UNIT PLAN

CLASS PROFILE

The population of Waipahu High School is primarily Filipino.  In 2010, Filipino students accounted for 65.5% of the student body.  The 29 students in my 11th grade English class are mostly Filipino, with the remaining students representing a variety of backgrounds, including Samoan, Japanese, Ilokano, and Micronesian.  Notably, all but three studentʼs parents were either born in Hawaii or in a neighboring Pacific Island.  Five of my students are classified as ELL, as they did not learn English as their first language, nor do they speak English at home, and are still having difficulty mastering the language.  All but four of my students qualify for free or reduced lunch, indicating their socioeconomic status. The students are interested in a variety of different things, including JROTC, judo, wrestling, basketball, football, choir, polynesian dance, Samoan club, rap music, playing the ukelele, hair/makeup trends, Tumblr, and texting.

 The special education student in the class, who is also on my base list, has a variety of different needs.  Behaviorally, he struggles to stay on task and rarely completes assignments in the allotted time.  Academically, his vocabulary is very limited, as is his ability to read and comprehend a grade-level text.  According to his Stanford Diagnostic Reading Test, he reads at a second grade level.  Based on a collection of writing samples, he is unable to compose a structured, content-driven, short answer response independently.  He also lacks organizational skills, such as using a planner to record homework assignments.  According to his IEP, he is allowed extra time to complete assignments and exams, retakes for higher grades, lessons supplemented with visual aids and hands-on activities, open book/notes for exams, frequent checks for understanding, and opportunities to work in a small group setting. 

 When developing the unit plan and crafting lessons, I will need to consider the needs of the English Language Learners and Special Education student in the class.  Differentiating on multiple levels will be necessary to ensure that every student in the class is able to access the content.  Providing outline templates, graphic organizers, and exemplars for writing assignments will serve as important building blocks that will help guide and structure the studentsʼ compositions.  Engaging the students in pre-reading strategies, such as providing background knowledge, previewing vocabulary, and explaining the current relevance of the text will help invest the students and ultimately increase their comprehension.  

 Although the 29 students display various levels of English competency, they all need to improve their oral language skills.  Not only do they struggle to use Standard English in general, but they also have incorporated pidgin into their dialect.  Therefore, some of the oral skills they have developed may not be appropriate to use in an oral presentation that is being graded on the use of Standard English.  Teaching my students the difference between Standard English and the language they use with their peers (and families), as well as providing opportunities to practice speaking in front of a group, will be valuable lessons and will help improve their English Language skills. 

 Additionally, my students would benefit greatly from exposure to complex English.  Incorporating advanced levels of language will not only broaden my students horizons but also ensure they are aware that the level of language they are currently engaging with can always be improved.  Exposing students to exemplars, particularly in English, helps students be aware of and strive to use higher level language in their compositions and speech.

UNIT PLAN

Unit Title: A Troubled Young Nation

Content: 19th Century American Literature

Teacher: Elizabeth Drazdowski

Subject: English

Grade Level: 11th 

Dates: January 27th - February 24th

Unit overview: 

This unit examines the literature of the late nineteenth century in America, exploring in particular the themes related to the evolving young nation, such as the challenges of westward expansion, slavery, the changing role of women, regionalism, the displacement of Native Americans, the growth of cities, and immigration.

Essentially, this unit explores the expanding idea of the American individual and the pursuit of liberty.  At the end of Quarter 2, students chose from a variety of different 19th century American novels and worked in literature circles while reading the text.  As a culminating final project, they will be required to share a summary of their novel in an oral Prezi presentation.  The oral presentation will be graded on the depth and understanding of the content, the organization of both the presentation and a formal written outline, delivery of the presentation, grammatical mechanics of both the written outline and the accompanying Prezi, and the use of aesthetics to capture the theme and symbols of the novel.  (See attachment for Project Assignment and Rubric).

Common Core Standards:Reading: RL.11-12.3: Analyze the impact of the authorʼs choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed.)

Writing: W.11-12.2: Write informatory/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Speaking/Language: SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data).SL. 11-12.3: Evaluate a speakerʼs point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

GLOʼs:Self-Directed LearnerCommunity ContributorComplex ThinkerQuality ProducerEffective and Ethical User of Technology

Differentiation:

The one Special Education student in the class, who reads well below grade level, will be using literature that he is already familiar with.  In Quarter 2, he read student summaries, watched video projects, and completed story maps of “The Crucible” by Arthur Miller.  Given that he already has a general understanding of the plot, he will be better suited to delve into the deeper aspects of the play, such as the tone, mood, themes, and symbols.  This will allow him to focus on the important literary elements for the entire quarter, rather than struggle to read another entire novel.  For his final project, he has the option of completing the project as it was originally assigned to the class, or to create a musical performance outlining and including the same information.   Also, throughout the lessons, all activities will be supplemented with visual aids, graphic organizers, and small group discussion. These decisions were based on his interests, reading level, writing skills, and learning style.

For the English Language Learners in the class, they will be completing the original oral presentation as their culminating project.  These students are able to read on grade level, but tend to read at a slower pace.  Therefore, they were allotted extended time to finish reading their novel of choice.  The pool of books available to these students differed from the choices given to the advanced students in that they were shorter in length and had less complex characters and/or plot.  The specific needs of ELL students will also be considered in each individual lesson.  These students retain new content or vocabulary better when the lectures are supported by visual aids.  These students are also much more successful when they engage with the content by reading, writing,

speaking, and listening.  Therefore, each lesson, as well as the final project, seeks to engage each of these methods of information transmission to ensure retention and content mastery.  Finally, these students are intentionally paired or grouped with advanced students.  This classroom accommodation is based on the established notion of a “classroom community,” where all students are supportive and helpful to their peers.

For the advanced learners, they will also be completing the original oral presentation.  When choosing their book for the unit, these students were given a smaller pool to choose from that included more challenging books.  The computer software used to complete the presentation, called Prezi, allows for much artistic and creative liberty.  These students will likely be the only students to earn full credit for the aesthetics portion of the rubric, as they need to include meaningful illustrations, video, and color to capture the theme and symbolism of the novel.  Also, during every lesson, extension questions will be directed towards these students, requiring them to justify their answers and make evidence-based, inferential conclusions.

Unit Outline:Using the five categories of the final grading rubric as a guide, each lesson will correspond with one section of the rubric.  The most appropriate and relevant literary elements will be integrated into the lessons, so students are not only equipped to excel on their final presentation, but also use the content knowledge in other aspects of the course.Lesson 1: Oral PresentationLesson 2: ContentLesson 3: Organization of outline and PreziLesson 4: MechanicsLesson 5: Aesthetics

Pre-Assessment:Students completed a practice Prezi presentation at the start of the quarter.  They were required to define a vocabulary word using synonyms, pictures, etc, and then present it to the class.  The students were graded on the same rubric for the practice Prezi as they will be for the final presentation.  The class averages were as follows: Period 1: 72% ; Period 4: 67% ; Period 5: 71%  Following the Pre-Assessment, which was informal in nature to the students, but provided key information for me, I knew how to better differentiate for my Special Education Student, English Language Learners, and Advanced Students.  Both my Special Education student and ELL students needed additional practice with the technology, as well as supplemental instruction about organization and the mechanics/grammar of the English Langauge.  The Advanced students would also benefit from additional practice with the Prezi software, as they could expand their creativity and use of aesthetics to make their project more engaging to the audience.  

Post-Assessment:

At the end of the unit the students completed their Final Prezi Oral Presentations.  The class averages were as follows: Period 1: 89% Period 4: 86% Period 5: 88%.  Notably, the Special Education student jumped from a score of 63% on the Pre-Assessment to a passing score of 75% on the Post-assessment.  Although his delivery indicated he hadn't rehearsed enough, the major components of his presentation were included and of quality work.

Student Progress:During their final presentations, I saw marked progress in my students confidence and public speaking skills.  It was clear they were not only aware of their tone and diction, but also using it to capture and hold the audience's attention.  The Prezis were very well organized and truly showcased the students creativity.  I think devoting an entire class period to familiarizing themselves with the software and what the term "aesthetics" meant in the context of their project really helped the students.  The content they provided within their presentations was insightful and accurate, demonstrating that they used the skills taught during the lesson to pull out the most important information, as well as be identify the tone, mood, and themes.  These reflections are supported by the growth of each class from their pre-assessment scores to their post-assessment presentations.

Student Response:The students seemed to enjoy the unit.  They were responsive to the structure of the lessons and how they explicitly tied into the rubric or their final project, even though we were using Edgar Allen Poe for the literature aspect.  The students said that they felt more comfortable for this presentation than others they have done in different classes, noting that they felt more prepared and knew exactly what was expected of them.  Furthermore, they said the extra time they received during class to use the computer and explore the Prezi software helped them immensely when it became time to create their final project.  If I were to teach this unit again, I would allot more class time to rehearsing and practicing using the software.  Although I gave the students about 1/2 of a class period to do just that, they weren't necessarily working on material that would be included in their final projects.  Allowing them to bring in finished material/content and having a workshop class where students could choose to do what would benefit them most in terms of creating the Prezi or practicing their delivery would likely increase their scores even more.

Final Project Assignment

Unit: A Struggling Young Nation, 19th Century American Literature

Lesson 1: Name that Tone

Teacher: Elizabeth Drazdowski

Class: English

Date: Friday, January 27th

Level: 11th Grade

Purpose: Being able to identify and explain the implications of tone in both oral presentations and written texts is an important skill. Identifying the tone gives the reader/listener insight into the author’s/narrator’s attitude or feelings toward the piece. The significance of this skill has real-world applications. The tone of a business email will differ significantly from the tone of a love letter. Therefore, being able to effectively use language to create the appropriate tone for a piece of writing is an invaluable asset. Similarly, the tone of a professional presentation will differ greatly from the tone used to convince your parents to let you go to the movies. The ability to adjust speaking tone based on the audience and content is also a necessary skill to develop. Furthermore, the culminating unit project is a 3-5 minute oral presentation. Students will be graded on their ability to deliver the content smoothly and engage the audience. By viewing exemplar (and non-exemplar) presentations, students will be better equipped use it effectively during their final project.

Student Learning Objectives: Students will be able to define the literary term “tone” Students will be able to explain how to find tone in a written composition Students will be able to identify the tone of an oral performance Students will be able to explain how tone contributes to an oral presentation

Standards: I; II; III; IV; V; VI; VII; VIII

Benchmarks (HCPS III): BENCHMARK LA.11.1.1: Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study BENCHMARK LA.11.2.1: Use a variety of criteria (e.g., clarity, accuracy, author's bias, use of persuasion) to evaluate information

BENCHMARK LA.11.6.4: Use verbal and nonverbal delivery skills to adjust speaking for various audiences and to respond to audience feedback BENCHMARK LA.11.7.1: Use information about audience to incorporate ideas or approaches that will increase interest and acceptance

GLO’s: Community Contributor Quality Producer Effective Communicator Formative Assessments: In class observations Verbal and written checks for understanding throughout lesson Exit ticket at the end of class

Materials/Set-Up: Celebrity Post-its Prezi Presentations Tone Word Bank Slam poetry transcript handouts Slam poetry video Computer/Projector

Procedures: a. Introduction: -Have each student select a celebrity post-it as they enter the room -Begin with a Prezi presentation, “All About Me.” Introduce myself to the students in a purposefully dreadful way - no eye contact, mumbling, rigid demeanor, etc. Essentially, embody every element of a non-exemplar oral presentation. -Grade me on the rubric. -Check scores by holding up 1, 2, 3, 4 fingers -Pair-share: 30 seconds to discuss with a partner: Give me 2-3 suggestions to improve. -Give the oral presentation again, using the students feedback to be more engaging -Have them grade me on the rubric again -Check scores by holding up 1, 2, 3, 4 fingers -Introduce tone, using other prezi, emphasizing the importance of tone, connecting it to real world applications -Cold call two celebrities - ask one to define tone, ask another where the reader finds tone b. Developing: -Instruct students to pick up handouts from the resource table

-Explain the supplemental visual aid: these words can be used to describe tone - cheat sheet -Then engage prior knowledge - “Think back to The Raven - when I say go, you have 30 seconds to work in your trio/duo to pick one or two words that describe the tone of the poem. Then I will call on celebrities to share out. Ok, go.” -Cold call three different celebrities to share out. Extend by asking one to justify why. -Cold call two more celebrities - ask one to define tone, ask another where the reader finds tone -Transition to slam poetry -1 minute to annotate/look over “That Girl”. Underline/circle/highlight descriptive words/punctuation. Choose one word to describe tone. -Tell them you are going listen to and watch a performance of the poem “That Girl”. They can follow along with the written transcript. Tell them to focus on the tone as they listen. -After they listen, give them 30 seconds to independently choose at least one word to describe tone. -Cold call three celebrities again. Ask for a volunteer who had a different or interesting word. Ask them to justify their choice. -Then play the video again, this time allowing the students to watch it. -Give them 30 seconds to identify the tone. -Survey - did watching her perform it change your answer? Raise your hand. Choose one/two. Ask them to explain why. -Make connection to their unit project. Two minutes to reflect on her performance. Identify three things she did that made her performance engaging. -Cold call three more celebrities, make a list on board, tell students to add to their lists. c. Conclusion: -Cold call - what is tone? -Cold call - why is tone important? -Cold call - where does a reader look to find tone? -Cold call - how are we going to use tone in our upcoming project? -Go to exit ticket section of prezi, allow them to use tone chart

Adaptations and Extensions (Differentiation): Students see an example, a non-example, and an exemplary oral presentation Students are provided with a tone word bank, both simple and difficult words Frequent checks for understanding Visual learners engaged with written transcript and video performance Auditory learners engaged with playing of solely the oral performance Students work in a small group setting before sharing out Visual aids support intro and development sections New vocabulary presented visually Small, quick tasks with clear directions

Intentional grouping of special ed students - paired with higher level student Questions on exit ticket scaffolded Students justify answers Students make connections to prior knowledge Students make connections to larger project

Management Considerations: Cold calling will keep students on task, will have answers prepared Use established nonverbal signal to indicate time is up/class needs to be quiet “Pencils down, hands up!” Short time when working in duos/trios = less time to be distracted

“That Girl” by Alysia Harris

We got that waiting in the clinic silence.That shhh don’t tell nobody what we did silenceAnd I’m so tired of being your hamper thatI’m about to dump out those week old stained ketchup secrets and do laundry in that silence

You like keeping it quiet.But my vagina is not your walk in closet.

You wanna stuff your unmentionables through me,Wanna place to hang up your insecurities,Want me to keep check of your hand me downs and Prada,Waiting for every occasion to put me back behind closed doors and lock me in the darkness.

Nobody knows you hold my handAnd nobody knows I call you babyAnd nobody know you write anonymous poems about me the type you can’t post on Facebook.Because regardless of what you may think I’m worth or what you may think I deserve,I will never be that girl.

The girl that’s only allowed to make you smile when she´s making you orgasm,That girl whose day job is daydreaming waiting for her night job.That girl who´s so in love she will turn her body over for your superficial touch.

You hide me behind lock doors and bed sheets because if you dare reached outThen everybody would still know that it was still about me.So that in your heart and in your mind your still wrapped up in me.

My teardrops you own them,My hearts strings you got them tied around your pencils and fingers.Yea, you may say it´s overAnd you may never tell me that you love meBut you don’t have to cause your silence speaks volume.

You wanna hold me in your arms rock me to sleep then act like you don’t know me.As if the moments we spent together are some kind of down payment.As if my bedroom were lay awayAnd that’s all you ever do is layawayPull up beside me but in the morning pull up the hoodie and run the other way.

I’m like that bastard childThe reason Daddy never stuck around in the first place

But for me rejection doesn’t come every other weekend..It comes when you lower your head and pass by without speakingAnd I remember there was a time you could barely take your eyes off me.I just don’t understand why its not okay for you to love me.

I guess you just want me to be that girl.The girl everybody wants to sleep with but nobody wants to be with.That girlOnly good enough for finding a suitable replacement.And not trying to make up for the mistakeBut you try to convince yourself that she means everything and you want nothing to do with meBut come on baby she looks just like me!

Read the signs or at least the facial featuresCause I was your first, your only,The prototype and she´s just a duplicateAnd you can never make copies without first consulting the blueprint!

You know what they say the sequel is never better than the original.And she tries to write you stories but you know they’re only half as good,So half squinting you only hold her half as tight as you should.Cause your other half is tangled between my bed sheets,And your other half is complete within my mind, soul, and body,And your other half is french tonguing me Monday through Friday.

I’m not fighting for joint custody.I’m fighting for RESPECT.

Cause I will never be content with being your back door hoe.Your something on the side,Your something to do on those lonely weekends,Your closet freak.

You will never produce me to be a skank and a whore that will love you.

I’d rather spend every night crying alone on my bedroom floor than to ever be “that girl”!

Unit: A Struggling Young Nation, 19th Century American Literature

Lesson 2: Collect that Content!

Teacher: Elizabeth Drazdowski

Class: English

Date: Wednesday, February 1st

Level: 11th Grade

Purpose:

Every quarter, students are required to submit at least one writing assignment into a program called MyAccess, which both grades the composition and provides the student with feedback. The students are allotted a predetermined number of revisions and resubmissions that can be used to increase their score. When students have a clear understanding of how they will be graded on an assignment, their ability to achieve increases. Therefore, discussing the rubric and having the students provide examples of exemplary work will deepen their understanding of the expectations of the assignment. Also, having students brainstorm and collect their thoughts on a graphic organizer is an important step in the prewriting process. Having the students work in their cooperative learning groups before sharing with the class will help ensure that learners of all levels have the opportunity to gather the information needed to write an exemplary essay.

Furthermore, the essay prompt requires the students to identify the tone, mood, and setting of the The Raven/The Fall of the House of Usher, and then explain how Edgar Allen Poe used these devices to drive the plot and engage the reader. When the students complete their final Prezi Presentations, they will be required to identify the same content in the novels they read. Refining the reading skills needed to identify the tone, mood, and setting of a piece of literature will help ensure their final project includes the correct content.

Student Learning Objectives: Students will be able to identify elements of an exemplary writing composition. Students will brainstorm and gather information for their essays using the provided graphic organizer. Students will be able to identify tone, mood, and setting in a piece of literature.

Standards: I; II; III; IV; V; VI; VII; VIII

Benchmarks (HCPS III): TOPIC: Locating Sources/ Gathering Information BENCHMARK LA.11.1.2: Use primary and secondary sources to develop and modify a research plan in response to problems and opportunities encountered in accessing print and online resources to support a thesis. TOPIC: Range of Writing BENCHMARK LA.11.4.1: Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as: literary, persuasive, and personal essays that demonstrate a comprehensive understanding of the topic! ! TOPIC: Grammar and Mechanics# # BENCHMARK LA.11.4.2: Use knowledge of sentence structure, grammar, # # punctuation, capitalization, and spelling to produce grade-appropriate # # writing in standard English# # TOPIC: Design# # BENCHMARK LA.11.5.2: Organize writing so that it conveys a clear # # perspective on the topic, maintains a consistent focus, and addresses the # # needs of the audience

GLO’s: Community Contributor Quality Producer Effective Communicator Effective and Ethical User of Technology Formative Assessments: Observations throughout class. Completed graphic organizer. Graded MyAccess Essay.

Materials/Set-Up: MyAccess Essay Packets (attached) Computer Projector Document Camera

Procedures: a. Introduction: Students will pick up the MyAccess essay packet upon entering the room. After the bell rings, one student will read the bulletin. Then the agenda for the day will be reviewed. The students will then be directed to take a look at their packets. Tell the students to take out highlighters/markers to annotate. Then one student will read the prompt. Another will then read the section about how they will be scored. Then the students will be instructed to take out all of their

Cornell notes, annotation sheets, and vocabulary trackers from the Edgar Allen Poe works they read during class. b. Developing: Instruct the students to flip to the rubric page of the packet. Tell them that each learning bubble is going to be assigned to define and provide an example of a “5” for one section of the rubric using their Poe notes. They will have 5 minutes to complete the task. Make sure to tell them why this is important - understanding the rubric will help make sure they know what is required to excel. Connect this to the writing posters in the room. These six things are essential to master for all academic writing. Then assign each bubble a category of the rubric and start the timer on my watch. Circulate the room, making sure students are on task and fielding any questions that my arise. After the 5 minutes is up, have each group share out their level “5” definition and example. Use the document cam to annotate my own rubric with the students’ suggestions. Indicate that they should be doing the same. Then have the students flip to the graphic organizer. Have students see the connection between prompt and the sections of the graphic organizer. Have them also make the connection that this can be used as an outline to guide their essay writing. Assign each bubble a Topic and tell them they must complete the entire row. They will have 7 minutes to collaborate, find the information, and also note in the “Personal Comments” section where they found the evidence. Again, circle the room, fielding questions and making sure student groups are on task. Have each group share out. Use the document camera to fill in the information provided by the students. Allow students enough time to copy the information as well. Before the students begin working on filling in the content on their graphic organizers, make a connection to their final projects. Note that for their novels, they need to identify the same information and have it in their presentations. Tell them to use this as an opportunity to practice finding tone, identifying the mood (engage prior knowledge - students have this skill but review if necessary), as well as describing and identifying the setting (another skill the students possess but may need reviewed).

c. Conclusion: With the remaining time, allow students to access a laptop computer and being drafting their essays. Before they are allowed to use the computer, they must receive a thumbs up stamp from me, indicating that their graphic organizer is complete and the information is accurate. Review with each student how they identified tone, mood, and themes. Guide their thinking if necessary. At the end of class, review the due dates for the essay and assign it for homework.

Adaptations and Extensions (Differentiation): Students create exemplars using the rubric they will be graded on Frequent checks for understanding Students work in a small group setting before sharing out Visual aids (using the document camera) supports visual learners

Small, quick tasks with clear directions and clear time limits Intentional grouping of special ed students - paired with higher level student Students justify answers Students make connections to prior knowledge Student connect information to specific evidence in the text

Management Considerations: Shorter class period - directions need to be simple, clear, and efficient. Keep track of time - pacing will be very important. Make sure students are on task while in small groups - circulate room.

Unit: A Struggling Young Nation, 19th Century American Literature

Lesson 3: Organize That Outline

Teacher: Elizabeth Drazdowski

Class: English

Date: Friday, February 3rd

Level: 11th Grade

Purpose: Collecting data, brainstorming, and organizing information into an outline format are critical prewriting strategies that students need to develop. Students who are able to logically organize information prior to writing produce better first drafts than students who do not use these strategies. Furthermore, the culminating unit project is a 3-5 minute oral presentation. Students are required to submit a written outline that consists of an introduction, body, and conclusion. This written outline can also be used as a script to guide their presentation. The information required for each section of the outline is listed on the assignment handout the students received. The outline templates/graphic organizers used in this lesson mirror the presentation guidelines. They also provide students with storyboard space to sketch or make note of the illustrations and visual aids they plan to use in their Prezi.

Student Learning Objectives: Students will be able to compile and organize information. Students will be able to produce an outline for their oral presentation.

Standards: I; II; III; IV; V; VI; VII; VIII

Benchmarks (HCPS III): BENCHMARK LA.11.4.1: Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as: • narratives or scripts with a theme and details that contribute to a mood or tone • poems using a range of poetic techniques and figurative language in a variety of forms • literary, persuasive, and personal essays that demonstrate a comprehensive understanding of the topic • research papers that include two or more relevant perspectives and take into consideration the validity and reliability of sources • functional writing including college and job applications

• reflections that draw comparisons between specific incidents and broader themes BENCHMARK LA.11.4.3: Synthesize and cite information from multiple sources (e.g., almanacs, websites, periodicals, field studies, speeches, interviews) while maintaining the flow of ideas BENCHMARK LA.11.5.1: Develop ideas and details in writing to address a specific purpose and audience BENCHMARK LA.11.5.2: Organize writing so that it conveys a clear perspective on the topic, maintains a consistent focus, and addresses the needs of the audience BENCHMARK LA.11.6.1: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)

GLO’s: Self-directed Learner Community Contributor Quality Producer Effective Communicator Effective and Ethical User of Technology Formative Assessments: In class observations Outline produced by each student

Materials/Set-Up: The Raven by Edgar Allen Poe exemplar outline Computer/Projector/Document Camera Outline Template (attachment 1) Outline + Storyboard Template Packet (attachment 2) Chunked Outline + Storyboard Template Packet (attachment 3) Blank Storyboard Worksheet (attachment 4) Laptop Computers

Procedures: a. Introduction: -Review agenda: by the end of the class - you will create an outline/script for your Prezi presentation -Instruct students to take out Prezi project packet -Quickly review the elements needed for the outline - intro, body, conclusion -One student will identify the content needed in the body (setting, time period, etc.) -Hand out blank outline template (attachment 1) -Make the connection that the intro, body, and conclusion sections of the outline mirror the requirements in the Prezi outline directions

-Also indicate that the outline can be used as a script -Have students take out their story maps, cornell notes, character maps that they completed when they read their novels -Ask students what step of the prewriting process this was (gather information) -As them what the final step of the prewriting process is (create an outline) -Give students 15-20 minutes to organize/sythesize the information in the outline using their notes and story maps -Circulate room with coteacher, assisting students: Students are seated in their literature circle groups, encourage collaboration, but make sure they stay on task b. Developing: -Coteacher will give sample oral presentation using The Raven, a poem they read the previous week, using the same outline they just filled in as a script -She has cut the three sections and placed each one onto a separate notecard -This shows them how to manipulate the outline to make it work as a script -Then hand out next outline template to class (attachment 2) -Make sure to give special ed student the chunked version (attachment 3) -Make connection that it mirrors the outline they just completed, but has boxes to plan for visual aids for each section -Have an exemplar completed with The Raven, model/think aloud the process of filling it in and considering the visual aids that will accompany the spoken words -Give the students until the end of class to work in small groups/independently -Coteachers will circle the room and assist students -As needed, offer students the blank storyboard option (attachment 4), or the chunked outline option (attachment 3) c. Conclusion: -If students complete their outlines and get teacher approval, give them a laptop to start working on their Prezi presentation -Collect both the original outline and the storyboard outlines at the end of class for assessment

Adaptations and Extensions (Differentiation): Students see an exemplar outline created with literature they recently read Students see this exemplar outline used as a script to guide the presentation Special education student provided with chunked storyboard template ELL students provided with guided storyboard template Advanced students/visual learners given the option to use blank storyboard sheet Visual learners engaged with teacher modeling the completion of outline Auditory learned with think aloud, example oral presentation Students work in a small group setting, within their literature circles Intentional grouping of special ed students - paired with higher level student Students make connections to prior knowledge Students make connections to larger project

Management Considerations: Use established nonverbal signals to indicate time is up/class needs to be quiet Two adults circling the room, able to keep students on task during group work

Attachment 1 - Outline Template

Attachment 2 - Outline + Storyboard Template Packet

Attachment 3 - Chunked Outline + Story Board Packet

Attachment 4 - Blank Storyboard Template

Unit: A Struggling Young Nation, 19th Century American Literature

Lesson 4: Master the Mechanics

Teacher: Elizabeth Drazdowski

Class: English

Date: Monday, February 6th

Level: 11th Grade

Purpose: Grammar and style are two major elements of the English language. In order to use the language properly, students must understand its components. Being able to understand and correctly use coordinate adjectives is an essential skill for the students to learn, as it will greatly improve their writing. Also, being able to effectively break down long sentences into smaller, more comprehensible sections is an important reading skill for students to master. Practicing both of these skills with a text the students have already read (The Raven and The Fall of the House of Usher) eliminates the need to focus on content and allows the students to direct all of their attention to the grammar, style, and reading skills this lesson seeks to develop. Furthermore, the culminating unit project is a 3-5 minute oral presentation. Students will be graded on the correctness of the grammar and mechanics in their presentation. Learning how to correctly use coordinate adjectives and break down long sentences will help the students become better readers, as well as better writers.

Student Learning Objectives: Students will be able to define “coordinate adjectives” Students will be able to identify coordinate adjectives in a text Students will be able use coordinate adjectives correctly in writing Students will be able to clarify the meaning of long sentences

Standards: I; II; III; IV; V; VI; VII; VIII

Benchmarks (HCPS III): BENCHMARK LA.11.1.1: Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study TOPIC: Grammar and Mechanics# # BENCHMARK LA.11.4.2: Use knowledge of sentence structure, grammar,

# # punctuation, capitalization, and spelling to produce grade-appropriate # # writing in standard English BENCHMARK LA.11.6.1: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)

GLO’s: Community Contributor Quality Producer Effective Communicator Formative Assessments: In class observations Verbal and written checks for understanding throughout lesson Completed worksheets handed in

Materials/Set-Up: Grammar and Mechanics Packet Computer/Projector/Document Camera

Procedures: a. Introduction: As students enter class, make sure they grab the handout from the resource table. Have the document camera/projector on and ready. Begin class by engaging prior knowledge/conducting an informal assessment by asking “Show of hands: How many of you know what coordinate adjectives are?” Note which students do not raise hands. Should a student know, ask him or her to give their definition. Then break the phrase down into two words. Have a student give the definition of “coordinate”. Then double check to make sure all students know what an adjective is. Have one student write these two definitions on the board so that they are visible for the entire class throughout the lesson. Guide the students through the top section of the Grammar and Style worksheet using the document camera to provide a visual aid. Be sure to model creating my example of coordinate adjectives. Then have each student create one of their own. Give them 30 seconds to do so. Then have a “whip around” and have each student share out in a rapid fire succession. Ask the final student “and how do you know they are coordinate adjectives?” requiring him/her to justify the answer. Next have students flip to the Reading Strategy handout. Ask them “Show of hands again: How many of you felt lost or confused when reading Edgar Allen Poe because his sentences were too long?” Admit that I did too when I first read his short stories. Explain to the students that there is a strategy they can use to break down the sentences into small, logical parts, and it will help them understand the basic plot. Guide the students through the top section of the handout, using the document cam again to provide a visual aid. Do a “Think Aloud” to show the students how to break down a long sentence and rephrase it into my own words. Then have the students practice as a group to complete number one.

b. Developing: Instruct students to break up into groups of two or three from their bubbles of five. Tell them they have the next 35 minutes to work in their duos or trios to complete both worksheets. Use this time to check in with every duo/trio and ensure they are completing the work correctly. Pay special attention to the special ed student and ELL learners. If needed, combine groups that are struggling and reteach the concepts/guide them through the work. c. Conclusion: When the 35 minutes are up, bring the students back together as a group. Connect this grammar lesson/reading strategy to their final project. They will be graded on “Mechanics” and practicing these skills will help them both understand their novels better, as well as create grammatically correct slides. Review the final project rubric with the students. Review the concepts learned during class with a few simple cold call questions. Then collect the students worksheets on the way out of class.

Adaptations and Extensions (Differentiation): Visual learners engaged with document camera supplementation Auditory learners engaged with oral discussions, small group work Students work in a small group setting Teacher can provide ample one-on-one or small group support Visual aids support intro and development sections New vocabulary, concepts presented visually Intentional grouping of special ed students - paired with higher level student Students justify answers Students make connections to prior knowledge Students make connections to larger project

Management Considerations: Cold calling will keep students on task, will have answers prepared Use established nonverbal signal to indicate time is up/class needs to be quiet “Pencils down, hands up!” to indicate time for work is over Teacher circling room when working in duos/trios = less time to be distracted

Unit: A Struggling Young Nation, 19th Century American Literature

Lesson 5: A+ Aesthetics

Teacher: Elizabeth Drazdowski

Class: English

Date: Wednesday, February 8th

Level: 11th Grade

Purpose: Understanding how “aesthetics” contribute to an oral presentation is essential knowledge for the students to have prior to completing their final projects. Capturing the themes and symbols of a novel and displaying them aesthetically is a higher level skill that will help both the student, and the audience, comprehend the literature better. Students have already identified the themes and symbols in Edgar Allen Poe’s The Raven and The Fall of the House of Usher. Combining this prior knowledge with the Prezi software will help students conceptualize, visualize, and refine the aesthetic aspects they plan to use in their final project.

Student Learning Objectives: Students will be able to define the term “aesthetics” Students will be able to identify themes in a piece of literature Students will be able to identify symbols in a piece of literature Students will be able navigate the Prezi software and produce a presentation

Standards: I; II; III; IV; V; VI; VII; VIII

Benchmarks (HCPS III): BENCHMARK LA.11.1.1: Use new grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study BENCHMARK LA.11.7.1: Use information about audience to incorporate ideas or approaches that will increase interest and acceptance BENCHMARK LA.11.6.1: Participate in a small group (e.g., organize sessions and information, complete a grade-appropriate task, evaluate the group's accomplishments)

GLO’s: Community Contributor Quality Producer

Effective Communicator Effective User of Technology Formative Assessments: In class observations Completed mini-presenatation

Materials/Set-Up: Class set of computers Computer/Projector

Procedures: a. Introduction: Begin class by having two students come to the front of the room. Have one student write, “Themes” on the board and the other write, “Symbols.” Quickly review the definitions, having the students write their classmates responses under the words. Then give the students 3 minutes to work in their learning bubbles to come up with at least 2 themes and 2 symbols we discussed in The Raven and The Fall of the House of Usher. Have the students share out their responses. Then write the word “aesthetics” on the board. Ask the students where they have seen this word before. Have the students take out their rubrics and discuss the requirements for the final project in that category. Do a think aloud of what a dark, dreary, Edgar Allen Poe story looks like in my imagination, and how I could create that same mood using colors, pictures, and illustrations on my Prezi. Tell the students that today, they are going to have the opportunity to practice creating a Prezi that is “aesthetically pleasing” (another way they may have heard this word used before) using their knowledge of Edgar Allen Poe b. Developing: Instruct the students to form a pair and sign out a class laptop from the closet. When everyone is logged into their Prezi account, give the nonverbal signal to get everyones attention again. Tell them that their goal is to create a mini-prezi that would earn 8 points in the Aesthetics category for Edgar Allen Poe. They can use one or both texts that we’ve discussed in class. Tell them this is an opportunity to practice using the software, experiment with different colors, and find relevant illustrations. With 15 minutes left in class, they need to have a mini-prezi to show me. The text they use in the prezi must justify their aesthetic choices. For example, “I am using a black background with red colored words and a drippy font for the title because one of the themes is....” Tell the students to begin working. Use this time to check in with the special ed student and provide small group instruction. Also, use this time to ensure the ELL students are able to locate the themes and symbols in their novels, as they may have some difficulty decoding the language. Furthermore, show the advanced students tricks and tips to take their Prezi’s to the next level, as they already demonstrated proficiency with the software during the pre-assessment. c. Conclusion: With 15 minutes left in class, announce that you will be circling the room to view everyone’s final mini-Prezi. Give the students feedback and pointers. End class by

reviewing “aesthetics” and share exemplars of students who used them to help illustrate the symbols and themes in the Mini-Prezi assignment.

Adaptations and Extensions (Differentiation): Adequate time for teacher to provide one-on-one and small group support Students see exemplars of aesthetics Frequent checks for understanding Visual learners engaged with the computer software and colors Students work in a small group setting before sharing out Visual aids support intro and development sections Prior knowledge engaged and reviewed Intentional grouping of special ed students - paired with higher level student Students make connections to larger project

Management Considerations: Use established nonverbal signal to indicate time is up/class needs to be quiet “Pencils down, hands up!” Teacher circling room when working in duos/trios = less time to be distracted