S 2 – 3 Week Plan 4th – 6th Grades haring Stories “Reading & Writing Ourselves & Others”


S 2 – 3 Week Plan 4th – 6th Grades haring Stories



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S

2 – 3 Week Plan

4th6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”



Language Arts

MCREL Language Arts Standards



Writing: Level II (Grade 3–5)

  • Uses strategies to draft and revise written work (e.g., uses direct feedback to revise compositions)

  • Evaluates own and others' writing (e.g., participates in peer response groups)

  • Writes biographical sketches (e.g., illustrates the subject’s character using narrative and descriptive strategies)

  • Writes in response to literature (e.g., responds to significant issues, connects knowledge from a text with personal knowledge)

  • Uses descriptive language that clarifies and enhances ideas (e.g., uses sensory images and comparisons)

  • Uses strategies to gather and record information for research topics (e.g., provides narrative descriptions)

Reading: Level II (Grade 3–5)

  • Makes inferences or draws conclusions about characters' qualities and actions (e.g., based on knowledge of characters' motives, characters' appearances, other characters' responses to a character)
  • Makes connections between characters or simple events in a literary work and people or events in his or her own life


Listening & Speaking; Viewing; and Media: Level II (Grade 3–5)

  • Contributes to group discussions; Listens to classmates and adults

  • Listens for specific information in spoken texts (e.g., information about a character in a short story read aloud)

  • Understands different messages (e.g., main ideas and supporting details) and techniques (e.g., animation; different tones of voice in audio productions) of visual media

  • Understands similarities and differences among a variety of media (e.g., literary elements in film and written stories)


Language Arts


S
2 – 3 Week Plan

4th6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”






QA Benchmarks




Creative Expression

  • The child engages in production of authentic expression and communication


Diversity Affirmation

  • The child values and investigates the perspectives of others

  • The child practices responding to the work of others in ways appropriate and beneficial to the other


Healthy Communities
  • The child inquires into the experiences of someone in their family or community



Compassionate Wisdom

  • The child practices empathetic understanding of literary characters and people in daily life

  • The child appreciates the role of individual meaning-making in the interpretation of experience





Language Arts


S
2 – 3 Week Plan

4th6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”



Goals

This unit emphasizes the role of empathy—understanding others—in both appreciating and composing literature:




  • Students will practice reading, viewing, and listening skills to appreciate the importance of different media




  • Students will interpret the perspectives of characters in various fictions presented in various media




  • Students will draft autobiographical and biographical passages in response to fictions they experience




  • Students will analyze and respond to the compositions of classmates through practicing various modes of feedback





S
2 – 3 Week Plan

4th – 6th Grades

haring Stories


“Reading & Writing
Ourselves & Others”



Language Arts






Activity 1: Identifying with Characters, part 1 (Quest)
This and the final activity of the unit (see “Teacher Tips” and Appendix B) together serve as practice in responding to the stories of others. These activities and the unit as a whole reflect research showing that identification and perspective-taking are not only the first step in literary response but also the cornerstone of social understanding and personal growth. In this activity, students engage in two brief quests. In each case the student first watches a short video of a character narrating a story. Then the student responds in writing to two questions, one asking how the student felt about the character’s story and the other asking the student to relate an experience from her own life.

The responses may be reviewed by the teacher chiefly to gauge the ability of the students to use the Quest Atlantis system and the media it provides. This activity is largely to familiarize the students with the character-based media and with response-based prompts, so if the teacher is pressed for time, rather than review each response at length, the teacher might inform the students that their work on this activity will not receive feedback. Then the teacher might review representative students’ work and provide general feedback to the entire class at the start of the next activity. Typical feedback includes the following:


  • Remember to respond to both sets of questions.

  • Remember to focus not only on the details of the character’s story but on what they made you think, and how they made you feel.

  • When you respond with a description or story from your own life, remember to give both the big picture and supporting details.

If you want to give detailed feedback at this point, the general QA Rubric in the Assessment section may be used to evaluate the work.
These “identifying with characters quests” are arranged in two sets (Sets 1 & 2) of two quests each (Girl & Boy characters). Since the two sets are similar to each other, you should not assign students to Quests from the different sets at one time (e.g., not Quests 1G & 2G). It is easiest to assign all of the students to the same set (e.g., Set 1) and to reserve the other set for the concluding activity, but you may assign half of the students to one set and half to the other, and then reverse this for the concluding activity. Of the two quests in the set, the students may complete them in either order (e.g., Girl then Boy). Please see the “Teacher Tips” for the location of the quests.





Girl Character

Boy Character

Room A

Identifying with Characters (A1)

Identifying with Characters (A2)

Room B

Identifying with Characters (B1)

Identifying with Characters (B2)





Language Arts





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