Here+is+an+alternative+format+that+Samantha+used...

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Spanish II, Unit One **Essential Question** What language is essential for survival? (I even used the word 'essential' in my essential question, so it **must** be awesome!)

**Conceptual Knowledge**
 * 1) Learn about Spanish speaking countries
 * 2) Understand why people travel and live abroad
 * 3) Understand why it is important to understand different cultures
 * 4) Understand how language is acquired
 * 5) Understand why it is important to speak a second language

Looking at my conceptual goals, I can see that they are goals I will have for the entire school year, so I am excited to be actively promoting them in our first unit!

**Procedural Knowledge** **a.) How to effectively work in groups (to set up good group work for the rest of the year)** -how to assign roles -how each student can contribute uniquely <span style="font-family: Tempus Sans ITC,fantasy;">-how to help all students contribute <span style="font-family: Tempus Sans ITC,fantasy;">**b.) How to communicate with limited Spanish** <span style="font-family: Tempus Sans ITC,fantasy;">-discover how language is acquired <span style="font-family: Tempus Sans ITC,fantasy;">-develop a willingness to live with vagueness <span style="font-family: Tempus Sans ITC,fantasy;">-develop a willingness to appear foolish <span style="font-family: Tempus Sans ITC,fantasy;">-learn how to be supportive of classmates <span style="font-family: Tempus Sans ITC,fantasy;">**c.) How to ask and answer questions** <span style="font-family: Tempus Sans ITC,fantasy;">-understand how to use question words <span style="font-family: Tempus Sans ITC,fantasy;">-understand how to answer questions <span style="font-family: Tempus Sans ITC,fantasy;">**d.) Ask and answer questions using a variety of –ar,**

<span style="font-family: Tempus Sans ITC,fantasy;">**-er, -ir, and irregular verbs** <span style="font-family: Tempus Sans ITC,fantasy;">-use verbs and questioning to become familiar with classmates. <span style="font-family: Tempus Sans ITC,fantasy;">**e.) Use adverbs of frequency** <span style="font-family: Tempus Sans ITC,fantasy;">-use adverbs to survey classmates on their preferred activities and how often they are done. <span style="font-family: Tempus Sans ITC,fantasy;">**f.) Review the present progressive** <span style="font-family: Tempus Sans ITC,fantasy;">-watch a video or look at pictures then describe where people are and what they are doing at the present time (estar + present progressive). <span style="font-family: Tempus Sans ITC,fantasy;">**g.) Review the verb ser** <span style="font-family: Tempus Sans ITC,fantasy;">-Use the verb ser to discuss how people are or where they are from. <span style="font-family: Tempus Sans ITC,fantasy;">**h.) Review ir + a** <span style="font-family: Tempus Sans ITC,fantasy;">-Explain where people go using ir + a + place and what people are going to do using ir + a + infinitive. <span style="font-family: Tempus Sans ITC,fantasy;">**i.) Review tener + que + infinitive.** <span style="font-family: Tempus Sans ITC,fantasy;">**-**Describe people’s interests and obligations using tener + que + infinitive. <span style="font-family: Tempus Sans ITC,fantasy;">**Sequencing/Lesson Plans**  <span style="font-family: Tempus Sans ITC,fantasy;">**Frontloading** <span style="font-family: Tempus Sans ITC,fantasy;">1. **See, Think, Wonder**: <span style="font-family: Tempus Sans ITC,fantasy;">What is culture? As one of the first activities of the year, my goal for this activity is to generate a curiosity for the Spanish speaking world and spark a discussion about travel and culture.

<span style="font-family: Tempus Sans ITC,fantasy;">I will model this process for the class before we begin. I will then place laminated pictures from a variety of Spanish-speaking countries on tables. Pictures will have a great variety of scenarios: a street scene in downtown Madrid, a developed beach in Argentina, Huaroni Indians floating down a tributary of the Amazon, cholas in a square in Cuenca, female wrestlers from Bolivia, a picture of my mud hut in El Salvador, a soccer game in Mexico, etc... Each picture will have a caption describing the scene.

<span style="font-family: Tempus Sans ITC,fantasy;">Students will rotate from table to table and fill out their charts, focusing on what they observe in the pictures. After students filter through all the tables, I will have them share with a partner. We will then have a large-group discussion, seeing what themes come up. Hopefully, this will lead into a discussion of travel, culture and language. I will have students prepare for the next day by filling in the fourth column either as an exit/entrance ticket (depending on how much time is left in class.) In this column, students will write one piece of knowledge that would be necessary for survival in each picture.

<span style="font-family: Tempus Sans ITC,fantasy;">2. **KWL** <span style="font-family: Tempus Sans ITC,fantasy;">This activity will take place the next day. This time, students will use the same pictures to decide what Spanish they would need to know in order to survive in each place. I will have sections for vocabulary, grammar, and asking/answering questions. This will be a great formative assessment, to see what they remember from Spanish I.

<span style="font-family: Tempus Sans ITC,fantasy;">As a class, we will compile a master list of words and phrases (in English) necessary for survival. After we generate the list, students will copy down the words and phrases in English into their vocabulary lists in their binders. Once we have compiled our list, I will give students time to fill out the words they know. I will have students turn in their lists as a formative assessment, seeing what they remember from Spanish I and what I need to re-teach. The next day, I will have students group the words into different patterns that they see.

<span style="font-family: Tempus Sans ITC,fantasy;">**The following activities all relate to procedural knowledge...**

<span style="font-family: Tempus Sans ITC,fantasy;">Activities: <span style="font-family: Tempus Sans ITC,fantasy;"> **What color learner are you?** Activity for students to discover their learning style. I will talk a lot about how important it is for students to take charge of their own learning and to make sure that I am teaching to all colors! We will have a class discussion about what kinds of learners would work best together in groups. <span style="font-family: Tempus Sans ITC,fantasy;"> **The colored hats-** Introduce the notion of the colored hats. Have students complete a task (see list of grammar tasks below), using the colored hats. Debrief the activity, talk about how it was helpful to have the different roles in the groups. Tell students that they should always have a variety of hats in each group. I will also talk about always making sure there are a variety of learning colors in a group. Do students see a relationship between the colors of learners and the colors of hats? <span style="font-family: 'Tempus Sans ITC',fantasy; text-decoration: none;">**What a good group looks like-** Students will draw Y charts on what a good group looks, feels, and sounds like, using words in Spanish. <span style="font-family: 'Tempus Sans ITC',fantasy; text-decoration: none;">**Exit ticket post-it:** finish the prompt-- To me, a good group is...
 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**How to effectively work in groups (to set up good group work for the rest of the year)**
 * <span style="font-family: Tempus Sans ITC,fantasy;">how to assign roles
 * <span style="font-family: Tempus Sans ITC,fantasy;">how each student can contribute uniquely
 * <span style="font-family: Tempus Sans ITC,fantasy;">how to help all students contribute

<span style="font-family: Tempus Sans ITC,fantasy;">Activities: <span style="font-family: Tempus Sans ITC,fantasy;">**Frontload** -How is language acquired? -- brainstorm ways we acquire language. Students will work with a partner, in a group, and then share as a group. <span style="font-family: Tempus Sans ITC,fantasy;">**Read** “Me Talk Pretty One Day”-- what does this reading teach us about how language is learned? As students read, have them do a 3-2-1: 3 factors that affected David Sedaris' learning, 2 things you thought were funny and one question you have about learning a new language. Have students share their 3-2-1s in groups. Then give the groups a list of questions. Tell them there are three types of questions. The should identify the question types and answer them: <span style="font-family: Tempus Sans ITC,fantasy;">**Questioning**: Three levels questions (right there, in between the lines, on my own) to uncover the three necessary conditions for language acquisition <span style="font-family: Tempus Sans ITC,fantasy;">**Exit Ticket Post-It:** How do I feel about learning Spanish this year? <span style="font-family: Tempus Sans ITC,fantasy;">//*Note:// <span style="font-family: Tempus Sans ITC,fantasy;">The following procedural goals all relate to my very grammar-driven curriculum. I plan to use a good collection of stories called //Mayan Safari// to practice using all of this grammar in context. I am hoping to have a much more whole-language approach to teaching grammar with this semester; I struggle with the amount of grammar that our students are expected to learn over the semester, but I have decided that it is much more important for students to be able to understand and communicate than it is for them to know specific grammar, EOCs be damned!!!!!!!! I think that I will take selections of text to work with when I teach the following grammar concepts. I am not sure the exact sequencing; I will assess and see what I need to teach when...
 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**How to communicate with limited Spanish**
 * <span style="font-family: Tempus Sans ITC,fantasy;">how language is acquired
 * <span style="font-family: Tempus Sans ITC,fantasy;">a willingness to live with vagueness
 * <span style="font-family: Tempus Sans ITC,fantasy;">a willingness to appear foolish
 * <span style="font-family: Tempus Sans ITC,fantasy;">be supportive of classmates


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**How to ask and answer questions**
 * <span style="font-family: Tempus Sans ITC,fantasy;">understand how to use question words
 * <span style="font-family: Tempus Sans ITC,fantasy;">understand how to answer questions
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice: ask and answer questions proficiently
 * <span style="font-family: Tempus Sans ITC,fantasy;">**Frontloading**: brainstorm. Have students write down all the question words they remember. Have them turn to a partner and add together their lists. Then have them add their lists as a group. Make a master list. Have students copy question words into their notebooks.
 * <span style="font-family: Tempus Sans ITC,fantasy;">**Question structure:** give students a list of funny questions in Spanish. Have them work together to make observations about how questions are formed in Spanish. (part of speech placement, use of question words, etc...)
 * <span style="font-family: Tempus Sans ITC,fantasy;">**Application:** read an excerpt from Mayan Safari. Have students make up questions. Have each group provide a question for the class. (Next time we do this, we can focus on different levels of questions.)
 * <span style="font-family: Tempus Sans ITC,fantasy;">**Where do I stand?** We will use this activity to practice asking questions. I will have students line up on whether they agree or disagree with the statement: “traveling is the only way to learn about culture.” I will model the question asking process by interviewing students from either end and in the middle, and then fold the line to ask each other questions.

> > <span style="font-family: Tempus Sans ITC,fantasy;">**-er, -ir, and irregular verbs to become familiar with classmates.**
 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Ask and answer questions using a variety of –ar,**
 * <span style="font-family: Tempus Sans ITC,fantasy;">review meaning of regular verbs (assess for previous learning)-team race to complete a verb chart
 * <span style="font-family: Tempus Sans ITC,fantasy;">snowball- infinitive, draw and find matches
 * <span style="font-family: Tempus Sans ITC,fantasy;">picture mapping graffiti art-- demonstrate verbs within graffiti art
 * <span style="font-family: Tempus Sans ITC,fantasy;">tableaux- review verb meanings
 * <span style="font-family: Tempus Sans ITC,fantasy;">tableaux- play with sentence/ question structure
 * <span style="font-family: Tempus Sans ITC,fantasy;">semantic feature analysis- group these how they should be grouped
 * <span style="font-family: Tempus Sans ITC,fantasy;">regular vs. irregular verbs-- semantic feature analysis
 * <span style="font-family: Tempus Sans ITC,fantasy;">Frayer model**-** I will use this to frontload the present tense conjugation.
 * <span style="font-family: Tempus Sans ITC,fantasy;">review conjugation of regular verbs (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice: mocktail party
 * <span style="font-family: Tempus Sans ITC,fantasy;">cubes
 * <span style="font-family: Tempus Sans ITC,fantasy;">muddy marvy


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Use adverbs of frequency to survey classmates on their preferred activities and how often they are done.**
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use the above methods to review adverbs of frequency...
 * <span style="font-family: Tempus Sans ITC,fantasy;">Review vocabulary (assess for previous knowledge)
 * <span style="font-family: Tempus Sans ITC,fantasy;">review sentence structure (assess for previous knowledge)
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice: post it exchange (with stuff you always like to do)


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Watch a video or look at pictures then describe where people are and what they are doing at the present time (estar + present progressive).**
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use the above methods to review conjugation of **estar** (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">review formation of present progressive (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Use the verb ser to discuss how people are or where they are from.**
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use the above methods to review conjugation of verb (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">Show pictures from various countries, talk about opportunities for travel
 * <span style="font-family: Tempus Sans ITC,fantasy;">hot seat: travel agents trying to sell a trip
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Explain where people go using ir + a + place and what people are going to do using ir + a + infinitive.**
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use the above methods to review conjugation of **ir** (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice
 * <span style="font-family: Tempus Sans ITC,fantasy;">**Inside/Outside circles**-- oral practice


 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">**Describe people’s interests and obligations using tener + que + infinitive. Describe people’s interests and obligations using tener + que + infinitive.**
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use the above methods to review conjugation of verb tener (assess for previous learning)
 * <span style="font-family: Tempus Sans ITC,fantasy;">oral practice

<span style="font-family: Tempus Sans ITC,fantasy;">**Review for culminating project:**

<span style="font-family: Tempus Sans ITC,fantasy;">**Think aloud-** //**Mayan Safari**//**- how to read in Spanish...** and how these skills can make you a better reader in English! After modeling, students will answer questions from a story they read. This will be a good assessment- to see if my students can take an entire //Mayan Safari// story and read it for comprehension. <span style="font-family: Tempus Sans ITC,fantasy;">**Make one/take one**- write down one thing you feel strongly about and one thing you need help with... put your name on back. Pick a person to work with to help you review... <span style="font-family: Tempus Sans ITC,fantasy;">**Jigsaw activities**-- expert groups to review essential grammar <span style="font-family: Tempus Sans ITC,fantasy;">**SWOT analysis**-- expert groups to review essential grammar

<span style="font-family: Tempus Sans ITC,fantasy;">**Culminating Project:** <span style="font-family: Tempus Sans ITC,fantasy;">A survival Spanish manual, written with the Spanish essential for a specific context within a Spanish speaking country. For example, the context might be floating the Amazon, clubbing in Madrid, or a science tour in the Galapagos, etc... The manual should have a list of important vocabulary, essential grammar, and at least twenty phrases that are unique to each context. For example, floating the Amazon, you might want to be able to say “I am drowning. Help me!” or “Are those fish piranhas?” or if you are clubbing in Madrid, you could include “Where do the coolest people always go?” Students will then use their survival manuals to compete in the Spanish Survival game, in which a group of students will win significant bragging rights by successfully navigating the challenges put forth by Senora Mora (to inlcude the scenario of the armed robbery taxi set-up, learned in an Inquiry Institue icebreaker!)...

<span style="font-family: Tempus Sans ITC,fantasy;">**To help students prepare their projects:** <span style="font-family: Tempus Sans ITC,fantasy;">have students do anchor charts, helping each other brainstorm what kind of Spanish would be essential in different situations.

<span style="font-family: Tempus Sans ITC,fantasy;">**English 101, Unit One**

<span style="font-family: Tempus Sans ITC,fantasy;">**Essential Question:** <span style="font-family: Tempus Sans ITC,fantasy;">What kind of writer are you? An inquiry into what good writing means to you...

<span style="font-family: Tempus Sans ITC,fantasy;">**Conceptual Knowledge** <span style="font-family: Tempus Sans ITC,fantasy;">1. The writing process is different for everybody, but it is always recursive. <span style="font-family: Tempus Sans ITC,fantasy;">2. Understand narrative as a literary form. <span style="font-family: Tempus Sans ITC,fantasy;">3. All writing has a voice, point of view, and intended audience. <span style="font-family: Tempus Sans ITC,fantasy;">4. Understand the value of peer editing and peer revision. <span style="font-family: Tempus Sans ITC,fantasy;">5. Understand the difference between peer editing and peer revision.

<span style="font-family: Tempus Sans ITC,fantasy;">**Procedural Knowledge** <span style="font-family: Tempus Sans ITC,fantasy;">**A. Produce writing that has a clear focus, a purpose, and a point and which demonstrates audience awareness.** <span style="font-family: Tempus Sans ITC,fantasy;">**B. Use revision to extend thinking about a topic, not just to rearrange material or “fix” mechanical errors.** <span style="font-family: Tempus Sans ITC,fantasy;">**C.** **Understand how to peer edit and peer revise.**
 * <span style="font-family: Tempus Sans ITC,fantasy;">How to focus writing (genres, point of view, audience)
 * <span style="font-family: Tempus Sans ITC,fantasy;">Determine purpose in writing (thesis)
 * <span style="font-family: Tempus Sans ITC,fantasy;">Understand how to read and write different genres
 * <span style="font-family: Tempus Sans ITC,fantasy;">Understand how to write for different audiences
 * <span style="font-family: Tempus Sans ITC,fantasy;">Recognize different voices in writing
 * <span style="font-family: Tempus Sans ITC,fantasy;">Develop your voice in your writing
 * <span style="font-family: Tempus Sans ITC,fantasy;">Use writing to explore ideas and generate topics
 * <span style="font-family: Tempus Sans ITC,fantasy;">Revise written materials to further thinking
 * <span style="font-family: Tempus Sans ITC,fantasy;">Write one piece in different points of views
 * <span style="font-family: Tempus Sans ITC,fantasy;">Write one piece for different audiences
 * <span style="font-family: Tempus Sans ITC,fantasy;">Write one piece in different genres
 * <span style="font-family: Tempus Sans ITC,fantasy;">Learn strategies for effective partner/group work
 * <span style="font-family: Tempus Sans ITC,fantasy;">Learn strategies for peer editing
 * <span style="font-family: Tempus Sans ITC,fantasy;">Practice peer editing
 * <span style="font-family: Tempus Sans ITC,fantasy;">Learn strategies for peer revision
 * <span style="font-family: Tempus Sans ITC,fantasy;">Practice peer revision

<span style="font-family: Tempus Sans ITC,fantasy;">**Frontloading**

<span style="font-family: Tempus Sans ITC,fantasy;">**Journal**: Write about your relationship with writing. Do you love it, hate it, or something in between? When do you use writing in your life? Is there someone who really helped or hindered your writing? How do you think you will use writing in your future? <span style="font-family: Tempus Sans ITC,fantasy;">**Survey:** What kind of writer are you? <span style="font-family: Tempus Sans ITC,fantasy;">Have students fill out this survey, which will humorously detail different writing processes and styles. <span style="font-family: Tempus Sans ITC,fantasy;">**Anticipation/ reaction guide**-- the writing process. Students will indicate what they do during their writing process. We will go back after the unit project, and again at the end of the year, to see if their process has changed.

<span style="font-family: Tempus Sans ITC,fantasy;">**Lesson Plan Sequence**

<span style="font-family: Tempus Sans ITC,fantasy;">**Journal:** (frontloading for reading, to be written on front page of 3-2-1) When did you learn to read and write? How was that process for you? <span style="font-family: Tempus Sans ITC,fantasy;">**Entrance ticket:** Read “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie <span style="font-family: Tempus Sans ITC,fantasy;">and fill out 3-2-1: three things I liked about this piece, two things I wonder about, and one thing this piece taught me about writing a memoir. <span style="font-family: Tempus Sans ITC,fantasy;">**Hillock's Questioning Hierarchy:**
 * 1) <span style="font-family: Tempus Sans ITC,fantasy;">Which book taught Sherman to read?
 * 2) <span style="font-family: Tempus Sans ITC,fantasy;">Why did Sherman want to learn to read so badly?
 * 3) <span style="font-family: Tempus Sans ITC,fantasy;">What novel did Sherman read in kindergarten?
 * 4) <span style="font-family: Tempus Sans ITC,fantasy;">What was the relationship between Sherman and his peers?
 * 5) <span style="font-family: Tempus Sans ITC,fantasy;">How were Indians who “failed” treated by non-Indians?
 * 6) <span style="font-family: Tempus Sans ITC,fantasy;">How was Sherman perceived by his teachers?
 * 7) <span style="font-family: Tempus Sans ITC,fantasy;">Why do you think that many Indians choose to fail?
 * 8) <span style="font-family: Tempus Sans ITC,fantasy;">Why does Sherman think that teaching writing to Indians is akin to “sav[ing] our lives?
 * 9) <span style="font-family: Tempus Sans ITC,fantasy;">How does the use of the words “I am smart. I am arrogant. I am lucky” serve to repeat a key point in Sherman's success and why his has continued to teach writing?

<span style="font-family: Tempus Sans ITC,fantasy;">//**Exploration One:**// **Mod, Hip Hop or Classical? Who are you as a writer?** <span style="font-family: Tempus Sans ITC,fantasy;">**Written in Class** <span style="font-family: Tempus Sans ITC,fantasy;">//Explorations are informal writing times to relax and let your writing flow. You should worry less about spelling and grammar and more about thinking through ideas and pondering options and questions.// For this Exploration, write about the song you chose to describe yourself as a writer. Why did you pick this song? How does this song reflect your feelings about writing? If the song has lyrics, pick some specific lyrics and explain how these relate to you as a writer. If the song has no lyrics, why do you think you were drawn to this song to describe you as a writer? Are there particular parts of the music that inspire you? Is this a song you like or dislike? Does this song represent a specific genre (style) of music? What does this say about your style of writing? <span style="font-family: Tempus Sans ITC,fantasy;">Some other questions to ponder, if you would like… Do you listen to music when you write or do you need silence? What sort of rituals do you have for writing? Do you think you write better when you are in certain places? <span style="font-family: Tempus Sans ITC,fantasy;">**[2+ pages (in class)]Journal:** Bottom line, what is good writing to you? Is there a difference between writing that you personally think is good and writing that is considered good in school?

<span style="font-family: Tempus Sans ITC,fantasy;">**Mind mapping:** make a list of the characteristics of good writing. We will be adding to/revising this list throughout the year, so be sure to hang on to it! <span style="font-family: Tempus Sans ITC,fantasy;">**3 minute buzz**- three thing you learned, one you are wondering about, and one thing you want to know... <span style="font-family: Tempus Sans ITC,fantasy;">**Guided reading:** For a reading, to be determined. I want students to think about what does this author do in their process of creation? What would this author say about good writing? <span style="font-family: Tempus Sans ITC,fantasy;">**Free-Response think aloud**-- What are you thinking as you write?

<span style="font-family: Tempus Sans ITC,fantasy;">//**Exploration Two:**// **Writing: The Good, the Bad, and the Ugly** <span style="font-family: Tempus Sans ITC,fantasy;">**Written in Class** <span style="font-family: Tempus Sans ITC,fantasy;">//Explorations are informal writing times to relax and let your writing flow. You should worry less about spelling and grammar and more about thinking through ideas and pondering options and questions.// For this Exploration, write about both a positive and negative academic writing experience you have had. <span style="font-family: Tempus Sans ITC,fantasy;">//__For the good__//__:__ What made it successful? What were the steps you followed in writing? How did your teacher help or hinder this experience? Were there any lessons you learned about writing from this experience? <span style="font-family: Tempus Sans ITC,fantasy;">//__For the bad/ugly__//__:__ What made this traumatic? How did the teacher help or hinder this experience? What could have made this experience better? Were there any lessons you learned about writing from this experience? <span style="font-family: Tempus Sans ITC,fantasy;">Be sure to <span style="font-family: Tempus Sans ITC,fantasy;">a) describe these key moments in rich detail <span style="font-family: Tempus Sans ITC,fantasy;">b) question, wonder, think about these moments <span style="font-family: Tempus Sans ITC,fantasy;">What lessons can you take away from these experiences as a student? As a writing teacher, what can I learn from your experiences? <span style="font-family: Tempus Sans ITC,fantasy;">**[2+ pages (in class)]**

<span style="font-family: Tempus Sans ITC,fantasy;">**Frayer model**- Used to frontload narrative <span style="font-family: Tempus Sans ITC,fantasy;">**Think aloud**- Point of view and voice <span style="font-family: Tempus Sans ITC,fantasy;">**Hot seat-** an issue from different points of view <span style="font-family: Tempus Sans ITC,fantasy;">**RAFTS-** Practice different narratives in class

<span style="font-family: Tempus Sans ITC,fantasy;">//**Exploration Three:**// **Writing to be proud of!** <span style="font-family: Tempus Sans ITC,fantasy;">//Explorations are informal writing times to relax and let your writing flow. You should worry less about spelling and grammar and more about thinking through ideas and pondering options and questions.// For this Exploration, choose several examples of writing that you are proud of- this can be a copy of a funny email you have written, something you posted on Facebook, a blog, a letter, a story you wrote in the fourth grade, a college application essay… please draw from your list of all of the genres of writing you can remember doing in school and in your non-academic life. I want this to be writing that YOU like- not a paper that you got an A on but hated writing. I want you to explore what happens when writing feels good- those conditions that must exist for writing to “flow.” What happens when you write something you are proud of? Consider the following questions: <span style="font-family: Tempus Sans ITC,fantasy;">Why did you choose this piece of writing? Talk about how you created this piece of work. How did you get the inspiration to write this? What parts of this writing example are your favorites? Why? Do you think that these parts are examples of “good writing”? Why or why not? Do you think you could revise this piece of writing to make it better? How and why (or why not?) What is a lesson that you learned from this piece of writing that you can take with you as you approach college writing assignments? <span style="font-family: Tempus Sans ITC,fantasy;">Then, analyze those pieces of writing as though they’re someone else’s: if you’d found these somewhere, what would you think about this writer? What, **specifically**, do these texts do well? What is each genre? How well does each one meet, or challenge, that genre’s conventions? What particular characteristics do these texts have? **[2+ pages]** <span style="font-family: Tempus Sans ITC,fantasy;">***Please be sure to attach the writing samples to your Exploration**

<span style="font-family: Tempus Sans ITC,fantasy;">**Group work**

<span style="font-family: Tempus Sans ITC,fantasy;">**How to effectively work in groups (to set up good group work for the rest of the year)** <span style="font-family: Tempus Sans ITC,fantasy;">Activities: <span style="font-family: Tempus Sans ITC,fantasy;"> **What color learner are you?** Activity for students to discover their learning style. I will talk a lot about how important it is for students to take charge of their own learning and to make sure that I am teaching to all colors! We will have a class discussion about what kinds of learners would work best together in groups. <span style="font-family: Tempus Sans ITC,fantasy;"> **The colored hats-** Introduce the notion of the colored hats. Have students complete a task (see list of grammar tasks below), using the colored hats. Debrief the activity, talk about how it was helpful to have the different roles in the groups. Tell students that they should always have a variety of hats in each group. I will also talk about always making sure there are a variety of learning colors in a group. Do students see a relationship between the colors of learners and the colors of hats? <span style="font-family: Tempus Sans ITC,fantasy;">**What a good group looks like-** Students will draw Y charts on what a good group looks, feels, and sounds like. <span style="font-family: Tempus Sans ITC,fantasy;">**Jigsaw reading**-Expert peer editing <span style="font-family: Tempus Sans ITC,fantasy;">**Jigsaw reading**-Steps for revision
 * <span style="font-family: Tempus Sans ITC,fantasy;">how to assign roles
 * <span style="font-family: Tempus Sans ITC,fantasy;">how each student can contribute uniquely
 * <span style="font-family: Tempus Sans ITC,fantasy;">how to help all students contribute

<span style="font-family: Tempus Sans ITC,fantasy;">**End of unit**

<span style="font-family: Tempus Sans ITC,fantasy;">**Questioning Circle**-- “What is good writing” to review the unit before final projects...

<span style="font-family: Tempus Sans ITC,fantasy;">//Your unit writing project is an extended, more formal piece of writing. Your Explorations should help generate ideas for your unit writing project, and while you may be able to draw from them, you’ll need to reorganize and reframe the material for your longer writing project.//

<span style="font-family: Tempus Sans ITC,fantasy;">**Culminating Project-- Creative Non-Fiction**

<span style="font-family: Tempus Sans ITC,fantasy;">**A Literacy Autobiography** <span style="font-family: Tempus Sans ITC,fantasy;">**or** <span style="font-family: Tempus Sans ITC,fantasy;">**A Memoir: All About Writing** <span style="font-family: Tempus Sans ITC,fantasy;">**or** <span style="font-family: Tempus Sans ITC,fantasy;">**A (True) Story About the Cultivation of Genius** <span style="font-family: Tempus Sans ITC,fantasy;">**or** <span style="font-family: Tempus Sans ITC,fantasy;">**.............. (Insert your title here!)**

<span style="font-family: Tempus Sans ITC,fantasy;">Compose a narrative of yourself-about your learning as a writer. What have you learned from your experiences as a student and a writer? What can you share from your experience that might resonate with the rest of your classmates? If you like, you could include the piece of writing you brought to class as an example of writing you are proud of. You might incorporate your writing into your narrative. The purpose of this narrative is to give us a glimpse into who you are as a writer. I want you to take some risks as you do this and see how it feels and what you find out from the compositional risk-taking. The approach is up to you.

<span style="font-family: Tempus Sans ITC,fantasy;">Some ideas for content:
 * <span style="font-family: Tempus Sans ITC,fantasy;">You could develop a theme that runs across your writing experiences throughout your life.
 * <span style="font-family: Tempus Sans ITC,fantasy;">You could focus on a particular period of your life.
 * <span style="font-family: Tempus Sans ITC,fantasy;">You could develop a few incidents in depth.
 * <span style="font-family: Tempus Sans ITC,fantasy;">You could highlight just one intensely memorable experience in detail, or explore your relationship with one person who has been important to your writing.
 * <span style="font-family: Tempus Sans ITC,fantasy;">You may focus on experiences in or out of school, or both.
 * <span style="font-family: Tempus Sans ITC,fantasy;">This experience you focus on could be positive, ambiguous, or negative.

<span style="font-family: Tempus Sans ITC,fantasy;">Your unit project is a longer **narrative** of yourself as a writer—and your **audience** is up to you. You might be writing for yourself, for your classmates, for me, for your best friend, for a struggling writer, for your fans, for an extra-terrestrial! You can write it from any **point of view** you would like- your own, a teacher's, your parents', your dog; you could even do it from multiple perspectives! As you can see, you have plenty of freedom in how you write this narrative; but there are some things you'll need to include..

<span style="font-family: Tempus Sans ITC,fantasy;">In your Writing Project, you’ll want to make sure that you
 * <span style="font-family: Tempus Sans ITC,fantasy;">Relax and enjoy looking really hard at your own writing experiences;
 * <span style="font-family: Tempus Sans ITC,fantasy;">Center your unit project around exploring, questioning, and wondering about who you are as a writer, what you do as a writer, and how what you do applies to many different kinds of writing;
 * <span style="font-family: Tempus Sans ITC,fantasy;">Closely and carefully analyze what you //do// as a writer (as you did in Exploration Three);
 * <span style="font-family: Tempus Sans ITC,fantasy;">Incorporate evidence from your own writing to speak to/illustrate what you do as a writer;
 * <span style="font-family: Tempus Sans ITC,fantasy;">Technicalities: 4-5 pages, double-spaced, normal fonts and margins.

<span style="font-family: Tempus Sans ITC,fantasy;">__What’s due the day this is due:__ <span style="font-family: Tempus Sans ITC,fantasy;">In a stapled packet, you’ll want to turn in <span style="font-family: Tempus Sans ITC,fantasy;">__Writing Strategies We’ll Be Working On Throughout This Unit:__ <span style="font-family: Tempus Sans ITC,fantasy;">//You should be able to answer these questions by the end of the unit:://
 * <span style="font-family: Tempus Sans ITC,fantasy;">[written last, but first in the packet:] a **Cover Letter,** addressing some/all of the following: what was your writing process like as you wrote this unit’s writing project? What challenges did you encounter? How did you address, or attempt to address, those challenges? What breakthroughs did you have? What do you wish you’d have done but perhaps you ran out of time, or you didn’t quite know how to do? Also, revisit the strategies (below) that we worked on this unit. What strategies did you especially gain confidence in, do you think? What made that happen? [3/4 page, single-spaced]
 * <span style="font-family: Tempus Sans ITC,fantasy;">Your Writing Project (4 pages, double-spaced, normal fonts and margins, Works Cited page, if necessary.)
 * <span style="font-family: Tempus Sans ITC,fantasy;">Your class colleagues’ written response
 * <span style="font-family: Tempus Sans ITC,fantasy;">Explorations 1-3
 * <span style="font-family: Tempus Sans ITC,fantasy;">Pick at least four pieces of in-class work that you think really contributed to this unit project. Please let me know, in your cover letter, how these pieces helped you plan your writing.


 * <span style="font-family: Tempus Sans ITC,fantasy;">Why am I writing this? How can I say this distinctively? //(How to write with a clear focus, a purpose, an audience, an awareness of why this piece of writing is important. Don’t fake it! Think of a way to make this meaningful to you!)//
 * <span style="font-family: Tempus Sans ITC,fantasy;">How do I go about this impossible task//? (Where to begin: explore strategies for generating ideas, organizing material, providing and learning from feedback.)//
 * <span style="font-family: Tempus Sans ITC,fantasy;">OK, I spent an hour cranking this out- now I’m done, right?!? //(Wrong. How to use revision to realize what is great in your writing and how to expand on that.)//
 * <span style="font-family: Tempus Sans ITC,fantasy;">You want me to come up with something new?!? //(Using writing as a tool for exploration. It is OK not to know exactly where you are going when you begin your writing. A good writer lets if flow out and learns how to pick out the good from the bad. When you are surprised by something you say in your writing, you are on to something!)//