Organization



ELA 20: Moving ForwardUniversity of Regina Porsche GunchoskiELA 20: Mini Unit Grade BookOverview:The ten-day unit plan I have created focuses on the Moving Forward unit of English Language Art 20. At this time in student’s lives they are leaving childhood and their teenage years. They are experiencing more responsibility and are beginning to wonder what their adult life will look like. This unit usually happens later in the semester as ELA 20 only has one semester. The goal at the end of the unit is for students to write a personal essay about the future and what they think it will be like. The unit does not end after the personal essay as the students will turn their personal essay into a presentation and then start the novel study, Tuesdays with Morrie by Mitch Albom. This unit is an introduction that shows varying texts to help grab student’s attention. As I am teaching this mini-unit I am going under the assumption that I would have had the students earlier in the semester and some of the essay writing is a bit of a review as well as knew information. However, I would easily devote entire lessons if needed to essay writing in order to prepare my students. Grading System:Unit exams/ Major assignments: 40%Final Exams: 30%In class assignments (exit slips, journals, etc): 25%Homework: 5%Homework policy:In my class I want to live by the philosophy that homework should be assignments that were not completed in class. I want to stray away from assigning extra work to be done outside of class. I believe students should have time in class to finish work and if they do not finish it in that time frame then it becomes homework. For novel studies there may be chapter question they have to finish before the next day and I would do a homework check for those assignments. If a student does not finish their homework, they will not get the homework check mark. The exception to this is if a student has completed all of the homework but could not get one or two questions and they explain that to me when they come into class. I believe you cannot fault a student for not knowing if they can explain why they could not complete the question. Late Penalties and Zeros I think students should get bubble days where a major written assignment (i.e. an essay) has a due date of three days. The student could have from Friday till Monday to hand an assignment in and will not get penalized. I know things happen and students can live busy lives so I believe giving leeway in written assignments can alleviate that stress. However, if the paper is not handed in after the bubble days, I will begin retracting late marks off for it. Every day the paper is late I will take 4% off. I believe by taking off a higher percentage it will encourage students to utilize the bubble time and try to hand things in. After two weeks if the assignment is not handed in, I will mark it in my grade book as a zero. On catch up days which happen once a semester the student has the opportunity to hand that work in. Otherwise they must discuss it with me. Re-writingI believe that if students want the opportunity to re-write a major assignment, they can have it but only if the mark is worse than a 75%. The people that want to re-write 80% marks and up are essentially wasting my time because they had already done well on the assignment to begin with. Therefore, I do not need to re-correct an already good mark. The students that want to redo an assignment must fill out a redo sheet with me, found at the end of this assessment plan. I will accept redone assignments if they fill out the sheet and confirm it with me.AdaptationsThere are some things in ELA that are not students’ strong suits. Unfortunately, as much as English teachers say writing and reading are not the main goals of what we are trying to teach they often become the main focus. Since this is typically the case, I want to be adaptive to students’ strengths and interests. If I know my student is great at presentations but does horrible on essays, I will suggest to the class that they can complete the assignment as either a presentation or as a written piece of work. A majority of English is easily manipulated to fit to students needs and I am willing to be the type of teacher that helps her students find their strengths and their weakness. Grading PhilosophyMy personal philosophy with grading is that I should assess assignments based on the amount of effort that went into them. In class exit slips and discussion should not make up more of a mark than essays or presentations. I believe the small formative assessments still matter to the grade book, but I know a student did not put as much effort into an exit slip as they did a 5-paragraph page paper. To me it only makes sense that I take in and mark higher for assignments that students had to put more work into. This is not to say that students do not have the option of re-writing or redoing assignments. I think that life can sometimes get in the way of our school and I cannot fault a student who has been having issues at home for handing in a less than stellar essay. I think grades and assessments are important, but I also think students being able to grasp the idea and grapple with what they do not know is just as if not more important. I believe I work for the students as much as they work for me and I want to be considered a help in their lives rather than a hindrance. They will have to do thing that may be unpleasant, (essay writing, public speaking, resumes, etc.) but that does not mean that I need to crack down on them and be the hardest marker in the world. I want my students to thrive and I have no issues in adjusting my philosophy to try and get on the same base with them. Lesson Title: Spoken Word Poetry Course: ELA 20 Moving ForwardDesigners: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency) (e.g., The Past and the Present).CR 20.4 Read and demonstrate comprehension and appreciation of grade appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international 20.1 Create a range of visual, multimedia, oral, and written texts to explore: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency)(e.g., The Past and the Present).Concept/ Indicators:Identifying what theme is Being able to write a poemCrafting draft work Essential Questions: How and why will you prepare for the future? What are the achievements that we envision for ourselves?Skills:Basic understanding of simple poetry concepts (rhyme, rhythm, beats, tone, voice, etc.).Students will be able to critically view themselves and what they want from the future.Students will reflect on themselves in the future and what they will change.Assessment EvidenceFormative Assessments (Assessment for Learning): Assessing beginning of unit:Students will be given handouts at the beginning of every class as mini lessons for writing well-crafted and thought out papers. The handouts will be handed in at the end of class and looked over to see where students stand with their knowledge on sentence structure, intended audience, developing thesis, format, etc. Formative evaluation of writing skills:For this lesson I will be using a rubric (found below) to mark the students based on what they have handed in. The rubric has a comment section and I will highlight what the students accomplished from the task. The students will have class time to finish and those who did not finish will take it as homework and hand it in the following day. Marks are out of rmal evaluation: Students will show how they enjoyed the activity by using hand singles. Thumbs up means I enjoyed what we did and found it useful, thumbs in the middle means what we did was okay and it was kind of useful, thumbs down means I disliked what we did and did not find it useful. Students must do a number of poetry pieces within ELA 20 but if the class dislikes poetry I can find more interesting ways to bring it into the classroom or shorten the amount of poetry I have within the unit. Summative Assessments (Assessment of Learning):N/ALearning PlanMini LessonAddressing audience: Explain to student’s what code switching is and how it affects their day to day lives. There is a difference between how we speak to our teachers, vs our friends, vs our family. When writing an email to a professional you never want to start it with “hey buddy, what’s up.” There is a time and a place for informal vs formal writing, and you must figure out who your intended audience is. Handout worksheet with formal vs informal examples and give them five minutes to complete. Set1. Watch the video “Dear Ocean” a reading by Shayne Koyczan 2. Prompt with key inquiry questions: How and why will you prepare for your future? What are the achievements that we envision for ourselves?Development3. Introduce Shayne Koyczan and ask “why did we listen to the poem rather than just read it?” (use info from the Poetry Foundation site- ) 4. Hand out print out of the poem (found below)5. Think/Pair/Share- What is the theme of the piece? Who is the audience? What is Koyczan challenging us to do? 6. Students identify elements of poetry they recognize in the Koyczan poem. 7. On their own have students create a response to the Koyczan piece based on the question “Who will the future you be and what will they change.” Students may create a ‘Dear Future Me’ poem using Dear Ocean as a mentor piece as an option, or if they wish compose their poem in their own spoken word format. 8. Allow students time to complete their writing while the teacher circulates the room making themselves available for conversations, questions and feedback. If a student brings up a valuable idea or question it should be shared with the class. 9. As an option ask if anyone would be willing to share their draft, remind students that this is a work in progress and there is no requirement to share.Closure10. Share compositions, allow discussion of similarities and differences between Koyczan and what the class has written. 11. Summarize the responses to the key inquiry questions found in the composition and discussion that has taken place. 12. Ask students to take composition home and finish or refine the work in order to be handed in for next class13.Reissue the challenge from Koyczan to decide to move and act as we think about our role in the future.14. DismissDear Ocean:An Appeal To The Young by Shane KoyczanYou are not powerlessThe many are an exacting tool of progressAS HEAVY AS CONVICTIONas sharp as thoughtyou are part of the manyyou arestrongyou are an instrument of changeyou are the juggernaut of our evolutionyou are what the world meanswhen the word hopestumbles from its lipslike exhausted purityfinally escaping unjust imprisonmentyou are thedropTHAT BECOMES THE RIPPLEThat engineers the wave that crosses the oceanin search of the next frontier of promisebut onlywhen you decide to moveonlywhen you choose to act.Ms. Gunchoski Name____________________ ELA 20: Moving ForwardCategory 4321Word Choice Writer uses vivid words and phrases that paint a picture in the reader’s mind. Every word is in the perfect place.Writer uses great words and phrases that sometimes paint a picture in the reader’s mind.Writer uses words that lack in variety and it is sometimes dull and boring.Writer uses an immature and limited vocabulary that is not at grade levelGrammar and SpellingIf mistakes in grammar and spelling are made it is clear that they were made on purpose to advance the poem. Other wise- no mistakes were made.Writer makes 1-2 mistakes in spelling and grammar.Writer makes 3-4 mistakes in spelling or grammar.Writer makes 5 or more mistakes in spelling or grammar and/or the project is presented in pencil.VoiceThe writer demonstrates clear understanding in development of ideas regarding their future self and changes they want to seeThe writer demonstrates some understanding in development of ideas regarding their future self and changes they want to seeThe writer demonstrates little understanding in development of ideas regarding their future self and changes they want to seeThe writer demonstrates no understanding in development of ideas regarding their future self and changes they want to seeLiterary Devices The writer uses 3 or more literary devices and they are clearly and correctly labeled and identifiedThe writer uses 3 or more literary devices. They attempt to label and identify them, but some mistakes were made.The writer uses less than 3 literary devices. The attempt to label and identify them is incorrect, not obvious or rushedThe writer does little to attempt identifying literary devices or did not include any literary devices within their poetry.Length 20 or more lines18-20 lines15-17 linesLess than 15 linesTotal out of 20________ Comments:Lesson Title: Forever Overhead Course: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.4 Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.Concept:Understanding before/during/ after strategies Writing a journal response to the promptEssential Questions: How and why will you prepare for the future? Skills:Students will be able to use before/ during/ after strategiesMake inferences between the essay and themselves Assessment EvidenceFormative Assessments (Assessment for Learning): Assessing beginning of unit:Students will be given handouts at the beginning of every class as mini lessons for writing well-crafted and thought out papers. The handouts will be handed in at the end of class and looked over to see where students stand with their knowledge on sentence structure, intended audience, developing thesis, format, etc. Formative AssessmentsStudents will complete a Before/ During/ After of the story Forever Overhead and if not finished by the end of class it will be due for homework and at the beginning of next class I will check if completed or notStudents will also complete a journal entry on if they believe the main character jumped or climbed down the diving board. Informal AssessmentDuring the reading I will pause for clarification and explanation for the class as the story is denser than others. This will be shown using hand signals. Summative Assessments (Assessment of Learning):N/ALearning PlanMini lessonEngaging intro: Once students figure out intended audience, they need to consider what makes a paper or essay engaging to read. An engaging intro has a “hook” or something that draws the reader in. The hook could be a fact, a compare / contrast, or a definition of your topic. The intro is meant to set the tone and present the thesis of your paper Note: Thesis is tomorrow’s mini lesson. Show power point on engaging introductions and have them create an engaging introduction based on the prompt: “As adolescents, many of us promise ourselves that we’ll never be like our parents. But as we mature, we often find that we think and act a lot like our parents do. Describe a time when you realized you were behaving like your mother or father (or other guardian) and how that experience helped you better understand your parent.” OR“. Birthdays are meant to be special occasions, and they are often very emotional. Describe an event from a particularly memorable birthdaySetStudents will do a Before/ During/ After of the story Forever Overhead by David Foster Wallace. Story found here.Turn and talk about the “Before” questions: What does the title mean? What do you think it means? What does the title remind you of?DevelopmentAsk groups what they have come up with and think the story is about. Write answers on the board and note how many are alike.Handout the ‘Annotation 101’ handout and explain to the students that this story is more complex than usual ELA 20 stories. They will be listening to David Foster Wallace read the story as they follow along with a printed-out version. Video found here. They are welcome to edit, highlight or mark up the story in any way they want.Pause the story after the first two paragraphs. Ask class by hand signals, thumbs up is good, thumb in the middle is okay, thumb down is confused/ bad, how the beginning of the story is going. Explain that the author speaks in a lot of metaphors and it can leave the audience confused and they can get lost within the words.See if they can fill anything in their “During” portion on their handout. Continue until story is finishedOnce story is finished have students fill in their “After” portions and then have them do a turn and talk with whomever they are sitting next to. Closure Gather students back as a class and ask if they have any questions about the text. Ask class if the main character jumped off the diving board or climb back down.*If students are confused about what happened read the plot summary of the story and the main points as well, can show prezi/ power point about the plot summary.Students will journal about what they think the main character did and what they would do in the same position. Plot Summary: The story centers around an unnamed boy on his thirteenth birthday. His parents take him and his sister to a public pool to celebrate his birthday. He is board just swimming in the pool, so he decides to try the diving board. His parent are too busy tanning to notice him leave, and the lifeguard is also distracted, so no one stops him from joining the line, and eventually making to the top. The diving board seams much higher when he is at the top, however. He talks about feeling like time moving outside of him, as if he could stay there forever. Time is moving at normal speed though, and eventually the person behind him gets impatient and asks if he is actually going to dive. This gets the attention of the lifeguard and his parents, and he realizes that if he is going to jump, it is now or never. The story ends with him still at the top, we don’t know if he jumps or not.Name_____________Ms. GunchoskiELA 20: Moving ForwardAnnotating 101What is annotation? An annotation is extra information associated with a particular point in a literacy text or story. It can be in the form of, notes in the margin, highlighting important parts, using specific symbols etc.Annotation is for the reader (you) to engage with the text and ask what is happening, what seems important and what is fluff (unimportant filler words).How do I annotate?Annotation looks different for everyone. You might write comments in the margin of the story, your buddy might use symbols to show what’s happening, the classmate in front of you might highlight.You want something that make sense to you. Your annotations aren’t for others, its for YOU to understand what’s happening.Ok. But what symbols do you mean?Try using this key:Confirms what you thought ??? Confuses you ?Contradicts what you thought Is new or interesting to you * Strikes you as very importantOr this key might make more sense:RReminds me of... AQuestions answered in the textDQuestions that could be answered through discussionOr maybe you want to use a combination of both*Remember, you can still highlight, write comments in the margin, or do a combination of all the examples. Any questions, comments, or concerns?If you have any issues with annotation you can write them here and we can go over them:Name_____________Ms. Gunchoski ELA 20: Moving ForwardForever OverheadBy David Foster WallaceBeforeDuring AfterWhat does the title mean?What does the title remind you of?What questions do you want answered?What point of view is the story in?First personSecond personThird person limitedThird person omnipresent What is the tone of the story? What does this story remind you of?What are the important ideas in the story?After reading, does the title make more sense? Why or why not?Did he jump off the diving board?How does this relate to adulthood or growing up?What other questions about the story do I have? What wasn’t answered? Why?Lesson Title: Student Opinion: Growing up now VS back thenCourse: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency)(e.g., The Past and the Present).CR 20.2 View, comprehend, and develop coherent and plausible interpretations of informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts (including multimedia advertising) that use specialized visual features including illustrations, photographs, art works, maps, charts, graphsConcept:Create a comic based off the prompt said belowAnalyze how different elements achieve the creator’s purpose — Your generation handoutMake inferences between the news article and yourselfEssential Questions: Is it harder to grow up in the 21st century than it was in the past? Why or why not?Skills:Creating comic strips Analyzing graphics and determining meaning Creating a thesis statement Assessment EvidenceFormative Assessments (Assessment for Learning): Assessing beginning of unit:Students will be given handouts at the beginning of every class as mini lessons for writing well-crafted and thought out papers. The handouts will be handed in at the end of class and looked over to see where students stand with their knowledge on sentence structure, intended audience, developing thesis, format, etc. This handout is for thesis statements and can be found below.Formative Assessments:Handout about the New York Time, found below, to be handed in at the end of class and checked over to see if students are writing acceptable answers for grade 11. Marks will be given for each correct answer. Answers will vary student to student.Students will complete an exit slip on blank paper with their name and the prompt question “how do you view your generation.” Students must hand in to me at the door to leave the class. I will look over the exit slips and give feedback on how I think they could expand or guide them if needed.Summative Assessments (Assessment of Learning):N/ALearning PlanMini LessonDeveloping a thesis statement: A thesis statement usually appears at the end of the introductory paragraph of a paper, and offers a concise summary of the main point or claim of the essay, research paper, etc. It is usually expressed in one sentence, and the statement may be reiterated elsewhere. It contains the topic and the controlling ideas. A basic way to introduce the thesis statement of a paper is to restate the prompt and then introduce idea 1, idea 2, and idea 3. It should look like this:Peanut butter cookies are the best type of cookie because they are delicious, my grandmother used to make them, and they are easy to make.From this example have students finish Thesis Statement Worksheet, Once they have finished that ask if there are any questions and collect the sheets to see if the students understood what a thesis statement is.SetAsk the class what it is like being a youth in 2020. How are they perceived by the older generation; what generation do they think they are from? What is the difference between Boomer generation and Generation Z.? Show chart of different generations found here.DevelopmentHandout the pictures/ comics written about Generation Z and generation Alpha and have students in groups discuss the similarities of the pictures and the differences. What does the older generation think of the younger generation, is it good or bad? Have students share what they discussedIntroduce the news article opinion piece from New York Times “Is it harder to Grow up in the 21st Century than it was in the Past?” News Article found here.Once students have finished reading have them answer these questions in the handout” Responding to the NY Time’s Article…”Have students share their answers in table groups and after they share, they can share with the class.ClosureOnce students have shared with the class, they will then work on their own comic about what their generation is actually like. Students will get the rest of this time period and next period to work on it. After that is homework.They will have the rest of class to work on their comic. To leave class they must hand in an exit slip about how they view their generation. This exit slip will act as feedback for me to see if they are on the right track.Name___________ELA 20: Moving ForwardMs. GunchoskiThesis StatementsA thesis statement focuses your ideas into one or two sentences. It should present the topic of your paper and make a comment about your position in relation to the topic. Your?thesis statement?should tell your reader what the paper is about and help guide your?writing?and keep your argument focused. In other words, a thesis statement is defined as 1-2 sentences that acts as a preview for your reader about the topic of the paper. It usually appears at the end of your introduction paragraph and keeps your writing focused on that specific topic.An easy way to accomplish this is by using this method:*Restate your prompt, idea 1, idea 2, and idea 3.*Example: It is cruel to release marine animals born and raised in captivity because they lack the gathering, defensive, and social skills they would need to thrive in the wild.OrPeanut butter cookies are the best type of cookie because they are delicious, my grandmother used to make them, and they are easy to make.More Information on Thesis Statements:A?thesis statement?is an arguable claim that informs the reader about the scope and direction of your essay. In persuasive writing, your thesis statement should present your position in relation to your topic. Example:Nellie?McClung?became?the?most?influential?woman?in?the?twentieth?century?by?using?her?position?as?a?writer,?politician?and?activist?to?advocate?for?women’s? rights?and?empowerment?in?Canadian?society.This?is?a?thesis?statement.?It?presents?an?arguable?claim?about?how?Nellie?McClung?became?the?most?influential?woman?in?the?twentieth century.A thesis statement is not an?announcement of purpose. An announcement of purpose summarizes your goals and lets your readers know what they will gain from reading your essay. Example:This?essay?will?discuss?how?Nellie?McClung?became?the?most?influential?woman?in?the?twentieth?century.This?is?an?announcement?of?purpose.?It?directly?states?what?the?essay?will?be?about.A thesis statement is not a?question. A research question is what you intend to answer with your thesis. Example:How?did?Nellie?McClung?become?the?most?influential?woman?in?the?twentieth?century?This?is?a?question.?It?asks?about?a?topic.A thesis statement is not a?fact. Facts are used to build support for a thesis statement. Example:Nellie?McClung?was?a?Canadian?activist?who?advocated?for?women's?suffrage?and?the?right?to?hold?public?office.This?is?a?statement?of?fact.?It?is?not?an?arguable?claim.Name________________ ELA 20 Moving ForwardMs. Gunchoski-63500506730Directions: 1. Read each of the thesis statements below. 2. Using your notes, check to see if each fits all criterion for effective thesis statements. If it DOES fit all criterion, write “GOOD” beneath the example.b. If it DOES NOT fit all criterion, fix it by rewriting it. 3. Finally, demonstrate what you have learned by writing TWO original thesis statements on any topic on the BACK of this paper.00Directions: 1. Read each of the thesis statements below. 2. Using your notes, check to see if each fits all criterion for effective thesis statements. If it DOES fit all criterion, write “GOOD” beneath the example.b. If it DOES NOT fit all criterion, fix it by rewriting it. 3. Finally, demonstrate what you have learned by writing TWO original thesis statements on any topic on the BACK of this paper.Thesis Statement Worksheet1. Exploitation of animals by the entertainment industry is wrong, and I think it should be stopped. 2. Captive elephants treated humanely and allowed to live in social groups live longer than their wild counterparts because they are protected from natural and man-made dangers, provided ideal nutrition and exercise, and given state-of-the-art medical care their whole lives. 3. Animal abuse is cruel to animals.Graphics about YOUR Generation from a Different Perspective-19050019050000344170019050000269811538100000-19050031813500Name________________ ELA 20: Moving ForwardMs. GunchoskiResponding to the NY Time’s Article “Is it harder to Grow up in the 21st Century than it was in the Past”Answer the following questions, discuss with your neighbor if you needIn your own experience as a young person growing up today, does Mr. Brooks’s understanding of your generation ring true for you? Why or why not? In what people, organizations or institutions do you place your faith and hope for the future, if any at all? Why do you think these groups have the power to make positive changes in our society and culture? What particular issues do you think are unique to your era — things that previous generations did not have to deal with as teenagers? Which of these do you consider to be the “defining challenge” of your generation and why? Overall, do you think it is harder to grow up in the 21st century than it was in the past? Why or why not?Have you ever talked with older adults — like your parents, relatives or teachers — about their childhood? Do they think it is harder to grow up today than it was when they were children or teenagers? Why or why not?ELA 20: Moving ForwardMs. GunchoskiDescribing You: What do you think your generation is like?Ok so you read the New York Times article, you saw the comics… so what?It’s time for you to tell me how you view your generation. Are you actually the internet obsessed, tv addicted, social media junkie that those comics/ posts described you as? Or are you more than that? Are you a generation who is fighting to fix a climate? A generation who is trying to eradicate racism and fight for social justice? What about a generation who is trying to survive in the world that was corrupted for them? You tell me who you are and what your generation is. Directions:Go to and pick one (1) free comic site out of the four options to make your comic.Once you have a site chosen, make a three-four paneled comic telling me, the audience, how you view your generation. What will your generation be remembered for? What is a perception that older generations have that isn’t true?Use other resources. Stuck for an idea, google around. See what generalization of you that older people say and flip the narrative. Don’t be afraid to use google, find different memes and comics that could help you. Refer to the rubric for how you’ll be marked. Feel free to ask for any help or if you have any questions. Name___________________ ELA 20: Moving ForwardMs. GunchoskiDescribing You: What do you think your generation is like? RubricElements321PointsOther commentsNumber of panels Includes 3-4 PanelsIncludes 2 PanelsIncludes 1 PanelsCraft (neatness)Panels are well made and have clear thought behind themPanels are somewhat well made and there is some thought behind itPanels are not well made and sloppy. There is no real thought out behind itStoryComic follows the suggest prompts and has clear meaning behind itComic somewhat follows the suggested prompt and has some meaning behind itComic does not follow any prompts and has no meaning behind itCaptions There are at least 2 captions within the comic There is 1 caption in the comicThere are no captions within the comicSpelling, punctuation, and grammarIf mistakes in grammar and spelling are made they were clearly made on purpose. Otherwise no mistakesWriter makes 1-2 mistakes in spelling and grammar.Writer makes 3-4 mistakes in spelling or grammar.Total out of 15______Comments:Lesson Title: Describing You: What do you think your generation is like work periodCourse: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CC 20.1 Create a range of visual, multimedia, oral, and written texts to explore: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency)(e.g., The Past and the Present).Concept:Explain knowledge acquired through inquiry and explain insights gained Explain the importance of new understanding to sell and others Essential Questions: What is your generation like? How does your generation differ from other ones?What is an ongoing struggle your generation faces?Skills:Creating a multimedia presentation Critically looking at themselvesAssessment EvidenceFormative Assessments (Assessment for Learning): Assessing beginning of unitStudents will hand in their video slip to be checked over to see if the concept of essay structure makes sense.Formative assessmentStudents that finish early will be completing a quiz on owl Purdue to help improve their essay writing structureSummative Assessments (Assessment of Learning):The comic assignment about how students view their generation is worth 15 marks in total. Students should hand in the assignment either today or tomorrow and we should be ready to show the comics to the rest of the class.Learning PlanMini LessonStructure of an essay: A good essay has an introduction/ lead that attracts the reader’s attention and interest. It also reveals the writer’s viewpoint/big idea and previews what will be in the essay. The body paragraph(s) must explain and support the writer’s viewpoint, achieve unit by expanding the on the viewpoints, and be coherent by presenting information in sentences and paragraphs that are in logical order. The conclusion or closer must reemphasize the viewpoint and sum up the message and bring the essay to a definite end.Students will watch this video, found here, to help clarify the concept of structure. While watching students will fill out “Video slip”SetGo over the assignment from yesterday about making a comic that defines what they view their generation as. Hand back the exit slips from last class and go over any questions or concerns they may have had regarding the assignment or the prompting question of how they view their generation. Once all questions have been answered lead students to the computer room, or grab the laptop desk, and have them either start their generation comic or finish it.DevelopmentStudents are free to work on tasks at hand, if any issues arise, I will be in the classroom.If students finish early, they will work on their weakness in essay writing. Since I have been collecting their mini lesson worksheets, I will know areas they struggled in. Students will finish one exercise on the owl Purdue website, found here. They must show me when they finish. After that they are welcome to read or silently do homework.SetOnce students have completed their comics, they are to save them to their computers/flash drives and send a copy to me to be graded. Next class we will present them via projector or smartboard to each other in the class.If students have no finished after this class it is for homework for next day.Name___________________________________ELA 20: Moving ForwardMs. GunchoskiVideo SlipWhat did you already know before you watched this video? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did you learn from this video – list at least three things.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What are you still wondering or don’t understand?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lesson Title: Course: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts, including spoken instructions, and argumentative and persuasive speeches.Concept:Demonstrate critical listening behaviours including:? concentrating, focusing, and attending ? filtering distractions, recognizing factors that interfere with effective listening (including personal biases), and demonstrating a willingness to take a tentative stance, tolerate ambiguity, explore multiple perspectives, and consider more than one interpretation of texts listened to ? determining the thesis or main idea of a speech and identifying the supporting points? analyzing and evaluating explicit and implicit messages/ concepts, viewpoints, theme, and tone ? recognizing the overall plan or organization including transitional expressionsEssential Questions: Do you think all systems are created equal for people?Do you think you will face hardship in the future system because of its inequality?Skills:Listening skills to watch a videoDetermine the point of a speechAssessment EvidenceFormative Assessments (Assessment for Learning): Assessing the mini unitHaving them highlight parts of the Transitions sheet and asking if they have questions or commentsInformal assessment:Will be done on students understanding based on discussion webs and ideas brought forth in discussionSummative Assessments (Assessment of Learning):N/ALearning PlanMini LessonTransition sentences in an essay: Essays are meant to flow between the paragraphs. Without transitions that help segway into the next paragraph your essay ends up looking chunky and awkward. We need good transitions from each paragraph to the next. Handout sheet about transitions to students and go over the information with them. Have them highlight things that are especially important for the future essay they will right. SetAsk students to consider the question, “are all government systems created equal?” Have students write down what their thoughts are about the question are all systems created equal. Do not have them share.Students will listen to Saskatoon Metis poet Zondra M. Roy’s Walrus talk about her journey from homelessness to where she is today. Her speech ends with one of her poems. DevelopmentAsk students what the message of that video was. Students will then analyze how the message of the poem relates to her speech about rebelling against the system. After the video is over students will look at their first answer to the question are al systems created equal and see if the video invoked any changes or inspired any thoughts.Using a discussion web, students will respond to the question “For Zoey Roy her dream is changing the system that didn’t work for her. Do you think that her dream is worthwhile? What do you think of her approach?ClosureStudents will work on discussion web until they finish and once they finish, they will go for talk and walks where they leave the classroom and discuss what they put on their graphic organizerELA 20: Moving ForwardMs. GunchoskiTransitions The function and importance of transitionsWhen writing an essay your goal is to convey information clearly. Transitions help you achieve this goal by creating logical connections between sentences, paragraphs, and sections of your paper. In other words, transitions tell readers what to do with the information you present to them.Transitions signal relationships between ideas— examples of this are: “Another example coming up—stay alert!” or “Here’s an exception to my previous statement” or “Although this idea appears to be true, here’s the real story.” Basically, transitions provide the reader with directions for how to piece together your ideas into a logically coherent argument.Signs that you might need to work on your transitionsHow can you tell whether you need to work on your transitions??Here are some possible clues:Your instructor has written comments like “choppy,” “jumpy,” “abrupt,” “flow,” “need signposts,” or “how is this related?” on your papers.Your readers (instructors, friends, or classmates) tell you that they had trouble following your organization or train of thought.You tend to write the way you think—and your brain often jumps from one idea to another pretty quickly.You wrote your paper in several discrete “chunks” and then pasted them together.You are working on a group paper; the draft you are working on was created by pasting pieces of several people’s writing anizationSince the clarity and effectiveness of your transitions will depend greatly on how well you have organized your paper, you may want to evaluate your paper’s organization before you work on transitions. In the margins of your draft, summarize in a word or short phrase what each paragraph is about or how it fits into your analysis as a whole. This exercise should help you to see the order of and connection between your ideas more clearly.Types of transitionsTransitions between sections:?Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.Transitions between paragraphs:?If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.Transitions within paragraphs:?As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.Transitional expressions you can useLOGICAL RELATIONSHIPTRANSITIONAL EXPRESSIONSimilarityalso, in the same way, just as … so too, likewise, similarlyException/Contrastbut, however, in spite of, on the one hand … on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yetSequence/Orderfirst, second, third, … next, then, finallyTimeafter, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, thenExamplefor example, for instance, namely, specifically, to illustrateEmphasiseven, indeed, in fact, of course, trulyPlace/Positionabove, adjacent, below, beyond, here, in front, in back, nearby, thereCause and Effectaccordingly, consequently, hence, so, therefore, thusAdditional Support or Evidenceadditionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, thenConclusion/Summaryfinally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summaryName_______________________ ELA 20: Moving ForwardMs. GunchoskiFlow ChartRespond to the question(s) “For Zoey Roy her dream is changing the system that didn’t work for her. Do you think that her dream is worthwhile? What do you think of her approach?2594010890What’s the system she wanted to change? Do we still live in that system?What’s the system she wanted to change? Do we still live in that system?-700391334983446167964Do you think that her dream is worthwhile?Do you think that her dream is worthwhile?-700391400996-1161243205What do you think of her approach?What do you think of her approach?-602021383743078416What would your approach be to change a system?What would your approach be to change a system?Lesson Title: Allegory: The Law Concerning MermaidsCourse: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency)(e.g., The Past and the Present).Concept:Connect ideas, observations, opinions, and emotions to understand texts.Explain ways that languages and texts reveal and shape understanding of human diversityEssential Questions: How is assimilation used in this poem?How do some systems create assimilation?Are all the roles and the work associated with those roles valued or respected equally? How can you ensure that the work you do and the roles you play will be valued and respected equally?Skills:Fishbowl activity Tapping students outReading in between the lines of poetry for deeper meaningAssessment EvidenceFormative Assessments (Assessment for Learning): Assessing the mini unitUsing students examples I will determine if the majority of the group gathered the idea that was being brought forth and will adjust for students that did not understand. Formative assessment:Students will show me their doodle as they leave class and they have to have shown at least one other person besides me what their doodle is.Summative Assessments (Assessment of Learning):N/ALearning PlanMini UnitPlanning (pre-writing) of an essay: In order to write a convincing paper, you need to have a topic. Try to pick a topic that is of interest to you. Make sure it is a topic that can be effectively covered given the guidelines and instructions of the assignment (length type of essay, etc). A good essay has a purpose statement which helps guide you through the planning stage. Have students write a purpose statement to the following topic, “chocolate ice.” The purpose statement could be “chocolate ice cream is the best ice cream,” or “I hate chocolate ice cream.” Ask students for examples and discuss them with class.SetHave students read first “The Law Concerning Mermaids” by Kei Miller.After students have read the poem the poem have the writer Kei Miller give a bit of background about why we wrote the pome, video can be found hereDevelopmentAsk students at first glance what they thought the poem meant. Have them write down ideas about the poem. After they have written ideas students will use reading strategies and a fishbowl to generate discussionIn the fishbowl activity have a group of students on the inside discussing the essential questions of this lesson and having students on the outside subbing other students in and out. Every student must be in the inner circle onceStudents will discuss the allegory of assimilation present in the workClosureAs an ending to the lesson and fishbowl have the student’s doddle a photo about what was discussed in class. The doodle can include words or phrases. Lesson Title: Bridging the gap between future, generation, and social changeCourse: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: ? identity (e.g., Relationships with Family and Others); ? social responsibility (e.g., Evolving Roles and Responsibilities); and ? social action (agency)(e.g., The Past and the Present).Concept:Connect ideas, observations, opinions, and emotions to understand textsIdentify ways that society and culture shape the content, forms, and language of texts, including digital texts. Explain ways that languages and texts reveal and shape understanding of human diversityEssential Questions: What does the future look like?Should humanity be able to “jump” ship onto a new planet?Skills:Students can identify theme in a short story Students can make connects from the short story to the envisioned essential questionsAssessment EvidenceFormative Assessments (Assessment for Learning):Students will hand in their TED Talk sheets that will be marked out of ten. If the student answers the question wrong the correct answer will be put in place for themTeacher will also walk around to make sure everyone is writing and comprehending what is happening. If there are any issues with the assignment modifications can be made to make the student more comfortable and actively have them engaged with the learning.Summative Assessments (Assessment of Learning):N/ALearning PlanMini UnitWriting an essay: Students will be notified that in two days they will begin the process of writing a personal essay. Students show know the basics of how essays work but to wrap up the mini unit of learning how to essay write students will watch a short video, found here. Students will be given the handout for the essay and the rubric and encouraged to think of a purpose statement to help their writing processSetAs students come in through the door there will be a TED Talk, found here, ready to be played for them. The students have a viewing guide to use as they watch the TED TalkDevelopmentAfter students filled out the TED Talk sheets, they will hand them in to me for marks. Students will then read the short story “Virtual Earth” with the questions “What does the future look like?” “should humanity be able to “jump” ship onto a new planet?”Students will do an Affinity mapping stragiety with sticky notes. They will place their answers on the board. Teacher will walk around to make sure everyone is understanding.Once all students have answered we will group answers by similarities and then label the categories we have madeClosure Once the answers have been grouped students will be asked: why did you put these ones together? How does the two different groups oppose each other? Are their view points more right than yours?-726440194310Outcome:CC 20.4 Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communications.00Outcome:CC 20.4 Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communications.ELA 20: Moving ForwardMs. Gunchoski ELA 20Personal EssayUsing anecdotes and experiences from your own life, choose one of the following topics and write a five-paragraph personal essay. This assignment will be submitted in essay format, and then in two weeks it will be adapted to a multi-media class presentation.How and why will you prepare for the future?Is it harder to grow up in the 21st century than it was in the past? Why or why not?What is your generation like? How does your generation differ from other ones?What is an ongoing struggle you and your generation faces?What are the achievements you envision for yourself?A topic of your choice (with permission from the teacher).As with any essay, it is important to have a focused, definite and significant viewpoint, and a strong introductory paragraph with a creative hook and well-developed transition into your thesis. Use three body paragraphs to give detailed elaboration to support your thesis statement with relevant experiences and anecdotes from your life. The conclusion should restate the thesis, bring your essay to a thoughtful close, and provide an important application for the reader. Because this is a personal essay, voice will be an important writing trait (along with the other five), so your personality and attitude should be strongly reflected in your words. Feel free to use humorous, sarcastic, poignant, assertive tones as appropriate to your topic and content. You will need to allow and invite the reader into part of your life. We will use the rubric attached to this outline. Paper is out of 20 marks.Name___________________ELA 20: Moving ForwardPersonal Essay Rubric:Categories 4321Thesis StatementThe thesis statementintroduces the topic, gives apersonal view and outlinesthe main points to bediscussed.The thesis statementintroduces the topic andoutlines the main pointsto be discussedThe thesis statementintroduces the topic.The thesisstatement lacksclarity.Details in EssayAll of the details and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.Most of the details and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.Some of the details and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.No details or examples to support the author’s position.Sentence Structure All sentences are wellconstructed with variedstructure.Most sentences are wellconstructed and there issome varied sentencestructure in the essay.Most sentences are wellconstructed, but there isno variation is structure.Most sentencesare not well constructed orvaried.ConclusionThe conclusion is strongand leaves the readersolidly understanding thewriter's position. Effectiverestatement of the positionstatement begins theclosing paragraph.The conclusion isrecognizable. Theauthor's position isrestated within the firsttwo sentences of theclosing paragraph.The conclusion isrecognizable. Theauthor's position isrestated within the firsttwo sentences of theclosing paragraph.There is noconclusion -the paper justendsAudience Demonstrates a clearunderstanding of thepotential reader and usesappropriate vocabulary.Anticipatesreader's questions andprovides thorough answersappropriate for thataudienceDemonstrates a generalunderstanding of thepotential reader and usesvocabularyappropriately.for that audience.Demonstrates someunderstanding of thepotential reader and usesvocabulary appropriatefor that audience.It is not clearwho the authoris writing for.Total out of _____________/20 Comments:ELA 20: Moving ForwardMs. Gunchoski TED Talk Viewing GuideStudent: ________________________________ ????Length of Ted Talk: ________ min.Title of Talk: ______________________________________________________________Name of Presenter: ________________________________________________________What is the main message of this Ted Talk?What evidence did the speaker give to support their message??List two things the speaker did to keep the audience’s attention:______________________________________________________________________________________________________________________________________What did this presenter use for visual support? ?Was it effective? ?(Explain.)What lesson can you learn from this talk?________/10ELA 20: Moving ForwardMs. GunchoskiVirtual EarthI’m sitting in my favorite spot. Fluffy, green grass below me on the top of the hill that looks down on Japanese monasteries. Trees are all around and the wind is softly blowing. Just the right temperature at just the best time of the day in the early morning hours. I’m not cold or hot yet the Sun is shining gorgeously. I love spending time here. That’s the only place where I feel calm and my mind is still energized. I come here whenever I can, which doesn’t happen often nowadays. This place has a special meaning to me as I never made it to Japan. Well, I never will…My mask just became transparent and electrodes were released from my skin. I guess my time is over. There is no calm sound of the gentle wind but the constant buzzing of ventilators. I don’t even hear them anymore unless I get back from my virtual sessions. It’s room temperature, there is artificial light and there is no grass just the metal floor below me. Exactly what you would expect from the interiors of a spaceship. Long corridors, narrow spaces, and small rooms. It makes me feel I don’t belong here.When everyone and everything you know is years away from you, it’s hard to keep it together. These virtual sessions I use for meditation are the only things that keep me sane during the long flight. You have your chores but it takes more to satisfy a curious human being like me. I have been bonding with the robots on board and I can have sessions with my loved ones at home. I can wait 20 minutes for a response. We signed up for the greatest mission of humanity thus we mustn’t be weak. Yet, I hope we don’t lose what makes us human on the way. I hope we create green hills, clouds, and trees on the Red Planet.If we cannot make it happen, if Mars remains a pile of stones without a soul, we will pretend it has one so we will belong there. Just like at home. History shows we are good at pretending.705202-17427400Lesson Title: Songs for the future Course: ELA 20 Moving ForwardDesigners: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.3Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts, including spoken instructions, and argumentative and persuasive speechesConcept:Identifying the theme Envisioning the futureEssential Questions: Preparing for the futureOvercoming obstacles of the pastSkills:Students can use REAP successfully Students can picture their futureStudents can interpret textsAssessment EvidenceFormative Assessments (Assessment for Learning): Assessing for the unitAsking if students understand themeAsking if students know what REAP is and if they have used this literacy strategy. A refresher will be given if known, and a demonstration if the students have never used REAP *The first steps in REAP strategy is Read step. In this step, the students will be asked to read a text selection by the teacher. After that, in Encoding step, the students try to encode by putting the gist of what they read in their own words. Then, the students follow Annotate step. In this step, the students will be asked to annotate the text by writing downthe main ideas (notes, important words, and quotes) and writer’s message. Finally, the students do Pondering step. In this step, the students ponder what they have read by thinking and talking with others in order to make a personal connection, develop the questions and connect their reading with others reading. Formative evaluationStudents will hand in their REAP handouts at the end of the class to assess if they can identify the theme of the story and understand the essential questions in the lesson.Note: this assessment is important for identifying whether students will be able to complete the next task or if there needs to be more teaching on how to identify theme.As well students will need to complete a journal response detailing what they believe their futures will look like, obstacles they may face, worries they have etc. Some helpful prompts to this are: Do you want to go to a post-secondary? Do you want to move? What may hold you back? Etc.Learning PlanSetAsk if class has experience with the REAP strategyDevelopmentHandout lyrics to the song “7 Years” by Lukas Graham and as a class listen and watch the music videoHandout REAP sheet and students will use the REAP strategy to examine the lyrics for ideas about how the song might relate to ideas surrounding preparing for the futureovercoming obstacles of the past Once students have had a chance to find some themes in this song, they will have small group discussions about what they found. Students will then share with the whole group. ClosureOnce the class has shared students will write a short journal entry about ways, they will prepare for the future they envision for themselves including some obstacles they may have to overcomeDismiss Name_______________ Ms. Gunchoski ELA 20: Moving ForwardREAPReading, Encoding, Annotating, Pondering Read the lyrics to “7 Years” by Lukas Graham *Remember to focus on the essential questions, how “7 Years” can relate topreparing for the futureovercoming obstacles of the pastEncode: Write the meaning of the text in your own words. What’s the theme? *Hint* The?theme?in a?story?is its underlying message, or 'big idea.’Annotate: Re-read through the lyric handout this time marking up what you’re reading. This key might be helpful:Confirms what you thought ???Confuses you ?Contradicts what you thought Is new or interesting to you * Strikes you as very importantOR this key might be helpful. You can also use a combination of both keys.RReminds me of... AQuestions answered in the textDQuestions that could be answered through discussion Pondering: Think about what this song means and how it connects to you. Jot down some answers then turn to a partner and discuss.Lesson Title: Connecting the Journal Prompts to the EssayCourse: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CR 20.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts, including spoken instructions, and argumentative and persuasive speeches.Concept:Use selected literacy strategies to construct meaning when listening.Use language cues and conventions of a variety of informational and literary texts to construct and confirm meaning when listening.Essential Questions: What themes came up in your journal responsePreparing for the futureOvercoming obstacles of the pastSkills:Following the “I care why” promptText coding Compare and contrast Assessment EvidenceFormative Assessments (Assessment for Learning): Students will fill out the “I care why” prompt about each other’s work.Their partner has to answer why that specific song deals with the essential questions. These will be used as formative assessments for their knowledge in relating texts to work inside of class. As well as working inside a group setting. Summative Assessments (Assessment of Learning):N/ALearning PlanSetLooking at themes that were addressed in their journal entries, students will use technology to search for songs that have similar themes. Each student will choose one song that matches the theme they have chosen to focus on for how they will prepare for the future. Once they have found an appropriate song, students will text code the lyrics to demonstrate important ideas and themes that emerge in the song. If students are having trouble, I will be around to help guide them and find songs that might fit. Students will compare and contrast how they will prepare for the future and how the song prepares for the future. Students will write a “I care why?” sheet about why they think that song is important and relevant to their lives. Students will then swap with a partner their sheets and discuss why they liked the songs and why they didn’tTheir partner has to write one reason why that song relates to the journal prompt form last class about how they will “prepare for the future they envision for themselves including some obstacles they may have to overcome”When finished that students are supposed to think of purpose statements for the essay.Lesson Title: Beginning the Personal Essay Course: ELA 20Designers: Porsche Gunchoski Learning Outcomes/IntentionsFormal Unit Outcome(s): CC 20.4 Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communicationsConcept:Create a variety of written communications using various elements of discourse (e.g., purpose, speaker, audience, form), in narrative, expository, persuasive, information, and/or descriptive texts that: address audience needs, the stated purpose, and context provide an engaging introductiondevelop a thesis create an organizing structure appropriate to the purpose, audience, and contextinclude relevant information and exclude extraneous provide facts and detailsEssential Questions: What is the big idea I need for my essay writing?How does the unit connect to my writing?Skills:Essay writing Collaborative workFeedback Assessment EvidenceFormative Assessments (Assessment for Learning): I will be using sticky notes to see if there is anything the students are still struggling with about essay writing.Summative Assessments (Assessment of Learning):Students will be writing their personal essay for ELA 20. This lesson will continue for more than one class, but the end target of this unit is that students will have a personal essay based on one of the prompts. The essay handout can be found above as well as the rubric. The essay is worth 20 marks.Learning PlanSetGreet the class and go over what the lesson will be about. Students will be writing their personal essays based on the assignment given to them a couple of days earlier. We will go over the expectations I have for the students and any questions they have. Students will be handed sticky notes they can fill out detailing what they don’t understand from essay writing and I will help that student one on one to figure out what they are not getting.DevelopmentStudents will show me, or begin, their purpose statement for the essay. They need to have a clear and concise purpose statement for this essay. When students have a purpose statement, they will begin their essay outlines following the 5-paragraph structure. They need to create a thesis, three body paragraphs with details, a conclusion, and transition statements to go in between the body paragraphs. Closure Students will have the rest of the class to work on their outline. I have to see their outline before they can begin writing the actual essay.Application for Essay RevisionClass: _________________________Period: _________Name: _____________________________________________Title of Assignment: ___________________________________Date Submitted: ______________________________________My original mark on this assignment was ________%. After reading Mrs. Gunchoski’s feedback, and looking at the evaluation expectations, I realized that the following aspects needed improvement:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Please accept this as my application for an essay revision. I realize that writing can always be improved, and that revision is a necessary component of the writing process. As well, I understand that this revision will not be marked if (a) the original copy is not included, and/or (b) the revision is superficial._____________________________________Signature* Please attach this on top of submission ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download