UCW Middle School Unit Plans Unit Title: Points of View--American Identities

Course/Grade Level 8th Grade ELA Developed By Walz Poems

Time Frame 8 weeks

Texts/Resources

- I Hear America Singing by Walt Whitman - I, Too, Sing America by Langston Hughes - Sure You Can Ask Me A Personal Question by Diane Burns

NF: Essays, Editorials, and News Articles - Orientation Day by Jennifer Wang - Indians Are a People, Not Mascots by Fred Veilleux - Mother Tongue by Amy Tan - Melting Pot by Anna Quindlen - People Like Us by David Brooks - "Barack Obama's Campaign Showed He Can Transcend Race" by Scott Helman - "Obama's post-racial promise" by Shelby Steele (LA Times)

- "America Is Strong Because of Diversity, Not Assimilation" The

Sentinel - Theyve Got to Be Carefully Taught by Susan Brady Konig - "The End of White America?" by Hua Hsu - "The Myth of Post Racial America" by John W. Whitehead

Short Stories - Adventures of an Indian Princess by Patricia Riley - Mericans by Sandra Cisneros - American History by Judith Ortiz Cofer - A Whole Nation and a People by Mark Petrakis Multimedia - Video: America in Three Words http://www.pbs.org/pov/apps/threewords/fr_usainthreewords_rec.php - Pictures from Dick and Jane reading series - Interactive map showing demographic segregation in the US: http://www.wired.com/design/2013/08/how-segregated-is-your-citythis-eye-opening-map-shows-you/

Stage 1: Identify Desired Results Common Core Standards CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

CCSS.ELA-Literacy.RI.8.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research.

What essential questions will be considered? - What is America? - What does it mean to be American? What key concepts and skills will students acquire as a result of the unit?

CONCEPTS Students will understand (that) ...

SKILLS Students will be able to Part 1 - Identify main (central) idea of a text - Write reflectively in response to texts or prompts - Infer authors points of view / perspectives - Identify the authors purpose - Explain how the author develops the point of view of the narrator - Analyze how the author creates different points of view for different characters - Examine the effects of the various points of views, for example, communicating an implied argument

- Identity is both how you see yourself and how other people see you - American identity involves a tug-ofwar between conflicting perspectives -There is not always a single answer to a question: people interpret things differently, and they support these interpretations with logical arguments - An argument is a claim supported with evidence and reasoning. Almost everything is an argument: even stories and poems (and your own day-to-day choices) can have implied arguments

Part 2

- Analyze how a central idea is developed - Analyze how text structures and authors techniques create meaning - Compare and contrast information or literary elements from multiple texts - Compare and contrast text structures and authors techniques and their effect on meaning - Analyze how the authors point of view and purpose affect what information is presented (content) and how it is presented (style) - Enrichment: Analyze how my own perspective influences my interpretation of an authors perspective

Part 3 -Properly quote text (punctuation and citation) -Organize writing in a logical way (clear topic, support, use of transitions) -Use MLA format for in text citations and work cited pages

Background Knowledge: What key skills are needed to carry out this unit?

Students will need to know... - Be able to summarize the text

- Be able to draw logical inferences based on text details - Be able to use details from the text to support their ideas about the text - Be able to identify central ideas and themes - Be able to define and identify literary elements: plot, character, setting, theme, conflict, resolution - Be able to define and identify narrative writing tools/techniques--dialogue, descriptive language, internal thinking - Identify claims, evidence, and reasoning

Brief Unit Summary This unit asks students to pay close attention to how an author participates in a wider cultural conversation about American identity(ies). Students will first identify, then compare and contrast authors explicit or implied arguments and perspectives in a variety of texts. In order to read closely and deeply enough to uncover the threads of this larger conversation, students will analyze how authors use text structures (genre, internal organization of the ideas, and rhetorical moves) in order to develop and support a specific argument and communicate their perspective.

The final project invites students to add their own perspective to this conversation: students will write a personal essay that responds to one of the essential questions. In their final essay, students will incorporate two other authors ideas and show the relationship between these authors ideas and their own perspective.

Stage 2: Assessment Evidence Summative: What evidence will show that students understand? Part 1: Written Test

Criteria used to evaluate product/performance:

Part 2: Text Structures Comparison Charts Criteria used to evaluate product/performance:

Part 3: Summative Unit Project: Personal Essay that answers one of the Essential Questions Criteria used to evaluate product/performance: They Say, I Say - Incorporate (through summary and interpretation) two authors ideas - Clearly articulate claim / personal opinion (thesis) - Show relationship between other authors ideas and your own claim about American identity

Organize writing logically - Support thesis with convincing and meaningful evidence (can including personal experiences and small-moment stories) - Use transitions to show progression of and relationship between ideas

Formatting - Properly use MLA format for in-text citations and bibliography Formative Assessments - Personal Identity analysis that distinguishes between externally-imposed and self-selected identities - Close reading classwork - Completed Charts: Chunking the text, identifying what the author is doing in each section: http://www.literacyta.com/sites/default/files/skill-in-

action/165/chunkingchartingtable.pdf - Writing about Reading: Explain (in writing) how authors structure and support their arguments - Tug-of-War Chart: In groups, students construct a continuum of perspectives/viewpoints - Circle of Viewpoints: I am thinking of [event, issue] from the point of view of [person, author, etc.]. I think...[describe the topic from authors / persons viewpoint [because... explain reasoning]. A question/concern I have from this viewpoint is... - Skits / Enactments that dramatize authors perspectives and experiences - Writing Entries (reflective writing in preparation for summative unit project)

Stage 3: Planned Learning Experiences Day By Day Calendar (All planned experiences can do at least one of the following: ___1) Ensure students understand WHERE the unit is headed and WHY; ___2) HOOK students in the beginning and HOLD their attention throughout; ___3) EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals; ___4) Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE, their work; ___5) Build in opportunities to EVALUATE progress and self-assess; ___6) Be DIFFERENTIATED to reflect individual talents, interests, styles, and needs; ___7) Be ORGANIZED to optimize deep understanding as opposed to superficial coverage) Day 1 Objective: SWU... - American identity involves a tug-ofwar between conflicting perspectives - The central focus of this unit and the Day 2- 2/4 Objective: SWBT use close reading ritual to... Explain how the author develops the point of view of the narrator Day 3 Objective: SWBT - Analyze how text structures and authors techniques (word choice) create meaning - Infer narrators or Day 4 Objective: SWUT - Identity is both how you define yourself and how others define you. SWBT

final writing project were working toward (Overview of where were headed) Learning Activities: Analysis of images from Dick and Jane reading series: What assumptions about American identity do you see in these images? RA: Minority students make up new majority in Illinois schools by Diane Rado (Chicago Tribune) Present and discuss Unit Overview and Final Project Blurb Assessment Tool (F/S): What is one thing you hope to learn in this unit? What is one reading or writing skill youd

Learning Activity: - Modeling and group practice using CRR to determine speakers POV with I Hear America Singing by Walt Whitman - Independently use CRR to identify speakers POV in I, Too, Sing America by Langston Hughes

characters points of view / perspectives - Compare and contrast information or literary elements from multiple texts Learning Activity: TP: The purpose of reading two texts side by side is to be able to see more in each individual text that you originally did.

- Identify the main idea of a text - Infer authors PsOV/ perspective - Identify authors purpose Do Now: Part 1: Generate a list of labels or ideas to complete the statement, I see myself as... Part 2: Generate a list of labels or ideas to complete the statement Other people see me as...

Assessment Tool (F/S): (F) Collect CRR charts for I, Too, Sing America

- Guided Practice: Comparing and contrasting narrators PsOV in two poems

Assessment Tool (F/S): (F) Exit Slip: What is one purpose or effect of the narrators PsOV in both these poems? Student Takeaway: Authors can use narrators PsOV to show their own (authors)

Connect to ITSA: notice tension between speakers self-identity and his perception of how others see him Text: Orientation Day by Jennifer Wang Learning Activity: TP: Marking the text

like become better at by the end of this unit? What questions or concerns do you have about this unit?

perspective Resource: FiLwCR p 101 (Reading Across Texts)

(LitTA) Quiz: Read and write in class

Assessment Tool (F/S): (F) Written response to questions about Orientation Day by Jennifer Wang

Day 5 Objective: SWUT - American identity involves a tug-ofwar between conflicting perspectives - Identity is both how you define yourself and how others define you. SWBT - Write reflectively Learning Activity: Part 1: Discussion and interactive unpacking of Wangs

Day 6 Objective: SWBT - Explain how the author develops the point of view of the narrator - Infer authors PsOV / perspectives - Identify authors purpose - Write reflectively SWUT identity is both how you define yourself and how others define you. Text: Sure, You Can Ask Me a Personal

Day 7 Objective: SWBT - Explain how the author develops the point of view of the narrator - Analyze how the author creates different points of view for different characters

Day 8 Objective: SWBT - Examine the effects of the various perspective, for example, communicating an implied argument - Infer authors PsOV / perspectives Text:

Text: Mericans by Sandra Cisneros

Mericans by Sandra Cisneros

Learning Activity: Learning Activity: In pairs or triads students use CRR to Circle of Viewpoints Enactment (children, grandmother, and

essay: Choose one of Question by Diane

the experiences she mentions, and write a short skit that imagines how that moment might have played out.

Burns Learning Activity: Partner practice with Close Reading Ritual--reading closely for point of view:

read closely for points of view of the narrators (children), the grandmother, and the American couple in this short story.

couple from short story)

Assessment Tool (F/S): (F) Written reflection: - What is the effect of including these three distinct perspectives/PsOV in this story? - What message does Sandra Cisneros seem to be sending about what it means to be an American? Hmwk: Return to Sure, You Can Ask Me a Personal Question by Diane Burns. - Describe two different PsOV in the poem. - What is the effect? - What message does Burns send? What is Burns POV?

Part 2: Reflective writing - Write about a time when someone misunderstood some part of your identity OR - Choose one element of your identity and describe an experience that shaped your awareness of that aspect of your identity

- What is the speakers POV? - What makes the speakers point of view persuasive? - What is the purpose or effect of these points of view? How does this help us infer the authors purpose? Assessment Tool (F/S): (F) Collect CRR charts Hmwk: Use the same structure as Diane Burns to explore, via poetry, a time when someone misunderstood part of your identity or Assessment Tool (F/S): Collect CRR charts from individual students

Assessment Tool (F/S): Skits and class discussion

someone else idenityt Day 9 Objective: SWBT Write reflectively SWUT There is not always a single answer to a question: people interpret things differently, and they support these interpretations with logical arguments. NOTE: Possible reteach day in preparation for Quiz #1 Learning Activity: Group Work: In groups, students create chart tracking authors perspectives on the EQs Day 10 Objective: SWBT Analyze how a central idea is developed Text: Indians Are a People, Not Mascots by Fred Veilleux (excerpts) Day 11 Objective: SWBT - Infer authors points of view / perspectives - Identify the authors purpose - Analyze how the author creates Day 12 Objective: SWBT Analyze how a central idea is developed Text: Mother Tongue by Amy Tan Learning Activity: With a partner, practice chunking a text and identifying what an author is doing in each chunk

Note: The content of different this essay will perspectives for prepare students to different characters better understand - Examine the effects the short story that of the various will assess the skills from Chunk 1 of this unit Learning Activity: Guided practice chunking a text and identifying what an author is doing in each chunk perspectives, for example, communicating an implied argument Text: "Adventures of an Indian Princess" by Patricia Riley Learning Activity: In-Class Unit Quiz #1 Assessment Tool (F/S): (F) Students completed charts (Summative objectives assessment)

Assessment Tool (F/S): (F) Students completed charts

Exit Slip: Think about the stories and poems weve already read: which one do you think it would be interesting to compare to Amy Tans Mother Tongue?

Independent Work: Re-read and analyze your own writing entries from this unit to clarify your

authors perspective on the EQ. Resources: LitTA, Analyzing Text Assessment Tool (F/S): (F) Charts Structure, list of verbs

Assessment Tool (F/S): In-Class Unit Quiz #1 (Summative objectives assessment)

Day 13 Objective: SWBT - Compare and contrast information from two texts

Day 14 Objective: - Analyze how a central idea is developed Text: Minorities in U.S. set to become majority by 2042 by Sam Roberts (NYT)

Day 15 Objective: - Analyze how a central idea is developed Learning Activity: Assessment Tool (F/S): Quiz: Chunking Text (Summative Objective assessment)

Day 16 Objective: - Analyze how a central idea is developed - Analyze how text structures and authors techniques create meaning

Reinforce TP: The purpose of reading two texts side by side is to be able to see more in each individual text that you originally did. Resource: FiLwCR p 101 (Reading Across Texts) Learning Activity: Guided Practice comparing and contrasting themes/central ideas in Mother Tongue with another

Text: "Melting Pot" by Anna Quindlen Learning Activity: Guided Practice identifying rhetorical moves in each chunk of text

Learning Activity: Differentiated practice with chunking text and determining what the author is doing in each chunk Learning Activity: In-class quiz, chunking text and Assessment Tool (F/S): - Completed chart: identifying what an author is doing in each section Text: "Melting Pot" by Anna Quindlen

Rhetorical Moves: - anecdote - data or statistics

student-selected text

chunking the text Assessment Tool

- analogy or comparison - allusion (reference) to a past idea, person, or event - descriptive language (F/S): Students Chunking Text Charts

Assessment Tool (F/S): What new ideas about did you develop about...?

HMWK: Read and chunk People Like Us by David Brooks to trace development of main idea Day 17 Objective: - Analyze how text structures and authors techniques create meaning - Compare and contrast text structure and its effect on meaning Day 18 Objective: - Analyze how the authors point of view and purpose affect what information is presented (content) and how it is presented (style) Learning Activity: Texts: "People Like Us" by David Brooks and "Melting Pot" by Anna Quindlen TP: External structures (genre) affect how a writer presents ideas. Day 19 Objective: - Analyze how a central idea is developed - Analyze how text structures and authors techniques create meaning - Compare and contrast text structure and its effect on meaning - Analyze how the authors point of Day 20 (continuation of partner work) Objective: - Analyze how a central idea is developed - Analyze how text structures and authors techniques create meaning - Compare and contrast text structure and its effect on meaning

Learning Activity: Part 1: Guided and Differentiated Group Work: Analyzing rhetorical moves in People Like Us

Class Notes: (definitions) - News Article - Essay - Editorial

view and purpose affect what information is presented (content) and how it is presented (style) Learning Activity:

- Analyze how the authors point of view and purpose affect what information is presented (content) and how it is presented (style) Learning Activity: Partner Work - Choose set of text pairings (3 options) - Collaboratively complete analysis (work is shown in charts) Assessment Tool (F/S): Student conferences and completed charts Resource: http://www.literacyta. com/sites/default/file s/skill-inaction/726/analyzing 2sources.pdf

Part 2: Modeling how to compare authors techniques to develop new understanding: - What is the effect on you, the reader, of these different rhetorical moves? Are you more/less persuaded by certain techniques?

Assessment Tool (F/S):

Partner Work - Choose set of text pairings (3 options) - Collaboratively complete analysis (work is shown in charts) Assessment Tool (F/S): Student conferences and completed charts

Assessment Tool (F/S): Students written classwork

Day 21 Objective: SWBT

Day 22 Objective:

Day 23 Objective:

Day 24 Objective: Planning:

- Examine the effects of the various points of views - Enrichment: Analyze how my own perspective influences my interpretation of an authors perspective Learning Activity: - Circle of Viewpoints (group work) - Tug of War Chart (independent work)

Planning: Re-reading our own writing and other authors writing) to find an idea that were passionate about Planning: Clarifying my own position by establishing criteria (thesis statement) Learning Activity: Assessment Tool (F/S):

- Planning: Choosing a structure for my essay (comparison/contrast , description) - Planning: Choosing authors to include in my essay and noticing where I (dis) agree with their perspectives

Developing an outline--organizing my, claims, evidence, and reasoning Learning Activity: Assessment Tool (F/S):

Learning Activity: Assessment Tool (F/S):

Assessment Tool (F/S): Tug of war charts Day 25 Objective: Drafting & Revising: Crafting leads / the purpose of introductions Learning Activity: Assessment Tool (F/S): Day 26 Objective: Drafting & Revising: -ML 2: Using transitions to show how ideas are related - ML 3: Crafting strong conclusions Day 27 Objective: Editing: Quoting and citing other authors words using MLA format Learning Activity: Assessment Tool (F/S): Day 28 Objective: Writing Celebration - Analyze how a central idea is developed - Analyze how text structures and authors techniques create meaning

Learning Activity: Assessment Tool (F/S):

- Compare and contrast text structure and its effect on meaning - Analyze how the authors point of view and purpose affect what information is presented (content) and how it is presented (style) Learning Activity: Written analysis: Compare the structure of your essay to another students essay Assessment Tool (F/S):