TCSS.UPLANmodel3

8/4/2019 TCSS.UPLANmodel3

1/42

StuartDent

TeachingCommunication

Dr.Sherry

November7,2010

UnitRationale

Rationale

FormyUnit,IamgoingtoteachTheHerosJourneyasitrelatestothebookWalkTwoMoons.Throughthisunit,studentswillbeintroducedtotheprocessthataherogoesthroughintheir

transitionfrominnocencetoexperience.IwillthenrelatethisprocesstothetrialsthatSalhastofacein

thesearchforhermotherinWalkTwoMoons. Inaddition,Iwillteachstudentsaboutthewriting

processandwhataproperessayshouldconsistof.Inaccomplishingallofthesetasks,Iwillbeableto

makesurethatallstudentstouchonawiderangeofstandardsthataddressreading,writing,and

speaking.

ThefirstreasonIbelievethatthisisagreatideaforalessonplanisthattheHerosJourneyisan

importantprocesstounderstandsinceitisseeninmanydifferentpiecesofliteratureandcanhelp

studentsoutwithunderstandingawidearrayoftexts.Ibelievethatallstudentsshouldhaveatleasta

lightgraspofJosephCampbellsstudyonthemonomythandAHeroWithaThousandFaces. Through

thisunit,IwillbeabletoincorporatesomeexcerptsfromCampbellandalsosomegraphicbreakdowns

ofwhattheyherosjourneyentails.

ThesecondreasonthatIchosethisasmyunitplanisthatfactthat WalkTwoMoonsisapretty

easybookforstudentstocomprehend,sotheywontbetoocaughtuponplottwistsandwillbemore

interestedinthedeeperthemes.Also,thisisamuchmoreapproachablebookthanepicpoemsthat

couldotherwisebeusedtoteachthesamelesson.Ithinkthatthisbookwouldworkperfectlyinan 8th

or9thgrade classroom.

InadditiontothestudyfromJosephCampbellandthebookbySharonCreech,Iplanon

incorporatingothertypesofmediatohelpthestudentsunderstandtheherosstruggleandtrytoget

themtoidentifytheHerosJourneyinothermediumssuchasfilmandmusic.Ithinkthatthiswillbea

funandintriguinglesson,andeachofthestudentswillwalkawaywithknowledgeofCampbellandthe

satisfactionofhavingunderstoodagoodbookonadeeplevel.

GuidingQuestions

Whatisahero?Whatqualitiesdotheyhave?

Howcantheherosjourneyrelatetothelifeofanadolescent?

CouldthejourneyofanadolescentrelatetothejourneyofsomeonelikeUlysses?

Whatisaformalessayandhowisitwritten?

GradingBreakdownforUnit:

25%=FinalEssay

25%=FinalExam

25%=HerosJourneydiagram

25%=Participation(includinginclassjournals)

Comment [1]: Rob,youveaddressed

ofthefacetsofourrubrichere:DIVERSIT

media,RELEVANCEtothediscipline,

ALIGNMENTwithstandards,andUNITYa

abreakdownofstagesJ

YourGuidingQuestionsbelow,address

RELEVANCEtothelifeofanadolescent,

somethingIthinkthisrationalecoulddo

toemphasizeafterall,oneoftheargum

forreadingYALiteraturelikeWalkTwoM

isthatitspeakstostudentsexperiences

thanepicpoetry(notonlyintermsoffor

butofcontent).

Comment [2]: Ithinkthepreviousque

doesabetterjobthanthisyes/noquesti

IseethisbeingappliedbelowtoSalsjou

Howmightyourelatethistostudentsliv

(RELEVANCE)?

Comment [3]: Anywaytoconnectthi

theherosjourney?(notthatitsnecessa

butsimplybecauseitmightprovideanot

wayofincreasingUNITY,makingtheUni

coherentandaccessible).Perhapstheh

away-homestructureissomewhatlike

Body,andConclusion?Toopen,explore,

closeaquestionorproblem?


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Day#1

Unit:WalkTwoMoonsandtheHerosJourney Lesson#1:Whatisahero&Journalintroduction

Time:50minutes

StandardsAddressed:

1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall

academicareas.

1.6.8.DContributetoDiscussions 1.1.8.GDemonstrateafterreading,understandingandinterpretationofbothfictionandnon-

fictiontexts,includingpublicdocuments

1.5.8.AWritewithasharpdistinctfocus.

Objectives:

1.Studentswillunderstandthejournalingprocessthatwilltakeplaceatthebeginningofclassin

ordertoensurethattheykeepupwiththeirjournalingthroughoutthelesson.(1.5.8.A)

2.StudentswillhaveabasicunderstandingofJosephCampbellsideaoftheMonomythin

ordertoapplyittoWalkTwoMoons.(1.2.8.A;1.1.8.G)

3.StudentswillstudytheHerosJourneydiagramandhaveabasicideaofwhatitisinorder

toapplyittotheclassconversationoftheirownwithstoriesoftheherosjourney.(1.6.8.D)

MaterialsNeeded:

WalkTwoMoons

Journals

HerosJourneydiagram

TechnologyUsed:

DryEraseBoard

DocumentCamera

DifferentiatedInstruction:

Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof

theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass

notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe

teacherandfol lowedatalltimes.

LessonOutline:

1.Introduction:(10minutes)

A.StudentswillreceivetheirBlueBookthattheywilljournalinthroughouttheunit.

B.Duringa10minutefreewriteintheirjournals,,studentswillanswerthequestionWhatisa

hero?Whatmakesapersonahero?DoHeroshavetohavesuperpowers?Howcana

regularpersonbeheroic?

Comment [4]: DIVERSITYJ


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2.HerosJourney:(30minutes)

A.WriteWhatisaHeroonthedry-eraseboard.

1.Havethestudentsvolunteersomequalitiesandtheteacherwritesthemonthe

board.Studentscanaddsomeofthesequalitiestotheirjournalfromthebeginningof

class.

B.Handoutthegraphicorganizeroftheherosjourneyandputitonthedoc.Cam.

1.BrieflyexplainwhoJosephCampbellisandhistheoryofTheHerowithaThousand

Faces.Hownewstoriesfollowsimilarplotsetc 2.Lookatthedifferentstagesaheromustgothroughinordertobesuccessfulonthe

handout

3.Havestudentsvolunteerdifferentstoriesthattheyknowthatareaboutaheros

journey.Giveacoupleminutestothink.Iftheydontcomeupwithanything,seeif

theycanexplainwhy TheLionKing,HarryPotter,TheMatrix,etc. areHeros

Journeys.

4.Explainthatthissystemisgoingtobeimportantthroughoutthewholeunitandwill

beappliedtothereading.

C.HandoutWalkTwoMoonsnovelstoeachstudent.

1.Explainverybrieflywhatthisstoryisaboutandhowitisgoingtorelatetotheheros

journey.

2.Afterassigninghomework,starttoreadthenoveluntil theclassperiodends.

3.Closing:(10minutes)

A.Assignhomeworkandseeifthereareanyfurtherquestions.

B.BeginreadingWalkTwoMoonsuntiltheperiodisover.

KeyQuestions:

Whatisahero?

Whataresomeofthekeycharacteristicsofthejourneyonehastogoontobecomeahero?

Whataresomequalitiesofapersonwhoisnotahero?

Assessment:

FormativelyassessstudentsbywatchingtheinformationtheyvolunteerontheHerosjourney.

MakesuretheycanapplytheinformationfromtheHerosjourneydiagramtoastorytheyare

familiarwith.

Homework:

A.Finishreadinguptopage45.

B.Bepreparedtoanswerquestionsintomorrowsjournalaboutwhattheyarereading.

Comment [5]: Likethatyoutakeupth

journal,makingitseemworthwhileto

studentsJ

Willyouexplainthepurposeofthejourn

howitwillbegraded,respondedto,etc?

Comment [6]: Howmightyouconnec

tothepreviousactivity?(e.g.,Sothese

somequalitiesofaherodoesaperson

tobebornwiththesequalities?OrSo

aresomesimilaritiesamongthe

characteristicsofaheroclearlyacross

stories,heroesareinsomewayssimilar.

weregoingtotalkaboutanothersimilar

acrossstoriesrelatedtoheroes.

Comment [7]: Specificassessmenta

foravarietyofanswersthatstillshow

evidenceoflearningthisconceptJ

ALIGNedwithfinalassessmentJ


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TheHerosJourey

Borrowedfrom:


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Day#2

Unit:WalkTwoMoonsandTheHerosJourneyLesson#2:>pg46ofWalkTwoMoons&Odyssey

Time:50minutes

StandardsAddressed:

1.1.8.HDemonstratefluencyandcomprehensioninreading

1.3.8.AReadandunderstandworksofliterature

1.6.8.AListentoothers 1.6.8.DContributetodiscussions

1.6.8.EParticipateinsmallandlargegroupdiscussionsandpresentations.

Objectives:

Studentsshowunderstandingofhomeworkreadingassignmentbybeingabletodevelopa

textuallybasedopinionofourmaincharactersinthemorningjournal.(1.1.8.H;1.3.8.A)

StudentswilldemonstrateunderstandingofTheHerosJourneybyrelatingittoThe

Odysseyhandout.(1.1.8.H;1.3.8.A)

StudentswillworkasaclasstocomeupwithconnectionsbetweenTheOdysseyexcerptand

theideasofJosephCampbellthatwerediscussedyesterdayinordertogetcomfortable

connectingtheherosjourneytodifferentstories.(1.6.8.A;1.6.8.D;1.6.8.E)

MaterialsNeeded:

WalkTwoMoons

StudentsJournals

OdysseySynopsis(locatedattheendoftheunitplan)






LessonOutline:

1.Introduction(15Minutes)

A.StudentswilltakeouttheirBlueBooksandanswerthequestionWhatdoyouthinkofSal

sofar?WhataboutPhoebe?Whydoyouhavetheseopinions?

B.After10minutesofwriting,askWhatdoyouthinkofourtwomaincharacterssofar?Get

feedbackfromtheclassroomontheirinteractionwiththebooksofar.

2.OdysseyandHerosJourney:(25minutes)

A.HandoutthesynopsisofTheOdyssey.


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1.ExplainthesignificanceofTheOdyssey.Whyisitanimportanttexttousewiththe

HerosJourney?Whowroteit?When?

2.HavetheclasssilentlyreadtheexcerptandthinkabouthowUlyssesjourney

relatesbacktotheherosjourneyfromyesterdaysclass.

3.Astheclassreads,theyshouldtakenotesontheexcerptwiththeherosjourneyin

mind.Remindthemthatthisreadingcanbeusedasasourceinthefinalproject

dealingwithWalkTwoMoons.

3.Closure:(10minutes)

1.Assignthehomework

2.Getatleastthreeresponsetothequestionwhatdidyoulearntoday?About

TheOdyssey?Abouttheherosjourney?

3.Teacherreadstoclassfromtheassignedhomeworkunti ltheperiodisover.

Assessment:

Judgingfromtheanswersthatgroupsputforth,itcanbeassessedwhetherornottheywere

abletocomprehendtheexcerptandiftheywereabletorelateitbacktothestoryofUlysses.

Lookforstudentstobeabletospecificallyapplythestagesfromyesterdaysdiagramtotodays

reading .ClassshouldbeabletoapplythestagesofTheOdysseytoJosephCampbellsideas

withhighaccuracy.

Homework:

1.Finishreadinguptopage90.Stresstheimportanceofbeinguptodateonreadingsince

tomorrowwewillbereadingtogetherandneedtobeatthesamepoint.

2.Bepreparedtoanswerquestionsaboutthereadingintomorrowsjournal.

Comment [8]: Howmightyouhelpth

knowhowtodothis?Forinstance,youm

say,PleaseusethistomapUlyssesjourontotheherosjourneydiagramorWh

arethemainideasofthispiece?Whatov

argumentisitmaking?Howdoyouknow

Comment [9]: Whythree?

Comment [10]: JALIGNEDwithfinalassessmentJ

Comment [11]: Whatmadeyoudecid

reservethejournalingforin-classactiviti

ratherthanathome,whilereading?

Howelsemightyouhelpstudentsremai

accountableforreading(andalsohelpth

practicetheskillofactivereading)?


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Day#3

Unit:WalktwoMoons&HerosJourney Lesson:Readingpages90-120

Time:50minutes

StandardsAddressed:


1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall academicareas.

1.3.8.AReadandunderstandworksofliterature.

Objectives:

Studentswillshowtheirabilitytoreadoutloudinabiggroupinordertoshowtheirprogression

towardsmeetingthePastandards.(1.1.8.H;1.2.8.A;1.3.8.A)

StudentswillshowtheircomprehensionofWalkTwoMoonsuptothispointbybeingableto

developopinionsintheirjournalsusingtextualevidencefrom WalkTwoMoons.(1.3.8.A)

Studentswillbeshownactivereadingtechniquesbylookinguptoughwords,usingcontext

clues,andreactingtorecentlyreadscenes.(1.1.8.H;1.3.8.A;1.2.8.A)

MaterialsNeeded:

WalkTwoMoons

Journals





teacherandfol lowedatall times.

LessonOutline:

1.Introduction-(10minutes)

A.StudentswillwriteintheirjournalstoanswerthequestionWhydoyouthinkthatSalis scaredofMargaret?HowwouldyoudescribetherelationshipbetweenSalandherfather?

2.GroupReading(35minutes)

A.Studentswillgettheirjournalsandbooksandmakeabigcircleinthemiddleofthe

classroom.AskWhatdowethinkofSalsofar?Isshealikeablecharacter?Isshebelievable?

Whatdetailsmakeacharacterbelievable?Havestudentsbegintoaddresswhyaperson

maybeanunreliablenarrator?Doadolescentslie?Doadolescentshidethings?

Comment [12]: J

Comment [13]: Howdoesthisrelate

previousactivity?


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C.Aftertheclasshashadtheopportunitytodiscusstheirfeelingsaboutournarrator,wewill

begintopopcornreadaroundthecircle.Nostudentsshouldbecalledontwiceuntilevery

studenthasreadandeveryoneshouldtakeonatleasttwofullparagraphs.

1.Stopatwordsthatmaybedifficultandaskforadefinition.Ifnooneknows,lookit

uporusecontextualclues.Dothistoteachactivereading.

2.Stopatbigturningpointsinthenovel.Havestudentsreflectonwhatjusttookplace

tomakesuretheyareactivelypayingattentionwhilereading.Thiswilldevelopmore

skillfulreaders.

D.Somekeyquestionsforduringthereading:

1.Whodoyouthinkthelunaticis?

2.WhatdoyouthinkhashappenedwithSalsmom?WhyisSaldescribedastryingto

catchfishintheair?(115)

3.Closing(5minutes)

A.Assignthehomeworkreadingandmakestudentsawareofthefollowingjournalquestion.

B.Callonthreedifferentstudents.AskforuniqueresponsestoWhatmorehavewelearned

aboutSalsstorytodayinourreading?

Homework:

Readtopage176.

Bepreparedtoansweraquestionintomorrowsjournalonthehomeworkreading.

KeepthinkingofthedifferentstagesofHerosJourneyasyouread.Takenotestohelpyouwith

yourupcomingwritingassignment.

Assessment:

Watchandlistentoeachstudentastheyreadaloud.Checkforstudentsfluencyastheyread,

theirabilitytosoundoutharderwords.Seeiftheyareabletousecontextcluestofigureout

words.Seeiftheyactivelyparticipateinthebookastheyreadit(respondtointerestingscenes,

developopinionsaboutcharacters,pictureeventswiththeirimaginations)

Comment [14]: Yesmodelingthekitechniquestheymightusewhilereading

independentlyJ

UNITY

Comment [15]: Likehowthiscreates

accountabilitytheymaynotknowwhat

youllask,sotheyhavetobepreparedJ

Consideratwo-columnreadingjournals

tohelpstudentsselectandrespondtote

evidenceastheyread?

Comment [16]: Willyoucheckforthi


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Day#4

Unit:WalktwoMoons&HerosJourney Lesson:>pg176andEssayWorkshop#1

Time:50minutes

StandardsAddressed:

1.4.8.BWritemulti-paragraphinformationalpieces(e.g.,letters,descriptions,reports,

instructions,essays,articles,interviews.

1.5.8.AWritewithasharpdistinctfocus

1.5.8.CWritewithcontrolledand/orsubtleorganization

1.6.8.DContributetodiscussion

Objectives:

Studentswillagainjournalabouttheirreadingfromthenightbeforeinordertomakesurethey

areunderstandingthereadinganddevelopingopinionsaboutthecharacters.(1.5.8.A;1.5.8.C)

Studentswillfullyunderstandtheimportanceofaudienceinaformalessayinordertobebetter

preparedtowritetheirsummativeessay.(1.4.8 .B;1.5.8.C;1.5.8.A)

Studentswillfullyunderstandwhatfocusisandwhyitisimportantinordertobebetter

preparedtowritetheirsummativeessay.(1.5.8.A;1.4.8 .B;1.5.8.C)

MaterialsNeeded:

WalkTwoMoons

Loose-leafpaper

RubricforEssay





teacherandfollowedatal ltimes.

LessonOutline:

1.Introduction:(15minutes)

A.StudentswillwriteintheirjournalstoanswerthequestionWhyisSalTellingPhoebesstory? Whatmakesiteasytotalkaboutafriendstrials?

B.After10minutesofwriting,wewilldiscusstheanswertothequestionasaclass.Also,ask

Arethereanyquestionsaboutthebooksofar?Anythingyouneedclearedup?

2.WritingWorkshop#1:(30minutes)

A.Introducethewritingassignmentthatwillbedueonthelastdayoftheunit.

1.Handouttherubricsfortheassignmenttoeverystudent.

2.RemindthemtokeeptheinformationofTheHerosJourneywiththemasthey

read.


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B.Whatisaformalessay?

1.Makesureeveryoneistakingnotesontheideas inthislesson.

2.Havestudentsgetintopairsanddiscusswhattheythinkaformalessayis.Whatis

thedifferencebetweenaformalessayandthejournalingthatisdoneinthe

beginningofclass?WhatmakesapieceofwritingaFormalEssay

3.After10minutes,writeFormalEssayontheboard.Takeinputfromeachgroupand

write it ontheboardtoformulatewhataformalessayis.

C.MakesurethestudentstouchonAudience! 1.Iftheydonotcomeupwithitthemselves,askpromptingquestionssuchas,Howis

alettertoafrienddifferentthanalettertothegovernor?Whydoyoutalktoyou

momdifferentthanyourbusdriver?

2.DiscussAudienceandhowthepersonwearewritingforeffectshowwewrite.Also,

stresstheimportanceofkeepingaudienceinmindineverythingthatwewrite.

D.MakesuretheideaofFocusisbroughtup.

1.Talkabouttheimportanceofafocusandtheideaofathesisstatement.Makesure

thattheyknowtheentireessayshouldcontributetothatfocus.

2.forarealworldexample,i.e.Ifyouweretryingtoconvinceyourguardiantoletyou

stayoutlater,howwouldyoudecidewhattosaywhatnottosay ?Wouldyougo

offonlongtangents?

3.Closing:(5mnitues)

A.Studentsshouldalltakeoutapieceofpaperandanswereachofthefollowingquestionsin

1-2sentences

1.Whatisaformalessay?

2.Whatisapapersfocus?

3.Whyisaudienceimportant?

D. Readuntil theperiodends.

Homework:

Readtopage216inWalkTwoMoons.

Bereadytohandjournalsinforcheckingattheendoftomorrowsclass.Thesejournalswillbe

gradedoncompletenessandtextuallybasedopinions.(Participationgrade)

Assessment:

Studentswillbeassessedontheirabilitytoapplytheconceptsofaudienceandfocustotheirownexperiences.Theyshouldbeabletoproduceatleast5reasonswhyknowingyour

audienceisimportantand5reasonswhyawritersfocusisimportant.

Comment [17]: Likethatyouhave

studentsdothistogivethemasensetha

theyhaveinput,arealreadyknowledgea

onthistopic(RELEVANCE)J

Alsohelpsyouassesswhattheyalready

J

Considergivingthemtherubricafterthis

activity,sotheycanseehowtheirideas

reflectedinthecategories/criteria?

Comment [18]: Familymemberisa

anacceptablealternativetoparent

Comment [19]: LovetheseRELEVANT

examplesJ

Comment [20]: Thisshouldmakefor

excellentassessmentofthisactivityJ


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Due:LastdayofUnit. Name:_______________________

FormalEssay

Throughoutthisunit,wewilldiscussWalkTwoMoons,theherosjourney,andsome

informationabouthowtowriteaclearandeffectiveessay.Thisessaywillbeacumulationofallofthat

information.

Yourassignmentistowriteapaperthatmeetstherequirementsoftherubricbelowand

answersthequestionHowisSalsjourneyrelatedtotheherosjourney?Feelfreetousetheothertextswetalkedaboutduringclassinyouressay.

Criteria 4 3 2 1

Length/

Requirements

Theessayisat

least3pages

andhasused3

sources

Theessayisat

least3pages

anduses2

sources

Theessayis

barely3pages

anduses2

sources

Theessayis1-

2pagesand

uses1source

Readability

Theessayhas

noerrorsand

flowssmoothly

withgreat

organization

Theessayhas

fewerrorswith

good

organization

Theessayhas

errorsthat

distractfrom

itsmeaning

and

organizationis

lacking

Theessayhas

manyerrors

andlacks

organization.

Argument

Theessayhas

agreat

argumentwith

pointsthatare

backedupwith

factual

evidence

Theessays

argumentis

goodwith

frequent

evidenceto

backupclaims

Theessays

argumentis

weakwithjust

afewpoints

backedupwith

textual

evidence

Theessay

makesno

argumentand

usesno

evidencefrom

thebook.

Proper

Citations

Allquotations

andcitedin

thetextand

theworkcited

pageis

complete.Both

followtheMLA

standards

perfectly

Allquotations

werecitedin

thetextand

workcited

pageis

completewith

1-2errorsin

MLSstyle

Most

quotationsare

citedinthe

textandthe

workcited

pagehas3-4

errorsinMLA

style.

Someofthe

quotesare

citedinthe

textandthe

workcited

pageislacking

muchofthe

MLAformat.

Comment [21]: Likethatyouinclude

rightafterthelessoninwhichyouintrod

CONVENTIONSJ

Comment [22]: Ilikethatyouspellou

bothquantitativeandqualitativecriteria

thisrubricthatALIGNwithyourunitgoa

Howmightyouincorporateaudienceand

focus?

Whatmadeyoudecidetoinclude

organizationwithmechanicsunder

readability?

Inoticethatastudentcouldwritea3pa

paperwithpropercitationsandpassthe

assignment,evenifthatpaperwas

unreadableandhadnoargument.Perhafoldcitationsintorequirements?

Insteadofgreat,good,andweak,w

criteriamightyouusethatwouldbemor

illustrative(knowingthatyoullstillhave

explain,model,andpracticethemwith

students)?Perhapsdebatable?Coher

Thorough?Relevant?

Comment [23]: Hereyouintroduce

quantity(thoughitsnotpresentinthe4

description):ishowitsbackedupimpo

toyou(aswellashowmanyquotesareu

Forinstance,shouldthequotesgotoget

makeacoherentargument?


12/42

Day#5

Unit:WalktwoMoons&HerosJourney Lesson:WalkTwoMoons>216&EssayWorkshop#2

Time:50minutes

StandardsAddressed:


1.4.8.BWritemulti-paragraphinformationalpieces.1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.

1.5.8.CWritewithcontrolledand/orsubtleorganization.

Objectives:

StudentswillshowcomprehensionofWalkTwoMoonsuptothispointbybeingabletojournal

aboutthemaincharactersactions.(1.3.8.A)

Studentswillbeabletorecalltheinformationfromthelastlessononfocusandaudiencein

ordertoshowretentionofthelastlesson.(1.4.8.B;1.5.8.C;1.5.8.B)

Studentswillshowtheircomprehensionatleast3differentstylesofpre-writingbybeingableto

explainwhattheyareandwhattheyhelptheauthordo.(1.5.8.C;1.5.8.B;1.4.8.B)

MaterialsNeeded:

WalkTwoMoons

Journals

Prewritinghandout

TechnologyUsed:

DocumentCamera






LessonOutline:

1.Introduction(15minutes)

A.Intheirjournals,havestudentswritetheiranswertoWhyisSaltellingPhoebesStory?

Whatmakesiteasytotalkaboutafriendstrials?

B.ClassdiscussionaboutWhyisSaltellingPhoebesstory?StudentsshouldmentionthatSal

istellingusaboutherselfthroughherfriendsbecauseitiseasiertotalkaboutafriendthan

yourself.

2.WritingWorkshop#2(25minutes)

Comment [24]: Howmightyourelate

toaudienceandfocus?


13/42

A.Startbyreintroducingfocusandaudiencetomakesurethestudentshaveretainedthe

informationtheyweregiveninthepreviousclass.Thiswouldbeaclassdiscussion.

B.Talkaboutthewritingprocess.Stresstheimportanceofhowastudentwrites,notjustwhat

theywrite.Thesefollowingquestionsshouldgetthestudentstothinkabouttheirwriting

process.

1.Askhowtheygoaboutwritingessays.Dotheymakegraphs,free-writes,etc?

2.Wheredotheydotheirwriting?Whattimeofday,isitathome,onthebus,etc.

C.Studentsingroupsoftwoshouldworktogetherandcomeupwithalistofwaysthat

theyhavedoneprewritinginthepast.

1.Havestudentssharethedifferentwaysthattheyhavebeenintroducedto.Stress

thattheyshouldbeformulatingideasanddecidingifatopicisgoingtoworkduringthis

phase.

2.HandoutPrewritingTechniquessheettotheclasswhiletheyarediscussing.

3.Whiletheclassislookingatthepre-writinghandout,havethemthinkofthe

differentreasonswhyweshouldpre-write.Makesurethislisthasselecting

evidencetouse,arrangingevidence,figuringoutaudience,anddevelopingideasare

allmentioned

D.HavePrewritingTechniquessheetontheDoc.Cam.Sothatasstudentsgiveexamples,we

cangoovermoreindepthexactlywhattheyareandhoweachtypeofprewritingworks.Iftheirtypeofprewritingisnotonthedocument,havethemexplainittotheclass.Have

studentstakenotesontheirprewritinghandoutwhilewediscuss

3.Closure(10minutes)

A.Assignthereadingfortonight.RemindstudentsthatwearelookingfortheHerosJourneyin

Salsstoryforthefinalessayandproject.

B.Collectjournalsfromtheclasstochecktheworktheyhavedoneinthemthisweek.

C.Callondifferentstudentstovolunteerinformationbeforetheclasscanbedismissed.

1.Askfor3differentreasonswhywedopre-writes.

2.Askfortheirfavoritestyleofprewritingandwhyisittheirfavorite?Whatdoesit

helpthemdo?

Homework:

FinishreadingWalkTwoMoons.

Assessment:

Eachstudentwillbeassessedonwhattheyhaveputintotheirjournalsofar.Theywillbeable

toget20pointsperdayforjournalsthatshowthatthestudentsaredevelopingopinionsofthe

bookthroughtextualbasedevidenceandwritingatleast1bluebookpageeveryclass.Shorter

journalsthatdonthavetextualreasonsforclaimswillnotreceivefullpoints.

Comment [25]: Lovethatyouaskstu

toconsiderthisaspectoftheirprocesses

Comment [26]: Sometimesyouhave

everyonewrite,andsometimesjustcall

few.Whythisvariation?


14/42

Name:____________________________

Handout:Pre-WritingTechniquesborrowedfrom

Manypeoplebelievethatgoodwritingcomesfromsomesituationslikethosedescribed

inthefollowingbriefdramaticscene:

Setting:Adarkstudy,litonlybytheflameofaflickeringcandle.YoungWillShak-spersits,quillinhand,staringblanklyintospace.

Will:(Thinkingoutloud)WhycantIthinkofanythingtowrite?

Humanityissuchahugetopic.Hmmm.whereshallIdinetonight?I

wonderifthatshrewishKateismadatme,shessowait,aha!Ihaveit.

(dipshisquillandwrites)

Twohouseholds,bothalikeindignity

InfairVerona,wherewelayourscene.

Believinginstoriesliketheoneaboveisthefirstsuresteptowritersblock,whichis

simplyanotherwayofsayingthinkingtoohard.Infact,veryfew(ifany)writers

actuallywritelikethis(Shakespeareincluded).Writingbeginswiththeprocessof

compilinginformation,evidence,andsketchyideas.

Thenextstepinthewritingprocessistotakethatinformationandbegintoformitinto

connections,arguments,andmorepolishedprosethatwillleadyouintothedraftingprocess.Wemightcallthistheinventionstage.Notwowritersdothisthesameway,

sohereisalistofvariousstrategiesforgettingyourideasdownonpaper:

DirectedFreeWriting

Tofreewriteistoletyourmindgoandwritespontaneously,oftenforasetamountof

time.Theprocessofjustwritinginastreamofconsciousnesscanoftenfreeup

thoughtsandideasaboutwhichwearentevenfullyconscious,orthatwehavent

articulatedtoourselves.Indirectedfreewriting,youfocusonatopic,andletwhatyou

thinkandknowaboutthetopicflowoutinafocusedstreamofideas.Asafirststepin

theinventionstage,youmightsitdownwithapaperassignmentandwritecontinuously

forfifteenminutes.

Yourwordsmaynotcomequicklyatfirst,butstickwithitandforceyourselftotryto

writeforthosefifteenminutes,youmightbesurprisedwithwhatcomesoutyoumightgeneratequestionswhoseanswershelpleadyoutoanargumentornewsetofideas.

Evenifyouonlycomeupwithonesolidideainthosefifteenminutes,youhave

succeededinfreeingupyourthinking,which(asthenamemightsuggest!)isthepoint

offreewriting.Asasecondstep,youmighttakethatideaandwritemoreaboutit,or

shifttoanotherstrategytocontinuetheinventionprocess(or,perhapsstartdraftingyour

essay,dependingonhowwelldevelopedthisideais).

Listing

Comment [27]: Likethisanecdoteto

introducethisimportantideaJ

Howmightyoulaythisoutonthepaget

makeitmoreaccessible?Useheadings?

Indent?Pictures/Clipart?CRAPprinciple

(CONTRAST,REPETITION,ALIGNMENT,

PROXIMITY)?


15/42

Somewritersfindithelpfultomakelistsoftheirideas,breakingsignificantideasinto

sublistsandseeingwheretheylead.Thisstrategycanbeapproachedasaformoffree

writingifyoutrytoletyourmindgoandjotdownwordsandphrasesthatarerelated.

Youcancreatelistsbypullingrelatedideasoutofyournotesoryourreadings.A

caution:Thelinearnatureoflistscansometimesleadyoutoplanningthestructureof

yourpaperprematurely.Trytouselistsasawayofbrainstorming,thenyoucanmake

anotherlisttohelpwithstructure.

Outlining

Outlinesaremorestructuredversionsoflists,groupingideasinahierarchicalorder(I.,

A.,1,,a.,etc.)withmainpointsbrokenintosubordinatepoints,andsometimes

indicatingevidenceinsupportofthesepoints.Youmightuseoutlinesasafirststagein

generatingideasduringyourinventionprocess,oryoucanuseoutlinesasasecondstep

ininvention:afterfreewritingand/orlisting,youmightrefineandbuildonyourideasby

puttingtheminanoutlineforaworkablestructureinwhichtodiscusstheideasyouve

brainstormed.

ClusteringandBranching

Thesetwomethodsofinventionaremorevisual,nonlinearversionsoflistingand

outlining.Withbothclusteringandbranching,youcanstartwithanassignmentsmain

topic(orwithanideageneratedinfreewriting)andyoubrainstormrelatedideasthat

flowfromthatmainidea.Clusteringinvolveswritinganideainthemiddleofapageandcirclingit.Thendrawlinesleadingfromthatcircleorbubbletonewbubbleswhere

youwritedifferentsubtopicsofthatcentralidea.Pickingthesubtopicsthatinterestyou

most,drawlinesleadingtomorebubbleswhereinyounoteimportantaspectsofthe

subtopics.

Branchingfollowsthesameprinciple,butinsteadofplacingideasinbubbles,

writethemonlinesthatbranchoffintootherlines,containingtherelatedsubtopicsof

yourlargertopic.

Thistechniquecanbehelpfulbecauseitallowsyoutofreelyexploreideasand

cangiveyouvisualevidenceofyourinterestsandknowledge:themorebranchesor

bubblesyouhavealongonelineofideas,themorecompetenceorinterestyoulikely

haveinthatidea.

DraftingDraftingisthenextstepintheprocessofwriting,butitcanalsobeeffectivein

invention.Ifyouhaveagoodideaofwhatyouwanttowriteabout,sitdownandbegintodraft.

Youmightendupdeletingallofwhatyouwriteatfirst,savingonlyonesentence.But

thisstillallowsyoutogetyourideasdownonpaperandcanleadyoutofurther

investigation.

Remember,nothingcomesfromnothing,writingisnotsimplywhatonedoesthenight

beforeturninginanessay.Youshouldwriteateverystageoftheprocess!

Comment [28]: Illustratesomeofthe

withexamples?

Comment [29]: SuchanimportantlesJ


16/42

Day#6

Unit:WalktwoMoons&HerosJourney Lesson:WalkTwoMoons&EssayWorkshop#3

Time:50minutes

StandardsAddressed:


1.4.8.BWritemulti-paragraphinformationalpieces.1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.


1.8.8.COrganize,summarize,andpresentthemainideasforresearch.

-Givepreciseformalcreditforothersideas,images,orinformationusingastandard

methodofdocumentation.

Objectives:

StudentswilldemonstrateanunderstandingofWalkTwomoonsbybeingabletodiscussthe

novelduringtheclassroomconversation.(1.3.8.A)

Studentswillbeabletomakeaworkcitedpage,followingalloftheMLAguidelinesinorderto

prepareforthefinalessayassignment.(1.8.8.C)

Studentswillunderstandtheimportanceoftransitionsinwritingandbeabletousethemto

makeexamplesentencesflowtogether.(1.5.8.C;1.4.8.B)

Studentswillunderstandtheimportanceofrevisingapaper,checkingtomakesureideasare

coherentandthattheywroteexactlywhattheiropinionwas.(1.5.8.B;1.4.8.B)

MaterialsNeeded:

TransitionsWorksheet

WalkTwoMoons

LooseLeafPaper


Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof theclassroom.Anystudentswithhearingimpairmentswillhavetheoptiontoreceivetheclass



LessonOutline:

1.Introduction(20minutes)

Comment [30]: Specify:understandw

How?

Comment [31]: Lovehowyouveused

ordertotoremindyouandstudentsof

theseobjectivesmatterJ

ALIGNMENT/RELEVANCE

AndIlikethatyoulinktheseobjectivest

standardsinparensJALIGNMENT


17/42

A.Givestudentsbackthejournalsthatwerehandedinduringthelastclass.

B.for5minutes,havethemanswerthequestionsWhatdoyouthinkofSalsstory?Canyou

understandwhySalwentonthetripwithhergrandparents?Whydoyouthinkshefelt

obligatedtogo?

C.Oncestudentshavefinishedwriting;startadiscussionaboutthebookasawhole.Asking

thesetypesofquestionstoprobeconversation

1.Didyoulikethestory?Whyorwhynot?

2.WereyouabletofigureoutwhatwasgoingonwithSalaheadoftime?Ifso,How?Ifnot,doyouseesometextualcluesthatcouldhavehelpedyoureachthe

correctconclusion?

3.CanyouthinkofawordtodescribeSal?Whatmadeyouselectthisword?

2.EssayWorkshop(25minutes)

A.AskstudentsWhataretransitions?Trytogetthemtovolunteerspecificexamplesof

transitionwordsthattheyseeindifferentessays,speeches,books,etc.

1.Havetheclasscompilealistofdifferenttransitionalwords.Comeupwithasmany

asyoucanin5minutes.

2.Handoutthetransitionworksheet.Havethestudentsworkbythemselvesto

completetheactivity.

3.Askforstudentstopopcornreadthepassageinsertingthetransitionwordthattheyhaveselected.

B.Revising:

1.Askthestudentshowlongtheynormallyspendeditingandrevisingtheirpapers

aftertheythinkthattheirfirstdraftiscomplete?Whathappensduringthisprocess?

2.Explaintothestudentsthattherevisingprocesshasbeengoingonthroughouttheir

writingastheyhavereworkedideas,changedwords,andrewrotesentencesduring

mostoftheirwritingsessions.

3.Whatshouldhappenduringrevising?Startbybringingupsomeofthegoodideas

thathavebeenalreadysaidbythestudents.Elaborateonsomeoftheseideas.Make

surethattheyhavetouchedon

a.makingsuretheyhavewrittenisexactlywhattheymeanttosay.

b.makesuretheyhavenotwrittenanythingthattheydonotagreewith.Stressthatwearereallyinterestedinwhattheyhavetosay

andnottojusttakeonthevoicetheythinkateacherwantstohear.

c.makesurethattheirsentencesallflowandthetheirparagraphsare

allsentencesfollowingthesameideas.

C.Editing

1.Whatisthedifferencebetweenrevisingandediting?Explainthateditingshouldbe

donetomakesurethattherearenosmallerrors(spelling,commas,capitalization,

etc.),whereasrevisinghastodowiththeoverallmessageofthepaper.

Comment [32]: Howmightyourelate

workshoptothepreviousactivity?(This

beaquestiontoposeacrosslessons).On

waytothinkaboutthismightbetouset

textitself(orsupportingmaterialsabout

texttheremustbesomeessaysaboutW

TwoMoons)asmentor:howmightweim

whatotherauthorsdoatthispointinth

tolearnhowtoimproveourownwriting

Anothertackistolinkbyapplyatechniqideatothatmomentofthetext(e.g.,pra

thisstrategyinyourjournalsasyouaddr

thisquestion)

Athirdpossibility:relatetheideaof

transitiontoherosjourneyitself?


18/42

2.Explainthateditinghasalsobeengoingonthroughouttheirwritingprocessand

shouldntnecessarilybethoughtofasaseparateentity.

D.Collectthetransitionsheetstobegradedforparticipation.Studentswillneedto

complete80%ofthetransitionsinordertogetfullpoints.

3.Closure(5minutes):

A. Howthisall ties in

1.Thestudentsshouldknowthateverythingtheyhavelearnedintheiressayworkshops

isgoingtohelpthemwritingacoherentpaperfortheirfinalproject.

2.Encourageeveryonetokeeptheirsheets(oncetheyarehandedback)andnotesto

makesuretheyrememberwhattheylearned.

B.Assignhomeworkforthenight.

Homework:

WritethefirstcoupleparagraphsofyouressaycomparingSalsjourneytotheHerosjourney.

Trytothinkofthetopicsfortheparagraphsthatwerentwrittenyetsowecanseethedirectionthatthepaperisgoingtotake.Remembertochecktherubric!!!

Assessment:

Studentswillbeassessedontheirabilitytousetransitionsthroughtheirinclasswork-

sheets.Anystudentwhowasabletofillin80%ofthetransitionswillgetfullcreditfor

participation.

Comment [33]: Andpracticeskillsfro

writersworkshop?

Sometimesessaysdontgetwrittenfrom

beginningtoend;howmightyouhelp

studentslearnthis?


19/42

Name: _____________________

Transition Worksheet

Fillinthestorybelowwithdifferenttransitions.Dontusethesametransitionwordtwice!

For many years, human beings and business have been polluting the air and

water around us. _______________, the world has become a very polluted

place, and global warming threatens our ability to survive on this planet.

_______________, we can still change this and protect our future.

_______________ we have already polluted the earth too much, there are

several things that we can do to stop global warming.

First, it is important to recycle the things that we use. _______________

recycling requires our time and energy, it is necessary to save the earths

resources. In addition, we should drive more environmentally-friendly

vehicles. Many larger cars and trucks cause a lot of pollution;

_______________, driving smaller, more efficient cars can help reduce

pollution and stop global warming. Finally, we should ask our government

representatives to pass laws that force businesses to stop polluting. Many

businesses find it cheaper to pollute than to take care of the environment.

_______________, the biggest kind of pollution can be called industrial

pollution.

Pollution is caused by both people and businesses. _______________, it is

important that everyone works together to make our environment a better,

healthier place. _______________ global warming is a very real and

dangerous threat to life on this planet, we can still save the earth and

provide a safe and happy future for our children and grandchildren.

Borrowedfrom:

Comment [34]: Likehowthisgetsata

ofsubstantivetransitionwordsformakin

turnsinarguments(likebutandso

whataboutsimpleoneslikeNextand

Then?


20/42

Day#7

Unit:WalktwoMoons&HerosJourneyLesson: WorkCited&HerosJourneyDiagram

Time:50minutes

StandardsAddressed:

1.1.8.BIdentifyandusecommonorganizationalstructuresandgraphicfeaturestocomprehendinformation.





1.4.8.BWritemulti-paragraphinformationalpieces.

Objectives:

Studentswillshowanunderstandingofhowtomakeaworkcitedbyputtingabooksource

intotheproperMLAform.(1.8.8.C;1.4.8.B)

StudentswillbeabletotaketheinformationfromanovelandputitintoproperMLAformasit

wouldgoontoaWorkCitedPage.(1.8.8.C;1.4.8.B)

Studentswillknowwheretheycangetworkscitedguideswithintheclassroomandonthe

internetinordertohelpthemwithwritingtheiressays.(1.4.8.B;1.8.8.C)

StudentswillshowtheircomprehensionoftheHerosJourneybyrelatingittoSalsstory

throughthegraphicdepictionofthejourneyhandout.(1.1.8.B;1.3.8.A)

Technologyused:

Computer

Projector

doc.Camera

MaterialsNeeded:

WalkTwoMoons

Blankpaperforherosjourneyreconstruction

Colorpencils,markerstohelpwithpicturerepresentationsofSalondiagram

ExamplesofMLAguidesinclassroom

Websitesthatstudentscanusetofindouthowtocitesomethingcorrectly.

RubricforTheHerosJourneydiagramproject.


21/42





teacherandfollowedatall times.

LessonOutline:

1. Introduction(5minutes)A. Asktheclass,whatisplagiarism?Howwouldyoufeelifyoucameupwithagreat

discovery,andsomeoneclaimeditastheirown?

B. Plagiarismisthesameasstealingsomethingfromsomeone.(Mentiontheschoolsdisciplinaryresponsetoplagiarism.)

2. WorkCited(25minutes)A. Howdoweavoidplagiarisminourwriting?Quickoverviewofthelesson.

i. In-textcitations.ii. Aworkcitedpage

B. Whatisanin-textcitation?Giveacoupleexamplesofwhatanin-textcitationlookslike.

i. Whendoweuseanin-textcitation?Stressthatitisforbothforadirectquoteandasummarizedsection.

ii. Theformatofanin-textcitation.Makingsuretocitetheauthor,andpagenumber,andthenleavingouttheauthorsnameafteritisestablished

C. WorkCitedpage.i. Acompilationofallofthesourcesthatwereusedthroughouttheessay.ii. Mustbealphabeticalwitheverylineafterthefirstlineofacitationindented.iii. Showthewaythatbooksarecited.Usenovelsasanexamplesinceitisgoingto

applytotheirproject.Giveexamplesandbreakthemdownstepbystepof

wheretheinformationwasgatheredfromandthepunctuationused.

i.e.(Golding,William.LordoftheFlies.London:FaberandFaber,1954.)

D. Wheredowefindthisinformation?i. ExplainthatyouarenotgoingtohavetomemorizealloftheMLArules.

Instead,itisimportantthatthestudentsknowwheretogetMLSsourceswithin

theclassroom(bookshelf)andonlineatreputablecitessuchashttp://www.library.cornell.edu/resrch/citmanage/mla#mla.Showthissiteon

projection.

E. CiteWalkTwoMoons.HaveeachstudentmakeaMLAcitationforWalkTwoMoons.Theywillwritethiscitationonapieceofpaperwiththeirnamesandhanditintobe

checked.

3. HerosJourney&Sal(15minutes)Comment [35]: ALIGNedwithyourru

J


22/42

A. Showtheherosjourneydiagramagainonthedoc.Cam.forarefresher.Eachstudentisgoingtogetablanksheetofpapertorecreatethisdiagramandfillitinwith

thedifferentstagesofSalsadventureastheyapplytotheherosjourney.

B. Usingtheirbooks,notes,andjournals,studentscannowgobackandfigureoutwhenandifSalwentthroughthestagesoftheherosjourney.Thisshouldbedone

individually.

C. Aftereachstudenthasfiguredoutwhenandifthedifferentstagesoftheherosjourneyweremet,theywillbegintofillinthedifferentstagesandalsomakeavisualrepresentationtogowitheachstage.

D. Thisprojectwillbedueonday#9,andwillbeworkedonagaintomorrowinclass.

Homework:Havethestudentswritethenextcoupleparagraphsoftheiressay.Alloftheirmainpoints

shouldhavebeenaddressedbythispointandallthatislefttodoisrevisingandediting.

Assessment:

AllofthestudentswillbeassessedontheirabilitytouseMLAcitationbythepaperthat

theyhandinwithWalkTwoMoonscited.

Allstudentswillbeassessedontheirabilitytoworkindependentlybyshowingthatthey

canstayontaskandstarttocreatetheherosjourneydiagram.


23/42

Name:_____________________________

Due:Day#9

TheHerosJourneyProject

Foroveraweeknow,wehavebeendiscussingsimilaritiesbetweenthejourneythatSalisgoing

onandtheonethatJosephCampbelldescribesasTheHerosJourney.Inthisproject,youwillbe

expectedtorecreateagraphicrepresentationofTheHerosJourneyliketheonewewereintroducedtointhefirstlesson,butwiththedifferentstagesthatSalwentthroughin WalkTwoMoons.Your

graphicrepresentationofSalsjourneywillbegradedusingtherubricbelow.

Criteria 4 3 2 1

Usesthedifferent

stagesofThe

HerosJourney

Atleast11ofthe

12stagesofThe

HerosJourney

represented.

9-10stagesof

TheHeros

Journey

represented.

7-8stagesofThe

HerosJourney

represented.

Lessthan7stages

ofTheHeros

Journey

represented.

Usesthenovel Everystagehasa

verydetailed

descriptionofexactlywhereit

tookplaceinthe

story.

Everystagepoints

toasectionofthe

bookbutmorethan1lackreal

description.

Only1or2stages

lackdetailpointing

toaspecificpartofthenovel.Not

verydetailed.

Manyofthe

stageslackenough

detailtopointittoaspecificpartof

thebook.

Creativity Usessometypeof

created

representationor

picturethatshows

creativityatevery

stageofSals

adventure.

Usesapictureat

everystageto

representSals

journeybutlacks

creativity.

Usesapicture

representationat

onlysomeofthe

stagesofthe

herosjourney.

Manystages

withoutapicture

representationof

Salspointinthe

journey.

Comment [36]: Whatwouldbegaine

lostbyhavingstudentsusequotesforth

Havingitduebeforetheessayasscaffold


24/42

Day#8

Unit:WalktwoMoons&HerosJourneyLesson: HerosJourneydiagramsandessays

Time:50minutes

StandardsAddressed:

1.1.8.BIdentifyandusecommonorganizationalstructuresandgraphicfeaturestocomprehend

information.


1.4.8.BWritemulti-paragraphinformationalpieces

Objectives:

StudentswillbeabletofullyrepresentSalsrelationtotheherosjourneybycompletingthe

diagramproject.(1.1.8.B;1.3.8.A)

Studentswilldemonstratetheirwritingprocessbyaddingtotheiressaysinclassinordertoget

closertotheirfinalproduct.(1.4.8.B)

Studentswillshowtheircomprehensionoftherevisingprocessiftheyfinishtheirpapersbefore

classisoverin.(1.4.8.B)

MaterialsNeeded:

Studentsessays

WalkTwomoons

HerosJourneydiagrams

Colorpencils,markerstohelpwithpicturerepresentationsofSalondiagram






LessonOutline:

1. Introduction(5minutes)- A. GivestudentsbacktheMLAcitationsthattheycreatedattheendofclasswith

commentstomakesuretheyareontherighttrackforaproperworkcitedpage.

B. Remindstudentsthattheirherosjourneydiagramswillbeduethefollowingclassandtheywillhavetocompletewhateverisntdoneinclassforhomework.

2. Herosjourneydiagram(25minutes)-A. Everyonewilltakeouttheherosjourneydiagramthattheyhavebeenworkingon.


25/42

B. Theclasswillbeabletospendthenext25minutescompletingthisdiagram.Theywillhaveaccesstoalloftheteachersmakersandcolorpencils.

C. Teacherwillwalkaroundtheroomtoansweranyquestionsthatthestudentsmighthaveandtomakesurethateveryoneisabletoworkindependently.Studentswill

beassessedontheirabilitytoworkindependently.

D. Ifstudentsfinishtheherosjourneybeforeeveryoneelse,theycanbeginthenextstepofworkingoncompletingtheiressays.

3.

Essaydraftcompletion(15minutes)-A.Afterworkingontheherosjourneydiagram,studentswillhavetimetocomplete

theiressays.

B.Makesurethatthestudentsareremindedthattheyhavetobringinacompleted

draftfortomorrowsclass.Makesurethattheyre-readtherubrictomakesurethat

theirpapersarestillontherighttrack

C.Teacherwillwalkaroundtheroomatthispointandinteractwiththestudentsasthey

arewritingtheirpapers.Bereadytoansweranyquestions.

4.Closure(5minutes)

A.Askstudentstotellyouwhatisdueforhomeworkthenextdaytomakesurethey

knowtobringinthedraftsandthattheirdiagramsaredue.

B.Askforanyquestionssofarinthewritingoftheirpapersortheirdiagrams.

C.Preparestudentsfortheirpeerrevisionsessiontomorrow.Tellthemhowitisgoing

torunsotheyknowwhattoexpectfromthefollowingclass.

Homework:

1. Studentswillcompletetheherosjourneydiagramiftheydidnotfinishitinclass.2. Studentswillcometotomorrowclasswiththeircopyoftheiressayforapeerrevision

session.

Assessment:

Astheteacherwalksaroundtheroomduringthecompletionoftheherosjourneydiagram,

studentswillbeassessedontheirabilitytoworkindependentlyandstayontask.Lookfor

studentstobeinvolvedinactivelyworkingontheirprojects.Theymaybeofftaskjustonce

duringthe30minutesessionbeforeparticipationpointswillbedocked .

Comment [37]: Moretimemaybe

necessaryhereifyouwanttoexplainpu

structure,guidestudentsthroughwhatm

goodpeerreview.

Comment [38]: Andcriteriaofthe

assignmentmightapplyhere,toowhat

strugglesdoyouanticipate?


26/42

Day#9

Unit:WalktwoMoons&HerosJourneyLesson: Peer-revisionofessays&preparationfortest

Time:50minutes

StandardsAddressed:

1.4.8.BWritemulti-paragraphinformationalpieces

1.8.8.COrganize,summarize,andpresentthemainideasforresearch.-Givepreciseformalcreditforothersideas,images,orinformationusingastandard


1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.




Objectives:

Studentswillshowtheirabilitytopeereditbylookingoveraclassmatesdraftandmaking

revisions.(1.4.8.B;1.5.8.B;1.5.8.C;1.8.8.C)

Studentswillshowtheirknowledgeofaudience,tone,transitions,andgrammaticalrulesby

makingcorrectionsontheirpeerspapers.(1.4.8.B;1.8.8.C;1.5.8.B;1.8.8.C;1.5.8.C)

Studentswilldemonstratetheirretentionofinformationfromtheunitbybeingabletoanswer

somequestionsintheclassgameonthematerialcoveredsofar.(1.3.8.A)

MaterialsNeeded:

Questionsforpracticeforthetestgame

Studentsessays




notesfromtheteacheraftertheclassperiodisover.AnystudentIEPwillbestudiedbythe teacherandfol lowedatalltimes.

LessonOutline:

1. Introduction(5minutes)-A. Havestudentshandintheirherosjourneydiagrams. B. Getstudentstopairupwiththeirdraftsofthefinalessay. C. Goovertheideathatclearfeedbackandspecificfeedbackareessential

2. PeerRevision(20minutes)-

Comment [39]: Ifindgroupsofthree

wellbecausetheyprovideconfirming

perspectivesforcertainthings:withjust

partner,itseasiertosay,Wellitsjustn

cleartoyou.

Onlytenminutesforeachpiece?

Providequestionstoask,e.g.,Whatdo

mostneedhelpwith??Guidelinesfor

constructivefeedback?


27/42

A. Studentswillsitintheirpairandexchangeessays.B. Eachgroupshouldhavearubricwiththemastheygoovertheirpaperstoensurethat

theyareontherighttracktoagoodassessmentontheirpaper.

C. Studentswillspendthissectionoftimerevisingpapersusingtheskillstheylearnedthroughtheiressayworkshopsearlierintheweek,makingsurethatthereisaclear

topic,thatthelanguageisappropriatefortheaudience,andthatthepaperisfreeof

grammaticalandspellingerrorsthatwoulddistractfromitsmeaning.

3.

ReviewGame(20minutes)-A. Theclasswillsplitinto4differentteamswiththepeoplesittingnearesttothem.B. Tellthestudentsthatthewinningteamwillallreceive2extrapercentagepointson

tomorrowstest.

C. Askonegroupatatimeaquestionabouttheherosjourney,WalkTwoMoons,andessaywritingskills.

i. Ifthegroupgetsitright,theygetapoint.ii. Iftheygetthequestionwrong,theygetnopointsandthequestionmovesto

thenextgroup.

D. Theteamwiththemostpointsattheendoftheperiodwillreceivethebonuspoints.Makesuretowritedownthesestudentsnamesbeforetheyleaveclass.

E. Ifanygroupshaveaquestion,theyshouldconsulttheteacher.

4. Closing(5minutes)-A. Askthestudentswhattheyhaveduetomorrow.Theyshouldbeabletotellyouthat

theiressaysaretobecompleted.

B. Remindstudentsthattheywillhaveatestformostoftheperiodthefinalday.Remindthemtostudy!

Homework:

Studentscompletedessaysareduetomorrow.

Studyfortheexamusingthenotesthatweretaken,WalkTwoMoons,theinformationon

theherosjourney,andthewritingprocess.

Assessment:

Studentswillbeassessedontheirknowledgeofthecontentinthisunitsofarthroughtheclass

game.

Studentswillbeassessedontheirabilitytoworkinagroupinboththeirpeereditingandthe

groupgame.Lookforstudentstoworktogether,berespectfuloftheirclassmates,andbe

helpfulinsolvingproblemsinwritingandinthegame.

Studentswillbeassessedontheirabilitytopeereditbyhelpingtheirclassmateworkontheir

tone,transitions,anderrors,makingsurethattheessaysoundsgoodwhentheyaredone.

Comment [40]: Notallstudentswillh

thisearforgoodwritinghowmighty

helpthemfocusonparticularthings?Pe

asetofquestions/checklistforreviewers

askandanswer?Haveauthorwritewhat

willdowithfeedbackafterreceivingit?


28/42

Day#10

Unit:WalktwoMoons&HerosJourneyLesson: ExamontheUnit&hand-inallassessments

Time:50minutes

StandardsAddressed:

1.4.8.BWritemulti-paragraphinformationalpieces1.8.8.COrganize,summarize,andpresentthemainideasforresearch.



1.5.8.BWriteusingwell-developedcontentappropriateforthetopic.



1.2.8.AReadandunderstandessentialcontentofinformationaltextsanddocumentsinall

academicareas.

1.1.8.GDemonstrateafterreading,understandingandinterpretationofbothfictionandnon-

fictiontexts,includingpublicdocuments


1.3.8.AReadandunderstandworksofliterature

Objectives:

Studentswillshowtheirknowledgeofalloftheinformationfromtheunitsofarwiththeirgrade

ontheexam.(1.2.8.A;1.1.8.G;1.1.8.H;1.3.8.A)

Studentswilldemonstratetheirknowledgeoftheworktheyhavedoneonwritingessaysbythe

gradesthattheyreceiveontheirfinalpapers.(1.4.8.B;1.8.8.C;1.5.8.B;1.5.8.C;1.8.8.C)

MaterialsNeeded:

Exams

Booksavailableifthestudentsgetdonetheirassessmentsearly.

DifferentiatedInstruction: Anystudentwhohasdifficultyseeingtheboardorprojectorwillbeseatedtowardsthefrontof



teacherandfollowedatall times.

LessonOutline:

1. Introduction(5minutes)-A. Makesurethatthestudentsdonthaveanyquestionsbeforethetestishandedout.


29/42

B. Remindthestudentsofpropertest-takingetiquette.Notalking,nothingelseonthedesk,noelectronicdevices.

C. Makesuretheyrelaxandreadeachquestionthoroughlybeforeanswering.2. Exam(40minutes)-

A. Handouttheexamstoeverystudent.B. Letthemknowthattheywillhaveupuntil5minutesbeforetheendofclassto

completethetest.

C.

Iftheyhaveanyquestions,theycancomeuptotheteacherandask,butdontaskoutloud.

D. Iftheystudentsfinishbeforetheallottedtime,theymaytakeoutabookandreadfortheremainderoftheclassperiod.

3. Closure(5minutes)-A. Callforallteststobehandedin.B. Getfeedbackfromthestudentsonwhattheythoughtofthetestwhileitisstill

freshintheirminds.

C. Teachershouldtakenotesontheclasssopinionsothisinformationcanbeusedonfutureexams.

D. Lettheclassknowwhatthenextunitison.

Assessment:

Studentsreceiveasummativeassessmentfromtheirexamsandfromtheessaysthatthey

handedinatthebeginningofclass.

Homework:

Besafeandhaveafunweekend!


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Name:________________________________

Date:_________

UnitExam

MultipleChoice:(6pts.)

Forthissection,circlethebestanswerforeachmultiplechoicequestion.

1. WhatdowefindoutaboutSalsmomattheendofthenovel?A. SheranawaywithanothermanB. ShemovedinwithfamilyinCaliforniaC. ShediedinabusaccidentD. SheiscomingbacktobewithSal

2. WhatistheorderofthesemajorpartsofTheHerosJourney?A. thedeparture;thereturn;theabyssB. thereturn;thedeparture;theabyssC. theabyss;thereturn;thedepartureD. thedeparture;theabyss;thereturn

3. WhoareSalsmentorsduringherjourney?A. HergrandparentsB. PhoebeC. HermomD. Mrs.Corpse

4. Whoisthelunatic?A. PhoebesmomssecretloverB. PhoebesrealdadC. Phoebesstep-brotherD. Phoebeslonglostuncle

5. Whataspectofanessayishelpedwithtransitions?A. TheflowofthethoughtsB. CompletingtheresearchC. FormulatingideasD. Revisingandediting

6. WhichoftheseisnotproperformattingofanMLAworkcitedpage?A. AlphabeticalorderB. IndentedfirstlineofasourceC. IndentedsecondlineofasourceD. Authorsnamecomesfirstwhencitinganovel


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ShortAnswer:(4pts.)

Inthisnextsection,fillineachblankwithatransitionthatwouldwork.Alltransition

wordsmustbeunique!Eachtransitionisworth1point.

Formanyyears,humanbeingsandbusinesshavebeenpollutingtheairandwater

aroundus._______________,theworldhasbecomeaverypollutedplace,andglobal

warmingthreatensourabilitytosurviveonthisplanet._______________,wecanstill

changethisandprotectourfuture._______________wehavealreadypollutedthe

earthtoomuch,thereareseveralthingsthatwecandotostopglobalwarming.First,it

isimportanttorecyclethethingsthatweuse._______________recyclingrequiresour

timeandenergy,itisnecessarytosavetheearthsresources.

Essaysection:(10pts.)

Forthissection,answer2outof3ofthequestionstothebestofyourability.Eachquestion

shouldbeansweredinabout5sentencesonapieceoflinedpaper.Makesuretobeclearandanswer

thequestionsfully.

1. Howdoestheexpressionwalktwomoonstieintothebook?HowdoesSallivetruetothisexpression?

2. WhydoyouthinkthatSalspendsmuchofthebooktellingherfriendPhoebesstory?WhyarehergrandparentssointerestedinhearingaboutPhoebe?

3. WhydidSalhavetofinishherjourneyalone?HowdidthatfitintoTheHerosJourney?

Comment [41]: Ilikehowthisaddres

thevariousthingsyouvedoneduringth

J

Whatmadeyoudecidetoputthisaftert

essay?UNITY


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Synopsis of The Odyssey

borrowed from

Background In the tenth year of the Trojan War, the Greeks tricked the enemy into bringing acolossal wooden horse within the walls of Troy. The Trojans had no idea that Greek soldiers

were hidden inside, under the command of Odysseus. That night they emerged and opened thecity gates to the Greek army. Troy was destroyed. Now it was time for Odysseus and the other

Greeks to return to their kingdoms across the sea. Here begins the tale of the Odyssey, as sung bythe blind minstrel Homer.

Book One

"Oh Goddess of Inspiration, help me sing of wily Odysseus, that master of schemes!" So Homer

begins his epic, though the hero himself is still offstage. We are treated to a glimpse of life

among the supreme gods on Mount Olympus. Urged on by Athena, the goddess of war, theydecide that Odysseus has been marooned too long on the island of the nymph Calypso.

Book Two

Meanwhile, the mansion of Odysseus is infested

with suitors for the hand of his wife Penelope.

Everyone assumes Odysseus is dead. His son

Telemachus calls an assembly to ask for help,

and Zeus sends an omen of the suitors' doom.

Two eagles swoop down, tearing throats and

necks with their talons. Afterwards Telemachus

sets sail for the mainland to seek news of his

father.

Book Three

Telemachus consults King Nestor, who led a contingent in the Trojan War when he was in his

nineties. Nestor tells what he knows of the Greeks' return from Troy: "It started out badlybecause of Athena's anger. Half the army, your father included, stayed behind at Troy to try to

appease her. The rest of us made it home safely -- all except Menelaus, who was blown off

course to Egypt, where he remained for seven years. Seek advice from Menelaus. I'll lend you a

chariot to travel to his kingdom."


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Book Four

Menelaus tells what he learned of Odysseus while stranded in Egypt after the war. He was

advised by a goddess to disguise himself and three members of his crew in seal pelts and thenpounce on the Old Man of the Sea. If they could hold him down while he transformed himself

into various animals and shapes, he would send them on their homeward way and give news oftheir companions. Menelaus did as instructed and was informed that Odysseus was presently

being held against his will by the nymph Calypso.

Book Five

Zeus, the King of the Gods, sends

his messenger Hermes skimmingover the waves on magic sandals to

Calypso's island. Though thegoddess isn't happy about it, she

agrees to let Odysseus go. But the

raft on which he sets sail isdestroyed by his enemy, the godPoseidon, who lashes the sea into a

storm with his trident. Odysseusbarely escapes with his life and

washes ashore days later, half-drowned. He staggers into an olive

thicket and falls asleep.

Book Six

Odysseus awakens to the sound of maidens laughing. Princess Nausicaa of the Phaeacians hascome down to the riverside to wash her wedding dress. Now she and her handmaids are

frolicking after the chore. Odysseus approaches as a suppliant, and Nausicaa is kind enough to

instruct him how to get the king's help in returning to his home. Odysseus follows her into town.

Book Seven

Odysseus stops on the palace threshhold, utterly dazzled. The very walls are covered in shiningbronze and trimmed with lapis lazuli. The blacksmith god Hephaestus has even provided two

brazen hounds to guard the entrance. Odysseus goes right up to the queen and puts his case to heras a suppliant. The king knows better than to refuse hospitality to a decent petitioner. He invites

Odysseus to the banquet which is in progress and promises him safe passage home after he hasbeen suitably entertained.


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Book Eleven

'At the furthest edge of Ocean's stream is the

land to which all journey when they die.

Here their spirits endure a fleshless

existence. They can't even talk unless re-

animated with blood.' Accordingly, I did as

Circe instructed, bleeding a sacrificed lamb

into a pit. Tiresias, the blind prophet whohad accompanied us to Troy, was the soul I

had to talk to. So I held all the other shades

at bay with my sword until he had drunk

from the pit. He gave me warnings about my

journey home and told me what I must do to

ensure a happy death when my time came. I

met the shades of many famous women and

heroes, including Achilles, best fighter of the

Greeks at Troy.

Book Twelve

"At sea once more we had to pass the

Sirens, whose sweet singing lures sailors to

their doom. I had stopped up the ears of

my crew with wax, and I alone listened

while lashed to the mast, powerless to steer

toward shipwreck. Next came Charybdis,

who swallows the sea in a whirlpool, then

spits it up again. Avoiding this we skirted

the cliff where Scylla exacts her toll. Each

of her six slavering maws grabbed a sailor

and wolfed him down. Finally we were

becalmed on the island of the Sun. My

men disregarded all warnings and

sacrificed his cattle, so back at sea Zeus

sent a thunderbolt that smashed the ship. I

alone survived, washing up on the islandof Calypso."

Book Thirteen

Comment [42]: Likethatthisincludes

sectionheadingsandimagestomakeitm

accessibleJ


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When Odysseus has finished his tale, the king orders him sped to Ithaca. The sailors put

him down on the beach asleep. Athena casts a protective mist about him that keeps himfrom recognizing his homeland. Finally the goddess reveals herself and dispells the mist.

In joy Odysseus kisses the ground. Athena transforms him into an old man as a disguise.Clad in a filthy tunic, he goes off to find his faithful swineherd, as instructed by the

goddess.

Book Fourteen

Eumaeus the swineherd welcomes the bedraggled stranger. He throws his own bedcover over a

pile of boughs as a seat for Odysseus, who does not reveal his identity. Observing Zeus's

commandment to be kind to guests, Eumaeus slaughters a prime boar and serves it with breadand wine. Odysseus, true to his fame as a smooth-talking schemer, makes up an elaborate story

of his origins. That night the hero sleeps by the fire under the swineherd's spare cloak, whileEumaeus himself sleeps outside in the rain with his herd.

Book Fifteen

Athena summons Telemachus home and tells him how to avoid an ambush by the suitors.

Meanwhile back on Ithaca, Odysseus listens while the swineherd Eumaeus recounts the story of

his life. He was the child of a prosperous mainland king, whose realm was visited by Phoeniciantraders. His nursemaid, a Phoenician herself, had been carried off by pirates as a girl and sold

into slavery. In return for homeward passage with her countrymen, she kidnapped Eumaeus. Hewas bought by Odysseus' father, whose queen raised him as a member of the family.

Book Sixteen

Telemachus evades the suitors' ambush. Following Athena's instructions, he proceeds to thefarmstead of Eumaeus. There he makes the acquaintance of the tattered guest and sends Eumaeus

to his mother to announce his safe return. Athena restores Odysseus' normal appearance,enchancing it so that Telemachus takes him for a god. "No god am I," Odysseus assures him,

"but your own father, returned after these twenty years." They fall into each other's arms. Laterthey plot the suitors' doom. Concerned that the odds are fifty-to-one, Telemachus suggests that

they might need reinforcements. "Aren't Zeus and Athena reinforcement enough?" asksOdysseus.

Book Seventeen

Disguised once more as an old beggar, Odysseus journeys to town. On the trail he encounters an

insolent goatherd named Melantheus, who curses and tries to kick him. At his castle gate, thehero is recognized by a decrepid dog that he raised as a pup. Having seen his master again, the

old hound dies. At Athena's urging Odysseus begs food from the suitors. One man, Antinous,berates him and refuses so much as a crust. He even hurls his footstool at Odysseus, hitting him

in the back. This makes even the other suitors nervous, for sometimes the gods masquerade asmortals to test their righteousness.

Book Eighteen


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Now a real beggar shows up at the palace and warns Odysseus off his turf. This man, Irus, is

always running errands for the suitors. Odysseus says that there are pickings enough for the two

of them, but Irus threatens fisticuffs and the suitors egg him on. Odysseus rises to the challenge

and rolls up his tunic into a boxer's belt. The suitors goggle at the muscles revealed. Not wishing

to kill Irus with a single blow, Odysseus breaks his jaw instead. Another suitor, Eurymachus,

marks himself for revenge by trying to hit Odysseus with a footstool as Antinoos had done.

Book Nineteen

Odysseus has a long talk with his queen

Penelope but does not reveal his identity.

Penelope takes kindly to the stranger andorders her maid Eurycleia to bathe his feet

and anoint them with oil. Eurycleia, whowas Odysseus' nurse when he was a child,

notices a scar above the hero's knee.Odysseus had been gored by a wild boar

when hunting on Mount Parnassus as ayoung man. The maid recognizes her

master at once, and her hand goes out to hischin. But Odysseus silences her lest she

give away his plot prematurely.Book Twenty

The next morning Odysseus asks for a sign, and Zeus sends a clap of thunder out of the clearblue sky. A servant recognizes it as a portent and prays that this day be the last of the suitors'

abuse. Odysseus encounters another herdsman. Like the swineherd Eumaeus, this man, whotends the realm's cattle, swears his loyalty to the absent king. A prophet, an exiled murderer

whom Telemachus has befriended, shares a vision with the suitors: "I see the walls of thismansion dripping with your blood." The suitors respond with gales of laughter.

Book Twenty-One

Penelope now appears before the suitors in her

glittering veil. In her hand is a stout bow leftbehind by Odysseus when he sailed for Troy.

"Whoever strings this bow," she says, "and

sends an arrow straight through the sockets of

twelve ax heads lined in a row -- that man will I

marry." The suitors take turns trying to bend the

bow to string it, but all of them lack the

strength. Odysseus asks if he might try. The

suitors refuse, fearing that they'll be shamed if

the beggar succeeds. But Telemachus insists


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and his anger distracts them into laughter. As

easily as a bard fitting a new string to his lyre,

Odysseus strings the bow and sends an arrow

through the ax heads. At a sign from his father,

Telemachus arms himself and takes up a station

by his side.

Book Twenty-Two

Antinous, ringleader of the suitors, is just lifting a drinking cup when Odysseus puts an arrowthrough his throat. The goatherd sneaks out and comes back with shields and spears for the

suitors, but now Athena appears. She sends the suitors' spearthrusts wide, as Odysseus,Telemachus and the two faithful herdsmen strike with volley after volley of lances. They finish

off the work with swords. Those of the housemaids who consorted with the suitors are hung bythe neck in the courtyard, while the treacherous goatherd is chopped to bits.

Book Twenty-Three

The mansion is purged with fire and brimstone.

Odysseus tells everyone to dress in their finestand dance, so that passers-by won't suspect

what's happened. Even Odysseus could not holdvengeful kinfolk at bay. Penelope still won't

accept that it's truly her husband without somesecret sign. She tells a servant to make up his

bed in the hall. "Who had the craft to move mybed?" storms Odysseus. "I carved the bedpost

myself from the living trunk of an olive tree andbuilt the bedroom around it." Penelope rushes

into his arms.

Book Twenty-Four

The next morning Odysseus goes upcountry to the vineyard where his father, old King Laertes,

labors like a peasant. Meanwhile, the kin of the suitors have gathered at the assembly ground,where the father of the suitor Antinous fires them up for revenge. Odysseus, his father andTelemachus meet the challenge. Laertes casts a lance through the helmet of Antinous' father,

who falls to the ground in a clatter of armor. But the fighting stops right there. Athena tells the

contending parties to live together in peace down through the years to come.

Borrowedfrom:


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StuartDent

TeachingCommunication

Dr.Sherry

December4,2010

UnitPlanDecisions

IfinallyfinishedmyunitplanandIamstillamazedbytheamountofdecisionmaking

andstructuringthatgoesintocreatingafullunit.Inthepast,Ihavecreatedsinglelessons

wheretherearesomeveryimportantdecisionstobemade,butnothingevenclosetothescale

ofwhatisrequiredwhengivenatendayblockofclassesthathavethebeseamlesslyunified

andworkingtowardsasetgoal.Inthefollowingpages,Iwilltrytowalkthroughsomeofthe

bigdecisionsthatIhadtomakeandsomeofthedecisionsmadethatIfiguredwouldraisethe

mostquestions.

ThefirstdecisionthatImade,andperhapsthebiggestdecisionoftheentireproject,

waswhattopictodomyuniton.ThereasonIdecidedtolookatWalkTwoMoonsinmyunitis

thatIreallyenjoyedthisstorywhenIreaditinLiteraturefortheYoungAdultlastyear.I

thoughtitwasastorythatstudentscanreallygetintowhilekeepingthementertainedand

alwaysinsuspense.AnotherreasonthatIreallywantedtodoaunitonWalkTwoMoonsis

thatSalsstorytiesinperfectlywithTheHerosJourney.Bigarchetypes,suchasTheHeros

Journey,aresometimeshardtoteachintheclassroombecauseteachersfeelasthoughthey

arestuckwiththelongepicsinordertogettheideasacross.WalkTwoMoons,inmyopinion,

istheperfectwaytoteachamajorarchetypewhilealsokeepingthestudentsinterested.

AsecondbigdecisionthatImadeaboutthegeneraldirectionofmyunitwastoinclude

alotofteachingonthewritingprocessandhowstudentsweregoingtoproducetheirfinal


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practicetheycouldgetwoulddothemgood.Ithinkthatmyapproachtoalignmentworkedout

verywellandIamhappywiththedirectionthatmyunittook.

Aftersomeofthemajor-directiondecisionswereoutoftheway,Ihadtomakesome

decisionsaboutthewayIwouldmeettheneedsofallofthestudentsintheclassroom.First,I

wantedtomakesurethatmyassessmentswerefairandinteresting.Istrivedtoassessmy

studentsfairlybymakingdetailedrubricsforthetwoprojectsthatwouldansweranyquestion

astudentwouldhave.Inaddition,Idecidedtoassignmyassessmentearly-onsothatstudents

wouldhaveampletimetoworkontheirprojectsandmakesureeverythingwasuptopar.I

believemyexamwasfairbecauseeverythingonitwouldhavebeentaughtintheclassroom.In

addition,Igavethemanoptiontopicktwooutofthreeessaysontheexamsothatthe

studentswouldnotfeelcorneredintoansweraquestiontheywerenotcomfortablewith.To

meetthespecialneedsofcertainstudents,IalsoincludedasmallDifferentiatedLearning

sectionontoeachlesson.Ifoundthistaskverydauntingatfirstbecausethisprojectisfora

hypotheticalclassroomanditishardtosaywhattypesofdisabilitiesorspecialrequirementsI

wouldreallymeetintheclassroom.Iknowthatdifferentiatedlearningisveryimportantin

todaysclassroomsoItookonthisdauntingtaskasbestasIcould.Idecidedtospecifyhearing

andvisualimpairmentsbecauseIknewthattheyweresomeofthemostcommontoimpact

thewayaclassroomissetup.Tomakemydifferentiatedlearningmorebullet-proof,Ifeltthat

bysayingIwouldknowandimplementanyIEP,Iwasalsotakingonanydisabilityrecognizedby

theschool.ThereasonIdidnotspecifyanyexamplesofIEPsisthatthereissuchawidearray

ofpossibilitiesthatthiswouldhavetobehandledwithacase-by-caseapproach.


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OnedecisionthatImadeatthelastminute,andwhichIamnotcertainhowitwouldbe

viewedbyotherteachers,isthatIgavethewinninggroupofareviewgameanextratwo

percentagepointsonthetest.Myreasonfordoingthiswastomakesurethatthegamewas

competitive,fun,andthatallofthestudentswerepayingattention.Iknowthatcompetitionin

theclassroomisnotalwayslookedatinapositivelight,butIthoughtitwouldmakeforan

interestinglesson.

Fromdoingthisproject,Ilearnedhowfrustratingandtimeconsumingthecreationofa

unitcanbe.Inaddition,Ilearnedhowrewardingafulfillingitistomakeawellthoughtoutunit

thatyouareproudof.SomeofthedecisionsImadeweretoughandIfeltliketheentire

projectwasaproblemsolvingdrill.IhadtowritelessonsthatIthoughtstudentswouldbenefit

fromwhilealsoconstantlyaskingmyselfiftherewasawaythatthingscouldgowrongor

somethingwouldntbeunderstood.Alltogether,eventhoughthisunittookalotoutofme,I

wouldsaythatthisprojectwasapositiveexperienceandwillfitnicelyintomyportfolio.It

feelsgoodtoknowthatIllbegoingtomyfirstinterviewwiththisunitinmyarsenal.

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