Summer+2011+unit+plans

Bre Crosby-Martinez: **Writing for Self, Writing for Community: How Can my Voice Influence the World**? A unit for #|college students, namely English 101: teaching basic essay writing components and linking them to/through Social Justice issues, connected to Service Learning. Inspired by "Teaching Social Justice" HEN.

Ruxton/Fitzwater Inquiry Unit Plan English 10: Inquiry based unit dealing with the semester inquiry question "**How do emotions affect behavior**." #|Studentswill work to discover voice and emotional reaction through reading and writing poetry. Within this unit, students will work with ELL students to discover cultural voices and gain a better understanding of tolerance and cultural similarities. Samantha's response to Diane and Brandy

ENG 9 To Kill a Mockingbird: Jonelle Warnock & Ambur Miller We will focus on **the art of valuing other people instead of judging others**. Using To Kill a Mockingbird as a starting point, we will explore social justice issues fr Samantha's response to Jonelle and Ambur Zumwalt/Jones Inquiry Unit Plan English 12: Essential Question: **Whose story gets told**? Students will produce a collection of non-fiction narrative stories that represent the stories that don't get told in our community. From that, students will interpret these stories as representations of modern culture by creating a work of "art" (visual, performing, literature, etc). As a result, we hope that the students will foster tolerance and respect at Capital High. Samantha's response to Carla/Fran

Eric Schmitz Kindergarten Inquiry Unit on letter/sound connection and American Sign Language: Working with the essential question, "What can we do with our hands?" we will unlock the letter/sound correspondence and become students of ASL and teachers/tutors of the Zoophonics #|programto help other language learners in need of phonemic awareness at our school and in the larger community. Samantha's response to Eric Dena Duke 2nd Grade Inquiry Unit on **how opinions affect us**. This unit leads up to the writing of an opinion piece with topic, opinion, reasons, and conclusion (CCSS standard) by scaffolding with multiple activities that define and use opinions in various ways at the primary level.

Matt Archibald grade 9-12 Exploring the World of Work unit. Essential question: **"Why work?**" Service learning project of having "at risk" youth interview Meals on Wheels recipients about their work histories and what they think meaningful work is/ is not. Unit #|scaffoldswith activities which have students compare and contrast various job requirements and skills and learn effective interviewing skills.

Angela Housley, Scott Van Kleek, Marsha Bravo, and Ginny Farmer 4th grade Inquiry unit on **What makes a playground fun?** Students will explore how everyone on a crowded playground can have fun. They will buddy with the first graders to develop recess activities that are safe, fun and inclusive for our small playground. They will publish a guidebook for the school. This will unit will facilitate measure skills, reading, writing, and health concepts.

Bonnie Warne 10th grade Language Arts **What experiences make us who we are?** Students will explore how our experiences and society influence who we are as they read //To Kill a Mockingbird.// Service learning will extend the experience as the students interview a community member and create an Animoto presentation to be displayed at Parent Teacher Conferences. Samantha's response to Bonnie

Naomi Kerns- 12th grade English Unit **How are you similar to your enemies?** Archetypes and Lord of the Flies

Crystal Gunderson-12th Grade American Government-Election Politics Unit. **What responsibility do you have to change society?** Student choice in service learning that leads to a PSA or other presentation format.

Paul Zimmerebner/ Steven "Monk" Wells / Susan Williamson Unit over What are the consequences of fitting in? Tied to Flowers for Algernon. English 8 Boise. Samantha's response to Paul, Monk and Susan

Emily Morgen, Laura Moore, Stephanie Phillips, Tracy Hamren: Please know this is an "in progress" document. :)

Catherine Wingert 9th grade language arts (Freshman Cornerstone) **What gives me personal power?** With a literacy service project and academic "The Ten" books. Samantha's response to Catherine Nancy Neely and Shawntae Gardner 1st grade Inquiry unit on **What is community and how do we build it?** Students explore the meaning of community by connecting with other grades through buddy activities, working with children’s literature and developing goals for improving community within the school. The project culminates with the students advertising and hosting school wide assemblies to bring the school together. Samantha's response to Nancy and Shawntae Kimberly Pierce, English 102: College Composition and Research. A inquiry unit on **What is Community?** which is one of three units addressing the class essential question of **What is my Responsibility to the Community?** During the course of the semester, students will explore the meaning of community, community issues, and what can be done to make a difference in a community. The **What is Community?** unit culminates with students writing a community profile on the service-learning community partner that they are working with. Samantha's response to Kimberly

Nicole Schuette 7th Grade English and Literature: **How Do I Find My Voice?** Students explore finding their own voice through poetry, as well as analyzing what an author is trying to say. The culminating project involves a student created poetry book and a poetry night at the school. Samantha's response to Nicole's unit

Libbie Hayden and Katie Diehl, 5th grade Washington: What does it take to thrive. We plan to delve into health related topics. In our Inquiry project students will create a short video, brochure or posters to spread the word about healthy lifestyles. They will also create a health related ABC book "__Jivin' Thrivin__" to share with other students.

Shawnna Fields 7th Grade English: Why do we fight? //The Outsiders// This unit will incorporate a variety of texts in the service of exploring the issue of conflict and conflict resolution. Our culminating project will be to create a mentoring program for fifth graders. After students explore conflict in their lives and the texts we read, they will "inquire" into the conflicts that many 5th graders face throughout their school year and their transition to middle school. A school site visit will be followed by a reflection and gallery walk that will demonstrate their understanding.



Ryan Evans 10th-11th grade, Spanish II, What would we need to know when living/traveling in a Hispanic Culture? This unit will explore what kind communication is necessary to live/travel/survive in a foreign country, specifically a spanish speaking country. It will explore cultural similarities and differences while fostering global awareness, tolerance,and acceptance. The students will have pen-pals on e-pals.com and they will get to know each others culture and customs and in the end create for each other travel brochures/survival guides for their respective cities .

Cynthia Woods and Jayna Eichelberger 1/2 and 4/5 combination classes of all girls, **How can girls make a difference in the world?** This yearlong unit uses non fiction strategies for girls to explore areas in their world where they can make a difference. We will work as buddy classes to truly understand issues of concern and find ways to address them by setting goals of service. Along the way we will write in journals, create videos and books, and write poetry. Our final production will be a student produced school-wide assembly where we share our goals and successes, display our learning artifacts and present our multimedia products. We hope to inspire our entire school to engage in service learning. Here is Samantha's response to Jayna and Cynthia's unit

Jami Cureton - This is a History Unit on Westward Expansion for Juniors - answering **What makes some people think they are better than others?** This is a short unit, with only 5 - 7 days of teaching time allotted, but it is our intro unit, so a good time to introduce new strategies to the class. We use a lot of small group strategies in American Character already, so questioning and reading skills are what the students could use now!

Alison Stark-7th Grade Writing and Composition. This is a semester-long autobiography unit that encompasses several modes of writing exploring the essential question **Why Share Our Life Stories?** Other conceptual knowledge includes the following questions: **What is my story? What is the value in exploring the lives of others? Who or what determines whose stories are heard?** Here is Samantha's feedback to Alison's unit

Reading 7 Unit Plan with //The Outsiders// and //Crash// - Andrea Souden and Larissa Moyer. This semester long unit will introduce the question **"Why do we bully?"** and will be used to explore ideas about power - especially social power - and how the struggles to maintain and leverage that power keep people and groups marginalized. In this unit, students will use the characters and situations in the texts we read as a "safe" way to take on other perspectives and challenge their own ideas about the roles each person in a society plays in allowing bullying behavior to continue. Here is Samantha's response to Andrea's and Larissa's unit

Sheltered English 9 Unit Plan by Elisabeth Skoro using the essential question **What Makes us Who We Are?** or **How do we Develop Our Identity?** unit using the text //The Absolutely True Diary of a Part-Time Indian//. The procedural goals are to summarize and to analyze characters, settings, and plots of stories. Here is Samantha's response to Elisabeth's unit

Ken Weeks: This unit is called **"How Can One Person Make a Difference?"** It is unit culminating in a service learning project and a writing unit about argumentation and warranting. It is for 10th grade English with the core reading being //Fahrenheit 451// by Ray Bradbury. Here is Samantha's response to Ken's unit

JaNan Neilson: **"What determines who survives?" ** Here is Samantha's response to JaNan's unit

Melissa Newell: "What makes us most fully human? Or, how can we build a fully human society?