Ann's+Showcase

 **Blog Address - http://abenj.wordpress.com/2008/06/09/welcome/
 * Unit Title: **// “ ‘Get down in the road’ or ‘I’m gonna’ jack you up.’ ” //
 * Summary: ** This unit is designed to emphasize and analyze the common themes in novels. In this unit, students will read two novels, examining common threads in both. Students will use reading skills to draw conclusions, make inferences and determine theme. They will use writing skills to complete a double entry journal and to respond to literary questions by posting them on an on-line blog. Throughout the unit students will work individually and collaboratively to analyze and discuss the themes. The unit will culminate with a reflective essay.
 * Curriculum Framing Questions: EQ – ** What themes are found in novels?
 * Unit Questions - **What examples of racism are found in the novels? Prejudice? Discrimination? How does the violence affect the characters in the novel?  What kinds of relationships are found in the families in the novels?  How are the friendships between characters in the novels the same? Different?  What examples of bullying are found in the novels?
 * Content Questions - **What is racism? Prejudice? Discrimination? Bullying? How can friendship be described? What effects does racism have on the characters? Prejudice? Discrimination? Bullying? Friendship? Strong family ties?

** =Unit Plan  = 7~1.6  Analyze a given literary text to determine its theme. <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~1.7 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~2.2 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Analyze information within and across texts to draw conclusions and make inferences. <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~4.4 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. . <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Italic-Identity-H; mso-bidi-font-family: Verdana-Italic-Identity-H"> <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~4.7 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Spell correctly using Standard American English. <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~5.3 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive). ** IB MYP Language A Objectives Students will draw conclusions and make inferences between two novels. Students will create a response to novels using an on-line blog. Students will demonstrate the ability to write a narrative, expository or persuasive response. Students will use correct conventions in writing. Students will use correct spelling in writing. Students will demonstrate the ability to write a narrative, expository or persuasive response. ** || <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">How does the violence affect the characters in the novel? <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What kinds of relationships are found in the families in the novels? <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">How are the friendships between characters in the novels the same? Different? <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What examples of bullying are found in the novels? ** || <span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">How can friendship be described? <span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What effects does racism have on the characters? Prejudice? Discrimination? Bullying? Friendship? Strong family ties? ** || begins ** |||| ** Students work on projects and complete tasks ** |||| **After project work is** **completed** || - Themes Power Point - Anticipation Guides ** || || ** - Prompts, reflections on class blog - Due Dates Checklist - Double entry journals - Problem Situations (Individual and small group assignments) - Rubric - Problem/Solution - Racism (Compare/Contrast) - Prejudice (Discussion ?s) - Bullying (Discussion ?s) - From Michigan to Alabama **** (Math tie-in) - Discrimination (Essay) ** || || ** - Reflective essay ** || || **|| <span style="FONT-SIZE: 10pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ||** The artifacts that I will assess are blog entries, double entry journals, participation (individually and in groups), and essays. ** || • Adjust the number of required blog entries • Pre-select questions for blog responses ** || • Have student complete a webquest on one, or both, of the novels. ** || <span style="FONT-SIZE: 9pt; COLOR: blue; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  __ http://english.byu.edu/novelinks/reading%20strategies/roll%20of%20thunder%20hear%20my __ [|%20cry%20(2)/roll%20of%20thunder%202.htm] <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  http://english.byu.edu/Novelinks/reading%20strategies/Watsons/watsons.htm <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  http://www.aloha.net/~uncldon/rothmyc.htm <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  http://admin.esc14.net/webs/dcole/roll_of_thunder_hear_my_cry_unit.htm <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  http://www.olemiss.edu/mwp/dir/taylor_mildred/ <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  http://scholar.lib.vt.edu/ejournals/ALAN/winter99/george.html <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  https://www.msu.edu/~wohltjes/WebQuest/process.htm ** ||
 * ** Unit Author ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">First and Last Name ** |||| **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Ann Benjamin ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">School District <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ** |||| **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Greenville <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">School Name ** |||| **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Woodmont <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Middle School <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">School <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">City <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">, State ** |||| **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Piedmont <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">, <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">SC <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ** ||
 * **Unit Overview** ||
 * **Unit Title** ||
 * **// “’Get down in the road’ or ‘I’m gonna’ jack you up!’” //** ||
 * **Unit Summary** ||
 * ** This unit is designed to emphasize and analyze the common themes in novels. In this unit, students will read two novels, examining common threads in both. Students will use reading skills to draw conclusions, make inferences and determine theme. They will use writing skills to complete a double entry journal and to respond to literary questions by posting them on an on-line blog. Throughout the unit students will work individually and collaboratively to analyze and discuss the themes. The unit will culminate with a reflective essay. ** ||
 * **Subject Area** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Language Arts, IB ** ||
 * **Grade Level   ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Grade 7 ** ||
 * **Approximate Time Needed** ||
 * ** 16 weeks ** ||
 * ** Unit Foundation ** ||
 * ** Targeted Content Standards and Benchmarks ** ||
 * ** <span style="FONT-SIZE: 11pt; BACKGROUND: silver; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H; mso-highlight: silver">7~1.1 <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> Analyze literary texts to draw conclusions and make inferences.
 * **Understand and comment on the language, content, structure, meaning and significance of both familiar and previously unseen pieces of writing.**
 * **Demonstrate a critical awareness of a range of written and visual texts.**
 * **Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings.**
 * **Compare texts and connect themes to show similarities or differences across genres.**
 * **Express an informed personal response to literary and non-literary texts and demonstrate the ability to approach works independently.**
 * **Understand connotations within a language in order to interpret the author’s or speaker’s intentions.**
 * **Express ideas with clarity and coherence in both oral and written communication.**
 * **Structure ideas and arguments, both orally and in writing, in a sustained and logical way, and support them with relevant examples.**
 * **Distinguish the main idea in a text from the secondary ideas.**
 * **Use and understand an appropriate and varied range of vocabulary and idiom.**
 * **Use correct grammar with appropriate and varied sentence structure.**
 * **Show awareness of the need for an effective choice of register suited to the audience in both oral and written communication.**
 * The term “register” refers to a mixture of appropriate tone, vocabulary, grammar and sentence structure.<span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: Verdana-Identity-H; mso-bidi-font-family: Verdana-Identity-H"> ** ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-ansi-language: EN-US; mso-fareast-language: EN-US">
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt">Student Objectives/Learning Outcomes ** ||
 * ** Students will read and analyze a novel by drawing conclusions and making inferences, and determining its themes.
 * **Curriculum-Framing Questions** ||
 * |||| ** Essential Question ** || **<span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What themes are found in novels? ** ||
 * |||| ** Unit Questions ** || **<span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What examples of racism are found in the novels? Prejudice? Discrimination?
 * |||| ** Content Questions ** || **<span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold">What is racism? Prejudice? Discrimination? Bullying?
 * **<span style="FONT-SIZE: 10pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt">Assessment Plan ** ||
 * **Assessment Timeline** ||
 * ||  |||| ** Before project work
 * ** - Blogging PPT **
 * - Blog Workshop
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-ansi-language: EN-US; mso-fareast-language: EN-US">
 * Assessment Summary** ||
 * ** Prior to beginning the unit a Blogging Power Point/Blog workshop will be done where students will add to their knowledge of blogs. Next a Themes Power Point will be used to gauge student needs. Anticipation Guides will give students a preview of each novel; small groups will discuss the questions and defend their answers. Throughout the unit I will give prompts for reflections on the class blog and for double entry journals. Students will be involved individually and in small groups to find solutions to problem situations. They will use the Group Skills Rubirc to self-assess before I assess them. There will be a compare and contrast graphic organizer on racism, discussion questions on prejudice and bullying, a math tie-in, and essays on discrimination and themes in the novels.
 * ** Unit Details ** ||
 * **Instructional Procedures** ||
 * ** The unit begins with a Power Point presentation/ blog workshop which will introduce students to blog requirements. Next a Themes Power Point will gauge students’ prior knowledge of literary themes. Double entry journals and reflections on a class blog are used throughout the unit to respond to the Curriculum-Framing Questions, to promote higher-order thinking and to monitor learning. Before beginning each novel students will complete an anticipation guide to introduce some of the concepts in the novels. Students will explore prejudice, racism, discrimination and bullying individually, in small groups and in whole class assignments using various graphic organizers. The unit culminates with a reflective essay focusing on several events in one of the novels and how these events reveal one of the themes. Student understanding will be monitored by the teacher and rubrics used to assess the journals and blog reflections.  ** ||
 * ** Accommodations for Differentiated Instruction ** ||
 * <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> || ** Resource Student ** || ** • Use audio tapes/CDs of the novels if they are not written at an appropriate reading level
 * <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> || ** Nonnative English Speaker ** || ** • Allow the student to read in his first language but require the writing to be done in English ** ||
 * <span style="FONT-SIZE: 9pt; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> || ** Gifted Student ** || **•** ** Have student create his own blog with his choice of posting questions and invite other students to post responses.
 * **Materials and Resources Required For Unit** ||
 * **Technology—Hardware** ||
 * **<span style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Computers, Internet connection ** ||
 * **Technology—Software** ||
 * **<span style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Word processing ** ||
 * **Printed Materials** ||
 * ** Class sets of the novels: __Roll of Thunder, Hear My Cry__ and __The Watsons Go to__ __ Birmingham ____, 1963 __ ** ||
 * **Supplies ** ||
 * **<span style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">None ** ||
 * **Internet Resources <span style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold"> ** ||
 * **<span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  [|http://www.authorstream.com/Presentation/tccampa-65525-literary-themes-literature-education-ppt-]__ powerpoint __
 * ** Other Resources  ** ||
 * ** None ** ||
 * Summative Assessment:**

Student Sample: http://dempseysblog.wordpress.com/what-do-you-think/

Student Support Document:

Other Documents:



My Class **Blog: __ http://benjaminsblog-ab.blogspot.com/

__** Please email feedback to me at  **abenj73@aol.com** Thanks!**

From Tracy Beach

I've emailed you a copy of the form as well as posted it here. I think Toni wants to see the feedback actually available on your wiki. Great Job! -Marcie

I have emailed you a copy as well. -Megan

I have emailed you a copy as well. Nice job! Angela