Three Day Road UBD Unit Plan

This is a work in progress but highlights my enthusiasm for teaching this particular novel as it is very dear to my heart. Furthermore, I think it would do well being taught in an English Language Arts classroom.

Understanding By Design Unit Template

 

Title of Unit

A Journey through Three Day Road by Joseph Boyden  

Grade Level

Grade 10
 

Subject

English Language Arts (ELA)  

Time Frame

Approx. 4 months (the last week being the final project)
 

Developed By

Kashtin Moen
 
Stage 1 – Identify Desired Results

 

Broad Areas of Learning

How are the BAL incorporated into this unit?

 

Lifelong Learners-

Students who are engaged in constructing and applying ELA knowledge naturally build a positive disposition towards learning. Throughout their study of English language arts, students gain understandings, skills, and strategies to become more competent and confident language users.

-This unit will challenge students to incorporate prior knowledge with learned knowledge to fully interact and learn from Joseph Boyden’s Three Day Road. Students will continually be working on improving their ELA skills in reading, writing, and speaking while developing new and implementing old learning strategies. This unit will attempt to unlock and/ or enhance skills the students can carry into their futures in regards to the plethora of knowledge that is contained within stories.

Sense of Self, Community, and Place-

To learn English language arts, students need not only to use the English language but also to interact with each other. Through the English language arts, students learn about themselves, others, and the world. The students use language to define who they are and to explore who they might become. They use language to interact and to respond effectively with others and to build community.

-This unit has many opportunities for students to work individually, in groups, and as part of a team to create a positive learning environment within the classroom. Thus, teamwork and cooperation are some of the backbones of this unit. It is important for students to develop skills in these areas as these skills are highly transferable to everyday situations from work to extracurricular activities. This unit also gives them a peek into Canadian history and develops their sense of community and place within a greater context.

Engaged Citizens-

In the English language arts, students learn how language enables them to make a difference in their personal, peer, family, and community lives. Language gives them a sense of agency and an ability to make a difference in their community and the world in which they live.

-This unit will foster interpersonal relationships that translate into constructing positive social interactions within everyday life. Students will learn about a multitude of topics that will give them the confidence in themselves to show intellectual courage in their own lives and communities.

 

 

Cross curricular Competencies

How will this unit promote the CCC?

 

Developing Thinking (DT)-

Learners construct knowledge to make sense of the world around them. They develop understanding by building on what is already known. This key competency concerns the ability to make sense of information, experiences, and ideas through thinking contextually, critically, and creatively. The philosophy of learning in English language arts is inquiry-based, and students use their language and thinking skills to explore a range of topics, issues, and themes.

-This unit has plenty of opportunities for students to bring prior knowledge into their work as well as discussions. They have to apply their knowledge to make sense of the ways in which the novel connects to themselves and their world around them. The plethora of different assignments allows students to show off their skills in a number of different ways. Thinking critically, students must analyze the novel and its components and apply it to the unit material. Thinking creatively, students can apply creative solutions to the problems presented within the unit and show their learning in a creative manner. Thinking contextually, students can apply their prior knowledge to situations that arise from the reading material or the discussions and construct answers based upon their “out of classroom” learning. In this way, the unit will foster “real-life” out of classroom learning through actively engaging the students and making them want to learn more about the topics that are being discussed. By asking inquiry-based questions, the students learn to construct an answer on their own by working through the question using all the knowledge in which they have and thinking contextually, critically, and creatively.

Developing Identity and Interdependence (DII)-

The ability to act autonomously in an interdependent world requires an awareness of the natural environment, of social and cultural expectations, and of the possibilities for individual and group accomplishments. It assumes the possession of a positive self-concept and the ability to live in harmony with others and with the natural and constructed worlds. Achieving this competency requires understanding, valuing, and caring for oneself; understanding, valuing, and respecting human diversity and human rights and responsibilities; and understanding and valuing social and environmental interdependence and sustainability. English language arts require students to explore ideas and issues of identity, social responsibility, diversity, sustainability, and personal agency.

-This unit has a whole subsection devoted to the study of identity both within the novel as well as within the individuals studying the novel. In this way, comparisons can be drawn and a deeper understanding of one’s own identity can emerge. This unit also focuses on group work in order to foster interdependence and teamwork to work towards a shared goal of learning and understanding. Through the knowledge gained about oneself within this unit, students can work towards establishing compassion for other members of their community and world and be part of a positive change in our world. This is especially important at a time when hate is so prevalent within our lives through media coverage and violence towards “other” ethnicities.

Developing Literacies (DL)-

Literacies provide many ways, including the use of various language systems and media, to interpret the world and express understanding of it. Literacies involve the evolution of interrelated skills, strategies, and understandings that facilitate an individual’s ability to participate fully and equitably in a variety of roles and contexts – school, home, and local and global communities. To achieve this competency requires developing skills, strategies, and understandings related to various literacies in order to explore and interpret the world and communicate meaning. English language arts requires students to use different literacies, including language literacy, effectively and contextually to represent ideas and understanding in multiple, flexible ways.

This unit looks to develop a range of literacies in order to support and challenge all learners. Reading skills such as skimming vs reading in depth will be looked at to foster different strategies for students to succeed. Communication is an essential tool of humankind and, thus, different strategies to foster communication and communication skill acquisition will be implemented. Literacies involving writing will be explored in depth throughout unit work with different writing methods (essay, poem, monologues, etc…) being used to give the students a comprehensive knowledge of different writing forms.

Developing Social Responsibility (DSR)-

Social responsibility is how people positively contribute to their physical, social, and cultural environments. It requires the ability to participate with others in accomplishing shared or common goals. This competency is achieved through using moral reasoning processes, engaging in communitarian thinking and dialogue, and taking action to contribute to learners’ physical, social, and cultural environments. In English language arts, students explore their social responsibility and work toward common goals to improve the lives of others and the natural and constructed worlds.

-The group work within this unit will require students to positively contribute to their “team” and foster a positive learning environment for all learners. The groups are working towards a common goal of learning and have the ability to take their own learning into their own hands. This unit requires a lot of discussion / communication with a plethora of different sized groups in order to foster positive communication and idea generation. These skills are highly transferable into “real life” scenarios in which students would be facing on a day to day basis because communication has a large influence in our everyday lives. Furthermore, the communication skills gained from active participation within this unit can help students in future endeavors whether that is simply getting a job or being an active spokesperson for environmental issues.

 

Learning Outcomes

What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

 

I will arrange the outcomes into these categories soon:

Mini-Unit 1- Literary Elements/Perspectives

Mini-Unit 2- Identity and Relationships

Mini-Unit 3- Indigenous Perspectives

Mini-Unit 4- The Effect of War on Canada and its People

 

CR A10.1

Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:

• identity (e.g., Foundational Stories);

• social responsibility (e.g., Destiny and Challenges of Life);

• social action (agency) (e.g., Human Existence).

– View, listen to, read, and respond to First Nations and Métis resources and other texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socioeconomic status, ability, age, gender, language, social structures, and decision making).

– Identify connections between self, texts, and culture

– Respond personally and critically to individuals, events, and ideas presented in a variety of First Nations, Métis, and other Canadian and international texts.

CR A10.3

Listen to, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of literary and informational texts including group discussions, oral readings, interviews, and prepared talks about a topic being studied.

– Listen to and interpret grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities.

– Engage in reflective, critical, empathic, and appreciative listening.

– Identify the language features and their effects in a range of oral and multimedia texts and describe and analyze their relationships to meaning, purpose, and audience

– Listen respectfully to an invited guest with expertise on the subject, and make notes on the key points as well as the speaker’s purpose, attitude, and organization of ideas for effect.

CR A10.4

Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts

– Read, comprehend, and explain the human experiences and values reflected in various literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities

– Read and interpret critically the main ideas, events, and themes of a variety of literary texts including stories, novels, scripts, poetry, and non-fiction works, and prepare, present, and defend critical responses to what is read.

– Interpret, explain, analyze, and discuss how the literary qualities and the distinctive conventions, structures, and language features of a range of texts suit the topic and purpose.

CC A10.1

Compose and create a range of visual, multimedia, oral, and written texts that explore:

• identity (e.g., Foundational Stories);

• social responsibility (e.g., Destiny and Challenges of Life);

• social action (agency) (e.g., Human Existence).

– Use representing, speaking, and writing to respond to experiences or texts (e.g., a staged dramatic scene, a television episode, a significant personal event).

– Develop and present a project-based inquiry related to a theme or topic of the course:

·      collaborate to determine group knowledge base and to define inquiry or research purpose and parameters

·      draw logical conclusion from information and consider how to best present to identified audience

·      access information using a variety of tools (e.g., electronic networks, libraries, taped oral histories)

CC A10.2

Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams, sound, models, drama, and print.

– Present information using print and non-print aids to engage and inform a familiar audience.

– Use props, visual aids, graphics, and electronic media to enhance the appeal and accuracy of presentations.

– Use and adapt production techniques and technologies to communicate information, ideas, narrative, or other messages, integrating verbal, visual, and dramatic features to achieve a range of effects.

CC A10.3

Use oral language to express a range of information and ideas in formal (including a prepared talk on a familiar topic, an oral presentation of a passage of prose or poetry, retelling a narrative or recounting an experience or event) and informal (discussion and group work) situations.

– Participate in small- and large-group discussions, observing the courtesies of group discussion, and demonstrate effective group interaction skills and strategies:

·      develop harmony, listen, observe, and respond to and clarify one another’s ideas

·      be respectful but also critical

·      work co-operatively and collaboratively with others in small groups on structured tasks

·      question others, exploring the potential of their contributions, and offer clarification and elaboration upon own ideas when necessary

·      assume some of the work necessary to maintain discussion and advance it (e.g., by summarizing, raising questions, extracting significant points, making connections, setting agenda)

CC A10.4

Compose and create a variety of written literary (including a historical persona essay and a review) and informational (including an observation [eye-witness] report and researched or technical report) texts attending to various elements of discourse (e.g., purpose, speaker, audience, form).

– Write an observation report/eyewitness account (e.g., an incident report, an event report) that:

·         answers 5W and H (who, what, when, where, why, and how) questions for facts about what happened

·         includes thoughts and comments that bring experience to life

·         uses descriptive details (including sights, sounds, tastes, textures, and smells) that show the reader what happened, as if he or she were seeing it firsthand

– Write a historical persona essay (e.g., biographical narrative, response to a historical photo) that:

·         defines important moments in the historic person’s life so essay is well-focused and organized

·         shows understanding of the person, the events, and gathered details about the place and time

·         uses the “I” voice (imagined self to be the person and to be part of these events) in order to get a feel for the experience.

– Write a review (e.g., evaluating a literary work) that:

·         includes thoughtful explanations and specific references to the text itself

·         explores strengths and weaknesses of work and includes passages from text as examples

·         does not retell plot but recognizes theme (general observation about life or human nature) of the text and the relevance of literary techniques (e.g., setting, characters, point of view, basic conflicts, plot development, and use of literary elements such as figurative language and sound).

AR A10.1

Establish and apply criteria to evaluate own and others’ work

– Use feedback to evaluate own effectiveness and set goals in language learning and use

-Evaluate own and others’ contributions to group process and provide support where needed.

– Contribute to the creation of rubrics and other assessment and evaluation tools used to assess visual, oral, written, multimedia, and other products submitted.

 

Enduring Understandings

What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)

What misunderstandings are predictable?

Essential Questions

What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Students will understand that…

-Learning through listening to the stories of others can help better oneself

-What they learn through reading can be applied to better their everyday lives

-The ability to intellectually communication is a key aspect in human life

-Our character defines and determines us, yet there is always a capacity for personal growth

-That decisions have wide spread implications on not only the decision maker but on those around them and the world as a whole as well.

 

 

Related misconceptions…

This is only a story and we can’t learn from reading someone else’s story.

It doesn’t relate to me.

Reading books are only for an English class

Students don’t believe that what they know can apply to intellectual conversation

Content specific….

-How does who we are affect what we see/ or don’t see as well as how we act? Can this be changed or altered?

– How do the values of the individual conflict or not conflict with those of the larger society as a whole?

– What makes an individual decide a course of action and how are those around them affected by those decisions?

– How does placing a piece of literature in the context of our time period affect its meaning and how it is perceived? In its own time?

 

FNMI, multicultural, cross-curricular…

– What makes an individual decide a course of action and how are those around them affected by those decisions?

– How does the culture reflected in the writing affect your understanding of it? How does your own culture affect your understanding of it?

-How does the understanding of Treaties enhance or alter our understanding of the play

-In what ways is Three Day Road relevant to our own time and circumstances?

Knowledge:

What knowledge will students acquire as a result of this unit?  This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.

 

Skills

What skills will students acquire as a result of this unit?  List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit.  These will come from the indicators.

Students will know…

-themselves or an increasing part of themselves

the importance of working as a group (and individually) in reaching academic and learning goals.

-different cultural values and norms and how these interact with one’s own cultural values and norms

 

 

Students will be able to…

– This unit is attempting to connect and include all levels of Blooms Taxonomy using skills such as questioning, analyzing, and inference (of main ideas and characters) among others.

– Discuss the novel in a variety of manners such as Socratic circle, self-sustained small group work, think-pair-share, and Jigsaw methods.

Stage 2 – Assessment Evidence

 

Performance Task

Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form.  Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)

By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task   
G – Goal

What should students accomplish by completing this task?

G- Discover how they have evolved as a person through the undertaking of personal journeys and overcoming obstacles within their lives. Discover how their journey is similar/ different from the characters within the novel Three Day Road.

R- This is an “I” perspective or a third person perspective “he, she, or they”

A- The reader/ consumer/ audience (Mainly teacher but there are several instances where classmates may be involved depending on the project)

S- An in depth exploration of self. How did I become the person who I am today? What has shaped my character and influenced my values and thoughts? An emotional undertaking.

P- Students will create a final project for the full unit on Three Day Road based on a journey within their own lives that they have undertaken. They can choose between a variety of options to complete this task such as creating a photo journey, create a mini play/ monologue, an essay, or they can come to me with an idea.

S- Co-created criteria is hugely important for this project because the students have to put their heart and soul into this journey delving into themselves in a way they may not have previously. Thus, in my opinion, the assessment must meet the students on their grounds to allow them to feel safe rather than “judged.” I believe that in this way the students will feel included, engaged, and safe which will result in a positive learning environment and lead to better work overall.

R – Role

What role (perspective) will your students be taking?

A – Audience

Who is the relevant audience?

 

S – Situation

The context or challenge provided to the student.

P – Product, Performance

What product/performance will the student create?

S – Standards & Criteria for Success

Create the rubric for the Performance Task

 

Attach rubric to Unit Plan- See Three Day Road Assessment Piece

 

Other Evidence

Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment

How will students reflect upon or self-assess their learning?

Formative-

-KWL Chart will help determine where students are and if other information is needed or in need of altering.

– Discussions throughout each mini-unit that demonstrate student comprehension and thought processes. These discussions will be using learning strategies such as Think-Pair-Share, Jigsaw, Socratic Circle, etc. and will incorporate small and large group discussion. Discussions will generally be inquiry-based but may change if a student brings up a topic worth discussing.

-Worksheets based upon these discussions will be used to determine active listening as well as note taking skills (Semi-Summative as well if necessary)

Summative-

-At the end of each mini-unit there is a summative assignment that demonstrates the knowledge that students have absorbed within each mini-unit.

 

-KWL charts at the start and end of each mini-unit will allow students to assess as they go through each mini-unit and will help determine their intellectual growth for both themselves and the teacher. Students will be given the beginning KWL chart at the end so that they can see their progress and determine if they have learnt anything they previously did not know or wanted to know.

-Peer and self-assessments after the discussions to determine what they found valuable, who brought important information to the table, and how they are going to continue their learning with this new found knowledge provided by their classmates.

-Students will take a journal as they read taking down any questions they have, interesting quotes, self-connections, or whatever else they deem important. After the reading of Three Day Road is finished, students will use the notes they have be writing to foster discussion and supplement conversation.

 

 

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:

  • achieve the desired results identified in Stage 1?
  • equip students to complete the assessment tasks identified in Stage 2?
 
Where are your students headed?  Where have they been?  How will you make sure the students know where they are going? 

What experiences do the learners bring to the unit?  How have the interests of the learners been ascertained?  Have the learners been part of the pre-planning in any way?  What individual needs do you anticipate will need to be addressed?

Learning environment:  Where can this learning best occur?  How can the physical environment be arranged to enhance learning? 

 
Students are now established in high school but are still finding out who they are. Especially because of the big change coming into high school in grade 9. At the start of my English class I like to talk about a few of the outcomes to show the students right off the bat what is expected of them. In this way, there are no surprises and they feel as though they are working towards a goal rather than being in the dark. As this is an ELA class, there are likely to be all sorts of experiences being brought into the classroom.

The best learning environment will most likely be my classroom but I do love to go outside so I imagine there will be a day or two where we simply go outside to have class. I do eventually want to integrate a canoe trip into the learning to establish a more “living curriculum” as well as get my students interested with the material.

I set my desks in a very specific pattern because I feel as though it enhances discussion and comfort within the room. I try to arrange the desks into a large square (or rectangle). If there are more students in the classroom then two squares, one inside the other, is formed.

 
How will you engage students at the beginning of the unit? (motivational set)  
I know a lot of drama games so maybe playing one of those might work. In all honesty, I am still working on this part. I love the novel and, thus, it has intrinsic value for me which may translate into the students based upon my enthusiasm for studying this novel (Pipe Dream… maybe).

 

 
What events will help students experience and explore the enduring understandings and essential questions in the unit?  How will you equip them with needed skills and knowledge?  
# Lesson Title Lesson Activities

 

CCCs Resources  
1  

Diving Into the Road: Joseph Boyden’s Three Day Road

(3 weeks)

 

Discussion Groups rather than chapter questions.

Journal questions will be discussed as well as a few targeted discussion questions.

DT, DSR, DS -Novel

-Discussion Targets

-Student Journals

 
2 The End is only the Beginning

 

 

Create a picture story based upon the novel Three Day Road. See Three Day Road 1st Lesson Plan. DT, DL, DSR -Electronic Resources

-Paper

-Pen

 
3 Literary Analysis

(3 classes)

KWL Chart- Literary Elements

Look at the literary elements of the novel (ex. imagery, foreshadowing, allusion, simile etc.). This will be done interspersed throughout the reading of the novel.

A small Socratic circle will be done in preparation for the larger/ longer circle. Here a list of questions will be created in preparation for the big circle to aid in material for the next class.

DL, DT -Novel

-Literary Elements list

-Pen

-Paper

 
4 Socratic Circle

(1 Class)

 

 

 

 

 

 

 

 

 

Socratic Circle Follow up (3 classes)

-A Socratic Circle on how the literary elements allow us better insight into the characters and their journeys within the novel.

-5 minutes is dedicated to students preparing last minute information gathering/ note taking.

-2 minutes to fully set up into the Socratic Circle.

-32 minutes (two 15 minute sections with a 2 minute break in between) for the Socratic Circle

-Discussion based off of the circles and finishing up any pressing issues or necessary questions or acknowledgements. 5 mins

-Approx. 15 minutes to write a minimum three sentence review of the Socratic circle process (can be 2 likes and a dislike or 2 dislikes and a like but both must be represented)

 

Based upon all the information gathered up until this point students will write a review of the novel that expresses and justifies an opinion about the text without summarizing the plot. What did you like? Not Like?

KWL Chart Revision

DT, DL, DSR -List of previous questions

-Paper

-Pen

 
5  

Who Are We?

(2 classes)

KWL Chart- Identity

What is Identity?

What Shapes Identity?

Can Identity change or is it static?

-Write about something that you believe shapes your identity. How does it shape you? Why did you choose this particular thing/ event?

-Create a poem about identity.

DT, DII -Pen

-Paper

 
6 You… says the Media

 

-How does media shape our identities?

-Media awareness- stereotypes perpetuated by the media (Sexism, racializing, violence)

-What is the difference between fact and fiction? How can one tell online?

DT, DII, DSR, DL -Pen

-Paper

-Media Studies Handout

 
7  

Identity Unmasked

(3 classes)

 

Assignment-Create a mask based on the way you see yourself

-Create a mask based on how you believe people see you

-Interview others to ask what they believe your identity is and create a mask based on these traits/ viewpoints.

-Using these three representations, write about the differences and similarities, why you believe there are differences, and what might account for these differences.

-How does this information shape identity?

KWL Chart Revision

DT,DII,DL, DSR -Pen

-Paper

-(Possible mask sheet/ paper macheing 1 mask)

 
8 Culture Club

 

 

KWL Chart- Culture and FNMI perspectives

– How does the culture reflected in the writing affect your understanding of it? How does your own culture affect your understanding of it?

-Aboriginal ways of knowing- medicine wheel

-How do aboriginal ways of knowing affect the novel? The characters? Our own viewpoints?

-In what ways is Three Day Road relevant to our own time and circumstances?

DL, DSR, DII, DT -Pen

-Paper

-Medicine Wheel handout

 
9 You’re in for a Treat-y -How does the understanding of Treaties enhance or alter our understanding of the play?

-Treaty Relations- Overview of the treaties that were signed within Canada with heavier emphasis on the Saskatchewan treaties. Promises and failed follow through.

– Do Treaty relations affect all people? If so, How? If not, why do you think so?

– How do lessons learnt from the Treaties tie into the study of this novel? Treaty Essential Learnings –Brother-to-brother relations, Historical Context, Contemporary issues, etc.)

-Analyze the impact that Canadian Treaties could have if implemented on a global scale.

 

DT, DII, DSR -Treaty Handouts

-Office of the Treaty Commissioner handouts

 
10 Schools to destroy knowledge and culture

 

 

-What are residential schools? What was their effect in the play? In real life?

-How did the main characters fight against the residential school teachings to combat the loss of their culture? How have survivors combated the loss of culture? Is this a loss of Identity?

 

-I would really like to get an Elder to come and speak with my class about the horrors and pain that the residential schools wrought on an entire people. I feel as though this is an invaluable experience and the full emotional impact will be lost if I cannot find a speaker. Nevertheless, if one is not available this lesson will still commence.

 

Assignment- will be an Eye Witness Account/ report that answers the 5W’s and H for facts about what happened and uses descriptive details. The Elder would have used descriptive details in his/her account of the events.

Oral and symbolic tradition mini-unit wrap up. Students present their story orally to the class touching on the above details. Thus, students create a presentation from their “eye witness” account writing. Students create a picture journey (see above assignment) for the students to follow as they tell their story (visual stimuli).

KWL Chart Revision

DT, DSR, DII -Pen

-Paper

 
11

 

Moving Forward to History

 

 

KWL Chart- The Great War and its Effect on Canadian Peoples

-Discussion on the Great War. Historical context- Beginnings, major players, toll (body, mind, emotions). Canadian implications.

-How was the war portrayed in the novel?

-What significance did the war have in the novel? What significance did it have for the main characters?

DT, DSR, DII -Pen

-Paper

 
12

 

The Rest is History

(3 classes)

 

Assignment- Students will write a Historical Persona Essay that shows understanding of the person, events, and the gathered details about the place and the time.

 

KWL Chart Revision

DL, DT -Computers (research resources)

-Pen

-Paper

 
13 Final Project

(1 Week)

Students will create a final project for the full unit on Three Day Road based on a journey within their own lives that they have undertaken. They can choose between a variety of options to complete this task such as creating a photo journey, create a mini play/ monologue, an essay, or they can come to me with an idea. Rubric will be co-created with the students. DT, DII, DL, DSR -Pen

-Paper

 
  Assess and Reflect (Stage 4)
  Considerations Comments
  Required Areas of Study:

 Is there alignment between outcomes, performance assessment and learning experiences?

I believe so but then again I am bias. I believe I have created a fairly comprehensive novel study that effectively targets the major outcomes and necessary elements of the English A 10 Curriculum. My next order of business in regards to this unit is to do crossover work with the History/ Social Studies teacher in the war unit. The next step after that is to go to the PAA teacher and discuss the inclusion of creating a canoe as a class for a large project. After this, I want to contact the Phys. Ed teacher and have the students go canoeing (hopefully in their newly made one) to simulate Niska and X’s trip down the river. I believe this would integrate “living curriculum” really well as well as implement place based learning in my classroom. All of this together would create an awesome holistic learning experience for my students that would hugely benefit (and motivate) them to want to continue learning in English Language Arts.

 

 

 

 

  Adaptive Dimension:

Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:

-Group work to help lighten their load

-Lots of discussion that they have the opportunity to listen to and create understanding from others

-Difficulty options for projects (can go as easy or hard as they need while still maintaining the projects integrity) (Ex. see challenge example below)

-Different options for the final project that will allow them to choose what they are most comfortable doing.

 

For students who need a challenge:

– Up the ante for them. Make them delve deeper into the project. (Ex. rather than talk about a trip to the store for their picture journey, these students have to talk about a complex topic such as overcoming claustrophobia)

 

  Instructional Approaches:

Do I use a variety of teacher directed and student centered instructional approaches?

Yes. Think-Pair-Share, Jigsaw, Socratic Circle. Class discussion. Chunking.

 

  Resource Based Learning:

 Do the students have access to various resources on an ongoing basis?

They can use computers and/ or, if allowed, phones to look up necessary data. As of right now, I need to incorporate more technology into my unit.

 

  FNM/I Content and Perspectives/Gender Equity/Multicultural Education:

Have I nurtured and promoted diversity while honoring each child’s identity?

I believe that I have done a fairly good job of incorporating FNMI content especially since I have a full mini-unit devoted to this. One of the most important practices in my room is promoting inclusion and, thus, I think that fostering positive discussion about these topics alleviates their stigma.

 

 

From:  Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

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