UNIT OVERVIEW

This unit focuses on making connections using stimulus materials which feature problem/solution and human suffering. Students work on making text to self, text to world and text to text connections, analysis and evaluation of problem-solving and persuasive skills, analysis of literary elements, locating and interpreting text features and text elements, and honing presentation skills. Major stimulus materials for the unit are the novel Night by Elie Wiesel and “Gary Keillor” by Garrison Keillor.

ESSENTIAL QUESTIONS

Why are connections between text and self and text and text important for students?

What can students learn by analyzing connections between literature and its historical period and culture?

How can effective presentations skills aid students after formal education?

Why is evaluating problem/solution important?

How does author’s style and use of complex literary techniques affect the reader?

Why is it important for students to be able to locate, interpret and apply fiction and nonfiction text elements and text features?

How does following the writing process improve student writing?

How does improving persuasive abilities enhance speaking performance?

How does the ability to create appropriate graphic organizers aid student performance in other areas?

UNIT PLAN

Lesson One	Background Knowledge and Making Connections § Literature: None § Supplies: Holocaust stimulus materials for Holocaust found poem, scissors, glue, colored paper, typing paper, writing materials and utensils, scoring guide for formative assessment and follow-up § Handouts provided: KWL chart § Formative Assessment: provided
Lesson Two	Problem/solution § Literature: None § Supplies: Copy of “Three Little Pigs”, teacher copy of narrative frame and problem/solution frame questions, several children’s books for guided practice, student copies of lesson assessment, chalkboard, overhead, smart board, scoring guide for formative assessment § Handouts provided: Formative assessment § Formative Assessment: provided
Lesson Three	Comparing and Contrasting Fiction and Nonfiction Using Graphic Organizers § Literature: “The Three Little Pigs” and Night § Supplies: Overhead, chalkboard or smart board, scoring guide for formative assessment § Handouts provided: Formative assessment, T-chart comparison/contrast graphic organizer, compare/contrast diagram graphic organizer § Formative Assessment: provided
Lesson Four	Author’s Style § Literature: “Gary Keillor” and Night § Supplies: Chart paper, sticky notes, formative assessment scoring guide § Handouts provided: Formative assessment § Formative Assessment: provided
Lesson Five	Persuasive Elements § Literature: None § Supplies: Overhead, smart board, persuasive letter to the editor § Handouts provided: Formative Assessment with Writing Process Scoring Guide, persuasive elements graphic organizer § Formative Assessment: provided
Lesson Six	Writing Process--Revision and Editing § Literature: None § Supplies: Overhead, chalkboard, smart board, persuasive letter to error with errors, persuasive letter to editor for guided practice, student writing from lesson five, scoring guide to formative assessment § Handouts provided: Formative assessment § Formative Assessment: provided

GRADE LEVEL EXPECTATIONS

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
At previous levels, students compare, contrast, analyze and evaluate connections between information and relationships in fiction and nonfiction works, text ideas and self, and text ideas and the world. At previous levels, students analyze point of view, mood, theme, setting, plot and characterization. At previous levels, students identify and evaluate problem-solving processes of characters in text. Throughout earlier grades, students evaluate accuracy of evidence, and analyze use of details, word choice, and organization. Students at previous grade levels use appropriate body language, incorporate media or technology, and respond to questions in presentations and discussions. Students in earlier grades create graphic organizers to provide a structure for information. Students at previous levels follow the writing process to write effectively in various forms of writing. Students at previous levels locate, interpret, and apply information in title, table of contents and glossary; and recognize text features of fiction, poetry and drama in grade-level text.	R1I Compare, contrast, analyze and evaluate connections between information and relationships in various fiction and nonfiction works, text ideas and own experiences, and text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture. R2C Analyze character, plot, setting, point of view, and development of theme across genres. Evaluate the effect of author’s style and complex literary techniques.Evaluate proposed solutions in a given text. R3C Identify, analyze, and evaluate logic, reasonableness and audience appeal of arguments in texts; faulty reasoning and unfounded inferences; accuracy and adequacy of evidence; and author’s use of information and logic to express his ideas. LS2A Create concise presentations incorporating media and technology in which the speaker responds to feedback, defends ideas, and demonstrates poise and self-control. W1A Create a variety of appropriate graphic organizers. Follow the writing process to create a persuasive letter. R2A Locate, interpret and apply information in title, table of contents, glossary, and recognize the text features of fiction, poetry and drama in grade-level text.	In the workplace, higher education, and in daily life, people must evaluate connections between written text, the world, and themselves. Analysis is an important skill for success in the workplace and academic life. To be successful in the workplace, college, and life, students must be able to make good decisions after evaluating the possible solutions. Future success depends on the students’ abilities to analyze and evaluate arguments. Workplace and academic success are enhanced by mastery of presentation skills. Organizing information in graphic form leads to enhanced organizational skills. To be successful in the workplace, college and life, students must be able to follow a multi-step process and effectively use persuasion. Successfully navigating and interpreting nonfiction text is an important life skill.

PREVIOUS LEARNING

TARGETED LEARNING

FUTURE LEARNING

At previous levels, students compare, contrast, analyze and evaluate connections between information and relationships in fiction and nonfiction works, text ideas and self, and text ideas and the world.

At previous levels, students analyze point of view, mood, theme, setting, plot and characterization.

At previous levels, students identify and evaluate problem-solving processes of characters in text.

Throughout earlier grades, students evaluate accuracy of evidence, and analyze use of details, word choice, and organization.

Students at previous grade levels use appropriate body language, incorporate media or technology, and respond to questions in presentations and discussions.

Students in earlier grades create graphic organizers to provide a structure for information.

Students at previous levels follow the writing process to write effectively in various forms of writing.

Students at previous levels locate, interpret, and apply information in title, table of contents and glossary; and recognize text features of fiction, poetry and drama in grade-level text.

R1I Compare, contrast, analyze and evaluate connections between information and relationships in various fiction and nonfiction works, text ideas and own experiences, and text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture.

R2C Analyze character, plot, setting, point of view, and development of theme across genres. Evaluate the effect of author’s style and complex literary techniques.Evaluate proposed solutions in a given text.

R3C Identify, analyze, and evaluate logic, reasonableness and audience appeal of arguments in texts; faulty reasoning and unfounded inferences; accuracy and adequacy of evidence; and author’s use of information and logic to express his ideas.

LS2A Create concise presentations incorporating media and technology in which the speaker responds to feedback, defends ideas, and demonstrates poise and self-control.

W1A Create a variety of appropriate graphic organizers. Follow the writing process to create a persuasive letter.

R2A Locate, interpret and apply information in title, table of contents, glossary, and recognize the text features of fiction, poetry and drama in grade-level text.

In the workplace, higher education, and in daily life, people must evaluate connections between written text, the world, and themselves.

Analysis is an important skill for success in the workplace and academic life.

To be successful in the workplace, college, and life, students must be able to make good decisions after evaluating the possible solutions.

Future success depends on the students’ abilities to analyze and evaluate arguments.

Workplace and academic success are enhanced by mastery of presentation skills.

Organizing information in graphic form leads to enhanced organizational skills.

To be successful in the workplace, college and life, students must be able to follow a multi-step process and effectively use persuasion.

Successfully navigating and interpreting nonfiction text is an important life skill.

UNIT BIBLIOGRAPHY

Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse Publishers.

Kagan, S. (1994). Cooperative learning. San Clemente, CA: Resources for Teachers, Inc.

Marzano, R. D. Pickering, and J. Pollock. (2001). Classroom instruction that works. Alexandria, VA.

Wilhelm, J. and J. Lynch. (2001). Improving comprehension with think-aloud strategies. New York,

NY. Association for Supervision and Curriculum Development Scholastic Professional Books.