Designer: Minor-Jones, Terah

Fall 2018, MSED 367, Dr. Barker  

 
UNIT CALENDAR: Wrinkling Time! 
WEEK 1 
DAY 1 (​Monday –90 min.)  DAY 2 (​Wednesday – 90 min.)  DAY 3​ (Friday – 90 min.)  
LT: C
​ ommas to Separate Coordinating  LT: C
​ ommas to Separate Coordinating  LT: R ​ elevant Descriptive Details and 
Adjectives   Adjectives   Sensory Language 
Focus: Defining the term a ​ djective​ and  Focus: Understanding c​ oordinating adjectives  Focus: ​Sensory language​ for describing events 
explaining job of ​character traits  and grammatically using them correctly  or things 
Warm-up (10 min.): R ​ ead a passage from ​the  Warm-up (10 min.): R ​ ead a passage from  Hook (10 min):​ Homework Check.  
Outsiders​ and draw the character the passage  Chasing Lincoln’s Killer​ and students will list   
is describing.  the adjectives mentioned.  Gateway Activity (30 min.): S ​ ensory Centers 
    with graphic organizer. 3 centers with 
T-Talk/Transition (10 min): ​What words  T-Talk/Transition (10 min): ​What words did  something to smell, taste, see, and feel.  
helped you to know what to draw? What did  you all highlight? What is unique about each   
these words help you do?  set of adjectives highlighted? 
Turn and Talk (10 min): W ​ hat did you think 
   
each thing was? How did you determine 
Mini Lesson-​MOD​ (10 min)​: Define a ​ djective  Mini lesson/Teacher modelling (15 min)​: 
and explain why writers use them and how  Review what adjectives are and how to  this? 
adjectives may help to enhance writing.  separate them by using a comma. Define   
  coordinating adjective​ and model how to use  Whole Class Disc. Prep (10 min)​: Read 
Make Me Love It/Make Me Hate it (7 min)​:  this in writing.   Passage from ​WIT​ and answer guided 
students will be given a worksheet that had    questions: What do you hear, feel, see, 
slightly described items listed. Student are to  Guided Practice (10 mins)​: Teacher explains  and/or smell? 
enhance the description in order to make the  thought process of turning a non-descriptive   
item seem obviously desirable or unwanted.   sentence in to one rich in coordinating  Whole Class Dis. (20 min)​:​ L​ aunching 
  adjectives. Students will try after in groups.  Question:​ Is this scene happening at night 
Mini Lesson #2-​IE​ (10 min):​ Define the term,    or in the day?​ Important Question:​ Why is 
character traits​, and explain how they can be  Individual work (15 min):​ S​ s must decided if  this important? What is this paragraphing 
inferred  sentences are using coordinating adjectives  helping readers do? 
  correctly or not. If not, they have to add them 
 
Individual work (15 min):​ Complete inferring  in the sentence. If so, they have to determine if 
the adjectives are actually coordinating or not.  Exit Ticket (10 min):​ From W ​ IT​ students will 
characteristics worksheet including 3 quotes 
  pull 3 examples of a sentence using 
from the book​ the Outsiders​. 
  Quiz Review (10 min):​ ^^This activity will be  sensory language and explain what the 
Trade Book Centers (30 min):​ Students will  gone over as a class as the quiz review.  sentence has the reader do: see, feel, 
complete the adjective and character traits    smell, taste. 
worksheet to highlight and enhance the less  Audio Book (15 min):​ Introduce student to A ​    
effective ones and replace it with a more  Wrinkle in Time (WIT)​ and play chapter 1 of  HW: R​ ead to chap. 5 in ​WIT​. Take note of 
purcised word. Lit-Cir: F ​ ull Cicada Moon,  the audio version. Take note of all the  sensory language. Bring in 3 examples 
Chasing Lincoln’s Killer, and The Outsiders  adjectives they see/hear on their ​While I was  with page numbers. Also, bring in an 
  Reading Chart​. Also give the reading  item/object for T ​ ell and Show​. 
HW: C​ omplete Literary Circle worksheet, the  schedule. 
books and poem used are on BB.   
HW: ​Read to chapter 3 in W​ IT​. Take note of 
(coordinating) adjectives. Bring in 3 
Designer: Minor-Jones, Terah
Fall 2018, MSED 367, Dr. Barker  
examples and include page number on their 
While I was Reading ​chart. 
 
UNIT CALENDAR: Wrinkling Time! 
WEEK 2 
DAY 1 (​Tuesday – 90 min.)    DAY 2​ (Thursday – 90 min.)  
LT: R
​ elevant Descriptive Details and    LT: C ​ ommas to Separate Coordinating 
Sensory Language  Adjectives; R ​ elevant Descriptive Details 
and Sensory Language  
Focus: Adjectives and metaphors for  Focus:   Focus: ___/Receive Summative 
descriptive writing  Assessment and Rubric 
Quiz (10 min): H ​ alf sheet quiz on adjectives    Hook (10 min): ​Ss will write about a time 
and character traits. Same format as  where they experienced the unordinary. Ss 
individual work from Wed. ​Homework Check.   will note the sensory details, as much as 
  they can remember. Be a specific as 
Gateway Activity (20 min.): ​Tell and Show - T  possible. Turn and Talk to their neighbor 
will place Ss brought-in items/objects at the  when both are done, and share stories. 
front of the classroom. Ss will choose and 
Homework Check.  
item not their own and write a description 
 
for it in their Daily Journals. At random, 3-4 
students will read their description and class  Review Activity (15 min.): ​Show a picture of 
will guess which item is being described.    a people eating Thanksgiving dinner. 
  Show this picture in by the quadrant and 
T-Talk/Transition (10 min): ​What kind of  have Ss describe the event and people 
words helped to describe your item? Let’s  using coordinating adjectives, sensory 
look at different ways to describe people,  language, and metaphors in their Daily 
places, and things.  Journals.  
   
Video-Mini Lesson. Prep (5 min)​: Watch  Arts in Language Arts Class (20 min): S ​ s will 
Youtube video, “How to write descriptively -  find a new partner and draw the 
Nalo Hopkinson” which introduces  unordinary scene their partner written 
metaphors.  during the Hook using markers, crayons, 
  etc.​ S
​ s should label their picture using 
Mini Lesson. - ​IE​ (20 min)​: ​Defining ​metaphor 
quotes from their partner’s story to show 
and look at examples in literature. View 
how them came up with the idea, 
passages from W ​ IT.​ Explore what metaphors 
help readers to do.   
  In-Class Writing (20 min)​: ​Ss will be given a 
Model and Guided Practice (10 min):​ Ss  paper with a ​ narrative p
​ rompt for them to 
learn/review how to write metaphors.    to the finish writing​ into a story​. ​This 
    must be at least 2 pages long a ​ nd utilize 
Closing Activity (10 min):​ Ss will refer back to    coordinating adjectives, sensory language, 
their ​Tell and Show​ descriptions and rewrite  **SORRY BLOCK SCHEDULE**  and metaphors . This will be turned in and 
them to included two metaphors.  graded for accuracy. 
   
Designer: Minor-Jones, Terah
Fall 2018, MSED 367, Dr. Barker  
HW: R
​ ead chap. 9 o
​ nly​ in ​WIT​. Take note of  Audio Book (15 min):​ Ss will listen to 
metaphors used. Bring in 3 examples with  chapter 10 of W​ IT ​from audiobook and 
page numbers.  continue to fill out the W ​ hile I was Reading 
Chart. 
 
Explanation of Summative Assessment Pt. 1 - 
Remix This Song (10 min):​ Ss will receive a 
rubric and explanation of what the 
summative assessment is and when it is 
due. 
 
HW: R​ ead to chap. ​11​ in ​WIT​. Complete the 
While I was Reading Chart. ​Will be turned 
in on Mon. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Designer: Minor-Jones, Terah
Fall 2018, MSED 367, Dr. Barker  
 
Wrinkling Time! 
WEEK 3 
DAY 1 (​Monday – 90 min.)  DAY 2 (​Wednesday – 90 min.)  DAY 3​ (Friday – 90 min.)  
LT: ​ ​Elements of Film  LT: ​ ​Elements of Film    
Focus: Defining tone and sounds &  Focus: Defining mood and color & lighting  Focus: Make-Up Missing Assignments 
lighting for film  for film  Day/Work on/Receive Summative 
Assessment and Rubric  
Pop Book Quiz (5 min): T ​ his will not be graded.   Hook (10 min): ​Ss walk into classroom with  Warm-Up (10 min):​ Use coordinating 
  lights off and spooky music playing. Watch the  adjectives and metaphors to write a 
Hook (10 min): ​Ss walk into classroom with  music video Thriller by Michael Jackson.  description for the character picture on 
lights off and spooky music playing. Prompt of  Prompt of the board will have Ss write about 
the board in Ss Daily Journals. A ​ fter 
the board will have Ss write about how they feel  how they feel. 
about the music and lights being off. H ​ omework    writing, we’ll have 5 students share their 
Check.   T
​ urn and Talk (7 min.): ​What about the video  descriptions with the class.  
  made you feel this way? How did it help/differ   
Turn and Talk (5 min.): ​What about the music  from the passage read yesterday?   Draft of Pt.1 Due:​ Homework Check 
and the lighting made you feel this way?     
  Mini Lesson-​IE​ (15 min): D ​ efine mood and  Catch - Up Stations (60 min):​ Three 
Mini Lesson-​IE​ (15 min): ​Define tone and  explain how it helps readers to establish a state 
stations:  
explain how it helps readers to imagine places  of feeling or mind. Use F ​ ull Cicada Moon​.  
and people. Use examples from ​Full Cicada    ● Silent reading/Audio reading​ with 
Moon​.   Checking for Comprehension (10 min)​: ​Ss will  devices for students to catch up andor 
  work with a partner in order to complete a Tone  finish W​ IT.​ If It is already done, they 
Whole Class Disc. (15 min)​: ​Ss will read the  and Mood Worksheet.   just silent reading of their choice. 
passage from W ​ IT. ​They will write about how    ● Catch-up Workstations​ to complete any 
the passage made them feel. Launching  Mini Lesson - ​IE​ (15 min): ​Define color and  worksheets from this unit or to simply 
Question: How did this passage make you feel  reiterate sound in film. Explain how it helps 
do if it is missing. If everything is in, 
and what caused you to feel that way? What  viewers of film feel something during a scene. 
tone is the passage giving?  Use​ Lion King​ final scene as an example.  then work on pt. 1 Sum. Asses.  
    ● Peer Edits and Three Min. Teacher 
Mini Lesson-​IE​ (15 min): ​Define sound and  Video (10 min):​ Ss will watch the same scene  Conference ​-While Teacher has three 
lighting in film. Explain how it helps set the  from the passage as conveyed through the  min conferences, others in the group 
tone for viewers of film. Use movie trailers as  movie ​WIT. G​ ive students tone and mood word  will peer edit each others work   
examples.  cheat sheet.   
   
Explanation of Summative Assessment Pt. 2 
Video (10 min):​ M
​ ovie Etiquette (1 min)​ S​ s will  Whole Class Disc. (15 min)​: ​Questions: Which 
watch the ​WIT​ trailer. As they watch: how does  media portrayed tone and/or mood better?  (10 min):​ Ss will receive a rubric and 
the sounds and lighting help to set the tone?   What mood is the video giving and how is it  explanation of what the summative 
  given? How does color and lighting help?  assessment is and when it is due. 
Whole Class Disc. (15 min)​: ​Launching Question:     
How did this video make you feel? What tone is  Closing Activity (10 min)​: One devices, Ss will fill  HW:​ Finish Sum. Asses. pt. 1 due online 
the video giving and how is it given?  out a (color, lighting, and sound) C ​ LS in Film  Monday by 11:59 pm (lunch teacher 
  worksheet. Using different music videos or 
conferences available on Mon.); start Sum. 
Closing Activity (10 min): ​TBD but, Ss will  movie clips from youtube to represent each 
receive a cheat sheet with different words to  element.    Asses. pt. 2  
use for defining Tone.      
 
Designer: Minor-Jones, Terah
Fall 2018, MSED 367, Dr. Barker  
HW: ​Work on Part 1 Summative Assessment;  HW: W
​ ork on Part 1 Summative Assessment,  **If necessary, teacher will given more 
finish reading W
​ IT  draft due Fri; complete CLS worksheet.  written feedback to students by noon 
  Sat.** 
Wrinkling Time! 
WEEK 4 
DAY 1 (​Tuesday – 90 min.)    DAY 2​ (Thursday – 90 min.)  
Focus: W
​ ork on Pt 2 Sum. Assess.   Focus:   Focus: W​ ork on Pt 2 Sum. Assess.  
 
 
Warm-Up (10 min):​ Use sensory and  Warm-Up (15 min):​ Watch scene from the 
descriptive language to write a description  Lion King​ and note the mood and tone 
for the event picture on the board in Ss  establish by the scene. Write how the 
Daily Journals.  color, sound, and lighting helped to 
  portray the mood and tone. 
Sum. Assess. Pt.2 in-class workshops (45   
min):   Pt. 2 draft 1 due for writers; all video 
● Creating a Video​: Finalizing the  recordings due for creators.  
logistics and fill out logistics chart. Fill   
out CSL (​Color Sound Lighting​) Chart  Sum. Assess. Pt.2 in-class workshops (45 
for how elements will be used in the  min):  
video. Create a storyline for video and  ● Creating a Video​: Start the editing 
fill out storyline worksheet. Start  process in class. ​Teacher will be 
recording.   checking in with groups.​ Turn filled out 
● Choosing a Video​: Choose a music video  CSL Chart for how elements will be 
you would want to emulate. Fill out  used in the video into a 1-2 page paper.  
CSL Chart for how elements was used  ● Choosing a Video​: peer review rotation 
in the chosen video. Start typing first  - Ss who choose a video will rotate 
draft of paper by turning chart into 2  their Draft 3 times for peer review. 
page paper.  Teacher will be reviewing drafts as well. 
  Then edit their paper if time permits.  
Watch WIT (30 min):​ Ss will receive a   
graphic organizer where they will compare  Watch WIT (30 min):​ Ss will complete 
and contrast the ​WIT​ film with the book  graphic organizer where they will compare 
noting similarities and differences.   and contrast the the film with the book 
  noting similarities and differences. Due at 
HW:​ Continue to work on Sum. Asses. pt. 2    the end of class. 
draft 1 for writers due Thurs; all     
recordings for creaters due Thur.   **SORRY BLOCK SCHEDULE**  HW:​ Continue to work on Sum. Asses. pt. 2 
    Final Draft for writers due Mon. 11:59pm; 
  Final Video recordings for creators due 
Mon. 11:59pm. (Lunch teacher conferences 
available on Mon.)  
 
Designer: Minor-Jones, Terah
Fall 2018, MSED 367, Dr. Barker  
**If necessary, teacher will given more 
written feedback to students by noon Sat.