UNIT OVERVIEW
Students write a personal narrative that chronicles a sequence of three or more events and includes sensory details. This narrative is based on students’ experiences with growing up and facing change. Prior to the writing process, students explore a variety of texts that center on this theme.
In examining these texts students use details from the text to analyze the influence of setting on characters, plot, and resolution, explain cause and effect, and identify the problem-solving processes of characters and the effectiveness of solutions.
ESSENTIAL QUESTIONS
How does change affect our lives?
How does setting affect characters, plot and resolution?
How do characters solve problems and how effective are their solutions?
How do sensory details enhance a personal narrative?
How does an understanding of cause and effect help a reader follow the movement of the plot?
How do writers sequence the events of a plot?
UNIT PLAN
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Lesson One |
How change affects our lives § Literature: Shel Silverstein’s poem “Whatif” § Supplies: Overhead, transparency, chart paper, Lesson One formative assessment § Handouts: “Whatif” by Shel Silverstein, Journal Response One § Formative Assessment: provided |
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Lesson Two |
Plot § Literature: None § Supplies: Overhead, chart paper, sticky notes, student copies of various well-known fairy tales, Lesson Two formative assessment § Handouts: Plot diagram; three fairy tales: Saucy Boy, The Princess and the Pea, The Phoenix Bird § Formative Assessment: provided |
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Lesson Three |
Getting Ready to Become an Adult – Part One § Literature: “Ta-Na-e-ka” by Mary Whitebird § Supplies: Overhead, Student copies of “Ta-na-e-ka” by Mary Whitebird, Formative Assessment for Lesson Three § Handouts: Journal Response Two, “Ta-na-e-ka.” Plot Review § Formative Assessment: provided |
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Lesson Four |
Getting Ready to Become an Adult – Part Two. § Literature: “Ta-na-e-ka” by Mary Whitebird § Supplies: Student copies of “Ta-na-e-ka” by Mary Whitebird (Alternate text: “Nsue and the Honeyguide” retold by Sharon Howard) www.dese.mo.gov/divimprove/assess/Practice_Tests/Middle_6-7/CA/6gr_fict_pt.pdf Formative Assessment for Lesson Four § Handouts: Problem/Solution/Effectiveness, cause-effect chart, possible answers for cause-effect chart § Formative Assessment: provided |
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Lesson Five |
“Cat’s in the Cradle” § Literature: “Cat’s In the Cradle” by Harry Chapin § Supplies: Audio recording of “Cat’s In the Cradle” by Harry Chapin, Formative Assessment for Lesson Five § Handouts: Cats in the Cradle, Journal Response Three, special belongings list § Formative Assessment: provided |
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Lesson Six |
“The Bracelet” § Literature: “The Bracelet” by Yoshiko Uchida § Supplies: Colored pencils, crayons or markers; Formative Assessment for Lesson Six § Handouts: Sensory Detail Bracelet, Journal Response Four, “The Bracelet” by Yoshiko Uchida § Formative Assessment: provided |
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Lesson Seven |
The Personal Narrative – Part One § Literature: None § Supplies: Chart paper, tape or glue, student copies of transitional words, Formative Assessment for Lesson Seven § Handouts: Transitional words and phrases, Sequencing Story, sensory detail bracelet § Formative Assessment: provided |
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Lesson Eight |
The Personal Narrative – Part Two § Literature: None § Supplies: Student copies of the four unit journal responses § Handouts: Personal narrative writing prompt, personal narrative graphic organizer § Formative Assessment: none |
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Lesson Nine |
The Personal Narrative – Part Three § Literature: None § Supplies: Sticky notes, highlighters or colored pencils, student drafts of personal narrative § Handouts: Plot diagram graphic organizer § Formative Assessment: none |
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Lesson Ten |
The Personal Narrative – Part Four § Literature: None § Supplies: Student drafts of personal narrative, sticky notes, highlighter or colored pencils § Handouts: None § Formative Assessment: none |
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Lesson Eleven |
The Personal Narrative – Part Five § Literature: None § Supplies: Final drafts of student personal narrative, highlighters or colored pencils, sticky notes § Handouts: Student end-of-unit reflective questions § Formative Assessment: none (see Summative Assessment) |
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Summative Assessment
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GRADE-LEVEL EXPECTATION CONTINUUM
Targeted Learning for this unit represents the specific Grade-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected mastery of students at this grade level. Previous Learning indicates students’ probable beginning skill level. Future Learning provides the “next step” for instruction or student application of Communication Arts skills and concepts. Bold type denotes the specific parts of a Grade -Level Expectation addressed in the unit.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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R2C Use details from text to
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R2C Use details from text to
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R2C Use details from text to
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W3A Write personal narrative text that
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W3A Write a personal narrative that
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W3A Write about personal experiences and revise by adding details and literary devices such as metaphors and symbols |
SHOW-ME STANDARDS ALIGNMENT
Content Standards
Goal 2: Students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in reading and evaluating fiction, poetry and drama.
Goal 4: Students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in writing formally (such as reports, narratives, essays) and informally (such as outlines, notes).
Process Standards
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas and structures
1.8 organize data , information and ideas into useful forms (including charts, graphs,
outlines) for analysis and presentation
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems.
3.1 identify problems and define their scope and elements
3.4 evaluate the processes used in recognizing and solving problems
Goal 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society.
4.1 explain reasoning and identify information used to support decisions
TEACHER NOTES
1. Time Frame: This unit can be implemented in a three-week period. However, this time frame will be affected by the following factors:
§ the daily schedule of the school (50-minute periods, block scheduling, etc.)
§ the need for review of previous learning based on the extent of students’ prior knowledge
§ the need for re-teaching based on the results from formative assessments
§ the teacher’s additional resources/knowledge
§ sufficient time to read each of the selections
§ time allotted for group presentations based on class size
§ time allotted for cooperative learning activities
§ time needed to administer the summative assessment
2. Journal Responses: Throughout this unit, students are given four opportunities to write journal responses. These responses will cover: personal fears, change in responsibilities and various changes in viewpoint. It is important that students complete the responses since they serve as a basis for writing their personal narrative.
3. Reading Strategies: Students will practice making connections, predictions, and synthesizing textual information.
4. Remediation: To meet the needs of students with special needs, or those who need additional instruction, provide worksheets with partial answers filled in, assign a learning buddy, or break the learning down into small chunks.
5. Acceleration: To meet the needs of gifted and talented students provide opportunities for them to bring alternative texts related to the theme or produce a final product in a different format.
6. Suggested Literature: If unable to locate the specific pieces of text in this unit, substitute any appropriate literature with the same theme.
8. Websites: Be aware that websites change. Internet searches may be required to locate the suggested literature.
TEACHER REFLECTION
1. As I reflect on this unit, to what extent were the students productively engaged in the work? How do I know?
2. Did the unit allow students to engage in activities and learning situations that met their needs as learners yet challenged them? How do I know?
3. What feedback did I receive from students which indicates they achieved understanding and that the objectives for the unit were met?
4. Did I adjust my goals or my work as I taught the unit lessons? Why? How?
5. What elements of the unit did the students perform well on? What elements of the unit did the students have difficulty with?
6. If I had the opportunity to teach this unit again what would I do differently?
BIBLIOGRAPHY
Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.
Billmeyer, Rachel. Strategies to Engage the Mind of the Learner. Omaha, NE: Dayspring
Printing, 2003.
Chapin, Harry. “Cat’s in the Cradle.” Verities and Balderdash. Cherry Lane Music, 1974.
Fleishman, Paul. “Amir.” Seedfolks. New York, Harper Collins Juvenile Books, 1997.
Robb, Laura. Reader’s Handbook. Wilmington, MA: Great Source Education Group, 2002.
Silverstein, Shel. “Whatif.” A Light in the Attic. New York: Harper Collins, 1981.
Uchida, Yoshiko. “Waka’s Gift.” A Jar of Dreams. New York: Atheneum, 1981.
Uchida, Yoshiko. “The Bracelet.” A Jar of Dreams. New York: Atheneum, 1981.
Whitebird, Mary. “Ta-na-e-ka.” Elements of Literature. Austin, TX: Holt, Rinehart and
Winston, 2005.
Websites:
“Nsue and the Honeyguide” retold by Sharon Howard
http://www.dese.mo.gov/divimprove/assess/Practice_Tests/Middle_6-7/CA/7gr_fict_pt.pdf
Transitional words and phrases
http://geocities.com/fifth_grade_tpes/transitions.html
http://www.wisc.edu/writing/Handbook/Transitions.html
Information on Japanese American internment camps
http://www.geocities.com/Athens/8420/main.html
http://www.42explore2.com/japanese.htm
“The Bracelet” by Yoshiko Uchida
http://www.tea.state.tx.us/student.assessment/resources/online/eoc00/engii/writ5.html
“Cat’s in the Cradle” by Harry Chapin
http://www.birdsnest.com/catcrad.htm
http://www.harrychapin.com/music/cats.shtml
Information on the traditions of Native Americans
http://www.milligan.edu/bible/pkenneson/natamr.htm
http://www.peabody.harvard.edu/mcnh_running/
http://www.menweb.org/natradit.htm
Information on Rites of Passage
http://www.dtmms.org/rites-of-passage/
http://anthro.palomar.edu/social/soc_4.htm
Well-known fairy tales
http://hca.gilead.org.il/#list
http://www.cs.cmu.edu/~spok/grimmtmp/
Example of Plot Diagram using events from Cinderella
http://staff.fcps.net/tcarr/shortstory/cinderella.htm
Definitions of literary terms related to Plot
http://www.leasttern.com/LitTerms/literary_terms.htm
“Whatif” by Shel Silverstein