UnitPlan:

DEPARTMENT: English

COURSE/GRADE: Accelerated 7

UNIT: 1 Learning through School and Learning through Life: What role does learning play in my life and my future?

Big Idea/ Essential Question/ Concept/ Theme

What role does my learning play in my life and my future? How do I learn?

How do we define education?

Where & how do I learn?
What does learning have to do with my life and my future?

Learning Goals: (2-4 goals per unit)

Character Analysis
Research Skills (read informational texts & determine credibility)
Writing for Argument
Public Speaking
Compare-Contrast
Learning through Life
Learning through Education

Standards Alignment Source:

8.4.1.1. (Fiction); 8.5.1.1 (Nonfiction); Cite the textual evidence that most strongly supports an analysis of what Minnesota Academic
the text says explicitly as well as inferences drawn from the text. Standards in English
Language Arts Final Dec
2014
8.4.2.2 Determine a theme or central idea of a text, and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8.4.3.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects
of a character, or provoke a decision.

8.4.6.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects as suspense or humor.

8.7.1.1 Write arguments to support claims with clear reasons and relevant evidence.

8.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

8.7.2.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

8.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.

8.7.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.

8.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essential Learnings: Essential Skills:

Pull evidence from a text to support a theory about a

Readers develop theories about characters by attending to what a character.
character says/thinks/does and how others react to the character Analyze authors craft and the impact it has on the text.
Readers use the actions and choices of characters in order to Write a literary analysis paper.
determine themes/life lessons Develop a claim
Writers use techniques to craft an argument and prove a point Cite supporting evidence
(authors craft) Elaborate by explaining
 Critical readers assess the credibility of sources Elaborate by analyzing authors craft
Writers cite credible sources in order to best support their argument Research and determine the credibility of sources
Cite information from sources using MLA format and signal
phrases
Compare and contrast information from multiple sources in
order to draw conclusions
Synthesize elements from various sources to create a new
imagined whole
Make inferences based on textual evidence
Write for argument to support a claim
Incorporate pathos, logos, and ethos in argument as
appropriate

Learning Targets: (I can statements) Key Academic Vocabulary:

Direct characterization
I can discuss text with my peers by listening to and building on their ideas. Indirect characterization
I can develop theories about characters by tracking direct and indirect characterization. Text evidence
I can use the actions and choices of a character to help me identify a texts key theme or Elaborations / Elaborate
life lesson. Synthesize
I can make inferences based on textual evidence. Word choice
I can support my ideas through text evidence and elaborations (both in nonfiction and Credibility
fiction). Analyze
I can analyze authors word choice and use of language to support my interpretation of a Theme
text. Inference
I can research collaboratively with my peers in order to reach a common understanding Educational system
about a topic. Argument
I can assess a sources credibility. Claim
I can develop an argument and support my claim using facts and explanations Cite
(on-demand approach). Source
I can analyze various educational systems to understand the different parts. Authors craft
Through compare and contrast, I can determine which parts of various educational Figurative Language
systems would help me learn best. Compare-Contrast
I can synthesize parts of various educational systems to create a system that I think Pathos
would help me learn best. Logos
I can incorporate elements of pathos, logos, and ethos into my argument. Ethos
I can incorporate sentence variety into my writing.
I can proofread and revise my writing to ensure proper grammar, punctuation, and
 spelling.

Common Formative Assessment for Learning:

Character Analysis
notes/chart tracking evidence
book club discussions
paper along the way

Research Presentations--Informational speech about another countrys educational system

Assessing presentation skills (verbal and nonverbal)
Compare/Contrasting the educational systems in different countries (note-taking to prepare for their presentations and during the
presentations of others)

Formative Check-In on Note-taking

Use articles about our U.S. Education system--taking notes on the categories of roles and responsibilities, who goes to school,
environment, content, and testing/assessment
Move through Gradual Release with these categories (Think Aloud, Think Together, Partner Practice, Independent)--formative

Summative Assessment of Learning (Performance Assessment):

Character Analysis Summative

On-Demand Argument Writing

What is the best educational system or combination of systems in terms of roles and responsibilities, who goes to school, environment,
content, and testing/assessment? Why?

Research Presentations
Assessing research skills
Incorporating sources
Works Cited
Summarizing information
Learning Plan:

Learning Through Life:

Developing a theory about a character--What does the character learn? How does the character learn it through their interactions with others and
experiences?
Model with an anchor text (approx. 2 days)
Purpose: Introduce/model characterization (thoughts, actions, reactions)--this could be done with a childrens/picture book
Develop a theory about the character (Smoky Night by Eve Bunting; Feathers & Fools by Mem Fox)
Pull evidence from a text: how to track evidence
Model with an anchor text/novel (or excerpts from To Kill a Mockingbird--chapter 11 Mrs. DuBois) - approx. 3-5 days
Setting the stage for organization (notebook/online - how to organize your thinking)
Discuss - Word choice authors craft - impact of word choice. Connotation. Purpose. N-word used by Mrs. D. Jems word
choice to describe Mrs. D (Old Witch).
Tracking character traits and choosing quotes (formatting)
Direct characterization
What does the character say?
What does the character think?
Indirect characterization
What do others say about the character?
What do others think about the character?
Supporting inferences/characterization (Read, react, & elaborate - quickwrite; brain dump using evidence from reading)
First three minutes, last three minutes (brain dump)
Brain dump: What does this trait or interaction tell you about how the character views the world?
EXAMPLE: When Mrs. DuBois insults Atticus, Jem ruins her flowers-->protective of his family-->Jem believes that
his family is good and anyone who attacks his family is not.
Writing Sample: Why does Mrs. D send Jem the flower? Is she being vindictive / spiteful or she offering him an
important thank you.
Determining theme (How does my thinking throughout the text lead me to a theme?): Model using anchor text
What does the character learn?
What am I learning from the character?
How do I write a topic sentence, support with evidence, and elaborate?
Character Analysis (Book Clubs)
Incorporating grammar skills through the writing process including sentence variety (simple, compound, and complex),
capitalization, common usage errors, and spelling
Repeat above as we do to I do
Write a lit analysis - Character Analysis with change and theme
Character tracking
Outline
Rubric
Learning Through Education Systems:
Why and how do I learn? How do other cultures learn and value learning in their school systems?

Introduction
In your book club novels, all of your characters have learned lessons in different ways and different contexts. One of the ways we learn is
through our educational/school experiences. Even within schools, there are different ways of learning.
Reading/Learning Inventory (may need tweaking): https://drive.google.com/drive/folders/0Bxx8i7uuuRAFblVqcVpIZ2RtdUU
Learning Styles Assessment: http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

Model using U.S. Education system

Excerpt from TKM (Scout knows how to read - Chapter 2; Chapter 4)
What does this say about the U.S. education system?
How does the character respond to this?
Reflection - How does that experience seem similar or different from your experience in school?
Use articles about our U.S. Education system--taking notes on the categories of roles and responsibilities, who goes to school,
environment, content, and testing/assessment
Move through Gradual Release with these categories (Think Aloud, Think Together, Partner Practice, Independent)--formative
TEXT STRUCTURE REVIEW WHERE POSSIBLE (Chronological, cause / effect, question / answer, sequential, descriptive,
problem / solution).
Modeling the Summary Strategy:
Summarizing texts using the Summary Assistant

Researching other educational systems: (Student Choice - Teacher-provided list)

PBS Specials on other educational systems:
https://tpt.pbslearningmedia.org/resource/vtl07.la.rv.text.lpcomped/comparing-education-around-the-world/#.WLcGhRLyvfa
http://www.pbs.org/wnet/wideangle/episodes/time-for-school-series/interview-angelique-kidjo/?p=5578&scrlybrkr=3b98e4ae#

Choosing credible sources

What sources are credible?
How can I find them?
How do I cite them?
In a speech--the use of signal phrases to introduce sources (credibility).
Work Cited must be included with the presentation

What to look for while researching?

Roles and responsibilities
Parents
Teachers
 Students
Other professionals - tutors?
Discipline / rules
Who goes to school?
Mandatory
Free? Cost?
Gender?
Age?
Environment
Schedule (year-round? Daily schedule?)
Structure of day
Technology
Appearance of classroom/furniture
Content:
Tracking
Core classes
Special Needs
High Potential
Homework
Preparation for real world
Testing/Assessment
Standardized testing--purpose?
Tracking
Grading
Finding relevant evidence
What details support my claim?
How do I pull evidence instead of reasons/claims?
Compare-Contrast (Country of choice vs. US system)
Multimedia presentations with a group re: other countrys educational system
Gallery walk/Jigsaw format
Mediascapes?
Students using Canvas Discussions (or another format) will make their presentations accessible to their classmates for
further review
Potential Countries
Japan
Korea
Germany
Spain
England
 Nigeria
Kenya
Mexico
Guatemala
India
Finland
Sweden
Text Structures
Compare/Contrast for note-taking - US systems of education vs. other countries (during and after informational speeches)
CLAIM Sentence (not intro paragraph): My ideal educational system is one country [name it] or a combination of what
several countries [name them] offer...

On-Demand Writing: What is the best educational system or combination of systems in terms of roles and responsibilities, who goes to school,
environment, content, and testing/assessment? Why?
Students will use their compare-contrast notes to write an on-demand essay
They will be expected to support their choice(s) by referring to what theyve learned from the presentations, but they do not have to quote
directly or cite sources.

Strategies for Intervention and Differentiation

Research:
Guide students toward specific resources as needed (databases, etc.)
Thoughtful group placement for presentations
Graphic organizers available and guides for content and organization of writing / presenting (where needed)

Character Analysis:
Additional modeling (Think Aloud, Think Together) as a whole class or with small groups as needed
Additional Ideas:
How do I learn? Synthesizing all the information they have learned from their fiction reading, research, and life. Build an argument around the most
powerful lessons they have learned, elaborate, and explain.