Six Weeks Unit Plan8th Grade language arts, mainstream classroom

Unit Theme: “Coming of Age” Unit Focus: Teaching writing through literature

Unit IntroductionFocus –contentFilm excerpts and story, The Fox and the Hound;

SSR

“The Treasure of Lemon Brown” Myers;

SSR

Excerpts of “The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African” Equiano;

SSR

“The Drummer Boy of Shiloh” Bradbury and Roll of Thunder Hear My Cry Taylor;

SSR

Film excerpts:King of the Hill, Soderberg and Roll of Thunder, Hear My Cry continued; SSR

Focus- organization

“Charles” Jacksonand Roll of Thunder, Hear My Cry cont’d;SSR

“An Episode of War” Crane and Roll of Thunder, Hear My Cry cont’dSSR

From I Know Where the Caged Bird Sings Angelou; RoT, HMC cont’d;SSR

“Too Soon a Woman” JohnsonandRoll of Thunder, Hear My Cry cont’dSSR

“The Broken Chain” Soto andRoll of Thunder, Hear My Cry cont’d

SSRFocus- voice Film excerpts and story, The Lion King; Roll of Thunder, Hear My Cry cont’dSSR

“The Road Not Taken” Frost, “All But Blind” de la Mare and “The Choice” Parker;Roll of Thunder, Hear My Cry cont’d SSR

“The Medicine Bag” Sneve and “from ‘Zlata’s Diary’” Filipovic

Roll of Thunder, Hear My Cry cnt’dSSR

ABR’s

SSR

ABR’s

SSR

Focus- word choice

Film excerpt Big MarshallIt’s Not About the Bike ArmstrongSSR

Excerpt from The Adventures of Huckleberry Finn Twain It’s Not About the Bike continuedSSR

Film excerpt Dead Poet’s Society Weirand “Gettysburg Address” LincolnIt’s Not About the Bike continuedSSR

“Grandma Ling” Ling, “Old Man” Sanchez and “The Old Grandfather and His Little Grandson” TolstoyIt’s Not About the Bike continuedSSR

Drama

It’s Not About the Bike cont’d

SSR

Focus-sentence fluencyFilm excerpt Lord of the RingsIt’s Not About the Bike continuedSSR

“Baseball” Garcia and “Hoop Dreams” Ebony MagazineIt’s Not About the Bike continuedSSR

Excerpts from The Chocolate War Cormier

It’s Not About the Bike continuedSSR

Keeping an Insect Zoo” Teale

It’s Not About the Bike continued

SSR

“Camp Harmony”Sone

It’s Not About the Bike continued

SSR

Focus- conventions“Ring Out Wild Bells” Tennyson, “Winter Moon” Hughes, and “Poets to Come” WhitmanSSR Essay work

“From ‘Email from Bill Gates’” Seabrook It’s Not About the Bike continuedSSREssay work

“How to Be Polite Online” Shea

Group work-essay project

SSR

“Mathematics” Namioka

ABR’sGroup work- essay projectSSR

Essay projects complete

ABR’s

SSR

Mandy Martin

Dr. Cope

ENGL 7701

22 July 2003

Research Narrative

Coming of Age Unit Plan

I have always heard the saying, “Growing up is hard to do.” Looking back on my life, I

find that to be true. Today, the education field puts forth great effort to help kids through the

trials of adolescence. The theme, “Coming of Age,” seems to be built into many literature books

for this reason. According to Rhoda J. Maxwell and Mary Jordan Meiser, authors of Teaching

English in Middle and Secondary Schools, teaching thematically enhances student understanding

and personal connection to the texts. In their book, they state that the “interaction among the

[language arts] is the foundation for planning the curriculum. For instance, a unit on listening is

a poor way to teach the skills of listening” (406). Listening is part of the entire curriculum, not

just one unit. Teaching students to realize the concept of listening is part of everything they do

empowers them in and out of the classroom. Robert C. Goldbort said that “the thematic

approach reflects a concern with the personal growth of the reader/writer versus an emphasis on

specific literary works as objects worthy of study for their own sake” (72). Jean Brown and

Elaine Stephens’ book, Teaching Young Adult Literature: Sharing the Connection, reiterates the

need to replace traditional genre units with thematic units. Brown and Stephens claim that

students respond more and retain more when studied by theme. The “Coming of Age” unit thus

allows me to incorporate various genres of literature into a single theme to teach strategies for

writing and reading comprehension, rather than reading the literature just because it is there.

Organizing my unit under a single theme also provides an opportunity to include poetry,

nonfiction, short stories, drama, novels, film, etc. into the six weeks of study. Not every genre is

included every week, but each is present at one point or another in the unit. Research shows that

incorporating different genres within a unit offers students an opportunity to experience smaller

doses of the genres, allowing students to become familiar with and not overworked with one

specific genre (Maxwell & Meiser 408). Amongst the various types of literature, I also choose to

incorporate multicultural literature into the unit. Helen Scott, in her article “Expanding the

Canon: A Multicultural Perspective,” examines the negative and hypocritical effects of how the

majority of text studied in schools consists of writings from old, dead, white guys. She claims

that to reach all students, “some [multicultural] writers are able to capture and express human

experiences, desires, and conflicts in ways that speak to diverse people across many boundaries

and eras” (127). Multicultural literature serves as a window into other cultures, many of which

my students belong to. This literature helps students gain understanding about different beliefs

and customs, develop social security among minorities, waiver discrimination, and contribute to

the overall outlook of other cultures as “normal” rather than “exotic” (Otto). Included in the

“Coming of Age” unit are such authors as Maya Angelou, Langston Hughes, Amy Ling, and

Zlata Filipovic, among others. Students gather new concepts and knowledge about the cultures

represented by these authors, aiding them in their worldly outlook.

The “Coming of Age” theme also allows the students to connect with the content of the

story because the characters in the literature experience the same kinds of things the students are

presently experiencing. Researchers such as A.N. Applebee, and J.D. Cooper suggest the

importance of connecting to literature in their studies. Brown and Stephens offer an entire

chapter in their book to connecting students with literature. Making connections not only aids

the enjoyment of the work, but also increases reading comprehension, according to Stephanie

Harvey and Anne Goudvis, authors of Strategies that Work. Their book explains that proficient

readers know how to connect, question, visualize, predict, infer, and synthesize with text to make

meaning. Owning these skills allow students to engage any text, not just those in classroom.

Using the principles set forth in Strategies that Work, Louise Rosenblatt’s theory of readers

being as important to a text as the text itself is utilized. Finally, the availability of texts and other

media dealing with this theme abounds and gives me leeway in picking the best works to

implement in my classroom.

Teaching eighth grade, my classroom consists of the mainstream student as well as target

and inclusion level students. I therefore teach students with a wide range of abilities in my room,

forcing me to choose a variety of texts both in difficulty level and in interest for students. For

example, I pull excerpts from Disney classics such as The Fox and the Hound as well as excerpts

from a high school level novel by Mark Twain, The Adventures of Huckleberry Finn for this unit.

Maxwell and Meiser state that “research studies show that in environments where instruction is

compatible with one’s learning style, students learn more and retain that learning longer (24).

Maxwell and Meiser also encourage thematic units to include two or three different reading

levels per unit to foster success in reading for every student. Students need to feel a part of the

class no matter the level, so including literature of differing reading levels is critical (424).

Using research including Bloom’s taxonomy and multiple intelligences, teaching suggestions in

Maxwell and Meiser’s book, different methods and strategies discussed below in instruction, and

individual modifications, each student has the opportunity to be successful in my classroom.

Within the theme of “Coming of Age,” I use the literature to focus on student writing in

order to prepare for the eighth grade writing test. I apply the six trait writing rubric from Dr. Jim

Cope to show students the components of the writing. Each week I introduce a specific

component of writing to the students using various pieces of literature to enhance and model the

given aspect of writing. For example, during the first week students learn about the importance

of content in writing. I use an assortment of stories, poems, etc. to show students both positive

and negative content and what makes it positive or negative. I use Olaudah Equiano’s narrative

to show the importance of accurate, quality details in writing, for example. Students then make

use of class time to complete various writing activities concerned with content. Why did I

choose to use literature to teach writing in this manner? Studies show that using literature to

teach writing enhances students’ abilities to both read and write. Reading like a writer and

writing like a reader are crucial for students to truly learn how to read and write effectively,

according to Toby Fulwiler and William A. Stephany, authors of English Studies: Reading,

Writing and Interpreting Texts. These authors write that “realizing that published words were

written by men and women pretty much like yourself . . . can change the way you read. . .”(7).

They further discuss in their book that looking at literature as a “made” work allows the reader to

see it as a writer, noticing the use of content, organization, voice, word choice, sentence fluency,

and conventions made by the author. These writing elements are thus studied in the readings and

transformed into a students’ own writing. In other words, by reading like a writer, writing skills

improve. Therefore, I use literature and writing concepts to teach students how to write to the

best of their abilities.

The literature utilized throughout the unit includes fiction, nonfiction, drama, film,

speeches, essays, poetry, biographies, and more. I include all genres within the theme so

students may see that all types of written works use each aspect of the writing: content,

organization, voice, word choice, sentence fluency, and conventions. Even though we focus on

writing prose as our final outcome of the unit, students need to understand how the same process

applies to poetry, film, etc. The details in a poem are just as important as they are in prose.

Hopefully, students will gain a sense of appreciation and comfort studying poetry and other

literary forms with this approach.

Using information I learned in classes this semester, I teach this unit based upon

researched best practices as much as possible. Textbooks such as Strategies that Work, On

Writing Well, and Image Grammar, to name a few, are relied upon heavily. These texts offer

proven strategies and lesson plans I am incorporating into the classroom. Strategies that Work

assists in reading comprehension strategies to enhance understanding. On Writing Well, by

William Zinsser discusses components to correctly write nonfiction. At the end of the unit,

students complete a narrative using many of Zinsser’s techniques such as simplicity, eliminating

clutter, style, audience, words, and usage. He also focuses on introductions and conclusions in

his book. His ideas provide needed guidance to the final narrative essay students write. Harry

Noden’s Image Grammar, specifically brushstrokes, allows students to learn grammar

techniques within their writing. The brushstrokes are implemented into the writing activities

throughout the unit plan. Each of these sources, along with other texts and research, enhance the

effectiveness of my teaching.

In class, I incorporate much of the literature instruction through literature circles. The

two novels, Roll of Thunder, Hear My Cry, by Mildred Taylor, and It’s Not About the Bike, by

Lance Armstrong, are discussed and read using literature circles. Within the literature circles,

each member of the group takes a job to complete. The novel readings and job assignment are

read as homework. During class, the literature circles discuss the novel reading and each

member’s assignment. Following group discussions, whole class discussions and debates

continue as a large group. Each day the jobs shift according to the syllabus provided. This way,

students share the responsibilities of every job. Research abounds with knowledge about the

effectiveness of literature circles in the classroom. For example, “Changing the classroom

climate with literature circles,” by Bonnie Burns, discusses the social and emotional benefits of

literature circles. Students feel more comfortable offering opinions and asking questions in a

smaller setting, not to mention feeling part of a group. Students also learn from each other’s

ideas about the reading. Giving each member of the group a job also keeps all students

accountable to the group: one student can not do all the work.

As a final project with one of the novels, students will complete an ABR, alternative

book report. Half of the class, after drawing names, completes an ABR on the first novel, and

the other half completes it on the second novel. I learned about and completed two ABR’s this

semester in Dr. Cope’s class. I heard of these in my undergraduate program, but did not fully

understand how to implement them in the classroom. Now, I use the same rubric and criteria as

Dr. Cope for these projects. ABR’s offer students something other than the typical research

paper book report. Book reports are so widely used that students know how to do them by the

third grade. I would rather my students dig deeper into the text and complete a more creative

assignment that actually teaches the class about the reactions and connections to the book instead

of a simple summary. Brown and Stephens offer a multitude of ideas and strategies in their book

as alternatives to book reports, agreeing that the research paper is not always the best option.

Hopefully, the ABR gets students involved, and they may even have a little fun. Students also

get the opportunity to complete a presentation because they must present their ABR to the class.

Using Speaking with Confidence by Vassile and Mintz, I teach students at the beginning of the

unit how to speak in front of a group. With endless possibilities, students thrive using ABR’s.

Reading response strategies, based upon research by Louise Rosenblatt, are an important

part of the classroom. In Transactions with Literature: A Fifty-Year Perspective, the authors

discuss the roles of the reading response classroom and how Rosenblatt’s work has influenced

the study of literature. Incorporating student ideas, background knowledge, and experiences

enhances their learning. I use response journals to teach the literature in a multitude of ways.

Students predict using journals and respond to their predictions after reading the story. Response

journals, as in Dr. Cope’s class, are incorporated as well. The many types of journals found in

the C.R.I.S.S. strategy series and in “Chapter One” of English Studies, aids journaling in my

room. I also found information regarding the importance of journaling in Charles Bazerman’s

The Informed Writer: Using Sources in the Disciplines and Kathleen Andrasick’s Opening Texts:

Using Writing to Teach Literature. For this unit, students use journaling to write about their

reading. After students become familiar with the aspects of writing found in the reading, they

expand their journals to incorporate this new knowledge and how it helps their writing. Both

English Studies and the C.R.I.S.S. strategy program support this use of journaling as a positive

response method in classrooms.

Beyond the reading strategies mentioned, I use mini-lessons to incorporate the

brushstrokes and any needed grammar reminders into the lessons. Mini-lessons allow me to

briefly touch on a concept when necessary for understanding. These lessons also help implement

elements of literature as we proceed throughout the unit. Mini-lessons, according to Nancy

Atwell’s In the Middle, and Lucy Calkin’s The Art of Teaching Writing, are vital in bringing bits

of information that will aid readers and writers. These brief lessons do not overwhelm students

yet give them needed material to better understand the text or writing. Mini-lessons do not occur

everyday of the unit, but when needed to present concepts such as participle usage or

characterization in a story.

Large group reading and activities allow me to teach all of my students at one time. In

the “Coming of Age” unit, several film excerpts and drama are introduced to enhance the

literature and writing. These media are shown or performed in a large group setting. The use of

film and drama in the language arts classroom enhances the art of speaking, viewing and

listening. In Reel Conversations: Reading Films with Young Adults, Alan B. Teasley and Ann

Wilder discuss the importance of film in the classroom. Some reasons to use film include the

following: students have positive, prior knowledge with film; film is used already in the

classroom, mostly as a disservice; it has a rightful place in the classroom; viewing film provides

an opportunity to write and discuss; and there is a growing interest in using varying media in the

English classroom (4-7). Students love to watch movies, and love it even more when they learn

and understand principles to reading the film.

While enjoying and learning about the literature and film, students focus on the aspects of

writing found in the text. To reinforce strategies taught, each day students engage in writing

activities. Each day’s activity varies, and the focus changes each week. Throughout the unit,

however, students begin and finish a completed formal essay. This narrative essay builds as each

week progresses, using nonfiction as well as other literature to produce a final product at the end

of the unit. Students also present their papers to the class in a formal presentation. Presentation

skills will have been taught prior to the unit and reviewed at the end of the unit. Brushstrokes

will be included in the writing as well as the aspects of a narrative paper.

In accordance with best practice, students read the different texts in various ways

throughout the unit. The two novels will be read silently and independently at home. Students

then use literature circles to discuss the texts. Texts read in class will vary depending on the

class. Most literature will be read and discussed aloud in class by the teacher and students.

Reading aloud to children has been found to be beneficial to students, according to research by

Sharon Stringer and Bill Mollineaux. Stinger and Mollineaux also suggest that not being read to

as a child is a factor in children becoming reluctant readers. Most people enjoy being read to,

and it allows those students who dislike reading aloud to avoid stress. Many students are

embarrassed or too shy to read aloud, so I will not force any student to read aloud. Instead, those

students may offer feedback, opinions, etc. as a response in class after the reading. In this unit

some in-class literature is read in the same literature circles used for the novels. This allows text

that may be more difficult to be discussed in the safety of the literature circle group prior to large

group discussion.

Generally, during the first two says of the week, I read aloud to the students, introduce

and model the information, and include large-group discussion. The middle of the week

branches off into small group work, and by the end of the week, students work individually for

the majority of class. This way, each student has ample support and opportunity for questions

before working on his or her individual writing.

The final aspect of each day’s class is the SSR time, or Silent Sustained Reading. At the

end of class every day, without fail, students are given time to read silently. They may choose

anything to read as long as it is school appropriate, that is, not vulgar, etc. By giving them a

choice to read whatever they want, I am fostering a positive reading environment, hopefully,

furthering their desire to read independently. Research, such as that preformed by Carolyn

Colvin and Pamela Ross in their article, “In the Classroom,” supports using SSR as a reading

strategy for the above reasons. The research also shows that SSR works best when the teacher

also participates in the reading. Therefore, I also read during this time. I experienced first-hand

in Dr. Cope’s class the positive effects that the teacher has on students by reading with them. It

shows students that there is a purpose to the activity and that it is important. This is why I will

stop my classroom every day for the Silent Sustained Reading time.

The “Coming of Age” unit presented here is designed to teach students the language arts

of reading, writing, speaking, listening, and viewing. Using textbooks, strategies, articles,

colleagues, research, and other resources, I created a research-based unit to engage student in

learning. I hope to help students learn the skills and concepts to improve their abilities, rather

than teach them a story. Encouraging and eager, I believe this overall unit plan does just that. I

understand the process to becoming the best teacher I can be, and this unit plan is a starting point

on which I will continue to build my knowledge and instruction.

Works Cited Page

LITERATURE IN UNIT PLAN

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Big. Dir. Penny Marshall. Perf. Tom Hanks and Elizabeth Perkins. 20th Century Fox, 1988.

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Dead Poets Society. Dir. Peter Weir. Perf. Robin Williams, Robert Sean Leonard, and Ethan

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Prentice Hall, 2000.

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Hughes, Langston. “Winter Moon.” Prentice Hall Literature: Timeless Voices, Timeless

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King of the Hill. Dir. Steven Soderberg. 1993.

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Ling, Amy. “Grandma Ling.” Prentice Hall Literature: Timeless Voices, Timeless Themes:

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Kinsella, Kate, et al. Upper Saddle River: Prentice Hall, 2002. 68-69.

Lord of the Rings: The Fellowship of the Ring. Dir. Peter Jackson. Perf. Elijah Wood, Ian

McKellen, and Ian

Holm. New Line, 2001.

Myers, Walter Dean. “The Treasure of Lemon Brown.” Elements of Literature: Second Course.

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Anderson, et al. Austin: Holt, Rinehart, & Winston, 1997. 93-102.

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Parker, Dorothy. “The Choice.” Prentice Hall Literature: Timeless Voices, Timeless Themes:

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Sanchez, Ricardo. “Old Man” Prentice Hall Literature: Timeless Voices, Timeless Themes:

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Kinsella, Kate, et al. Upper Saddle River: Prentice Hall, 2002. 70-71.

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Sneve, Virginia Driving Hawk. “The Medicine Bag.” Prentice Hall Literature: Timeless

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al. Austin:

Holt, Rinehart, & Winston, 1997. 29-36.

Taylor, Mildred D. Roll of Thunder, Hear My Cry. New York: Puffin Books, 1976.

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---. Adapted by Don Ferguson. Walt Disney Company.

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RESEARCH and SUPPORT

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Kennesaw State

University. Humanities: Room 238. 10 July 2003.

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“Coming of Age” Thematic Unit QCC’s

GRAMMAR and USAGE

Standard 1: Writes sentences according to purpose: declarative, interrogative, imperative, and

exclamatory.

Mini-lessons and review

Writing activities and literature instruction

Standard 2: Recognizes the functions of the eight parts of speech.

Mini-lessons and review

Image Grammar strategies

Standard 11: Applies standard rules of capitalization and punctuation.

Literature instruction and writing activities

Mini-lessons and modeling

LITERATURE

Standard 23: Uses literary elements and techniques such as plot, setting, theme, character,

characterization, conflict, figurative language, and point of view to analyze literature.

Mini-lessons

Strategies in Strategies that Work

Standard 26: Analyzes differences between fiction and nonfiction.

PowerPoint presentation

Strategies in On Writing Well

Standard 29: Responds creatively to literature (e.g., drama, art, multi-media projects, and essays)

ABR’s

Narrative essay

Standard 30: Identifies and chooses literature according to personal interests.

Book pass

SSR

READING

Standard 33: Expands Reading Vocabulary

By reading and identifying words not known

Strategies in Words, Words, Words

Standard 38: Adjusts reading speed according to purpose and rereads for comprehension

Model for students

Strategies that Work

Standard 41: Makes comparisons, predictions, and generalizations and draws conclusions.

Strategies that Work, Literature circles

Modeling and reciprocal teaching

Standard 44: Applies reading strategies (e.g., literal comprehension, context clues, and main

ideas) to specific content material and subject matter.

Strategies that Work, C.R.I.S.S. strategies

Modeling and reciprocal teaching,

Standard 45: Analyzes differences between fiction and nonfiction.

PowerPoint Presentation

On Writing Well, Literature text

SPEAKING

Standard 57: Communicates effectively through oral expression.

Modeling

Speaking with Confidence strategies

Standard 59: Demonstrates a sense of audience in preparing and delivering oral presentations.

Modeling

Speaking with Confidence strategies

Standard 60: Makes presentations from prepared materials.

Speaking with Confidence strategies

Writing workshops

Standard 62: Uses nonverbal cues effectively (e.g., gestures, body language, and facial

expressions).

Speaking with Confidence strategies

Practice

WRITING

Standard 64: Uses a writing process that includes prewriting, drafting, revising, editing (can

involve peer editing), proofreading, and publishing.

Graphic organizers, take students through process using modeling

Strategies that Work, On Writing Well, C.R.I.S.S. strategies

Practice

Standard 65: Writes paragraphs that include unifying ideas and supporting details (may include

topic sentence and clincher sentence).

How to write a paragraph- Beach Strategy

Mini-lessons

Writing activities

Standard 69: Writes with organization, style, and a sense of audience.

Literature instruction looking at how authors write

Writing activities and modeling

Standard 71: Uses descriptive words and phrases.

Literature instruction looking at how authors write

Image Grammar

Modeling and writing activities

Standard 73: Applies grammatical and mechanical conventions to writing.

Literature instruction looking at how authors write

Image Grammar

Modeling and writing activities