University of Missouri–St. Louis



Charli Cooksey was born in St. Louis, Missouri on December 18, 1986. She is the daughter of Mary Wheeler-Jones and Charles T. Cooksey. Charli was not only born, but also raised in St. Louis. Her father had premonitions of Charli becoming a ballerina, as her mother was pregnant with her. Ironically, when Charli was born she had an innate talent for dancing. At an early age Charli was enrolled into dance classes. Dance soon consumed her extracurricular time. She went on to attend a performing arts middle of the St. Louis Public Schools District. Along with dancing, Charli acquired a love and talent for tennis. Between the performing arts and tennis, Charli’s childhood was consumed with balancing Alvin Ailey summer camps with intense United States Tennis Association camps. When high school approached, Charli, while still maintaining a love for ballet and tennis, developed a desire to serve her community and the nation through politics.

During high school, Charli would sometimes miss school to volunteer for the Kerry campaign despite her age making her too young to vote. The active involvement in student council and various campaigns inspired Charli to choose political science as her undergraduate major. Charli attended Prairie View A&M University following her high school years. She entered school on a tennis scholarship, but her passion for politics and community activism soon overpowered her tennis career. While at Prairie View A&M University, a HBCU outside of Houston, Texas, she saw first hand the injustice being imposed on her classmates and others around the world. She became heavily involved in local movements demanding fair voting rights for Prairie View college students. Charli felt obliged to help students become aware of the voter disenfranchisement they were victims of. Thousands of students became registered to vote under Charli’s leadership along with other student leaders and organizations. Cooksey was even part of the efforts to organize a successful 1,000+ student march to the site of early voting, which was a 7 mile distance from the college campus that housed over 50% of the voters in the county. Furthermore, while Charli attended Prairie View A&M University, she organized the founding of the first Young Democrats Club on campus, initiated voter registration as apart of freshman orientation, and organized forums for political candidates to introduce themselves to the students, as well as serve as the campus coordinator for the Obama presidential campaign. Cooksey even ran for a position on the Waller County School Board, but lost to an incumbent.

Following college, Charli had ambitions of attending law school until approached by Teach For America. Teach For America’s mission aligned with Charli’s personal goal of being of service those disenfranchised and unjustly represented in mainstream America. Teach For America seemed like the perfect opportunity to serve and attempt to help solve a disturbing crisis that exist within America- the education achievement gap. Therefore, law school could wait as providing deserving students with a quality education was an urgent and necessary task in Charli’s eyes. Charli Cooksey is currently a sixth grade English teacher at Compton Drew Investigative Learning Center Middle School. Being an educator has been the most challenging and fulfilling experience of her life thus far and she looks forward to helping make a difference and open doors for youth in inner city St. Louis.

Charli plans to attend law school following her Teach For America commitment, then open her own school that grooms inner city youth to become community activist and use politics as a vehicle to help edify their community.

• Charli’s Quote:

Every student is a G (Genius). It is simply the teacher’s obligation to help activate and bring out the G inside of them. A child is not a student until you as an educator have successfully taught them…how to be a G- how to think like a Genius, inquire like a Genius, achieve like a Genius, and progress like one, never being stagnant and always thirsty for more knowledge about themselves and the world they live in.

• Motto Quote:

“Human progress is neither automatic nor inevitable... Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.” –Dr. Martin Luther King

THE WRITING UNIT

| LP1 |Date: TBD |

|Objective |Students will be able to pre-write in response to a writing prompt and topic |

|Students will be able to | |

|Assessment |Students will be provided with a writing prompt and as their exit slip/ assessment, they must complete the |

|By the end of class, what should your |QPOBTt23aAV Pre-Write formula (something I created) properly to get out their thoughts before writing the |

|students be able to do, know, or answer?|actual essay. Major things students must be able to do as a result of the Pre-Write Formula are create a T |

| |(thesis), 3 Bs (main idea of each body paragraph), 2s (supporting details in body paragraphs) |

|Spiraled Skills |Proper grammar usage: commas in appropriate location, periods, capitalization |

|What other skills will be touched upon | |

|or reviewed during class? How will this | |

|be integrated? Please choose at least | |

|one other skill. | |

|Opening |Do Now: What do you do when you have a lot of blank paper and someone actually expects you to fill all of |

|What is the purpose of this lesson? |the papers with words, sentences, and thoughts? |

| | |

| |Rationale: I want students to understand writing as a process, not just a “I write a quick essay without |

| |any preparation.” They need to learn how to organize their thoughts and ideas before putting them in essay |

| |form. |

| | |

|Introduction to New Material: |Step 3: Pre-Write Formula: QPOBTt23aAV |

| | |

| |Q (Question): Turn the topic from the writing prompt into a question you can answer in essay form |

| |P (Position): Take a position on the topic. What is your answer to the question |

| |O (Opener/Closer): What strategy will you use to open and close your essay? |

| |B (Brainstorm 3 Main Ideas): Each B (B1,B2, B3) will be the main idea of a body paragraph and support your |

| |T(Thesis) |

| |T (Thesis): The MAIN IDEA OF YOUR ENTIRE ESSAY |

| |Formula- T=P+B1,B3, and B3 |

| |t (Thesis Remix): restate the thesis in the conclusion paragraph |

| |Formula- To close, since B1, B2, and B3, P |

| |2 (Major Details): must state two reasons for the Bs using the transition words First, … and Second,… (two |

| |2s per body paragraph) |

| |3a (3 adjectives): Must open with 3 negative adjectives describing life without P and T. Must close with 3 |

| |positive adjectives describing life with T and P |

| |A (Audience): Did I consider my audience as I pre-wrote? |

| |V (Vivid language): Did I use vivid language in all of the paragraphs? |

| |B1? B2? B3? |

| |-3a? |

| |+3a? |

|Guided Practice/ Independent Practice: |Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will |

| |respond to a writing prompt collectively and create a Pre-Write together. (HEAVY TEACHER INVOLVEMENT AND |

| |HELP) |

| | |

| |Independent Practice: Students will independently respond to a different writing prompt as their exit slip |

| |by following the Pre-Write Formula. The group will grade, evaluate, and provide feedback to one another |

| |about the independent practice, then I will grade and provide feedback as well. (My grade will be the final |

| |grade for the exit slip). |

|Closing | Students will receive the feedback and time for corrections the next day. |

|How will students receive feedback on |Students must demonstrate 80% mastery and must show understanding of how to create the Bs and T |

|their performance? How will you | |

|determine evidence of mastery? | |

|LP2 |Date: TBD |

|Objective |Students will be able to compose an introduction paragraph |

|Students will be able to | |

|Assessment |Students will be provided with the same writing prompt as before and as their exit slip/ assessment, they |

|By the end of class, what should your |must create an introduction paragraph in response to the writing prompt, applying necessary letters from the|

|students be able to do, know, or answer?|Pre-Write Formula (-3a, T, V, A- stay aware of audience) |

|Spiraled Skills |Proper grammar usage: commas in appropriate location, periods, capitalization |

|What other skills will be touched upon | |

|or reviewed during class? How will this | |

|be integrated? Please choose at least | |

|one other skill. | |

|Opening |Do Now: How do you catch the reader’s attention when writing an essay? |

|What is the purpose of this lesson? | |

| |Rationale: I want students to understand that when writing you must consider your audience, make it |

| |relevant, and most importantly captivating. Students need to get the reader invested in their essay through |

| |the introduction paragraph as well as clearly state their thesis |

|Introduction to New Material: |Step 4: Introduction Paragraph |

| |10 sentences |

| |Sentence 1: -3a what would life be like without your P(position on the topic)? |

| |Sentence 2: These words all describe…explain what the -3a is talking about |

| |Sentence 3: Try to imagine a life like this… grab reader’s attention and pull them into the picture you are |

| |painting |

| |Sentences 4-8: Describe the 5 senses without your P Paint a negative picture, so reader’s will eventually |

| |realize how important your P and T are) |

| |Sentence 9: Connector explain how the 5 senses connect your T(thesis) that you are about to state |

| |EX: This ugly picture is nothing you want to experience, that is why… |

| |Sentence 10: T |

|Guided Practice/ Independent Practice: |Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will |

| |collectively respond to the same writing prompt from before and create an Introduction Paragraph. (HEAVY |

| |TEACHER INVOLVEMENT AND HELP) |

| | |

| |Independent Practice: Students will independently respond to the same writing prompt as from their pre-write|

| |formula day and submit a completed introduction paragraph. The group will grade, evaluate, and provide |

| |feedback to one another about the independent practice, then I will grade and provide feedback as well. (My |

| |grade will be the final grade for the exit slip). |

|Closing | Students will receive the feedback and time for corrections the next day. |

|How will students receive feedback on |Students must demonstrate 80% mastery (8/10 sentences correct) and MUST include the T as the last sentence. |

|their performance? How will you | |

|determine evidence of mastery? | |

|LP3 |Date: TBD |

|Objective |Students will be able to compose a body paragraph |

|Students will be able to | |

|Assessment |Students will be provided with a writing prompt and as their exit slip/ assessment, they must create a six |

|By the end of class, what should your |sentence power paragraph that supports the T and the B |

|students be able to do, know, or answer?| |

|Spiraled Skills |Proper grammar usage: commas in appropriate location, periods, capitalization |

|What other skills will be touched upon | |

|or reviewed during class? How will this | |

|be integrated? Please choose at least | |

|one other skill. | |

|Opening |Do Now: How do you organize your thoughts from the Pre-Write Formula into something meaningful and |

|What is the purpose of this lesson? |understandable to the reader? |

| | |

| |Rationale: Students need to know how to organize thoughts in paragraph form with supporting details and |

| |examples that ultimately all point to the writers T and position on the topic. |

| | |

|Introduction to New Material: |Step 5: The Body Paragraphs are done in Power Paragraph format (they already learned how to write a Power |

| |Paragraph) |

| | |

| |The formula: 1,2,3,2,3,4 (explains type of sentence and order) |

| |1= Main Idea (B1, B2, or B3) |

| |2= Major detail (reason explaining B1/ Main Idea) |

| |3= Supporting detail (example, detail from passage, or further explain 3) |

| |2= (2nd) Major detail (reason explaining B1/ Main Idea) |

| |3= Supporting detail supporting second 2 (example, detail from passage, or further explain your second 3) |

| |4= Conclusion (restate the B/main idea, also including a closing paragraph transition such as To close,… In |

| |conclusion, ….) |

|Guided Practice/ Independent Practice: |Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will |

| |collectively respond to the same writing prompt from before and create their B1 Body Paragraph, which is |

| |their first body paragraph. (HEAVY TEACHER INVOLVEMENT AND HELP) |

| | |

| |Independent Practice: Students will independently respond to the same writing prompt as from their pre-write|

| |formula day and submit a completed B1 Body Paragraph. The group will grade, evaluate, and provide feedback |

| |to one another about the independent practice, then I will grade and provide feedback as well. (My grade |

| |will be the final grade for the exit slip). |

|Closing | Students will receive the feedback and time for corrections the next day. |

|How will students receive feedback on |Students must demonstrate 80% mastery and must stay on topic and have all six sentences. |

|their performance? How will you | |

|determine evidence of mastery? | |

|LP4 |Date: TBD |

|Objective |Students will be able to compose a conclusion paragraph |

|Students will be able to | |

|Assessment |Students will be provided with the same writing prompt from their last exit slip and as their exit slip/ |

|By the end of class, what should your |assessment for today, they must complete create a six sentence conclusion paragraph. |

|students be able to do, know, or answer?| |

|Spiraled Skills |Proper grammar usage: commas in appropriate location, periods, capitalization |

|What other skills will be touched upon | |

|or reviewed during class? How will this | |

|be integrated? Please choose at least | |

|one other skill. | |

|Opening |Do Now: Once you come up with an awesome introduction and clear, concise body paragraphs, how do you end |

|What is the purpose of this lesson? |strong? |

| | |

| |Rationale: Students must learn writing has organization. It starts strong and ends strong re-state the |

| |thesis while still holding the audiences attention. |

| | |

|Introduction to New Material: |Step 4: Conclusion Paragraph |

| |6 sentences |

| |Sentence 1: t/ thesis remix- copy straight from Pre-Write formula |

| |Sentence 2: Connector- connect the thesis remix to the 3 positive adjectives you are about to use |

| |Sentence 3-4: Choose any two senses you want to describe positively explaining how wonderful life is with |

| |your position and T |

| |Sentence 5: You feel (sense) described |

| |Sentence 6: Pull the reader in |

| |EX: Try to imagine a life like that! |

|Guided Practice/ Independent Practice: |Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will |

| |collectively respond to the same writing prompt from before and create Conclusion Paragraph. (HEAVY TEACHER |

| |INVOLVEMENT AND HELP) |

| | |

| |Independent Practice: Students will independently respond to the same writing prompt as from their pre-write|

| |formula day and submit a completed Conclusion Paragraph. The group will grade, evaluate, and provide |

| |feedback to one another about the independent practice, then I will grade and provide feedback as well. (My |

| |grade will be the final grade for the exit slip). |

|Closing | Students will receive the feedback and time for corrections the next day. |

|How will students receive feedback on |Students must demonstrate 80% mastery and must restate the T using t/thesis remix. |

|their performance? How will you | |

|determine evidence of mastery? | |

|Teacher: |Monday |Tuesday |Wednesday |Thursday |Friday |

|Week 1 |Introduction: |Students learn the major|Students learn the major |Students learn how to |Quiz: Everything assessing |

| |Student Handout |types of writings: PEND |elements of an Expository |break down a writing |what was learned throughout|

| |Outline |(Persuasive, Expository,|essay |prompt and read it |the week |

| |Calendar |Narrative, Descriptive) |Look at a lot of models |effectively (Step 1) |Teacher grades quizzes and |

| |Expectations |Students learn how to |and student exemplars | |returns on Monday |

| |Groups |choose appropriate type | | | |

| | |based on information in | | | |

| | |prompt | | | |

|Week 2 |Students receive feedback |Students learn how to |Students learn TAPT |Students learn the first |Quiz assessing students |

| |based on quiz, Teacher |breakdown a writing |process (Step 2): figuring|half of the Pre-Write |mastery of things learned |

| |identifies any major, |prompt to properly |out topic, audience, |Formula (Step 3): QPOBT |from the week |

| |consistent errors common among|respond and writing an |purpose, and type of |Apply knowledge to group |Teacher grades quizzes and |

| |entire class |effective essay (Step 2)|writing (expository this |essay |returns on Monday |

| | | |part of the unit) |Apply knowledge to | |

| |Groups make corrections to |Students vote on group |Groups complete Step 1 and|independent essay through| |

| |quiz |writing prompt |2 for chosen writing |an exit slip | |

| |Students retake quiz again for| |prompt | | |

| |mastery | |Students independently | | |

| | | |complete Steps 1&2 for | | |

| | | |personal essays | | |

|Week 3 |Students receive feedback |Students learn 2nd ½ of |Students practice |Students learn how to |Quiz assessing students |

| |based on quiz, Teacher |Pre-Write Formula (Step |completing Pre-Write (Step|create an introduction |mastery of things learned |

| |identifies any major, |3): t23aAV |3): QPOBTt23aAV |paragraph (Step 4): |from the week |

| |consistent errors common among|Apply knowledge to group|Using lots of different |Apply knowledge to create|Teacher grades quizzes and |

| |entire class |essay |writing prompts just to |group essay |returns on Monday |

| | |Apply knowledge to |give opportunity for more |Apply knowledge to | |

| |Groups make corrections to |independent essay |practice |independent essay through| |

| |quiz |through an exit slip | |an exit slip | |

| |Students retake quiz again for| | | | |

| |mastery | | | | |

| |Students practice 1st ½ of | | | | |

| |Pre-Write | | | | |

|Week 4 |Students receive feedback |Students learn how to |Students correct B1 body |Students correct B2 body |Students correct B3 body |

| |based on quiz, Teacher |create a body paragraph |paragraph |paragraph |paragraph |

| |identifies any major, |(Step 5): |Students create B2 body |Students create B3 body | |

| |consistent errors common among|Apply knowledge to group|paragraph for group essay |para. For group essay |Quiz assessing students |

| |entire class |essay |Students create B2 para. |Students create B3 para. |mastery of things learned |

| | |Apply knowledge to |For independent essay |for independent essay |from the week |

| |Groups make corrections to |independent essay | | |Teacher grades quizzes and |

| |quiz |through an exit slip | | |returns on Monday |

| |Students retake quiz again for| | | | |

| |mastery | | | | |

| |Practice creating. intro. more| | | | |

|Week 5 |Students receive feedback |Students learn how to |Students practice creating|Students make final |Students continue to |

| |based on quiz, Teacher |create a conclusion |a conclusion paragraph |corrections to group |complete Steps 1-6 to |

| |identifies any major, |paragraph (Step 6): |some more with different |essay and independent |create 5 paragraph essay |

| |consistent errors common among|Apply knowledge to group|writing prompts and |essay |continued |

| |entire class |essay |Pre-Writes already |Students practice steps |Teacher reviews essays over|

| | |Apply knowledge to |completed for students to |1-6 to create a complete |weekend to provide feedback|

| |Groups make corrections to |independent essay |use |5 paragraph essay with | |

| |quiz |through an exit slip | |new writing prompt | |

| |Students retake quiz again for| | | | |

| |mastery | | | | |

|Week 6 |Students make necessary |Students independently |Students independently |Groups grade other groups|Teacher continues to grade |

| |corrections and provide one |complete 5 paragraph |complete 5 paragraph essay|essays and provide |all students essays |

| |another with feedback |essay quiz: |quiz: |feedback |Students start to read new |

| |Students review and practice |Day 1- Steps 1-3 |Day 2- Steps 4-6 | |novel |

| |necessary steps that have not |(Breakdown prompt and |(Introduction, Body, |Teacher grades all |Students identify main |

| |been mastered |pre-write) |Conclusion) |students essays |ideas, topics and themes of|

| | | | | |novel to write essays about|

|Week 7 |Students read novels |Students read novels |Students read novels |Students read novels |Students take OFFICIAL |

| |Groups respond to writing |Groups respond to |Groups respond to writing |Groups respond to writing|SUMMATIVE WRITING |

| |prompt connected to novel |writing prompt connected|prompt connected to novel |prompt connected to novel|ASSESSMENT |

| |Students independently respond|to novel |Students independently |Students independently |Students finish essay on |

| |to prompt connected to novel |Students independently |respond to prompt |respond to prompt |Monday if necessary |

| | |respond to prompt |connected to novel |connected to novel | |

| | |connected to novel | |LAST DAY TO FINISH THESE | |

| | | | |ESSAYS | |

|Week 8 |Students read novels |Students read novels |Students read novels |Students read novels |Students read novels |

| |Students create personal |Students create personal|Students create personal |Students create personal |Students create personal |

| |narratives |narratives |narratives |narratives |narratives |

| | | | | |FINISH! |

|Student: |Monday |Tuesday |Wednesday |Thursday |Friday |

|Week 2 |Feedback |I learn Step 2 |I learn Step 2 |I learn 1st ½ of Step 3 |QUIZ |

| |Corrections |I choose different |Group essay |Group essay | |

| |Retake quiz if necessary |topics to write about |Independent essay |Independent essay | |

| | | | | | |

|Week 3 |Feedback |I learn 2nd ½ of Step 3 |Practice Step 3 some more |I learn Step 4 |QUIZ |

| |Corrections |Group essay | |Group essay | |

| |Retake quiz if necessary |Independent essay | |Independent essay | |

| |I practice 1st ½ of Pre-Write | | | | |

| |more | | | | |

|Week 4 |Feedback |I learn Step 5 |Correct B1 body paragraphs|Correct B2 body paragraph|Correct B3 body paragraph |

| |Corrections |Group essay |Group creates B2 body |Group creates B3 body | |

| |Retake quiz if necessary |Independent essay |paragraph |para. |QUIZ |

| |I practice creating intro. | |I create B2 para. for |I create B3 para. for | |

| |more | |independent essay |independent essay | |

|Week 5 |Feedback |I learn Step 6 |Practice Step 6 some more |Make final corrections to|Continue to create new 5 |

| |Corrections |Group essay | |group and independent |paragraph essay using Steps|

| |Retake quiz if necessary |Independent essay | |essays |1-6 |

| | | | |Practice steps 1-6 to | |

| | | | |create a complete 5 | |

| | | | |paragraph essay with new | |

| | | | |writing prompt | |

|Week 6 |Make necessary corrections and|QUIZ |QUIZ continued |Groups grade other groups|Ms. Cooksey still grading |

| |provide one another with |Day 1: Complete Steps |Day 2: Complete Steps 4-6 |essays and provide |essays |

| |feedback |1-3 | |feedback |Read novel |

| |Review and practice necessary | | | |Identify main ideas, topics|

| |steps that have not been | | |Ms. Cooksey starts to |and themes of novel to |

| |mastered | | |grade QUIZ essay |write essays about |

| | | | | | |

| | | | |We read new novel | |

|Week 7 |Read |Read |Read |Read |OFFICIAL SUMMATIVE WRITING |

| |Groups respond to writing |Group essay |Group essay |Group essay |ASSESSMENT |

| |prompt connected to novel |Independent essay |Independent essay |Independent essay |I can finish on Monday if I|

| |Independently respond to | | |LAST DAY TO FINISH THESE |need to |

| |prompt connected to novel | | |ESSAYS | |

|Week 8 |Read |Read |Read |Read |Read |

| |Personal narratives |Personal narratives |Personal narratives |Personal narratives |Personal narratives |

| | | | | |FINISH!!! |

|RUBRIC: (Circle score) |4 points |3 points |2 points |1 point |

|W2Aa: compose text showing awareness |Essay is relevant and | |Essay is obscure as to who |Essay is addressed to wrong audience |

|of audience |understandable to audience | |the essay is written for | |

|W2Ab: compose text choosing a form |5 Para essay | |

|appropriate to topic and specific |Expository-explains and | |

|audience |informs | |

|W2Da: Compose text using precise and |-3a |-3a |-3a |-3a |

|vivid language |+3a |+3a |+3a |+3a |

| |B1: vl |Vl in atleast two Bs |Vl in atleast 1 B | |

| |B2: vl | | | |

| |B3: vl | | | |

|W3Aa: Compose a variety of texts using|Explains and informs about | |

|EXPOSITORY |the topic in writing prompt| |

|W1Aa: Follow a writing process to use |Step 1,2,3 |Step 1,2, 3 completes |Has only half of the |Completes little to none of pre-write |

|appropriate pre-writing strategies |Completes all letters in |QPBTt23aV |pre-write done | |

| |QPOBTt23aAV | |(13/26) | |

|W1Ab: Follow a writing process to |Steps 1,2,3 |Steps 1,2,3 |Steps 1,2,3 |Part of steps 1,2,3 |

|generate a draft |5 para draft |4 para draft |3 para |Few para |

|W1Ad: Follow a writing process to edit|Periods in correct spot |Periods in correct spot|Periods in half of |Close to no punctuation apparent or all |

|for conventions |close to ENTIRE ESSAY |majority of essay, but |the essay |punctuation is in the wrong location |

| |80% (+) mastery of comma |not all |69-60% mastery of | |

| |usage |70%-79% mastery of comma|comma usage | |

| | |usage | | |

|W1Ac: Follow a writing process to: | | | | |

|reread |Does it look like work was | | |Student clearly did not reread for errors |

| |reviewed for mistakes? | | | |

|revise for audience |Essay is relevant and | |Essay is obscure as |Essay addresses wrong audience |

| |understandable to audience | |to who the essay is | |

| | | |written for | |

|revise for purpose |Purpose is vivid and clear|Purpose is clear in 4 |Purpose is clear in 3|Purpose is clear in 2 or less paragraphs |

| |in Intro, Body, and Con |out 5 of paragraphs |out of 5 paragraphs | |

|W2Ca: Compose text with a clear |Intro w/ T |Intro w/ T |Only half of the |Less than 3 transition words are provided in |

|beginning, middle, and end |Intro w/ 5 senses |Intro w/ 5 senses |transition words are |essay |

| |-3 a |-3 a |provided (3/6 | |

| |Correct transition words in|2 Correct transition | | |

| |body |words in body (to | | |

| |Conclusion w/ thesis remix |begin, in addition, | | |

| |Conclusion restates 2 |lastly) | | |

| |senses |Conclusion w/ thesis | | |

| |+3a |remix | | |

| | |Conclusion restates 2 | | |

| | |senses | | |

| | |Not as clear as needed | | |

| |Strong T |Ok T |T and/ or t are weak|No T |

| |Strong t |Ok t |and confusing |No t |

| |Strong B1,B2, B3 point to T|Ok B1, B2, B3 |Bs don’t point to T |Not all 3Bs present |

| | |Does not fully point to | | |

| | |T | | |

|W2Db: Compose a text using writing |Uses 5 senses correctly in |Uses 4 senses correctly |Uses 3 senses |Uses 2 senses correctly in Intro |

|techniques such as figurative |Intro |in Intro |correctly in Intro |Uses a sense correctly in Con |

|language, sensory detail, and |Uses 3 senses correctly in |Uses 3 senses correctly |Uses senses | |

|purposeful dialogue |Con |in Con |correctly in Con | |

GRAPHIC ORGANIZER- THE COVER PAGE CHECK SHEET: AM I READY TO MOVE ON?????

Unit 2- Express Yourself

7th Grade Communication Arts

Charli Cooksey

The Overview

“Be yourself. Above all, let who you are, what you are, what you believe, shine through every sentence you write, every piece you finish.” –John Jakes

“Writing is a form of personal freedom. It frees us from the mass identity we see in the making all around us. In the end, writers will write not to be outlaw heroes of some underculture but mainly to save themselves, to survive as individuals.” –Don Deililo

Rationale: The chaos that occurs in a single class is beyond articulation at times. Some students are humming or chanting their most esteemed rap song of the “moment”, girls are whispering and passing gossip amongst one another, while others are crying for attention from the students and teacher in the most peculiar ways. Ralph, one of the most intelligent students of all three sixth grade Communication Arts classes, prefers to test new wrestling moves on peers as he transitions from the hallway into the classroom. Other students scream “media institutionalized expression” through the “brand name” clothes they wear and condemn others for not wearing the logos of Ralph Lauren and Nike on their body. Furthermore, there exist within the same latitude, those students who seek ultimate joy in drawing and doodling their ideas into eccentric pictures and cartoons, while others choose outburst of anger and frustration as an outlet, and do not forget the quiet recluses whose face reads “I’m afraid, alone, and shy”. Behold, the clashing and colliding of self-expression in a single room. All the cliques, outcasts, brand label junkies, music gurus, hotheads, “Picassos”, wrestlers, and the teacher are competing for a single hour of getting their perspectives resonated throughout the classroom. Alas! Writing, the single solution to such a multi-faceted quagmire! Students can scream, cry, laugh, become liberated, bold, daring, brutally honest, or mysterious in their writing. Writing will give students the power to be who they really are, who they once were, and who they strive become.

The premise for the seventh grade “Express Yourself” Unit is to instill in students a sense of commitment towards the mastering of writing, but more importantly, to drive student mastery of expressing ones thoughts, ideas, hopes, and opinions on paper. The students will be at the beginning of their seventh year. Many students in a sense lack an identity, they are in the process of trying to figure out who they are, how and where they fit into the world. Yet, they are still humans with feelings, opinions, and voices screaming to be heard. There are so many ways to be heard; yet some ways are more positive outlets, and other ways are destructives means of being heard. Yet, a pen and a paper, a student with a vision, an idea, and structure, is by far one of the most powerful ways to be heard in such a chaotic world. This unit will allow students to realize that writing is an opportunity, not a burden; writing is expression, and not merely an assignment. Students can learn how to positively gain attention and a voice amongst the many other students that are in need of the same.

The unit will provide clarity for students as how to let their voices resonate in an effective, entertaining, concise, and genuine manner. The thoughts exist in their minds, and the unit will establish for students a clear, logical process to follow to release such thoughts onto paper in an organized fashion. This unit is the second unit of the year because the first unit will be solely dedicated to reading and developing comprehension skills. Therefore, the “Express Yourself” unit will elevate students to thinking of literature from a writing perspective. Writing and reading are intertwined in this unit, students will evaluate and strive to make sense of others writings and artistic expressions (art, music, dance), as well as manifest their personal artistic expression through writing. In the words of Lawrence Clark Powell, students will “Write to be understood, speak to be heard, read to grow.” In addition, in sync with the lines of John Jakes, a student must never feel that education is an effort to change them from who they truly are, but rather a means to help them grow and shape who they are into someone that can be understood by the way they express themselves. Their writing at the end of the unit will be a reflection of who they are, every sentence will illuminate the individuality of the single student and project personal creativity rather than the student falling in sync with the chaos of the world.

Summary: The unit will be comprised of three major sections.

1. Introduction

2. Foundational Skills

3. Narrative Essay Writing

1.) The Introduction phase will consist of heavy investment:

• Watching popular and/or engaging videos of great orators

• Listening to songs-rap, pop, country (good source for narratives), classical, jazz

• Watching and performing spoken word

• Watching dance clips

• Viewing visual art- sculptures, paintings, photography, comics

• Reading engaging literature for analyze and dissection

• Students will expand their perspective of self-expression and discuss how writing fits in

2.) The Foundational Skills phase will consist of writing an expository essay where students will:

• Learn writing as a process

• Review and learn grammar as applied to writing- commas, punctuation

• Learn how to properly organize thoughts

• Establish a thesis

• stay on topic in body paragraphs

• Paragraph structure

• Compose a 5 paragraph essay that is explanatory and informative

• Learn how to provide sufficient details and examples to support thesis, main ideas, and topic sentences

3.) Narrative Writing Piece:

• Read and listen to various narratives (country songs, movie clips, stories)

• Compose list of how students perceive themselves, how others perceive them, how they want to be perceived through their writing

• Complete daily journal entries of short (paragraph) narratives for various topics and experience

• Compose a final and complete 5+ paragraph narrative that tells a personal story, discuss past, present, and add a section discussing the future (as they desire it to be)

• Students may choose to provide supplements to Narrative essays, such as poetry, song, artwork, perform a dance

The unit will also have peer evaluation, teacher student conferences, reader response activities, and some of the paragraph structure activities that Burke provide will be incorporated as well. Students will divide into groups to allow for group writing before independent practice writing. Students will be exposed to a lot of exemplars for examples and inspiration. Everything taught will follow the introduction to new material, model, guided practice and independent practice process.

|GLE |Description |

|R1Fd |Set a rate and purpose for reading |

|R1I; R3Cb |Compare, contrast, analyze connection (text to world, self, and text) |

|R2Ce |Point of view |

|R1Ge |Visualize |

|R1Ha |Main Idea and details |

|Writing GLES: | |

| |Compose a variety of texts using narrative, descriptive, expository, and/or persuasive features |

| |Compose text using precise and vivid language |

| |Compose text using writing techniques, such as figurative language, sensory detail, and purposeful dialogue |

| |In written text capitalize within dialogue |

| |In written text use commas and quotation marks in dialogue, and semi-colon in compound sentences |

| |In written text use correct agreement of pronoun and antecedent, and consistent verb tense |

| |Compose text with effective, beginning, middle, and end |

| |Compose text with a logical order, appropriate paragraphing, and a variety of sentence structures |

| |Compose text with cohesive devices, especially transitions |

| |Use appropriate prewriting strategies as needed |

| |Generate a draft, reread, revise for audience, purpose, ideas, content, sentence structure, and word choice |

| |Edit for conventions and share writing |

Length of Curriculum: 40 school days / 8 weeks/ Monday- Friday, 65-minute classes

Materials and Resources:

|SCHOOL |TEACHER |STUDENT |

|Paper |Novels, Literature |Paper |

|Listening Center |Student Writing Exemplars |Cornell notes |

|Small Dry Erase Boards and markers |Study Guides |Crayons, markers, colored pencils |

| |Anti-G words that are dead for a good writer|Pens and pencils |

| |Handout | |

| |Journals and bookmarks |Compiled list of favorite quotes |

Assessment: Students will have a summative assessment over the writing process and over how to write an expository essay. The assessment will mimic MAP format, containing a writing prompt, blank pages for brainstorming and pre-writing, and blank pages for the final draft. (This is what the Unit submitted will focus on. Expository is the first part of the unit. Narrative is not tested formally.)

Students will have a less formal summative PROJECT due (phase 2 of the writing unit) where they will create a narrative piece discussing an experience of their choosing. However, the narrative must have strong characterization (of oneself), a plot, and all of the other elements of a narrative. Students will evaluate others works along with the teacher. The narrative must be so detailed that the students will evaluate their peers work by drawing a very vivid picture of what was read in the narrative. The narrative will be non-fictional for a majority of the piece. However, their will be a portion of the narrative in which the students will create a desired future (there will be a beginning, middle, and end; the end will be fictional, reflective of students hopes and aspirations transcending into reality). Students will also provide a supplement to the narrative. May write a poem, song, perform a dance, etc.

Formative Assessment will consist of daily exit slips on whatever was learned that day.

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Major Components I Will Learn as I Master Expository Essay Writing

• Breaking down a writing prompt

• Pre-writing

• Introduction

• Body (3 paragraphs)

• Conclusion

• Lots of great supporting details

• Creating a strong THESIS

Why do I need to know how to write an Expository Essay?

Simply Put: It is the foundation for being a strong WRITER!

• YOU MUST LEARN HOW TO WRITE EXPOSITORY BEFORE YOU CAN GET CREATIVE AND CRAZY WITH YOUR WRITING!

IT WILL MAKE YOU STRONG! (writing wise)

• PREPARES YOU TO BETTER GET YOUR VOICE OUT IN A CLEAR AND EFFECTIVE WAY

• IT IS IMPORTANT TO KNOW HOW TO EXPLAIN YOURSELF, IDEAS, AND THE WAY THE WORLD WORKS: EXPOSITORY ESSAYS HELP YOU DO THAT!

What is an Expository Essay?

Simply Put: Essays that explain or inform you about something!

• They might describe how to do something.

• They might analyze and explain events, ideas, or literature read.

• It is very specific and contains details to support your thoughts and ideas.

• Example: A five paragraph essay that explains three reasons it is important to brush your teeth everyday

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