Unit 1 launch : choices materials

UNIT 1 LAUNCH : CHOICESMATERIALS1. Unit 1 Project Rubric2. Unit Self-Assessment3. Reading and Literary Analysis Unit Test4. Grammar and Writing Unit Test (5 pages total)5. Unit 1 Test Student Profile6. Unit 1 Cluster Test Profiles7. Trait Unit: Focus and Unity8. Writing Traits Class Profile9. Writing Portfolio Coversheet10. Writing Portfolio Record of Scores11. Writing Portfolio Strengths, Needs, Self- and Peer

Assessments

What influences a person’s choices?

Unit Launch:

ESSENTIAL QUESTION:

ObjectivesReading— Students will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.

Writing— Students will take notes on peers’ points of view and respond to a prompt in complete sentences.

Speaking & Listening— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

ESSENTIAL QUESTION:What influences a person’s choices?

Unit Launch:DAY 1Bellwork:

Copy Objectives (5 min)

BRAINSTORM MAP 8/27/13

What Influence

s Choices?

Friend’s

opinions

Rules at

home or

school

Personal preferen

ce

TV/ads

5 Minutes! In your binders, think about one choice you’ve made and chart influences on that choice. Be prepared to volunteer to share!

1min. One Volunteer please share.

OPRAH VS. EINSTEIN (3)

ObjectiveStudents will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.t

Everything is determined, the beginning as well as the end,by forces over which we have no control.

–Albert Einstein determined: already decided, setcontrol: power, choice“painting a canvas”: every thought you have and each choice you make changes the painting.

With every experience, you alone are painting your own canvas, thought by thought, choice by choice.

-Oprah Winfrey


Writing— Students will take notes on peers’ points of view

Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.


Unit Launch:DAY 1Bellwork:


FOUR CORNERS & EXPERT GROUPS ROUTINES (3)

D

BA

C#1- Choose

• Choose one position (belief)• At seats, write 1 or 2 reasons why using

following sentence frame:

I mostly /strongly agree with Oprah / Einstein that people do /do not control their lives because___ . Also _______ .#2 - Expert Groups

• At teacher’s cue go to that corner

• Write date & title for activity: Oprah vs. Einstein

• Share your strongest point• Jot down important

words/phrase from each person in group

Example:8/24 Oprah vs. Einstein• Jesus: way you’re raised• Cecelia: • Jose: • Alhaji:

#3 - Report Out• Volunteer from each Expert

Group shares with class their group’s strongest points

• use academic sentence frames.

We all agreed mostly / strongly with Oprah / Einstein that people do / do not control their own lives.

Jose raised a valid /really strong point.He / she stated that ___________ added _______

15 min


Writing— Students will take notes on peers’ points of view

Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.

OBJECTIVE CHECKUnit Launch:DAY 1Bellwork:


Choose and respond to 1 of the 2 prompts (questions). Restate the prompt as your topic sentence.

1. Was it difficult to choose only one opinion? Why or why not?

2. Did the class discussion change any of your classmates’ positions? How so?

Unit Launch:EXIT TICKET: (5 minutes)

8/28/13


LASTLY: PLACE YOUR BELLWORK INSIDE FRONT COVER OF MINI NOTEBOOK AND PUT IN A PILE ON TABLE.

TEAM CAPTAINS: Please collect these items & turn in.

Reading— Students will read and interpret a table to analyze and evaluate the effect of family, friends, circumstances, and society on choices.

Writing— The students will develop main ideas and content that fully focuses on a prompt with relevant, thorough, and effective support. Speaking & Listening— Students will discuss opinions with peers and support their ideas with evidence from table data and from their own experiences.

ESSENTIAL QUESTION:What influences a person’s choices?Unit

Launch:DAY 2Bellwork:Copy Objectives (5 min)

OBJECTIVES:

DO 1 or 2 or 3

1. Which fact can you most relate to? Why?

2. Which fact do you wish was true for you? How could you make it a reality?

PARAGRAPH3. The greatest influence on teens’

choices is family / friends / culture / money / media.

First, … Also, … Finally, …First off, What’s more, Furthermore

(provide 3 reasons WITH examples.)

Unit Launch:EXIT TICKET:

WRITTEN REFLECTION:DAY 2

Answer:#1 OR #2 OR

#3

8/29/13


Reading Objectives -- Students will plan and monitor their reading by making predictions, and later revising predictions.

Students will determine (figure out) the meaning of new academic vocabulary. Writing Objective—Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.


Unit Launch:DAY 3

Bellwork5 min Total!

1.Copy Objectives

2.Respond: What do you predict I would do if you were late to class? Why do you think so?

Reading Objectives -- Students will plan and monitor their reading

by making and revising predictions.

Students will determine the meaning of new academic vocabulary. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.


Unit Launch:DAY 3 Objective Check 1

min!

Team leaders:hand out pp.4 + 5

Read the title of today’s text. Identify the setting. Preview any pictures. Predict what might happen.


Unit Launch:

DAY 3

2 min!

What does our first READING objective today state? What does it mean to plan and monitor? What you just did is part of that—you PLANNED by previewing and making predictions. You monitored by tracking your predictions!


Launch:

DAY 3

to tell what will happen based on some observation or

reasoning

What does it mean?

to tell about tomorrow’s weather

Example

to take a wild guessNon-example/

Antonym

to predict

1 min!

3 min! Draw Fast!

3 min! Draw Fast!Create this vocabulary

map in your binders

& fill in meaning for predict(ion). (Bottom p.5)


Launch:

DAY 3

10 min!1. Listen to fluent reading: On the Bus

2. Shoulder partners (p.5,) What will Catherine do? In binder, list all possible choices she could make.a) Catherine could ________________.b) Or ____________________________.c) Or ____________________________.

3. Place a star next to, or circle the prediction you feel is the most accurate (correct).


Launch:

DAY 3

TEAMS Choose 1 to DISCUSS

5 min!

• Which action do you predict she will take/do? Explain.

• What do you already know about Catherine that may help to validate (prove) your prediction? (In other words, what evidence in the text about Catherine could help prove your point?) Quote it “ ”

(2 tickets)• What would you like to know about Catherine

that will give you more confidence in (believe in) your prediction?

(3 tickets)

REPORT! 5 min!Read: What does it

mean to plan and monitor? p.5

Reading Objectives -- Students will plan and monitor their reading by making and revising predictions.Students will determine (figure out) the

meaning of new academic vocabulary. Writing Objective—Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective—Students will participate actively in discussions and communicate ideas clearly.


Unit Launch:DAY 3

Respond to the following with your BEST EFFORT.5 min!

1. How can you tell whether a friend will like a gift you will give them?

2. Next, complete Word Map for the term: monitor.

Unit Launch:EXIT TICKET

DAY 3Written Reflection:

1) Complete the prompt.

2) Complete Word Web with the term monitor.


to keep track of, to check What does it mean?

???????????????Example

to forget aboutNon-example

to monitor

R: Reading Objective: Students will identify short story elements (parts): characterization, setting, and plot.

Students will explore how story elements are connected and influence characters’ actions and choices.

W: Writing Objective—Students will compose a test item(s) about reading short stories as an aid to remember short story elements.

S: Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.


Unit Launch:DAY 4Bellwork:Copy Objectives (5 min)

OBJECTIVES:

CHARACTERIZATIONAUTHOR’S CLUES OF WHAT

THEIR CHARACTERS ARE LIKE

Describing Words

Dialogue

Action of Character

Action/Reaction of others towards character


THEIR CHARACTERS ARE LIKE 5 MIN

1] Describing Words:what a character looks

likequalities/traits

2] Dialogue:what character says or

thinks how he/she expresses

himself/ herself

1] Example of Describing Words

Catherine: shy, freshman teen

2] Example of Dialogue:Catherine: admires James


THEIR CHARACTERS ARE LIKE (5 MIN)

3] Example of Actions:Catherine: looks at Stephone

4] Example of Reactions that affect char:

Catherine: decides she doesn’t like James because of his taunting (teasing)

3] Actions:what the character does

4] Reactions that affect char:

how the actions/reactions of

others affect the character

In every class (except science) write your analyses and observations in the PRESENT VERB TENSE whenever possible.

STORY ELEMENT: SETTING + CHARACTERIZATION (5 MIN)

SETTING1. Characters make choices based on who they are and the situation they’re in.2. Where and when story takes place

SETTING Example:Catherine: new high school freshman year is unconfident. If she was in her senior year at same high school, she’d be more confident.Settings: new school, high school, bus, church, neighborhood

STORY ELEMENT: PLOT + CHARACTERIZATION (5 MIN)

PLOT = Events + problems (caused by choices)+ resolutionchoices the author causes characters to make that influence the events of the story. PLOT /Sequence Example:

Catherine: James notices Catherine for all wrong reasons [problem]. She’s hurt [problem] because of the time he teased her [event]. He gets his MP3 player stolen. Catherine will probably do nothing to help him get his MP3 back. Doing nothing still doesn’t get him to notice her for the right reasons. [problem]

Question: Will the environment and challenges of a public school cause Catherine to become less Christian-like?

OBJECTIVES (1 MIN)

Reading Objective: Students will identify short story elements, explore how each is connected, and how each influences a character’s actions and choices.

Writing Objective—Students will create a test item(s) about reading short stories as an aid to remember short story elements.

Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.

5 min!Complete Word Map for the term: monitor.

Unit Launch:

BELL WORK

9/5/13


to keep track of, to check What does it mean?

???????????????Example

to forget aboutNon-example

to monitor

OBJECTIVES (1 MIN)

Reading Objective: Students will analyze a setting within a story and determine its influence on a character.



REVIEW/RECAP STORYCHARACTERIZATION (2 MIN)

AUTHOR’S CLUES OF WHAT THEIR CHARACTERS ARE LIKE

1) Describing Words2) Dialogue/ Thoughts3) Actions of Character4) Actions/Reactions of others towards character

SETTINGINFLUENCES CHOICES CHARACTERS MAKE

PLOTDRIVES STORY EVENTS AS RESULT OF

CHARACTERS’ CHOICES

1) Situations, 2) Events3) Time story or events take place4) Weather, seasons

1) Events 2) Problems/complications (caused by choices)3) Resolution

YOUR TURN! (5 MIN!)GROUPS give it a try using the character James

• describing words• dialogue /thoughts• actions by character• actions/reactions of others that affect the

character

Characterization

Write a quote from a character. What does it reveal (show) about him?

Describe action done by the character. How do you think it will affect the character in the

end? o Identify a reaction towards James by another

character.o How does the reaction affect him?

OBJECTIVES (1 MIN)

Reading Objective: Students will analyze the plot of a story and determine how a character has influenced/determined the plot.



9/9/13

9/9/13 OBJECTIVES (5 MIN)Bellwork: DO NOT COPY OBJECTIVES TODAY!

BUT Please DO RECOPY the Characterization Clue chart below.OBJECTIVES (2 min)

Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take. Writing Objective—Students will write a brief paragraph using a topic sentence and supporting

details to explain how setting influences a character.Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.

1) describing words2) dialogue /thoughts3) actions by character4) actions/reactions of others that affect the character

Characterization Clues

Copy only information in blue boxes below. (2 MIN!)

1) Events2) Situations3) Locations (places)4) Time when story events occur5) Weather

SETTING

Analyze a character: Catherine Identify a setting: Carwash fundraiser in front of

church. James teases Catherine in front of crowd of people.

How does it affect Catherine? Catherine is embarrassed and offended because of how James teases her. She decides she dislikes James, even though she is a Christian.

WE DO (5 MIN!)

OBJECTIVES CHECK (1 MIN)

Reading Objective: Students will identify the story elements related to setting.Students will show relationship between setting and characterization by how setting influences the choices characters make and actions they take.

Writing Objective—Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character.


Copy only information in blue boxes below. (2 MIN!)

1) Events2) Situations3) Locations (places)2) Time when story events occur5) Weather

SETTING

Analyze a character: James Identify a setting. How does it affect the character? Report Out to the Class (Numbered Heads

Routine)

YOUR TURN! (10 MIN!)

5 MIN!

Character: JAMES

CHOOSE A SCENE

Real Location & Situation

Different Location/Situation

SETTING & CHARACTERIZATION

Choice Made/Action Taken

Choice made or action that probably would have been

taken in this different situation/location

Describe his/her character/personality

IN THE PRESENT SITUATION(use high level vocab words)

Characteristics/personality changes in the different

situation/location(use high level vocab words)

VS.

STORY ANALYSIS GRAPHIC ORGANIZER





Answer the prompt below in a paragraph that includes a topic sentence AND

a) includes your answer (4pt—See rubric: Focus & Unityb) provides SPECIFIC EXAMPLES to support your answer.

(8pt—rubric: Development of ideas)You may use the graphic organizer/handout to help you plan your paragraph.

WRITE FAST!! You Had Overnight To Think About It.

PROMPT: Choose a character from a setting/scene (situation / location) in your favorite movie or book. Explain: How does the setting influence the character? (In other words, what change in a character’s choice or action AND characteristics would have occurred if it was in a different setting/location?)

(e.g. church vs. school)

Topic sentence starter idea (Use the topic sentence below or COMPOSE/write your own):

(voice!)Setting definitely influences the choices, actions,

and characteristics of characters in a story. For example, in our story, On the Bus, in the scene where ________, ….……….. (name your character) …………………….. (YOU TAKE IT FROM HERE!)

Unit Launch:

BELLWORK:Assessment

9/9/13

15 MIN!


9/10/13





Character: JAMES

CHOOSE A SCENE

Real Location & Situation

Different Location/Situation

SETTING & CHARACTERIZATION

Choice Made/Action Taken

Choice made or action that probably would have been

taken in this different situation/location

Describe his/her character/personality

IN THE PRESENT SITUATION(use high level vocab words)

Characteristics/personality changes in the different

situation/location(use high level vocab words)

VS.

STORY ANALYSIS GRAPHIC ORGANIZER





Answer the prompt in a paragraph that includes a topic sentence AND ALSO

a) includes your answer (4pt—See rubric: Focus & Unity)b) provides SPECIFIC EXAMPLES to support your answer. (8pt—rubric: Development of ideas)

You may use the graphic organizer/handout to help you plan your paragraph.

WRITE FAST!! You Had Overnight To Think About It.

Unit Launch:

BELLWORK:Assessment

9/10/13

20 MIN!


PROMPT: Choose a character from a scene (situation / location) in your favorite movie or book. Explain: How does the setting influence the character?

(In other words, what change in a character’s choice or action AND characteristics would have occurred if it was in a different setting/location?)

(e.g. church vs. school)

Topic sentence starter idea (Use the topic sentence below or COMPOSE/write your own):

(voice!)Setting definitely influences the choices,

actions, and characteristics of characters in a story. For example, in the story/movie, ___________, in the scene where ________, ….……….. (character) ……………..

(YOU TAKE IT FROM HERE!)

Unit Launch:

BELLWORK:Assessment

9/10/13

20 MIN!


9/11/13

9/11/13 OBJECTIVES (3 MIN)

Bellwork: Copy only reading & writing obj.

NOTE: You will complete then setting/character paragraph on Thursday.)

Students will:R: analyze how the PLOT of a story is influenced by setting

and character personalities.

W: Students will compose test questions related to

characterization, setting, and plot.

S & L: Students will participate actively in discussions or

debates with peers and communicate ideas clearly.

STORY ANALYSIS GRAPHIC ORGANIZER (5 MIN!)

CHARACTERIZATION, SETTING, & PLOT are all connected!

Choices MadeOr

Actions taken

What other events/actions are triggered as a result of this choice or action?

The way that the author arranges choices and action becomes the PLOT!

(5 MIN!)

Influenced by character personality?

(how the person is)

Influenced by the time or place that the

situation is occurring (taking place)?

triggered: started, set offas a result: because of


Students will:R: analyze how the PLOT of a story is influenced by

setting and character personalities.





WE DO! (15 MIN!)

PLOT

Identify a CHOICE in trailer for Transformers:

What traits about the character causes him/her to make this choice?

How does the setting (when and where this is taking place) influence the character’s choice?

What action does the character take as result of his/her choice?What other choices and actions follow as a result of this choice?

Notes! (2 MIN!)

traits: (what he/she is like)as a result of: because of

YOU DO! (10 MIN!)

PLOT

Identify a CHOICE made in beginning of Karate Kid.What traits about the character causes him/her to make this choice? How does the setting (when and where this is taking place) influence the character’s choice?What occurs next because of the character’s choice, and what other choices and actions follow?

Notes! (2 MIN!)

traits: (what he/she is like)as a result of: because of


Students will:R: analyze how the PLOT of a story is influenced by

setting and character personalities.





10 MIN ONLY! W: Students will compose test questions related to characterization, setting, and plot.

Unpack the Thinking Process

On Index Card:Using the information on page 6, on

one index card, compose (write) your own test question about story elements. Group A: Any question.Group B: Question must begin with HOW or WHY. (It would be best to create the test item about something you need

more help remembering.)


9/11/13



Reading Objective: Students will explore how story elements are interconnected and their influence on the story’s character.



9/12/13


Bellwork: Copy only reading & writing obj. NOTE: When finished copying objectives, work on setting/character paragraph—due Friday.)Students will:R: Students will compare and contrast characterization, setting, and

PLOT to monitor (check) and revise (change) their previous predictions.

W: Students will compose test questions related to characterization,

setting, and plot.

S & L: Students will participate actively in discussions or debates with

peers and communicate ideas clearly.

ON THE BUS READ REVISED TEXT P.7

PREDICTION CHART

[yes][no]

[yes][no]

I notice

I know I predict

PredictionConfirmed

?

I DO! (5 MIN!)

She used to attend a church school, now at public h.s.

She bought trendy clothes with savings.

There won’t be as many dedicated Christian teens at public h.s. as church school.She wants people to notice her, think she’s cool.

She’ll struggle to keep her faith if new friends are not dedicated Christians.She’ll do things she normally wouldn’t do to be accepted.

WE DO! (5 MIN!)

R: Students will compare and contrast characterization, setting, and PLOT to monitor (check) and revise (change) their previous predictions.

Reading Objective: Students will compare and contrast between an ORIGINAL and a REVISED text to predict how changes in the setting and plot of a short story influences CHARACTER’S actions and choices.





OBJECTIVES:

Reading Objective: Students will compare and contrast between an ORIGINAL and a REVISED text to PREDICT how changes in the setting and plot of a short story can influence the CHARACTER’S actions and choices.

Writing Objective—The students will write a short response which includes a topic sentence and reasons WITH EXAMPLES. Speaking & Listening Objective—Students will participate actively in discussions or debates with peers and communicate ideas clearly.



OBJECTIVES:

Unit Launch Assessment:Complete both of the following.

Suppose you (or a family member) won the Million Dollar lottery. Predict what changes you think might occur in your :a) character (attitude/personality/physical

appearance) b) residence (setting)c) circumstances (situations) of your life and

problems you predict might arise from others in your life


DAY 5Formative, Independent, Comprehension Assessment:


.


DAY 4


Documents

Unit 1 launch : choices materials