authors and audience-workshop style
TRANSCRIPT
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Authors Addressing Audience:::::::::::::::::::::::::::::::::::::::::::::::::::
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Unit By Carl CiaramitaroUniversity of Michigan
School Of Education
Fall Semester 2011
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Table of Contents ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Acknowledgements :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 3
Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 4
Overview Chart ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9
Summative Assessment :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 11
Summative Assessment Rationale::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 14
Rubric :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 15
Rubric Rationale :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 16
Text Rationale ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 17
Unit Calendar :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 19
Gateway Lesson ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 32
Gateway Lesson Rationale :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 34
Lesson Sequence ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 35
Adjusting Teaching Plans Through Enactment ::::::::::::::::::::::::::::::::::::: 44
Work Cited :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 45
Appendix :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
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Ack nowledgements ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
I would like to take a brief moment to thank those that helped me along the
journey of my first unit plan. First and foremost, thank you to Danielle Lillge. It hasbeen a long process for all of us and without your constant support, guidance,
willingness to go the extra mile, we would have never have been able to grow as
much as we have. You have helped shape my life and my practice in incredible
ways, and I am ever appreciative of the incredible gift it has been to be instructed by
you. Thank you also to the English Cohort of Winter 2012. You all mean so much to
me and I am so proud of what we have accomplished together and cannot wait to
see the marvelous things you all accomplish outside the ivories of this campus.Finally, a special thank you to Mckenzie, Mike, Gahl, Kevin, Kassie, Kristi, and Lauren
for being their when the days looked darkest and reminding me that life always
moves forward.
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Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::::::::::::::::::::::::::::Introduct ion::::::::::::::::::::::::::::::::::::::
This unit focuses around the idea of addressing audiences with the essential
question, "how does an audience effect how people convey information"? My choice
of unit derives from a mix of influential classes, interests, and suggestions that,
through the editing process, have lead me to a goal that address my person teaching
philosophy and my own intended audience. By addressing the author/audience
relationships that exist in all texts, I hope to inspire students to be cognizant of
author authority in a text and inspire them to more readily question that authority;to critically think about the information they have been exposed and make
judgments of them based on their own rational. Additionally, by helping students to
examine their own writing styles and voices, students will be equipped with a
stronger ability to more critically examine their own writing after answering theessential question in this unit. I do hope you find this unit transparent andsomewhat enjoyable to read; each section was created with intent of being open,
honest, and strait forward to enable an easy and efficient interpretation of my ideas
and goals surrounding this idea. I welcome other perspectives and would be thrilled
to discuss any questions you may have while exploring this unit.
:::::::::::::::::::::::::::::::School Context and Students:::::::::::::::::::::::::::::::
I imagined this unit would be carried in my student teaching placement for
next semester. Pioneer Middle School in the Plymouth-Canton district is a larger
middle school where students are instilled with high expectations for achievement.Students are given many resources, including smart boards, district sets of IPads,
and an extensive, well-funded media center. A strong sense of community
permeates the school, which is exemplified in the dedicated attitude of the students,
and the passionate rigor of the staff; it is apparent even from a few observations that
this is an environment where students are valued and appreciated for their
contributions and teachers are, in turn, respected and admired. I am home-based in
Mrs. Fromm's 6th grade ELA classroom, a colorful, lively space with clusters of 5 or
6 desks and books and student work lining the walls. The 6th grade is taught in a
team teach style, and cross curricular content is emphasized in the classroom. Each
interior wall can be folded back at any time to combine classrooms with the other
four core curricular subjects, which adds to the community setting foundthroughout the halls.
My students are bright, respectful, and considerate to their teacher. Studentsreally enjoy reading and some have a hard time putting their extra-curricular books
aside after the beginning 10 minute reading time. Because of their obvious passion,
and because of the success I've observed of this format in other classrooms, I'vechosen to plan this unit around a workshop style format. As Milner, Milner, and
Mitchell outline on pages 45-46 in their book Bridging English,
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Workshop/Conference teaching is beneficial for classes of all learning levels in that
it provides each student with an individual pace and lexical difficulty, but links theclassroom with broad concepts applicable to all texts. Students are able to move at
their own pace with books that interest, and what's more students who have more
trouble reading are not disadvantaged by texts above their heads. It places the
classroom emphasis on how we read over what is read, and that differentiatedinstruction can to wonders for every student present. What is convenient about thisparticular space is that both the teacher and the library are well funded and the
students have a wealth of literature to choose from. Additionally, Mrs. Fromm
serves as a reading specialist and is a member of the Wayne County's Secondary
Literacy Leaders; her expertise in the concepts that go into reading effectively will
translate well in this particular format and I think lend to how receptive she will be
to allowing this unit at the end of the semester.
This unit fits well at the end of the semester in this classroom because right
before it the students are focusing on speakers. The transition from the person in
the story making claims and the actual author addressing the audience is perhaps
not the easiest jump, but one that, if highlighted well early, can help students todifferentiate between voices in texts more easily. I would argue that, while the jumpis difficult, making that connection right after a unit on speakers is the best time to
highlight those differences, especially with effective planning to segue from literary
speaker to voice. These students were described as 'above average' in work ethic
and ability to understand material, so while I recognize my unit is rigorous, I have
little doubt in my student's ability.
::::::::::::::::::::::::::::::::::::::Goals and Object ives::::::::::::::::::::::::::::::::::::::
Based on Wiggins and Mctighe backwards planning model, I started with
goals I thought students need to address both the essential question and the
summative assessment, and planned each day to scaffold students to achieve thosegoals. I started with each overall goal in mind and thought about the prior
knowledge I knew my students had based on previous classes. While working to
spiral those skills in my lesson, I also had to build a bridge between where they
were starting and where I wanted them to end. I drew from many sources;
particularly Keene's and Zimmermann's "Mosaic of Thought" for ideas on
scaffolding reading skills, and Atwells "In the Middle: New Understandings About
Writing, Reading, and Learning" for ideas on writing. One of the benefits of
workshop formats is that once you have scaffolded each objective that students
need to reach an objective (in this case, some larger jumps were made because of
the level of the students, particularly between weeks 3 and 4), I was easily able to
construct a mini-lesson around each objective. Once a main objective isaccomplished, students will be prepared to address the essential question and the
summative assessment. Therefore, by backwards planning, determining each day's
assignment because a methodical process of asking, "what do my student's need to
know to accomplish this objective?" which can be applied to both the day-to-day
objectives (what activities do I need in order for my students to best understand
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and accomplish this objective) and your overall objectives (what do my students
need to know in order to achieve this higher level thinking in this area).
::::::::::::::::::Relat ionship Between Goals and Standards::::::::::::::::::::
My goals of 'Evaluate how well an author reaches that audience' and 'Analyzethe choices an author makes when writing a text.' both address core common
standards for reading literature and language while "Generate alternate ways forauthors to connect to readers in choice books" speaks more to my assessment of the
core common standards for writing and speaking, though each goal uses each type
of standard at some point in the unit. I choose to have two writing workshop days
and three reading workshop days a week because more of my overall goals were
focused on analyzing the reading. In order to scaffold more effectively however, I
tried to link days of writing and reading in sequences of lessons, which results in
groups of lessons working toward multiple goals. As it worked out the "Analyze"
goal, while being assessed in the summative assessment, also works to scaffold the
"Evaluation" goal. Most of how I thought of spiraling and scaffolding my units camefrom "Supporting Students in a Time of Core Standards" by Wessling. Here is a
break down of how each objective relates to the CCSS.
Reading LiteratureTo identify a relationship exists between author and audience Identify important citation informationReaders Locate words to activate schema's about topics in a text
Apply prior knowledge to make a relevant connection to your choice book
analyze descriptive sections of text to visualize characteristics
provide evidence for their choice from their text
Readers Make Predictions by linking text, visualization, and prior knolwedge
Readers Identify ways audience can be categorizedReaders Identify audience based on word choice
Readers Analyze literary comparisons to determine audience
Readers Categorize traits of main character as they relate to young adult audiences
Readers Identify Audience
Read friend Review and ask how to change book so it gets point across betterReaders Compare different ways the same story addresses different audience
Evaluate comparisons between methods of connection
Readers Compare different ways that writing can address the same audience
Readers Analyze the choice author makes when writing a text for an audience
Evaluate how authors connect to audience
LanguageAssess word choice with prior knowledge and WR last class
Readers Analyze literary comparisons to determine audience
Recall Mechanical structures
Apply Mechanical structures to own writing (after all conferenced)
Writ ingWriters Lead readers to make the predictions they try to inspire
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Writers Evaluate word choice for a particular audience when writing
Writers Describe young adult audience
Writers Categorize traits described by types of audience
Writers explore their thoughts more deeply with "So What"
Writers create text with multiple audiences in mind
Writers apply workshop techniques to write one story for many audiences
Writers apply workshop techniques to write two different stories for the same audienceVary writing to connect more deeply with audience
Generate alternate ways for authors to connect to readers
Reflect on unit
Speak ingReaders Make Predictions by linking text, visualization, and prior knowledge
Compare predictions of choice text authors about audience to own predictions
Evaluate comparisons between methods of connectionGenerate alternate ways for authors to connect to readers
:::::::::::::::::::::::::::::::Connect ing Unit Components:::::::::::::::::::::::::::::::
The summative assessment of this unit was one of the foundations through
which the rest of the unit was constructed. As such, each separate part of the unit is
inherently related to the assessment; in this space I will explore those connections.
Gateway
The gateway was created as a way of introducing students to the idea that there was
a relationship between the audience and the author of the text. Previously in
instruction, students were taught about the speaker and his voice, but the authorwas often brushed over as the extension of the reader (in other words, they were
not distinguishable). With this lesson, I hope to show that there is, in fact, an author
making choices about what he rights, and that those choice are informed by who hebelieves is reading his text. This enables students to begin exploring audiences and
authors, which, through scaffolding, leads them to the summative assessment.
Unit Calendar/Lessons in SequenceAs detailed in the "Relationships Between Goals and Standard" section, the unit
calendar is the outline of a series of objectives that reaches the overall goals of the
unit. Those overall goals are the goals I deemed necessary to complete the
summative assessment, which means that the unit calendar is actually building
students abilities to be able to do the assessment proficiently.
Core Common Standards
The Summative Assessment may not address all the core common standards, but
each is necessary in the process of scaffolding students to be able to reach the final
assessment.
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:::::::::::::::::::::::::::::Beliefs About Teaching Enacted:::::::::::::::::::::::::::::
It is my belief that, through education, an individual will receive the tools and
skills they need to construct their own success and prosperity. The act of learning is
a continual process that does not end with the completion of institution learning;
students should be prepared to enter a world of diverse situations and possess thecritical thinking skills, adaptability, and problem solving abilities necessary to thrive
and adjust to the multiple settings they will encounter. Students are the heart of ourwork; I believe it is our duty to assist in a student's process of self-discovery by
creating a secure and comfortable community that cultivates positive relationships
with others, where students feel supported in their development as learners.
I've constructed this classroom in a way that adheres to many of these beliefs. The
Workshop model, while superficially individual, often incorporates group and
classroom activities that help to build a stronger community among the students. In
addition to have the autonomy to pick their own books, students cannot compare to
each other, competition declines, and students are happier and more productive as a
result. My essential question and focus are, admittedly, difficult for a normal 6thgrade classroom. However, based on the positive insights I have heard about these
student, I believe they are up for the challenge of taking on my love of critically
thinking-of questioning and evaluating the world around them. This unit is a small
foot in the proverbial door of deeper thinking that I hope will inspire more
understanding of not only the text they interact with, but the context in which theyinteract with those texts.
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Overview Chart ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Unit Plan Overview (6t h Grade EL A students at Pioneer Middle
School)Unit Focus: Addressing Audience
Essent ial
Quest ion(s):
How does an audience effect how people convey
informat ion?
Lengt h: 5 week s
Object ives/Goals: S tudents will enact . . .
S tudents will be able to (do) . . .
Explore and begin to answer the essential question through
their final summative assessment.
Identify the audience an author is trying to reach.
Evaluate how well an author reaches that audience.Analyze the choices an author makes when writing a text.
Generate alternate ways for authors to connect to readers inchoice books
Assessments: Final summative assessment: Write a book review of your
choice text that examines author's addressing audience
CCSS:
An initial look
across ELA
threads
Reading Literature
RL.6.1-Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text
RL.6.2-Determine a theme or central idea of a text and how it
is conveyed through particular details;
RL.6.4-Determine the meaning of words and phrases as theyare used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice onmeaning and tone.
RL.6.6-Explain how an author develops the point of view of the narrator or speaker in a text
RL.6.9-Compare and contrast texts in different forms or
genres in terms of their approaches to similar themes and
topics
Writ ing
W.6.1-Write arguments to support claims with clear reasonsand relevant evidence .
a) Introduce claims and organize the reasons and evidence
clearly.
b) Support claims with clear reasons and relevant evidence
using credible sources and demonstrating an understanding of
the topic of text
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c) Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
W.6.4- Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience
W.6.5-With some guidance and support from peers andadults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Speak ing and ListeningSL.6.1-Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, buildingon others ideas and expressing their own clearly.
a) Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation
by referring to evidence on the topic text, or issue toprobe and reflect on ideas under discussion
b) Follow rules for collegial discussions, set specific goals
and deadlines, and define individual roles as needed
c) Pose and respond to specific questions with
elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion
d) Review the key ideas expressed and demonstrate
understanding of multiple perspective through
reflections and paraphrasing
LanguageL.6.2-Demonstrate command of conventions of standard
English capitalization, punctuation, and spelling when writing
b) Spell correctlyL.6.5.-Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.a. Interpret figures of speech
*Literary Circles can be found in the appendix
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Summat ive Assessment ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Author to Audience: Our Right to Review
Over the past few weeks we've looked at different movies, and
books and explored how audience plays a role in the making of those
texts. For our final project, I want you to write a review for either a book
or movie that we looked at in class. In this review, you are going to pay
special attention to audience and explain how your author explores
your choice text well, and what he/she could do to address the audience
more effectively. These reviews are then going to be posted in the
hallway on a poster so that anyone interested in reading a young adult
books gets a chance to read about whether or not the author does agood job of reaching his/her intended audience. Additionally, we will be
posting just the reviews on a blog on the school website so that anyone
can search for a review of your book.
REMEMBER YOUR OWN AUDIENCE: Since these will be posted outside
our classroom, this means that our audience will be anyone in the
school. You will be writing a professional book review that will be seen
by your peers and their parents. Make sure you write in a professional
manner that is understandable by all audience members.
Your review should show how the author addresses his/her audience
and should include your evaluation of how effectively they do that.
Additionally, you should comment on how you think the author can
reach their audience more effectively.
On the following page, I've outlined the elements I'd like you to include
in your poster and provided an example. While you do not have to
follow the format of the poster exactly, each element should be
represented neatly on your final product.
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Book Title by Author's Name1
Rating: #2
Your Name and Class Period1
1. Make sure you include your choice book title and author, your name,
and your class period somewhere on your poster
2. The Rating is used to show much you enjoyed the book on a scalefrom 1 to 10. You may use comment on why you chose the rating you
did in your review
3. Make sure to include the book cover, or another graphic that
represents your book on the poster to draw people
Cover of Choice Book 3 Review of Choice Book 4
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4. Your review is the most important aspect. Here are some helpful
questions that you may need to answer and that will keep you on track.
First Paragraph
a) Who is my author's intended audience?b) How do you know this is the audience to whom the author is
writing?
c) Do you think the author does a good job of writing for
his/her audience? Why or why not?
Second Paragraph
d) How could the author change something to more
appropriately address the audience?
e). Why does the author say some things and not others? Why is
a character described one way but not another?
You will need to provide evidence and examples in the way the author
writes. Remember to refer back to your Reader's Responses for quotes
and how to cite.
As always, make sure to check over your spelling and punctuation
before posting anything on your poster.
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Summat ive Assessment Rat ionale ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
One reason I am a strong proponent for this unit is because of the audience
that will be seeing it. Since these posters will be hung outside in the hallway, it willbe as though the students are writing and creating for an actual audience
(regardless of whether people actually stop and look at them, the potential for that
is inspiring enough). This has the benefit of motivation students in many ways.
Because this school is so communally based, I would first argue that there are social
factors working to motivate students. Omrod describes how "Becoming part of a
cohesive, mutually supportive group" can cause eagerness to do work well and
enthusiastically (383). If this school is as driven by community as Mrs. Fromm hassaid, then I see this is being strong incentive to complete the assignment well.
Additional, Milner points out that authentic audiences lead to more successful
learning and achievement (12).
I also believe this assessment is appropriate for students of their level. It willnot be until next year that these students learn the 5 paragraph essay, and becauseof that I was not interested in seeing them write a conventional paper, rather, I think
that this assignment engages them in writing while not being too overwhelming for
what they are used to in class. Further, I ensure that students are familiar with
reviews early on in the unit to scaffold formatting for the assessment; so that once
they arrive here they know exactly what I will be expecting of them.
The rigor of this assignment asks a lot from students. Analysis, Evaluation,
and Generation are the three highest orders of Blooms taxonomy (Pickard), but I
believe that these students in particular are up to the challenge, and will have been
scaffolded very thoroughly before. What's more, the fact that students had been so
recently talking about speakers makes this the best time to provide a contrast between an author and a speaker-a concept that trips up many students in lateryears. By establishing this connection now, my hope is that this pro-activity will
make assignments and skills like questioning the author easier down the road.Lastly, I think this assignment and the lessons that lead up to it do more than
address audience and author relationships, I think they encourage students to think
more deeply about the text they are examining. If 4th graders can learn to criticallythink about their surroundings, then I believe 6th graders should have no trouble
doing the same, especially with an assignment written in an authentic way (Powellet al.). Critical thinking is an important part of the classroom, and this assessment
can work to motivate students to begin wrestling with those ideas that are so
enjoyable about English! They are touching many of their grade level standardswith this assignment, but it also takes them as step beyond what they are expected
to do in a very subtle way.
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Rubric ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Rubric: Author to AudiencePresent First Paragraph:
1. Students are able to identify a specific audience
2. Cite selections from the text that highlight his/her knowledge of
writer workshop skills
3. Evaluate the author's ability to connect to the audience.
Reaching towards
Expectations
Meeting Expectation Exceeding Expectation
Grade_________
Present Second Paragraph:
1. Students are able to suggest appropriate changes to the authorto more effectively address the audience
2. Explain how and author addresses the audience through
choices he makes when writing.
Reaching towards
Expectation
Meeting Expectation Exceeding Expectation
Grade__________
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Rubric Rat ionale ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Maja Wilson speaks very closely to my beliefs about rubrics in her article,
"Why I Wont Be Using Rubrics to Respond to Students Writing". I believe that I,especially with the workshop model, I will not need to give anything but feedback.
In my lesson I have, nearly every day, scheduled conferencing with my students.
One of the major purposes of these conferences are to help the student edit, build,
and responsibly revise the work that they are doing before the final assessment it
due. In that way, as Wilson says "Unmediated by the rubric, our response gives
students the power to think through what effect they want their words to have
rather than how their words measure up to the categories on a rubric. Thisapproach not only helps struggling writers to improve but also allows writers who
usually receive As to develop their writing" (Wilson, 64). All students are improved
by the conferences, while only the ones who have figured out the way I want them
to write will be getting A's otherwise. This assignment in particular, whereaudience is so scrutinized, should be written for those passing in the halls, thosemiddle school students who are interested in reading. I will have had enough
interactions with my students before the project is due to truly assess where they
are in the writing process, with out the aid of a rubric.
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Text Rat ional
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
My textual planning was based around three literary circles found in
Supporting Students in a Time of Core Standards (p. 27 for a diagram); the fulcrumtexts, or the texts with the most complexity and layers of meaning; the context texts,
the motivation driving, accessible texts that deals with the essential question in
overt ways; and the texture text, which illuminates some texts as appropriate or
easy to read. The following is an explanation of where my texts fit in these circles
and how they address the unit essentials.
Young Adult Independent Reading/Uglies: One of the beautiful things about thespace I am in is both the abundant access to books students have and the passion
that I see in many of the student's reading habits. Because of the space of the school
and the drive of the students, I thought student selected books would be
appropriate so that each student could read at his or her own lexical level while stillreceiving the same instruction. I chose YA literature as a way to introduce the ideathat English was not just for the classroom; that students could be applying these
ideas that we learn to all texts that they read, especially the ones they read for
entertainment, and discover new things about them in fun exciting ways. Students
become more engaged with texts they like, and end up enjoying ELA instruction
more because it become more relevant to their wants. As Omrod points out, "Often,
personal interest and knowledge perpetuate each other: Interest in a topic fuels a
quest to learn more about it, and the increased knowledge and skills gained, in turn,
promote greater interest" (Omrod, 375). However, I did limit that the students must
be reading YA texts and not historical or adult fiction. This was done because it
meant that regardless of the text, there would be some commonality in audience andthus how the author spoke to the audience. Since the summative assessment wasfocused on the fact that the students, as young adults, were experts at being young
adults and thus felt they had the authority (which puts them in a position, and givesthem the expectation of success per Omrod pg. 367) to comment on these authors
choice about how to address them. My choice of Uglies was because of the level and
the ease (I had marked it for several other similar units) it allowed for performing"Think Alouds", a strategy presented in Milner as "giving students an opportunity to
watch their teacher [an expert] model his or her thinking process" (Milner, 211).
Movies/Fairy Tales/Children's Book s: The movies and fairy tale are meant to
challenge readers to see the author audience relationship in more than just literarytexts. I was especially interested in exposing these texts to questioning after
reading Christensen's chapter "Unlearning the Myths That Bind Us: Critiquing
Cartoons and Society. She points out that "Children's cartoons...and literature are
perhaps the most influential genre...the stereotypes and worldview embedded in the
stories become accepted knowledge" (Christensen, 40). While, my implied goal may
have been to open these texts up to critiques, they also served very well to help
articulate that different audiences can be addressed in similar ways, and that similar
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Carl Ciaramitaro Authors Addressing Audience
18
audiences can be addressed in different ways. By comparing those two genres,
students are set up to begin evaluating which way is more effective for oneaudience, one of the major goals of the unit.
Student Generate Texts: Because I wanted my students to be ready for their final
assessment, I wanted to give my students a chance to be authors themselves and seehow they could, as authors, alter they way they write for different audiences. Thesetexts were then used as revision tools to highlight the analysis and evaluation aspect
of writing and, in the case of their actual final review, give them a change to
conference with their peers for feedback (something that occurs often in other
units). These also served the place of many of our texture texts, in that, by switching
with neighbors, other students could accomplish a lesson that day while also giving
feed back on another students work. Milner outlines the benefits of Collaborative
Writing as having a strong effect on the substance of the student work (362);
something that the mini-lessons in this unit could address more fully.
I am also considering their final review student generate text, both because we
utilize it often near the end of the unit, and also because I will mainly beconferencing individually with mainly with that text or ideas for that text to support and individual and differentiated instruction that is fostered so well by the
workshop model. As Milner describes, "Differentation is a perspective on teaching
and learning that acknowledges the diversity of learners in any classroom and
accommodates those differences by offering a variety of curricular, instructional,
and assessment options" (Milner, 20). While I have the benefit of working in aclassroom with many students passionate about reading, I recognize that each
student is in a different place and that each will have different needs as the unit progresses. Through their review I hope to address those needs and help them
build a strong final assessment in the process.
Online Book /Movie Crit iques and Limrick : I chose the online book and movie
reviews because I wanted students to be familiar with that format before they were
assessed on it at the conclusion of the unit. Additionally, those reviews serve as
excellent tools to help us examine the relationship between audience and author in
different mediums, ones perhaps more relevant to the students interests. With the
limrick, my means were slightly more teacher focused. I wanted to show the
students that teachers are writers and creators in addition to teachers. I want to
seem more approachable as a teacher so that students feel they can talk to me about
a variety of subjects, not just their grades or the class.
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Carl Ciaramitaro Authors Addressing Audience
Unit Calendar ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Unit Plan Review/Details
Grade Level: Addressing Audience (6th Grade)
Essential Question(s): How does an audience effect how people say things
Unit Length: 5 weeks
Class Period Length: 55 minutes
Final Summative Assessments: Write a book review of your choice text that examines author's addressing audience
Calendar Planning for Week 1
Monday
GATEWAY/INTO
Tuesday Wednesday Thursday Friday
Goal(s)/Objective(s):
To define authorand audience
To identify a
relationship exists between author and
audience
To format choice book logs
differentiate
between Readers
and Writers
Responses
To reflect on
ways audience canaffect our writing
Readers Findevidence to support
ideas
Identify
important citation
information
Readers Locatewords to activate
schema's about
topics in a text
apply prior
knowledge to make
a relevant
connection to your choice book
Studentsdescriptive
identify tra
analyze d
sections of
visualize
characteris
provide
their choic
text
Thread/Standard(s):Reading
WritingSpeaking & Listening
Language
SL.6.1-Engage
effectively in a range of
collaborativediscussions (one-on-
one, in groups, and
teacher-led) with
diverse ...issues,
expressing their ideas
clearly
b) Follow rules for
RL.6.1. Cite textual
evidence to support
analysis of what thetext says explicitly as
well as inferences
drawn from the text
RL.6.1. Cite textual
evidence to support
analysis of what thetext says explicitly as
well as inferences
drawn from the text
Working toward the
following in a later lesson:
RL.6.6-Explain how an
author develops the
point of view of the
narrator or speaker in a
text
Working tow
following in aRL.6.6-Explai
author devel
of view of the
speaker in a t
RL.6.1. Cite t
to support an
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Carl Ciaramitaro Authors Addressing Audience
collegial discussions, set
specific goals
d) Review the key ideas
expressed and
demonstrate
understanding of
multiple perspective
through reflections and
paraphrasing
the text says
well as infere
from the text
Formative/
summative
assessment:
F ormative -Small group
response to towel
discussion
Conferencing
Exit Slip ± 3 ways
audience changed
how you conveyed
your point
F ormative -check marks for
understand in
dicussion
F ormative ± Guided Practice
and Individual
Conferencing
Exit Slip- 3citations with
prompts from
choice text
F ormative ± Discussion answers
for Guided practice
Individual
ConferencingGraphic Organizer
Summative
Reader Response-
Making relevant
connections with
text- 3 memories
F ormativeGuided Pr
Conferenc
Conferenc
Drawing
Summative
Evidence o
Activities: Interactive Sm.
Group Activity:
Exploring
differences
audience makes in
authorshipGuided Practice:
Differences in
presentations
Independent Work-Personal reflection
Mini-
Lesson/Guided
Practice:
Structuring logs
Independent Work:
Writing own logsfor last nights
reading
Report Out: 3
personal audiencechanges
Introduce:
Reading/WritingResponses
Exit Slip:
Structured RR/WR
mock response
Mini-Lesson/TA:
Selecting and
formatting citations
Guided Practice:
Selecting and
formatting citationsIndep Practice:
Reading using TA
T ext: ³Limrick´
T ext: "Uglies"
T ext: Choice text
Exit Slip: Three
citations
Connection:
Citations
Mini-Lesson/TA:
Relevant Prior
Knowledge
Guided Practice:Relevant Prior
Knowledge
Indep Practice:
Relevant Prior Knowledge
T ext: "Uglies"
T
ext: Choice textExit Slip: 3 prior
knowledge
connections
Connection
Knowledg
Mini-Less
Visualizat
Characters
Guided PrVisualizat
Indep. Dra
character/c
evidence
T ext: "Ugl
T ext: Choi
E
xit Slip/HDrawing a
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Carl Ciaramitaro Authors Addressing Audience
Homework: 30 minutes readingchoice books
30 minutes readingchoice books
30 minutes readingchoice books
Finish 3 memoriesif not done in class30 minutes reading
choice books
Finish Dradone in cla30 minutes
choice boo
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Carl Ciaramitaro Authors Addressing Audience
ideas under discussion
Formative/
summative
assessment:
F ormative -
Group/Individual
Conferences
Written scenarios
F ormative -
check marks for
understand in
discussion,
Conferencing
Summative: WR
F ormative ±
Guided Practice
and Individual
Conferencing
Exit Slip- Graphic
Organizer
F ormative ±
Debate rational
Summative
Evaluated new
words
F ormative
Guided Pr
Conferenc
Conferenc
Drawing
Summative
Identify A
text based
scaffolded provide ev
Activities: Mini-
Lesson/Guided
Practice:
PredictionsSpecfically, using
visualization and
prior knowledge
Group Work:
Applying prior
knowledge from book to drawing to
predict how
characters would
interact with others
at table.
Independent
Work/RR: write 5
Mini-
Lesson/Guided
Practice: Predicting
Peer AudienceResponse
Group Think-Pair-
Share Work:
Write your own
scenrio with
outcome youanticipate, swap
with partner, share
results with class
WR: Revisions for
each other, new
scene, old scene
Guided Practice:
Discussion on what
characterizes
people may bedefined (People may
be defined by their age,
gender, family status,
lifestyle, or interests for
grade purpose)
Mini-Lesson/TA:
Look at main
character and
discuss where fits,how that speaks to
audience.
Pair: describe each
other
Independence: Fill
Mini-Lesson/TA:
Choosing the best
word to help the
audienceGuided Practice:
Debate: best word
fit.
Independent:
Writing Response-
Look at words ingraphic organizers
and think of 3 new
words for each,
eval. which is best
for character?
T ext : Graphic
Organizers from
Connectio
class/prior
week 1
Mini-Lesso
How good
writing thi
linking WR
and prior k
to words u
describe to
audience.
Guided/GrPractice: L
descriptio
something
main char
are words
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Carl Ciaramitaro Authors Addressing Audience
sentences on howyou predictcharacters would
interact. Share
with others to see if
same.
T ext " Uglies"
T ext Choice text
graphic organizer
of different ways
to be defined,
support with
evidence.
Into Summative
Assessment
Text "Uglies"
Text Choice text
last class for, peers?
Discuss at
Individual
Write-thin
elderly peknow, wou
know how
character
like you?
Text " Uglie
Text Choic
Homework: 30 minutes reading
choice books
30 minutes reading
choice books
30 minutes reading
choice books
One question about
summative
assessment
Finish 3 memories
if not done in class
30 minutes reading
choice books
Finish Dra
done in cla
30 minutes
choice boo
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Carl Ciaramitaro Authors Addressing Audience
Calendar Planning for Week 3Monday Tuesday Wednesday Thursday Friday
Goal(s)/Objective(s): Readers Analyze
literarycomparisons to
determine
audience
Writers Describe
young adultaudience
Categorize traits
described by types
of audience
Readers
Categorize traits of main character as
they relate to
young adult
audiences
Readers Identify
Audience
Writers explore
their thoughts moredeeply with "So
What"
create text with
multiple audiences
in mind
Read frie
and ask hochange bo
point acro
Thread/Standard(s):Reading
Writing
Speaking & Listening
Language
RL.6.4-Determine the
meaning of words and
phrases as they are
used in a text, including
figurative and
connotative meanings;
analyze the impact of a
specific word choice on
meaning and tone.
L.6.5.-Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings.
a. Interpret figures of
speech
W.6.4- Produce clear
and coherent writing
in which the
development,
organization, and style
are appropriate to
task, purpose, andaudience
RL.6.1-Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text
RL.6.2-Determine a
theme or central idea of
a text and how it is
conveyed through
particular details;
W.6.5-With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
RL.6.4-Deter
meaning of w
phrases as th
a text, includ
and connotat
analyze the i
specific word
meaning and
W.6.5-With s
and support
adults, devel
strengthen w
needed by pl
revising, edit
or trying a ne
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Carl Ciaramitaro Authors Addressing Audience
Formative/
summative
assessment:
F ormative -ConferencingSummative
Exit Slip -RR
attempted
F ormative -check marks for understand in
Jigsaw work and
final product
F ormative ± IndividualConferencing
Exit Slip/RR-
Summary of
evidence for
Audience
F ormative ± ConferencingIndividual-shout
out
Summative
WR-Reviews
F ormativeIndividual
Summative
Revisions
Activities: Review: Metaphor,
simile, analogy
Mini-Lesson/TA:
Examine what is being compared
and how thatrelates to audience
Guided Practice:
Selected metaphorsto address
audience.
Independent: Find
three in book.
RR/HW: Find
movie review withsimile, who is itreaching?
T ext : Movie
Reviews
Entry Do Now:
Evidence of Movie
Reivew audience
Mini-Lesson/TA:Recall Week 3 Day
3 categories anduse descriptive
words to parse into
different aspectsfor my movie.
Guided Practice:
Choose age, find
words that describe
that with group
Group Jigsaw:
Each group has a'trait' poster andwrites words of that trait: gallery
walk and final
discussion, use
movie reviewsfound.
T ext Movie review
Mini-
Lesson/Guided
Practice: In groups,
discuss all the wayswe can understand
audience thus far Model: Synthesize
those ways to
identify audienceModel:
summarizing
Independence:
Short paragraph
summing up why
you think audience
is who it is in themovie
T ext: "Uglies"
T ext: Choice text
Exit Slip/RR:
Summary
Connection:
Citations
Mini-Lesson/TA:
Questioning Textwith 'So What' to
make moremeaning
Guided Practice:
Swap Reviewswith a partner
group, try together
one with me, one
by selves
Shout Out: how
deeper?
Indep Practice/WR:Write you're ownreview of your
book with those
thoughts in mind,
then revise at home
and go deeper T ext: Bad Review
Mini-Less
Model wh
like to get
Review wiReview/Co
version of
Guided Pr
Student's rgroups wit
that was es
before unit
given abou
Individual
reviews ancorrection
T ext: Fixe
Review
T ext: Stud
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Carl Ciaramitaro Authors Addressing Audience
Homework: 30 minutes reading 30 minutes readingchoice books
30 minutes readingchoice books
30 minutes readingchoice books
30 minuteschoice booContinue R
Calendar Planning for Week 4
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Carl Ciaramitaro Authors Addressing Audience
Monday Tuesday Wednesday Thursday Friday
Goal(s)/Objective(s):
Readers Compare
different ways the
same story
addresses different
audience
Evaluate
comparisons
between methods
of connection
Writers apply
workshop
techniques to write
one story for many
audiences
Readers Compare
different ways that
writing can address
the same audience
· Writers apply
workshop
techniques to write
two different
stories for the
same audience
Readers
choice auth
when writi
an audienc
Thread/Standard(s):Reading
Writing
Speaking & Listening
Language
SL.6.1-Engage
effectively in a range of
collaborative
discussions (one-on-
one, in groups, and
teacher-led) withdiverse ...issues,
expressing their ideas
clearly
d) demonstrate
understanding of
multiple perspective
through reflections and
paraphrasing
RL.6.9-Compare and
contrast texts in
different forms or
genres in terms of
their approaches to
similar themes and
topics
W.6.4- Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audienceW.6.5-With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
SL.6.1-Engage
effectively in a range of
collaborative
discussions (one-on-
one, in groups, and
teacher-led) withdiverse ...issues,
expressing their ideas
clearly
d) demonstrate
understanding of
multiple perspective
through reflections and
paraphrasing
RL.6.9-Compare and
contrast texts in
different forms or
genres in terms of
their approaches to
similar themes and
topics
W.6.4- Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audienceW.6.5-With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
RL.6.4-Deter
meaning of w
phrases as th
a text, includ
and connotat
analyze the ispecific word
meaning and
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Carl Ciaramitaro Authors Addressing Audience
Formative/
summative
assessment:
F ormative -Exit Slip/ RADiscussion
commentary
F ormative -ConferencingCareful listening
read creations
look at revisions
and reviews
F ormative ± Conferencingshout outs during
guided practice
Summative
Comparisons
F ormative ± Questions posed bystudents in groups,
Conferencing
Summative
Writer Response-
F ormativeGuided PrCreation o
organizatio
Activities: First watch
excerpts of
Cinderella anddiscuss audience
read Cindy Ellie
Mini Lesson/TA:How different, first
few pages Guided
Practice: How
different, next few
pages
Independence:
Brainstormdifference in
audience
Exit Slip:
Difference in
Audience
T ext: Cindy Ellie
T ext: Cinderella
Guided Practice:
Write a story, your
audience is your peers at your table,
the story is about a
trip you took recently.
Model: Switch
with friends, model
how friends should
switch audience
they tell story for to little kids.
Independent
Practice
Go over with partner differences,
why did you (WR)
choose the things
you did, what did
you change, write
down 5 things each
Guided Practice:
Analyze 3 movie
reviews for Cinderelle from
different sources
and determineaudience and why
Mini-Lesson:
Determining
Difference
Between how
addressed in
different ways.
Independent: Writewhat is different
for two of the 3
reviews
RA-Hand in
comparisons of
Reviews
Mini-Lesson/TA:
Channel the author,
think aloud aboutmimicking an
author
Guided Practice:"how would I
mimick from here,
what would I do?
Group work,
challenge
yourselves, ask each other
questions from sowhat and words to
say, what would he
do.Exit Slip/WR:
write in style of
your author on
paragraph
describing
character
assumptions
Mini-Less
Utilizing a
workshopsso far, I tel
I think abo
decompactcategorize
section usi
pretty"
Guided Pr
students he
identify
Group shois the audi
do we kno
Create a li
and organi
ways that w
revel audie
have in oth
come to a
conclusion
T ext "LookPretty..."
Homework: 30 minutes reading
choice books
Difference inAudience
30 minutes reading
choice books
30 minutes reading
choice books
Finish comparisonsif not done in class
30 minutes reading
choice books
Finish Dra
done in cla
30 minuteschoice boo
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Carl Ciaramitaro Authors Addressing Audience
Calendar Planning for Week 5Monday Tuesday Wednesday Thursday Friday
Goal(s)/Objective(s):
Evaluate howauthors connect to
audience
Vary writing toconnect more
deeply with
audience
Generatealternate ways for
authors to connect
to readers
RecallMechanical
structures
Apply
Mechanical
structures to own
writing (after all
conferenced)
Reflect o
Thread/
Standard(s):Reading
Writing
Speaking & Listening
Language
RL.6.2-Determine a
theme or central idea of
a text and how it is
conveyed through
particular details
RL.6.6-Explain how an
author develops the
point of view
RL. 6.10 By the end of
the year, read and
comprehend
literature, including
stories, dramas, and
poems, inthe grades 68 text
complexity band
proficiently,
with scaffolding as
needed at the high end
of therange.
SL.6.1-Engage
effectively in a range of
collaborative
discussions
d) Review the key ideas
expressed and
demonstrate
understanding of
multiple perspective
through reflections and
paraphrasing
W.6.5-With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
RL.6.1. Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text
SL.6.1-Engage
effectively in a range of
collaborative
discussions
d) Review the key ideas
expressed and
demonstrate
understanding of
multiple perspective
through reflections and
paraphrasing
W.6.4- Produce clear
and coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience
W.6.5-With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
L.6.2-Demonstrate
command of
conventions of standard
English capitalization,
punctuation, and
spelling when writingb) Spell correctly
W.6.4- Produ
coherent wri
the developm
organization,
appropriate
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Carl Ciaramitaro Authors Addressing Audience
Formative/
summative
assessment:
F ormative -DiscussionConference
Exit Slip ± RA
F ormative -check marks for understand in
dicussion
F ormative ± Conferencing
Exit Slip- 3
changes, with
original
F ormative ± ConferenceGuided discussion
check around
F ormativeReflective
Summative
Summative
Assessmen
Activities: Model/GuidedPractice: I'm going
to read a passage
that connects
poorly from Uglies,
then ask kids if
they feel moved
and what they cansight to tell me
why or why not.
Individual:
Have student's find
the best or worst part of their choice
book. RA: Why do
you think this
doesn't work.
text Uglies
text Choice
Reading
Mini-
Lesson/Guided
Practice:
Take out your RA,
watch as I go
through mine to
help my author
better address myreader. Examine
tools you identified
in your rational for
RA.
Invitation to
independence: after brainstorming ideas
with your friends,
rewrite.
Mini-Lesson/TA:Just like in our
writing yesterday,
we're going to
brainstorm how we
can make what our
authors say more
appropriate for our review. Look at
Reviews. Me first
Guided Practice
Lets think about
ideas we brainstormed
Independence:
make 3 changes
that you think willenhance your paper
text choice reading
Connection:Citations
Mini-
Lesson/model:
Recall what we
know about
punctuation, this is
the last thing we dowhen we review.
I'll model how I
look for mistakes
in others papers.
Guided Practice:Lets do my
sentence together.
Independent: Work
in groups, rotate 3times.
text book reviews.
Mini-LessHere are th
think abou
reflect on a
Guided Pr
me to writ
next point
Independe
work on yo
reflection
Likes disli.
Homework: 30 minutes reading
choice books
Finish RA
30 minutes reading
choice books
Revise Reviewcomponent for SA
Revise Higher
Order.
Lower-Order
things
Format Poster
Summative
Assessmen
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Carl Ciaramitaro Authors Addressing Audience
32
Gateway Lesson ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Date:
Class Period(s): Week 1 Day 1
Student Learning Object ive(s):
y SWBAT Identify relationship between author and audience
y SWBAT define author and audience
Assessment:
Formative assessment-class discussion
Summative-exit slip
Resources:
Small Hand towel
post-it notes
Mini-Lesson/Teaching Plan:Intro/Connection (5)
Hi everyone! I'm so excited to see you again after our escapades with speakers; Ihope you enjoyed learning about our different writer techniques for nonfiction
texts. To get us started into this next unit, I want us to take a leap into what we'll be
learning and try an activity.
In your table clusters I'm going to hand out towels, for the first 7 min. I want you to
sell me this towel, what you say doesn't have to be true, but it does have to convince
me that this is the best towel ever and that I absolutely need this one over the othertowels in class. Once our time is up, you are each going to have 1 minute to sell me
the towel. Are you guys ready to start discussing? Go!
Activity (25)
(Students work in small groups for towel work, I'm listening for arguments that I
like or ones that serve other purposes as I walk around the room, also pass out a
post-it note facedown to each group and tell them not to look at it)
Alright students, let's come back together, I want to be convinced that you've findthe miracle towel, who wants to convince me first? (Make sure to get to all 5 groups)
(point out insightful or advanced persuasion techniques/points of interest)
Nice job convincing me students, but there are a lot of other people you're going to
have to convince. Don't turn it over yet, but I've given each group a person or groupof people they need to sell this towel to. You'll get the same amount of time, but this
time you'll have to sell this towel to the people on your post-it note. Ready? Go!
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(names include grandma, 2nd grader classroom, President Obama, farmers, doctors,
peers)
(Same circling and listening, this time noticing ways audience changes how
presentations are going)
Alright students, eyes up hear please. I want you all to present your towel and thistime I want you to guess what it said on the other teams post-it note. Teams, make
sure you don't say the name on your post-it
Discussion (20)
You all did a fantastic job of selling your towels to your post-it note people (collect
towels).
Let's focus up here for a moment and talk about what you just did. I'm going to
throw some terms out there that you know, but as a reminder we're going to define
them again. First, let's do a brief review of our discussion rules, can someone help
me out (list rules)?Thanks for the reminder everyone, now can anyone tell me what an audience is?......Great and how about an author (write both on board)?...
(once definition, explain how author and speaker differ)
...Nice work, so recognizing that you all are were authors of your sales pitches and
you had different audience, I want you all to get into groups again for 5 minutes and
make a list of all the differences you noticed in the way a new audience affected howyou sold your towel. I want to share those differences after and see if we can't find
some commonalities. (5 minute discussions)
Alright every eye up front, what did we notice changed from the first time to the
second?
(at this point I'll lead a discussion on the differences they , I hope to point out things
like word choice, arguments used, tone of voice, etc. and write them on the board).
(5) Connection to unit, exit slip
As we can see from our discussion, our audience plays a huge role in how we say
and present our points we want to get across. In this next unit, we are going to
explore how audience changes how authors say things and eventually become
experts in finding out the best way to say things. Before you leave, I'd like you to
Take a half sheet of paper, write your name on top, write the name on your post-it,and describe 3 things you personally changed when you knew you were speaking to
a different person. (write instructions on board)
Collect exit slips
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Gateway Lesson Rat ionale ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
While competition is not inherently a feature in Workshop based classrooms,
I think the friendly competition inspired by this activity makes it both engaging andeffective for introducing students to ideas about audience. By taking the role of
'salesman/saleswomen' for this lesson, students are interacting with each other and
more physically than they are normally allowed to in classroom settings. Omrod
details in the chapter on Motivation and Affect that "providing opportunities for
students to respond actively to the subject matter-perhaps by manipulating and
experiment with physical objects" is an excellent way to increase motivation
(Omrod, 376). This also, in a way, shows them how they will be able to apply what they learn before they begin. While not fully an authentic activity, this lesson is a
step closer to authenticity than most lessons performed in schools, but role playing
students are "engaged ...with essential and vital ideas and materials" (Milner, 12).
This lesson in exciting and engaging for students in a way that promotes bothapplication and motivation for the coming unit.
However, while fun for the students, this gateway still stays true to the unit
and advances the learning of the students toward the end goals and the summative
assessment. By including the objectives 'SWBAT Identify relationship between
author and audience' and 'SWBAT define author and audience', we introduce these
6th graders to the idea that there is a relationship between the author and the
audience, and that a better understanding of that relationship can be useful in a real
life setting. This lesson simultaneously reaches towards a deeper understand and
motivates students to take that leap into the exploration of author audience
relations.
What's more, the formative assessment, the discussion about the registerchange in the students allows me to get a handle on where students are concerningtheir ability to think beyond the text and to author purpose and exploration. Even if
I do not get to hear from every student, my exit slip will allow me to assess how thestudents ability to examine the language an author uses, or the purpose an author
has. I'll be able to use that assessment, and the formative one to inform the pace and
beginning of my instruction for this unit. The more informed I am of the knowledgemy students are bringing when they enter the unit, the more prepared I will be to
navigate how they learn and the pace at which I expect them to do so. This will be agood transition for this classroom in particular because, moving from none
workshop to workshop classroom, they will need to get used to exit slips and this
gives them a place to practice that protocol. Additionally, the teacher, also thedrama teach at the school, has had the students role play before, so they will be
familiar with the context and will be able to get to the meat of the lesson more
quickly.
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Three Day Lesson Sequence ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Day 1Date:
Class Period(s): Week 1 Day 3
Student Learning Object ive(s):
y SWBAT Find evidence to support ideas
y SWBAT Identify important citation information
Assessment:
Formative assessment-conferencing
Summative-exit slip of citations
Resourc
es:Uglies selections
Choice books
My poem, pen, paperMini-Lesson/Teaching Plan:
Intro/Connection (5)
Hey there class! Great job on your reading and writing responses yesterday! Today
I want to talk about another formatting issue that is very important when we are
trying to justify how we reached a conclusion, and that is citing evidence. It is socritical to be able to tell people where your ideas come from not only in this class
and for this unit but for every English class you will have after this one. If you are
not able to back up where your information came from, you will not be able tosupport yourself if someone questions something you say, and people may stop
listening to what you have to say because they may not think you know what you
are talking about. Don't ever let your voice or your thoughts be dampened by
someone because you couldn't say where those thoughts came from.
Citing evidence is something I will be asking you to do frequently in your log,
reading response, and on future worksheets. Making sure you know how to do this
will make it clear exactly where you got your information from and helps to justifyyour answers if ever someone doesn't believe what you say.
Think Aloud (10)
Let's go through sentence by sentence and see if we can't draw this image, I'm goingto do it on the board, pointing out what I see from the book and what I'm getting
from my prior knowledge, but I want you to do it with your own colors at your own
seat, we'll take time after each sentence to draw out what we see.
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I'm going to start by looking at a poem I wrote called a Limrick. You'll learn about
these in 7th grade classes, but for this think aloud all that's important is that we willbe using it to look for evidence. lets read it aloud...
We seven were starved for a meal
Not one speck of food did we stealso we lads all drew lotswith our guts tied in knots
now that hunger we six do not feel
...alright so the first think I know about citing evidence is that I need a main point to
narrow down what I want to cite. My teacher told me the objective for this one is to
cite evidence that was the most visual to me. So first I think about when I got the
best image of what was happening at the poem and that was in the 1st line
(underline). I feel like I can see the seven starved people wanting a meal. Well
that's perfect! I just answered my teacher's question, but now I have to prove to
him I know where the visualization occurred, so I first write the quotes (write first)using quotation marks like a good writer, then I write the line numbers (1) and Igive a short explanation of what I see.
So in review, I:
1. Identify the main point
2. Figured out when I solved or understood my main point 3.Wrote that section down in quotes and made sure to say where I had found it
Guided Practice (10)
Alright y'all now I think we could use some help when identifying these. Let's look
at my choice reading book, "Uglies" and see if we can't cite evidence in a novel too.I'm going to read a passage and we're going to go through the steps of trying to find
evidence for the main point: which is to find out how the speak feels about herself.
At least Peris hadn't seemed too angry. He'd said they'd be best friends again...even
after she had the operation? (24).
Alright so, let's go through the steps, what is our main point agian?
...
Right, and when did you notice you figured out what the answer was to that mainpoint?
(listen to answers) nice job why did you choose that one? You should use the onesyou noticed, I'm going to use when I first noticed, which was when they said "once
she was pretty. But the way he'd looked at her face...maybe that's why they
separated uglies from pretties" because I thought that meant that put herself withthe uglies cause she said she wasn't a pretty.
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Not that I know where it is I'm going to remember to cite it, what's the first thing I
write? (write on board) and what can I never forget (page number). And, like a goodwriter, what do I need to put around the quote? (quotation marks).
If student's don't seem to understand the structure, I'll do it again with another
quote
Invitation to Independence (5)
Alright y'all, not it's your turn. I want you to all start reading your choice books and
I want you, on a half sheet of paper, to write one quote about (list on board) what
the setting looks like, something that shows the personality of the main character of
the book, and cool thing you really liked in this chapter. Make sure to number these
1, 2, and 3 and give me a page number after you're done. I'm going to come around
and make sure you guys are all citing well and just pick your brains about what it
means to be a good citer.
Independent Practice/Conferencing (25)
Exit Slip-3 quotes handed in to me
Notes after teaching t he lesson:
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Day 2
Date:
Class Period(s): Week 1 Day 4
Student Learning Object ive(s):
y SWBAT locate words to activate schema's about topics in a text
y SWBAT apply prior knowledge to make a relevant connection to your choice
book
Assessment: Summative assessments-Reading Response: how do you make
responses in your own book?
Formative assessments- discussion answers on schema, conferencing
Resources:
Schema graphic organizer worksheet Uglies pg 5-7
choice booksvisuals for books
Exit Slip
Mini-Lesson/Teaching Plan:
Outline: Introduction/Connection (5)Alright students, now that we have talked about how to format your logs,
reading, and writing responses lets begin exploring your choice reading and
examining how the audience plays a role in the novel. We need to equip ourselves
with the tools to successfully read our book in a way that both allows us analyze thecharacters thoughts and actions and allows us to enjoy the book in new and exciting
ways. Great readers often bring their own experiences to the books they read,
making connections between prior knowledge and the books they are looking at.
Today, I'd like to look at how we decide what to bring to our novels from our own
lives in order to help us to make stronger connections with our book, to have more
fun while we read, and, frankly, to get though books you could care less about.
Authors know that their audience has some things in common, once we know
how to make connections with our reading in this way, we can go back and look at what our experiences have in common. Once we decided what our best experience
is for this book we are reading, we can more closely look at what audience theauthor is trying to reach.
Think-Aloud (15)
We draw on certain ideas we have about things to make meaning, but
sometimes it is difficult to decide what to think about when we read and what to
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draw 11 or 12 years of experiences to make meaning out of what we read. When I
look at a sentence, I look for the most important word or words in that sentence andthink about all the experiences and memories I have relating to that word or idea.
I'd like to read for you a few pages of what you read for homework last night and
take you through how I think applying my prior knowledge to bring all those
experiences relevant to what I'm reading up in my conscious thoughts.
Turn to pg. 6
"Getting there was going to...easy to hide."
Alright, so already I feel like there is some memory swimming in the back of my
head that wants to be connected to this part. The first thing I do when I feel I have a
relevant and meaningful connection between my prior knowledge and the text is
figure out the most important idea or word in the section. When I do this I go
straight for the nouns, because I know nouns are things and I can pull memories
way more easily if I start by thinking about a thing. In this section 'expeditions'
seems to be the big noun, so now I'm thinking of all the memories and experiencesI've had with expeditions...(fill into graphic organizer, write step on board)(list some memories, write on board in graphic organizer)
...however, while all these memories are about expeditions, not all these memories
are relevant to this section. In order to pair down all the memories I have about
expeditions, I look to the descriptors and verbs that I passed over before and use
them to narrow down my lens. I look at the word "dark" (Write it on board) andknow that I can cross off any expeditions I've had in the daytime (cross off
memories), I see the words waterfront and vegetation (write on board) and cancross off any expeditions I've had that haven't been near the water outside
(continue in this manner, continue to fill our graphic organizer, and write evaluation
step on board)...
...Great so, but using the words around the main idea in this passage, I was able to
choose the most relevant memory I had. (Write in graphic organizer, write on
board)
So what I've done is identified the main subject of a section of the book that I feel I
have some memories about, then looked at the surrounding text to figure out just
how to cut those memories down further to choose the one most relevant to that
topic
Guided Practice (10)Let's take a look at the next passage together
"But now Tally was headed...fun was the most frantic"Who can tell me what the first step is? (find the main idea, noun)
Can someone help me find the important nouns in this passage (floats and revelers,also islands and streets)
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That's a lot of different important nouns, I'm thinking of a lot of things but I'm still
having trouble narrowing all my experiences down based on those nouns, lets look at the context around the words and see if some of those nouns are more important
than others (after looking at texts, floats and revelers are most apparent)
Great, so I haven't discounted the other nouns, but I'm going to focus on floats andrevelers to narrow down my search through my memories (list things on board)Does anyone have memories they'd like to add?
Alright, now I'm going to look at the context again, and this time I'm going to use
those descriptors to help me think about an even more specific time when I've
experienced floats and revelers
(New Orleans, Mardi Gras ex)
Invitation to Individual Practice (5)
It seems like you all have a strong handle on this, before I invite you to work at your
own pace on connecting the text to your prior knowledge I want to remind you allthat this is something great readers do every time the read-tricks like these are what make it fun to read the books you like and easier to read the ones you don't. This is
also important to helping you set up good assumptions. Once you have connected
something in the text to something that you have a memory of, you start associating
things in that memory with the text that you're reading. For example, now that I'm
thinking about Mardi Gras in that second passage, I'm assuming that everyone onthe island is partying all the time, but since that was never said I don't actually know
if that is the case or not. My prior knowledge forces me to assume things that I can't fully support are true or not.
Now I'd like you guys to do start you homework reading for the next chapter, but asyou do, I want you to write down at least 3 memories that you can connect from
your life to the text. You shouldn't have to force these memories, but you may have
to think about whether or not they are the most relevant memory you have of what
you are reading. On a separate sheet of paper, I want you all to log your memories
and the passages that inspired them in a similar way we did it in class. First I want
the passage, then the main idea/noun in the passage that inspired the thought, some
adjectives that made you change it, and a brief description of your final thought. I'm
going to be collecting these for points so I expect you to be working diligently to get
a jump start on your homework, whatever you don't finish in class needs to be read
before tomorrow.
Individual Work-Conferencing throughout (20)
Collect sheets at end of classReader Response-3 memories
Notes after teaching t he lesson:
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Day 3Date:
Class Period(s): Week 1 Day 5
Student Learning Object ive(s): y SWBAT use descriptive vocabulary to identify traits
y SWBAT analyze descriptive sections of text to visualize characters
y SWBAT provide evidence for their choices from the text
Assessment:
Summative- Drawn Picture of a Discription of a person
Formative- conferencing, Q and A during guided practice
Resources:
Construction Paper
Coloring pencils
Smart board projector with website http://illustmaker.abi-station.com/index_en.shtmlUglies
Mini-Lesson/Teaching Plan:
Introduction/Connection (5)
You all did a fantastic job yesterday activating your prior knowledge and connecting
relevant memories to your text; that ability will take you far in developingyourselves as great readers. However, prior knowledge is not always the best way
to find meaning and make a connection with the text. Today we are going to talk
about visualizing what you are reading in a way that makes the text more exciting
and helps you understand and get through more difficult passages. Just like it helps
us to imagine what a shape looks like in math, imagining different scenarios inbooks can help us to better understand what is going on within the pages.
Additionally, just like when we looked at our prior knowledge, we can think about
what the author's intent is for describing things the way he does and why he choose
to describe a character one way or another.
Intro Activity (15)
Let's begin by thinking of some traits that you might use to describe people,
Go to http://illustmaker.abi-station.com/index_en.shtml and have student's alter
and describe aspects of faces and bodies.
Mention different features and how they can be described (nose, big or small,
eyebrows, bushy or thin, forehead, high or low) and highlight ones that I know they
will be seeing in their reading for today
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Now that we have a strong base of vocabulary and a good idea of the different traits
writers can use to describe...
Modeling (they have encountered visualization before, but I expect they will need
practice applying it in this context) (10)
I want to go through the book and read a section just like we did yesterday, but instead of pulling prior knowledge, I want to show you how good readers look at atext to help them visualize situation and details about a book. In Uglies we know
that appearances play an important role in the characters lives, so I want to
visualize different characters to help us get an idea of what the characters are
comparing themselves to.
Let's open to page 9, I'll read and explain my thinking as I do.
"Tally peered out from behind a curtain...awaiting her turn"
I'm going to create a picture of what this person looks like (pull out descriptors, i.e.big nose, frizzy hair etc.) in my head, and to show you guys what that picture is I'mgoing to draw it on the board the best that I can and next to it, I'm going to write the
description in the text that made me draw that the way I did.
Guided Practice (25)Alright, now it's your turn, I want you to look at this handout I have of page 39 of my
book, we are going to read together a bit to get a good idea of what's going on in thestory, then we're going to locate our descriptor words to create an image of different
pictures of the characters in the text.
Note: First, we'll read a bit together, then we will have a discussion about the plot of
the story at this point, how the characters are morphing themselves on a computer
program just like we were morphing ourselves with the website we used in class.
So now that we understand that these different descriptions are like different
pictures of what the characters want to look like, I want to see how you all are
visualizing these different morphs that the Tally and Shae are creating. Using the
paper and coloring supplies in front of you, I want us to all go through together and
create what we can from different morphs. Let's make sure we support each part
that you draw with evidence from the text.
(Go through and draw what descriptors found in the text, have students give
evidence for where they find the descriptors as they go)
Fantastic drawings y'all! Remember, what's important is that you know where
these things are coming from and how they look in your head, not necessarily howthey look on paper. But wait, it looks like the pictures are a little incomplete. Lets
go back to our drawings and take a few minutes to fill out the rest of what we see
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these people looking like. Make sure you let ppl know that you made these parts of
your drawing, not the author
Invitation to Independent Work (5)
Nice work today guys! Now they you are all great visualizes, I want you to look at
your own readings and go back to look at how your character is described.Remember to record where you found that information and where you had to think it up in your imagination, just like we did in class. I look forward to seeing what
your characters look like in your book tomorrow when you hand them in!
Notes after teaching t he lesson:
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Adjust ing Teaching Plans Through Enactment ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
I had the opportunity to practice with my lesson sequence for presenting this
unit, and I received some excellent feedback from my supervisors and my peersboth about positives and suggest adjustments. One problem that I had that I am
constantly aware of is the speed at which I speak is often too fast for proper
instruction. However, I've noticed that if I script heavily before I present a lesson, I
am able to pay more attention to how I present the lesson instead of what I present.
As such, when I adjusted my lesson sequence, I chose to script my lesson more
heavily (which has the added bonus of making it more transparent, and showing the
knowledge I gleaned from Rex and Shiller's work U sing Discourse Analysis toImprove Classroom Interaction) to hone my focus.
Having had little experience in middle school classrooms, I had specifically
asked for feedback about the appropriateness of the material and the way it was
being conveyed. I was informed that students would more easily understand what Iwas talking about if I included more visualize about my pre-scripted memories.When I teach this during my lesson unit, I plan on making sure to have print outs of
models of my memories so that my students will be able to more easily relate to my
experiences. There was also some confusion about my graphic organizer. While
most people said it was effective, I received some comment that going between
memories and relevant text was a little confusing: that it seemed like a back and
forth relationship more than the directional one I implied. I hope to change that
organizer to make it flow in a way that does not trip my students up; after all, the
organizer is suppose to make things more clear, and while it may do that, I believe
there is a better way to represent how I organize the way I think (perhaps a double
arrow there, one back and one forward).I did hear a lot of exciting things about my affect! I am looking forward to
more experience addressing middle school students because I was told unanimously
that I have a very appropriate presence for a middle school classroom. I do hope tohave more opportunity to prove them correct in the future.
When I teach this unit, this feedback has made me aware of some teacher
traits that I hope to avoid, and some that I hope to capitalize on. I will be verymindful of my speed of delivery, and of how I organize my thoughts. I am excited to
add more visualize to my lesson plans and cannot wait to see if my positive affect leads to positive responses to my teaching in the classroom.
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Work Cited ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Atwell, Nancie. I n the Middle: New Understandings about Writing, Reading, and Learning .Portsmouth, NH: Boynton/Cook, 1998. Print
English Language Arts Standards Grade 8." Common Core State Standard I nitiative. CommonCore State Standard Initiative, 2011. Web. 12 Dec. 2011.
Milner, Joseph O., Lucy F. Milner, and Joan F. Mitchell. Bridging English. 5th ed. Boston, MA:Allyn & Bacon, 2011.
Ormrod, Jeanne Ellis. E ducational Psychology: Developing Learners. Boston, MA: Pearson.2011.
Pickard, Mary J. "The New Bloom's Taxonomy: An Overview For Family and Consumer
Sciences." Journal of F amily and C onsumer Sci ence E ducat ion 25.1 (Spring/Summer
2007): 45-53. Print.
Rex, Lesley A., and Laura Schiller. Using Discourse Analysis t o Improv e C lassroom Interact ion.
New York: Routledge, 2009. Print.
Wessling, Sarah Brown, Danielle Lillge, and Crystal VanKooten. Supporting Students in a T ime
of Core Standards. Urbana, IL: NCTE, 2011.
Wiggins, Grant and Jay McTighe. Understanding by Design. Columbus, OH: Merrill Prentice
Hall. 1998.