Running head: LOOKING BACKWARDS, MOVING...
Transcript of Running head: LOOKING BACKWARDS, MOVING...
Looking Backwards, Moving Forwards 1
Running head: LOOKING BACKWARDS, MOVING FORWARDS
Looking Backwards, Moving Forwards:
Memories to Memoirs
Thematic Unit Plan
Kathie K. Wood
Kennesaw State University
Looking Backwards, Moving Forwards 2
I chose “Looking Backwards, Moving Forwards” as the
theme for my eighth grade students this year. It is a
transition year and most of my students spend their eighth
grade year ready to move on to high school. Because of this
anxious attitude, I find many eighth graders lose an
important year of growth, both academically as well as
emotionally, anticipating what is coming next. I remember
doing this myself, “Life will be so much more fun in high
school and I will be more independent. If I could just get
out of high school and get to college, then things will
really be exciting. I am tired of all of this studying; I’m
just ready for a real job. The dating world is fine, but
I’ll be much more content when I am finally married.” Those
thoughts continued and I am just now learning to enjoy where
I am and who I am becoming. I would like to encourage my
students this year to live in the moment; to look back on
their pasts, reflect on who they are as individuals, and
then begin to make positive steps toward their futures.
My unit theme is called “Memories to Memoirs” and it
will be a unit that I will teach within the first quarter of
the school year. I usually spend the beginning weeks of the
school year getting to know my students and creating an
atmosphere where they feel comfortable. Prior to beginning
this unit I will teach the rituals and routines of Reading
Looking Backwards, Moving Forwards 3
and Writing Workshop. The basic classroom mechanics will be
in place and students will know where to go when they enter
the room and what behaviors are expected of them. I have
chosen to keep the Reading/ Writing Workshop format in place
for this unit because I believe, based on reading Nancie
Atwell, Linda Rief, and Laura Robb, that students should
have the opportunity to read and write in an authentic way
each and every day. It was a challenge for me to incorporate
a thematic unit into the workshop and try to keep both the
reading and writing parts in sync.
I will begin the unit by immersing my students in the
genre of memoirs. After reading the book Thinking through
Genre by Heather Lattimer, I have come to realize that
students cannot write in a specific genre until they have
read within that genre. In Reading Workshop I will begin the
unit with a brief inquiry discussion in order to find out
what students know about memoirs. I will then have them
participate in a book pass using a variety of children’s
books and decide which books are memoirs and which books are
not. I believe children’s books are a good way to begin this
immersion process; we will all be able to begin this unit
with the same background knowledge. Studying authors such as
Laura Robb in Teaching Reading in Middle School and Goudvis
and Harvey in their book Strategies that Work, has convinced
Looking Backwards, Moving Forwards 4
me that children’s books are not just for “little” children
anymore. We will spend several days examining these
touchtone texts and creating our working definition of a
memoir.
In this beginning part of the “Memories to Memoirs”
unit we will also be looking at our own pasts and thinking
about the memories that have stayed with us. In Writing
Workshop students will create positive and negative graphs,
an activity that Linda Rief and Jim Burke use in their
classrooms, as a way to remember the important events in our
pasts. The students will complete other activities as well
that will help them begin thinking about the moments in
their lives that have helped to make them who they are
today. This memory searching will lead to an opportunity for
the students to share one event in the form of storytelling.
After students have begun to formulate a definition of
memoirs and have begun to collect their own memories we will
move our readings to a more difficult level. I will read
aloud to students short stories and excerpts from novels
that stay within the memoir form. We will begin to look as a
class and then as individuals at memoirs being more than an
event but really an account of a person’s experience.
Experience involves emotion and feeling. Students will use
the sticky note method to begin marking texts at places
Looking Backwards, Moving Forwards 5
where the author shows feelings and emotions. At this point
we will discuss Nancie Atwell’s term “So What?” All good
memoirs have a “So What?” a reason for being written. All
memoirists have a reason to write and a message to send to
the reader. Students will begin reflecting individually in
their reading/writing logs and in small groups about the
author’s messages they find in the excerpts and short
stories that we read in class.
At this point students will be ready to look at the
qualities of effective and ineffective memoirs. Atwell does
a nice job of teaching these mini-lessons by modeling an
example of her own memoir that just doesn’t work. I will do
the same for my students in Writing Workshop. I will also
model an effective memoir for comparison. Students will be
able to begin to “read like writers” as they reflect upon
the memoirs that they read and enjoyed. As they begin to
draft their own work, they will have many pieces of
literature available to use as models.
In Reading Workshop I will continue to read aloud the
beginnings of several short memoirs and then allow my
students to read the remainder of the texts individually.
Memoirs are a perfect genre to teach the reading strategy of
making connections. I know that it is important to teach the
elements of literature, but that it is even more important
Looking Backwards, Moving Forwards 6
for me to make sure that my students understand what they
read. Teaching students to connect texts to themselves, to
other texts, and to the world around them is one way to
scaffold comprehension.
As we enter the third week of this unit students will
participate in a book pass with novels that are memoirs. At
the end of the workshop time that day each student will have
a memoir in hand to begin reading individually during
Reading Workshop. Students will use sticky notes to mark
places in their novels where they make connections and they
will respond to me in the form of a friendly letter. I will
respond back to them.
At this point in Writing Workshop students are drafting
their own memoirs. Mini-lessons will be taught on the topics
of engaging beginnings, making sure that your memoir has a
“So What?”, and getting rid of “Really Bad Words.” I will
also spend time focusing on good word choice using Noden’s
book Image Grammar as a resource.
As students read deeper into their novels, I will teach
them about Literature Circles using Harvey Daniel’s book as
my model. Students will be responsible for practicing each
role in class during workshop time and at home for homework.
After completing individual novels, students will be able to
Looking Backwards, Moving Forwards 7
participate in literature circles, as we will read four
required texts from our literature books (Prentice Hall).
Each student will be required to share his knowledge of
the completed novel by completing an Alternative Book
Report. This activity will allow students to apply their
knowledge in a creative activity and will encourage students
to practice sharing orally with others in a large group
setting.
As students are continuing to draft and revise their
own memoirs, I will be focusing my writing mini-lessons on
using language that creates a picture, incorporating
thoughts and feelings into the piece, and getting rid of
extraneous information or avoiding clutter. Students will be
using the 6+1 Traits rubric as required by our district to
assess their writing throughout the writing process.
Opportunities for teacher conferences, self-revision, and
peer conferences will help students know if their work is
good enough.
Our unit on memoirs will culminate with an opportunity
for students to share, to celebrate, and to reflect.
Students will share their own published memoirs with the
class and will have the opportunity to reflect on what they
learned from the lessons of others. I believe that this
unit, “Looking Backwards, Moving Forwards: Memories to
Looking Backwards, Moving Forwards 8
Memoirs,” is an excellent way to begin the school year. I
hope that I can help my students stop long enough this year
to reflect on their pasts, enjoy the moment, and make wise
plans for the future.
Reading and Literature
Standard: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Evidence: Literature Circle Roles demonstrate ability to make connections, visualize, and question.
Evidence: Determining the So What? in a memoir shows that student can assess theme and author’s meaning.
Evidence: Alternate Book Reports give students a way to demonstrate application of knowledge about the novel they read.
Standard: The student understands new vocabulary and uses it correctly in reading and writing.
Evidence: Students choose their own vocabulary from the novel that they are reading.
Evidence: Students use the vocabulary squares activity to learn new vocabulary.
Evidence: Students participate in activities that help them to avoid “dead” words in their writing and use strong nouns, verbs, and adjectives instead.
Reading Across the Curriculum
Standard: The student reads a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines.
Looking Backwards, Moving Forwards 9
Evidence: Each student will read one novel during this unit.
Standard: The student participates in discussions related to curricular learning in all subject areas.
Evidence: Students will participate in Literature Circles.
Evidence: Students will respond to text in reading and writing logs, as well as in the form of a friendly letter.
Writing
Standard: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
Evidence: Mini-lessons were taught and students were assessed on the following: focus, an engaging beginning, and the structure of a memoir.
Standard: The student demonstrates competence in a variety of genres.
Evidence: The student produces a narrative account that is true and has a message: memoir.
Standard: The student produces a response to literature.
Evidence: Students respond to literature in the form of a friendly letter as well as in a response log.
Evidence: Students ask and questions about a piece of literature as they perform the task of Discussion Director in Literature Circles.
Standard: The student consistently uses the writing process to develop, revise, and evaluate writing.
Evidence: All students will participate in writing workshop which is founded on the writing process.
Listening, Speaking, and Viewing
Looking Backwards, Moving Forwards 10
Standard: The student participates in student-to-teacher, student-to-student, and group verbal interactions.
Evidence: Students will participate in Literature Circles. Students will participate in peer and group conferences about their writing.
Standard: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.
Evidence: Students will use storytelling as a mode of presentation to share an event in their past. Students will also read aloud their published pieces of writing.
Works Consulted
Atwell, N. (2002). Lessons that change writers. Portsmouth,
NH: Heinemann.
Burke, J. (2002). Tools for thought. Portsmouth, NH:
Heinemann.
Culham, R. (2003). 6+1 traits of writing. New York, NY:
Scholastic.
Harvey, D. (2002). Literature circles. Portland, ME:
Stenhouse.
Goudvis, A., & Harvey, S. (2000). Strategies that work:
Teaching comprehension to enhance understanding.
Portland, ME: Stenhouse.
Kurstedt, R. & Koutras, M. (2000). Teaching writing with
picture books as models. New York, NY: Scholastic.
Lattimer, H. (2003). Thinking through genre. Portland, ME:
Looking Backwards, Moving Forwards 11
Stenhouse.
Noden, H. (1999). Image grammar. Portsmouth, NH: Heinemann.
Rief, L. (1992). Seeking diversity. Portsmouth, NH:
Heinemann.
Robb, L. (2000). Teaching reading in middle school. New
York, NY: Scholastic.
Zemelman, S., Daniels, H. & Hyde, A. Best Practice.
Portsmouth, NH: Heinemann.
Novels and Picture Books
Novels:
Go Ask Alice –Anonymous
Jay’s Journal –Anonymous
It’s Not About the Bike –Lance Armstrong
You Remind me of You –Eireann Corrigan
Cinderella –Adeline Yen Mah
The Cage –Ruth Minsky Sender
One Writer’s Beginnings –Eudora Welty
Touching the Void –Joe Simpson
Kind of the Mild Frontier –Chris Crutcher
Black Boy –Richard Wright
Bad Boy –Walter Dean Myers
Night –Elie Wiesel
Zlata’s Diary –Zlata Filipovic
Looking Backwards, Moving Forwards 12
My Everest Story –Mark Pfetzer and Jack Galvin
I Know Why the Caged Bird Sings –Maya Angelou
Boy –Roald Dahl
My Losing Season –Pat Conroy
When I Was Your Age –James Howe
An American Childhood –Annie Dillard
My Life –Bill Clinton
The Heart of a Woman –Maya Angelou
Gather Together in my Name –Maya Angelou
All God’s Children Need Traveling Shoes –Maya Angelou
Childtimes –Eloise Greenfield
House on Mango Street –Sandra Cisneros
Guts –Gary Paulsen
Memories of a Catholic Girlhood –Mary McCarthy
Angela’s Ashes –Frank McCourt
This Boy’s Life –Tobias Wolf
Little by Little –Jean Little
Picture Books
All the Places to Love –Patricia McLachlan
An Angel for Solomon Singer –Cynthia Rylant
Fireflies –Julie Brinckloe
Midnight in the Mountains –Julie Lawson
My Mama Had a Dancing Heart –Libba Moore Gray
Looking Backwards, Moving Forwards 13
Roxaboxen –Barbara Conny
Tar Beach –Faith Ringold
The Memory Box –Mary Bahr
When the Relatives Came –Cynthia Rylant
When I Was Young in the Mountains –Cynthia Rylant
Thank You Mr. Falker –Patricia Polacco
Chicken Sunday –Patricia Polacco
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 14
MondayDay 1
Tuesday Wednesday Thursday Friday
Readers’ Workshop:
Mini-Lesson:What is a memoir? Inquiry investigation, brainstorm, create chart
Workshop:Pass the picture books- Memoir or Not?
Readers’Workshop:
Read Aloud/Think Aloud:Thank You Mr. Falker
Mini-Lesson:What is a memoir? List characteristics to chart
Workshop:Individual reading
Readers’Workshop:
Read Aloud/Think Aloud:When I Was Young in the Mountains
Mini-Lesson:What is a memoir? List characteristics to chart
Workshop:Individual reading
Readers’Workshop:
Read Aloud/Think Aloud:An Angel for Solomon Singer
Mini-Lesson:What is a memoir? List characteristics to chart
Workshop:Individual reading
Readers’Workshop:
Read Aloud/Think Aloud:My Mama Had a Dancing Heart
Mini-Lesson:What is a memoir? List characteristics to chart
Workshop:Students work in small groups to read a picture book and list qualities of a memoir-All the Places to Love-Fireflies-Midnight in the Mountains-Roxaboxen-Tar Beach-The Memory Box-When the Relatives Came
Writers’ Workshop:
Mini-Lesson:Our own memoriesWorkshop:Positives and Negatives Graph
Writers’ Workshop:
Mini-Lesson:Our own memoriesWorkshop:Positives and Negatives Graph
Writers’ Workshop:
Mini-Lesson:Questions for memoiristsWorkshop:Work on questions
Writers’ Workshop:
Mini-Lesson:Storytelling: Elements of a oral taleWorkshop:Choose story to tell and begin working on presentation
Writers’ Workshop:
Mini-Lesson:Storytelling: Elements of a oral taleDiscuss rubricWorkshop:Choose story to tell and begin working on presentation
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 15
MondayDay 5
Tuesday Wednesday Thursday Friday
Readers’Workshop:
Read Aloud/Think Aloud:“Everything Will Be Okay”-J. Howe inWhen I Was Your Age
Mini-Lesson:Recognizing author’s experience as more than events
Workshop:Students read remainder of text individually using sticky notes to show evidence of experienceDiscuss in small groups
Readers’Workshop:
Read Aloud/Think Aloud:“I An Not the Center of the Universe”-W.D. Myers inBad Boy
Mini-Lesson:Recognizing author’s experience as more than events
Workshop:Students read remainder of text individually using sticky notes to show evidence of experienceDiscuss in small groups
Readers’Workshop:
Read Aloud/Think Aloud:“Before and After”-L. Armstrong in It’s Not About the Bike
Mini-Lesson:Recognizing author’s meaning/ The So What?
Workshop:Students read remainder of text individually using sticky notes to show evidence of experience as well as the author’s meaningDiscuss in small groups
Readers’Workshop:
Read Aloud/Think Aloud:Segment of My Losing Season-P. Conroy
Mini-Lesson:Recognizing author’s meaning/ The So What?
Workshop:Students read remainder of text individually using sticky notes to show evidence of experience as well as the author’s meaningDiscuss in small groups
Readers’Workshop:
Read Aloud/Think Aloud:Chapter 9:I Know Why the Caged Bird Sings-M. Angelou
Mini-Lesson:Responding to Literature: Writing about meaning in reading/ writing log
Workshop:Students read the remainder of the text and write in their reading/ writing logs
Writers’ Workshop:
Workshop:Students practice storytelling memories in small groups
Writers’ Workshop:
Workshop:Storytelling Presentations
Writers’ Workshop:
Workshop:Storytelling Presentations
Writers’ Workshop:
Mini-Lesson:Effective and Ineffective MemoirsModel: Ineffective Workshop:Begin envisioning and brainstorming
Writers’ Workshop:
Mini-Lesson:Effective and Ineffective MemoirsModel: EffectiveWorkshop:Begin drafting
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 16
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 17
MondayDay 11
Tuesday Wednesday Thursday Friday
Readers’Workshop:
Read Aloud/Think Aloud:“The Great Rat Hunt” L. Yep in When I Was Your Age
Mini-Lesson:Reviewing the So What? in a memoir
Workshop:Students read the remainder of the story and reflect in their reading/ writing logs
Readers’Workshop:
Mini-Lesson:Book Pass of memoirs
Workshop:Students begin reading chosen novel
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Reading Strategy: Making ConnectionsText to Self
Workshop:Reading memoirs and using sticky notes to make connections
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Reading Strategy: Making ConnectionsText to Text
Workshop:Reading memoirs and using sticky notes to make connections
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Reading Strategy: Making ConnectionsText to World
Workshop:Reading memoirs and using sticky notes to make connectionsReflecting in the Friendly Letter Format
Writers’ Workshop:
Mini-Lesson:Effective memoirs have a So What? What is yours? Workshop:Students drafting. I will circulate and conference about So What?
Writers’ Workshop:
Mini-Lesson:Effective memoirs have a So What? What is yours? Introduce rubric Workshop:Students drafting. I will circulate and conference about So What?
Writers’ Workshop:
Mini-Lesson:Effective memoirs have engaging beginnings: ActionWorkshop:Students rewrite beginning: actionContinue drafting
Writers’ Workshop:
Mini-Lesson:Effective memoirs have engaging beginnings:DialogueWorkshop:Students rewrite beginning: dialogueContinue drafting
Writers’ Workshop:
Mini-Lesson:Effective memoirs have engaging beginnings:ReflectionWorkshop:Students rewrite beginning: reflectionContinue drafting
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 18
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 19
MondayDay 16
Tuesday Wednesday Thursday Friday
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Vocabulary Squares: Choosing 6 words from your own novel
Workshop:Read and work on vocabulary squares
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Vocabulary Word Wall with Squares
Workshop:Reading independently
Readers’Workshop:
Read Aloud/Think Aloud:Learning to Swim –A. Turner (a memoir in a series of poems)
Mini-Lesson:Introducing Literature Circle Roles:Discussion DirectorWriting “big” questions (to be assessed by the teacher)
Workshop:Write 5 “big” questionsContinue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Introducing Literature Circle Roles:Passage MasterHighlighting important passages
Workshop:Find 5 important passagesContinue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Passage Master: Students share important passages from their novels and what these passages say about a character or the message in the book
Workshop:Continue reading independently
Writers’ Workshop:
Mini-Lesson:Getting rid of “Really Bad Words”Workshop:Drafting
Writers’ Workshop:
Mini-Lesson:Using specific nouns and verbsWorkshop:“Paint the personality behind the clothes”Drafting
Writers’ Workshop:
Mini-Lesson:Adding details with specific verbsWorkshop:Drafting
Writers’ Workshop:
Mini-Lesson:Adding details with adjectives and prepositional phrasesWorkshop:“Search for details in abstract slides?Drafting
Writers’ Workshop:
Read Aloud/Think Aloud:Owl Moon-Jane YolenMini-Lesson:Language That appeals to the senses (sensory notes J.Burke)Workshop:Drafting and adding sensory language
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 20
MondayDay 21
Tuesday Wednesday Thursday Friday
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Introducing Literature Circle Roles:IllustratorEnvisioning the deeper meanings in a novel
Workshop:Draw pictures and continue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Illustrator:Students share illustrations with the class and explain how they relate to their novels
Workshop:Continue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Introduce Alternate Book ReportsRubric GivenStudents pick number
Workshop:Continue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Introducing Literature Circle Roles:ConnectorReview making connectionsModel Friendly Letter Format
Workshop:Response to Literature in Friendly Letter Format and continue reading independently
Readers’Workshop:
Read Aloud/Think Aloud:You Remind Me of You (a memoir in a series of poems)
Mini-Lesson:Share connectionsQuestions about ABR’s??
Workshop:Last day to read independently before ABR’s begin
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 21
Writers’ Workshop:
Mini-Lesson:A movie behind your eyelids
Workshop:Drafting and Revising
Writers’ Workshop:
Mini-Lesson:Write about a Pebble (focus in your memoir)
Workshop:Drafting and Revising
Writers’ Workshop:
Mini-Lesson: Write about a Pebble (focus in your memoir)
Workshop:Drafting and Revising
Writers’ Workshop:
Mini-Lesson:Thoughts and Feelings
Workshop:Drafting and Revising
Writers’ Workshop:
Mini-Lesson:Thoughts and Feelings
Workshop:Drafting and Revising
MondayDay 26
Tuesday Wednesday Thursday Friday
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 22
Readers’Workshop:
Read Aloud/Think Aloud:Excerpt from An American Childhood- Annie Dillard
Workshop:# 1-7 ABR’sRead independently
Readers’Workshop:
Read Aloud/Think Aloud:Excerpt from Always Running
Workshop:# 8-14 ABR’sRead independently
Readers’Workshop:
Read Aloud/Think Aloud:Excerpt fromGuts-Gary Paulsen
Workshop:# 15-21 ABR’sRead independently
Readers’Workshop:
Read Aloud/Think Aloud:Excerpt from House on Mango Street-Sandra Cisneros
Workshop:# 22-28 ABR’sRead independently
Readers’Workshop:
Read Aloud/Think Aloud:Excerpt from Angela’s Ashes-Frank McCourt
Mini-Lesson:Self-Reflection and Evaluation Workshop:Students complete self evaluation and reflection
Writers’ Workshop:
Mini-Lesson:Revision and Self ConferencingUsing rubrics(polishing prose)
Workshop:Self Conferencing and Revision
Writers’ Workshop:
Mini-Lesson:Revision and Group ConferencingUsing rubrics(polishing prose)
Workshop:Group Conferencing and Revision
Writers’ Workshop:
Mini-Lesson:Good Titles
Workshop:Final Drafting and Revising
Writers’ Workshop:
Mini-Lesson:Editing for prepositions, that, etc.
Workshop:Final Revising and Editing
Writers’ Workshop:
Mini-Lesson:Final Copy Requirements
Workshop:Final Editing, RevisingBegin Publishing
Monday Tuesday Wednesday Thursday Friday
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 23
Day 31Readers’Workshop:
Mini-Lesson:Literature Circles: Review of Jobs:Discussion LeaderPassage MasterIllustratorConnector7 groups/ 4 members4 excerpts:Prentice Hall Literature Book:I Know Why the Caged Bird Sings
Travels With Charlie
An American Childhood
“Baseball”
Workshop:Read first storyHW: Prepare Job
Readers’Workshop:
Mini-Lesson:Accountable Talk
Workshop:Literature Circles Meet Individual and Group Reflection
Readers’Workshop:
Mini-Lesson:Large Group Reflection and Discussion- What worked, what didn’t
Workshop:Read second story HW: Prepare Job
Readers’Workshop:
Mini-Lesson:Literature Circle Reminders
Workshop:Literature Circles Meet
Individual and Group Reflection
Readers’Workshop:
Mini-Lesson:Large Group Reflection and Discussion- What worked, what didn’t
Workshop:Read third story HW: Prepare Job
Writers’ Workshop:
Mini-Lesson:Final Copy Requirements
Workshop:Publishing
Writers’ Workshop:
Workshop:Celebrating, Sharing, and Reflecting
Writers’ Workshop:
Workshop:Celebrating, Sharing, and Reflecting
Writers’ Workshop:
Workshop:Celebrating, Sharing, and Reflecting
Writers’ Workshop:
Workshop:Celebrating, Sharing, and Reflecting
Thematic Unit: Looking Backwards, Moving Forwards: Memories to Memoirs7 Week Unit Calendar 24
MondayDay 36
Tuesday Wednesday
Readers’Workshop:
Mini-Lesson:Literature Circle Reminders
Workshop:Literature Circles Meet
Individual and Group Reflection
Readers’Workshop:
Mini-Lesson:Large Group Reflection and Discussion- What worked, what didn’t
Workshop:Read fourth story HW: Prepare Job
Readers’Workshop:
Mini-Lesson:Literature Circle Reminders
Workshop:Literature Circles Meet
Individual and Group Reflection