Thinking Goal: This unit is reserved for the end of year because it culminates the entirety of our year.  Students have contemplated what it means to come of age, and how someone comes of age is not always in the way we expect.  Students also have examined how changes in the world can be made through war and civil upheaval.  They also have worked to understand what it means to be a leader.  All of these ideas discussed are necessary to understand how a student can be a force for change, no matter what their age is.

Writing Goal: This unit will strive to tie in all three genres of writing that have been studied throughout the year.  Students will write three pieces.  The first writing piece will have students make connections from text to world.  Individuals will write an argumentative/persuasive essay discussing a figure they feel has contributed to changing the world.  Second, they will then write a piece that is closer to text to self.  My classes will brainstorm about a problem within their community, or school, that they wish to change.  They will then be set to the task of writing a proposal on how they would enact this change.  For their final piece of writing, each student will be asked to write a narrative about change. 

Theme and Craft: This text complexity circle demonstrates how Lois Lowry has examined the idea of not only the beauty of the human experience but also the idea that a child is capable of creating change.  This piece of text can be used to study a variety of elements within the author’s craft.  Students will study descriptive writing, tone and mood, the use of conflict, as well as character and characterization.  

Theme and Readers: By using the fulcrum, context, and texture texts, students will come to understand that changing the world for the better does not always need to be left in the hands of adults.  They will see a variety of fictional and nonfictional characters, many who are around their age, enacting change in their society.  Studying this theme will not only hopefully inspire them to make changes they feel are necessary in their world/community/society, but will also lead to discussions and contemplation on the consequences, whether good or bad, of our choices.

 

2.      Poem: “Changing the World” by Fredrick J.B. Moore II (used as a texture text to begin thinking about change)

3.      Nonfiction Article: “Beyond Malala: Six Teenagers Changing the World” (used as a context text to begin identify how children and teenagers are capable of changing the world around them)

4.      Ted Talk: “My daughter, Malala” (used as a context text in conjunction with “Beyond Malala” to further discuss the idea children and teenagers changing the world)

5.      Songs: Mackelmore and Ryan Lewis’ “Same Love,” Michael Jackson’s “Heal the World,” and Tupac’s “Changes.” (used as texture text to support how artists identity issues/problems in their world and use their craft to suggest change.  This texture text is in preparation for the explanatory essay).

6.      Explanatory Proposal: Identify one area in your community/school that needs to be addressed.  Write a brief proposal in order to explain how you would make that change.

7.      The Giver (Fulcrum Text)

8.      Film: Invictus (used as a context text-this film will show that trying to make changes to the status quo may initially cause turmoil and upheaval but will eventually lend itself to the greater good.)

9.      Narrative: Students will tell a story about how they made a change to their community, wish that they had made a change, or witness someone who has made a change in their community.

Aspect of Craft: Persuasive techniques, cause and effect

Objectives:

1.      Students will be able to identify figures of change

2.      Students will write an argumentative/persuasive essay persuading listeners/readers why their figure caused change

3.      Students will use their research skills to successful support their argument.

Standards:

CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

 

CC.1.2.8.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

 

CC.1.4.8.C: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

Aspect of Craft: Conflict

Writing Connection: Students will use this poem to inspire their writing twice.  They will first discuss, at the beginning of the unit, what type of backlash are they will to endure when trying to make a change in their community.  Students will then use this same piece to examine and connect to how Mandela dealt with backlashes in his attempts to create racial peace and equality in South Africa.

Objectives:

1.      Students will analyze a poem for theme and conflict

2.      Students will think critically about the consequences of creating change

3.      Students will make use the poem as a base to discuss the film Invictus

Standards:

CC.1.2.8.A: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

 

CC.1.2.8.C: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

 

CC.1.2.8.F: Analyze the influence of the words and phrases in a text including figurative and connotative, and technical meanings; and how they shape meaning and tone.

 

Aspect of Craft: Brainstorming, Note-taking, Reading for Context

 

Writing Connection: Students will complete a free write responding to the contributions and changes made by students their own age.  They will discuss how and if it inspired them to make changes of their own.

 

Objectives:

1.      Students will read/listen to nonfiction

2.      Students will participate in open or pair-share discussions

 

Standards:

CC.1.2.8.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

 

CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly

 

CC.1.5.8.C: Analyze the purpose of information presented in diverse media formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

 

Aspect of Craft: Discussion, Annotation, Persuasive/Explanatory Elements

 

Writing Connection: Students will use both songs for this lesson and the nonfiction article/Ted talk to begin brainstorming areas in need of change within their own world/community/society.  Students will begin by brainstorming areas that they feel need addressed as well as possible solutions.  Students will then use remaining class time to discuss with their peers that problems that they have noticed and brainstorm further solutions.

 

Objectives:

1.      Students will identify areas in need of change as proposed by different artists

2.      Students will argue as to whether or not the artists’ messages were effective

3.      Students will begin identity and brainstorming areas in need of change in their own world/community/society

 

Standards:

CC.1.5.8.B: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

 

CC.1.5.8.C: Analyze the purpose of information presented in diverse media formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

 

 

Aspect of Craft: Discussion, Problem-solving, collaboration, research, writing process

 

Objectives:

1.      Students will be able to identify a problem within the community

2.      Students will be able to brainstorm possible solutions to problem within the community

3.      Students will compose a brief proposal on how they would solve the problem within the community

 

Standards:

CC.1.4.8.A: Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

CC.1.4.8.B: Identify and introduce the topic clearly, including a preview of what is to follow.

CC.1.4.8.E: Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Create tone and voice though precise language. • Establish and maintain a formal style.

 

Aspect of Craft: Note-taking, discussion, theme study, textual support

 

Writing Connection: Students will be completing double entry journal focusing on the theme of change.  Students will begin by identify world issues (violence, starvation, abandonment) that caused for the elders of the society to find the solution (sameness).  Students will then continue to observe Jonas’ community to determine the problems created by sameness.  They will then notate Jonas’ solution.  Using the information from their double-entry journals, students will then write a brief argument on whether or not the loss of humanity is worth world peace and stability.

 

Objectives:

1.      Students will support claims with textual evidence

2.      Students will be able to argue their perspective on the loss of humanity

 

Standards:

CC.1.3.8.A: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CC.1.3.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.4.8.G: Write arguments to support claims.

 

Aspect of Craft: Note-taking, theme analysis, film analysis, discussion

 

Writing Connection: Students will analyze the common theme of change in each the poem, “Changing the World” and the film, Invictus.  Students after reading both texts will write a brief response explaining their thoughts on the difficulty of change.  Students will also attempt to pull in another figure who experienced backlash for the efforts.  Finally, students will argue whether or not the results of the change were worth the backlashes that the characters/figures faced.

 

Objectives:

1.      Students will analyze a poem

2.      Students will analyze a film

3.      Students will discuss the consequences of choices.

 

Standards:

CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CC.1.5.8.D: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

 

Aspect of Craft: Organization, Writing process, note-taking, brainstorming, application of theme

 

Objectives:

1.      Students will write a narrative about their experience trying to change their community.

2.      Students will be able to successfully brainstorm, draft, edit/revise, and write a final copy.

 

Standards:

CC.1.4.8.E: Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Create tone and voice though precise language. • Establish and maintain a formal style.

CC.1.4.8.M: Write narratives to develop real or imagined experiences or events.

CC.1.4.8.O: Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events