UNIT PLAN. Big Idea/Theme: Transcendentalism elevates man and nature to a spiritual level.

Transcription

1 UNIT PLAN Subject Area: English III Unit #: 3 Unit Name: American Big Idea/Theme: elevates man and nature to a spiritual level. Culminating Assessment: Create a musical soundtrack that illustrates the Create a piece of writing using nature as an inspiration. Students will use works from the literary period as a model. Create a book with illustrations listing Life Lessons based on the Transcendental philosophy. Compare modern media messages to the ideas of through a PowerPoint, collage, or other Unit Understanding(s) Students will understand that Writers from this period were antimaterialistic. Writers from this period intertwined God, Nature, and Man. Writers from this period focused on the individual. Unit Essential Question(s): In what ways did writers from this period demonstrate their antimaterialistic beliefs? In what ways did writers from this period demonstrate their belief that God, Nature, and Man were intertwined? In what ways did writers from this period focus on the individual? Students will know / Students will be able to Compare and contrast ideas within and across literary texts to make inferences. Evaluate the impact of point of view on literary texts. Evaluate devices of figurative language. Evaluate the relationship among character, plot, and theme in a given literary text. Analyze the effect of the of the author s craft on the meaning of literary texts. Create narratives such as personal essays that use descriptive language to enhance voice and tone. Create descriptions for use in other modes of written work such as expository pieces. Evaluate theses within and across informational texts. Compare/contrast information within and across texts to draw conclusions and make inferences. Analyze informational texts for indicators of author s bias such as word 1

2 choice, the exclusion and inclusion of particular information, and unsupported opinion. Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions. Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works. Create narratives such as personal essays or narrative poems that use descriptive language to enhance voice and tone. Create descriptions for use in other modes of written work such as narratives and expository pieces. South Carolina Academic Standards: E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. E3-1.2 Evaluate the impact of point of view on literary texts. E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E3-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text. E3-1.5 Analyze the effect of the author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E3-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts.) E3-1.7 Evaluate an author s use of genre to convey theme. E3-1.8 Read independently for extended periods of time for pleasure. E3-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E3-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion. E3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions. E3-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E3-3.3 Explain how American history and culture have influenced the use and development of the English language. E3-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E3-4.2 Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex. E3-4.4 Use grammatical convections of written Standard American English to clarify and enhance meaning including Subject-verb agreement, Pronoun-antecedent agreement, Agreement of nouns and their modifiers, Verb formation, 2

3 Pronoun case, Formation of comparative or superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E3-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E3-4.6 Edit written pieces for the correct mechanics and usage of written Standards American English including Internal and end of sentence punctuation, Commas to indicate appositives, Word placement to avoid ambiguity, Appropriate coordination and subordination, Relationship between and among clauses, Placement of modifiers, and Shifts in construction. (See Instructional Appendix: Composite Writing Matrix.) E3-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. E3-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. Interim Assessment (formative) Classwork/Homework Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Admit/Exit Slips Key Criteria (to meet the standard/rubric) State Writing Rubric Vocabulary: Aphorism Apostrophe Media Literacy Paradox 3

4 Musical Soundtrack CATEGORY Song Choice (x4) Explanations (x4) Assignment Criteria (x3) Grammar & Mechanics (x4) Writer uses vivid songs that linger or draw pictures in the reader's mind of the Author gives detailed explanation of how elements of the music and/or lyrics contribute to the listener's Musical selections and/or lyrics represent at least 3 All recordings and/or lyrics are submitted and correctly referenced. Sentences were well constructed and varied. No mistakes in grammar, spelling, or punctuation distract from the content. Writer uses vivid songs that linger or draw pictures in the reader's mind, but some music or lyrics don't effectively convey the Author gives a fairly detailed explanation of how elements of the music and/or lyrics contribute to the listener's Musical selections or lyrics represent only 2 All recordings and/or lyrics may not be submitted or may be incorrectly referenced. Most sentences are well constructed and varied. One or two mistakes in grammar, spelling or punctuation cause minor distractions for the reader. Writer uses songs that communicate clearly, but do not create vivid images of the Author's explanation of how the elements of the music and/or lyrics contribute to the listener's tenet of Musical selections and/or lyrics may represent only one Some recordings and/or lyrics may be missing or incorrectly referenced. Most sentences are well constructed, but there is little sentence variety. Three to four mistakes in grammar, spelling or punctuation distract the reader from the content. Writer uses songs that do not communicate strongly or capture the reader's interest. The songs do not convey the Author does not connect the elements of the music and/or lyrics to the Musical selections and/or lyrics were not submitted with the assignment or were not referenced. Most sentences are not well constructed. Author makes four or more errors in grammar, spelling, or punctuation which cause major distractions for the reader. 4

5 Nature Inspiration Writing Assignment CATEGORY Superior Meets Standard Needs Improvement Demonstrate Understanding of Style Writing Shows a deep understanding of ideas about nature by using specific examples and insightful ideas. Shows an understanding of ideas about nature that are not incorrect, but lacks deep insight. Incorrectly models or lacks sufficient detail to demonstrate any understanding of writing. Use specific details Uses quotes, and detailed descriptions of events, places, and people. Also, describes emotions involved in situation. Gives some details of events, people, places, and feelings involved. Lacks detail. Use advanced sentence structure Uses many complex, compound, and some simple sentences effectively. Uses a few compound and complex sentences, but still has many simple sentences. Uses only simple sentences. Demonstrate connections to nature with literature Uses multiple examples from literary selections of the period read in class or out of class to create an example of the writing style. Uses at least one example from a piece of literature studied in class or out of class to create an example of the writing style. Uses no examples from literature. 5

6 Life Lessons Project Life Lesson CATEGORY 5: Excellent 3: Good 1: Poor Explanation of Lesson Graphics The life lessons are meaningful and represent critical thinking. There are 5 included, which exhibit an ability to connect the literature and its plot to everyday life. Each life lesson is explained in complete detail and discusses how the lesson developed. Shows critical thinking throughout. All graphics are related to the topic and make it easier to understand. The life lessons are thoughtful and make connections to everyday life. Slight evidence of critical thinking. Each life lesson is explained in detail and does a good job of discussing how the lesson developed. There is evidence of critical thinking in the response. All graphics are related to the topic and most make it easier to understand. There are less than 5 life lessons and/or struggles to make connections with everyday life. Lessons do not represent critical thinking. The student does not have a detailed explanation and/or lacks a thoughtful, coherent discussion of how the lesson appears. Several graphics do not relate to the topic or do not make it easier to understand. Neatness/Thoughtfulness The student has taken pride in his/ her work and exhibits a thoughtful, detailed project that follows directions, shows creative thinking, and is done with care. The student appears to have taken some pride in his/her work, but does not fully show his/her ability to develop a neat and thoughtful project. The student did not turn in his or her project on time and/or does not show neatness or thoughtfulness in the project. There are missing parts and is sloppy. 6

7 PhotoStory Project CATEGORY Content - Accuracy All facts in the product accurately reflect the time period. Most of the facts in the product accurately reflect the time period. Some of the facts in the product accurately reflect the time period. Few of the facts in the product accurately reflect the time period. Knowledge Gained Attractiveness & Organization Product demonstrates a deep understanding of the effect of the time period on the events of the play. The organization of the product clearly reflects the purpose to entice students to visit the time period. The product is reader friendly and pleasing to the eye. Graphics/Pictures Graphics clearly complement and enhance the text. Product demonstrates a clear understanding of the effect of the time period on the events of the play. The organization of the product mostly reflects the purpose to entice students to visit the time period. Most of the product is reader friendly and pleasing to the eye. Graphics mostly complement and enhance the text. Product demonstrates a partial effect of the time period on the events of the play. The organization of the product partially reflects the purpose to entice students to visit the time period. Some of the product is reader friendly and pleasing to the eye. Graphics partially complement and enhance the text. Product demonstrates a limited effect of the time period on the events of the play. The organization of the product does not reflect the purpose to entice students to visit the time period. The product is not reader friendly and pleasing to the eye. Graphics do not complement and enhance the text. Sources Writing - Organization Accurate records are documented on student note taking sheet in correct format. At least three sources are used. Each section in the product has a clear beginning, middle, and end. Mostly accurate records are documented on student note taking sheet in correct format. At least three sources are used. Almost all sections of the product have a clear beginning, middle and end. Partially accurate records are documented on student note taking sheet in correct format. Less than three sources are used. Most sections of the product have a clear beginning, middle and end. Inaccurate documentation on note taking sheet. Insufficient sources are used. Less than half of the sections of the product have a clear beginning, middle and end. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the No more than 1 spelling error remains after one person other than the typist reads and corrects the No more than 3 spelling errors remain after one person other than the typist reads and corrects the Several spelling errors in the 7

8 Creating A Product: Modern Media Messages and CATEGORY Required Elements The product includes all required elements as well as additional information. All required elements are included on the Most of the required elements are included on the Few of the required elements are included on the Content - Accuracy Many elements of in the media messages are accurately displayed as a part of the Attractiveness The product is exceptionally attractive in terms of design, layout, and neatness. Most elements of in the media messages are displayed as a part of the The product is attractive in terms of design, layout and neatness. Some elements of in the media messages are displayed on the The product is acceptably attractive though it may be a bit messy. Few or no elements of in the media messages are displayed on the The product is distractingly messy or very poorly designed. It is not attractive. 8