Unit Plan Unit 1 Grade 6 English Language Arts Rene LeBlanc EDUC-54 !

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Unit "'er'ie( Unit 1 Theme: Growing up coming of age o This first unit of sixth grade starts off the year with reflections on childhood from literature and poetry to students own experiences. The unit will take 4 weeks !" classes# $ased on ha%ing & classes a week 'eek 1: o $egin reading the (ook together in class o )ractice using the se%en key reading strategies as a class do think alouds so students understand what the teacher is looking for# o $egin discussing the setting* characters* plot* etc o $y the end of the week* students will (egin completing worksheets that ha%e them using the key reading strategies 'eek !: o The no%el will (e finished this week o +tudents ha%e (een completing worksheets on the important elements of the no%el o ,a%e also (een completing worksheets that ha%e them using different key reading strategies for each chapter 'eek -: o +tudents write a(out a childhood memory that they thought of while reading the no%el o .lass time will (e allotted for anyone who chooses to share their story with the class* (ut no student is forced to share o +tudents will (egin writing a pre/uel or se/uel to the no%el 'eek 4: o +tudents will finish writing their pre/uel or se/uel to the no%el o The last assignment for the unit will (e students presenting dramatic readings of scenes from the (ook o +tudents will watch the film %ersion of the no%el and note the differences (etween the mo%ie and (ook

Rati#nale Throughout the course of this unit* the students will (e studying the (ook Charlie and the Chocolate Factory (y 0onald 1ahl. 2 chose to co%er this (ook in class (ecause the main character* .harlie* is someone many of the students can relate too. The character is %ery close to their age and they will hopefully (e a(le to see themsel%es in his shoes. 2 also chose this (ook (ecause although not e%eryone in the class would ha%e read it (efore* many students will (e familiar with the story. $y reading this (ook* 2 am hoping to get students thinking a(out their own childhood memories and will (e getting them to

write a personal narrati%e story a(out one specific memory they ha%e. The students will also (e gi%en a chance to express their creati%ity through writing and other pro3ects throughout the unit. Pur)#se The purpose of this unit is to get students to work on %arious skills* such as reading* speaking* listening* %iewing and writing. The no%el students will (e reading is interesting and entertaining so the goal is to get students to en3oy reading (y gi%ing them a (ook they will like. Throughout this unit* students will (e working on using4applying the se%en key reading strategies listed on page 4# to help them grasp a (etter understanding on the text. 5arious assignments will (e gi%en to students to check their understanding and to engage them in en3oya(le learning acti%ities. Essential *uesti#ns 1. ,ow can we learn a(out characters and the authors who wrote a(out them6 !. ,ow can you relate to any of the characters or e%ents in the no%el6 -. 'hat does this no%el teach you a(out growing up6 General and +)eci,ic #utc#-es The specific curriculum outcomes that will (e focused on throughout this unit are: Speaking and Listening 7utcome !: +tudents will (e expected to communicate information and ideas effecti%ely and clearly* and to respond personally and critically. contri(ute to and respond constructi%ely in con%ersation* small8group and whole8 group discussion use word choice and emphasis* making a conscious attempt to produce a desired effect Reading and Viewing 7utcome 9: +tudents will (e expected to respond personally to a range of texts. reflect on and gi%e reasons for their interpretations of an increasing %ariety of texts 7utcome :: +tudents will (e expected to use writing and other forms of representation to explore* clarify* and reflect on their thoughts* feelings* experiences* and learnings; and to use their imaginations. use a range of strategies in writing and other ways of representing to compare their own thoughts and (eliefs with those of others descri(e feelings* reactions* %alues* and attitudes record and reflect on experiences and their responses to them -

make language choices to enhance meaning and achie%e interesting effects in imaginati%e writing and other ways of representing

+uggested student #utc#-es - 1esign (oth small8group and whole8group discussion to ensure that each student has opportunities to contri(ute information and share experiences and ideas. 8 2n student8teacher conferences and in response 3ournals* ha%e students respond to such /uestions a(out the no%el* as the following: do you ha%e /uestions a(out what happened are the characters (elie%a(le is there something a(out the story that makes you feel a certain way<happy* sad* anxious* em(arrassed how do you feel a(out a characters actions what predictions do you ha%e what /uestions would you ask the character or author a(out this

8 'hile reading the (ook* students will complete work sheets that ha%e them practice using the se%en key reading strategies. The goal is to get students used to using these strategies when reading so e%entually they will use them without e%en noticing. The se%en key reading strategies are: 1. !. -. 4. &. 9. ?. =cti%ate prior knowledge 1ecide whats important in a text +ynthesi>e information 1raw inferences during and after reading +elf8monitor comprehension 0epair faulty comprehension =sk /uestions

8 +tudents will also complete chapter /uestions to check for their understanding a(out the characters* the setting* the plot* etc. +tudents will learn the elements of a no%el* which are: +etting .haracters )lot Theme )oint of %iew

.e/ts0c#ntent1 .harlie and the .hocolate @actory (y 0onald 1ahl

2edia03ine arts c#nnecti#ns @ilm %ersion of .harlie and the .hocolate @actory 8 +tudents will (e asked to look at differences (etween the (ook and the film. 'hat are some of the differences (etween the (ook and the film6 =re these differences significant or unimportant6 1o they affect the story line6

E'aluati#n +trategies +elf and peer e%aluations Teacher e%aluation of students presentations =ssess students written responses for creati%ity* language* grammar* etc. 7(ser%e and record students work in groups Axamine the /uality and depth of students reflections

Di,,erentiati#n strategies 8 8 8 +tudents with difficulty reading can listen to an audio (ook %ersion of the (ook @or the students who may ha%e difficulty writing* the short story ru(ric and pre/uel4se/uel ru(ric will (e adapted for them marked (ased on what 2 know they are capa(le of. @or students who may not (e comforta(le performing4presenting in from of the class* they will (e permitted to %ideo tape their dramatic reading and play it for the class.

Re,erences Charlie and the Chocolate Factory (y 0onald 1ahl Charlie and the Chocolate Factory film %ersion !""&# A))endi/ 2 ha%e included three of the lessons that would take place throughout this unit. These three lessons do not follow one right after the other. There would (e other lessons in (etween.

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The first lesson 2 ha%e pro%ide would take place once students ha%e already completed the no%el. The second lesson would take place at the end of the third week and continue into the fourth week. The third lesson would (e one of the last things done in this unit.

2ini-Less#n 41 ! classes# Bini8Cesson for: Grade 9* Anglish Canguage =rts Unit Theme: Growing coming of age Assential Duestion: Text Title: .harlie and the .hocolate @actory (y 0onald 1ahl Genre: @antasy* @iction Bini8Cesson Topic: )ersonal Earrati%e of a .hildhood Bemory Essential +5ill #r C#nce)t1 0eading and 5iewing +trateg61 0eflect with writing 2ini-Less#n "utline1 Introduction: =s a class* we ha%e (een looking at the theme of growing up. 2ndi%idually* each student will write a(out a childhood memory that in%ol%es growing up. 2t can (e something as simple as the day you learned how to ride a (ike without training wheels* and how that made you feel. The goal is to express your own thoughts and feelings in your writing. Purpose/Ob ecti!e: To reflect on how they ha%e grown up so far in their li%es. To show students that e%en a small e%ent can ha%e an impact on their growth as a person. "aterials: +tudent copy of the (ook )aper )encils4pens "odel: +tudents will (egin (y picking a childhood memory they would like to write a(out* that could relate to the .harlies experiences in the no%el +tudents will draw a concept map with their topic in the middle. 7n (ranches off the main topic they will add the setting* time* characters* main ideas* etc see attached example#. +tudents will then (egin the writing of their childhood memory. =fter they ha%e finished writing* they will take the time to edit it themsel%es and

su(mit a final copy. The story should (e 18! pages in length

#hink $loud: 1uring class* to get students thinking a(out writing their own childhood memory* 2 will read to them a short childhood memory of my own see attached#. 2 will also gi%e students ideas to start off their (rainstorming for their childhood memory. %uided practice: The teacher will help students in (rainstorming their ideas and to (egin the writing process +tudents will (e encouraged to choose what e%er memory they would like to write a(out &!aluation: A%aluated for the six writing traits +ee attached ru(ric# 'i((erentiate: +tudents who may feel uncomforta(le a(out writing a(out one of their childhood memories can write one a(out a story their parents may ha%e told them* a memory a friend told them (ut should change the names#* or a narrati%e written from the perspecti%e of .harlie. Re(lection/$(ter the lesson: +tudents will reflect on how they ha%e grown up so far in their li%es. 'hat are some things they used to en3oy doing when they were young children (ut no longer find fun6

C#nce)t 2a)
.hildhood memory (eing descri(ed: the day 2 learned to ride my (ike

8 )lace the memory you are writing a(out in the middle of the concept map4we( 8 =ttach people* place* feelings* etc to the main memory 8 1escripti%e words may (e attached to other words in the map

Childh##d 2e-#r6
8 Axample of a childhood memory to read to the class. +hows students what you as a teacher are looking for when they are writing their childhood memories. +tudents should think of a memory that in%ol%ed them growing up. 'hen 2 was ten years old* 2 finally learned how to ride a (ike without training wheels. By mom and dad had tried many times to take my training wheels off (efore (ut 2 always refused. 2 was scared 2 would fall off and hurt myself. 2t was a hot* sunny summer day at my cottage in )A2. 2 woke up early and was determined to learn how to ride my (ike. =ll my other friends had learned how a few years ago so 2 felt like 2 was falling (ehind. 2 woke my parents up early that morning and asked them to come outside and take the training wheels off of my (ike. They were surprised that 2 was asking them to do that (ecause they had tried so many times (efore. 7nce the training wheels were off* 2 hopped on the (ike* started to peddle* and tipped right o%er. 2 got up* dusted myself off and 3umped (ack

on my (ike. 2 kept trying and trying with no luck. =fter a few hours 2 (egan to get %ery frustrated (ut 2 decided to try one more time. 2 hopped on my (ike and (egan to peddle. To my surprise* 2 3ust kept peddling and peddling without falling o%er. 2 finally did it; 2 learned how to ride my (ike.
Childh##d 2e-#r6 Ru$ric Childh##d 2e-#r6 Ru$ric 'riting has a clear* well8focused main idea and interesting* carefully chosen details that go (eyond the o(%ious to support or expand the main idea. 'riting is logical and easy to follow* the lead gra(s the readers attention* and e%ery detail seems to come at the right time and in the right place. 'ords help to make the message clear* memora(le and interesting. +ensory language is used to help the reader see* hear* feel* taste or smell. 5oice is strong and indi%idual* enthusiasm gets the reader hooked* and writer has used 3ust the right %oice for this topic. 'riting is smooth* natural* and easy to read. =lmost all sentences (eing in a different way* long and short sentences add %ariety. 'riter is in control of con%entions correctly to help make the meaning clear. The spelling* punctuation* grammar* and capitali>ation are all* for the most part* correct. 1e%eloping Amerging ! Axperimenting 1 Childh##d 2e-#r6 E'aluati#n +heet Barks .omments .ontent 7rgani>ation 'ord .hoice

.ontent 7rgani>ation 'ord .hoice 5oice +entence @luency .on%entions

Axceptional 9 +trong & Affecti%e 4

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5oice +entence @luency .on%entions

2ini-Less#n 4 - classes# Bini8Cesson for: Grade 9* Anglish Canguage =rts Unit Theme: Growing up coming of age Assential Duestion: Text Title4Genre: .harlie and the .hocolate @actory (y 0onald 1ahl Genre: @antasy* @iction Bini8Cesson Topic: Earrati%e 'riting 'riting a pre/uel or se/uel to Charlie and the Chocolate Factory Essential +5ill #r C#nce)t1 'riting and 7ther 'ays of 0epresenting +trateg61 .hecking understanding through writing 2ini-Less#n "utline1 Introduction: 'rite a pre/uel or a se/uel to .harlie and the .hocolate @actory (y 0onald 1ahl. 'hat elements of the original are important to maintain in creating a pre/uel6 'hat elements of setting e.g.* time* place* en%ironment# will you include6 $e sure to stay true to the original characters and open with an exciting scene to catch the readers attention. Purpose/Ob ecti!e: The purpose of this lesson is to check students understanding of the no%el (ased on what characters and original elements of the story they choose to incorporate into their pre/uel or se/uel of the (ook. "aterials: +tudent copies of Charlie and the Chocolate Factory )aper )encils4pens )eer e%aluation sheets +elf e%aluation sheets "odel: +tudents will (e gi%en a choice (oard see attached#

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+tudents will choose to write a pre/uel or se/uel to the (ook They will (e a(le to write it as a comic (ook* a picture (ook or a short story

#hink $loud: 2 will read to the students the (eginning of a se/uel to the (ook that 2 wrote see attached# to gi%e students an idea of what 2 am looking for 2 will then help students to decide which elements of the original (ook should (e incorporated in their text (y talking a(out the ones 2 chose in my %ersion* and how 2 chose those elements %uided practice: +tudents will (e guided (y the teacher to write on their own 7nce the writing process is o%er* students will (e paired up to peer e%aluate each others work see peer e%aluation sheet attached# +tudents will fill out a self e%aluation sheet (efore once they ha%e finished the assignment see attached sheet# &!aluation: A%aluated student work for creati%ity .heck for understanding (ased on what elements of the original story they chose to incorporate +ee attached ru(rics 'i((erentiate: @or the students who may ha%e difficulty writing* the short story ru(ric and pre/uel4se/uel ru(ric will (e adapted for them marked (ased on what 2 know they are capa(le of. Re(lection/$(ter the lesson: To reflect on their work* students will fill out a self8e%aluation sheet and will also ha%e the chance to read their peer e%aluation sheets to see what others thought of their work.

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Ch#ice B#ard - +tudents will choose one acti%ity from each of the two categories. .ategory 1: 'rite a 18! page pre/uel to the no%el .harlie and the .hocolate @actory .ategory !: 0epresent your pre/uel4se/uel as a comic (ook. 0epresent your pre/uel4se/uel as an illustrated childrens (ook. ,and in your pre/uel4se/uel typed with one illustration as a co%er page.

'rite a 18! page se/uel to the no%el .harlie and the .hocolate @actory

*all students are expected to submit a written copy of their prequel/sequel before choosing something from category 2.

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E/a-)le #, a +e7uel t# Charlie and the Chocolate Factory 8 0ead to the students to get them to start thinking a(out writing their pre/uel or se/uel. Tell students theirs must (e longer than this one (ut it should ha%e some kind of important e%en take place. 'hat aspects characters* setting* e%ents* etc# of the original story should (e included in their work6 .harlie and the rest of this family mo%ed into 'illy 'onkas .hocolate @actory; it was their new home and they lo%ed it. =(out a week after the family mo%ed in* weird things (egan happening. =ll the chocolate no longer tasted like chocolate. =ll the candy tasted like (roccoli and $russels sprouts. The oompa loompas were all getting %ery* %ery sick. .harlie did not understand what was happening* (ut he was going to get to the (ottom of it. To (e continuedG.

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+el, E'aluati#n +heet +el, E'aluati#n +heet 1 thing you liked a(out this assignment 1 thing you disliked a(out the assignment 1 thing you did well 1 thing that could use impro%ement

Peer E'aluati#n +heet 8 'hen doing peer editing students can help correct con%entions on the actual text. +tudents will then (e asked to fill out a peer e%aluation sheet (y writing one thing they liked a(out the story and two things that could (e impro%ed on for the final copy. Peer E'aluati#n +heet Ciked Eeeds 2mpro%ement H1 Eeeds 2mpro%ement H!

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8arrati'e 9riting Ru$ric 8arrati'e 9riting Ru$ric 'riting has a clear* well8focused main idea and interesting* carefully chosen details that go (eyond the o(%ious to support or expand the main idea. 'riting is logical and easy to follow* the lead gra(s the readers attention* and e%ery detail seems to come at the right time and in the right place. 'ords help to make the message clear* memora(le and interesting. +ensory language is used to help the reader see* hear* feel* taste or smell. 5oice is strong and indi%idual* enthusiasm gets the reader hooked* and writer has used 3ust the right %oice for this topic. 'riting is smooth* natural* and easy to read. =lmost all sentences (eing in a different way* long and short sentences add %ariety. 'riter is in control of con%entions correctly to help make the meaning clear. The spelling* punctuation* grammar* and capitali>ation are all* for the most part* correct. 1e%eloping Amerging ! Axperimenting 1 8arrati'e 9riting E'aluati#n +heet Barks .omments .ontent 7rgani>ation 'ord .hoice

.ontent 7rgani>ation 'ord .hoice 5oice +entence @luency .on%entions

Axceptional 9 +trong & Affecti%e 4

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5oice +entence @luency .on%entions

2ini-Less#n 4! ! classes# Bini8Cesson for: Grade 9* Anglish Canguage =rts Unit Theme: Growing up coming of age Assential Duestion: Text Title4Genre: .harlie and the .hocolate @actory (y 0onald 1ahl Genre: @antasy* @iction Bini8Cesson Topic: 1ramati>ation4@luency Essential +5ill #r C#nce)t1 +peaking and Cistening +trateg61 'ork on speaking and listening skills through dramatic readings and acting out scenes from the no%el. 2ini-Less#n "utline1 2ntroduction: +tudents will get to do a dramatic reading of a scene from the (ook or act or a scene. Purpose/Ob ecti!e: To get students to work on their speaking skills (y presenting a scene from the (ook to the class. ,a%e students work on their listening skills (y engaging in the presentation and asking each group /uestions at the end of their scene. Baterials: .opies of the (ook for each student )aper )encils4pens Bodel: +tudents will (e put into small groups* -84 students* and will (e asked to do a dramatic reading or act out a scene from the (ook teacher will group students together to (alance a(ility le%els# ,a%e each group select a different scene from the (ook get each group to list their top three scenes and the teacher will decide which of the three they will use 1?

(ased on a(ility le%els# +tudents will (e gi%en class time to prepare their presentation +tudents are allowed to dress up in costumes for their performance if they wish

Think =loud: )ro%ide a short example of a dramatic reading in class* (ased on a scene chosen from the (ook doing different character %oices* actions* etc# +how enthusiasm when reading to show students what you are looking for

Guided practice: 7nce it has (een decided what scene each group will (e presenting* students are a(le to decide on how they want to approach the presentation The teacher will (e a%aila(le to answer any /uestions throughout the lesson Gi%e them suggestions a(out actions* props and %oices A%aluation: +ee attached ru(ric 1ifferentiate: @or students who may not (e comforta(le performing4presenting in from of the class* they will (e permitted to %ideo tape their dramatic reading and play it for the class. 0eflection4=fter the lesson: +tudents will write a short exit slip on the unit. +tudents will (e asked to list 18! things they really liked a(out the unit and 18! things they did not like or would ha%e changed.

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Readers .heatre Ru$ric 2ndi%idual +cores

1eli%ery

4 E/cellent
+tudent read the script with confidence and expression* made gestures and good eye contact* and used props to add to the performance +tudent worked cooperati%ely with the group in all aspects of the pro3ect and shared all responsi(ilities and ideas well

! G##d
+tudent read the script with some expression* gestures* eye contact* and use of props

3air
+tudent read the script (ut had little expression* few gestures* little eye contact* or did not use props appropriately +tudent worked cooperati%ely with group in some aspects of the pro3ect (ut sometimes could not agree on what to do and wasted time

1 8eeds :-)r#'e-ent
+tudent had difficulty reading the script and consistently did not use expression* eye contact* or props appropriately +tudent did not work co8 operati%ely together with group and could not agree on what to do. +tudent did not share responsi(ilities or ideas and wasted time

.ooperation with Group

+tudent worked cooperati%ely with group in most aspects of the pro3ect and shared most responsi(ilities and ideas

.omments

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