How are pictures worth 1,000 words?
Standards Achieved in this Unit:
Read Lit 6: Analyze how an author develops and contrasts the points of view of characters or narrators in a text.
Read Info 5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Write 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write 6: Use technology, including the internet, to produce and publish writing and link to and cite sources.
Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Read Info 5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Write 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write 6: Use technology, including the internet, to produce and publish writing and link to and cite sources.
Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Choose among simple, compound, complex, and compound-complex sentences to signal different relationships among ideas.
- Use a comma to separate coordinate adjectives.
- Spell correctly.
Day 1: Dec 1
Objective: I can find a nonfiction book that represents the photo that I chose in class.
**Turn in your reading log!**
**Turn in your reading log!**
- Library - What are we up to now? (see slideshow below)
- Find your book
- Reading Time
Image Cards for Narrative | |
File Size: | 5338 kb |
File Type: | docx |
Day 2: Dec 2
Objective: I know what nonfiction text structures are and can identify my text's structure and purpose.
- Warm-up: DOL using dry erase boards
- "Text Structures" flippy
- Identifying the type of structure you have with your nonfiction book - Students will move about the room to stand next to the sign that identifies their nonfiction text. They will converse with other students to ensure they belong in that spot. Then they will, as a group, defend why they are that text structure and what evidence in their text helps them prove that.
- Reading Time
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DECEMBER 3 - NWEA TESTING
Day 3: Dec 4
Objective: I know what text features are and can identify different features in my nonfiction book.
- Warm-up: DOL using dry erase boards
- Review Text Structures
- Text Features (set up your journal for the day's entry!) - You'll be finding definitions of the different text features using a dictionary as well.
- Reading Time
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Day 4: Dec 5
Objective: I can identify and label the text structure & text features of my social studies book.
- Warm-up: DOL using dry erase boards
- Social Studies Textbook: group work to identify the text structure & features - then we'll share out to check answers
- If time: Online Article: labeling the parts of an online article to help us identify information we may need for a works cited or bibliography
- Reading Time
Day 5-6: Dec 8-9
Objective: I can create my own nonfiction text incorporating a specific structure and five different text features.
**Turn in your reading log!**
**Turn in your reading log!**
- Warm-up: DOL using dry erase boards
- Reading Time
- Creating your own nonfiction (AKA proving you understand text structure & text features): You'll use the magazines in the room to help you find a topic that you know a lot about (or you'll end up reading the article to help you). You must create a two-page spread teaching your reader about that topic. You must pick a specific text structure (be prepared to defend it) and use five different text features on your two-page spread. See example below:
Nonfiction Text Assessment & Rubric | |
File Size: | 18 kb |
File Type: | docx |
Day 7: Dec 10
Objective: I understand how different points of view can tell different stories.
- Warm-up: DOL using dry erase boards. During this time, your two-page nonfiction text will be checked off (so have it & the rubric out)
- Point of View: In your journal, being to write the story behind the photo you receive. On the back of the photo, you have been assigned a specific point of view to tell the story from. Reference your "Personal Narrative" and "Point of View" pages of notes from the past to help you write this story if you need it. Keep in mind the elements that make up a good story (this takes us back to 1st quarter!)
- Playing with Point of View: Telling stories from different points of view - we'll share our stories with one another
- Exit: How did the story change with the different points of view?
- If time: Dialogue Practice/Flippy - revise your story to achieve the correct punctuation for dialogue. Add dialogue to your story if you didn't have it in the beginning.
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DECEMBER 11 - JUNIOR ACHIEVEMENT DAY
Day 8:
Objective: I understand what the final outcome of my reading will look like.
- Warm-up: DOL using dry erase boards
Day 9: Dec 12
Objective: I know and can identify the four different sentence types: simple, compound, complex, and compound-complex.
- Warm-up: DOL using dry erase boards
- Sentence Types
- Revising our Point of View narratives from Wednesday to include the four different sentence types. Possible "Pop" quiz on Monday on sentence types!
Day 10: Dec 15
Objective: I can brainstorm and write the hook for my narrative.
**Turn in your reading log!**
**Turn in your reading log!**
- Warm-up: DOL using dry erase boards
Day 11: Dec 16
Objective: I can create a detailed story that includes the different sentence types in my writing.
- Warm-up: DOL using dry erase boards
Day 12-13: Dec 17-18
Objective: I can write a narrative to develop an imagined experience using descriptive details and well-structure event sequences for a younger audience.
- Warm-up: DOL using dry erase boards
- Work Time
Day 14: Dec 19
Objective: I can write a narrative to develop an imagined experience using descriptive details and well-structure event sequences for a younger audience.
- Finalize your story
- Submit your story to be evaluated over break. When we return from break, you will receive feedback on your story to help you for the final assessment: creating your story using an online web tool or iPad app for younger audiences to access and read.