An In-Depth Examination of Multi-Genre Texts through Student Portfolios DEvelyn Wymore, Chelsea Walczak, Courtney Penton Florida State University
Genre Project Unit Plan 2
Table of Contents Overview of Unit Plan P. 3 Day 1: Literature Circles P. 4 Day 2: Introduction to Emulating/Brainstorming P. 7 Day 3: Practicing Emulating P. 11 Day 4: Peer Reviews and Editing Emulation Writing P. 14 Day 5: Venn Diagrams for Brainstorming P. 17 Day 6: Peer Review and Editing Analytical Essay P. 20 Day 7: Sharing Portfolios P. 23 Appendix A P. 26 Appendix B P. 31 Appendix C P. 34 Appendix D P. 37 Bridging Civics and Literature: Cross-Curricular Mini Lesson P. 40 Multi-Genre Brochure P. 44
Genre Project Unit Plan 3
Overview of Unit Plan
This is a seven day unit plan covering six different multi-genre young adult novels: Crank, Give a Boy a Gun, Perks of Being a Wallflower, The Absolutely True Diary of a Part Time Indian, The Princess Diaries, and TTYL. This unit is designed for ninth grade students because the text selections are not textually demanding, but the themes are too mature for a middle school audience. Ideally, this unit would come towards the beginning of the fall semester because the books will capture student attention and prep them for close reading of more difficult texts.
The novels selected were chosen because they all were written in a unique style and blend together different structural elements. Students are accustomed to reading standard, canonized prose, but are rarely trained to read and critique literature written in poetry, letter, pictorial, diary, or interview format. By closely examining these unique styles, students are better equipped to determine how language, structure, point of view, and tone are used to address different audiences and manipulate the meaning.
There are thirty students in our class and we have divided them up into six groups of five. Each group is a literature circle and each literature circle was responsible for reading two novels that have been paired together because of their contrasting styles, but similar themes: 1) The Princess Diaries and TTYL 2) Give a Boy a Gun and The Absolutely True Diary of a Part Time Indian 3) Crank and Perks of Being a Wallflower.
We assigned students to these groups based on results from their interest inventories and their reading level. As mentioned before, each student will be responsible for handing in a portfolio at the end. This portfolio will consist of 1) a typed up creative writing model 2) a Venn diagram and 3) A brief analytical essay. These three components accommodate different modes of learning. Students will be meeting in their literature circles during each of these stages because smaller groups are less intimidating and can provide helpful peer feedback and discussion.
Genre Project Unit Plan 4
Day 1 Literature Circles Purpose/Rationale: It is the first day everyone has finished reading their two books for this unit, which means it is important to give students the opportunity to meet with their peers and discuss reactions, observations, and questions. As mentioned in the overview of the unit, students have been assigned to a group of five. For this lesson, we have used (and provided) a PDF file of five roles that can be given to students in these circles: discussion director, literary luminary, connector, word wizard, and illustrator/mapper. Every student was allowed to speak to us about which role they were most interested in and prep for discussion prior to this class period. Every one of these roles provides a really great beginning to their in-depth examination of multi-genre as a whole. Students will spend the day weeding out some of the crucial elements in the texts, including their connecting themes. These roles cover everything from unknown words to text-to-world connections to locating powerful paragraphs.
Common Core Standards: CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.SL.9-10.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Objectives: Students will be able to participate in collaborative group discussion on the two assigned texts. Students will be able to raise questions or key sections of the text that stood out. Students will be able to determine the greater themes and connections between the texts.
Materials: Assigned books Literature circle roles sheets Writing Utensil
Anticipatory Set: Genre Project Unit Plan 5
Students will listen to 1-2 minutes of the multi-genre song mix (https://www.youtube.com/watch?v=3cCSmApTnqY) found on YouTube before meeting in their groups. Dubstep and House music are very popular genres with todays youth so students would be more inclined to participate in the activity. This will serve as an introduction of the term multi-genre. After they listen to it for a few minutes, the teacher will ask what sounds were in there that you didnt expect? How did the artist blend them together? The answers to these questions will be lead into defining what a multi-genre text is- which, in the simplest terms, using unexpected writing styles and, oftentimes, mixing them together as the artist did on YouTube. Students are encouraged to provide examples from the texts they have read to support their definitions of multi-genre. The teacher should then ask students to pull out the worksheets with the students roles on them while explaining instructions for the literature circles.
Teaching Strategy/Procedure/Activity: Time Allowed Students Will Teachers Will 10 min: Anticipatory Set -listen to the music clip -respond to questions -make connections between multi-genre texts and the multi-genre song -listen to literature circle directions -play YouTube clip -ask questions mentioned in anticipatory set -ask students to define multi-genre and explain -give instructions for literature circles 45 min: Literature Circles -meet with literature circle groups -make sure every student has completed their designated role -use this time to really explore these questions and observations in depth
-walk around the room during this time, listen in and make sure students are remaining focused and on task -guide groups that are struggling with some of their roles 5 min: Summary -reflect on the purpose of these roles -fill out self-evaluation -ask class to think about why this activity will help them over the course of the unit -successful? -make sure everyone hands in their role sheet as a ticket out the door
Summary: The last five minutes of class are set aside to bring the class back together and ask students to reflect on what they found beneficial about meeting in literature circles. Did your fellow classmates introduce something you might not have thought of yourself? How did your role contribute to the discussion? What conclusions did you come to and what Genre Project Unit Plan 6
connections did you make between the texts? Also, students are summarizing their day by filling out the self-reflection on their role sheets and being cognitive of what they brought to the group today.
Assessment: Formal- students are asked to turn in their role sheets as they exit the classroom. These sheets will be given a full credit, completion grade so long as the student has thoughtfully filled out all sections and self-evaluation. Informal- asking students about the YouTube clip helps us gauge the students understanding of genre. Also, walking around during the literature circles and listening to how students are communicating with one another gives us an idea of how well each student is able to collaborate with others.
Homework/Follow Up: No homework will be due tomorrow. Students will learn what emulating is and transition into the modelling portion of this unit.
Accommodations: Gifted students will most likely volunteer for the discussion leader role which will give them the opportunity to take on more work and formulate advanced questions. ELL students are able to work in groups, where their opinions can be heard because small groups are less intimidating. They also may take on a less language- demanding role. Visually impaired students will be given a large print copy of their role sheet and books. All directions will be stated both orally and in print. We have made an effort to place lower level readers and gifted students in groups together so they can assist one another in the learning process. The physically disabled student will be in an easily accessible seat in the circle. If students finish their discussions early, more time will be given to reflect on their roles and multi-genre. Lower level readers will be given extra time to fill out their role sheets if necessary. Retread students will similarly be allowed to choose the role best suited for them in hopes they find a new way to approach something they might not have understood last year. ADHD students can illustrate as the group discusses. Groups with ADHD students will also be placed in an area of the classroom with minimal distraction and they can move to the hallway if the noise is too much.
Resources: Going Quantum. (March 29 th 2014). GQ podcast: Multi-genre mix and flux pavilion guest mix. [Ep. 129]. Retrieved from https://www.youtube.com/watch?v=3cCSmApTnqY. Genre Project Unit Plan 7
Day 2 Introduction to Emulating/Brainstorming Rationale: While discussion of multi-genre texts provides a basis to students understanding of the genre and style, students will become more intimately familiar with the genre by developing their own writing in relation to it. For this purpose, the students will be emulating the style/genre of the two books they read for this part of the project.
Common Core: CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 on page 55.)
Objectives: Students will be able to recognize the distinct writing/literary features of a novel. Students will be able to emulate the writing style/format of the novel.
Materials: Do you want to build a snowman? o https://www.youtube.com/watch?v=-FfScHGmk6M (3:21) Do you want to be my boyfriend? Video: Parody of Do you want to build a snowman? https://www.youtube.com/watch?v=bBHXK_FKP0M (2:16) Paper and Pen/Pencil Novel of Students choice o The Princess Diaries or TTYL o The Absolutely True Diary of a Part-time Indian or Give a Boy a Gun o Perks of Being a Wallflower or Crank
Anticipatory Set: Introduction of Emulating To begin this class, the teacher will have the video Do you want to build a snowman? set up on the projector (previously tested). First, the teacher should assess if the students are aware of the song by asking students to raise their hand if they have seen it. This will activate students background knowledge and pique their curiosity. After showing the video, the teacher will then pull up, Do you want to be my boyfriend. Its a funny parody of the original song, Do you want to build a snowman? and will serve as an introduction to the concept of emulating. Genre Project Unit Plan 8
Next, the teacher should explain, I found this version of the song on Youtube, and I thought it was funny and creative. Id like you all to enjoy it with me, but keep in mind the similarities and differences it has from the original Do you want to build a snowman? song. This gives students expectations as to what they will have to get out of this experience. After playing the video, the teacher should start a discussion by asking How was this video similar or different from its original? Anticipation of the students replies may be: Its similar because it uses the same music/notes/female voice. Its different because its not animated. Or the topic and lyrics are different. The teacher should use these comments to guide students thinking about how Barkada, the creator of the video, used Do you want to build a snowman? for her own purposes. For instance, when a student comments that the topic is different, the teacher should ask, How was the topic different? How did it suit the creators intentions? Then lead that discussion further still by asking, Why did the creator, Barkada, use Do you want to build a snowman? as her basis? An anticipated response may be, Because its a popular video and will get her a lot of views. The teacher should then talk about how many authors emulate, or imitate/copy, popular or well-known writers. They may do this to become more popular or famous, or maybe because they admire that writing. Many great writers start out by emulating other writers for practice. (10-15 minutes)
Explanation of Project/Activity Tomorrow, *the teacher should start passing out instructions, the rubric, and an example for this project (See Appendix B)* You will be emulating an authors formatting and style, so, today, I want you to brainstorm some topics that would best fit the format and style of the author you are emulating. Yesterday we discussed two books in our literature circles. Youre going to choose ONE of those books to emulate. You will be using the other novel that you read for an essay, so choose carefully. For the emulating project tomorrow, you will be writing your own paper or chapter or passage on any topic that you wish, but you have to write it like the author of one of your novels. For example, if I were emulating Romeo and Juliet (this is a reference to a book they have previously read in the school year), then I would write my passage in the form of a play. My topic would have to be something that didnt require a lot of description, because a play emphasizes dialogue more than action or setting. You can brainstorm with your group, but youll be writing your own passage as part of your portfolio for the end of the unit. Tomorrow we will go to the computer lab to create our passages. I encourage you to be as creative as you can! Include images, colors, and special fontsanything that helps to emulate the authors format and style. Also, be prepared to share your ideas at the end of class as well as your finished writing product with your group members; we will be uploading our writing to the class blog for peer editing! After answering any student questions, the students should begin brainstorming with their groups. (5 minutes)
Teaching Strategy/Procedure/Activity: Genre Project Unit Plan 9
Time Students will: Teacher will: 15-20 Minutes: Anticipatory Set (See anticipatory set) (See anticipatory set) 20 Minutes: Writing Students will brainstorm ideas for their writing passage. They are encouraged to create graphic organizers, draw, create notes, etc., to assist them in brainstorming. The teacher will observe student work and provide guidance to students who are confused or unsure of what to do. *If a student cannot think of a topic to write about, the teacher should encourage the student to think about what topics suit the genre or how the genre may serve a particular purpose. 5-10 Minutes: Summary/Closure A few students will share their topic ideas with the class and discuss how its similar to the book/author they are emulating. The teacher will ask students or choose students to share their ideas and facilitate/guide their explanations to be most beneficial for the entire class.
Summary/Closure: When there is about 5-10 minutes left to the class period, the teacher should ask the students to stop writing/discussing, and then ask students to write on a separate sheet of paper: their name, the book and author they are emulating, and the topic they will be addressing through that book/author. [This is to give students a chance to reflect on their work in a general sense and also to help the teacher prepare for the next class (because shell know what to expect them to be working on) in which they will begin working on their writing passages.] The teacher should also remind students to meet in the computer lab for tomorrows class to work on the writing passages.
Assessment: Informal: Students collaboration (discussing ideas), brainstorming techniques (graphic organizers, drawings, notes), and their exit slips about their topics will indicate their understanding of the assignment. Formal: The students writing from this unit will be formally assessed at the end of the unit.
Homework/Follow-up Assignment: If necessary, continue working on draft ideas.
Accommodations/Adaptations: Genre Project Unit Plan 10
The gifted and talented students are designated as group leaders within their groups. For this lesson, they will help other students think of topics that may fit into the format the student chooses to emulate. They are also able to express their creativity in this open-ended lesson, which may be more advanced than other students. ELL students are accommodated with the help of group members and are also asked to work on their drafts at home before and after the initial brainstorming portion of the project. Visually impaired students are accommodated with enlarged print of instructions and rubrics. The student with a physical disability will be able to participate fully in this activity. He/she is situated at a special desk in a group, located near the door for easy maneuvering. Students who have difficulty reading will be able to participate because this assignment is open-ended enough to allow students to generate their own level of writing. RETREAD students are encouraged to think outside of the box for their writing responses and offer unique advice to their classmates. Students with ADHD may be permitted to release anxiety through walking along the back of the room or otherwise indicated by their IEP.
Attachments Appendix B: Instructions, Rubric, and Example
Genre Project Unit Plan 11
Day 3 Practicing Emulating Rationale: To gain a more well-rounded writing style, students will be emulating an author/novel. This will allow students to more deeply understand different writing styles and their purposes. It will also allow students to demonstrate their ability to write for a variety of purposes.
Common Core: CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 on page 55.) CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
Objectives: Students will be able to recognize the distinct writing/literary features of a novel. Students will be able to emulate the writing style/format of the novel. Students will be able to sufficiently use technology to create a unique writing example.
Materials: Student notes Computers with MS and internet access Computer projector Classroom blog Book of students choice
Anticipatory Set: Brief tutorial of computer programs Meeting in the computer lab, the students are instructed by the teacher to log on to the computer using their student ID/password and are informed that they are here to work; they should not be playing games or browsing social media. The teacher should also take this opportunity to review what the students are supposed to do. Look at your rubric if you need to. You are writing on whatever topic you want, but you must emulate, or imitate, the style (or way of writing) and format of the author/book you are using. Genre Project Unit Plan 12
Then, students who are familiar with computer programs may begin to work on their projects. However, the teacher should, using the computer projector, demonstrate for students who do not typically use technology, a variety of tools the students may use to create their passage. She should introduce the students to these tools, If you are not aware of some of the basics of Microsoft Word, please pay attention up here. Im going to show you some basics of how to make your paper creative. She should then exemplify the use of formatting (bold, italic, font style, font color, font size) and clipart (how to insert clipart) and move it to fit into your paper. (3-7 minutes)
Teaching Strategy/Procedure/Activity: 3-7 minutes: Anticipatory Set (See anticipatory set) (See anticipatory set) 40 minutes: Writing The students will write/create their passage which emulates the book/author of their choice using their own topic. They will continuously save the document to their student account. When they are finished with their writing, they will upload the finished document to the classroom blog. The teacher should take attendance as they are working. She will monitor the students and provide advice and answers to students who are confused or stuck. The teacher will remind students, intermittently, to save their work to their student account. The teacher will write the class blog address at the front of the room. The teacher will give a ten minute warning to students to wrap up their writing and upload the document to the classroom blog to be edited tomorrow. She should also advise the students that it doesnt have to be perfect; it is a rough draft that they will revise and edit tomorrow. 2-3 minutes: Summary/Closure (See summary) (See summary)
Summary/Closure: The teacher should ask the students to exit out of the programs and log off the computer. As they are doing that, the teacher should ask students any difficulties/challenges they had with emulating another writer. This is for the teacher to gain insight to any problems with the lesson as well as for students to explain any choices they had to make for the project due to problems. Genre Project Unit Plan 13
The teacher should remind students that they will be meeting in the computer lab again tomorrow to peer-review and edit their writing.
Assessment: Informal Assessment: The productiveness of the students/ their ability to stay on- task while creating their writing will demonstrate students ability to create a piece of unique writing. Also, students willingness to share their difficulties/experiences with the project will indicate their responsiveness to the project. Formal Assessment: The writing produced will be graded at the end of the unit according to the rubric provided.
Homework/Follow-up Assignment: If necessary/possible, the students may continue working on the writing passage at home. Students will be asked to write about how their topic is best presented using the format and style (book/author) they chose to turn in at the beginning of the next class. [This is to have students critically examine their work and to prepare them for the reviewing/editing process for the next class.]
Accommodations: The gifted and talented students are able to express their creativity in this open- ended lesson, which may be more advanced than other students. ELL students are asked to work on their drafts at home before and after the initial drafting process of the project. Visually impaired students are accommodated with enlarged (zoom) displays for their work. The student with a physical disability will be able to participate fully in this activity. He/she is situated at a special desk accessible for wheelchairs within the computer lab. Students who have difficulty reading will be able to participate because this assignment is open-ended enough to allow students to generate their own level of writing. RETREAD students are encouraged to think outside of the box for their writing responses. Students with ADHD may be permitted to release anxiety through walking along the back of the room or otherwise indicated by their IEP.
Genre Project Unit Plan 14
Day 4 Peer-Reviews and Editing Emulation Writing Rationale: The review process enables students to become critics of writing by forcing them to evaluate their peers and make suggestions for improvement. It also makes students accept critiques and possible explain their artistic choices. The editing process enables students to critically re- examine their work and improve it, just as they might have to in college or for any writing they wish to see published.
Common Core: CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 on page 55.) CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
Objectives: Students will be able to critically examine a peers writing and provide constructive feedback. Students will be able to accept critiques and make necessary edits to their own writing to better suit the purpose of the writing.
Materials: Computers/MS and internet access Classroom blog
Anticipatory Set: As the students come into the classroom, the teacher will collect students homework and tell the students to log onto their students accounts using their username/password and to go to the classroom blog (written on the board at the front of the room), reminding them again that they are here to work and should not be playing games or on social media websites. To start the class the teacher will explain, You will be peer-reviewing each others work today. You will click on one of your group members documents, *The teacher should demonstrate this at the front of the classroom* then you will download the document by double clicking it in order to read it. Although you can edit the document with the Track Genre Project Unit Plan 15
Changes feature on Microsoft Word, I want you, after you have read through it, to put your comments on the Blog so that we can all view them. The teacher should then set perimeters for the peer-review process. I would like you to use the rubric that I handed out on Tuesday to guide how you are critiquing the writing. You need to review at least two of your classmates writing passages, saying at least one thing they did well and at least two things you think they can improve on. Your comments need to be specific. Remember we want dollar-comments (reference to something they have previously discussed) which are specific and helpful to your peers, not penny-comments which are vague and unhelpful. You will have 20 minutes to peer-review at least two of your classmates writing samples. If you finish before I call time, you should review a third. After the twenty minutes are complete, you will return to your own blogs and review the comments of your classmates said about your writing. You should use those comments to edit and improve your writing sample. After answering any questions, the students may begin peer-reviewing.
Teaching Strategy/Procedure/Activity: 2-3 minutes: Anticipatory Set (See anticipatory set) (See anticipatory set) 20 minutes: Peer- review Process Students will download another peers writing passage, read and evaluate it using the rubric for the writing, then comment on his/her blog with one compliment and two critiques. The teacher will monitor student work, complimenting students on good comments, or pushing students to think more deeply about the writing when the comments are lacking. The teacher will also give a half- way warning, urging students to be working on their second critique and a 5 minute warning to wrap-up their comments. 20 minutes: Editing Process Students will use comments and critiques by peers to enhance/edit their writing. Students will submit their reviewed/edited document to the classroom blog again, titling the blog post Last name: Revised Emulation of [Title of Work] Teacher will monitor students work, adding additional support or suggestions for improvement if a student is unsure what to do. Teacher will ask the student to re- submit/upload the finished document in a new blog post as Their last name: Revised Emulation of [Title of Work] If a student finishes early, the teacher should ask the student to explain any changes he/she made. 2-3 minutes: Summary/Closure Students will re-submit their final drafts (exception: ELLs) and exit out of the programs, Teacher will tell the students to submit their final draft to the class blog, exit out of the programs, and Genre Project Unit Plan 16
then log off the computer. log off of the computer.
Summary/Closure: As the students are logging off of the computer, the teacher should ask the class, What are the benefits of peer comments? How did it help you revise your original draft? This is to allow the students an opportunity to reflect on the purpose of the revision process and the progress they made with their writing today.
Assessment: Informal: Students ability to keep on task accentuates their understanding of the revising and editing process. Also, their comments will be reviewed for contribution/completion to show that they understood the process of peer-editing. Formal: The students writing will be formally assessed by the rubric provided for the final portfolio at the end of the unit.
Homework/Follow-up Assignment: Students may continue to edit their writing. They are encouraged to ask their parents, teachers, and fellow peers for more feedback than provided in class. If they do this, they must resubmit their final copy to the class blog by the next class. Students are also asked to print out their final copy and bring it to class the next day.
Accommodations: The gifted and talented students are able to help lower students by providing more helpful/detailed comments/critiques. ELL students are asked to work on their drafts at home before and after the initial drafting process of the project. Visually impaired students are accommodated with enlarged (zoom) displays for their work. The student with a physical disability will be able to participate fully in this activity. He/she is situated at a special desk accessible for wheelchairs within the computer lab. Students who have difficulty reading will be able to participate because student writing does not high-level reading. RETREAD students are encouraged to provide comments that relate to their experiences with doing writing assignments. Students with ADHD may be permitted to release anxiety through walking along the back of the room or otherwise indicated by their IEP.
Genre Project Unit Plan 17
A C B Day 5 Venn Diagrams for Brainstorming
Purpose/rationale: The purpose of this lesson is to encourage students to think critically about the two texts they have read in order for them to make connections between the two. This lesson will allow the students to think about each text separately, as well as giving them the opportunity to find similarities between the two texts. It is important to do this activity within this unit because it is important for students to be able to make connections between different texts, especially when they initially seem very different.
Common Core Standards: CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objectives: Students will be able to arrange similarities and differences between the two texts into a Venn diagram. Students will be able to compare and contrast the two texts by displaying the similarities and differences on a Venn diagram
Materials: Writing utensils Handout of Venn diagram to fill in Blank paper
Anticipatory set: The teacher will begin the lesson briefly reviewing what a Venn diagram is and why it is used (to display similarities and differences between two or more works). The teacher will pass out an example Venn diagram modeling what is expected from them, and a blank one for the students to fill in during their group time. The teacher will then ask the students to fill in the Venn diagram in their groups, comparing and contrasting the two texts that they read. The Venn diagram is worth 30 points in their portfolio for the unit. The students will need at least five details in each section. Once they have completed the Venn diagram, they will pass them to the front of the classroom for grading.
Teaching Strategy/Procedure/Activity: Time Student is doing Teacher is doing Genre Project Unit Plan 18
5 minutes: Anticipatory Set (See above) Listening to instructions. Taking out writing utensils and asking any questions they may have. Explaining the activity and answering any questions. 20 minutes: Venn diagram activity Filling out the Venn diagram comparing/contrasting the two texts. Observing and answering any questions. 7 minutes: Explaining paper Listening and asking questions. Explaining paper activity. She will also pass out the rubric and example of the paper (Appendix D). Students will need to write a 500 word paper on ONE of the texts that they read. In the paper they will need to discuss how the text being written in Multi Genre format affects the conflicts and overall message of the text. Whichever book that they used for their modeling activity, they must use the other book for this activity. The student must properly cite and demonstrate MLA format in their essay. The paper will be worth 40 points in their portfolio. 16 minutes: Brainstorming activity Thinking about, planning, and beginning the rough draft of their paper. Observing and answering any questions. 2 minutes: Closure (See below) Listening and asking questions. Answering questions.
Summary/Closure: The class will end with the teacher briefly summarizing the activities. The students will keep what they have started on their paper and will continue working on it later. The teacher will answer any questions the students have about the paper or the Venn diagrams.
Assessment: Genre Project Unit Plan 19
Formal assessment: Venn diagrams. Students will be graded on demonstrated understanding of the texts and whether they were able to put at least five details in each area. Informal assessment: Understanding will be monitored by completion of the tasks and participation.
Homework/follow-up assignment: Students will need to write the rough draft of their paper to be use on Monday for peer- review.
Accommodations/adaptations: Students receiving special education instruction will be provided with the following accommodations: preferential seating, check for understanding, extended time. Written instructions will be provided, as well as large print instructions for those with visual impairments. A voice amplification system as well as one-on-one instructor will be provided to those with hearing disabilities. For English Language Learning students I will provide assistance with translations and cue words, as well as providing them with a dictionary that translated their L1 to English. Since the activities require the students to map out their ideas, ADHD students should be able to stay on task. Students will physical disabilities (such as being paralyzed) will need no special accommodations for this activity since it will take place at the students desks. A student who is repeating the grade level will need no special accommodations for this activity. Students who read below reading level will need no special accommodations for this activity. Gifted and Talented students can be accommodated by having them help the ELL students if they are struggling with translating any of their thoughts into writing.
Attachments/Appendices: Appendix C: Venn diagram example, Venn diagram worksheet, Rubric for Venn diagram Appendix D: Analytical Essay Rubric and Example
Genre Project Unit Plan 20
Day 6 Peer-Review and Editing Analytical Essay
Zweck: The review process enables students to become critics of writing by forcing them to evaluate their peers and make suggestions for improvement. It also makes students accept critiques and clarify parts in their writing that may appear confusing to others. The editing process enables students to critically re-examine their work and improve it using the advice given during the review process, just as they might have to in college or for any writing they wish to see published.
Common Core Standards: CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 on page 55.)
Objectives: Students will be able to critically examine a peers writing and provide constructive feedback. Students will be able to accept critiques and make necessary edits to their own writing to better suit the purpose of the writing.
Materials: Example Essay and Overhead Projector Essays Writing Utensils
Anticipatory Set: The teacher should open the class by reminding the students of the work they have completed last week and the purpose of their work. Last week, you discussed the two novels you read in your groups, then emulated one of the novels you read, before finally creating a Venn Diagram together to compare and contrast the two novels. All these activities were aimed to make you think critically about the novel you read. Those thoughts should show in the paper you wrote for todays class. The teacher should then ask the students to pull out their rough drafts, rubrics, and example essay. To jumpstart the students reviewing and editing mindset, the teacher will model the review process using the example essay. She should ask a student to read the essay aloud. As the student reads, the teacher will mark parts of it using the overhead; she should make sure to leave a mix of remarks (based on the types of remarks seen during the Genre Project Unit Plan 21
last online review session). After the essay has been read through, the teacher should ask the students what they think of her review marksare they thorough or too short? Are there good AND critical remarks? Are the remarks in any way rude? To wrap up the introduction, the teacher should then remind students of good reviewing practices as they review each others work. They have 20 minutes to review and 20 minutes to edit their own. Use your time wisely. This essay is worth 40 points in your portfolio!
Teaching Strategy/Procedure/Activity: Time Student is doing Teacher is doing 5-7 minutes: Anticipatory Set Actively engaged in the review Modeling the review process for students 20 minutes: Review Process Students are practicing good review practices by constructively criticizing and praising their peers work. Teacher is observing the review processes and giving advice to students on their papers. 20 minutes: Editing Process Students are editing their papers using the comments/critiques of their peers. Teacher is observing the editing process and giving advice to students on their papers. 3-5 minutes: Summary
Summary: As the class period draws to a close, the teacher should ask students to wrap up their work. Then, the teacher should remind students that their portfolios are due at the beginning of class tomorrow including their Emulation writing, Venn diagram, and Analytical Paper. They should be prepared to present their best work and explain why it is their best.
Assessment: Informal assessment: students active participation in the review and editing process Formal assessment: Quality of work on their analytical paper
Homework/follow-up assignment: Students should polish their analytical paper and type and print it for their portfolio.
Accommodations: The gifted and talented students are able to help lower students by providing more helpful/detailed comments/critiques. ELL students are asked to work on their drafts at home before and after the initial drafting process of the project. Visually impaired students will have the peers papers read aloud to them to critique. Genre Project Unit Plan 22
The student with a physical disability will be able to participate fully in this activity. He/she is situated at a special desk accessible for wheelchairs within the computer lab. Students who have difficulty reading will be able to participate because student writing does not high-level reading. RETREAD students are encouraged to provide comments that relate to their experiences with doing writing assignments. Students with ADHD may be permitted to release anxiety through walking along the back of the room or otherwise indicated by their IEP.
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Day 7 Sharing Portfolios Zweck: It is the final day of the multi-genre unit and students have successfully completed a literature circle discussion and all three components of their portfolio. One of the main points of a portfolio is to allow students to show their growth and progress of understanding and include the work of which they are most proud. While students didnt have much of a choice as to what to put in the portfolio, they will be able to choose which work they either enjoyed making the most, learned the most from, or are the most proud of and present it to the class today. Each student will be given 1-2 minutes to show the class their work using the projector. This activity is a nice way to summarize the entire unit, teach the class something about all the texts, and show the class the many ways students approached the assignments.
Common Core Standards: CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives: Students will be able to present work of choice to the class. Students will be able to articulate why choice was made- Best work? Most learned? Students will be able to listen to other classmates findings and interpretations.
Materials: Portfolios Projector
Anticipatory Set: Due to the fact that this is the last day in the unit, nothing new needs to be explained or taught to students, so the first few minutes of class will simply be spent telling them how the presentations will be conducted. Attendance will be taken as students come up to present.
Teaching Strategy/Procedure/Activity: Genre Project Unit Plan 24
Time Allowed Students Will Teachers Will 2 min: explanation -listen to teachers instructions -instruct students as to how the presentations will be conducted (bring up your best work, put it under the projector, and discuss why you chose that piece) 48 min: presentations and hand in portfolio -alternate by rows coming up to the front and presenting -hand in portfolios -take attendance as students come up and grade presentations -ask questions when needed -collect portfolios
Summary: Presentations provide a summary within themselves, allowing students to learn a bit about all the multi-genre texts without having to read all of them. After this unit comes to a close, students will be moving on to canonical texts and using their same close reading strategies to examine the characters, themes, structure, and styles of the more advanced works.
Assessment: Formal- Students will turn in their portfolio assignments and each one will be graded according to its given rubric. Modelling equals 30 points, Venn diagram equals 30 points, and the essay equals 40 points, for a total of 100 possible points. The presentation itself is just for the sake of teaching the class and will not be graded. Informal- Students are not being graded according to how well they speak, but it is important to keep notes on how well students are able to concisely present information to a class, articulate points, and maintain generally nice speaking etiquette (eye contact, volume etc.). If students seem to be struggling with this, it would be helpful to include a mini lesson on speaking skills.
Homework/Follow Up: None.
Accommodations: Visually impaired students will be seated at the front of the classroom so they are close to the projector. Also, the projector will be zoomed in so as to optimize clear vision of it. ADHD students will be seated next to the teacher during presentations so they avoid disrupting others by starting side conversation. Standing up for their presentation will help rid some of the energy. Physically disabled students will be seated at an easily accessible desk right next of the projector so they do not have to spend time maneuvering their way to it. Genre Project Unit Plan 25
Presentations give leeway for students to include whatever information they see best fit, so gifted students can really make their allotted time as in-depth and detailed as they would like. Lower level readers and ELL students might be embarrassed to show one of their works up on the projector, so they will be given the option to hold it and just talk about it instead. If presentations are very successful and students are using more than a few minutes each, then these will flow into tomorrow and the canonized texts will be pushed back because these presentations are really valuable.
Unit Resources: Alexie, S. (2007). The absolutely true diary of a part-time indian. New York: Little, Brown and Company. Cabot, M. (2000). The princess diaries. New York: Harper Collins Publishers. Chbosky, S. (1999). The perks of being a wallflower. New York: Pocket Books. Hopkins, E. (2004). Crank. New York; Simon Pulse. Myracle, L. (2004). Ttyl. New York: Amulet Books. Strasser, T. (2000) Give a boy a gun. New York: Simon Pulse.
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Appendix A
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Appendix B
Instructions for Emulating Project The Project The main objective of this project will be to emulate, or imitate, an authors formatting and style. You will produce a piece of writingit can be as long as you feel it needs to be, but needs to be long enough to show your ability to emulatein which you use the authors formatting and style for your own purpose.
Example: Im emulating Romeo and Juliet. The format is a play and the style is that of poetry/iambic parameter, so I will write my passage in the form of a play with that style. My topic has to be something that doesnt require a lot of description, because a play emphasizes dialogue more than action or setting, and probably something sentimental or romantic because of the verse. For this reason, Im writing my play scene about a father and daughter just before she leaves for college. This allows me to be sentimental in a different way than Shakespeare, discuss an important moment in my life, and I can use a more modern language while retaining the poetry of his play.
Tidbits Be as creative as you want to suit the style of the writing you are emulating! You will be graded by the rubric provided. Use this as a guide if you are stuck. This project is worth 30% (30 points) of your overall grade for the portfolio project in this unit.
Timeline Day One: Choose one of the novels/authors from the two that you have previously read and discussed with your group Brainstorm Ideas/Topics for your writing passage
Day Two: Write your writing passage based on the format and style of the novel you chose Submit your writing passage rough draft to the classroom blog
Day Three: Peer-review two other students writing passages o Write in the comments of their blogs one thing they did well o Write in the comments of their blogs two things they can improve on
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Rubric for Emulating Project Objectives Points Comments Student uses the format and style of the book he/she chose to emulate.
/10 Students chosen topic is clearly defined within the format and style for the book he/she chose to emulate.
/10 The student fully participated in the writing process: brainstorming, writing, reviewing, and editing. (Based on teacher observation and student homework and participation.)
/10 Total:
/30
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Emulating Example of The Princess Diaries Name: ____________________ Date: ________ August 18 th , 2007 Monday Bus Ride
Dear Diary, Today was the first day of high school. I woke up with nervous energy bubbling in my stomach. It was like Yosemite moved locations and decided my organs made for a nice hot springs. Every few minutes I could feel the excitement and nervousness rising in my throat, urging me to do something like scream hysterically to release it. I chose to wake up to Good Morning Baltimore from the Hairspray soundtrack (dont judge me and my love of cheesy musicals) because its peppy, 60s style beat was sure to have me waking up on the right side of the bed. Oh, oh, oh woke up today, feeling the way, I always do! Oh, oh, oh hungry for something that I cant eat, then I hear that beat! Ok, so the second part of those lyrics is definitely true because I cant even look at a donut without gaining weight, but the first part was not so true. I felt different. Very different. I knew that this could be the year when I redefine myself. Ha! No one would look at me like Im some untouchable species from a foreign planet and no one would giggle in their close knit groups in the lunch room as I awkwardly stumble in looking for a seat. Today was the first day of many that I would march into Heritage like I owned the place and be overwhelmed by the number of waves I received strutting my stuff down the hallway. Well, much to your surprise (hey, act surprised will you), this isnt how it turned out. Much to my dismay, my day was not as special as any other. In fact, you could put it right up there with the awkwardness of middle school. I fumbled with my locker code and, after 20 minutes of failure, had to ask an upperclassman to oh so graciously help me out. I got lost looking for my cardio class when I realized our school has three gyms (seriously, who needs three gyms?), and I had made no new friends by lunch. I can only hope that TOMORROW is the day when everything gets redefined because today was certainly a dud. Until Next Time, Chelsea <3 <3 <3 Homework: pg. 20 #1-20, read chp 1-5 of Romeo and Juliet Genre Project Unit Plan 34
Appendix C Group 2: Give a Boy a Gun and The Absolutely True Diary of a Part Time Indian Venn Diagram Example Name: ____________________________ Date: __________________
THEMES/MOTIFS: VIOLENCE, LOSS, SADNESS, CONFLICT, YOUTH, IGNORANCE, BLURRED LINE BETWEEN RIGHT/WRONG, ELICITING A STRONG EMOTIONAL RESPONSE FROM THE READER RESEARCHED AND ACCURATE PORTRAYAL SOCIAL CHANGE PROPOGANDA: REVEALING SWEPT UNDER THE RUG PROBLEMS OF SOCIETY COMBINES MULTIPLE STYLES TO ENHANCE THEMATIC OR CHARACTER DEVELOPMENT
Give a Boy a Gun STYLE: INTERVIEWS OF MEMORIES AND RECOLLECTIONS, FACTS, STATISTICS, NEWS -INCLUDING REAL LIFE NUMBERS AMONGST FICTIONAL INTERVIEWS MAKES IT HIT CLOSE TO HOME, REMOVES YOU FROM THE FANTASY WORLD AND REMINDS YOU OF STUDENTS LOST TO COMMUNITY (LITTLETON) POV: ANONYMOUS REPORTER -MORE IMPERSONAL MAIN TOPIC: GUN VIOLENCE AND SCHOOL SHOOTINGS
The Absolutely True Diary of a Part Time Indian STYLE: DIARY, ILLUSTRATIONS POV: TEENAGE BOY, JUNIOR -CHILDISH, BUT OBSERVANT -HUMOROUS TONE HELPS ALLEVIATE OVERWHELMING, GRIEF STRICKEN SITUATION -EASY TO SYMPATHIZE WITH MAIN TOPIC: LIFE ON AN INDIAN RESERVATION, INEQUALITY, AND CONFLICT WITH IDENTITY
Rubric for Venn Diagram Objective Points Comments Student showed understanding of the Venn Diagram through logical points comparing and contrasting the novels chosen.
/10 Student listed a minumum of 5 points in each section of the Venn Diagram.
/10 Student worked with their group, contributing ideas and supporting or refuting ideas. (Based on teacher observation of group work.)
/10 Total:
/30
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Appendix D
Name: _______________________ Date: ___________ Essay Example The Perks of Being a Wallflower The Perks of Being a Wallflower is written in diary format. This provides a very unique perspective into Charlies life because it allows us to see all of his thoughts on everything he is experiencing, rather than seeing it from someone elses point of view. Usually in all the books we read we are just reading about someones life from the outside looking in, but in this book we got to experience all of Charlies feelings first-hand. This is a neat trait for a book to have because it allows us to connect to the main character on a much more personal level by giving us access to every intimate thought. It is also neat to read this text in diary format because it isnt in a usual diary format where someone writes an entry every day. Charlie writes his entries sporadically and sometimes there are several weeks in between entries, which is another detail that makes this book interesting. By only writing randomly, it only exposes us to events that Charlie finds really important, memorable, or influential. This provides insight into the more intimate side of Charlie because it allows us to see the moments that are the most important to him, rather than just a stream of consciousness diary. This is useful for us to understand the overall message of the text, because ultimately it is about how Charlie is indeed a wallflower. This novel being written in diary format allows us to see why Charlie is quiet and shy and why he feels the way he does. The Genre Project Unit Plan 38
sexual abuse he suffered from his aunt has ultimately forced him to become a tortured soul who is depressed and who greatly depends on other people for his happiness. When his friends stop talking to him because he kissed Sam at the party instead of Mary Elizabeth, it causes Charlie to plunge into a deep depression. We get to experience this first-hand, allowing us to truly see Charlies feelings throughout all of this. It is good that this text is written in diary format because it allows the reader to connect to the main character on a deeper level because there are many of us who could be experiencing some of the same things in their lives. Its great that we are able to read about these things in diary form because it helps us to realize that we are more alike than we think we are and we are all facing some sort of battle in our lives. This novel being written in diary format affects the conflicts and overall message of the novel by giving the reader a very one-sided, but very personal view, into events occurring in Charlies life. The overall message of the text is that while we may feel alone and that We accept the love we think we deserve (Chbosky, 24), we are not alone. We must learn to love ourselves and we will be okay. This book being written in diary form takes us on the personal journey of Charlie learning to love himself and finally becoming happy.
Works Cited Chbosky, Stephen. The Perks of Being a Wallflower. MTV Books/Pocket Books, 1999. Print.
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Rubric for Analytical Essay Objectives Points Comments Student used quotes and/or details from novel to support their thesis.
/15 Student made a clear analysis of the style and format of the literary work that they read in relation to the topics addressed in the novel.
/15 Student used proper grammar and language conventions throughout the paper. Student used MLA properly when citing and referencing outside sources.
/10 Total
/40
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Bridging Civics and Literature: Cross-Curricular Mini Lesson Zweck: As a literacy advocate in the school, it is important for us to reach out and connect ideas from our English classrooms to other subject areas. While our students are engaging with multigenre texts, they will also be studying American Government and Civics in their Social Studies class. This topic primarily deals with laws, policies, political parties, and the organization of governmental branches. There are thousands of articles that have been written on these topics because the US has parties of people with differing opinions on how the nation should be run. People rely heavily on argument and persuasion when writing about these topics. So how does this tie back to multigenre? Well, the overall theme of our unit is to get students thinking about how the way something is written effects a readers interpretation and understanding. An author that chooses to use instant messaging is trying to portray a much different message than an author using primarily statistics and interviews. Just as authors are aware of the audience they are writing for, so are people publishing opinionated articles about the government. For this mini lesson, our students will examine two sources written about Obamacare with contrasting opinions. They will then be asked to discuss with the class which article they found to be more effective/persuasive and what devices were similar/different between the authors (structure, ethos, logos, pathos etc.).
Common Core Standards CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Objectives: SWBAT Determine some of the key features of an argument. Genre Project Unit Plan 41
Compare and contrast the point of view of the two authors on Obamacare. Establish what specific choices were made by each author to express their view. Materials: Two Articles Paper and Pen/Highlighters Computer and Projector Anticipatory Set: Students will be shown a short segment of the 2012 presidential debate between Obama and Romney (https://www.youtube.com/watch?v=dkrwUU_YApE). This video functions in a few ways: it is a verbal example of what they will be encountering within the two articles, its an event many of them will be familiar with and can draw connections to as they read, and it combines the elements of social studies topics with the elements and speech and rhetoric of English. Before students begin watching this, we will make sure to tell them that is a prelude to their article activity so they watch it with a close eye and start activating knowledge. While they are watching the clip, we will be taking attendance and making sure every student has a copy of both articles. Tick Tock: Time Allowed Students Will Teachers Will 5 min: introduction video, reflection, and explanation -Listen to teachers reasoning for the video -Silently watch clip, take out piece of paper if needed for note taking -Volunteer to answer question -Listen to teachers explanation of the article activity -Tell students the video is leading into an activity involving two, contrasting ethics articles -Play clip for 3 min, take attendance and hand out articles while students are watching -After finishing the 3 min video segment students will be asked to raise their hand and point out an observation they made about the two mens debate styles and/or discussion points (WITHOUT bringing political affiliation into it) -Explain the activity 10 min: silent reading of the articles -Get out paper and different writing utensils to close read
-Read the two articles silently and independently for the allotted 10 min. -Ask students to take out a pen and different colored highlighters so they can mark various sections and devices (i.e. use pink every time the authors uses appeal to emotion) -Walk around the room and make sure Genre Project Unit Plan 42
-If finished early, jot down some points of interest for a discussion to follow every student stays on task -If a student is struggling, have them come sit at the teachers desk to avoid distracting other students and model reading a paragraph to them, point of key transition and signal words that would indicate something important like conversely
Summary: Students will reconvene after reading to themselves for 10 minutes and have a class discussion based on the notes taken and parts highlighted. Some questions that will be used to outline the discussion include- Which article was more convincing to you? Why? What did the authors do the same and what did they do differently? How does tone convey each authors message? If you noticed, both of these were taken from news websites. How does this change the way an author might structure or detail his/her story? Do they seem opinionated or fact based? After this mini lesson, students will move on to talk about these governmental issues in their Social Studies class and move on to practice argumentative writing in English class. Assessment: Formal assessment- At the end of the class period, students will be turning in their own paragraph arguing in favor or against some current headlining topic in government. Information assessment- By asking students to use different colors or pens to mark the articles during the close reading process, it will be clear which students are finding plenty of material to talk about and which ones are unable to identify and sort different aspects of the article. Students who are hardly highlighting anything would indicate to us that we might need to have an entirely separate unit on argument appeals, fallacies, and vocabulary. Homework/Follow Up: After having a class discussion on the two articles, we think it is important for students to take their observations and apply it to their own writing. Students will be asked to write a paragraph on any headlining topic in government of their choice and argue for or against it. They can choose to structure it however they see best fit. Part of tomorrows class will be spent having students share what they wrote with the class and peer reviewing. Accommodations: These articles were chosen because they are short in length and not jargon heavy, but if students are struggling to understand what is being discussed, we will stop the activity and spend some time giving some background on Obamacare and read sentences out loud to show students how they are intended to sound to an audience. If students seem to be taking a lot of notes, we will Genre Project Unit Plan 43
extend their close reading time. Visually impaired students will receive a large print version of these articles and all directions will be stated verbally. Our physically disabled student will be seated at a desk that is easily accessible and close to the teacher desk in case any help is needed during the reading. If the gifted students finish the article much earlier than everyone else, they will be asked to jot down some questions and thoughts in preparation for discussion. ADHD students can listen to music through headphones during the silent reading if it helps them to focus. Retread students will similarly be asked to think of any questions they can add to the discussion like the gifted students. Lower level readers will be called up to the teacher desk during reading if they are struggling and we will model reading strategies for them. Attachments: Woodward, R. (November 30, 2013). Obamacare may be dangerous to your health. Retrieved from http://www.thedailybeast.com/articles/2013/11/30/obamacare-may-be-dangerous-to-your- health.html. Kohn, S. (April 1, 2014). Obamacare is as American as the founding fathers. Retrieved from http://www.thedailybeast.com/articles/2014/04/01/obamacare-is-as-american-as-the-founding- fathers.html. Resources: K.A.