ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In formulating the rationale for this unit I considered our school’s 8th grade reading and Language Arts TerraNova Assessment results and completed an in formal assessment/observation of 32 eighth grade writing samples. Also as a veteran special education and Title 1 teacher, I wanted to devise a unit that could be used with students who struggle in the areas of reading and language arts. I want to create a meaningful learning experience for all students regardless of ability levels. After reviewing the results of the TerraNova, several areas of deficiency were identified. They were Standard 8.1.2, Using context clues to determine meaning, Standard 8.1.4, Use appropriate reference tools and available technology to support learning, Standard 8.3.2, Use text to understand thoughts/action, Standard 8.4.1, Identify a topic/determine its development, Standard 8.4.4, Edit to improve comprehension, Standard 8.5.1, Write for various specific audiences and Standard 8.7.3,Use a variety of types of figurative language. The median Reading and Language scores for students in grade eight were lower; therefore, it is my hope is to have the percentage of students in the “Partial Proficiency” category decrease from year to year and to have the percentage of students in the “Proficiency” category increase. After examining the writing samples, it became evident that the 8th grade students answer short essay questions with factual information accurately, but when they have to answer short essay questions where they have to interpret, imply or predict they struggle. So the following Standards are being added: Standard 8.3.1 Understand that events and themes in literature parallel and impact events, Standard 8.7.2 Understand cultural differences in language, and Standard 8.7.4 Understand how language, both written and spoken reflect a point of view. This unit is flexible and centers on the individual needs of the students. It finds common ground for each student and then strives to strengthen their written communication skills. While using literature, students interpret, imply and predict how experiences can and will impact their lives.

Understandings & Goals

Enduring Understanding: I want my students to understand that reading and writing go hand in hand. I want my students to understand that language impacts theirs and others’ thoughts and actions. By completing this unit, my students will understand that culture and experiences shape points of view and affect the decisions we make. Goal(s): Students will understand that the characters’ daily and cultural experiences determine the decisions made. Students will understand that different points of view are valid and encouraged. Students will understand that purpose and audience determines writing style. Students will understand that prejudices and racism decrease with education and communication.

Questions Answered

Essential questions: We live in an ever changing society, yet past events and experiences shape our decisions and attitudes. What aspects and themes in literature parallel and impact our lives? What skills are necessary for successful expression and understanding of one’s self? Because of technology, it is easier and faster to communicate with others in different parts of the world. How will the principles of language help us communicate effectively, understand cultural differences and differences in points of view? Objectives: Given the opportunity to work in a team with several classmates or individually, the student will explore and demonstrate an understanding of prejudices and racism by scoring with in the top quadrant of the rubric and self-assessment. Given web sites with maps and information of the Caribbean Islands and Curacao, the students will draw and label a map of the Caribbean Island and list 10 “little known” facts with 80% accuracy as determined/measured by the teacher with the aid of a Given the novel, The Cay, students will comprehend literature with 85% accuracy as determined by the teacher with the aid of journaling, completion of worksheets, and tests Given a list of events, WWII, students will demonstrate knowledge by successfully “chaining” the events with 100% accuracy. Given copies of dialect, students will explain what they mean and describe how they add to an understanding of cultural differences in language as demonstrated by scoring within the top quadrant of a rubric and with self-assessment. Given an authentic/real world task, making a survival kit and pamphlet, the student will complete task with 85% accuracy as measured by the teacher and student with a rubric.

Assessment

What quiz and test items e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Students will reply to short answer format questions and matching What academic prompts e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Group discussion - thoughts recorded in a journal. Brainstorming - exploring prior knowledge - charting and recording generalizations Compare and contrast attitudes and record answers in short essay format Open-ended questions will be used. - Students will be required to have an explanation or defense for answer given. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?  - Drawing of maps of the Caribbean with “little known facts” - Make a chain of events for World War II which led to the bombing of the oil tankers in Curacao - Student choice - Make a brochure or survival kit or Power Point presentation - Draw a picture and describe Timothy at the beginning and end of book. – Compare pictures and descriptions What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? - Worksheets to be completed at the end of each chapter - Class and group discussion - Student self-assessment - After class discussions on self-assessment and rubrics, the students with teacher monitoring will create/develop self-assessments to coincide with their projects. (Rubrics and checklists) Once the self-assessments are developed and activities are completed, the students will use the assessments they made with teacher guidance to assess their success.

Instructional Strategies

The novel’s dedication is “to Dr. King’s dream, which can only come true if the very young know and understand.” This lends to an excellent inquiry-based activity. Students will seek information about Dr. King’s dream and critically examine what does this dedication mean and what does it tell them about the story even before they start reading. The students may work in small groups and brainstorm, compile ideas and develop a possible solution. The title of this unit is “The Cay – Survival”. Survival can be taken literally were the students explore how the characters survived being shipwrecked and stranded on an Caribbean island and the skills necessary to survive a North Dakota blizzard or tornado. The students will make pamphlets, survival kits and Power Point presentations. The term, survival, can be explored figuratively. With this activity the students will explore what it takes to survive when there is racism and prejudices. They will work together and determine what some causes are and form solutions that they can use in their community and school. The students will become problem-solvers and discover the chain of events that led up to the bombing of Curacao. They will research, compile results, chart and formulate conclusions. The teacher will serve as a coach by challenging the students to look deeper into their results and conclusions by collaborating on their learning activities.