Outta This World! Unit PlanTitle of Unit: Outta This World!

Author: Susette Taylor

Grade Level: Seventh Grade

Source: 2012–2013 Instructional Resources Project

Unit Overview: This is a fifteen-day unit using forty-five minute periods that focuses primarily on writing an informative research paper; it also includes creating a multimedia project based on information from the research and presenting the multimedia project to the class. This unit could be used in conjunction with science classes as the research involves finding information on planets in our solar system. The unit may be taught in October because aliens are a part of the unit and in Lessons 1 and 2, students listen to the original radio broadcast of War of the Worlds, aired on Halloween in 1938. Because the focus of the unit is writing an informative research paper and creating a multimedia presentation, the unit may be taught anytime throughout the school year. The students will listen to the radio broadcast of War of the Worlds, will watch interviews about alien anomalies, and will read West Virginia-based testimonials of those who have encountered aliens and UFOs. Students will then be assigned a planet to research, looking for qualities of the planet that may be life-sustaining resources to help humanity. After completing the research paper, students will be placed in small groups according to the planet that was researched, brainstorm with each other about the planet’s marketable qualities, and prepare a multimedia presentation to highlight their planet’s best qualities.

Unit Introduction/Entry Event: Class will begin with another teacher coming into class announcing that he has heard Martians have landed in the area. This could also be done over the intercom. The teacher goes on to explain that the Martian meteor that landed in Russia was really a test for landing for a Martian spaceship. Another spacecraft has landed at the local airport. The school will be on lockdown until an all-clear sound is given. (Note: this is not how our school begins or carries through a lockdown practice. Students may realize quickly that this is a ruse. Others may not.) After the teacher leaves, the class will proceed with lockdown practices. After a minute has passed, the teacher will break the procedure. Students will discuss their reactions as the teacher records what the reactions were on the board. The teacher will tally who understood it was a ruse and who thought it might have been a real event and will record emotional reactions. The teacher will revisit the tally and the emotions after reading the script and listening to the original airing of War of the Worlds radio broadcast.

WV CCRS:Standards Directly Taught or Learned

Through Inquiry/DiscoveryEvidence of Student Mastery of Content

ELA.7.1 cite several pieces of textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text.

After reading silently and orally selected portions of the radio broadcast script of War of the Worlds and after listening to the broadcast, students will enter in their reading logs five examples during Lessons 1 and 2 of textual evidence that shows examples of hysteria or shows the causes of hysteria when broadcast originally aired in 1938.

ELA.7.4 cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text.

Students will answer discussion guide questions as they watch interviews of people who will discuss alien anomalies. Teacher will check answers to see that students have analyzed and inferred information from the interviews.

ELA.7.5 determine two or more central ideas in an informational text and analyze their development over the course of the text; provide an objective summary of the text.

Students will fill in Get the GIST worksheet for the testimonial article they read and discuss in a jigsaw group in order to explain the article to a smaller group.

ELA.7.6 analyze the interactions between Students will use the information they have

individuals, events and ideas in an informational text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).

gathered on the Get the GIST worksheet to discuss with small group how the events with alien anomalies influenced the individuals in the West Virginia-based articles.

ELA.7.11 analyze the structure an author uses to organize an informational text, including how the major sections contribute to the whole and to the development of the ideas.

Teacher will monitor jigsaw groups and record responses to the question, “How did the major sections of the article help you understand what the author wanted you to understand?”

ELA.7.13 compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

After having spent two forty-five minute classes with the script and the broadcast and compared/contrasted the broadcast script with the radio broadcast in a class discussion, students will write one benefit of reading script aloud and one benefit of listening to audio version of script on an exit slip.

ELA.7.21 write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content

introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.

use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

use precise language and domain-specific vocabulary to inform about or explain the topic.

establish and maintain a formal style. provide a concluding statement or section

that follows from and supports the information or explanation presented.

Students will produce an informative research paper. It will be scored with an informative writing rubric.

Students will use an interactive tutorial to practice, formulate, and compose an outline from their research guide.

Students will research relevant facts, details, and other information using the research guide and use them in their informative research paper.After a mini-lesson on transitions, students will use transitional words and phrases correctly within their writing of the informative research paper.

Students will see what good concluding paragraphs look like from a mini-lesson and will construct a concluding paragraph for their informative research paper.

ELA.7.23 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.)

Students will produce an informative research paper scored by using an informative writing rubric.

ELA.7.24 with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language objectives up to and

Students will produce an informative research paper using an informative writing rubric as a guide.

The teacher will be available for consultation and mini-lessons throughout the writing process from which the teacher will make notes on student

including grade 7.) progress.ELA.7.27 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.

Students will find information from books or from the internet about the particular planet they have been assigned, filling out the research guide.

Students will use an interactive citation tutorial to practice and produce accurate citations from the resources they have used in completing research.

ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

acknowledge new information expressed by others and, when warranted, modify their own views.

Students will participate in a jigsaw strategy in order to analyze, learn, and take notes on a testimonial article so that they can summarize the article on the Get the GIST worksheet and explain the article to their small group.

Students will work in collaborative, teacher-assigned groups to decide which multimedia presentation to create, who will be working on each part of the multimedia project, and how the presentation will be executed.  Students will be evaluated using the collaboration rubric.

Each day that the groups work on creating their multimedia presentation, the teacher will assign a recorder from every group. The recorder will document all work the group accomplished for the day on a recorder’s sheet.

ELA.7.33 present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.

Students will present a collaborative, multimedia presentation; teacher will use the multimedia presentation rubric for scoring the presentation.

ELA.7.34  include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Students will decide in their groups which multimedia presentation the group will complete.  The choices of projects that I selected are making a poster, creating a travel brochure, or formatting a Power Point. (Other options could include filming a movie, creating a podcast, writing a radio broadcast, or making a Prezi.)  Included in each of the choices should be pictures from the internet; rich, vibrant colors exemplifying the group’s planet; and neat, balanced lettering. The multimedia presentation rubric has a component that addresses a multimedia element.

Performance Objectives:Know: How to cite pieces of textual evidence to support what literary text saysHow to compare and contrast a written drama with its audio versionHow to analyze a textHow to summarize a textHow to analyze interactions between individuals, events, and ideas in an informational textHow to analyze the structure an author uses to organize informationHow to research for information to write an essayHow to write an informative essayHow to outlineHow to write a citation How to use transitions in writingHow to write introductory paragraphsHow to write concluding paragraphsHow to revise and edit an essayHow to make a multimedia presentationHow to present thought in written and oral formHow to set goalsHow to collaborate

Do:Cite textual evidence to support what literary text saysCompare and contrast a written drama with its audio versionAnalyze a textSummarize a textAnalyze interactions between individuals, events, and ideas in an informational textAnalyze the structure an author uses to organize informationResearch for informational to write essayOutline informationWrite a bibliographyUse transitions in writingWrite introductory paragraphsWrite concluding paragraphsRevise writing in an essayEdit writing in an essayCreate a multimedia presentationPresent thought in written and oral formSet goalsCollaborate with peers

Focus/Driving Question: What planet other than earth could sustain life or be of benefit to humanity?Vocabulary: Students will use AlphaBoxes in Lessons 1 and 2, writing down any words that come to mind about aliens/space travel/UFOs that they know. This should be the basis for some lively discussion as the teacher generates a class list from all students’ words. As the discussion ensues, the teacher will clarify any unknown words. In Lessons 3 – 12, students will use only one strategy for vocabulary building. Students will compile a word bank for the rest of the unit. Students will use a blank index card to write a term on one side of the card and the definition on the other. Students will hole-punch the card and put it on a metal ring. Students will add to the word bank ring of cards daily. Periodically throughout the unit, students will take time to memorize definitions preparing for a vocabulary quiz given in Lesson 14. A vocabulary quiz answer key is included in Lesson 14. The list of vocabulary words involves space terms, writing terms, and the multimedia presentation terms. The list of words for the unit is anomaly, testimonial, outline, citation, transition, introduction, conclusion, revise, edit, marketable, cooperation, and promotion.

Assessment Plan: Several formative assessments are embedded into this unit. Students will be writing five textual examples of hysteria in their reading logs, writing a three by three summary explaining the

storyline in War of the Worlds radio broadcast, writing an exit slip listing benefits of reading aloud and listening to the broadcast, filling in the “L” section of a KWL chart about what students learned from video interviews, filling out a discussion guide on the video interviews, working on a Get the GIST worksheet after having read testimonials from people who have had experiences with space aliens or UFOs, completing the questions on a research guide about information researched on assigned planet, filling in a 3-2-1 summary at the end of a lesson on outlining, defining citation on an exit slip, practicing revising and editing, practicing citing a website and a book, answering the questions on a 3-2-1 summary after meeting with group that will plan the multimedia presentation, noting on a recorder’s sheet what each group does each day, practicing the multimedia presentation, and writing recommendations to peers after practice presentations. Teacher observations include asking each large group in Lesson 4 who is practicing the jigsaw strategy, “How did the major sections of the article help you understand what the author wanted you to understand?,” taking notes on the progress of students as they write each phase of the informative research paper, and making notes on groups as they work on multimedia presentation.Students will have a word bank ring with the vocabulary from the unit written on index cards.

Major Products: The major product that small groups will create is a multimedia presentation. Groups will have a choice of making a poster, creating a Power Point, or designing a travel brochure marketing the best qualities of the planet that their group researched. The group will have three days to prepare the multimedia presentation by following a timeline posted each day by the teacher. After three days, groups will have the opportunity to do a practice presentation. Peers will write recommendations to each group about how the group could improve or polish its presentation. The groups will have one class period to document, incorporate, and rehearse the presentation before the final presentation. The multimedia presentation will be scored using a multimedia presentation rubric. Working as a group will be evaluated using a collaboration rubric.The primary individual product is an informative research paper. Students will also turn in an outline and a works cited page. The informative research paper will be scored using a writing rubric.

Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)

Collaboration X Written Communication X

Critical Thinking & Problem Solving

Content Knowledge

Oral CommunicationSpeaking and Listening

OtherMultimedia presentation rubric

X

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests X Practice presentations XSelf-evaluation NotesPeer evaluation X Checklists/observations XOnline tests and exams Concept maps

Reflections: (Check all that apply)

Survey Focus GroupDiscussion X Task Management Chart XJournal Writing/ Learning Log

X Other

Reflection: Students will reflect about what they are learning in various ways. In Lessons 1 and 2, students will write in their reading logs and fill out an exit slip listing the benefits of reading aloud a script and the benefits of listening to an audio version of the same script. For Lesson 3, students will fill in the “L” section of a KWL chart at the end of the lesson, listing those ideas that they have learned in class. After using the jigsaw strategy in Lesson 4, students will not only fill in the upper section of a Get the GIST worksheet, but also fill in the lower section as a means of formative assessment. Once the students research information on their assigned planet in Lessons 5 and 6 using the research guide, students will reflect as they write the informative research paper and create a multimedia presentation during Lessons

Argumentative/Opinion Informational Narrative

8 – 12. Throughout Lessons 5 – 12, students will be reflecting on the mini-lessons interspersed as the students research, write, and create. In Lesson 5, students will respond to the outlining mini-lesson by completing a 3-2-1 summary. In Lesson 6, students will write an exit slip defining the vocabulary word citation and writing an MLA citation for a book or a website. Students will again use a 3-2-1 summary after discussing with their assigned group marketable qualities about the group’s planet during Lesson 10. For Lesson 11, students will reflect by listing qualities that make their planet marketable on an exit slip at the end of the period. During Lesson 13, students will have the opportunity to reflect and write recommendations to help another group because each group will have the opportunity to practice their presentations in front of another. Groups will reflect on the recommendations of the class and teacher, deciding how to incorporate the recommendations for making each presentation more polished in Lesson 14. During Lessons 10, 11, 12, and 14, each group’s recorder will fill in a recorder’s sheet, listing what the group has accomplished each day.The teacher certainly has much to reflect upon as the unit unfolds. Is the entry event using fake information for a lockdown too harsh in light of recent lockdowns in schools? If the teacher depends on student-generated vocabulary to guide a discussion on aliens/space travel/UFOs, will it be enough to springboard into a thorough discussion? What other words will the teacher need to supply for this discussion? Have students been given enough information to determine what the uproar was at the first airing of War of the Worlds? After students have watched short videos and filled in a discussion guide to acquire information about alien anomalies, will watching the videos without any text to follow be sufficient for the students to understand the videos? The teacher will need to prepare in the selection of videos for Lesson 3 and the selection of articles for Lesson 4. Should there be more than only four videos or only four articles? Did the teacher select articles that matched students’ reading levels? During the mini-lessons taught while students are researching and writing in Lessons 5, 6, 7, 8, and 9, the teacher will need to reflect upon the abilities of each class and the time of the school year to determine the depth and/or the breadth of the mini-lessons. Writing skills and techniques, such as outlining, creating citation pages, understanding transitional words, writing introduction and conclusion paragraphs, revision, and editing are addressed all year long. Will the students have had enough training and practice prior to this unit or will this unit be the introduction to some of the skills and techniques for the school year? Anytime students are given what they could interpret as “free time” (Lessons 5 and 6 when researching is scheduled, Lessons 7, 8, and 9 when writing the research paper is scheduled, and Lessons 10, 11, 12, and 14 when creating the multimedia presentation with a group is scheduled), students might not remain focused. Will students need more time to complete each assignment? How will students respond to creating the multimedia presentation as a group? Will one student work more than the rest in the group or will there be an equal distribution of work and creativity? Yes, the teacher has much to reflect upon during this unit.

Materials: notebook papercomputerswhiteboard8 ½ X 11 paperscissorsmarkerscolored pencilsposter boardgluemini-lesson on revising and editingEnglish textbookmini-lesson on introductory and conclusion paragraphsfoldersmini-lesson on transitionsmini-lesson on outliningstate mapinformational articles of testimonials about people who have had experiences with aliens/UFOsvideos of interviews on alien anomalies that teacher has chosenmetal rings

index cardsreading logsscript of Orson Welles War of the Worlds radio broadcast 1938audio rendition of Orson Welles War of the Worlds radio broadcast 1938

Websites:UFO Casebook - http://www.ufocasebook.comMapQuest - http://www.mapquest.comWV Info Depot - http://wvinfodepot.orgThe Lexile Framework for Reading - http://lexile.comReadThinkWrite Notetaker – http://www.readwritethink.orgNine Planets - http://nineplanets.orgSolar System Exploration - http://solarsystem.nasa.gov/index.cfmPlanets for Kids - http://planetsforkids.orgScience and Space - http://science.nationalgrographoc.com/science/Smithsonian National Air and Space Museum - http://airandspace.si.eduUniversity of North Carolina University Libraries -http://www.lib.unc.edu/instruct/writing.htmlCitation Machine - http://www.citationmachine.net/index2.phpThe Purdue Online Writing Lab – http://owl.english.purdue.eduTeAchnology - http://www.teach-nology.comInternet Sacred Text Archive - http://sacred-texts.com/ufo/mars/wow.htm  You Tube - http://youtube.comWar of the Worlds - http://waroftheworlds.org/Articles/WarDrama.aspxNational Geographic Newss - http://news.nationalgeographic.com/news/2005/06/0617_050617_warworlds.html

Career Connection: This unit relates to the work world by using goal setting, organization, research, writing, and collaboration skills in order to accomplish a task.  Students will need to listen effectively, establish attainable goals, organize time and information, write and speak to communicate information, and collaborate with others during this unit. Technology plays a large role in the unit.  Anytime students have computers to use strengthens their technology skills.

Lesson One: A Downright Uproar!

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will collaborate with a colleague to conduct the opening event. Teacher will pass out AlphaBoxes and give students an opportunity to fill in any words they know about aliens/space travel/space invasion. Teacher and class will generate a class list of words to springboard a discussion about aliens/space and to set the mood for the first part of the radio broadcast of War of the Worlds. At the end of the period, teacher will pass out index cards for students to summarize the storyline of the broadcast. Students will reduce what they have heard to three lines of text with just three words on each line. Also, since the class periods for this unit are forty-five minutes long and the broadcast is fifty-seven minutes long, the teacher will need to monitor the time used for the opening event and reading the script, so that there is time to listen to at least fifteen minutes of the broadcast during Lesson 1. Breaking up the broadcast into two parts shouldn’t interrupt much continuity of the storyline. Another option would be having students listen to the majority of the broadcast during Lesson 1 and do the silent and oral reading during Lesson 2.

Anchor Text & Questions for Close Reading:Today, the text is the broadcast script of War of the Worlds. The website http://www.sacred-texts.com/ufo/mars/wow.htm was a helpful site for getting the script. Putting War of the Worlds in the search engine will bring up the script. At http://www.youtube.com, I searched for War of the Worlds again to find the 1938 original broadcast.

Questions: What are the conflicts happening in the story? How does not having sound effects as you read it aloud affect you compared to having sound effects in the broadcast? What evidence from the text shows hysteria? Where in the text can you point that shows reasons for the hysteria?

Vocabulary Development: Not only will the AlphaBoxes serve as a springboard for class discussion, they will be used to discuss meanings of words and phrases that may be unfamiliar to all of the students as the class list is generated.

Manage the Lesson:

Step 1:  Teacher will collaborate with a colleague who will come into class and say he has heard a Martian spaceship has landed in the nearby airport.  He will explain that the Martian meteor that recently landed in Russia was really a test landing for a Martian spaceship to come to Earth.  He will say that we need to follow lockdown procedures until an “all clear” buzzer sounds.  (Note: this is not how our school practices lockdown procedures.  Some students may realize this is a ruse; others may not.)  After a minute in lockdown mode, teacher will announce it is not real. Then, teacher will record emotions students felt after the announcement and tally who realized it was a ruse.  We will return to this list of emotions after finishing listening to War of the Worlds.

Step 2:  Teacher will ask, “How does information get disseminated nowadays?” (News reports on television, news stations on radio or television, Facebook, texting, newspapers, magazines, and twitter are possible answers.)  Allow students to determine areas.      

Step 3:  Pass out AlphaBoxes to each student so each can write any words that come to mind about aliens/space travel/space invasion.

Step 4:  Teacher and class will generate a class list for AlphaBoxes.  Clarify any unknown words.

Step 5:  Teacher will explain that in 1938 at the airing of the broadcast, radio was the primary means of getting out information. What was heard on the radio was taken as important and significant.  The broadcast aired a disclaimer before the show began, but people missed it.  They jumped on board the hysteria as the fictional story unfolded thinking it was an interruption in programming for an actual news event.

Step 6:  Students will read specific, teacher-marked passages silently from the original script; and, then students will read passages aloud in class.

Step 7: Students will begin listening to the actual broadcast while making at least five entries in their reading logs of textual evidence that exhibited the mass hysteria during the broadcast.

Step 8:  At the end of listening for this class period, have students generate class list comparing and contrasting reading the script aloud in class and listening to the broadcast. What makes each unique? Which was easier to understand?  Did the sound effects distract? 

Step 9: At the end of the period, students will write a three by three summary on an index card to check for understanding of the storyline.  A three by three summary is summarizing a text by writing only three lines with only three words in each line (nine words total).

Active Literacy: Students will be following script of radio broadcast and making notes in reading log as story unfolds. I found the broadcast at http://youtube.com after doing a search for War of the Worlds.  The website http://sacred-texts.com had the radio script by searching War of the Worlds. 

Post Literacy: Students will write a three by three summary on an index card the last few minutes of class so teacher can assess if they have followed story line well. A three by three summary has three lines of text with only three words in each line.

Product/Performance: Students will have a minimum of five entries in their reading logs that talk about textual evidence for and examples of the hysteria heard in the broadcast, and students will write a three by three summary of the first portion of the broadcast.

Reflection: Students should think about the differences in communication dissemination between 1938 and today.  They should also think about societal factors that contributed to the uproar caused by the broadcast.  Teacher should reflect on the class discussion held at the beginning:  Was it effective? Was enough covered for good understanding of the broadcast and to activate prior knowledge?

AlphaBoxes

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W X Y Z

Lesson Two: A Downright Uproar – 2!

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will prepare and give a small lecture on society in USA of the 1930s. Several websites give the teacher a plethora of information.  Two helpful websites to use for designing the lecture are http://nationalgeographic.com  and http://www.waroftheworlds.org. The teacher will also lead discussion based on student contributions from reading logs for textual support of hysteria, revisit opening event emotions listed by the class, and compare/contrast reading script to listening to broadcast.

Anchor Text & Questions for Close Reading: The text for today is the remainder of the radio broadcast with script. 

Questions:  What are conflicts that are happening in the story?  How do people respond to the Martian invasion?  What evidence in the text shows hysteria?  Where in the text can you point that shows reasons for the hysteria?  How does not having sound effects as you read it aloud affect you compared to having sound effects in the broadcast?

Vocabulary Development: Look at words from Alphaboxes made during Lesson 1; clarify any unknown term a student has written in the graphic organizer.

Manage the Lesson:

Step 1:  Review orally previous lesson’s portion of the radio broadcast, War of the Worlds.

Step 2:  Pass out reading logs and broadcast scripts if collected from Lesson 1.

Step 3: Students will listen to remainder of broadcast noting at least five examples from the text of hysteria.

Step 4:  When airing of broadcast is over, teacher and students will discuss students’ reading log entries which will lead into a mini-lecture on the 1930s society. The discussion will continue by revisiting the opening event in Lesson 1 to see if any in class experienced the same emotions as those in broadcast. Discussion will close with comparing/contrasting the reading of the script with the listening of the broadcast.

Step 5:  Near the end of class, students will fill in Lesson 2 Exit Slip for a quick formative assessment detailing one benefit of reading the script by itself and one benefit of listening to the audio version of the script as a radio broadcast. 

Active Literacy: Students will write in reading logs as the broadcast unfolds following along in the script.  Students will note from the text the extreme reactions portrayed.

Post Literacy: Students will complete the Lesson 2 Exit Slip to list one benefit of reading the script aloud and one benefit of listening to broadcast.

Product/Performance: Students will have at least five entries today in reading log.  Students will turn in the Lesson 2 Exit Slip.

Reflection: Teacher should not expect students’ writing in their reading logs to have strong connections to the society of the 1930s.  After mini-lecture about the 1930s, teacher and students should be able to combine lecture information with notations that students made in their reading logs.  That combination

process should allow students to answer more clearly the big question, “What caused the uproar at the airing of War of the Worlds?” 

Exit Slips for Lesson 2

1. Name one benefit of reading aloud the broadcast script to War of the Worlds.

2. Name one benefit of listening to the broadcast of War of the Worlds.

1. Name one benefit of reading aloud the broadcast script to War of the Worlds.

2. Name one benefit of listening to the broadcast of War of the Worlds.

1. Name one benefit of reading aloud the broadcast script to War of the Worlds.

2. Name one benefit of listening to the broadcast of War of the Worlds.

1. Name one benefit of reading aloud the broadcast script to War of the Worlds.

2. Name one benefit of listening to the broadcast of War of the Worlds.

Outta This World!Crafted by Susette Taylor

Lesson Three: No, No, Anomaly

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will distribute index cards to all students.  Students will write the word anomaly on one side, and its definition on the other. Next, teacher will pass out a KWL chart to each student. Direct students to fill in the K and W sections of the chart about any information they know or want to know about alien anomalies. Teacher will show chosen interviews from http://youtube.com. I chose “Apollo 14 Dr. Edgar Mitchell exposes ET cover up,” “Astronaut Gordon Cooper Talks about UFOs,” “Dying NASA Scientist Reveals Truth about Life on Mars#2,” “Grey Alien filmed by KGB,” and “NASAs Edgar Mitchell Aliens Exist and Government Cover Up is real.” As students watch interviews, they will answer discussion guide questions. Go over student answers from the discussion guide. As a formative assessment, have students fill in the L section of the KWL chart.

Anchor Text & Questions for Close Reading: Students will watch interviews that the teacher has selected from http://youtube.com and will answer questions based on those interviews.  The questions for close reading are written on the discussion guide.

Vocabulary Development: Teacher will give each student a blank index card upon which student will write the word anomaly on one side and the definition of anomaly on the other. Definition will be posted in classroom for all to see.  Students will hole-punch the index card and put card on a small, metal ring upon which students will keep all vocabulary index cards for the unit.  This will be the student’s own word bank.  

Manage the Lesson:

Step 1:   Pass out an index card to each student.  Have students write the word anomaly on one side of the card.  Post the definition of anomaly on the board as a poster or on the whiteboard from a document camera.  Have student write the definition on the back of the index card. Discuss the definition. Students will hole-punch the card and place it onto a metal ring.  Students will keep this ring and add vocabulary cards each day to it, building a word bank.

Step 2:  Pass out a KWL chart. Give students time to fill in the K and the W sections of the chart at this point in the lesson. As students are working on the chart, teacher will walk around the room noting students’ work and asking some to share answers when all are done. Generate a class chart on poster paper or under document camera projected so all can see.

Step 3:  With computer/whiteboard/mobile labs or other technology you have available, show the interviews you have chosen. Give students copies of discussion guide with questions to be answered as interviews are watched.  You may need to stop between each interview or during each interview to give students time to write their answers.

Step 4:  Facilitate a class discussion of the anomalies.  Was information suppressed about anomalies?  What was the reason?  Why is the information surfacing now?  Is there ever a good reason to not tell the general public information? (Think in terms of national security, mass hysteria, social networking.)

Step 5:  As a formative assessment, have each student fill in the L section of the KWL chart.

Step 6:  As time permits, show the class one last You Tube video.  It is called “NASA’s Alien Anomalies Caught on Film, A Compilation of Stunning UFO Footage.” The video should spark some discussion. Allow students to discuss whether aliens/anomalies/UFOs could be factual or not; why has there been so much secrecy surrounding aliens; and where did the footage recorded about aliens come from if it is not true.

Active Literacy: While students view the interviews, they will answer questions on the discussion guide.

Post Literacy: Students will revisit the KWL chart to fill in the L section as a formative assessment.

Product/Performance: Students will have index cards with anomaly defined, KWL chart completed, and discussion guide questions answered.

Reflection: Will students be able to pick up information from the videos alone without having any text to follow?  Should the teacher have typed out the interviews for students to read as well as watch?  

Discussion Guide for Lesson 3Outta This World!Crafted by Susette Taylor

“Apollo 14 Dr. Edgar Mitchell Exposes ET Cover Up”1. Who has given Dr. Mitchell information about UFO cover up?2. Which United States President organized a committee to explore alien invasions?

3. What were the results of the committee?

“Astronaut Gordon Cooper talks about UFOs”4. What year did he first spot UFOs?5. Describe what he saw.

6. In 1957, what did his crew see and film?

7. What did he request in a letter to the United Nations?

“Dying NASA scientist reveals truth about life on Mars #2”8. What was a transmutation?

9. What sound bite did he record after the transmutation?

“Grey Alien Filmed by KGB”

10. Describe what you see in this silent film.

“NASAs Edgar Mitchel Aliens Exist and Government Cover Up is real”11. Who does Dr. Mitchell explain gave him the information he gives out?

Lesson Four: Testimonials of Time with Aliens

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will research state testimonials of those who have had alien/UFO encounters and print articles ahead of time. I went to http://www.ufocasebook.com and put in its search engine “WV articles” to find appropriate and state-based articles. I find that students like to make connections with others from their home state. The teacher could also use http://wvinfodepot.org as to access other articles. The teacher will divide class into small groups of four based on reading skills. When the groups separate to go to specific towns to follow the jigsaw strategy, they will go to a town with an article whose Lexile level is based more closely to their own Lexile reading level in order to read, summarize, and explain the article. The teacher will explain jigsaw and assign students to specific towns. The teacher will monitor the larger groups of towns to see that students are engaged, clarify any directions, and ask each group as a formative assessment, ”How did the major sections of the article help you understand what the author wanted you to understand?” As students return to their original, small groups, the teacher will continue to monitor to see that all are focused on summarizing the articles they read in the larger group. During the last few minutes of class, the teacher will direct students to fill in twenty-word summary on bottom section of Get the GIST worksheet as a means of formative assessment.

Anchor Text & Questions for Close Reading: The anchor texts will be of the teacher’s choosing after researching websites for appropriate, grade-level testimonials. I selected from http://www.ufocasebook.com “Unknown Objects Observed over Buckhannon, WV,”  “Author Says UFOs Still Buzzing West Virginia (Flatwoods Monster),” “Strange Lights Observed over Charleston, West Virginia,” and “The Mothman Legend, Cha 1.”

Vocabulary Development: Using a new index card in order to build their word bank rings, students will add testimonial and its definition to an index card in order to explore the meaning of testimonial. After students finish with writing the word on one side of the card and the definition on the other, the teacher will discuss with whole class any other words of which testimonial reminds them.  (Some examples are testimony, testify, and testy.)

Manage the Lesson:

Step 1:  Teacher will pass out a blank index card to each student. Teacher will direct students to put the word testimonial on one side of the index card and the definition of testimonial on the other as they are building their word bank. Post the definition on the where all can see to copy it onto the index card. Teacher will ask the class what other words come to mind when they hear testimonial.

Step 2:  Teacher will divide class into groups of four based on reading levels. Each group should have a combination of below grade level, on grade level, and above grade level readers. Once students are placed into groups, they will be assigned to different corners of the room labeled with a particular WV town name.  I chose Buckhannon, Flatwoods, Charleston, and Point Pleasant because I found articles about aliens anomalies by people from these particular West Virginia towns. Point out on a state map where these towns are located and discuss their proximity to where your school is.   

Step 3: Group will follow jigsaw strategy to go to their towns.  At the town, students will be given a testimonial of person who has had an encounter with aliens from that town. Articles will be based on Lexile levels.  Students will read articles silently.   After reading the articles silently, students will discuss how the article is organized for understanding and what the main points are in the article.   The teacher will ask each “town” how the author’s organization of the information helped them understand the author’s point as a formative assessment.                                                                                                         

Step 4: With Get the GIST worksheet, students will summarize article as a town group and take information back to their original small groups to be the expert on their town’s article.                                                                                         

Step 5: After each has shared with small group, during the last few minutes of class, have students fill in lower portion of Get the GIST worksheet for formative assessment.  Collect.

Active Literacy: Students will be reading silently assigned town testimonial, explaining to each other in town about each  portion of the article, and filling in the Get the GIST worksheet. Students will be explaining to original group what was in their town’s testimonial.

Post Literacy: Students will fill in bottom section of Get the Gist worksheet as a formative assessment.

Product/Performance: Students will turn in a completed Get the GIST worksheet paying particular attention to the summary of the bottom of the sheet. Students will also add a vocabulary card defining testimonial to their word bank ring.

Reflection: A significant part of the success of this lesson will be the teacher researching testimonials and checking the Lexile levels of each article used. Students will need to be focused to read article and to listen to other students for summaries. Also, were directions given clearly enough for students to understand the process of participating in a jigsaw activity?

Get the GISTName ______________________________________________________

Title ______________________________________________________

Source _____________________________________________________

1. Read the article or section of text.

2. Fill in the 5 Ws and H.

Who:

What:

When:

Where:

Why:

How:

3. Write a 20-word GIST summary.__________ __________ __________ __________ ____________________ __________ __________ __________ ____________________ __________ __________ __________ ____________________ __________ __________ __________ __________

Lesson Five: Research Paper – Outlining

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will assign each student a planet other than earth on which to research. Teacher will give each student a research guide with specific questions to answer about the planet each will research.  Teacher will need to secure the school’s computer lab or mobile labs for this lesson and Lessons 6, 7, 8, 9, 10, 11, 12, and 14. If no computers are available, teacher will need to schedule to use school library for today’s lesson and Lesson 6 so students can research their planets.   After explaining what will be expected during this lesson, teacher will monitor as students use computers and/or the school library to research information about planets. During part of class, the teacher will have a whole-group mini-lesson on outlining. At the end of class, students will fill in a 3-2-1 summary on outlining as a formative assessment.

Anchor Text & Questions for Close Reading: Students may go to some of the following websites to do research on their assigned planets:  http://nineplanets.orghttp://solarsystem.nasa.govhttp://www.planetsforkids.orghttp://science.nationalgeographic.comhttp://airandspace.si.eduThe questions are listed on the research guide.

Vocabulary Development: Students will be given a blank index card.  On one side they will write outline; the other, the definition of outline.  Post in the room the definition so students can see it well. Students will add this card to their other word bank cards.

Manage the Lesson:

Step 1: Pass around blank index card so students can add the word outline to one side and the definition of outline to the other.  Students will keep this with other index cards. The easiest way to keep the cards organized is to hole-punch the card and put it on a metal ring. Students will add vocabulary cards to this ring throughout the unit.  

Step 2:  Teacher will explain the procedures for the next four lessons.  Each student will be assigned a planet. Students will be given a research guide with questions to answer about their planet.  Each day the teacher will give a mini-lesson on different parts of the final project that students will to work on.  Teacher will also monitor students to see that all are effectively using computer time.

Step 3:  Students will take research guide with them to computer lab, mobile lab, classroom computers, or school library.  They need to complete at least questions one through nine today. 

Step 4:  As teacher monitors students’ work, determine a good stopping point to bring whole class together for a mini-lesson on outlining. Class will review definition of outline. Teacher will give examples of different kinds of outlining. (Some examples are web, formal, power notes, informal.)  Teacher will go to http://www.readwritethink.org and search for ReadWriteThink Notetaker.  This is an interactive which gives students a tutorial on outlining and an opportunity to type in the specific information they have in order to make a formal outline.  Teacher will use it to teach mini-lesson on outlining.  Students can use this site to compose and print their outlines.

Step 5:  Teacher will allow students to finish working on answering questions on research guide.

Step 6:  Students will put research guide in a folder to turn in at the end of the period.

Active Literacy: Students will answer questions one through nine from research guide today. Students may answer these on the worksheet or in Microsoft Word to then save in folder. Print copy for teacher.

Post Literacy: Students will do 3-2-1 summary on the outlining mini-lesson.

Product/Performance: Students will have research guide questions one through nine completed by the end of the period along with websites and/or books written down where they have garnered the information to answer the questions. Students will add a vocabulary word on an index card to their word bank rings.

Reflection: This part of the unit is all about time management by the students. Requiring students to have completed a minimum of questions each day should help keep them on task.  The lesson on outlining shouldn’t take much time, but I may find it detracts from the research the students are doing.  It may be best placed at the end of research time for the day or at the beginning immediately before students begin researching. On the other hand, taking a break from researching to work on an outline may be the best route for some classes.

3-2-1 Summary

3Things I Learned Today …

2Things I Found Interesting …

1Question I Still Have …

Research Guide Lessons 5, 6, 7, 8, 9, 10, 11, 12

Outta This World!Directions: Find the information to the following questions using the internet, books, and your science textbook. Write down the information to use when you write your informational research paper.

1. What is the name of the planet?2. Are there any other names for the planet? What are they?

List the website address or name of the book where you found this answer.

3. Any interesting information about the planet name?

List the website address or name of the book where you found this answer.

4. How far is the planet from the sun? How far is it from Earth?

4b. What impact does the distance your planet is from the sun make on your planet?

List the website address or name of the book where you found these answers.

5. How big is the planet?

List the website address or name of the book where you found these answers.

6. What are the hottest and coldest temperatures on the planet?

List the website address or name of the book where you found these answers.

7. Describe the planet surface.

List the website address or name of the book where you found this answer.

8. How long is the planet day? How long does it take for your planet to rotate on its own axis?

List the website address or name of the book where you found these answers.

9. How long is the planet year? How long does it take to orbit the Sun?

List the website address or name of the book where you found these answers.

10. List at least five other cool and interesting facts about your planet.

A.

B.

C.

D.

E.

List each website address or names of books where you found these answers.

A.

B.

C.

D.

E.

11. What type of surface is there on your planet? What does your planet look like?

List the website address or name of the book where you found these answers.

12. If there are moons orbiting your planet, describe them.

List the website address or name of the book where you found this answer.

13. If there are rings orbiting your planet, describe them.

List the website address or name of the book where you found this answer.

14. On your planet, what would the results be if a human visited it? Explain.

List the website address or name of the book where you found this answer.

15. Compare and contrast any life-sustainable elements on your planet with what are on Earth.

16. How would you develop the life-sustainable elements on your planet?

17. How would you explain the qualities that would make your planet one that humans would want to visit?

18. How would you develop the special qualities of your planet for human use?

Crafted by Susette Taylor and Judy Booth

Lesson Six: Research Paper – Citations

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will explain which questions from the research guide needs to be completed during this lesson.  Teacher will also give a mini-lesson on how to get the correct format for a citation in a research paper. To prepare for this mini-lesson, teacher will need to access http://www.lib.unc.edu/instruct/writing.html or other sites listed in the websites at the end of the lesson to learn what is available at the source selected.  The University of North Carolina University Libraries site has the ability to make citations in APA, MLA, or Chicago Style for books, chapters in books, magazine articles, newspaper articles, scholarly journal articles, and websites in a section called Citation Builder.  Pick one format to teach the students; I chose MLA.  Go through the Citation Builder with the students on the whiteboard with a computer. I recommend doing citations for books and websites in MLA with the entire class.  Afterward, the teacher will give students a sample of each to practice using Citation Builder. The teacher will monitor the students observing if they understand what information to keyboard into Citation Builder in order to produce a correct citation. Depending upon how much time has elapsed into the school year will determine how long this lesson will need to be.  Making citations is an ongoing skill students will use throughout the school year. After students have practiced with Citation Builder or a similar program, teacher will have students key in the information from their own research guide for a citation page.

Anchor Text & Questions for Close Reading: Students will be focusing on different websites and internet articles for reading and answering specific questions from the research guide.  Students might use any of the following sites listed.http://nineplanets.orghttp://solarsystem.nasa.govhttp://www.planetsforkids.org  http://science.nationalgeographic.com    http://airandspace.si.edu      

Vocabulary Development: Teacher will pass out blank index cards.  Students will put the word citation on one side and the definition of citation on the other. Teacher will post the definition in the room where all students can see it. (Put definition on a poster, write it on the board, or project it with a document camera.) Students will add this card to their word bank ring.

Manage the Lesson:

Step 1:  Teacher will give each student a blank index card upon which students will write citation on one side and the definition of citation on the other side.  Teacher will post definition in room so all can see. Students will add this card to their word bank ring.

Step 2:  Teacher will pass around research guides; students need to answer questions ten to eighteen. 

Step 3: After students have had the opportunity to answer all questions on the research guide, teacher will bring http://www.lib.unc.edu/instruct/writing.html site for students to see.  Teacher will go step by step through the Citation Builder on this site making citations for a book and a website in whole class instruction.  Then the teacher will give one or two sample books and websites for students to put into the Citation Builder on their own. Teacher will do a formative assessment by observing to see if all information was keyed in accurately.  Students will then put into the Citation Builder the books and/or websites they have found information to answer questions on the research guide.    

Step 4:  Teacher will have students put research guide and citation pages from students’ research information in folders at the end of class. Teacher will collect the folders.

Step 5:  Give students a Lesson 6 Exit Slip asking them to define citation and write out an example of an MLA book or website citation.

Active Literacy: Students will be answering specific questions from the research guide as they visit various websites to find answers

Post Literacy: Students will fill out a Lesson 6 Exit Slip defining citation and writing an example of a MLA book or website citation.

Product/Performance: Students will complete questions ten to eighteen on the research guide and do two formative assessments. The first assessment is completing a book and website citation from Citation Builder; the second is defining citation while also writing an example of a book or website citation in MLA format on a Lesson 6 Exit Slip. Students will also have all citations completed from their own research. Students will also add another vocabulary card to their word bank ring.

Reflection: It will be up to the teacher’s discretion to decide what part of the period to have the mini-lesson on citations.  With some classes, doing it right away is the best; with others, they need a break in the middle of answering the research guide questions. This lesson seems full of activity; it may be best to teach it over two lessons. 

EXIT SLIP Lesson 6Outta This World!Crafted by Susette Taylor

Define citation. Give an example of either a book or a website citation in MLA format.

Define citation. Give an example of either a book or a website citation in MLA format.

Define citation. Give an example of either a book or a website citation in MLA format.

Define citation. Give an example of either a book or a website citation in MLA format.

Define citation. Give an example of either a book or a website citation in MLA format.

Lesson Seven: Research Paper – Transitions

Teacher Facilitation of Student Acquisition of Background Knowledge: As students write the body of their informative research papers, the teacher will monitor each student to see that each is making forward progress.  Teacher will be available for consultations and questions. Teacher should monitor each student’s progress each day to see that writing is moving forward.  Student conferences, teacher notes on each student’s paper, and notations in a journal or on sticky notes are helpful.  Teacher will quickly be aware of anyone who is not using transitions in the body of the paper, will pull the students aside, and will instruct in the use of transitions as a mini-lesson. Teacher will need to prepare for lesson on transition words.  Two helpful websites are http://learnzillion.com and http://youtube.com to research for short video lessons on transition word usage in essays. Your school’s English textbook would also be a valuable resource to use to prepare the mini-lesson. 

Anchor Text & Questions for Close Reading: As students are writing, they are consulting their own research notes but not any specific text. 

Vocabulary Development: Students will be given a blank index card. On one side they will write transition; on the other, the definition of transition.  Teacher will post the definition so all students can see.  Students will add this index card to the word bank ring, a metal ring that can hold all index cards once they are hole-punched.

Manage the Lesson:

Step 1:  Teacher will give students a blank index card.  On one side students will write the word transition; on the other, the definition of transition.  Teacher will post the definition where all students can easily see it.  Students will put index card in their word bank ring, a metal ring that can hold all index cards once they are hole-punched.  Also, take some time in this lesson to review the vocabulary words students have written down from Lessons 3, 4, 5, and 6.  

Step 2:  Teacher will pass out copies of an informative writing rubric, explain each section, and answer any questions students may have about it.  Your textbook or writing program may have an example informative writing rubric. The rubric is what will be used to score the informative research essays.

Step 3:  Teacher will pass out the research guides that students have worked on during Lessons 5 and 6.  The research guide will have answers to questions about the particular planet to which each student was assigned.  Students will use this information to construct an outline and to write the bodies of their informative papers.

Step 4:  As students are writing, teacher will monitor everyone, paying particular attention to students’ use of transitions either at the beginning of paragraphs or embedded within paragraphs.

Step 5:  If there are students who are not using transitions in the first draft, teacher will pull the students aside to give instruction in the use of transitions. Two helpful websites are  http://learnzillion.com  and http://youtube.com to find short video lessons on the use of transitions within a paragraph and between paragraphs. Teacher will decide what video lesson to show to the small group having difficulty. Teacher could also stop the video at different points to discuss and to practice what is being explained. 

Step 6:  At the close of the period, have students put all pages of writing and the research guide in a folder. Collect.

Active Literacy: Students will be using notes from the research guide as they begin writing the body of their informative papers.

Post Literacy: As students write, they will learn the information on assigned planet, and they will be able to express their own researched information clearly.

Product/Performance: Product from today’s lesson will be the body paragraphs of an informative essay. Also, the students will have added another vocabulary card to their word bank rings.

Reflection: Teacher conferencing with students during the writing progress may be vital to keeping students on task. Were students able to keep on task? Teacher making daily notes on each student’s progress would help teacher be aware and serve as a formative assessment.  Students may not have enough time in class to complete entire body of informative essay.  If students ask to finish work at home, let them.

Lesson Eight: Research Paper - Introductions and Conclusions

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will pass out folders with work from Lesson 7. Teacher will give a short lesson on what good introductory and conclusion paragraphs look like.  Accessing http://learnzillion.com and http://www.youtube.com to gather information and short videos in order to create the lesson will be of help to the teacher. Also, the textbook you use for English class would have good information to resource. Writing introductions and conclusions will be an area addressed all year.  As students write the introductions and conclusions of their informative research papers, the teacher will monitor each student to see that each is making forward progress. Teacher will be available for consultations and questions. Teacher will keep notes on each student as a formative assessment.

Anchor Text & Questions for Close Reading: As students are writing, they are consulting their own research notes but not any particular text. They have answered questions on their research guide as they conducted their own research.

Vocabulary Development: Students will be given two blank index cards.  On one side of the first one, students will write introduction; on the other side, the definition of introduction.  On one side of the second card, students will write conclusion; on the other side, the definition of conclusion.  Students will hole-punch the index cards and add them to the word bank ring.

Manage the Lesson:

Step 1:  The teacher will give students two blank index cards.   On one side of the first one, students will write the word introduction; on the other side, the definition of introduction.  On one side of the second card, students will write conclusion; on the other side, the definition of conclusion.  Students will hole-punch the index cards and add them to the word bank ring.

Step 2:  Teacher will pass out folders with work students have done from lesson 7. Students will continue using this information to write their informative papers.

Step 3:  Before students begin writing, teacher will give a lesson on what good introductory and conclusion paragraphs look like.  Several online sources are available to prepare this mini-lesson such as http://learnzillion.com andhttp://www.youtube.com. Your school’s English textbook may be helpful.

Step 4:  As students write, the teacher will monitor students constructing introductory and conclusion paragraphs, will keep notes on students’ writing progress, and will be available for questions and conferences. Use notes as a formative assessment.

Step 5:  At the close of the period, the teacher will have students put all pages of writing in a folder.

Active Literacy: Students will be using information from mini-lesson on introductory and concluding paragraphs to construct their own paragraphs for the informative research paper.

Post Literacy: As students write, they will learn the information on assigned planet more fully.

Product/Performance: Product from today’s lesson will be the introductory and concluding paragraphs for the informative essay. Students will also have two vocabulary cards to add to their word bank rings with the definition of introduction on one and conclusion on the other.

Reflection: Talking with each student as the teacher monitors their writing progress may be vital to keeping students on task with writing.  Teacher initialing and dating students’ papers once they complete the introduction and conclusion may help teacher keep track of everyone’s progress. Also noting student progress in a journal or with sticky notes helps the teacher know each student’s progress. Students may not have enough time in class to complete introductory and conclusion paragraphs.  If students ask to work at home, let them.

Lesson Nine: Research Paper - Revising and Editing

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will pass out folders with work from Lesson 8. Teacher will need to prepare to give a short lesson on revising and editing and will give students time to practice these skills before revising and editing their own writing. I garnered information from my school’s English textbook, http://youtube.com, and http://www.teach-nology.com to prepare a mini-lesson on revision and editing. Revision and editing will be ongoing processes that students will work on all school year. Depending on how much of your school year has passed will determine how detailed this mini-lesson will be. As students work on revision and editing of their informative research papers, the teacher will monitor each student to see that each is making forward progress. Teacher will be available for consultations and questions. The informative essay completed will be one summative assessment for this unit.

Anchor Text & Questions for Close Reading: As students are writing, they are consulting their own research notes but not any specific text.

Vocabulary Development: Students will be given two index cards for today’s vocabulary words to add to their word bank rings. On one card, students will write revise with the definition of revision the back.  On the second card, students will write edit and will put the definition of edit on the back.  Both cards will get hole-punched and put on the word bank ring which is a metal ring used for keeping track of vocabulary index cards.

Manage the Lesson:

Step 1: Teacher will give to each student two index cards. . On one card, students will write revise with the definition of revise on the back.  On the second card, students will write edit and will put the definition of edit on the back.  Both cards will get hole-punched and put on the word bank ring, which is a metal ring used for keeping track of vocabulary index cards.

Step 2:  Teacher will pass out folders with work students have done from Lesson 8. Students will continue using this information to write their informative papers.

Step 3:  Before students begin writing, teacher will give a lesson on how to revise and edit the informative research papers. Several sources could be used to prepare this lesson including your school’s English textbook, http://youtube.com, and http://www.teach-nology.com. 

Step 4:  Teacher will monitor students as students revise and edit their writing and will be available for any questions students may have.

Step 5:  At the close of the period, teacher will have students put all pages of writing in a folder. The paper should have all parts complete: outline, research paper, and works cited pages. Collect.

Active Literacy: Students will be using information from mini-lesson on revision and editing to construct their research paper.

Post Literacy: As students write, they will learn the information on assigned planet more fully and learn how to express information well in their writing.

Product/Performance: Product from today’s lesson will be the informative research paper completed. Students will add two vocabulary index cards to their word bank rings with revise and edit defined.

Reflection: Talking with each student as the teacher monitors their writing progress may be vital to keeping students on task with revision and editing.  Students may have a propensity to not use class time wisely.  Setting up specific guidelines would be helpful.Students may not have enough time in class to complete all of the revision or editing needed.  If students ask to work at home, let them.

Lesson Ten: Marketing Your Planet – Initial Decisions

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will explain the next phase of this unit to the students. Students will be placed into groups according to the planet each researched. The group will decide in which medium to express marketability of planet’s resources. I chose to give students three project possibilities: making a poster, formatting a Power Point, or creating a travel brochure.  You might choose from a plethora of possible projects including filming a movie, creating a podcast, writing a radio broadcast, or making a Prezi. Teacher will provide poster board, markers, stencils, 8 ½ X 11 paper, colored pencils, and glue for projects.  Teacher will give each student a collaboration rubric and a multimedia presentation rubric. Teacher will use the collaboration rubric to score how each member of the group works together while creating multimedia presentation. The teacher and students will use the  multimedia presentation rubric to grade and prepare for presentation. The teacher will explain each rubric and field any questions students may have. Teacher will post a timeline displaying what should be completed each day and will monitor each group’s progress.

Anchor Text & Questions for Close Reading: The anchor texts for the groups will be the research papers each student has completed. Questions from the research guide and the research paper itself will help organize the oral component of the presentation and the video component of the multimedia project.

Vocabulary Development: Students will be given a blank index card.  On one side students will write the word marketable; on the other, students will write the definition of marketable. Students will hole-punch the card, and add it to the word bank ring.  Take a few minutes to review the vocabulary from Lessons 6, 7, 8, and 9

Manage the Lesson:

Step 1: Students will be given a blank index card.  On one side, students will write the word marketable; on the other, students will write the definition of marketable. Students will hole-punch the card and add it to the word bank ring which is a metal ring to which students are adding vocabulary cards daily.  Then, they will take a few minutes to review the vocabulary from Lessons 6, 7, 8, and 9.  

Step 2:  Teacher will explain what the students will be working on in the next three lessons.  Teacher will make materials available and schedule time in computer labs if necessary.  Students will be given copies of the collaboration rubric and multimedia presentation rubric and the teacher will explain each part of the rubrics, and clarify any questions students may have about each section of both rubrics.

Step 3:  Teacher will divide students into groups of two or three based on planets that students researched. Each group will be responsible for one multi-media product.

Step 4:  Teacher will post a timeline so each student will know what to work on each day. Also, each day teacher will assign group members differing jobs in the group for the day.  Teacher will monitor each group, noting on sticky notes or in journal how students work together and how each completes the assigned job.

Step 5: Students will begin working on brainstorming stage of multimedia presentation. The recorder for the day will take notes about what the group decides on the recorder’s sheet.  Students will list what elements of their planet are marketable for humans and narrow that list to the top four.  They will establish reasons for their top four choices. Once the marketable elements are chosen, the group will decide which multimedia project to create (poster, Power Point, or travel brochure) and who will be responsible for each part of it.  By the end of the class period, each group should have a working plan to follow for the next two lessons. Recorder will turn in plan.

Step 6:  At the end of class, students will fill out a Lesson 10 Exit Slip defining marketable.

Active Literacy: Students will look at the research guide and research paper to help determine what information needs published to market the attributes of their planet.  They will make suggestions from

what they have written so the group can vote on or come to an agreeable consensus of the planet’s four most marketable elements.

Post Literacy: Students will fill out a Lesson 10 Exit Slip defining marketable.

Product/Performance: Today’s product will be the notes taken by each group’s recorder to see that all groups have chosen marketable qualities of their planets with supportive reasons, that all have selected a  multimedia project each group will do, and that each person in the group has something to contribute to final product. Students will also add a vocabulary index card defining marketable to their word bank rings.

Reflection: Allowing students to organize each other in group work is always risky.  Will the group stay focused?  Will there be a slacker in the group? Is there enough class time for all groups to get completed with the project?   

Collaboration Rubric

Team Member _________________________________________________________Teammates __________________________________________________________________

Collaboration Above Standard At Standard Below Standard

Leadership

Student works to keep the group/class focused on the

task and on schedule.Student makes certain the tasks are assigned fairly.

Student accepts responsibilities for his/her

actions and the actions of the group.

5

Student works to keep the group/class on task and on

schedule.

Student accepts responsibilities for his/her

actions.

4

Student is often off-task and does not stay on schedule.

Student does not accept responsibility for his/her

actions.

3---2---1---0

Cooperation

Student follows team rules, offers advice to teammates,

and accepts advice from teammates and the teacher.

5

Student follows team rules and accepts advice from

teammates and the teacher.

4

Student does not follow team rules, does not help his/her teammates and does not

follow advice from teammates and the teacher.3---2---1---0

Attitude

Student displays a positive attitude while completing the

assigned tasks.Student offers encouragement to teammates throughout the

project.Student thanks teammates when tasks are completed

successfully.5

Student displays a positive attitude while completing the

assigned tasks.Student offers encouragement to teammates throughout the

project.

4

Student complains about the assigned tasks and/or overall

project.Student does not offer

encouragement to teammates.

3---2---1---0

Effort

Student uses class time effectively and completes all

assigned tasks on time.Student agrees to assist

teammates if asked.5

Student uses class time effectively and completes all

assigned tasks on time.

4

Student does use class time effectively and does not

complete assigned tasks on time.

3---2---1---0

Participation

Student is actively involved in planning, preparing and presenting the project.

Student plays a key role in the team’s presentation.

5

Student is actively involved in planning, preparing and presenting the project.

Student participates in the team’s presentation.

4

Student refuses to be actively involved in planning, preparing

and presenting the project.Student does not participate in

the team’s presentation.

3---2---1---0

Multi-Media Presentation RubricName_________________________________ Date_______________________

CATEGORYDistinguished 30-28

Above Mastery27-24

Mastery23-20

Below Mastery19-16

Novice15-0

Presentation

Points______

The project flows well, keeps the attention of the audience and is very interesting.

Project flows well and is interesting.

Majority of project flows well and has some interesting items included.

Majority of project is disjointed and interest level is sporadic.

Project does not flow at all, is poorly presented, and has no interest.

Attractiveness

Points______

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Images are used to enhance the information and support text. Placement of images is pleasing to the eye.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Images are used to enhance the information and support the text. Placement of images is appropriate.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content. Images have relevance to information. Not enough images used.

No graphics or scanned images used.

Workload

Points_____

The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

The workload was not divided and only one or two people worked on the entire presentation.

Organization

Points_____

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

Content is limited in organization and does not flow well.

There was no clear or logical organizational structure, just lots of facts.

Originality

Points_____

The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research

The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images and inventions, the work extends beyond that collection to offer new insights.

The work is an extensive collection and rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought or inventiveness.

The work is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought.

The product is not original and does not show any evidence of new thought.

150-140 Distinguished 134-120 Above Mastery 119-100 Mastery 99-80 Below Mastery 79-0 NoviceTotal Score__________________________________

Recorder’s Sheet Lessons 10, 11, and 12

Outta This World!

DATE:NAMES OF PEOPLE IN GROUP 1.

2.

3.

WORK PLAN FOR THE DAY (COPY FROM TIMELINE POSTED ON BOARD)

1.

2.

3.

4.

WHO FINISHED EACH JOB LISTED ABOVE?

1.

2.

3.

4.

TIMELINE Lessons 10, 11, 12Outta This World!

Lesson 101. Brainstorm marketable qualities of your group’s planet.2. Decide together the strongest, most marketable qualities that you will advertise with

reasons.3. Choose the multimedia project your group will complete.4. Make a list of jobs to get the multimedia project done.5. Assign group members jobs to do.

Lesson 111. Select pictures from the internet to use in your group’s multimedia project.2. Print out those pictures.3. Choose colors, font, and stencils for lettering to use on multimedia project.4. Finish half of the poster, power point, or travel brochure.

Lesson 121. Finish the remainder of the poster, power point, or travel brochure.

EXIT SLIP Lesson 10Outta This World!Crafted by Susette Taylor

Define marketable.

Define marketable.

Define marketable.

Define marketable.

Define marketable.

Lesson Eleven: Marketing Your Planet – Cooperation

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will reiterate to the class what needs to be accomplished today by displaying and referring to the timeline.  Teacher will provide poster board, markers, stencils, 8 ½ X 11 paper, colored pencils, and glue and/or schedule computer lab or mobile computer labs for students to use in making project.  Teacher will monitor each group’s progress.

Anchor Text & Questions for Close Reading: The anchor texts for the groups will be the research papers each student has completed. Questions from the research guide and the research paper itself will help organize the oral component of the presentation and the video component of the multimedia project.

Vocabulary Development: Students will be given a blank index card and asked to write the word cooperation on one side and the definition of cooperation on the other.  Students will hole-punch the index card to add to the ring of other cards in their word bank.

Manage the Lesson:

Step 1:  Students will be given a blank index card and asked to write the word cooperation on one side and the definition of cooperation on the other.  Students will hole-punch the index card to add to the ring of other cards in their word bank.

Step 2:  Teacher will explain what the students will be working on in the next two lessons: multimedia project with their assigned groups.  Teacher will have materials available and schedule time in computer labs if necessary.  Students have been given copies of all rubrics (collaboration rubric and multimedia presentation rubric), and teacher will continue to clarify any questions students may have about each section of each rubric.

Step 3:  Teacher will post the timeline so each student will know what to work on each day. In this lesson, students need to have selected pictures from the internet that they are using for the multimedia project and completed half of their poster, Power Point, or travel brochure. Also, each day teacher will assign different group members to be the recorder for the group. Teacher will monitor each group noting on sticky notes or in notebook how students work together and how each completes job.

Step 4: Students will disperse into groups to get two of the four most important qualities of their planets completed in the multimedia project. The recorder for the day will take notes on what the group gets finished.

Step 5:  Recorder for each group will fill out information on the recorder’s sheet, to turn in at the end of the period.   

Step 6:  Students will fill in a 3-2-1 summary of what they have learned about marketable qualities in their small groups.

Active Literacy: Students will refer to research guide and research paper to help determine what information needs published to market the attributes of their planet.

Post Literacy: Students will fill in a 3-2-1 summary about what they learned from each other in the group on marketable qualities of their planets.

Product/Performance: Today’s product will be the notes taken by each group’s recorder on a recorder’s sheet to see that all groups have produced two of the marketable qualities of their planets on their multimedia presentation and that each person in the group has something to contribute to final product. Students will also add a vocabulary index card to their word bank rings defining cooperation.

Reflection: Allowing students to organize each other in group work is always risky.  Will the group stay focused?  Will there be a slacker in the group? Is there enough class time for all groups to get completed with the project?  These same questions I reflected on in Lesson 10, but these questions are always at the forefront in group collaboration.  

Lesson Twelve: Marketing Your Planet – Promoting

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will reiterate to the class what needs to be accomplished today.  Teacher will provide poster board, markers, stencils, 8 ½ X 11 paper, colored pencils, and glue.  Teacher will display the timeline showing when each component of the project needs completed and will monitor each group’s progress.

Anchor Text & Questions for Close Reading: The anchor texts for the groups will be the research papers each student has completed. Questions from the research guide will help organize the oral component of the presentation and the video component of the multimedia project.

Vocabulary Development: Students will be given a blank index card to write the word promotion on one side and the definition of promotion on the other.  After students have hole-punched the card, they will add it to the metal ring of vocabulary words which contains their word bank.

Manage the Lesson:

Step 1: Students will be given a blank index card to write the word promotion on one side and the definition of promotion on the other.  After students have hole-punched the card, they will add it to the metal ring of vocabulary words which contains their word bank. Spend a few minutes reviewing vocabulary from previous lessons.

Step 2:  Teacher will explain what the students will be working on for today’s lesson: multimedia project with their assigned groups.  Teacher will have materials available and schedule time in computer labs if necessary.  Students have been given copies of all rubrics (collaboration rubric and multimedia presentation rubric), and teacher will continue to clarify any questions students may have about each rubric.

Step 3:  Teacher will post the timeline so each student will know what to work on each day. All components of the project need to be finished today by the end of class. Also, each day teacher will assign group members differing jobs in the group for the day.  Teacher will monitor each group, noting on sticky notes or in notebook how students work together and how each completes jobs assigned within the groups.

Step 4: Students will disperse into groups to get the remaining qualities of their planets completed in the multimedia project. The recorder for the day will take notes on the recorder’s sheet; the notes will delineate what the group accomplished during this lesson.

Active Literacy: Students will refer to research guide and research paper to help determine what information needs published to market the attributes of their planet.

Post Literacy: As students work together on multimedia presentation, they will exhibit technology skills and discover how to promote the marketable qualities of their group’s planet.

Product/Performance: Today’s product will be the notes taken by each group’s recorder on the recorder’s sheet to see that all groups have produced their multimedia presentation and that each person in the group has something to contribute to final product. Students will also add a vocabulary card to their word bank rings defining promotion.

Reflection: Did all groups complete the project? Were there those who did not contribute to the collaboration process?  

Lesson Thirteen: Marketing Your Planet – Practice Presentation

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will give groups a few minutes at the beginning of the period so groups can organize.  The teacher will make suggestions for any improvement after each presentation.

Anchor Text & Questions for Close Reading: Because the groups are practicing their presentations, there is no anchor text or questions to look at during Lesson 13. 

Vocabulary Development: Students will spend the first few minutes of class reviewing all the word bank vocabulary words from Lessons 3 – 12 in order to prepare for a vocabulary quiz in Lesson 14.

Manage the Lesson:

Step 1:  Students will spend a few minutes studying all vocabulary words on their word bank ring.

Step 2: Students will gather all necessary components for presentation, including incorporating the speaking parts.

Step 3:  Each group will present multimedia project to another group. Teacher will use this practice as a formative assessment.

Step 4:  Students will have a multimedia presentation rubric to use as they listen to a group give its presentation.  After the presentation, class members will make written recommendations to the group that will include ideas to polish the presentation and other suggestions for improvement.  

Step 5: Groups will switch roles; the first group of presenters will become the audience for the second group.

Active Literacy: Students will be practicing their presentations during today’s lesson.

Post Literacy: By actively listening to one group, students of another group will learn about one other planet and will offer constructive recommendations to the group presenting.

Product/Performance: Today’s product will be each group’s practice presentation and the written recommendations of each student from another group about the presentation.

Reflection: Was there enough time for all groups complete practice presentation?  Did some take an exaggerated amount of time? Will the groups use any of the suggestions given by the teacher or their peers? Was each group prepared?

Lesson Fourteen: Marketing Your Planet – Polishing the Presentation

Teacher Facilitation of Student Acquisition of Background Knowledge: After students have spent a few minutes studying, they will take a vocabulary quiz from word bank vocabulary words all have made during this unit. There is a vocabulary quiz answer key available as well. Then, teacher will explain procedure for this lesson.  Each group will be given the comments and recommendations from students and teacher about their practice presentation done in Lesson 13.  Groups will then read them, discuss how to change presentation to incorporate recommendations, and practice to make final presentation more polished.  The appointed recorder will fill in a recorder’s sheet explaining all the changes the group made based on the class’s recommendations. Teacher will monitor groups while they are in process.  During the last part of the class period, groups will practice final presentation incorporating any recommendations.

Anchor Text & Questions for Close Reading: Students will be using student and teacher recommendations to make final oral presentation more polished.

Vocabulary Development: Students will spend time reviewing the word bank they have developed during this unit.  After a few minutes of study, students will take a vocabulary quiz.

Manage the Lesson:

Step 1:  Students will study vocabulary words from word bank.  Teacher will administer vocabulary quiz.

Step 2:  Teacher will explain the procedure for this lesson.  Each group will reconvene and will be given the written recommendations from whole class and teacher. The group will look at the multimedia presentation rubric to see where to use any of the recommendations to make their group’s presentation more polished.

Step 3:  Groups will decide how to incorporate recommendations into final oral presentation with the day’s assigned recorder writing down all the group decides to change on the recorder’s sheet.

Step 4:  Groups will practice with the new additions made for the final presentation.

Active Literacy: Students will use recommendations from students and teacher to rework their final project.

Post Literacy: Students will reflect to see if they can use critiques from classmates without taking the critiques personally.

Product/Performance: Product is the reworking of the final oral presentation and the recorder’s sheet filled in for the day.

Reflection: Will students use the recommendations and the time in class to polish the final oral presentation?  Were students able to accept any recommendations from peers or did they interpret them as critiques?

Vocabulary QuizLesson 14

Outta This World!

_____ 1. a deviation from the normal or usual order A. promotion_____ 2. a preliminary part B. cooperation_____ 3. something devised to advertise a product C. marketable_____ 4. suitable for sale D. edit_____ 5. a written declaration to the value of a thing E. revise_____ 6. to change from one idea or paragraph to another F. conclusion_____ 7. the act of amending or altering G. introduction_____ 8. the main aspects of something under discussion H. transition_____ 9. working together for a common purpose I. citation_____ 10. to modify text J. outline_____ 11. the quoting of a book, author, or source K. testimonial_____ 12. the final part L. anomaly

Vocabulary Quiz Answer KeyLesson 14

Outta This World!

1. L2. G3. A4. C5. K6. H7. E8. J9. B10.D11.I12.F

13. Lesson Fifteen: Marketing Your Planet – Final Presentation

Teacher Facilitation of Student Acquisition of Background Knowledge: Teacher will explain procedure for this lesson.  Each student will listen quietly and carefully to each group’s presentation; then all will write one positive sentence about the presentation. Teacher will collect these statements and pass to groups at the end of the period for each group to reflect on what it accomplished and what others said. Using the multimedia presentation rubric, teacher will score all presentations as they are given.

Anchor Text & Questions for Close Reading: Students will be using their multimedia presentation notes to make final presentation. The rest of the class will be writing one positive statement in response to each oral presentation.

Vocabulary Development: No direct vocabulary development today; the vocabulary quiz for the unit was administered in Lesson 14.

Manage the Lesson:

Step 1:  Teacher will explain that as each group presents, each student will listen quietly and write one positive sentence about something in the presentation that was learned or that was presented well.

Step 2: Groups will begin presentations. Teacher will score them using the multimedia presentation rubric.

Step 3:  Near the end of the period when all groups are finished presenting, groups will meet together to reflect on the positive, written statements from peers and on their group’s ability to work together on the presentation.

Step 4: Collect research papers.  Teacher will score them using an informative writing rubric.

Active Literacy: Students will use any notes they have written to give their final multimedia presentation to the class.

Post Literacy: Students will review statements made by classmates and reflect how they worked together as a group.

Product/Performance: Product for this lesson will be the presentation of the multimedia project to the entire class, scored by the teacher using the multimedia presentation rubric.

Reflection: Did students put their “best foot forward” as they offered their multimedia presentations? What can students take with them to the next unit or project? Did the students write positive statements to each group? How did students respond to reading positive statements from their peers?

Multi-Media Presentation RubricName_________________________________ Date_______________________

150-140 Distinguished 134-120 Above Mastery 119-100 Mastery 99-80 Below Mastery 79-0 Novice

Total Score_______________________________

CATEGORYDistinguished 30-28

Above Mastery27-24

Mastery23-20

Below Mastery19-16

Novice15-0

Presentation

Points______

The project flows well, keeps the attention of the audience and is very interesting.

Project flows well and is interesting.

Majority of project flows well and has some interesting items included.

Majority of project is disjointed and interest level is sporadic.

Project does not flow at all, is poorly presented, and has no interest.

Attractiveness

Points______

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Images are used to enhance the information and support text. Placement of images is pleasing to the eye.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Images are used to enhance the information and support the text. Placement of images is appropriate.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content. Images have relevance to information. Not enough images used.

No graphics or scanned images used.

Workload

Points_____

The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

The workload was not divided and only one or two people worked on the entire presentation.

Organization

Points_____

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

Content is limited in organization and does not flow well.

There was no clear or logical organizational structure, just lots of facts.

Originality

Points_____

The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research

The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images and inventions, the work extends beyond that collection to offer new insights.

The work is an extensive collection and rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought or inventiveness.

The work is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought.

The product is not original and does not show any evidence of new thought.