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Personal Narrative Unit Plan

Table of Contents

Unit Description 2-5

Calendar 5-8

Lesson 1 9-15

Lesson 2 16-23

Lesson 3 24-30

Lesson 4 31-35

Lesson 5 36-40

“Death is a Privilege” Unit/Scythe Writing Unit

Rationale: This unit directly follows and intersects the first reading unit of the quarter. We will be finishing

reading Scythe by Neal Shusterman. We will be learning how to organize our thoughts into paragraphs, using

evidence from the novel to make valid arguments, develop thesis statements, and incorporating creativity into

our writing We will get the chance to put ourselves into the shoes of the characters and imagine how we

would deal with the situations faced. They will have many chances to reflect on different parts of the novel and

other concepts. An important objective for this unit is being able to write from a prompt in an hour and half,

the goal is to prepare the students to be successful on the AZMerit without becoming stuck into the 5-

paragraph-essay.

Key Learning Objectives:

Students will be able to apply reading concepts to their writing

Students will be able to complete Venn diagrams

Students will be able to compare and contrast characters

Students will be able to work effectively in groups

Students will be able to effectively edit peer’s papers

Students will be able to use evidence to develop an argument

Students will be able to write an effective thesis statement

Students will be able to convey ideas and arguments in small and large groups

Students will be able to write an essay within 90 minutes, similar to the AZMerit

Key Dates and Deadlines:

o August 31st- Scythe Philosophy Due

o September 7th- English/History Compare/Contrast Essay Due

o September 13th- Peer Editing

o September 14th- Character Compare/Contrast Essay Due

o September 18th- Mock Test Due

Assessments:

Formative:

o Assessments will be used throughout every day lessons. I will ask for thumbs up and thumbs

down for group work, meaning if they give me a thumbs up if they feel everything is

accomplished in their group work.

o In the final assessment, they will give 1 finger, 2 fingers, 3 fingers, to give me an idea of how

comfortable they are feeling about their mock test.

o I will also be implementing tickets out the door and reflections at the beginning and end of

class.

o The final formative assessments will be the peer editing days: by completing a peer edit, they

will receive points for participating and implementing the suggestions from these days.

Summative:

o Assessments will be rubric based for large papers, the deadlines for these papers highlighted

above. The Mock Test will have two separate rubrics:

one is the rubric AZMerit uses for assessment, and another for my use.

I will give the student feedback according to the AZMerit rubric- this will not be put into

the gradebook but used for later reflection. The second will be an actual grade based on

the basics- use of evidence, thesis statement, etc. (example of rubric is below: Lesson

Plan 15)

o For the character compare/contrast essay, there will be a similar rubric for Lesson Plan 15, but

will include more specific criteria about the essay’s topic.

Common Core Standards:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text. (7.RL.1)

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

(7.RL.6)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,

using strategies such as definition, classification, comparison/contrast, and cause/effect; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and

concepts.

f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.

(7.W.2)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above. ‐

(7.W.4)

With some guidance and support from peers and 5. adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience

have been addressed. (7.W.5)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear

pronunciation. (7.SL.4)

Unit Calendar

August 28th- September 18th No school sept 4th

**Student will have been reading Scythe and will have finished it by September 5th.

August 28th-

Students will be finishing the first novel of the year: Scythe by Neal Shusterman. We will free-write to

prompts every day, today we will be writing about the death of Goddard and his pupils. Do you think Rowen

was right in killing them? Students will then get into their reading discussion groups and talk about their

answer to the question. As a group, they will decide on what answer they want to present to the class. One

person from each group will share their opinion, class will discuss until all the groups share.

August 29th-

Opening- the meaning of different colors, the representation of that color.

Students will, in their journal, write the color of their robes. They will decide what colors, why they chose

them, and what meaning they want their robes to portray to the world. We will share these to our groups,

then volunteers will share with the class. Begin brainstorming ideas of their scythe names with their group.

Explain the prompt for tomorrow to allow ideas to form.

August 30th

Students will be prepared to present the paper they are writing for today. The prompt will be what will

their philosophy be if they were a scythe. Would they base their gleanings off of statistics, like Faraday? Or

based off instinct like Curie? Or in mass gleanings like Goddard? State in this paper what their color will be and

why? What will their scythe names be, and why? **reminds students it must be someone influential in history.

August 31st-

Students will write the paper they were working on, with an introduction to who they are, what their

robes look like, etc. The middle paragraph or paragraphs will include their philosophy. They may reference the

other scythes as if they are their peers. They will then be expected to present. The rest of the period will be

given to have either myself or a peer read and edit their paper. They will be presenting tomorrow.

September 1st-

Presentations will take up the entire period. I will present my scythe philosophy first.

September 5th-

Finish any presentations that we did not finish. The students will be expected to have finished the book

by the end of the long weekend. We will assign and go over the character analysis assignment. Students will

pick either Citra or Rowan and analyze the development and change of the character. In their reading group,

they will come up with a few characteristics of each character, Citra first. Together, we will map out some

characteristics of the Citra at the beginning of the novel, students will provide these examples. We will do the

same for Rowan.

September 6th- ****MLA student example

Together as a class, we will read the example compare and contrast essay. As a class, we will identify

its parts by highlighting and underlining different aspects of it. We will then take the subject of the example

essay and rewrite the essay about English and history. We will create a Venn diagram together comparing and

contrasting the two subjects.

September 7th- ****demonstrate and peer check

We will write our essays comparing and contrasting history and English. 40 minutes. After completing

their essays, they will briefly summarize their essays for their reading groups.

September 8th-

Will now go over characteristics of the Citra and Rowan at the end of the book, first in our reading

groups, and then again in a group. We will do the characters individually. Students will then write down in

their journals why they believe these changes came why, what caused them to change, etc. We will share

these in our reading group, and then make a list as a class. These will be the beginning of their character

compare and contrast analysis. There should be at least 2 characteristics that have changed about the

character to explain and analyze.

September 11th-

We will write a Venn diagram for Citra or Rowan, then students will decide on the characteristics they

want to talk about in their analysis.

Their character analysis is due at the end of class on Thursday. We will use our diagrams and begin

writing our essays. We should be done with our introduction and 1st body paragraph by the end of class.

September 12th-

We will continue working on character analysis. The 2nd body paragraph and closing paragraph should

be finished by the end of class.

September 13th- go through questions together**** create checklist, do it in groups

The students will have brought two copies of their essay to class. We will be working in pairs and

editing each other papers. They will have a worksheet with questions like “What do you find interesting?” or

“What questions do you still have?” These would invoke the editor to find something they like and something

they believe could use work. The checklist would be things like “stays on topic,” “has a working title,” “focus of

piece is clear.” There would be a yes and no column where they would check which they feel is appropriate

and then space beneath to expand on their answer if need be or write suggestions on how to fix it. They will

do this with two separate people so they are exposed to two separate papers.

September 14th- The students will turn in their final drafts of their character analysis at the end of class

today. They have the day to make their corrections as well as ask questions of me and their peers. The last 15

minutes of class will be used to explain the test for the next day and what is expected of them.

September 15th- We will be doing a mock testing day. They will have to form an opinion about which

gleaning technique is better, Faraday, Curie, or Goddard. They will need to include a summary of all three

techniques, state an opinion and make a strong case for their opinion using evidence from the text and cite

the text correctly. They will include an introduction paragraph, with a thesis statement, body paragraph(s),

and a closing paragraph.

September 18th- Mock testing continued… The students will have 40 minutes to complete their essays.

After they complete it, we will talk and reflect in our reading groups. The last 10 minutes will be reserved to

reflect together as a class.

Lesson Plan 1

Rationale: This lesson will be the second day in our Scythe Writing Unit, we will have been reading the novel

for three weeks at this point. Later on in the week, we will be creating an entire philosophy for when we are

pretend Scythes. This lesson will be geared towards letting the students think about the impact of our choices

made in our philosophy. So today we will be studying colors and the impact it can have on the psyche, this will

be our first piece of the philosophy. As in most of the lessons, there will be a presentation at the end, this will

help students become comfortable to give more formal presentations later in the unit.

Direct instruction

Teachers:

Kelsey Shea Corrigan

Subject:

English Language Arts

***DAY 2 in Scythe Writing Unit

Standards:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1)

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (7.RL.6)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

d. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

e. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

f. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

(7.W.2)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above. ‐(7.W.4)

Gather relevant information from multiple print and 8. digital sources, using search terms effectively; assessthe credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation. (7.W.8)

Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* (7.L.3)

Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse ‐ ‐ ‐partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

d. Acknowledge new information expressed by others and, when warranted, modify their own views. (7.SL.1)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (7.SL.4)

Objectives (Explicit):

Evaluate the different meanings of color Identify what color represents their ideal robes

Evidence of Mastery (Measurable):

Students will write a journal entry (like in the novel) of their own philosophy of Scythehood. The summative assessment will be when they are graded on their journal, with all the open free writes at the beginning of the class, when I collect them at the end of the unit. They will incorporate their colors into their Scythe Philosophy which is the next activity.

Throughout the lesson, formative assessments based on effectiveness of group work, and respective use of the computer, I will give participation points and ask for a “thumbs-up” or “thumbs-down” that we’re clear to finish group work.

Mastery will be when the students receives an 80% or better on their journal entry.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to define the meaning of different colors

Students will be able to work together in groups effectively

Students will be able to reference a video we watch in class in their work

Students will be able to decide what color represents themselves

Students will be able to explain what color they decided

Key vocabulary: Materials/Technology Resources to be Used:

Scythe, glean, voice

Laptops, pencil, paper

Opening (state objectives, connect to previous learning, and make relevant to real life)

Today we will decide what color our Scythe robes will be. We will study what meaning there is behind colors. We will watch this video and take notes regarding the colors. You will use these colors’ meanings to decide what color our robes will be.

Inst

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Inpu

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Teacher Will:

I will play three separate videos about the psychology of colors and different meanings about them.

https://youtu.be/8n9BzzWy4zY

https://youtu.be/8wnGUxVaifs ---best one

https://youtu.be/DtOHRlWPKQk --- color pychology

The students will have a worksheet that allows for space for notes on each color. They will write notes while we watch these videos.

After the videos, we will give each other ideas on what meanings or history we think is significant to know.

Student Will:

Students will take notes on each color while watching the videos on their worksheet I provided.

After writing their own notes, as a class we will share the ideas we felt were significant.

Continue taking notes while peers are sharing.

Co-Teaching Strategy/Differentiation

Student will have an already filled out worksheet, they can fill in information they feel is important on top of the things I provided.

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Teacher Will:

Now that they have the notes, I will explain what they will be doing today. They will be picking their robe colors for when they are a scythe. It is the first part of our Scythe Philosophy. They will write their robe color and explain why they picked this using the evidence from the video.

Student Will:

Students will be expected to write in their journals their robe color and an explanation of why they think this color best fits their personality or philosophy.


Students can help someone else decide on their robes, or they can just use a favorite color. They can have the aid of a student or another teacher.

https://youtu.be/DtOHRlWPKQk

https://youtu.be/8wnGUxVaifs

https://youtu.be/8n9BzzWy4zY

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ceTeacher Will:

Allow students time to finish writing their robe color in their journal

Students will get into a group of three and share their robe color and why they chose this color

Allows students to present their color and explain why they picked that color

Student Will:

Students will write in their journal their robe color,

Students will get into a group of three, two other students, and will take turns explaining their robe color and their reasoning.

Students, at least 3, will share their robes and a reason why. They are expected to reference, in parenthesis, which video they took their color meaning.


The students can work closely with another student to create a philosophy they both want. Their names will be different but they can make decisions together. They paper can be shorter than the rest of the class.

Closing/Student Reflection/Real-life connections:

“Now that you’ve already decided what color your robes are, what color are you?”

Just a fun closing activity: A personality color test

https://youtu.be/_vCclz57YrE

https://youtu.be/_vCclz57YrE

Worksheet/Outline

This worksheet is for you to take notes on the different colors.

Write notes you think are important to remember.

First Video: Color Psychology: 10 Ways Color Influences your Choices & Changes your Feelings by Top Rated

Second Video: The Psychology Behind Colors by Kriscoart

Third Video: Thinking About Colour (Colour Psychology) by The Online Learning Space

Red

Blue

Yellow

Black

White/Ivory

Green

Purple

Orange

Other colors:

Lesson Plan 2

Rationale: This will be day 3 in our Scythe Writing Unit. We will be continuing creating our Scythe philosophy.

We will begin comparing and contrasting the different characters in the novel, specifically the Scythes. We will

have a more in-depth lesson of how to compare and contrast characters in a paper at the end of the unit. We

will conduct research for our Scythe names and incorporate the robe color we picked the previous day.

Direct instructionTeachers:


Subject:



Standards:


Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.RL.2)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.RL.4)

Analyze how a drama or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (7.RL.5)



g. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

h. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

i. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

h. Provide a concluding statement or section that follows from and supports the information or explanation presented.

(7.W.2)

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

a. Engage 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.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. (7.W.3)


Gather relevant information from multiple print and 8. digital sources, using search terms effectively; assessthe credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (7.W.8)

Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse ‐ ‐ ‐partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

d. Acknowledge new information expressed by others and, when warranted, modify their own views. (7.SL.1)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (7.SL.4)


Evaluate the three different types of “gleaning” portray in the novel Scythe Demonstrate understanding of differences of the three characters Create their own Scythe philosophy Decide on their own Scythe name Demonstrate their own writer’s voice in their journal entry


Students will write a journal entry (like in the novel) of their own philosophy of Scythehood. The summative assessment will be the ability to reference the other Scythes, justify why they’ve picked their own philosophy and their name, and to establish their voice in their writing.


Mastery will be when the students receives an 80% or better on their journal entry.


Students will be able to analyze author’s word choice

Students will be able to identify author’s choice for character traits/actions

Student will be able to connect the character traits to themselves and create something new from those connections

Students will be able to conduct short research on the computer and use the information to aid their creation

Students will be able to explain and analyze their decisions for their philosophy

Students will be able to organize their ideas parallel to their outline

Key vocabulary:


Materials/Technology Resources to be Used:



Today we will create our own Scythehood philosophy. We will reference the other Scythes, justify our reasoning for our philosophy and our names in our papers. This will look like a character’s journal entry.

First, we will be doing our opening free write. In the novel, they rarely use the word “killing,” they refer to it as “gleaning.” Why do you think they make this distinction? Write for 5 minutes.

Inst

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Teacher Will:

As a class, we will overview the three separate Scythes’ philosophy. The students will be taking notes as we discuss each Scythe.

Faraday- he uses statistics from The Age of Mortality to help him decide who he is to glean that day. He uses a variety of weapons, choosing which he believes best suits the person he’s gleaning.

Curie- she gleans based on instinct. She finds people she believes are ready to be gleaned. She avoids children. She generally uses a knife to glean.

Goddard- he gleans for pleasure. He does mass gleanings in which all the people in the area he’s chosen will be gleaned. His style is flashy and confident. He switches weapons depending on what he desires- no thought for the person he’s gleaning.

I will lead the class to make these conclusions but allow the class to give me these answers please others they feel are important.

Student Will:

Students will take notes on each Scythe.

They will be expected to be engaged in the group discussion and add notes to their own list of each Scythe and give any ideas for these Scythe they feel is necessary to add to the class’ list


I will give this student a printed out copy of the notes I already feel are important to know. They will be asked to take any notes they wish to add. A student may help them nearby or a separate teacher can also aid them.

Guid

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Teacher Will:

I will explain to students what they will be writing. They will create their own philosophy for gleaning based on their feelings towards the Scythes in the book. They must include: the color they worked on yesterday, their scythe name and reasoning for picking that name, explain their gleaning style and weapon of choice as well as reasoning for that.

They will be given an outline for their paper that includes the questions they must answer.

I will explain that they will be expected to informally present their philosophy two days from today.

Student Will:

Brainstorm scythe names with a partner. They may use the computer to do research of a person in history they feel fits their philosophy.


Student will be given 5 different names and a brief history of those people to chose from if they wish. They will be aided throughout their writing process. They can write a shorter paper.

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Teacher Will:

Allow students to finish researching names on the computer for their scythe names.

Help students with their outlines by asking them questions and walking around the classroom, I will alternate doing this and working on my outline on the document camera at the front of the room as an example for the students.

Student Will:

They will begin to fill out their outline for the paper to be written/finished tomorrow.

They will include the color of their robes, their scythe name and reasoning, and explain their gleaning style/weapon and reasoning.


The students can work closely with another student to create a philosophy they both want. Their names will be different but they can make decisions together. They paper can be shorter than the rest of the class.


I will ask the students to give me a ticket out the door- they will answer the prompt:

“What is your scythe name that you have chosen?”

Worksheet/Outline

This worksheet is for you to take notes on Faraday, Curie, and Goddard.

The space below is for you to organize your thoughts and prepare to write your paper.

USE BULLET POINTS FOR BRAINSTORMING

Faraday’s Philosophy

Curie’s Philosophy

Goddard’s Philosophy

What is your Scythe name? Why? (Introduction)

What color will your Scythe robes be? Why?

In once sentence, what will be your guiding philosophy as a scythe?

What will be your Philosophy? Why?

What is your weapon(s) of choice? Will it be just one or multiple? Why?

Why do you choose your philosophy to be like one of the Scythes? Why do you choose to be different from

them? (Closing paragraph)

Lesson Plan 4

Rationale: This lesson will be near the middle of our unit. We had a small introduction on how to compare and

contrast, today we will get more in-depth with this to prepare for our Mock Testing at the end of the unit. We

will look at a sample text and identify the parts of the text, like the topic, the thesis, and the subjects the

writer in comparing. We will then learn how to implement a Venn diagram into our writing process and begin

writing our own compare and contrast essay for different subjects.



Subject:



Standards:


j. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

k. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

l. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

i. Provide a concluding statement or section that follows from and supports the information or explanation presented.

(7.W.2)


Gather relevant information from multiple print and 8. digital sources, using search terms effectively; assessthe credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (7.W.8) Objectives (Explicit):

Evaluate an example text Identify the key parts in the example text Create their own argument (History vs. English)

Create a thesis statement (topic sentence) Organize thoughts into an essay Create a Venn diagram as a class Present their argument


Students will write an essay comparing and contrasting two subjects. There will be a summative assessment (rubric) that will examine if they can compare two separate subjects, by stating their similarities and differences. They will form an opinion about their preferred subject with evidence.

They will answer the question “What is the connection between history and English? What are their differences? Which is more useful?”

Throughout the lesson, formative assessments based on effectiveness of group work or whole class work, I will give participation points and ask for a “thumbs-up” or “thumbs-down” that we’re clear to finish group work or class work.

Mastery will be when the students receives an 80% or better on their essay.


Students will be able to analyze and evaluate a sample text

Students will be able to use a Venn diagram to compare and contrast the two subjects

Students will be able to create an argument about the two subject

Students will be able to create a topic sentence based on their argument

Students will be able to organize their thoughts into a cohesive essay

Students will be able to have an introduction to their essay’s subject

Students will be able to have compare the subjects

Student will be able to contrast the subjects

Key vocabulary:





Today we will be looking at a sample essay about comparing and contrasting two subjects we will then write our own essays comparing two different subjects.

For our free write today, just give me definitions for compare and contrast. (3-5 minutes)

Inst

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Inpu

tTeacher Will:

As a class, we will read the essay together. I will have the essay on the document camera. Every student should have a highlighter. After reading the entire essay we will go back and read the introduction together again. I will ask a student to point out what the topic is of the paper. I will then ask another student to explain how we know that and where the topic sentence is on the paper. We will highlight it together. We will do this for every paragraph until we identify the topic for each paragraph. We will identify what is being compared/contrasted.

Student Will:

Students will follow along with me while we read the sample essay. Students will reread the introduction and determine what the topic of the paper is, a student or two will identify the topic and the topic sentence. Student will highlight the topic sentence.

We will do this for every paragraph-we will highlight every topic for each paragraph. We will annotate the comparison and the contrast for each body paragraph.


I will give this student a printed out copy of the notes I already feel are important to know. The topic sentences for each paragraph will be highlighted or underlined already. They will be asked to take any notes they wish to add. A student may help them nearby or a separate teacher can also aid them.

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Teacher Will:

I will have a Venn diagram on the document camera. I will write on the diagram the thoughts the students provide, the differences about English and History and copy them down on their own Venn Diagram.

I will allow them to work with a partner to figure out the similarities about these two subjects. (5 minutes)

Student Will:

Students will provide similarities about the subject History and English and will write notes independently on their copy of the Venn diagram.

Work with partners to determine similarities about these two subjects.


Students will already have a Venn diagram with the differences on the note-taking sheet. The students will work with a student or another teacher to determine the similarities.

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Teacher Will:

I will explain the expectations of the essay where they will compare and contrast the subject English and history. They will decide which they think is more useful outside of an academic sense. I will explain that they are to use the similarities and differences in their essay. They will begin writing their essays in class.

Student Will:

Students will work independently to write their essays about their opinion on these two subjects. They will use their Venn diagram as a guide. This will take up the remainder of the class.


Students will use their pre-filled out Venn diagram to write their essays. Their essays may be shorter.


In their journal, they will answer a prompt about Scythe:

“How would you compare and contrast Faraday and Goddard?”

Worksheet/Outline

ENGLISH SIMILARITIES HISTORY

SAMPLE ESSAY

Essay Topic:

The connection between art and science and their irreconcilable differences.

Essay Questions:

What is the main connection between art and science? How can art and science if put together create

something really beautiful? What are the irreconcilable difference between the terms?

Thesis Statement:

Science’s priority is finding the truth and Art’s priority is creating beauty. Obviously, these are two different

goals from the first sight but this issue has a lot of “undersea stones”.

Science and Art Essay

1. Introduction

2. The connection of Science and Art

3. Truth and beauty in their merging of Art and Science

4. The influence of benefits on these opinions

5. The irreconcilable difference between the terms

6. Conclusion

Introduction

Throughout the ages science and art have been two different sides of the very same coin. Initially, these two

terms were considered to be completely irrelevant and sometimes even as a contraposition to each other.

Along with the progress came the understanding that the connection does exist and even more than that – in

some way these terms are inseparable. Science’s priority is finding the truth and Art’s priority is creating

beauty. Obviously, these are two different goals from the first sight but this issue has a lot of “undersea

stones”.

What is the true connection?

To learn if the connection does exist in spite of all the superficial differences it is necessary to examine the

goals of these activities relatively to each other. If science is directed towards the truth it is also possible to say

that art is moving in the same direction. Science demands truth and is always very exact and categorical; it

does not accept any overshoots and is restricted by scientific laws. It finds “mathematical” truth, the truth that

leads to changes. Art in its turn searches for truth, too. But this is the truth of expressing feelings, the

irrational component. What can be more truthful than emotions in their pure state? Art’s truth does not have

limits and does not have to obey any laws. Therefore both need truth as a result. Both of them are parts of

one substance, its rational and irrational components that cannot exist without one another. Irrational ideas

lead to the rational searching for the truth.

Truth and beauty in their merging

The opinions about truth representing science and beauty representing art do have enough foundation to

exist. Living in the era of the technical progress it is obvious that any scientific discoveries made are used to

apply in practice and change people’s life for better. What science produces is a “pure truth”, a scheme, and a

formula, something that cannot not be used immediately. And this is the phase that art comes into the scene.

With its beauty is helps to adjust the inventions to people and their world of consumers, to make it look

esthetic. This complementation is the start point from where all these opinions concerning beauty and truth

start.

The influence of benefits on these opinions

The impact that science and art bring to the world is immense. And no wonder it is so hard to imagine lives

without them. Exploration of the world through analysis, comparison, syntheses and calculation in science

faces the very same analysis, comparison, and syntheses of the outside world in art. Nevertheless, the benefits

they bring to the world are irreconcilably different. Art makes the world more beautiful and science finds the

truth to control the world. And it is up to each person to decide which is more important for him: beauty or

truth.

The irreconcilable difference between the terms

Art is creative activity in general: literature, architecture, sculpture, painting, music, dancing, theatre and

many others. It reflects the forms of mastering of the world through the creative activity. It is an imitation, a

sensitive expression of something supersensitive. Science’s main function is the production and theoretical

systematization of the objective knowledge about reality. It is an activity aimed to get new knowledge (truth)

and to obtain the result of this knowledge (the amount of knowledge forming the scientific “tableau” of the

world). Art in comparison to science does not describe, explain and predict processes and phenomenon of

reality, using the existing laws. Art simply reflects the phenomenon of reality. Art uses the tool of reflection to

imitate beauty it observes. Art is subjective and science is completely objective.

Conclusion

Beauty is always subjective and what is beautiful for one person may be not for another one. The endeavors to

explain science and art in terms of truth and beauty are completely motivated. The attempts to distinguish

them have a lot to do with what the produce to the world, but still they have a lot of in common.

Lesson Plan 4

Rationale: This lesson is our peer editing day. This will be the first time we are peer editing together as a class,

this will help us throughout our school year. We will have written a compare and contrast essay about one of

the two main characters of the novel, Citra and Rowan. They will compare the characters from the beginning of

the novel to the end. They will have their rough draft already written and will work on two separate papers,

one as a class working paragraph by paragraph, and the second independently with time for questions from

me or the author of the paper.



Subject:



Standards:






Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (7.RI.3)


m. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

n. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples. o. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

j. Provide a concluding statement or section that follows from and supports the information or explanation presented.

(7.W.2)

With some guidance and support from peers and 5. adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (7.W.5)



Evaluate peer’s writing Demonstrate understanding of grammar and flow to edit another’s paper


Students will work effectively with a partner and grade their paper. For mastery, they must read the paper, fill out the worksheet/checklist and get in-depth feedback.


Mastery will be taking the corrections suggesting and inplimenting them into their paper. 80% or better is mastery.


Students will be able to create an argument or establish an opinion in their papers.

Students will be able to have an organized and thoughtful paper.

Students will be able to work together in groups effectively

Students will be able to give effective feedback

Students will be able to implement corrections into their own paper

Key vocabulary: Materials/Technology Resources to be Used:

Scythe, glean, voice Laptops, pencil, paper


Today will be a peer editing day. The class will begin with a writing prompt- “How can peer editing help writing?”

They will have 3-5 minutes writing in their journals.

Inst

ructi

onal

Inpu

t

Teacher Will:

The students will have been expected to bring two copies of their papers to class today. They will be given the peer-editing handout. They will get with a partner. They will exchange papers.

I will walk through the expectations of peer editing. As a class, we will walk through the worksheet. We will then edit a introductory paragraph together. Then they will do it on their peer’s paper. We will continue this through every paragraph until we finish the first paper together.

Student Will:

Students will exchange papers with a partner and prepare to edit. They will follow along with my examples of editing.


This is the only paper the student has to edit. They can be working closely with another educator.

Guid

ed P

racti

ce

Teacher Will:

N/A

Student Will:

N/A


Inde

pend

ent P

racti

ce

Teacher Will:

Allow students to edit their peer’s paper independently.

I will walk around and help students that are struggling to edit papers

Student Will:

Students will now edit a second paper on their own. They should be filling out the checklist as they work and making comments on the document,


Student will work much more closely to another teacher. Only has to edit one paper.


The last 15 minutes of class will be time for students to look over their newly edited papers and ask their editors

any questions they have about the comments made.

Ticket out the door will be how they feel about how peer editing went that day.

Peer Editing Worksheets

1. What questions do you still have about the subject?

2. Does the piece have a clear focus?

3. Does the piece have working title? Does it fit the piece?

4. What did you find interesting?

5. What suggestions do you have to make it better? (2 ideas)

Lesson Plan 5

Rationale: This is the second to last day of the Scythe Writing Unit. We will be conducting Mock Testing today.

Our prompt is to create an argument about whose gleaning technique is best. They will have to compare the

techniques in their papers and make an argument using evidence from the novel. They are expected to write

for the entire period. This lesson is to prepare them for the AZMerit in the Spring. We will be doing a Mock Test

day once a quarter.



Subject:



Standards:







p. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

q. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

r. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

k. Provide a concluding statement or section that follows from and supports the information or

explanation presented.

(7.W.2)



Students will be able to organize their thoughts and ideas into a paper within 90 minutes Determine which gleaning type is better, creating an argument Establishing their opinion but also explaining counter arguments Students will have a thesis statement and a clear position on their argument


Mastery will be 80% or better on my rubric. They will have two summative assessments, one from AZMerit and one from me.

Formative assessment- I will ask them to give me fingers to indicate how they feel about their essay.

1- I need help2- I’m getting there3- I feel confident about my paper

I will make remarks and grade them according to AZMerit’s grading rubric, but will actually be evaluated on my rubric.


Students will be able to create an argument or establish an opinion in their papers.

Students will be able to have an organized and thoughtful paper.

Students will be able to have a clear thesis statement

Students will be able to have a clear attention grabber

Students will be able to have an introduction, body, and closing paragraphs

Students will be able to back their opinions with textual evidence from the novel.

Key vocabulary:





Today they will be expected to walk in, put their backpacks in the front of the room and sit with a pencil and their book at their desks. Mocking testing will be conducted after attendance is taken.

Inst

ructi

onal

Inpu

t

Teacher Will:

I will explain the directions of the mock test. They will write for the entire period. They will be expected to finish the next day in class.

They are to write an argument about whose gleaning technique is the best. They must include reasons why they believe that. They also must explain each technique for the reader. They will need an intro, a thesis statement, body paragraphs, and a closing paragraph.

Student Will:

Students will listen to directions. They will then write their entire period about their stance. They may use the book to reference.


The student will be expected to participate in the mock testing if they can. Their requirements will be shorter.

Guid

ed P

racti

ce

Teacher Will:

N/A

Student Will:

N/A


Inde

pend

ent P

racti

ce

Teacher Will:

Walk around the room while students do the mock testing. They can ask me questions if they have any, I will answer what I can.

Student Will:

Student will write for their entire period. They may ask questions if they need any answers.


Student can work closely with another teacher.


The last 5 minutes of class with be reserved to pass the tests forward and to retrieve their backpacks.

I will ask them to give me fingers to indicate how they feel about their essay so far.

1. I need help2. I’m getting there3. I feel confident about my paper

Rubrics for their mock tests

AZMerit’s:

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