In this unit students will explore the meaning of
friendship by seeking answers to the following questions in the reading: Do
friends need to be alike, or can they be very different? Does it take time for a
friendship to grow, or can it happen quickly?Students will read the play “Driving Miss Daisy” by Alfred Uhry and a
real life story, “A Brave Man lays His Life on the Line” by Joe Treen and S.
Avery Brown, Antoine de Saint-Exupery’s “The Fox” from The Little
Prince and Paul Simon’s song, “Bridge Over Troubled Water.”
Grade
level: ninth grade (L3D, L4D)
Core Subject
Standards:
Students will read various
texts in this unit, write an essays with a controlling idea that conveys the
theme oftwo texts in the unit or
articles on the internet.Students
will do peer editing.
Core Subject Instructional Objectives:
Students will verbalize what they know about a topic by
looking at the title of a text.Students
will improve pronunciation.Students
will understand and utilize new vocabulary.Students will retell the story and act out the play, “Driving Miss
Daisy.”
Technology Content Standards:
Students use technology to
locate, evaluate, and collect information from a variety of sources.Students use technology tools to process data and report results.
Materials:
·Voice in Literature by Mary Lou Mccloskey and Lydia Stack.
Third unit: Friendship, pages 85 – 121.
·Computers with Internet access.
Computer Applications:
Students will use Microsoft Word
and Internet to complete their projects.
Students will read Antoine de
Saint-Exupery’s “The Fox” fromThe
Little Prince and Alfred Uhry’s Driving Miss Daisy.Students will guess and explain new vocabulary in texts; the teacher, as
a facilitator, helps guide students to understand new vocabulary.The class goes over the three texts mentioned above together thinking
loud.Then students paraphrase.Students answer written and oral comprehension questions.
Writingactivities: 1. Definition of a controlling
idea: a controlling idea is the theme in an essay that conveys the main ideas
shared by any two works of literature.
2. After understanding the
concept of a controlling idea, students may choose any two pieces of writing,
one from the textbook and one from the Internet site, The Little Prince,
provided above.
3. Students produce an essay
with one controlling idea supported by two of the above works.
Listening activity:
Play the song by Paul Simon.Students will draw what they feel about the song.Secondly students will complete a cloze exercise.
ASSESSMENT/RUBRIC
EXCELLENT:
Content: The essay has a clear
thesis that conveys the main idea of both literature writings. The writer
develops the thesis in the body paragraphs and emphasizes the thesis in
conclusion paragraph.The entire
essay is logical and coherent.
Development: Each body paragraph
begins with a topic sentence supported by evidence in texts or materials from
web sites.These evidences should
support his/her thesis using direct or indirect quotes.
Conventions: The writer observes
English conventions such as correct spelling, punctuation, using correct tenses,
idioms, etc.
GOOD:
Content: The writer may state
the thesis of the essay, but he or she doesn’t develop thesis fully in body
paragraphs.Or, the writer
doesn’t state the thesis correctly since the thesis must convey the main idea
of both writing.The thesis may be
mentioned in the conclusion.The
essay is logical and coherent.
Development: The writer has a
topic sentence at the beginning of each body paragraph, but he or she doesn’t
use detailed evidence to sufficiently support the topic sentence.Or the writer only uses evidence from one essay.
Conventions: The writer
occasionally makes minor grammatical, idiomatic, or punctuation mistakes, but on
the whole, no mistakes are serious enough to interfere with the flow of the
essay.
FAIR:
Content: The essay has a clear
thesis, but the writer doesn’t develop it in body paragraphs or uses unrelated
evidence. The essay may have logical flaws; the transition between paragraphs
may not be coherent.
Development: The writer
doesn’t provide a topic sentence, and the evidences are not coherent or
related to the thesis.The
transition between paragraphs is not smooth.There is an absence of transition words between paragraphs.
Conventions: The writing may
have tense errors, flows in syntax, sentence structures, and idiomatic usage.There may also be spelling mistakes, too.
POOR:
Content: There is no clear
thesis statement in the essay. The writer writes incoherently. The writer
doesn’t seem to understand the organization of an essay.
Development: The writer may
provide supporting details from texts or web sites materials, but they are not
logically or coherently related to a thesis.
Conventions:
There are major grammatical errors such as wrong tense, syntax mistakes, or
idiomatic mistakes.
Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.