Mini-Unit/lesson |
Description
of Mini-Unit/Lesson |
National Standard
|
| Essay
Elements Review |
In
this lesson we will review thesis statements, topic sentences,
supporting details, organization, etc… |
3, 5 |
| |
In
this lesson students will view 2 mock presentations and
evaluate them. |
1, 9 |
| |
Students will read one or more science fiction short stories or an entire novel if they are so motivated. As they read they will write down in detail what aspects of the plot, characterization, setting, and theme of their piece of literature make it science fiction. They will also note what makes it good, interesting literature, beyond the considerations of science fiction. Two days are given for this lesson to accommodate the reading levels (and consequently the amount of time needed) for a classroom of students at various skill levels. |
3, 5 |
| Figurative Language |
Students
will learn about eight types of figurative language and
how authors use these devices. |
1, 9 |
| Final Drafting | Students
will compose the final draft of their final project essays. |
3, 5 |
| |
Students
will find articles that have reliable scientific information,
read them thoroughly, present their main ideas and significant
facts to the class as well as share how they established
that they were reliable articles. |
1, 9 |
| Formal
Essay Process |
During
this lesson students will learn about how to begin essay
writing through the steps of brainstorming and selecting
an attention grabber. |
3, 5 |
| |
In
this lesson students will learn how to write a formal letter
by writing to a local politician on an environmental health
issue. |
1, 9 |
| |
This lesson will be devoted to finding appropriate information necessary for written articulation on position developed in previous lesson. Students will use the library and/or computer lab for Internet research to find reliable sources of information, using skills they learned in the first learning cycle. The position papers will need ample facts and examples to back up each part of their argument. |
3, 5 |
| Give
credit where credit is due |
Discuss
plagiarism issues and warnings. |
1, 9 |
| Great Speakers of the 20th Century |
This
lesson will explore speeches by JFK, Churchill, MLK, and
Malcolm X. |
3, 5 |
| How
can research shape ideas?
|
Students will explain how their research on arsenic might influence public opinion and welfare. |
1, 9 |
| How does reading empower us? |
Students
will discuss and write about the ways in which people have
gained freedom and success in life through their reading
and writing skills. |
3, 5 |
| Identifying
Science Fiction |
-- |
1, 9 |
| Intro
to Literary Analysis |
Students
will be introduced to the various techniques which authors
use to make their writing interesting and realistic. |
3, 5 |
| Intros and Conclusions |
Students
will learn techniques for writing successful introductions
and conclusions concerning air quality issues. |
1, 9 |
| Investigating
Issues That Matter |
Students
will take a look levels of arsenic found in ground water
worldwide. |
3, 5 |
| Language Registers |
In
this lesson students will become familiar with the ways
in which we change our speaking styles depending on the
audience. |
1, 9 |
| Literary
Circles |
Students
will share with others in class the plot of their books
and the ways in which the disease in the stories affected
society in a variety of ways. |
3, 5 |
| Living in the Matrix |
A
discussion where students will consider the comparisons
between advertising and “The Matrix”. |
1, 9 |
| Looking Through Lenses |
Students
will consider the various societal and cultural “lenses” which
color their perspectives and life experiences by reading
the short story “What Means Switch” by Gish
Jen. |
3, 5 |
| Making Your Case |
-- |
1, 9 |
| Meta-cognitive Reading |
The
instructor will model and help students practice techniques
that will help them uncover the mental processes behind
reading. |
3, 5 |
