Rough+Draft

Unit Plan (revised 7/14/09)

Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Summative Rubric

What grade level expectations/state standards? KUD - know, understand, do How are we measuring? How does differentiation fall in here? How are students demonstrating their knowledge (i.e. visual, writing, etc.)? Holistic or Analytic Rubrics? - need to use for some things to see what kids are getting, do not need data on every class or every assessment use hints (i.e. if this is a class you're keeping data on...) What kind of graphic organizers should we use - what kind can be used throughout the unit over and over again? What summarizers will you use?

Standards: 2.4f - Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author’s purpose. 2.4h? - Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion. 2.4i - Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences. 2.4j - Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence. 2.5b - Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions. 2.5f - Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them. 2.5g - Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text. 2.5i/j? - Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)

4.1f - Using appropriate texts, students will be able to connect their own experiences to those of literary characters by (f) relating the theme of literary text and media to personal experiences. 4.1g - Using appropriate texts, students will be able to connect their own experiences to those of literary characters by (g) seeking other literary texts and media as the result of literary experience. 4.2a - Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by (a) making inferences about content, events, characters, setting, and author’s decisions. 4.2c - Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author’s decisions such as word choice, style, content, and literary elements, (e2) Understanding […] the author’s intent in choosing a particular genre. 4.2f - Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (f) identifying the effect of point of view. 4.3a? - Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures. 4.4a - Using appropriate texts, students will be able to connect their own experiences to those of literary characters by (a) using literature as a resource for shaping decisions. 4.4b - Using literature appropriate for age, stage, and interests, students will be able to apply knowledge gained from literature as a basis for understanding self and society by (b) using literature as a resource for understanding social and political issues.

What skills are we addressing? POV (bias & propaganda) author's purpose, and theme of price of progress voice, tone, diction, persuasion, audience, 3rd omniscient/limited & 1st person, 2nd person Fiction/non-fiction

Essential Question: 1. Purpose/POV - What is the relationship between reader and writer [what does the writer want the reader to know, understand, and do]? What is the author saying? How do I know? What is the gist? What is the main idea? What is the author inferencing (or trying to tell the reader)? How do I know I am getting the point and not merely imposing my views and experience? [Connecting the dots - use portraits/pictures to teach inferencing] 2. POV - What is the point-of-view? How do I know? What proof do I have? 3. Bias - How can a reader recognize truth in text? What should we do when texts or authors disagree? How does the author's choice of words (diction) and attitude (tone) influence the main idea [or affect the reader's understanding] (i.e. assumptions,biases, and preconceptions)? How do I know? What is the proof? 4. What does a reader gain from re-visiting or rereading a text? [seven reading strategies] 5. What is the POV and how does it help convey the author's message?

Differentiation: 1. Inquiry based - have students discover strategies in groups and come together 2. Direct instruction - Give students strategies 3. Using different texts: newspaper, magazines, pictures, video clips, plays/drama 4. Reader's Theater - each student becomes a character in the text 5. Selection of different texts: My Sister's Keeper, So long and Thanks for All the Fish

summative Assessment: