ubd unit plan.doc

7/23/2019 ubd unit plan.doc

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Discipline: English Language Arts

The following overarching understandings and essential questions reflect important ideas in English Language discipline:

Overarching Understandings:

The ability to read a variety of texts requires comprehension and fluency.

It is the process of reading not the product that is more important in understanding a text.

Reading is a way to explore personal challenges by making connections with lead characters.

We use written words to communicate in print for different purposes and audience.

Language rules have been established to standardize written communication.

We use oral language as a tool for communicating, thinking, and learning.

Listening enables learning to engage in active process to gain understanding.

A media literate person can evaluate and influence how texts and images are perceived.

Overarching Essential Questions:

How does understanding a texts structure help me better understand its meaning?

What do readers do when they do not understand everything in a text?

How do I figure out a word I do not know?

What is the connection between reading and writing?


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Why does a writer choose a particular form of writing?

Why is it important to use correct spelling and grammar?

Do we always hear when we listen?

How can we use social media to support/oppose/discuss controversial topics?


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Unit: Improving Reading Comprehension Using Social Media Tools

Brief Summary of the Unit:

This unit introduces 8th grade students to the science fiction storyFlowers for Algernon. Students will use specific reading skills such

as using context clues, drawing conclusions, making inferences in order to understand the literary elements in the story; mainly the

plot, conflict and characterization. Through a series of activities during and after reading the story, students will use two social media

tools, blogging and face book, to reflect on the storys plot and character development. This unit has interdisciplinary links with the

Science Department.

Flowers for Algernon:

Flowers for Algernon is the story of Charlie Gordon, a mentally retarded thirty-two-year-old man, who is chosen by a team of

scientists to undergo an experimental surgery designed to boost his intelligence. The entire narrative ofFlowers for Algernon is

composed of the progress reports that Charlie writes about the changes he undergoes over a 9 months period as he goes from low

intelligence to high and low again.


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Understanding by Design:


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Title of Short Story Flowers for Algernon Grade

Level

8

Curriculum Area English Language Arts Time

Frame

2-3 weeks

Enduring Understandings Topical Questions

(derived from the lenses of the six facets of knowledge)

The author uses intentional word choices to affect the reader.

People are intelligent in different ways.

Mentally handicapped people face a lot of prejudice in life.

Knowledge is sometimes abused.

Scientific experiment is held by ethical boundaries

Blogging and Face book are tools to participate as members of a

social network.

What is intelligence? IQ levels?

How can I use context clues to understand new vocabulary

words?

What does a characters action tell about his /her personality?

How can intelligence be misused?

How can I use a blog to discuss a controversial topic?

What does a face book page reveal about a persons

personality?

From whose point of view is the story told? How does it

affect the readers feelings?

How would you feel if someone mistreated you (verbally or

physically)?

To what extent am I ready to accept a mentally handicapped

person as my best friend?


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Knowledge

Students will know

Skills

Students will be able to

A plot is a series of related events that make up a story.

Plot elements ( exposition, rising action, climax, conflicts,

resolution)

Read and respond to written text using reading strategies.

Evaluate the effectiveness of the authors use ofpoint of view,

conflict, and characterization to highlight certain themes in the

story.

Technical skills to participate in social media networks.

Determine the meaning of words as they are used in the text.

Determine the authors point of view.

Practice reading silently and loudly.

Diagram the Exposition, Rising Action, Climax, Falling

Action, and Conclusion of the story.

Make inferences about characters by analyzing their actions.

Analyze literary elements such as conflicts and

characterization.

Answer questions to demonstrate their knowledge and

understanding of the main events in the story.

Create a personal blog to discuss a controversial topic.

Create a face book page for the main character of the story.

ASSESSMENT EVIDENCE


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Performance Task 1 Description

The Performance Task describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their

understanding in a real life situation.

Background information: A blog is a discussion or informational site published on the internet. Blogs

can be the work of a single individual or authors who work in magazines and other media outlets. They

mainly provide commentary on a certain subject but some can be like personal diaries. A majority of

blogs are interactive and allow readers to leave comments. You are a blogger for the Medical Journal

Today and you will discuss whether scientists have the right to interfere with human intelligence or not.

Goal: to create a blog that discusses whether scientists have the right to interfere with human

intelligence.

Role:blogger for a medical journal.

Audience: medical professionals general readers.

Situation: You are working for a medical journal. The editor has asked you to write a blog on a recent

controversial issue: Do scientists have the right to interfere with human intelligence?

Product/Performance: a blog that defends or argues against the right of testing on humans in addition to


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tagging/replying to readers comments.

Performance Task 1 Standards

The RUBRIC identifies how student understanding will be measured.

Your work will be judged on the ability of :

Creating a personal blog and ability to tag key words and reply to comments.

Supporting your arguments with evidence from the story.

Including factual data from the story.

Inferring the authors purpose in writing Flowers for Algernon

Your ability to write cohesive paragraphs using conventional spelling and grammar.

Performance Task 2 Description

The Performance Task describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding

in a real life situation.


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Background information: Facebook is a social utility that connects people with friends and others who work,

study and live around them. People use Facebook to share their interests, activities, keep up with friends and

share pictures and news.

Goal: to create a facebook profile page for the main character Charlie Gordon using the following link:

http://www.classtools.net/fb/66/Y4WAB5

Role: main character in the story Flowers for Algernon

Audience: Gr. 8 students-English Language teacher

Situation: As the main character, Charlie Gordon, you will post reflections on your facebook page while you

are being used for a science experiment that increases your intelligence.

Product/Performance: a facebook profile page that traces the development of the main character in the story.

Performance Task 2 Standards

Your work will be judged on the ability of :

Identify Charlie Gordon physical traits/ his main hobbies/ work.

Identify his friends.

Add posts that reflect Charlies mental development.

Add posts from other characters in the story. The former should trace their changing behaviors towards Charlie.


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LEARNING ACTIVITIES

Other Assessment Evidence: (Formative and summative assessments used throughout the unit to arrive at the outcomes.)

Vocabulary quizzes: Inferring meaning through context clues (Appendix F)

Class work ( graphic organizers on characterization, plot elements, double bubble, and conflict)

Homework assignments (journal entries to trace important development in Charlies character as he gets smarter and then regresses back )

Unit test : Answer questions to demonstrate their knowledge and understanding of the main events in the story (Appendix G)


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Instructional Activity 1: Pre-reading Activities

(Questions, Cues, and Advance Organizers)

The following pre reading activities can be used by the teacher throughout the unit. They aim at giving a background on some of the

scientific concepts in the story such as IQ tests, Rorschach test, psychiatrists and psychologist.

1. Have the students watch a before you read power point onFlowers for Algernon using the following link: http://mmsgrade8.d118.org/online-

textbooks-resources/Lit-LA/flowers-for-algernon .(use only the slides that give background information on the setting of the story, IQ tests, and

origins of Rorschach testing).(HOOK)

2. Engage students in oral discussion questions that target enduring understandings of the unit.

Have you ever thought about what it would be like to have an IQ of about 68? How would people treat you? How would you feel about

yourself? Would you want to become "smarter"? If someone you respected came to you and told you they could make you smarter, would you

take them up on their offer? (Carpenter, 2010). How can intelligence tests be both a good and a bad thing? What are dangers of scientific

extermination? What ethics are involved in experimenting over human beings? (WHERE/HOOK)

3. Have the students take a Rorschach test using the following link: www.thematzats.com/algernon/rorschach.html . Students will look at the

inkblots, write down their responses, and compare the latter with their classmates responses to find out if there are any similarities in the

patterns. (HOOK)
http://mmsgrade8.d118.org/online-http://www.thematzats.com/algernon/rorschach.htmlhttp://www.thematzats.com/algernon/rorschach.htmlhttp://mmsgrade8.d118.org/online-http://www.thematzats.com/algernon/rorschach.html


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4. Review the concept of point of view and the different types of point of view that an author may use in their writing (Appendix A).(EQUIP)

5. Have the students chart the advantages and disadvantages of having superior intelligences vs. little intelligence. (students can reflect back on

their answers after they finish reading the story and make another chart comparing the advantages of Charlie having little intelligence (before

surgery) vs. Charlie having superior intelligence (after surgery).(RETHINK)

The following instructional activities can be used to teach literary elements and reading skills that are related to the units learning

objectives.

Instructional Activity 2: Focus: Using Context Clues

(Nonlinguistic presentation- cooperative learning)

Flowers for Algernon is packed with new reading vocabulary words such as: Rorschach, I.Q. (intelligence quotient), superstitious,

subconscious, conscious, psychology, tangible, calculus, inferiority complex, Hindustani, vacuous, navet , hypothesis, proportional,

deterioration, refute, intellectual.

Students and teacher will alternatively read the words within the context of the story. The teacher can help students with the spelling of new

words such as Rorschach (Raw Shawk). Ask students to pay attention to the sentences surrounding the word and to highlight familiar words

that can give clues to the meaning of the new vocabulary word.

Students will write their explanation of the new meaning on their Academic Vocabulary worksheets. ( Appendix B )(facets 1&2:

explanation,interpretation).

The teacher will provide information on the new words and use examples/descriptions to provide an informal, natural context to learn the


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new words. (Avoid using definitions as most studies show that are not a recommended method for vocabulary instruction as they do not

provide learners an informal, natural way to learn new vocabulary.)

Have students compare their notes with the teachers explanation.

Ask the students to draw a picture, symbol, or an example of the word in order to reinforce their vocabulary mastery. (Students work in

teams to help those who cannot draw). (facet 2: interpretation)

Put students in pairs to discuss their descriptions, images, and any new information related to the words.

Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. (The teacher will monitor as students help each

other identify and clear up confusion about new terms.)

In order to reinforce the meaning of the new words have students participate in vocabulary games. A variety of games are available at this

website: PowerPoint Games, Word Game Boards, Excel Games, WORDO, Twister, Fly Swat. (facets 1, 2, &3)

Instructional activity 3: Focus: Point of View & Character Inferences

(Homework and practice- Identifying similarities and differences-cooperative learning-Reinforcing effort and providing recognition)

Use the pre- reading activity on point of view. Ask the students from whose point of view is the story being told?

In progress report four, Charlie takes the Rorschach test and writes about his frustration in his journal entry. Rewrite this journal entry from

the point of view of the scientist who administered the test; or have the students choose a character from the story besides Charlie and write

one journal entry expressing their thoughts regarding Charlie as he is getting smarter. (facet 5: empathy)
http://jc-schools.net/tutorials/vocab/ppt-vocab.htmlhttp://jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://jc-schools.net/tutorials/vocab/excel-vocab.htmlhttp://jc-schools.net/tutorials/vocab/wordo.htmlhttp://jc-schools.net/tutorials/vocab/TWISTER.htmlhttp://jc-schools.net/tutorials/vocab/flyswatter.htmhttp://jc-schools.net/tutorials/vocab/ppt-vocab.htmlhttp://jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://jc-schools.net/tutorials/vocab/excel-vocab.htmlhttp://jc-schools.net/tutorials/vocab/wordo.htmlhttp://jc-schools.net/tutorials/vocab/TWISTER.htmlhttp://jc-schools.net/tutorials/vocab/flyswatter.htm


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Distribute a character map (Appendix C) which explains that there are four methods of characterization. Students will fill in their map as

they continue reading the story trying to make inferences about Charlie based on his actions, word choice, thoughts, and other characters

reactions. (facet 2& facet 4: interpretation &perspective)

Double-Bubble in -class assignment: divide the students into groups and distribute the double- bubble worksheet (Appendix D) which

compares Charlie at his lowest IQ level (68) to Charlie at his highest IQ level (203). Groups will present their projects at the end of the story.

(facet 2: interpretation)

Students will also fill in an award and achievement rubric (Appendix E) in order to recognize their effort in finishing their class work

activities. (EVALUATE)

Homework: Journal entries: These journals prompt target the changes in Charlies personality as well as the changes of how other characters

perceive Charlie.

What changes in Charlies personality become apparent immediately after his surgery?

Why do we need the information about Charlies friends? Is it important to the story?

Is it good that Charlie now understands why people laugh at him? Is he better off?

What do you think of Miss Kinnians definition of intelligence (intelligence is not only facts and figures, but experience and the ability to make

connections)?

What is the importance of Fannys comments? What is she comparing Charlie to and why is that important?

What aspects of the old Charlie are still evident, even though he is a different person?


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What do you think of Charlies decision to work to increase human intelligence? Is it the right choice? Or should he teach scientists to leave well

enough alone?

Have you changed your thinking about what is worse never having had intelligence or losing it? Have you heard the saying, ignorance is

bliss? Agree/disagree (Flowers for Algernon Unit, n.d.)

Instructional Activity 4: Focus: Plot elements and conflict

(Homework and practice- non linguistic representations-cooperative learning)

Students watch a song video on elements of the plot using the following link: http://www.youtube.com/watch?v=8h4AuIWSq2Q (HOOK)

Students watch a power point presentation on types of conflict using the following link: (HOOK)

http://curriculum.austinisd.org//la/resources/documents/ELA_Literary_Conflict_Power_Point.pdf

Possible discussion questions: what is a good summary of a narrative text? What are the elements of a plot diagram? Can we summarize a story

without describing the elements of plot?

Ask students to draw pictures of the settings used in the story ( lab, Miss Kinians office, Charlies work place, etc). Team students in order

to help those who cannot draw.

Ask students to identify the five most important events in their favorite movie. (Students will then identify main events inFlowers for

Algernon in class).

Teacher will model the completion of the plot diagram by eliciting responses from students . (EQUIP)

Have students identify an example of internal and external conflict in Flowers for Algernon.
http://www.youtube.com/watch?v=8h4AuIWSq2Qhttp://www.youtube.com/watch?v=8h4AuIWSq2Q


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Pair students and have them explain to each partner why they chose this particular example.

Choose 2-3 students to share examples after their group discussions with the class.

Homework: After students watch a favorite TV sitcom, have them write a short summary of an episode that includes the characters, plot, and

conflict and resolution. (facet 3: application)

Resources Used

Literature Book :Flowers for Algernon

Computer lab

Graphic organizers

Pre-reading power point onFlowers for Algernon

Rorschach test

Cards- coloring pencils

Journal copybook

Video clip

Literary power point on conflict


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References

Interdisciplinary Connections

Science Department

- Brain Tour :http://www.thethinkingbusiness.com/brain_zone/brain-tour

- IQ : http://www.psychologicaltesting.com/iqtest.htm
http://www.thethinkingbusiness.com/brain_zone/brain-tourhttp://www.thethinkingbusiness.com/brain_zone/brain-tourhttp://www.thethinkingbusiness.com/brain_zone/brain-tour


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