Mini-Unit/lesson
|
Description
of Mini-Unit/Lesson
|
National Standard
|
| Narrative
Nuts and Bolts |
Students
will learn the how to of narrative writing. |
3, 5 |
Narrative
Writing
|
Students
will write create their own narrative about a child laborer. |
1, 9 |
|
|
What
goods and which diseases wealthy families in various cities
had access to via the trade routes. |
3, 5 |
| Ode to a Nightingale |
Students
will read and analyze this poem to see what poetic devices
Keats employs to help him deal with the looming specter
of death at an early age from tuberculosis. |
1, 9 |
| Peer Editing
| Students
will work together in pairs to evaluate each other’s
writing and provide important feedback. |
3, 5 |
|
|
In
this lesson we will take a look at Patrick Henry’s
famous speech and analyze what makes it so persuasive. |
1, 9 |
| Persuasive Editorial |
Was
it a good decision or not for UNICEF to dig tube wells
in Bangladesh during the 1970’s?. |
3, 5 |
|
|
Students
will learn how to outline and summarize fiction be creating
plot line diagrams. |
1, 9 |
|
|
Students
will learn specific skills on how to perform poetic analysis. |
3, 5 |
| Poetic Writing |
Students
will write poetry, modeled after Sandburg that captures
the experience of a worker that they
know of. |
1, 9 |
| Practicing Literary Analysis |
Students
will practice literary analysis on their own by reading
Coleridge’s “The Rime of the Ancient Mariner”.. |
3, 5 |
| Preparing
to Speak |
Students
will listen to a brief overview of speech preparation tips
and have time to work on their projects. |
1, 9 |
| Presenting Speeches |
During
this class students will present short speeches. |
3, 5 |
| Propaganda |
Students
will learn what stylistic devices are used to create
writing meant to unduly nfluence a reader’s opinion.
Students also practice producing some propagada from
a neutral source. |
1, 9 |
| Putting Together a Position Paper |
-- |
3, 5 |
| Reaching Your Audience |
After viewing a public service message
students will come up with a list of questions and criteria
that will help them tailor a message to a specific population. |
1, 9 |
Readers Response
Jigsaw |
In groups,
students will respond to the reading using a jigsaw. |
3, 5 |
| Reading Multicultural Literature |
Students
will consider the ways in which literature reflects cultural
and societal perspectives. |
1, 9 |
| Refining Your Public Speaking Skills |
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 |
| Reliable Sources |
Students
will meet with the librarian to find out what resources
are available in the library and how to ascertain that
a source is reliable. |
1, 9 |
| Revision and Peer Editing |
Students
will work together to revise and edit each others final
project essays before final drafting. |
3, 5 |
| Revisiting Reading Strategies |
This
lesson helps students gain more practice with comprehension
of scientific and historical texts. |
1, 9 |
| Safeguarding the rights |
Creation
of document to inform a particular audience about their
possible risks in a clinical trial. |
3, 5 |
| Sandburg Study |
Students
will look at several poems by Carl Sandburg and the commentary
he makes about the experiences of the American worker during
the Industrial Revolution. |
1, 9 |
| Science Happens in a Social Context |
How
does a scientist view disease and how does a historian
see its impact on society. |
3, 5 |
| Sentence Variety and Fluency |
In
this lesson students will review the various sentence types. |
1, 9 |
| Silent Spring |
Students
read and analyze three chapters of the famous book by Rachel
Carson. |
3, 5 |
| Slide Show |
Students
will see a slide show of pictures that depict the child
laborer. |
1, 9 |
| Slide Show |
Students
will see a slide show of pictures that depict the working
conditions during the Industrial Revolution with an emphasis
on the meatpacking industry and respond in writing. |
3, 5 |
Speakers in Action
|
-- |
1, 9 |
| Stories of Migrant Workers |
-- |
3, 5 |
|
|
In
this lesson Longfellow’s poem “The Wreck of
the Hesperus” will be examined for the author’s
use of stylistic devices and figurative language. |
1, 9 |
| Survival Diaries |
Students
will read about the famous Antarctic journey of Ernest
Shackleton based on the diaries of expedition members. |
3, 5 |
