Group Number: Beautiful Creatures Student Names: Penny Jo Chaney, Jennifer Cogdill, Delinda Jiles, Ashley Sherman

Doing the Dewey Grade Levels in School CCGPS ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELACC6RL1: Cite textual evidence to the text says explicitly as well as inferences drawn from the text. ELACC6W3: Write narratives to develop The media specialist will instruct students on proper citation Students must cite specific evidence of courage and use direct quotations within the narrative. support analysis of what examples from the text that show Students will make text to selfconnections by writing a narrative about a time they had to have courage in their lives. In the essay, they must also compare and contrast their experience with courage to that of the protagonist in the novel. All grade levels will read take part in a novel study as one of the requirements for the twenty-five books to be read for the Do the Dewey reading incentive program. The reading of the text, The True Confessions of Charlotte Doyle, will take place within the sixth grade

Group 6 Grade
th

Description of activity Theme: Courage

Students

ELACC6RL2: Determine reading classroom.

real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 7 Grade Students
th

techniques.

ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently ELACC7RL2: Determine a theme or central idea development over the course of the text; provide an objective summary of the text ELACC7SL1: A. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by the topic, text, or issue

Theme: Role in Society All grade levels will read take part in a novel study as one of the requirements for the twenty-five books to be read for the Do the Dewey reading incentive program. The reading of the text, Divergent, will take place within the seventh grade reading classroom. After reading Divergent, students groups to locate another fictional text that has the same theme: Role in Society. Students will read the text using literature circles as a means of discussing and analyzing the text. Roles for literature circles include: Discussion Director, Summarizer, Illustrator, Questioner, and Connector. After reading the second novel, students will prepare a poster, display board, show text to text connections

of a text and analyze its will work in small collaborative

referring to evidence on Power Point presentation, or Prezi to

to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 8th Grade Students ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently ELACC8RL9: Analyze how a modern work of fiction draws on themes ELACC8RI3: Analyze how a text makes connections among and distinctions between

between the two novels. Collaborative assignments will be displayed in the media center to increase student interest in the selected novels.

Theme: Choices and Consequences All grade levels will read take part in a novel study as one of the requirements for the twenty-five books to be read for the Do the Dewey reading incentive program. The reading of the text, Flowers for Algernon, will take place within the eighth grade reading classroom. After reading the selected text for the novel study, students will research notable people in history whose choices had significant consequences. The students will utilize databases such as Galileo,

individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify

SIRS, and Groiler to conduct their research. They will practice notetaking skills and create a bibliography of their resources. The students will receive instruction from the media specialist on how to use Glogster. They will create an online multimedia poster to present their research findings and also make connections to the Flowers for Algernon text.

information, strengthen claims and evidence, and add interest. Social Studies 8th ELACCESL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics and texts, building on others ideas and expressing their own clearly ECLACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen add interest ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ELACC8W2: Write informative/explanator The podcast will be developed using media center sources and equipment. Research materials, video equipment reserved for the students during this time. The media specialist will instruct the classes on copyright restrictions, plagiarism, online and physical resources, MLA formatting, and podcast directions. Groups will consist of 3-6 members. Each group will write and produce a 5-7 minute video podcast on a topic assigned by their teacher accompanied by a 2-4 page paper (MLA) on the topic to include a works cited page. Students are encouraged to show creativity and individualize their projects. They may write and act out a skit, reenact an event, create a newscast, etc. Video Podcast

claims and evidence, and and the production room will be

y texts to examine a topic and convey ideas, concepts and information through the selection, organization, and analysis of relevant content. ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Social Studies 7th

ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ELACC7W6: Use technology, including the internet to produce and publish writing and

Genocide PSA Using Windows Movie Maker, each group will create a 3 minute public service announcement on genocide (Rwandan, Bosnian, Darfur Conflict, or the Holocaust). The media center will be reserved for 2 weeks to research and produce the projects. PSAs must include video clips, photos, narration, and references, and ending credits. Other sound effects, music, and

link to and cite sources as well as to interact and collaborate with others, including to and citing sources. ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grad 7 topics, texts, and issues, building on others ideas and expressing their own clearly. ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

effects may be added if desired. The media specialist will instruct students on Movie Maker & production process, and copyright restrictions, plagiarism, physical and digital resources, MLA formatting. When the PSAs are complete, the media specialist will combine all the projects together onto one DVD to broadcast to the entire school.

ELACC7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Social Studies 6th ELACC6W6: Use technology, including the internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to pages in one setting. ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each Groups of 4-6 students will research a topic assigned by the teacher and create a 3-4 minute animated movie with Xtranormal. The media center will be reserved for 8 days to complete this project. The media specialist will instruct the students copyright restrictions, plagiarism, and MLA formatting. Xtranormal

type a minimum of three on physical and digital resources,

source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for the sources. ELACC6W8: Gather relevant information from multiple print and digital resources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. ESOL 6th, 7th, WIDA Standard 5: 8th grade English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Nonfiction Graphic Novels In coordination with the ESOL teacher, ESOL students will read graphic novels in small groups. Selections will be used to explore social studies topics such as the foundations of the United States government and the Holocaust or abstract social studies concepts such as democracy, capitalism, citizenship, Hinduism, and more. Possible text include Introducing

Capitalism: A Graphic Guide by D. Cryan, The United States Constitution by A. McConnell, The United States Constitution: A Round Table Comic adapted by N. Baer, Maus by A. Spiegelman, Palestine by J. Sacco, Persepolis by M. Satrapi, Introducing Hinduism: A Graphic Guide by V. Lal, and the entire Cartoon Nation series from Capstone Press. Students will read and discuss chosen graphic novels in small groups. The LMS, ESOL teacher, and parapro will join the groups daily discussions to monitor and address questions. For a culminating activity, groups will create an 8 to 12 panel comic of their own to summarize and share their new understandings with the larger group. Retelling Society After at-risk students have been identified, these students will be encouraged to attend media center luncheons where they select a dystopian title (grade appropriate) of their choosing. (For example, possible choices could include Among the Hidden, The Hunger Games, The Giver, etc.) Once students have selected a title that interests them, they will meet on a regular basis to discuss the books as well as the

At-risk Students

ELACC6RL10, ELACC7R10, ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC6SL5,

ELACC7SL5, ELACC8SL5: Include multimedia components (e.g., graphics, images, music sound) and visual displays in presentation to clarify information.

societies in the books. Once finished, students will create their own Utopian societies to display in the media center. They will have to consider the societies they read about and possible flaws in the society. Possible questions to include could be how would the government work? What would you do with those who rebel? What do people do for careers? The students then create their ideal society including words, pictures, graphics, music, etc. and other multimedia elements they feel are appropriate. Prizes would be awarded for specific categories as well as creativity; this promotes ownership over student learning as well as enables students to utilize a variety of resources for creativity and expression. Extended Day Literacy Emotionally disturbed students (after being identified by grade level teachers and/or school counselors) will participate in focused peer-led discussions about Sarah Dessens novel, Lock and Key. This novel presents issues that middle school students may face (divorce, relationships, abandonment), and it will allow students to discuss multiple ways to handle tough situations as well as

Emotionally Disturbed Students

ELACC6RL10, ELACC7R10, ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC6SL1, ELACC7SL1,

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6-8 topics and texts, building on others ideas and expressing their own clearly.

how to handle emotions appropriately. The school counselors could also help to provide students with situations they may face in school, as well as outside of school, and how different perspectives and point of view can influence how individuals respond to a variety of situations. Students can apply this knowledge to the main characters in the text and how they respond to the difficult situations they are placed in. Not only are students presented with the option to talk through real-life situations with their peers and counselors, but they can apply these different perspectives to the text as well. A Question of POV? This unit will be conducted in cooperation with the ELA AC teacher. In small groups, AC students will identify and explore topics from varying points of view. Group members will read different books on the same subject. Possible topics include biographies of Benjamin Franklin, Clara Barton, Gandhi, Nellie Bly, Adolf Hitler, Edgar Allen Poe, Abraham Lincoln, Malcolm X, Whitney Houston, and more. Additionally, students may choose to investigate historical topics or questions of controversy such as the fate of Amelia Earhart,

ELA Advanced Content (gifted) 8th

ELACC8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6-8 topics and texts, building on others ideas

and expressing their own clearly.

the assassination of John Kennedy, the Salem Witch Hunt, the true character of Benedict Arnold, and other mysteries. Books will be selected based on lexile level and student interest. Group members will, as the standard states, identify where the texts disagree on matters of fact or interpretation. Presentation components could include reaching group conclusions, debates, or presenting opposing cases to the jury of peers (class) for verdict. HiLo Lit The LMS will present 1 minute book talks on a variety of low level, high interest titles. Potential titles include Everybody Sees the Ants by A. S. King, Never Fall Down: A Novel by P. McCormick, Zombie Queen of Newbury High by A. Ashby, Waiting for Normal by L. Connor, How I Survived Middle School: Can You Get an F in Lunch? by N. Krulik, as well as select sports and entertainment biographies. In collaboration with the small group ELA teacher, students will be provided class time to read with progress checks twice a week and an opportunity to talk about their books in progress. As a culminating activity, students could create a movie trailer or their own review of the book with

Special Education small group ELA, 8th

ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently ELACC8SL5: Include multimedia components (e.g., graphics, images, music sound) and visual displays in presentation to clarify information.

Entire School

ELACC6RL10, ELACC7R10, ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC6W3, ELACC7W3 ELACC8W3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

a multi-media presentation. School-Wide Reading Program While continuing to promote individual student reading, teachers can integrate the research process through reading with multi-genre research projects. By reading books like Diary of a Wimpy Kid and The Absolutely True Diary of a PartTime Indian, students can see how they can integrate multiple forms of expression into their own writing and various projects, specifically research projects. Teachers and media specialists can still help students to develop research skills, but they can also help students convey their research through multiple forms of writing, such as: poetry, song lyrics, diary entries, or a speech. By presenting research in multiple forms, students are able to practice a variety of writing techniques and apply their own knowledge and experience to their writing. Recycling In conjunction with the Environmental Club, BETA Club, and Student Forum, the media center will conduct a year-long campaign focused on paper and plastic recycling. The campaign will incorporate a poster contest, highest homeroom participation

Clubs: Environmental, BETA, and Student Forum

ELACC6W6: Use technology, including the internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to

type a minimum of three contest, and trivia contest with prizes to be determined. Students pages in one setting. will broadcast a weekly update on the morning news show that will ELACC7SL6: Adapt include recycling tips, trivia, and speech to a variety of contest rules. Student made posters contexts and tasks, and other campaign materials will be demonstrating command posted throughout the school. of formal English when indicated or appropriate. ELACC7W6: Use technology, including the internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including to and citing sources.