How does ethnicity and culture shape or influence a person s identity and how might we change the characteristics that do not make us happy?

Transcription

1 Wildwood Unit Blueprint Rebecca Braun Grade 6 Language A Title: Language A: The Effects of Culture on Identity (Pam Munoz Ryan author study: Becoming Naomi Leon, Esperanza Rising, and short stories Our California, Mud Is Cake, Emelia and Eleanor Go For a Ride ) Grade: 6 CCSS ELA Standards: Reading: RL3-Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL6-Explain how an author develops the point of view of the narrator or speaker in a text. Writing: WS3-Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters. Provide a conclusion that follows from and reflects on the narrated experiences or events. WS1-Write arguments to support claims with clear reasons and relevant evidence. Introduce claims and organize the reasons and evidence clearly. Support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claims and reasons. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented. Purpose: The purpose of this unit is to examine two pieces of literature by the same author. We will conduct an author study of technique and voice and theme, but we will also use the main character s triumphs and struggles with identity as a springboard for examining our own sense of identity as part of a family, a school, a community, and as global citizens. Students will be discuss and compare the Youth for Human Rights as each relates to the development of an identity and maintenance of character before, during and after adolescence. Instructional focus will be centered around learning opportunities that promote literacy, comprehension, text analysis, and writing. Two polished writing pieces will result as a culmination of the unit. One argument and one narrative. The argument piece will be related to the author study. The narrative piece will be related to identity. In addition to the writers workshop pieces, a self-selected performance assessment will be chosen by the student from a choice board menu or from the student s own idea (see below Summative Assessment/Performance Task Possibilities). Area of Interaction (MYP): Health and Social Central Idea/Unit Question: How does ethnicity and culture shape or influence a person s identity and how might we change the characteristics that do not make us happy? Significant Concepts: Our individual identity continues to evolve over our lifetime, and culture is one factor that shapes and influences our sense of identity.

2 Summative Assessment/Performance Task: Students will be given choice in their inquiry-driven end of unit performance tasks. The following examples correlate with Becoming Naomi Leon, but can crossover to Esperanza Rising: Create your own toolkit with artifacts relating to your personal identity and include a tag with each artifact stating how and why it pertains to your identity. Create soap carvings to symbolize identity and write a descriptive paragraph for each one. Then create one carving that embodies your personal identity. Create a keynote or podcast about Naomi and how she becomes who she was meant to be and then how you are becoming who you want to be. Expand upon the idea of mapping and map your personal philosophy about a specific theme in each novel. Your map may take on many different forms and shapes as you visually outline your thinking. Remember the importance of mapping is organization. Compare and contrast maps of a specific area. You may start by comparing and contrasting different maps of Oaxaca. How do maps change over time or how do they change depending on their target audience? Choose an interesting place and then get to work. You might also be interested in creating a map of the future Family Traditions--Naomi learns about new Mexican traditions during her stay in Oaxaca. How are family traditions started? Do they all revolve around cultural traditions? How do art, food and historical dates play a role in family celebrations? Before launching their projects, students may want to create a list of some of the mexican cultural traditions by using the Oaxaca Moon handbook and the book Magical Christmas in Oaxaca. Choose one family tradition that Naomi learns about in Oaxaca and compare it to one of your own family traditions. Be creative and choose an interesting presentation format. Research a different cultural tradition such Day of the Dead and see how this tradition has changed over time. Choose a cultural tradition that is interesting to you and create your own plan of study. Be sure to include all areas of language: reading, writing, listening, and speaking. Interview different students in your school who all celebrate the same holiday, yet have different nationalities or ethnic backgrounds. Then decide on a way to display your findings. Naomi generated lists as a coping mechanism for controlling her life. Create your own journal of lists with the end goal being to understand this coping mechanism. Content: Students will walk away from this author-study with the ability to analyze an author s style and craft. While literary terms required for NWEA mastery will be studied and noted throughout, they will appear within the literature and never in isolation. Students will become more familiar with the Hispanic culture, what it means to lose and/or find and connect with one s culture, and what that means in the broader sense of identity formation. Students will focus on citing text evidence in responses and writing. Nonfiction Informational Literacy: Author Study, Mexico Nonfiction Articles Root Word Vocabulary Process: Writer s Workshop

3 The Reading zone (Read 150 pages a week per the latest ThinkCERCA and CCSS research) Mini-lessons centered around organization, process, voice and individual style Inquiry-based performance assessment process Group analysis of passages for meaning and style Visible Thinking Strategies for before, during, and after reading Literature Circle Discussion and Tasks to further vocabulary, literary analysis, and schema MYP Assessment Criteria: Criterion A Content/Knowledge Criterion B Organization Criterion C Style/Language MYP Approaches to Learning to focus on and develop: organizational skills and attitudes towards work: Interactive Notebooks collaborative skills: Lit Circles communication: Presentations information literacy: Nonfiction Text Structures, Author Interviews reflection: Journaling problem-solving and thinking skills: Literary Analysis, Inquiry Summative Assessments Active Learning: Student driven inquiry: Author Study of Pam Munoz Ryan. Tumble Books Picture Books Our California, Mud Is Cake, Emelia and Eleanor Go For a Ride. Investigation: Student Presentation: Altered Books narrative writing summative assessment Literacy: Comprehension Toolkit: Cluster One, Lesson 3 Read, Write, & Talk Think Your Way Through Text Family Tree of Culture (Project of Inquiry to include technology) 21st Century/MIRTL: Edmodo for Reader s Response Quizlet for NWEA and Vocabulary Website design with Weebly Webquest Formative Assessments: Rubrics: MYP Rubrics for writing Criterions A, B, and C Checklists: Journals

4 Interactive Notebooks with Descartes Formative Feedback: Readers Response Quizzes for Literary Analysis Writer s Workshop conferences Pre and posttest for novels Literary analysis circle work Journals Entrance and Exit slips Whole and small group discussion Written Reflections Interactive Notebooks Learning Activities and Experiences: Reader s Responses through Edmodo and journaling Interactive Notebooks Literary Analysis circles geared toward the novels and Descartes skills Narrative Essay during Writer s Workshop Narrative Essay final draft Performance Assessment from Choice Board Glogster Media.learn.org One Day in the Life project Soap Carving with Descriptions Field Trips Grading: Percentage for Various Component Classroom Assignments/Homework: 40% Quizzes 20% Tests and Summative Assessments 30% Scholar Points 10% Learner Profiles and Attitudes: Profiles: All learner profiles will be examined. The main characters will be critiqued and judged as to which learner profile is stronger/weaker and how an emphasis on, or lack of, for example, caring, impact the plot and theme. For example, what happens when there is too much of one learner profile and not enough of another. Attitudes: The sixth graders will become acquainted with the MYP Learner Profiles and Attitudes associated with global learning. Attitudes of sensitivity associated with cultural heritage and embracing diversity. Other Resources: Mexican Museum in Pilsen

5 Teacher Reflections/Notes: Before Differentiation: How will instruction and assessment in this unit ensure multiple means of: Representation (UDL what) use multiple accessible teaching methods that are accessible to all learners. Example: Use many methods to deliver content. Offer student choice. Action (UDL how) Regularly review student progress using multiple accessible methods and tools, and adjust instruction accordingly. Provide detailed feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before summative assessment is due. Expression (UDL how) Encourage regular and useful contacts with students to make sure that communication methods are accessible to all participants. Engagement (UDL why) Use multiple accessible teaching methods that are accessible to all learners. Example: Use many methods to deliver content. Have you utilized your analysis of relevant RIT bands to plan for scaffolded skills development and/or more intensive challenges for your learners based on data? Does this unit address each of these important design components? Hess Matrix in-depth of knowledge: Webb s DOK Level 4 Extended Thinking (4/4) Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes (NWEA Literary analysis critical thinking entrance and exit slips). Webb s DOK Level 4 Extended Thinking (6/4) Create--Articulate a new voice, alternate theme, new knowledge or perspective. RTI Literary Analysis entrance and exit slips Comprehension Toolkit Lessons Writer s Workshop minilesson follow-through and student conferences Gifted Opportunities for independent inquiry SPED Collaboration with SPED teachers for writing, sharing the novels etc Alignment of Assessments to purpose and standards Modeled after Common Core Assessment questions and NWEA lines of questioning RIT Bands and Descartes individualized 21st Century Learning/MIRTL During Reflect on each of the following to gauge instructional effectiveness: Formative assessments (what are they telling us about the learning?) How are the student groupings working? Pacing...will we be able to finish our unit on time? Do students understand the performance task? Are we reflecting with our students on why this learning matters? Are we providing opportunities for authentic student work/learning? What feedback are we giving our students on their learning? How do we know the feedback is effective?

6 Are we giving the students the opportunity for self-assessment and peer assessment? What additional support is needed to ensure success for every learner? After Reflect on each of the following to support improvements to the unit and to your instruction: Which learning experiences provided the greatest level of learning and engagement? How might you intensify rigor, value, and meaning of the learning tasks and assessment? How much did your learners invest themselves in the learning experience? What did you learn about yourself as a teacher? What did you learn about yourself as a learner? Student Reflections: Before KWL What Learner Profile they want to improve on during the Unit Goal sheet through pretest During Progress Check Go back and look at their goals and see if they are making progress Reflect on the teacher feedback After Critical analysis of a text Profiles and Attitudes Interactions with Others Service Project Possibilities Quality of a renewed sense of one-ness and human compassion What, How, and Why of Learning Setting new goals: