful for
all of the people mentioned here. They are my support, but also my motivation.