unit 1: "If I'm gonna tell a real story, I'm gonna start with my name." -Kendrick Lamar
Length: 3 weeks
August 21st-september 5th
Rationale:
Since it is the very beginning of the school year, the first unit will be used to develop the rules and expectations of my class. Primarily, the unit will address that each student comes from a different background, which means we all have something unique to bring into the classroom. This class will honor each students backgrounds not only because it creates a respectful and safe learning environment, but also because it provides a great basis for learning. By creating as space for individuality and multiculturalism, I will have the ability to diversify the literary canon to include “authors from underrepresented nations and cultures” (Smagorinsky, 53). With a growing population of English Language Learners and Central American ethnicity in Loveland, Colorado, I feel strongly that all underrepresented cultures should be prevalent within the classroom.
To implement this we will spend the first week working on a personal narrative titled “What is your Story?”. In this narrative, students will have a chance to explore who they are, why they are here, and what they’d like to get out of this class. I chose to start with a narrative assignment because it will allow my to gauge where my students are as writers while also getting to know them personally. Narrative is a great piece of writing to begin the year with because at this point, “students are on their own adventure of who they are as individuals” (Hicks and Hyler, 36). Not only this, but students also typically find narratives to be an easier genre to address (Hicks and Hyler, 35).
Unit Goals:
-To create a classroom environment that acknowledges the individual and establishes a community
-To learn the backgrounds and lives of students while they explore themselves and their own journeys.
Texts:
-Video: Descriptive Language
-Speech: Ashton Kutcher at Teen Choice Awards
Activities:
Wrap Around: On the very first day, students will do a quick wrap-around introducing themselves. This will set the tone for the importance of community and individuality in my classroom. Student will share: 1. Their name 2. Where they are from 3. A fun fact about themselves 4. Their favorite book or author.
-Trivia: One to two Fridays of each unit will be dedicated to poetry. For Unit 1, the trivia questions will be based on our classroom rules and expectations. Students on the winning team will receive a few extra credit points on an assignment of their choosing.
-Decorating the Classroom: As a class, we will be decorating the classroom
-Rules and Expectations: As a class, we will be designing a list of the rules and expectations for the year. This will be done with individual brainstorming, small group discussion, and a final large group discussion in which we complete the list. Students will be required for homework to think overnight about what they would like from the class and what they expect from each other as well as myself.
Assignments:
-Goodie Bag Presentations: Each student is required to bring in three items that represent them. They will share these with the class in a 2-3 minute presentation. These presentations will allow me to become familiarized with my students while also creating a strong classroom community that respects individuality
-Picture This (taken from Cori McCallister): For this assignment students will randomly be assigned a partner from the class to get to know. They will have 45 minutes to simply have a conversation with their partner. The additional part of the assignment will be to write a one-page reflection on the conversation. This will be used to further emphasize classroom community.
-Quiz on Rules and Expectations: A brief quiz that will assess student understanding on rules and expectations of the classroom.
Culminating Texts:
-“What is your story?”: These personal narratives will be due at the end of the unit. Students will write their personal life story and journey. These narratives will address who they are, where they have been, and how their experiences have shaped their identity. At the end of the year, student will write a final personal narrative and reflect on how it differs from the one they write at the beginning of the year. (included in yearlong portfolio)
Assessment Tools:
-Conferences: Individual Conferences will be held during the unit in order to assess student comfort within the classroom and understanding of what the expectations are.
-Rubric: A rubric will be used to grade the student presentations and narratives. This rubric will check for completion, effectiveness, and emphasis on personal experiences.
Unit Calendar:
Since it is the very beginning of the school year, the first unit will be used to develop the rules and expectations of my class. Primarily, the unit will address that each student comes from a different background, which means we all have something unique to bring into the classroom. This class will honor each students backgrounds not only because it creates a respectful and safe learning environment, but also because it provides a great basis for learning. By creating as space for individuality and multiculturalism, I will have the ability to diversify the literary canon to include “authors from underrepresented nations and cultures” (Smagorinsky, 53). With a growing population of English Language Learners and Central American ethnicity in Loveland, Colorado, I feel strongly that all underrepresented cultures should be prevalent within the classroom.
To implement this we will spend the first week working on a personal narrative titled “What is your Story?”. In this narrative, students will have a chance to explore who they are, why they are here, and what they’d like to get out of this class. I chose to start with a narrative assignment because it will allow my to gauge where my students are as writers while also getting to know them personally. Narrative is a great piece of writing to begin the year with because at this point, “students are on their own adventure of who they are as individuals” (Hicks and Hyler, 36). Not only this, but students also typically find narratives to be an easier genre to address (Hicks and Hyler, 35).
Unit Goals:
-To create a classroom environment that acknowledges the individual and establishes a community
-To learn the backgrounds and lives of students while they explore themselves and their own journeys.
Texts:
-Video: Descriptive Language
-Speech: Ashton Kutcher at Teen Choice Awards
Activities:
Wrap Around: On the very first day, students will do a quick wrap-around introducing themselves. This will set the tone for the importance of community and individuality in my classroom. Student will share: 1. Their name 2. Where they are from 3. A fun fact about themselves 4. Their favorite book or author.
-Trivia: One to two Fridays of each unit will be dedicated to poetry. For Unit 1, the trivia questions will be based on our classroom rules and expectations. Students on the winning team will receive a few extra credit points on an assignment of their choosing.
-Decorating the Classroom: As a class, we will be decorating the classroom
-Rules and Expectations: As a class, we will be designing a list of the rules and expectations for the year. This will be done with individual brainstorming, small group discussion, and a final large group discussion in which we complete the list. Students will be required for homework to think overnight about what they would like from the class and what they expect from each other as well as myself.
Assignments:
-Goodie Bag Presentations: Each student is required to bring in three items that represent them. They will share these with the class in a 2-3 minute presentation. These presentations will allow me to become familiarized with my students while also creating a strong classroom community that respects individuality
-Picture This (taken from Cori McCallister): For this assignment students will randomly be assigned a partner from the class to get to know. They will have 45 minutes to simply have a conversation with their partner. The additional part of the assignment will be to write a one-page reflection on the conversation. This will be used to further emphasize classroom community.
-Quiz on Rules and Expectations: A brief quiz that will assess student understanding on rules and expectations of the classroom.
Culminating Texts:
-“What is your story?”: These personal narratives will be due at the end of the unit. Students will write their personal life story and journey. These narratives will address who they are, where they have been, and how their experiences have shaped their identity. At the end of the year, student will write a final personal narrative and reflect on how it differs from the one they write at the beginning of the year. (included in yearlong portfolio)
Assessment Tools:
-Conferences: Individual Conferences will be held during the unit in order to assess student comfort within the classroom and understanding of what the expectations are.
-Rubric: A rubric will be used to grade the student presentations and narratives. This rubric will check for completion, effectiveness, and emphasis on personal experiences.
Unit Calendar:
Standards: