CURRICULUM UNIT COVER PAGE

Unit Title: Beyond Reading Grade Level(s):

7th

Subject/Topic Areas:

English Language Arts: Literature (non-fiction)

Key Words: Autobiography, biography, literary non-fiction/creative non-fiction, chronological order, figurative language, fiction, mood, perspective

Designed by: Brittany Horton, M.A. Candidate, Curriculum & Instruction, Reading & Literacy Concentration

Time Frame:

4 weeks

Brief Summary of Unit (including curricular context and unit goals):

In this project-based literacy unit, students will examine the genre of non-fiction. They will uncover the essential features of autobiographies and biographies in order to develop their informational and creative writing skills. Students will engage in multiple readings of short samples of autobiographies and biographies to become familiar with the writing perspective, voice, and points of view explicitly different in both forms of non-fiction. Students will write a short autobiography and conduct preliminary practice interviews with their peers. In addition, students will learn about key differences in informational text and literary non-fiction while working with multimedia technologies to design an illustrated storybook. Working in cooperative learning groups, students will collaborate and distribute work responsibilities to their peers in an effort to complement the diverse learning and intelligence types in the classroom.

In the final culminating task, students are required to complete an illustrated storybook serving as a biographical account of residents interviewed at a nursing facility in the local school community. The interviews will be recorded, and students will craft the interviewee responses into a creative non-fiction text with vivid and colorful illustrations and narration depicting the interviewee’s history and past. Students will be divided into multiple groups, and they will be assigned one individual for interviewing. Thus, one classroom may create 5 total books depending upon classroom size. The unit concludes with students presenting their illustrated non-fiction storybooks to their assigned resident as a small gift and token of appreciation.

*Please view hard copy for more complete version of curriculum unit!

Materials & Resources Book sample selections of biographies &

autobiographies KWL Chart Art supplies: markers, crayons, colored

pencils, construction paper, scissors, glue sticks, sketchpad drawing paper

Manila folders for student portfolios Audio recording devices (approx. 5-7) Various images/illustrations from picture

books Guidelines for illustrated biography project Computer lab access

Graduate Course: ETE 651.01: Curriculum Theory & DevelopmentProfessor: Dr. Heljä Antola CroweGraduate School: Bradley University, Department of Teacher Education

STAGE 1 – IDENTIFY DESIRED RESULTSEstablished Goals:

The Illinois State Standards listed below are applicable to the desired results and understandings for the Beyond Reading curriculum…

Literacy: CCSS.ELA-Literacy.W.7.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.7.2.bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.3.aEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-Literacy.W.7.3.bUse narrative techniques, such as dialogue, pacing, a description, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.L.7.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

What essential questions will be considered?

What is identity? What elements define our identity?

What encompasses the literary genre of non-fiction?

How do we approach writing biographies? How much “art” can we incorporate into

non-fiction? How can illustrations influence our

perceptions? How does writing and reading literature

help us understand ourselves and others? How does literature convey empathy?

What understandings are desired?

Students will understand that … Knowing your audience is essential to

writing any form of literature. Narrative writing should contain

descriptive language and an organized plot. Writing is a process that requires multiple

stages of planning and preparation. Illustrations have the powerful potential to

guide or misguide understandings. A biography is more than just an individual

life story, but a reflection of history, culture, a language, and a pattern of thinking.

What key knowledge and skills will students acquire as a result of this unit?

Students will know … The differences between autobiographical

and biographical writing. Methods of probing for information via

effective interviewing strategies. Key terms relevant to non-fiction:

autobiography, biography, literary non-fiction, chronological order.

Writing styles and techniques to transform non-fiction into creative non-fiction.

Revision is an effective writing method to make writing clearer and stronger.

Peer collaboration on project-based learning can strengthen the design and delivery of a project as multiple intelligences contribute their skills to a shared effort.

Students will be able to … Design pictorial representations of an

interview for biographical publication using multimedia graphic editing and drawing tools.

Compose appropriate, open-ended interview questions to be used in an exploratory interview session.

Collaborate with peers to write a biographical account of their interviewee.

Develop literary graphical organizers to brainstorm, organize, and synthesize interviewee responses.

Sequence the order of events in a biography.

Differentiate perspectives and point of view in an autobiography and biography.

STAGE 2 – DETERMINE ACCEPTABLE EVIDENCEWhat evidence will show that students understand?

PERFORMANCE TASKS:

Mirrors of Me – Students will write their autobiography in chronological order, detailing certain significant events and incidents in their life history. Students will practice writing in first-person point of view while using clear transitions and precise language. Students can also construct a linear timeline of significant events in their lives. Note: Students are free to choose what to include and exclude in their autobiography, but their writing must demonstrate understanding of autobiographical content information and stylistic approaches.

Windows to You - As a preliminary practice for the final culminating project, students will be required to interview a peer in their classroom. Students will develop their own interview questions, and act as journalists and reporters taking notes of the most relevant and significant information from their peer responses. After the interviews, students will be required to write a short reflection paper detailing their peer’s responses. The reflection paper will require students to use an alternative point of view and perspective different from autobiographical writings. Note: Teacher should include a modification if class size has uneven number of students (possible teacher interview, collaborative group interviews, guest speaker interview).

Sketchpad 4.0 – Students will practice using multimedia technology in the classroom to create pictures and graphics from prompts the teacher provides. The teacher will need to provide students access to the computer lab to work on this online activity. Students will be required to draw a central image depicting their interpretations of an art or writing prompt. Students can include text on the drawing, download the image (.pdf, .jpeg, .png, etc), and print it out (preferably in color). The students will store this image in their portfolio for later reflection. Note: Some students, if they prefer, can opt to draw an illustration with classroom art supplies instead of using the online art program tool. This program is an online, free, and downloadable tool so students can access it outside of the classroom for extended practice.

What other evidence needs to be collected in light of Stage 1 Desired Results?Additional Evidence 1

Writing Prompt:Describe the key differences in

speech, content, and presentation between the

autobiography & biography reading samples read in class.

Additional Evidence 2

Quiz:Quiz on the characteristics of

non-fiction vs. literary/creative non-fiction; biography vs.

autobiography.

Additional Evidence 3

Peer Review:Students will give their Windows to You reflection papers to the interviewee they introduced in

the biography. Students will edit and evaluate their peer’s work

following a written rubric.

Student Self-Assessment and Reflection:

1. Students will self-assess their Mirrors of Me autobiography. They should reflect on the guidelines maintained in an assessment rubric (mechanics, grammar, presentation, organization, transition,

content, etc.). Students will keep their Mirrors of Me autobiography in a writing portfolio to refer back to throughout the Beyond Reading curriculum.

2. Students will self-assess their peer reviewer’s comments and evaluations on the Windows to You biography assignment. In other words, Student A writes a short biography about Student B. Student B peer reviews/edits that biography about him/herself. Then, Student A receives that evaluation from Student B, and considers the suggestions made in the edits. Student can agree/disagree to the peer reviewer’s comments.

3. Through a short response prompt, students will reflect on their autobiography, the biography they wrote for their peer, and their Sketchpad 4.0 drawing. They can assess the strengths and weaknesses of both papers and consider how their illustration from Sketchpad 4.0 influences how an audience perceives an event/moment.

What understandings or goals will be assessed through this task? Understanding

When coupled with creative non-fiction, illustrations can establish the mood, convey

emotions, provide support to the plot, supplement the message or writing content, and allow opportunities for the audience to

consider and challenge their own interpretations.

Goal

The goal of the tasks is for students to become more effective written communicators. Students should learn how to flush out and develop their ideas to

communicate main points and provide accurate and relevant details.

Through what authentic performance task will students demonstrate understanding?

Task Overview:

Illustrated Biography – Students will write and design an illustrated storybook narrating the significant life events of a resident interviewed at a nursing care center. Students will be dispersed into small groups and bused to the local nursing care center in the school’s community. They are required to interview a resident living in the facility. The teacher will have already sought permission and residents to be interviewed through communication with the facility. Students will be required to record (audio) the interviews, take journalistic notes, and process the information shared during the interview for the storybook. The biography will address key facts and details from the interviewee’s responses. Students will have the option to use the Sketchpad 4.0 drawing platform (computer lab access), or draw and design their own illustrations by hand. Students’ storybooks will then be presented as gifts to the elderly at the end of the curriculum unit.

What student products and

performances will provide evidence

of desired

Creative non-fiction picture book

Drafts of story and composites of illustrations crafted from

interview information

List of interview questions and organized notes compiled into concise outline format from interview

understandings?

What understanding will be assessed through this authentic task?

Understanding:

Student exposure to the nursing home community can help them begin to understand and develop empathy and compassion for various populations or groups in America. Students will also uncover how exposure additionally has the potential for generating concern for the conditions and experiences of others. While nursing homes can be great facilities to care for the aging, oftentimes residents may feel forgotten, neglected, or even cast aside by their placement in these care facilities.

The understanding that will be assessed includes having a discussion afterwards about the significance of the interviews, written and illustrated biographies, and the students’ attitudes toward the elderly population. This curriculum and authentic task has implications for promoting affective education, or the development of students’ personality, emotions, and attitudes.

By what criteria will student products and performances be evaluated?

Interview questions must probe into the background and history of the interviewee, with an emphasis on the significance of a singular event in interviewee’s life.

Student illustrations should center on certain key aspects of the written narration. Illustrations are neat and decipherable. Pictures should also reveal student creativity and attention to details.

Student drafts show a clear progression of thought, ideas, and improvement. The completed illustrated biography is well-structured with a clear beginning, middle, and end.

Students use a variety of sentence structures and colorful language (sensory details).

STAGE 3 – PLAN LEARNING EXPERIENCESUnderstanding by Design

WHERETOInclude a numbered list and put the WHERETO element letters on it.

1. Begin with a mystery activity where students must guess the individual that short writing samples (biographies) are describing. The biographies should include well-known historical figures mixed with popular celebrities (actors, singers). For fun, the teacher could also write a short writing sample about him/herself to include in the mystery activity as an interesting outlier. H

2. Segue to Essential Questions to discuss “identity” and the various elements that encompass individual identity. Student responses will be written on board in a mind map style. W

3. Share with students the culminating project at the end of the curriculum—an illustrated story book in the genre of creative non-fiction designed from student interviews of residents in a local nursing home. W

4. Students will learn the key terms and vocabulary words throughout the curriculum when appropriate and applicable in given situations. E

5. Students will be exposed to a number of short passages in the genres of autobiography and biography to become familiar with the key similarities and differences in how the authors presented their subjects. E

6. Sort information learned in a Venn diagram and other graphic organizers to help students visualize and organize elements regarding biographies and autobiographies, non-fiction and creative non-fiction. E, R

7. Whole-class discussion of facts found from autobiography and biography samples distributed in class. To juxtapose, a follow-up discussion of literary elements identified in creative non-fiction samples (figurative and sensory language). E, O

8. The teacher will provide a writing guide to prepare students for their first writing assignment, a short autobiography paper. Modifications to assignment will be discussed (students are free to include/exclude information about themselves). E, T

9. Students create an outline to structure the content, organization, and transitions in their autobiography. O, R

10. Present students with analytic rubrics for assessing their own autobiographies. Students must determine whether their autobiography meets the expectations distinctly described. E-2

11. Introduce journalistic interviewing strategies for students to understand the process of retrieving information from others. E

12. Have students consider questions someone may ask when writing a biography of another person. Write responses on board. Encourage a diversity of various questions. E, T

13. Have students choose from questions on board to pose to their peer. Students will interview their peers and take notes based on the shared responses (modifications: guest speaker, teacher interview). E

14. Students will write a short biography reflecting on the information they learned from their peers. Students must follow guidelines from the handout about writing biographies. E, E-2, O

15. Discussion question: How did your approach with writing the autobiography and biography differ? R

16. Give writing prompt and K-W-L chart (Know, Want to Know, Learned) for self-assessment of biographies. K-W-L chart can be stored in students’ portfolios. E, R, E-2

17. Ask another Essential Question, “How can illustrations influence our perceptions?” R18. Display multiple images to students and discuss the mood, emotions, and ideas the pictures

alone convey to audiences. E, R19. Show students how to use the online tool, Sketchpad 4.0. Students design illustrations from art

prompts from teacher. Modification to lesson provided for students who prefer drawing by hand. E, T

20. Divide students into different learning groups for illustrated storybook final project. T21. Re-state the final, project-based learning activity and the guidelines and rubric. Discuss the

significance of project to aging community. W, E, O22. Students develop interview questions for the residents at the nursing home. Questions can be

borrowed from previous biography assignment. E23. Students use an audio recorder to record the interviews and collaborate with other students in

their group to outline the sequence and main points for the illustrated storybook. T, O24. Have students combine their talents and individual interests to write and design their illustrated

biography. Students can assign responsibilities and tasks amongst themselves—writers, editors, illustrators/designers, etc. T

25. The teacher will provide additional opportunities for students to access technology to use the drawing platform. Or, students can opt to draw freely by hand. T

26. At conclusion of unit, students will review and finalize their product. Teacher will help students bind their books to present to the individuals they interviewed for the biographies. E-2

27. Students read biographies to the residents they interviewed. E-228. Conclude the unit with a discussion and writing prompt on students’ attitudes towards the final

project. What did they learn? Did they feel that project was significant? How were they able to contribute individually to the project? Refer to Essential Questions as closing to curriculum to gauge what students have learned and understood. Use this moment to consider the transferability of student skills and understandings developed in this curriculum unit. E-2, T

Monday Tuesday Wednesday Thursday FridayHook students with mystery biography reading activities. Students read clues and solve the people being described.

Ask students Essential Question about “identity” and introduce some key vocabulary terms.

Discuss the final project-based learning activity and formative tasks with students.

Introduce short samples of autobiographies, biographies, and creative biographies for guided discussions.

Analyze components of non-fiction types and complete Venn diagram to compare and contrast.

Juxtapose major contents of non-fiction with examples of creative/literary non-fiction.

Provide writing example for autobiography paper. Distribute guidelines/rubric for completing autobiographies.

Students brainstorm and create outline for autobiographies, structuring the content, organization, and transitions in their paper.

Students work on writing autobiography.

Homework: Autobiography.

Volunteers can read their autobiographies to class if desired.

Self-assessment of autobiographies.

Introduce journalistic interviewing strategies and types of questions.

Consider questions used in interviews. Whole class brainstorming process.

Imagine yourself as a reporter.

Students begin interviewing a fellow peer using questions generated as a class.

Students use peer responses to begin writing a biography report in class. Complete for homework.

Discussion question about differences in writing an autobiography vs. biography.

Students share biographies with the peer they interviewed.

Peer review of biographies.

Students assess their peer review comments.

K-W-L Chart!

Quiz on biographies vs. autobiographies.

Essential Question: Influence of illustrations on perceptions.

Peer group work: Examine various images and share ideas among group members about mood, emotions, and ideas conveyed through illustrations.

Consider impact of pictures and illustrations if used in biographies.

Computer lab: Sketchpad 4.0 program instruction.

Students navigate the various functions and editing tools used in the program.

Students learn how to save finished pictures on program and upload to a word processor.

Computer lab: Sketchpad 4.0 program instruction and extended practice.

Art Prompt #1: Teacher gives students a theme or idea, and students draw an image depicting their interpretations of theme/idea.

Students can opt out of computer program if they prefer drawing by hand to complete art prompt.

Computer lab: Sketchpad 4.0

Art Prompt #2: Students receive a small writing prompt and must draw an image to represent their interpretations of that prompt. Creativity encouraged!!

Remind students about next week’s visit to nursing center for main project.

Students divided into collaborative groups.

Students develop interview questions with peers to be posed to residents at local nursing care center.

Students hone in on interviewing strategies and skills.

Nursing home visit.

Interviews conducted with few residents.

Audio recordings of interview. Student note takers. Student artists illustrating interviewee.

Students combine talents and interests to begin writing and designing their illustrated biography.

Students refer to guidelines for their biographies.

Students collaborate and work on outline of biography.

Continue working on project at home.

Students continue working in class on writing the first draft and creating ideas for the illustrations.

Teacher will check on students’ progress throughout class period.

Drafts of narration and illustrations as homework.

Opportunities for groups to continue crafting and designing their storybooks.

First drafts due.

Homework: Students begin designing illustrations on Sketchpad 4.0 at home during weekend.

Computer lab: Students can use the Sketchpad 4.0 software to continue illustrating their biographies.

Students make revisions to draft and receive approval from teacher on drafts.

Continue working on project at home with Sketchpad 4.0 program.

Computer lab: Sketchpad 4.0 for graphic designing and pictorial representations of biography.

Students can use word processing software to type storyline and insert images from Sketchpad 4.0.

Designs of illustrations due!

Final day computer lab! Final edits to illustrations made.

Students review their completed product and make final adjustments! Receive teacher approval.

Teacher receives proofs of student groups’ illustrated biographies. Teacher will bind the materials in a book-style fashion.

Student assessment of their completed project! Strengths, weaknesses, etc.

Nursing home visit.

Students present (and read!) the biographies to the resident they interviewed.

Conclude curriculum with comprehensive discussion referencing Essential Questions.

Answer writing prompt.

4 5

6 7 8 9 10

11 12 14 15

16 17 18 19 20

31 2

13

Student Autobiography: Timeline of Life Events

Birth

PresentPast Present

Birth

Biography Options for Mystery Hook Activity & Reading Samples

1. Nelson Mandela by Kadir Nelson2. Who Says Women Can’t Be Doctors? The Story of

Elizabeth Blackwell by Tanya Lee Stone3. Sonia Sotomayor: A Judge Grows in the Bronx by

Jonah Winter4. Chasing Freedom by Nikki Grimes5. Harvesting Hope: The Story of Cesar Chevez by

Kathleen Krull6. I Am Malala: How One Girl Stood Up For Education

and Changed the World by Malala Yousafzai and Patricia McCormick

7. X: A Novel by Ilyassah Shabazz and Kekla Magoon8. Steve Jobs by Walter Isaacson

Students are not required to read these books. Instead, the teacher will draw samples from a selection of biographies exposing the content (birth, childhood and upbringing, education, significance of individual to society), point of view or writing perspective, and examples of figurative/sensory language. The teacher will also scan and copy illustrations from the books to help students understand impact of pictures on molding individual perception(s). Thus, some children’s books are included in this list due to presence of colorful, symbolic, and moving illustrations.

**Source: Taylor, M.

Name __________________________________________ Date: ____________________

K-W-L Chart

Directions: Use the chart below to share what you know, what you want to know, and what you have learned about biographies and autobiographies.

What I Know What I Want to Know What I Learned

Online Tool: Sketchpad 4.0 Screen Capture https://sketch.io/sketchpad/

Sketchpad 4.0 is a great online resource for beginners to design pictures, text, and graphics. It has many advanced functions and tools (pencil, text, shapes, clip art, add your own image, eraser, fill mode, blend, outlines, layers, resize and zoom, calligraphy, crayon, graffiti, paint brush, etc.) set on an interface that is easy to navigate for even beginners. Users can alter the colors as a solid fill color, gradient, or pattern for shapes and text.

Unlike the typical Paint program, Sketchpad 4.0 provides more artistic options which make it easier for users to customize their works! After completion, users can print or even save their works in multiple file formats, including a PDF! Students can even practice using Sketchpad 4.0 at home as it is a downloadable, free, and malware-free program! Sketchpad 4.0 is a very interactive tool with endless possibilities for students to practice their creativity, and can be a great tool for students to use in an English Language Arts class to understand how illustrations can be significant in helping readers uncover or decipher reading material. Image made in Sketchpad 4.0

Final ProjectBeyond Reading: Illustrated BiographiesIntroduction:

It is now time to put your understanding and creativity to the test! You will transform into journalists, authors, and illustrators! You will write and design illustrated biographies that will be presented to residents at the local nursing home in the school’s community. You are required to create rich, open-ended interview questions to ask the resident you have been assigned to. The teacher will provide audio recording devices to help you capture the interview sessions. It is important that you work together with your peers to create a cohesive and well-developed biography. Designate peers for different work responsibilities: writer, illustrator, interviewer, etc. Combine your ideas, talents, and strengths! You can refer back to your previous writings and outlines for assistance in the structure of the biography.

Please use this final project as a way to demonstrate your understanding of the key components of literary/creative non-fiction biographies (i.e., audience, mood, figurative language, chronological order, etc.). This worksheet serves to help you complete your illustrated biographies. Ensure that you meet all of the requirements before submission!

You will have approximately two weeks to finish this project! Refer to the requirements and checklist below to help you complete this assignment!

Requirements Basic Requirements:

o Page Count: 10-20 pageso Pictures: 10-15 illustrationso All student names are listedo Includes a creative title

Biography Contents:o Chronological order is consistent.o Includes relevant facts pertaining to biographical information: birth, childhood

(upbringing), education, hobbies, interests, and favorite things are included (food, music, places, etc.).

o Uses proper point of view and writing perspective.o Demonstrates a clear beginning, middle, and end.o Uses creative and figurative language appropriately to describe and reveal the resident.o Incorporates a significant experience or event.o Demonstrates clear writing, organization, and development appropriate to biographical

accounts.o Illustrations are appropriate to the narration and offer readers a better interpretation of

biography.

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