Dear Parents and Guardians,
Welcome to Unit 1: “Stories Of Survival”
This website is the outline of Unit 1: Stories of Survival. It includes all of the learning targets that will be taught in Unit 1. Below you will find important information regarding your child’s new ELA unit. The purpose of this unit is to introduce students to various authors and their stories of survival.
In unit 1 two authors share their stories of survival in frightening circumstances. We will study the strategies and techniques these authors use to tell their stories.
Also, During this unit, students will be assessed on the skills they have acquired and practiced. Students will be able to identify an author’s perspective in a text as well as develop a unique perspective on a particular topic. We will review and practice the writing process as well as the use of textual evidence in supporting responses in order to analyze text as well as determine what information is explicitly and implicitly stated in a text.
You will also find information about the major assignments that will affect your child’s grade for this unit.
Learning Targets
Reading:
- Read closely and make logical inferences as I read.
- Cite specific examples and details from the text to support conclusions I make.
- Identify the theme of a narrative story.
- Describe the structure of a narrative and how portions of the story relate to one another.
- Describe and sequence series of events in a narrative plot.
- Explain how events help illustrate key ideas in a story.
- Explain how a character changes throughout the plot of a story.
- Describe how characters respond as the plot moves forward.
- Understand and explain how the point of view is developed by the narrator or speaker.
- Identify the meaning of unknown words and phrases as they are used in a text.
- Explain the impact that word choice has on tone and mood of a story
- Construct short responses using ICE
- Construct extended responses based upon fully developed tasks.
Unit Texts
Anchor Texts
1) “Tuesday of the Other June” by Norma Fox Mazer
2) “Dirk the Protector” from My Life in Dog Years by Gary Paulsen
Supplemental Texts:
3) “Life Doesn’t Frighten Me” by Maya Angelou
4) “The Scar” by Mia Walters
5) From “Island of the Blue Dolphins” by Scott O’Dell
6) From “Shipwreck at the Bottom of the Ocean” - by Jennifer Armstrong
7) From “Hatchet” by Gary Paulsen
8) From “Julie of the Wolves” by Jean Craighead George
9) Achieve3000, July 21, 2009 – Survival Stories.
Learning Activities
Students will be immersed in various intellectually engaging activities, tasks and assignments throughout the unit.
Book Clubs: - In interest or ability groups students will read and discuss at least one of the following novels throughout the unit and complete assigned activity.
1) Middle School: the Worst Years of My Life by James Patterson
Discussion Questions
2) A Long Walk to Water by Linda Sue Park
Discussion Questions
3) Shackleton’s Stowaway by Victoria McKerman
Independent Reading Responses
Students are required to read 16 novels throughout the school year. They will read and respond to these novels daily.
Novel Reading On Target Responses and Due Dates
- Novels # 1 & 2 - Summer Assignment - Due 9/11/15
- Novel # 3 – Class novel – Middle School: the Worst Years of My Life - Due Date – 9/30/15
- Novel # 4 – Choice novel - Due Date – 10/14/15
Assessments
- Admit/Exit Tickets
- Multiple Choice Assessment using Clickers
- Formal Writing Task (100 pts)- 10/9/15
- Mid Unit Assessment (100 pts) -- 10/13/15
7 Multiple Choice Questions (1pt each)
3 Short Responses (2pts each).
1 Essay Question (4pts).
- Teacher Made Quizzes
- Culminating Task –10/26/15
- Final Exam –10/30/15
15 Multiple Choice Questions (1pt each).
3 Short Responses (2pts each)
1 Essay (4pts)
Formal Writing /Bulletin Board Task - Due Date 10/9/15
Write a critical analysis of one of the characters read about so far in this unit. Your analysis will be placed on a written Facebook page with a detailed blog spot about this character, his/her personality, relationships, motivations and challenges.
Your response should include:
- A Facebook profile page with the character’s profile picture and personal information
- Description of the character’s physical appearance, personality traits, motivations and challenges
- Explain how the character responded to challenges or changed as the plot moves toward a resolution.
- Cite textual evidence to support analysis
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task.
Culminating Activity: 10/26/15
Using Middle School: The Worst Years of My Life as a model, create a graphic novel of your personal narrative, your survival story.
In your graphic novel, be sure to:
- Write a narrative in which you describe a change or challenge you are facing or has faced and how this challenge shaped your life.
- Describe the events that led up to this challenge, the obstacle itself and how you overcame it.
- Explain how this challenge has changed your outlook and define your life.
- Use effective narrative techniques, relevant descriptive details, and well-structured sequence of events.
- Illustrate your narrative using pen and pencil line drawings in cartoon strip formal.
Unit Final Exam: 100 pts. Approximate date:
Unit Formal Writing Task: Approximate Due Date:
Culminating Project: 100 pts. Approximate Due Date:
Independent Reading:
On Target #3 – 100 points - Due Date:
On Target #4 – 100 points - Due Date:
Text Links
Learning Activities
Your child will be completing a variety of learning activities in class that reflect the learning targets for Unit 1. These will be graded, and you will be able to track your child’s progress online.
Thank you for your continued support,