I very much enjoyed creating my first official unit plan, hopefully it will be useful when I finally get into the classroom.
Jacqueline Lehmann
Reading/Writing Unit Plan
Professor Jane Gregory
1. Coming to
2. Touchstone Texts:
Jiminez, Francisco. Breaking Through.
Na, An. A Step From Heaven.
Perera, Hilda. Kiki: A Cuban Boy's Adventure in
Yang, Gene Luch. American Born Chinese.
3. Synergistic Texts:
Bode, Janet. New Kids in Town: Oral Histories of Immigrant Teens.
"Ed Video Online." Power Media Plus.
Martinez, Victor. Parrot in the Oven: Mi Vida. 2nd.
Ping, Wang. "Syntax." 250 Poems: A Portable Anthology. Ed. Peter Schakel and Jack Ridl.
4. Essential Questions:
-What is the main character and/or their family looking for in coming to
-Do the characters have to give up anything or change to fit in? If so, how do they feel about that in the beginning of the story? How do their feelings change as the story progresses?
-How does the relationship within the family change over the course of the text?
5. Unit Rationale: Over the past couple of years there has been a lot of discussion over immigration legislation in our country. There are many towns and cities with a constantly growing immigrant population. This shift is apparent in schools in these communities as they grapple with the resulting issues such as instruction for Limited English Proficiency students. At an age when teens may tend to be clique-ish and hang out with their peers of the same background, it is important to breed tolerance and empathy towards those who have recently arrived in the
6. Unit Overview:
- Instructional contexts: This unit plan is intended for ninth graders. I would use this in the month leading up to the December break. I think it would be nice to have this follow something more canonical such as Romeo and Juliet because it is much more contemporary than many of the works students read. Students need almost no prior knowledge but some of them might have personal stories that add to the unit. The classroom needs to be an environment of tolerance and safety for this to be successful.
- Reading Structures: The touchstone texts will be read mostly at home though there will be considerable time allotted to SSR during which students may read the course texts if they choose. New Kids in Town stories will be read with a partner, possibly using the reciprocal reading strategy. The poem “Syntax” will be read as a class, and excerpts from Parrot in the Oven will also be read as a class during writing exercises.
- Writing Structures: During the reading of the touchstone texts students will be responsible for dialectical journals (at least 2 entries/week) as well as online responses. For the final project, the letter-writing portfolio, students will be given time in class for brainstorming. They will submit two letters to the teacher prior to the due date and also have time for partner sharing before turning in the final product.
- “Moving into”: Students will choose which touchstone text they are going to read through an activity in which they pick up whichever book appeals to them, open to the middle, and read for five minutes. The process will be repeated a total of three times, allowing them to preview 3 out of 4 books before they decide on one. The following day each group will have a tea party and report back to the class on their predictions for the text (Olson 121).
- “Moving through”: Dialectical journals and online discussion (each reading group will have its own thread and there will be a class-wide thread in case they want to address the whole class). Also each group will create a plus/minus timeline based on the first chapter or segment of the book (there will be time in class to use construction paper, markers etc. to make these). These charts will be displayed on the classroom bulletin board.
- “Moving beyond”: Each group will give a short book talk designed to key other student’s interest in the book. Also see cumulative project assignment for portfolio of letters.
- Cautions: There is a good possibility that those students who have been exposed often to racist attitudes might not be so open-minded to this unit. The most important way to address this is to have created a safe and respectful classroom environment well before this unit began.
7.
- Information and Understanding: Debate based on “Collision Course” (see calendar, day 3). Students will be able use presented information to defend a point of view (not necessarily their own).
- Literary Response and Expression: Dialectical Journals and online responses (see calendar, weeks 3 and 4). Students will be able to respond to text as they read and also to each other’s responses.
- *Critical Analysis and Evaluation: Culminating Project (see handout). Students will be able to analyze one character’s actions and feelings throughout the reading of the touchstone text.
- Social Interaction: Group activities such as tea party and book talk (see calendar days 12 and 20). Students will work cooperatively with their literature groups and respect each other’s opinions and work.
8. Use of Technology: Students will use Blackboard (or a similar online discussion forum) to discuss the touchstone texts. This will be in addition to the use of the more traditional dialectical journal response, and will also allow students the chance to comment on their classmates’ ideas. Students will also create a Podcast or digital story in our school computer lab (which is hopefully equipped with microphones for recording) based on their reading in New Kids in Town.
9. Use of Nonprint Media/Media Literacy: Students may get extra credit by watching television or a movie and finding any portrayal of immigrants. They will write a short paragraph discussing how they are represented and their thoughts about that. Students will also have an in-class debate after viewing On Common Ground: Collision Course and will use facts and opinions presented by the short film as grounds for their side of the debate.
10. Interdisciplinary Connections: This unit could be easily connected to the Social Studies curriculum if they are learning about earlier immigrant groups as part of US History. It could also tie into a study or focus on current affairs in a Social Studies classroom.
11. Heterogeneity and Diversity: This unit allows for heterogeneity and diversity in several ways. Students will be given varied options for extra credit. They will be allowed to choose which major text they will read and respond to. The use of an online forum for discussion will be helpful to those who might not speak so willingly in class. There will also be participation grades given for diverse activities such as writing workshops, participation in a debate and the construction and display of a plus/minus timeline.
12. Alignment with Literary Theorists: This unit aligns closely with Reader Response Theory and Louise Rosenblatt’s notion of the transaction between the text and reader. This is exemplified by the dialectical journals which essentially represent a conversation between the reader and the text. The final portfolio project is essentially a conversation between the reader and one of the book’s characters through which meaning will be created.
13. Class Newsletter:
Attention Students!
You have probably all heard something about the controversy surrounding the
Our next unit will focus on immigration. We will earn about the conflict surround immigration and participate in a class debate. We will create digital media based on a vignette of an immigrant teenager, and we will have fun with some creative writing.
We will spend two weeks reading works about young people immigrating. You will have your choice of work and will be broken into groups based on your choices. There will be significant class time allotted to SSR and a few chances for extra credit (During SSR time you may read your chosen text or any other material). You will respond to your chosen work through Blackboard and dialectical journal entries. Each reading group will give a brief booktalk on December 14. You will be given some class time to prepare with your group.
The culminating project for this unit will be a portfolio containing 5-7 letters written to a character from your work. These should be written throughout the reading process so you will have a head start long before the portfolio is turned in. It will be due on December 19.
If either you or your parents have any questions about this unit, please send me an email at lehman69@newpaltz.edu.
14. Administrator Letter:
Dear Principal So-and-so,
I thought that you might be interested in hearing about the next unit that I have planned for my ninth grade classes. In light of the recent and ongoing debate surrounding immigration laws and border control I have decided to study the American immigrant experience with my students. We will learn about the controversy through current news reports and other media as well as read both true and fictionalized accounts of immigrant children and teens.
I thought you might like to join our class for a day of multimedia presentations on Friday, November 30. The students will have created podcasts or digital stories based on a short vignette they will have read about one teen’s experience. Please let me know if you would like to attend, and if so which periods you might be available.
Looking forward to hearing from you,
Jacqueline Lehmann
15. Culminating Project Assignment and its evaluation:
The Final Project for this unit will be a portfolio of 5-7 letters that you will write to any one character from your book. These can be in the format of a friendly letter. In your letters you can ask the character questions, talk about situations they have been in and share your opinion or what you would have done, or simply empathize with the events of their life. These letters should span the plot of the book ,a dn be sure to include quotes from the book or specific references.
I would like you to be creative in your writing craft. Feel free to use any of the literary devices we have learned about. We will also do a writing activity or two that may give you some ideas.
I suggest that you write these as you are reading instead of waiting until the end of the book so that your reactions will be fresh. I will collect two letters on December 10th. Of course you may hand in more than two for feedback if you have them completed. I will comment on your work and you will get a class participation grade for turning them in.
You will also be given class time to work on your portfolio with a partner. The final project will be due on December 19. Please see attached rubric.
On December 19 you will be asked to read a portion of any one of your letters in front of the class. This is not mandatory but you will be awarded extra credit if you choose to read.
| Criteria | 1 | 2 | 3 | 4 |
| Inclusion of textual references and/or quotes | Does not include any references or quotes | Uses few references or quotes or uses them in a nonspecific way | Uses references and quotes to support ideas | Uses references and quotes often to enhance and further ideas |
| Use of literary devices | Does not use devices | Uses devices incorrectly or hardly at all | Uses literary devices | Uses literary devices effectively to create a unique voice and style |
| Clarity | Writing is unclear or does not make sense | Writing sometimes is unclear | Writing is usually comprehensible | Writing is consistently logical and comprehensible |
| Depth of analysis/critical awareness | No effort made to explore beyond the events of the text | Little critical thinking about the events discussed | A solid grasp of the implications of the character’s actions | Writing reflects outstanding analysis of the text |
| Spelling, grammar and punctuation | Writing is unintelligible due to errors | Quite a few language errors | Few errors | Almost entirely free of mistakes |
16. Lesson Plans:
Lesson Plan #1
1. Coming to
Ping, Wang. "Syntax." 250 Poems: A Portable Anthology. Ed. Peter Schakel and Jack Ridl.
2. Context/Rationale: Yesterday we finished a class debate about immigration, which was based on a video that the class viewed. Today we will read “Syntax” and do a couple of writing activities based on the experience of being an outsider, whether that means not speaking the dominant language or not fitting in socially or culturally.
3. Note to Observer: Was this method of reading the poem effective an thought-provoking?
4. Objectives for Lesson: Students will read and respond to “Syntax” (NYS Standard #2, Using Language for Literary Response and Expression). Students will participate in free-write and share response with the class (NYS Standard #4. Using Language for Social Interaction).
5. Teacher Materials: copies of “Syntax”
6. Student Materials: pen and paper
7. Process and Timing:
- anticipatory set: 5 min-One student reads “Syntax” aloud, and then the students read poem again, each jumping in to read a line.
- input: 5 min-Students will respond on paper to the poem. 5 min-Students will turn to a partner and discuss the poem. 10 min-Students will write about a time when they felt like they didn’t fit in, belong, or understand the people around them.
- modeling: Teacher will write along with students.
- checking for understanding/sharing: 10 min-Students are invited to share anything they’ve written.
- guided practice:
- closure: 5 min-Brief discussion of whether there are similarities between experiences that students shared or spoke about.
Lesson Plan #2
1. Coming to
Jiminez, Francisco. Breaking Through.
Na, An. A Step From Heaven.
Perera, Hilda. Kiki: A Cuban Boy's Adventure in
Yang, Gene Luch. American Born Chinese.
2. Context/Rationale: Yesterday the students chose which text they wanted to read and reading groups were formed accordingly. Today within reading groups students will have a “Tea Party” as a pre-reading activity. They will make predictions about the text based on the clues they are given. Tomorrow we are going to have a period of SSR, which we have been doing usually once a week since the beginning of the year. This way students who chose to do so can get a solid start on their text.
3. Note to Observer: Did the classroom become unruly or was it managed well during the activity?
4. Objectives for Lesson: Students will think critically about the clues they are given (NYS Standard #3, Using Language for Critical Analysis and Evaluation). Students will come up with predictions as a group and report them to the class (NYS Standard #4, Using Language for Social Interaction).
5. Teacher Materials: prepared index cards with clues, a set for each group made for their book
6. Student Materials: paper and pen
7. Process and Timing:
- anticipatory set: 5 min-freewrite making predictions based on the cover of the book
- input: 5 min-instructions for tea part, move into groups
- modeling:
- guided practice: 10 min-teacher moves around room as students piece clues together
- checking for understanding/sharing: 10 min-students report predictions to entire class
- closure: 5 min-Each group member should have prediction written down so they can look back on it as they read the book and think about how accurate they were or were not.
Lesson Plan #3
1. Coming to
Jiminez, Francisco. Breaking Through.
Na, An. A Step From Heaven.
Perera, Hilda. Kiki: A Cuban Boy's Adventure in
Yang, Gene Luch. American Born Chinese.
2. Context/Rationale: Yesterday we had a period of SSR to ensure that every student has had the chance to read at least the first twenty pages of their touchstone text. Today we will create a plus/minus timeline as a during reading activity to encourage students to think critically about events as they unfold within the text. This activity might also serve to peak students’ curiosity about works other than the one they have chosen.
3. Note to Observer: Did the activity itself seem easily applicable to all of the texts with which the students were working?
4. Objectives for Lesson: Students will assign positive or negative values to significant events (NYS Standard #3, Using Language for Critical Analysis and Evaluation). Students will agree on a timeline within their group and create a copy together for the bulletin board (NYS Standard #4, Using Language for Social Interaction).
5. Teacher Materials: Construction paper, markers, glue, glitter, etc.
6. Student Materials: copy of their touchstone text, paper and pen
7. Process and Timing:
- anticipatory set: 5 min-discuss one event from “On Common Ground” and ask students to decide if it was a positive or negative event. Discuss the disparity in opinion.
- input: 5 min-Give directions for activity
- modeling: 3 min-show sample timeline teacher made of video
- checking for understanding/sharing: 25 min-teacher moves throughout the room and sits with each group as they create their timeline
- guided practice:
- closure: 5 min-discuss process of creating timeline, display them in classroom
Lesson Plan #4
1. Coming to
Martinez, Victor. Parrot in the Oven: Mi Vida. 2nd.
2. Context/Rationale: Yesterday the students created a plus/minus timeline. Today they will participate in a writing exercise, which is designed to help students be more creative and focused on their writing craft as they create their portfolio of letters. After we complete this activity students will be given a few minutes to brainstorm with a partner from their group ideas for the cumulative project.
3. Note to Observer: Is the environment in my classroom comfortable enough that students seemed willing to share their work?
4. Objectives for Lesson: Students will understand the difference between telling and showing in their writing (NYS Standard #1, Using Language for Information and Understanding). Students will write “showing” paragraphs based on simple sentences (NYS Standard #2, Using Language for Literary Response and Expression).
5. Teacher Materials: Sample sentences from Parrot in the Oven
6. Student Materials: pen and paper
7. Process and Timing:
- anticipatory set: 5 min-teacher will write “showing” sentences on the board, discuss whether or not they are “good” sentences
- input: 3 min-directions for writing exercise and 2 prompts
- modeling: 2 min-teacher will read one example that they have written ahead of time, will also write along with students and share during sharing time
- guided practice: 7 min-teacher and students work on writing
- checking for understanding/sharing: 10 min-students are invited to share
- closure: 5 min-talk about whether or not the products are more interesting or better than original prompts
17. Timeline: 40 Minute Periods
| | Monday | Tuesday | Wednesday | Thursday | Friday |
| Week 1 (1st group extra credit option) | 19 Part One of “Collision Course”, group choice for extra credit | 20 Part Two of “Collision Course” | 21 Debate Directions and team formation, prep | 22 Debate | 23 “Syntax” and writing workshop |
| Week 2 (2nd group extra credit option) | 26 partnering activity and story selection “New Kids” | 27 computer lab for podcast and digital story production | 28 computer lab | 29 computer lab | 30 presentations |
| Week 3 (3rd group extra credit option) begin dialectical journal and Bb responses | 3 book choice activity for major work | 4 tea party activity in reading group | 5 SSR | 6 plus/ minus timeline in groups for first segment or chapter | 7 show, don’t tell writing exercise, brainstorm with partner for cumulative project |
| Week 4 (4th group extra credit option) continue dialectical journal and Bb responses | 10 SSR/ 2 letters due | 11 SSR/ letters returned | 12 SSR | 13 group prep for book talks | 14 book talks |
| Week 5 | 17 partner share of cumulative project | 18 ?? | 19 project due, class share | | |
18. Unit Overview Handout:
I wanted to create a unit that would study an issue that would be current and relevant to my students and their lives. I thought of using the theme of immigration to explore ideas of culture, belonging and tolerance, ideas that are extremely important for young adolescents to consider.
I have created a four and a half week unit plan for ninth graders that examines the experience of coming to the
The students will choose which of the four touchstone texts they want to read for the remainder of the unit. The works vary in difficulty and I have also included a digital story. All are Young Adult texts. With these texts they will participate in a tea party activity, create a plus/minus timeline, and perform a book talk with their group. There will also be writing activities interspersed within the unit. The culminating project will be a portfolio of 5-7 letters than they have written to a character in the text. This will give them a chance to demonstrate their comprehension of the text as well as express their ideas creatively.
Bibliography
Touchstone Texts:
Jiminez, Francisco. Breaking Through.
Na, An. A Step From Heaven.
Perera, Hilda. Kiki: A Cuban Boy's Adventure in
Yang, Gene Luch. American Born Chinese.
Synergistic Texts:
Bode, Janet. New Kids in Town: Oral Histories of Immigrant Teens.
"Ed Video Online." Power Media Plus.
Martinez, Victor. Parrot in the Oven: Mi Vida. 2nd.
Ping, Wang. "Syntax." 250 Poems: A Portable Anthology. Ed. Peter Schakel and Jack Ridl.
Helpful Websites:
http://www.pbs.org/independentlens/newamericans/
http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Unit Inspirations
This unit was inspired by my commitment to building tolerance and a sense of community amongst my students. Throughout my graduate school career this has become increasingly important to me, though I cannot say that this unit was particularly inspired by any one person or course.
Like many other things in my life, this unit was partially inspired by the time I spent living in
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