Units and Lesson Plans
Throughout the student teaching experience, I developed four units, two per grade level. Each unit was approximately six weeks and contained individual lesson plans for each day, a set of unit goals, and a primary assesment for unit completion. Given below are those overarching goals, an overview of the unit, primary assessment, and sample lesson plans. This information is divided by grade level and six-week grading period.
Exploring Our Identities as Writers: A Unit for Tenth Grade
With the North Carolina Writing Assessment just weeks away, my experience as a consultant in the writing center at Gardner-Webb University, and the emphasis in my philosophy of education on the importance of writing, lay the groundwork for my first unit. I was asked to begin working with the sophomores immediately once the semester begin, so we could get focused on writing quickly. As I began to consider how to teach writing to a bunch of tenth graders, I found that I consistently returned to the same idea, that the biggest issue in the classroom when it comes to writing is the lack of student confidence. Students so often see their papers "bleed," covered in red ink that screams that their words are wrong. This contributes to the common belief that they aren't writers. This is a misconception. My goal for my students thus became that they would see themselves as writers first and foremost. With a new confidence in writing, students would feel more prepared not only for the test, which is only a small part, but ready to tackle the writing assignments of school and beyond.
To achieve this goal, we first looked at our history as writers, and then worked to change that history through writing assignments that were built specifically to encourage student success. We also looked at professional writers and how they feel about writing and compared those ideas to our opinions. We looked at specific types of writing, such as the cause and effect essay, specifically for audience and purpose. With audience and purpose guiding writing, students are better equipped to not only take the writing assessment, but also contribute to any kind of writing assignment that comes their way - thus not only gaining confidence as writers, but also becoming self-learners that can make choices for themselves.
Unit Goals:
For students to develop as writers, through personal exploration and expression.
For students to gain a deeper understanding of the writing process.
For students to make writing choices based on audience and purpose.
For students to think critically about writing and evaluate its structure.
For students to develop self-assessment and peer review strategies, through consistent reflection.
Assessment:
While the unit called for continuing assessment throughout the entire six weeks, there were a few major projects. One such project was a webquest that I developed. It used the Department of Public Instruction website as a research tool for students to learn more about the North Carolina Writing Assessment. By following the instructions I provided for them on the webquest, which is a host website that provides assigment information, students were able to go at their own pace and learn more about the writing assessment themselves. They were asked to answer research questions, and then based on their responses to the questions, build a personal study guide that was unique to them. With the students developing their own study guide, they could work on specifcally what they need remember the most. To view the webquest website, which comes with instructions for the project and evaluation information, just click on this link: http://writingtest.weebly.com
Another project we worked on through the six weeks was what we called our personal choice essay. In this writing assignment, students were able to write about whatever they wanted to write about. They had to have their topic approved and there were specific guidelines, but for the most part, students were able to write how and about what they were most comfortable with. This was our major confidence builder project for the semester. For students, having the freedom to write about something they like certainly encourages them to write, and makes writing seem less unattainable. We also used this as our ongoing "practice" writing piece for the six weeks, using it as a basis to try out a number of writing strategies and techniques.
To achieve this goal, we first looked at our history as writers, and then worked to change that history through writing assignments that were built specifically to encourage student success. We also looked at professional writers and how they feel about writing and compared those ideas to our opinions. We looked at specific types of writing, such as the cause and effect essay, specifically for audience and purpose. With audience and purpose guiding writing, students are better equipped to not only take the writing assessment, but also contribute to any kind of writing assignment that comes their way - thus not only gaining confidence as writers, but also becoming self-learners that can make choices for themselves.
Unit Goals:
For students to develop as writers, through personal exploration and expression.
For students to gain a deeper understanding of the writing process.
For students to make writing choices based on audience and purpose.
For students to think critically about writing and evaluate its structure.
For students to develop self-assessment and peer review strategies, through consistent reflection.
Assessment:
While the unit called for continuing assessment throughout the entire six weeks, there were a few major projects. One such project was a webquest that I developed. It used the Department of Public Instruction website as a research tool for students to learn more about the North Carolina Writing Assessment. By following the instructions I provided for them on the webquest, which is a host website that provides assigment information, students were able to go at their own pace and learn more about the writing assessment themselves. They were asked to answer research questions, and then based on their responses to the questions, build a personal study guide that was unique to them. With the students developing their own study guide, they could work on specifcally what they need remember the most. To view the webquest website, which comes with instructions for the project and evaluation information, just click on this link: http://writingtest.weebly.com
Another project we worked on through the six weeks was what we called our personal choice essay. In this writing assignment, students were able to write about whatever they wanted to write about. They had to have their topic approved and there were specific guidelines, but for the most part, students were able to write how and about what they were most comfortable with. This was our major confidence builder project for the semester. For students, having the freedom to write about something they like certainly encourages them to write, and makes writing seem less unattainable. We also used this as our ongoing "practice" writing piece for the six weeks, using it as a basis to try out a number of writing strategies and techniques.
Sample Lesson Plan: Week 6 - Day 2
Goals:
For students to evaluate the structure of the North Carolina Writing Assessment.
For students to practice self-assessment through developing study techniques.
For students to continue to practice and explore writing.
For students to continue to build confidence in their writing.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.02, 2.01, 4.05
Writing Into the Day 5-7 min.
Modeling:
- The teacher will facilitate a class discussion on the writing test and coach the students through the webquest assignment. 10-15 min.
- The teacher will guide the students through looking at the state writing test, its components, and its requirements through using a webquest.
- Students will also already be familiar with these concepts because they have already been a part of the learning in class. In this way, these conversations also help to boost confidence as students realize how prepared they already are. 10-15 min.
- The teacher will also introduce the personal study guide activity to the students. 3-5 min.
Practice:
- Students will explore the DPI website using their macbooks and complete a webquest that focuses on learning more information about how the state writing assessment is set up, and the components that they will come in to contact with on testing day. 40-45 min.
- Students will answer research questions and develop their own personal study guide.
Closure and Review:
- The teacher will bring the class back together for any final thoughts or reminders. This activity will be completed the following school day. 3-5 min.
Assessment:
- The teacher will assess through observation during the work time
- Students will practice assessment through evaluating the DPI website for key information, and considering what they may need to know.
- Since the primary purpose of the webquest is for students to practice and prepare for the writing assessment, the teacher will grade the research questions and study guide primarily for completion.
For students to evaluate the structure of the North Carolina Writing Assessment.
For students to practice self-assessment through developing study techniques.
For students to continue to practice and explore writing.
For students to continue to build confidence in their writing.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.02, 2.01, 4.05
Writing Into the Day 5-7 min.
Modeling:
- The teacher will facilitate a class discussion on the writing test and coach the students through the webquest assignment. 10-15 min.
- The teacher will guide the students through looking at the state writing test, its components, and its requirements through using a webquest.
- Students will also already be familiar with these concepts because they have already been a part of the learning in class. In this way, these conversations also help to boost confidence as students realize how prepared they already are. 10-15 min.
- The teacher will also introduce the personal study guide activity to the students. 3-5 min.
Practice:
- Students will explore the DPI website using their macbooks and complete a webquest that focuses on learning more information about how the state writing assessment is set up, and the components that they will come in to contact with on testing day. 40-45 min.
- Students will answer research questions and develop their own personal study guide.
Closure and Review:
- The teacher will bring the class back together for any final thoughts or reminders. This activity will be completed the following school day. 3-5 min.
Assessment:
- The teacher will assess through observation during the work time
- Students will practice assessment through evaluating the DPI website for key information, and considering what they may need to know.
- Since the primary purpose of the webquest is for students to practice and prepare for the writing assessment, the teacher will grade the research questions and study guide primarily for completion.
“The American Experience:” Comparing and Contrasting Cultural Identity in Literature
This unit was the opening unit for the Advanced Placement Language and Composition course. In this class of primarily eleventh graders, we initially struggled with class discussion. Students frequently talked over one another or had their own conversation until the class nearly erupted into chaos. Because of this challenge, I talked with the students and we made it our goal to have more effective class discussions. In order to find out what it means to have an effective class discussion and also to practice those ideas, we started out on a much smaller level: literature circles. These literature circles, or groups of four to five students, each read a book that focused on a central theme, American identity.
I chose American identity for a couple of reasons, one of which was to help students practice reflection and critical thinking. It is easy to accept without question the ideas of a society and culture. However, part of my philosophy of education calls for students to not accept being "spoon-fed," but to take charge of their own learning. In our unit, this idea translates into exploring how we perceive our American society and reflecting on those perceptions. This helped us better understand where our ideas of what it means to be an "American" come from, and how we can figure them out for ourselves. For these students, as teenagers, the idea of "identity" in any fashion is also highly relatable. In the end, the students were able to relate and connect ideas between texts and the world around them, and we also achieved more successful class discussions, which carried over into our next unit.
Unit Goals:
For students to define and evaluate the nature of American society and how it is portrayed in media and other textual mediums.
For students to explore their own cultural identity through literature, research, and personal experience.
For students to develop critical thinking skills that adhere to the Advanced Placement Language and Composition requirements.
For students to work with a variety of print and non-print texts, in order to research and make connections to a common theme.
Assessment:
Throughout our unit on the American experience and identity, we also utilized various projects to help us get a grasp on what this topic actually means. Students explored the American identities and experiences of characters in the books they read, as well as authors, and historical figures, through assignments such as writing double-entry journal reading responses and constructing anthologies built around a central theme. Students also looked at how they perceived their own identity by making "mandalas." These visual organizers symbolize how many elements relate to each other to form a central idea. In this situation, students used elements from their lives to symbolize who they are as Americans.
Our culminating project for this unit was two-fold. Students first participated in "book talks," which are mini-presentations that not only summarize content, but also draw upon key symbols and ideas. These presentations were done through literature circle groups, with each group presenting their novel to other members of the class through a round-table format. In this way, students were able to experience other texts, besides their own, and also develop a sense of American identity that was well rounded. The second portion of our final assessment was an individual activity in which students wrote a reflective letter to me that defined "American identity." With this assignment, students worked on using writing strategies for strong definition essays and also reflect on their learning as a whole. By addressing the letter to me, as teacher, it was both informal and yet still retain the necessary reflection to ensure achievement of unit goals.
I chose American identity for a couple of reasons, one of which was to help students practice reflection and critical thinking. It is easy to accept without question the ideas of a society and culture. However, part of my philosophy of education calls for students to not accept being "spoon-fed," but to take charge of their own learning. In our unit, this idea translates into exploring how we perceive our American society and reflecting on those perceptions. This helped us better understand where our ideas of what it means to be an "American" come from, and how we can figure them out for ourselves. For these students, as teenagers, the idea of "identity" in any fashion is also highly relatable. In the end, the students were able to relate and connect ideas between texts and the world around them, and we also achieved more successful class discussions, which carried over into our next unit.
Unit Goals:
For students to define and evaluate the nature of American society and how it is portrayed in media and other textual mediums.
For students to explore their own cultural identity through literature, research, and personal experience.
For students to develop critical thinking skills that adhere to the Advanced Placement Language and Composition requirements.
For students to work with a variety of print and non-print texts, in order to research and make connections to a common theme.
Assessment:
Throughout our unit on the American experience and identity, we also utilized various projects to help us get a grasp on what this topic actually means. Students explored the American identities and experiences of characters in the books they read, as well as authors, and historical figures, through assignments such as writing double-entry journal reading responses and constructing anthologies built around a central theme. Students also looked at how they perceived their own identity by making "mandalas." These visual organizers symbolize how many elements relate to each other to form a central idea. In this situation, students used elements from their lives to symbolize who they are as Americans.
Our culminating project for this unit was two-fold. Students first participated in "book talks," which are mini-presentations that not only summarize content, but also draw upon key symbols and ideas. These presentations were done through literature circle groups, with each group presenting their novel to other members of the class through a round-table format. In this way, students were able to experience other texts, besides their own, and also develop a sense of American identity that was well rounded. The second portion of our final assessment was an individual activity in which students wrote a reflective letter to me that defined "American identity." With this assignment, students worked on using writing strategies for strong definition essays and also reflect on their learning as a whole. By addressing the letter to me, as teacher, it was both informal and yet still retain the necessary reflection to ensure achievement of unit goals.
Sample Lesson Plan: Week 2 - Day 2
Goals:
For students to explore literature circles through analyzing the “typical” literature circle roles.
For students to begin to develop their literature circle group dynamics as they get together for the first time.
For students to discuss and practice responses that will be used later in literature circles.
For students to continue to explore the concept of “American identity.”
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.01, 1.02, 3.02, and 5.02.
Writing In to the Day 5-7 min.
Modeling:
- The teacher will coach the students through a freewrite, small group discussion, and whole class discussion on effective literature roles and participation. 20-30 min.
- The teacher will also have students model those roles they find to be effective. 15-20 min.
- The teacher will also guide the students through the kind of responses, in this case double-column response journals, that they will be asked to keep for their literature circles. 3-5 min.
Practice:
- Students will generate their own ideas about literature circles roles and how to be effective group members. Then, the students will model their suggestions for each other.
- After discussing how those roles also might coordinate with their individual response journals, students will then, in their groups, practice those with a selected passage. 20 - 25 min.
- Students will be able to ask questions of each other and receive immediate feedback on their responses from their peers. 7-10 min.
- Students will also set up their literature circle schedules, assignments, and “roles.” 7-10 min.
Closure and Review:
- Students will anonymously reflect at the end of the class session on sticky notes. They will write about what they found to be helpful, not helpful, etc. 3-5 min.
Assignment:
- Students will be asked to read an essay from the moodle.
Assessment:
- The teacher will assess the students through observation of their group work and also by checking the response logs periodically during daybook checks.
- The students will assess the effectiveness of their own groups and literature circles in general to better generate more cohesive group work.
- The teacher will also assess lesson effectiveness through observation and the reflective sticky notes.
- The students will self-assess through reflection.
For students to explore literature circles through analyzing the “typical” literature circle roles.
For students to begin to develop their literature circle group dynamics as they get together for the first time.
For students to discuss and practice responses that will be used later in literature circles.
For students to continue to explore the concept of “American identity.”
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.01, 1.02, 3.02, and 5.02.
Writing In to the Day 5-7 min.
Modeling:
- The teacher will coach the students through a freewrite, small group discussion, and whole class discussion on effective literature roles and participation. 20-30 min.
- The teacher will also have students model those roles they find to be effective. 15-20 min.
- The teacher will also guide the students through the kind of responses, in this case double-column response journals, that they will be asked to keep for their literature circles. 3-5 min.
Practice:
- Students will generate their own ideas about literature circles roles and how to be effective group members. Then, the students will model their suggestions for each other.
- After discussing how those roles also might coordinate with their individual response journals, students will then, in their groups, practice those with a selected passage. 20 - 25 min.
- Students will be able to ask questions of each other and receive immediate feedback on their responses from their peers. 7-10 min.
- Students will also set up their literature circle schedules, assignments, and “roles.” 7-10 min.
Closure and Review:
- Students will anonymously reflect at the end of the class session on sticky notes. They will write about what they found to be helpful, not helpful, etc. 3-5 min.
Assignment:
- Students will be asked to read an essay from the moodle.
Assessment:
- The teacher will assess the students through observation of their group work and also by checking the response logs periodically during daybook checks.
- The students will assess the effectiveness of their own groups and literature circles in general to better generate more cohesive group work.
- The teacher will also assess lesson effectiveness through observation and the reflective sticky notes.
- The students will self-assess through reflection.
Once Upon a Time: Exploring Fairy Tales From Around the World
For the second six weeks of the semester, the sophomore classes explored the fairy tales from around the world. What surprised me the most as we began our study was how unfamiliar the students were with fairy tales. Many of them had never heard of classic stories, like "Snow White," so at first, we spent a lot of our time, just gaining experience with fairy tales. As we read countless stories, we worked to compare and contrast the original versions of fairy tales, which are rather gruesome, with other versions, which have been remade to be more suitable for children. In this way, we were able to continue our study of audience and author's purpose in writing. We also took the time to explore the genre itself, considering the common elements of a fairy tale. This lead into a discussion of what really is a fairy tale and how we can distinguish it from other stories. In our unit, we also briefly explored "fractured" fairy tales and gender roles within the stories we read, thus established a broad understanding of the fairy tale genre.
Unit Goals:
For students to explore world literature fairy tales through a variety of methods, including comparing and contrasting.
For students to engage with literature in order to assess the components of a literary genre.
For students to evaluate texts for audience and purpose.
For students to continue to develop critical reading skills and practice consistent reflection.
Assessment:
Our assessment for this unit was comprised of a number of small assignments throughout the six weeks as well as a couple of overarching projects. One of the smaller assignments was another webquest that asked students to explore the history of fairy tales. They were then asked to act as a museum director and display that history through using an online program called "museum box." This website allows students to build displays using text, video, images, and other elements. To view the webquest with the instructions for the project, the link to the museum box website, and how the boxes were assessed, click on the following link: http://fairytalehistory.weebly.com. Not only did this assignment incorporate technology through using an online program, but the assignment asked students to explore the history of a literary genre, which adheres to our unit goals as well as the North Carolina Standard Course of Study. In this way, students were able to use personal research and expression as a way to learn for themselves.
One of our culminating projects for the semester, was an original or "fractured" fairy tales of the students' own composition. Students used the online program, "storybird," to make their stories. This programs housed art and a storybook template. Through this project, students were able to take the fairy tale elements and characteristics that they had been learning and reading about, and put them into practice. Our connecting piece with this project was a one page reflective letter to the teacher detailing the purpose and appeal of fairy tales. This too asked for application of what we had learned, but also asked students to take those ideas even further and make outside connections. This kind of connection is consistent with the North Carolina Standard Course of Study and also adheres to my own philosophy of student reflection and self-learning.
Unit Goals:
For students to explore world literature fairy tales through a variety of methods, including comparing and contrasting.
For students to engage with literature in order to assess the components of a literary genre.
For students to evaluate texts for audience and purpose.
For students to continue to develop critical reading skills and practice consistent reflection.
Assessment:
Our assessment for this unit was comprised of a number of small assignments throughout the six weeks as well as a couple of overarching projects. One of the smaller assignments was another webquest that asked students to explore the history of fairy tales. They were then asked to act as a museum director and display that history through using an online program called "museum box." This website allows students to build displays using text, video, images, and other elements. To view the webquest with the instructions for the project, the link to the museum box website, and how the boxes were assessed, click on the following link: http://fairytalehistory.weebly.com. Not only did this assignment incorporate technology through using an online program, but the assignment asked students to explore the history of a literary genre, which adheres to our unit goals as well as the North Carolina Standard Course of Study. In this way, students were able to use personal research and expression as a way to learn for themselves.
One of our culminating projects for the semester, was an original or "fractured" fairy tales of the students' own composition. Students used the online program, "storybird," to make their stories. This programs housed art and a storybook template. Through this project, students were able to take the fairy tale elements and characteristics that they had been learning and reading about, and put them into practice. Our connecting piece with this project was a one page reflective letter to the teacher detailing the purpose and appeal of fairy tales. This too asked for application of what we had learned, but also asked students to take those ideas even further and make outside connections. This kind of connection is consistent with the North Carolina Standard Course of Study and also adheres to my own philosophy of student reflection and self-learning.
Sample Lesson Plans: Week
Goals:
For students to begin exploring world literature fairy tales and folklore.
For students to continue to think critically about literature.
For students to begin practicing comparing and contrasting different pieces of literature through viewing different textual mediums.
For students to continue to practice evaluating for audience and purpose.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.03 and 5.01.
Writing into the Day 5-7 min.
Modeling:
- After the WID, the teacher will guide the students through turning in their essays through email. 7-10 min.
- The teacher will then lead the class through watching a clip from the Disney television show, The Suite Life on Deck. In one particular episode, the cast presents a parody of story of Snow White.
- The teacher will then guide the students through making a new “memory box” for Disney television parody.
- The teacher will then coach the students through comparing and contrasting the two memory boxes through small group and class discussions.
Practice:
- While students watch the video, they will be asked to keep double-entry journals, noting key images and themes in the movie clip.
- Students will then make a second “memory box” that represents the show.
- Students will participate in small group and class discussions.
Closure and Review:
- The teacher will bring the class back together for any final thoughts and to remind them of the new unit.
Assessment:
- The teacher will assess group work through observation.
- The teacher will also assess through class discussion and class participation. If the students appear to be less engaged in an activity, such as the double-entry journals, the teacher may adapt accordingly.
For students to begin exploring world literature fairy tales and folklore.
For students to continue to think critically about literature.
For students to begin practicing comparing and contrasting different pieces of literature through viewing different textual mediums.
For students to continue to practice evaluating for audience and purpose.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.03 and 5.01.
Writing into the Day 5-7 min.
Modeling:
- After the WID, the teacher will guide the students through turning in their essays through email. 7-10 min.
- The teacher will then lead the class through watching a clip from the Disney television show, The Suite Life on Deck. In one particular episode, the cast presents a parody of story of Snow White.
- The teacher will then guide the students through making a new “memory box” for Disney television parody.
- The teacher will then coach the students through comparing and contrasting the two memory boxes through small group and class discussions.
Practice:
- While students watch the video, they will be asked to keep double-entry journals, noting key images and themes in the movie clip.
- Students will then make a second “memory box” that represents the show.
- Students will participate in small group and class discussions.
Closure and Review:
- The teacher will bring the class back together for any final thoughts and to remind them of the new unit.
Assessment:
- The teacher will assess group work through observation.
- The teacher will also assess through class discussion and class participation. If the students appear to be less engaged in an activity, such as the double-entry journals, the teacher may adapt accordingly.
Death and Dying in American Literature: A Look at Gothic Fiction
For the second six weeks, in the AP Language and Composition course, we took a look at death and dying in American literature. This unit came about somewhat as a result from a conversation I had with some students in that class. They asked me why all the books they read in English classes were sad and depressing, and why they had so much death. In hearing their thoughts, I had to agree with them. Why is there so much death in American Literature? With this question in mind, we looked at various texts, including novels, film, and essays to try and come up with answers, and at the same time, work to define the literary genre of gothic fiction. Our study combined historical and cultural research, as well as personal connections and views on death, to ultimately reflect on literature and self.
Unit Goals:
For students to evaluate how death is portrayed in various texts, through assessing for key themes, author's purpose, etc.
For students make connections between how death is portrayed in media and how that affects the American viewpoint of death.
For students consider the historical and literary impact of "ghosts" in literature.
For students to engage with literature in order to assess the components of a literary genre.
For students to continue to practice and prepare for the AP exam through various exercises.
Assessment:
Throughout the unit, we incorporated a number of in-class projects, including presentations on various works of Edgar Allan Poe and "homebodies," or visual and symbolic representations of a gothic house featured in a specific novel. Students also completed work outside of class such as reading reflections and writing their own ghost stories. These assignments made up our continual assessment of our unit goals, but we also developed a final evaluative project. This project, known as the daybook defense, served two purposes. It first evaluated student use of the daybook and their ability to reflect on their writing. This was important for this class in particular, because the daybook had been such an altering process for them. The second purpose was that it offered an opportunity for students to reflect on their reading for the semester using their daybook as resource, as well as other class activities. In this way, it was an excellent source of reflection, and a great way to evaluate how we met our unit goals.
The daybook defense was comprised of two sections. The first section asked students to reflect on specific daybook entries over the past two six weeks. For example, they had to choose at least two moments of learning, and then reflect on what they learned, how they came to that conclusion, etc. This made up a total of seven entries. This process was similar to a daybook check in that students chose the entries they wanted to read, and were thus able to maintain the daybook as their own. The second section was a reflective letter to me, asking students to synthesize information and connect their classwork and daybook writings to our literature study. The daybook defense, in this way, became an excellent source to see student thinking about the topic and their learning growth throughout the unit.
Unit Goals:
For students to evaluate how death is portrayed in various texts, through assessing for key themes, author's purpose, etc.
For students make connections between how death is portrayed in media and how that affects the American viewpoint of death.
For students consider the historical and literary impact of "ghosts" in literature.
For students to engage with literature in order to assess the components of a literary genre.
For students to continue to practice and prepare for the AP exam through various exercises.
Assessment:
Throughout the unit, we incorporated a number of in-class projects, including presentations on various works of Edgar Allan Poe and "homebodies," or visual and symbolic representations of a gothic house featured in a specific novel. Students also completed work outside of class such as reading reflections and writing their own ghost stories. These assignments made up our continual assessment of our unit goals, but we also developed a final evaluative project. This project, known as the daybook defense, served two purposes. It first evaluated student use of the daybook and their ability to reflect on their writing. This was important for this class in particular, because the daybook had been such an altering process for them. The second purpose was that it offered an opportunity for students to reflect on their reading for the semester using their daybook as resource, as well as other class activities. In this way, it was an excellent source of reflection, and a great way to evaluate how we met our unit goals.
The daybook defense was comprised of two sections. The first section asked students to reflect on specific daybook entries over the past two six weeks. For example, they had to choose at least two moments of learning, and then reflect on what they learned, how they came to that conclusion, etc. This made up a total of seven entries. This process was similar to a daybook check in that students chose the entries they wanted to read, and were thus able to maintain the daybook as their own. The second section was a reflective letter to me, asking students to synthesize information and connect their classwork and daybook writings to our literature study. The daybook defense, in this way, became an excellent source to see student thinking about the topic and their learning growth throughout the unit.
Sample Lesson Plans: Week 8 - Day 1
Goals:
For students to connect prior knowledge to new content.
For students to use personal experience as a point of exploration.
For students to begin to evaluate how and why death is portrayed in American literature.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.01 and 1.02.
Writing into the Day 5-7 min.
Modeling:
- The teacher will begin by making connections to the writing into the day. 3-5 min.
- The teacher will then show a video clip (not sure about this one yet) that reminds the students about our new topic of discussion.
- The teacher will then ask students to reflect on the video in their daybooks and then as partners.
- The teacher will then coach the students through the podcast activity using the phrase “Death is …” This activity will connect personal experience with our topic. I am also aware that this is may be a sensitive issue with some students and will be sure to address this as well. 5-7 min.
- Next, the teacher will coach the students through defining “death” in partners.
Practice:
- Students will watch a video and discuss in partners. 30-35 min.
- Students will then participate in the podcast activity. 30-35 min.
- Students will then reflect in their daybooks on how making the podcast made the feel and how they connected to the finish product. 7-10 min.
- Students will then participate in continuing to work on definition by defining death with a partner. 20-25 min.
Closure and Review:
- The teacher will ask for partners to share and then give any final thoughts or reminders. 7-10 min.
Assessment:
- The teacher will assess for student participation and comfort with the subject, through observation during any discussions and partner activities.
- The teacher will also be aware of students as they write and share, particularly in the podcast activity.
For students to connect prior knowledge to new content.
For students to use personal experience as a point of exploration.
For students to begin to evaluate how and why death is portrayed in American literature.
This activity adheres to the following North Carolina Standard Course of Study objectives: 1.01 and 1.02.
Writing into the Day 5-7 min.
Modeling:
- The teacher will begin by making connections to the writing into the day. 3-5 min.
- The teacher will then show a video clip (not sure about this one yet) that reminds the students about our new topic of discussion.
- The teacher will then ask students to reflect on the video in their daybooks and then as partners.
- The teacher will then coach the students through the podcast activity using the phrase “Death is …” This activity will connect personal experience with our topic. I am also aware that this is may be a sensitive issue with some students and will be sure to address this as well. 5-7 min.
- Next, the teacher will coach the students through defining “death” in partners.
Practice:
- Students will watch a video and discuss in partners. 30-35 min.
- Students will then participate in the podcast activity. 30-35 min.
- Students will then reflect in their daybooks on how making the podcast made the feel and how they connected to the finish product. 7-10 min.
- Students will then participate in continuing to work on definition by defining death with a partner. 20-25 min.
Closure and Review:
- The teacher will ask for partners to share and then give any final thoughts or reminders. 7-10 min.
Assessment:
- The teacher will assess for student participation and comfort with the subject, through observation during any discussions and partner activities.
- The teacher will also be aware of students as they write and share, particularly in the podcast activity.
