What is home?

: A Thematic Unit on Peace and Serenity For 8th grade ELA

Presented by Ryan Dalpiaz on December 14th, 2012 for AED 341

Table of Contents
Where thou art, that is home. -Emily Dickinson

Table of Contents Overview of Unit Summary Rationale Project Based Learning Interdisciplinary justification Respect for difference Assessments Text Set Unit Plan Schedule Culminating Project Handout Rubric

3 3 3-4 4 4 5-6 7-8 9-20 21 22

Overview of Unit Summary

Through multiple modes of text and shared learning, this unit serves as a guide for students to think about the essential question (EQ): What is home? With the essential understanding (EU) being that for some students it may be the roof above their head, but for others it is the place they create where they feel the most peace and serenity. Throughout the unit, students will develop skills in writing by using literary terms and a better understanding of fiction and non-fiction genre. Ultimately, students will develop their idea of what home is. At the end of the unit, students will collaborate with a 4th grade class to create a book about what home means to them and will present their books in front of their peers, parents, and administrators in the form of a Read Aloud. The name of this will be The Buddy Book Project.

Rationale
Students should engage in this topic to expand their thinking outside of the classroom and discover what, or where, makes them the most happy. These questions will develop critical thinking skills and produce enriched classroom discussion. Administrators: These lessons force students to learn through multiple modes of literacy and will develop skills in critical thinking and writing. Skills in such a field will be necessary for the NYS ELA exam because of the requirements to develop and write about a central idea that is supported with effective technique and relevant evidence. Students: Students are given the opportunity to break away from the structuralized curriculum and learn through different types of text that will lead them to the development of their own knowledge and understanding. This unit plan is constructed around the learning of literary terms, understanding of genre, and awareness of audience. Colleagues: Students who complete this unit will walk away with a better understanding of key literary standards that can be carried with them throughout their educational career. These lessons are constructed to present students with multiple examples and perspectives about what a home can be. These examples will scaffold the development of their own literacies and lead to the invention of a project that represents their newfound understanding of real-world matter.

Project Based Learning

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In a classroom, students are rarely given the freedom to voice their opinion. This unit allows for students to not only voice their opinion, but establish the understanding of their own literacies. The lessons and texts used in this unit plan will help students develop and/or refine their existing knowledge. My role is to serve as a guide and not an instructor. I will provide multiple sources of informational text and allow the students to execute the objective through the multiple lessons I have taught. This will lead into a culminating project that showcases students understand of genre as well as putting literary terms into practical use. The design of the final project follows the elements of project based learning as it calls for the collaboration of middle/high school students and 4th grade students in which they will create a book that expresses their own assessments of the essential question: What is home?

Interdisciplinary Justification
In a perfect world, a curriculum could be developed that incorporates other main subjects such as history, science and math. This unit, though, can easily be used in a cross-curriculum. For instance, a history class could focus on why pioneers chose the settlement they did and what advantages or disadvantages they encountered. Like my students, pioneers had a reason for choosing the home they did. In science, students can identify the correct elements for a safe and prosperous environment. An example of an activity could include picking one general region and describing why and why not that area would be good to live in. For math, the teacher could have students calculate the precise measurements of their dream estate. This will require them to use mathematical equations to map out the dimensions of the home they wish to live in. These types of lessons expand the students thinking processes and provide more existing knowledge for their learning processes.

Respect for Difference

Students will first and foremost respect the beliefs and opinions of their classmates. My job will be to monitor the language used by students; making sure all advice is positive as they interpret and analyze the ideas of others. My activities are based around the idea of shared inquiry; permitting students to speak their own social language and use it to help better explain terminology and opinions. Each student will actively participate and have the opportunity to share their opinions, which act as gateways to their personalities. Through oral participation students will examine, but not diminish, each others ideas.

Assessments
Students will be assessed by their progression throughout the unit. Every lesson acts as a stepping stone to the culminating project which embodies that they have discovered their own understanding of home. Assessment will also be given on the work ethic of the student; each
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lesson acts as a checkpoint that indicates the motivation towards their work progress. Each activity will be graded periodically to ensure that participation and progress are completed. Self-assessment will be issued in the form of a rubric and focus on the communication of themselves, their peers, and the teacher. One of the key components of this unit is communication, as students will be expected to do so amongst one another by allowing both advice and criticism to be said. Students will sell-assess themselves on two grading scales: first one would be Self-Participation (1=non-active/5=fully engaged) and second one will be Effect of Class Participation (1=class discussions had no impact/5=class discussions enriched my project). This grade will give me an idea of where the students are in terms of process and progress. The formative assessment will be a rubric that focuses on four elements of the project: Participation, Completion of Assignments, Use of Literary Elements, and Presentation of Book. Each will be graded 1-4; 1 being Below Standards and 4 being Exceeding Standards. In between will be Approaching Standards and Meets Standards. I will collect their buddy book following the presentation; the 4th graders will not be able to bring their books home until after I have graded them. Students will be made aware of the grades on the following Monday. I will hand back their books, in which a rubric will be attached that has comments and a grade on it. If there are any questions or concerns about their grade, they can set up an appointment with me after class. Communication to parents will be done at the next parent-teacher conference. The topic of discussion will be their childs grade and how/why they received the one they did. I will talk to them about their childs performance by way of the Oreo Method: First, I will tell the parents what their child did well on the project (positive). Second, I will tell them if there were any issues of attitude and/or cooperation (negative). Third, I will explain how their child can improve on areas they are currently weak in (positive). For administrators, I will write a summary of how the Buddy Book Project went in that months issue of the school newsletter. I will address what the project was, how it came to be, and how our presenters did. It will also include some candid photos of the Read Aloud to better depict how the presentations went, as well as for anyone who was not there.

Text Set
-Bradbury, Jennifer. Shift. New York: Athenaeum Books For Young Readers, 2008. Print -Shift is non-fiction story about two best friends, Win and Chris, who decide to get away from their home life and go on a biking trip to Seattle (where Wins uncle lives) before they head off to college. However, when Chris gets a flat tire and pulls over to fix it Win surprisingly keeps on riding. Chris could neither catch up nor find Win and decides to head back home to West Virginia. Upon his return he faces speculation and criticism because everyone wants to know where Win is, including Chris. Win secretly reaches out to Chris on a postcard signed by Tricksy and gives a location for Chris to start looking. Tired of trouble the private investigators and Wins father are giving, Chris decides to go out to find Win himself. Thanks to the postcard, Chris eventually tracks down Win in Montana living in the barn of an older couple whom they met before. But Win does not want to leave. Back in West Virginia his parents had expectations for him all while not paying him much attention, and so this barn was his new home. He asks Chris not tell anyone of his whereabouts because he found a place where he can take a step back and sort himself out. Chris respects this and keeps his promise. This is the anchor text for my project because it depicts the idea that home doesnt have to be where there is a roof above your head, home is what you create. -Michael Buble. Home. Its Time. WMG, 2006. CD. The song, Home, by singer Michael Buble is a complimentary text that fits with my theme of home. The song explains that even though you may be in an exciting, busy, and luxurious place there is no shame in just wanting to go home. I will hand out the lyrics and explain why I believe the lyrics could be spoken by Win himself. I will specifically focus on parts that I feel are relatable, such as: May be surrounded by/ A million people, I/Still feel all alone/Just wanna go home. These words relate to Win because when he is at his actual home, he does not feel at home. The lyrics, And I know just why you could not come along with me/This was not your dream, but you always believed in me also relate to Win not telling Chris why he wanted to leave. This leads into my essential understanding because it shares the same idea Win has; that he just needs to get away and go home. -Patterson, Aisha. Home. Poemhunter.com This beautiful poem has six stanzas and a rhyming scheme of AB/AB. Every line begins with the word home and is followed by a way to describe it. There are 24 lines; therefore, there are 24 different explanations of home. For example, the first stanza is written as: Home is the place your heart resides/ Home is the place that you decide/Home is the womb that holds the soul/Home is the place where one is whole. This leads into my idea that there are different definitions of home and everyone has a different idea of what home is to them. This poem gives 24 examples that students can look at and use to decide on their own what home means to them.
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- The Wizard of Oz. Dir. Victor Fleming. Perf. Judy Garland, Frank Morgan and Ray Bolger. Warner Brothers, 1998 (rerelease). Film This famous movie is based off of the childrens novel, The Wonderful Wizard of Oz, by Frank L. Baum. The main character, Dorothy, wakes up in the wonderful, fictional, Land of Oz after a tornado swept through her state of Kansas. She discovers that in order to get home, she needs to find the wizard. Along her journey she finds new friends who help her through obstacles, such as the wicked witch of the west and the flying monkeys. She finds the so-called wizard and learns that she can now go home, but not before she repeats the famous lines: There is no place like home, There is no place like home. This leads into my essential understanding that home is what you create because Dorothy created another home in her dreams (we learn she was simply unconscious), but also because she felt most comfortable with how her life used to be and wished nothing more than to go back to it.

Unit Plan Schedule Week One

Monday: Introduce the Buddy Book Project and how it will be linked with the novel, Shift, by Jennifer Bradbury. Give students the Culminating Project Handout that describes each phase of the project. Explain what skills will be taught throughout the unit. Students will: Learn ten literary terms, in which they will have to incorporate seven of them in their book. Note: Source for the definitions is www.roanestate.edu/owl. Examine the theme of home through three different modes of text (song, poem, and movie). Learn the elements of fiction and non-fiction genre Participate in classroom discussions and utilize peer criticism Collectively begin their buddy book project. These essential questions are created to stimulate the thought process of students: What do you think is the most important quality of a home?; What does peace and serenity mean to you? Review what students believe are the characteristics of peace and serenity and how it pertains to the overarching question, What is home? Tuesday: Define the literary element character (representation of a person, place, or thing performing traditional human activities or functions in a work of fiction) and identify who the following categories pertain to the: Protagonist (Win), Antagonist (Mr. Coggans/Wins father), Minor Character (Mrs. Collins/ Chriss mother), Static Character (Mr. Collins/Chriss father) and Dynamic Character (Chris). Also, discuss the characterization of each character (choices the author makes to reveal each characters personality). Have students brainstorm to describe a personality trait of each of the characters. Example: Win is fearlessChris is braveMr. Coggans is controllingMrs. Collins is too involved.Mr. Collins is passive. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 1-25 Answer questions the following questions in a separate notebook designated for this project: - From pure speculation, why do you think Chris is lying about the location of Win?

-How are Chriss parents different from Wins parents? How are they alike? Specifically, focus on the scene when Chris and Win first come up with the idea to take a bike trip to the west coast. -Why are Win and Chris taking the bike trip? -What is the significance of Chriss dad telling him to set a date and leave-no matter what (18)? What is his reason for support? Wednesday: On the board, define the literary terms simile (contrasting to seemingly unalike things to enhance the meaning of a situation or theme using like or as) and metaphor (in which a word, phrase, or idea is used in place of another to suggest a likeness or analogy between them) Building from the previous lesson, have students create similes for the characters personality traits such as, Win is as fearless as a lion, Chris is as brave as. and so on. Then ask students how the noun they chose for their similes is symbolic of personality traits, and how this pertains to metaphors. Win is a fearless as a lion. The lion symbolizes courage and determination. Students will think of examples of each, and then share with the class their favorite simile and metaphor. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 26-50 and answer these questions: - Wins father gives him money to buy a new bike for his graduation present but Win already has a bike ready for the trip. Why does he insist on Win buying a new bike? -There have been multiple examples of Wins father showing his true personality, what do you make of it? -Why does the author switch between the present and the past every other chapter Thursday: On the board, define the literary element hyperbole (an exaggeration). An example of a hyperbole is, I have a million things to do yesterday. Begin the discussion by asking: What purpose does an exaggeration serve?.Why would authors use exaggeration in their work? To emphasize a statement or to make a story sound more impressive are just two reasons for exaggerating. A quick activity to engage students is to have them come up with exaggerations they have used, heard, or learned before. Explain how hyperboles can act as an excuse; have

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students write down as many excuses as they can that pertain to school (Why didnt you do your homework? -I had a million things to do yesterday.) Ask the essential questions: How would exaggeration work in your buddy book? How would you use it? Explain that young children love imagination, so it could be useful to create hyperboles in your plot. Suggest thinking about it while in the beginning stages of the interview when they are describing their hobbies and interest. For example, Billy is the king of colleting toy trucks. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 51-78 and answer these questions: -In the beginning of chapter the two boys and their families met up for a dinner at the fake saloon restaurant. In what way to Wins parents act that further shows the type of parents they are? -At dinner, Wins father makes the statement: Winston heres heading to Dartmouth. (45) His mother hired someone just to help Win pad his resume so he could get accepted. How does Win handle these expectations? Are they his own? -Why did the pastors speech mean something to Win? Find a quote within his speech that you think affected Win the most Friday: Discuss personification (representation of a thing or abstraction as a person or by the human form) and how Bradbury uses it in her book. The name of the book is Shift. Explain how Jennifer Bradbury has personified the bike to Win thus far. What are the connections? Find two details from last nights reading to support your answer. -This complies with the Common Core Standards as well as a similar structure to the long-response questions on the State Exams. Reading Standards for Grade 8: Analyze the impact of the authors choices regarding how to develop and relate elements of a story For HW: Read pages 79-101 and answer these questions: -Why would Wins father think that Chris had something to do with Wins disappearance?

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-Chris calls his parents to check in and we see how his parents act; his mom being worried and his dad staying calm. Can you relate to this with any of your family members? -Why does Chris becomes suspicious of Win?

Week Two:
Monday: Continue the theme of literary elements with imagery, an authors attempt to create a mental picture in the mind of the reader. Imagery is effective if it is emotional or sensational, and so it would be useful to use your five senses (touch, smell, taste, hear, and sight) when writing imagery. Imagine you are Jennifer Bradbury and you decided to extend a scene with imagery to make it more creative. From what we have read up this point, pick two scenes to put yourself in the shoes of the main character (of that scene). To the best of your ability, illustrate the scene you are creating. Your illustrations will be hung on the wall inside the classroom. Make sure to focus on scenes that are already full of imagery, like riding along on their trip or the meetings with the private investigator. Throughout the activity, remind students to think: How can I involve imagery in my buddy book? Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 102-130 and answer these questions: -My relationship with Win walks a fine line between friendship and competition. (10304) What does this mean to you? -As Chris is talking to Mr. Coggans again, do you think he is protecting Win or himself? -Win has a postcard but doesnt want to write to his parents, why? Does this symbolize anything? Tuesday: A literary element that is similar to imagery is setting-the place or location of the action. Have an open discussion about the components of setting (historical and cultural) and how it can also be a form of symbolism. Ask students to write a few, brief opinions on why Bradbury chose the particular setting she did. The essential questions would be, What similarities are there between the open road, and the feeling being trapped by your parents? Bring class back together and share

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what their thoughts are. Discuss how a setting can make all the difference in a story, and why it will be important to develop a setting for their buddy book. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 131-160 and answer these questions: -The spilling of the Ruffles potato chips is just one of Wins humorous actions throughout the trip thus far. Can you tell anything different about Win while hes on the road and when hes back home? Explain. -Why didnt Chriss father inform Mr. Coggans of his suspicion that the postcards were from Win? -I love the wind. (160) Besides his love for biking, what else could he mean? Wednesday: Symbolism is portrayed through everyday scenarios, such as the clothes you wear and the sports you play. Symbolism is often drawn from objects as well, like flowers and a ring. Ask students to identify items they are wearing and write down what each of those items symbolizes. Items to identify are clothes, jewelry, shoes, accessories, and even hairstyle. (I will do the same, allowing students to become more comfortable writing about their own). Symbolism is also a commonly used element when writing a story; in fact it is sometimes used right within the title. Ask students to write a brief response on how the title, Shift, symbolizes a double meaning. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Read pages 161-189 and answer these questions: -We know Win has disappeared but we dont know why or how. What reason would Win have to leave? -What role does Danielle, the waitress, play for Chris? For Win? -Once Chris finds Win, do you think he will try to bring him back home?

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Thursday: The literary element, point of view, is creatively used in the novel. By using a PowerPoint presentation, discuss the five different types of point of view: Narrator- The person, or object, who is telling the story. First person- The narrator participates in action but sometimes has limited knowledge. Second-person- The narrator addresses the reader directly as though he/ she is part of the story. (You walk around the corner and see police running towards you.) Third person (Objective)- The narrator is unnamed/unidentified. Does not assume characters perspective and is not a character in the story. Reports on events and lets the reader supply the meaning. Omniscient- The all-knowing narrator (multiple perspectives) moves from one character to another. They often step out of a characters mind and evaluate them in some meaningful way. Students should become familiar with one type and write a brief outline of how they will write their book under that style of narration. Have them hand in and revise if necessary Reading Standards Grade 8: Analyze how differences in the points of view of the characters and the audience or reader. For HW: Read pages 190-213 and answer these questions: -I watched him walk away, feeling more and more like I was watching a stranger. (198) Focus on the title of the book, Shift, and interpret this quote. -Why did Win pick the opportunity he did to leave? Friday: Plot is the arrangement of ideas and/or incidents that make up a story. It is the largest literary element because it uses all of the previous elements to create the text. A plot must consist of seven aspects, in this order: Foreshadowing-When the author clues the reader into something that will eventually occur in the story. Suspense- The tension that the author uses to create a feeling of discomfort about the unknown. Conflict- The struggle between opposing forces. Exposition- Background information regarding the setting, characters, and plot. Rising Action- The process the story follows as it builds to its main conflict.

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Crisis- A significant turning point in the story that determines how it must end. Resolution- The problem of the story is resolved, or worked out. In groups, students will be asked to identify each of these aspects in the novel. A graphic organizer will be handed out to help students organize their answers. The same graphic organizer will be used for their final project. Reading Standard Grade 8: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. For HW: Finish the book (214-245) and answer these questions: - (Chris): You knew all along you were going to stay out here, didnt you? (Win): Not here exactly (215) What does not here exactly mean? If he was trying to get away, why wouldnt he have a structured, suitable, plan? -What is the symbolism of the barn Win lives in? --Looking back at the very first question, what do you now is the reason why Chris lies about Wins location?

Week Three:
Monday: Students will each be expected to summarize at least one scene that focuses on the essential question: What is home? To give them more tools, hand out a lyric sheet to the song Home by Michael Buble and listen to it. Have an open discussion that breaks down the song phrase by phrase. Have them write a personal interpretation of how the word home is being used. What does he do to define home this way?

Reading Standards Grade 8: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. For HW: Have them be a music analyst whose job is to write a detailed summary of how home can be a valuable topic to write a song on and to give it a grade; 5 stars being the best, 1 star being the worst.

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Tuesday: Hand out the poem, Home, by Aisha Patterson and have students compose a free write on their reaction of it. They will need to identify four lines, or examples, of what home could mean according to Patterson and write how it is relevant to them. Reading Standards Grade 8: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Wednesday: Play the movie, Wizard of Oz, and explain how the idea of home is relevant to the story. Ask them to write notes on examples of serenity portrayed by any of the characters in the movie. As the movie is playing, I will visually check off who is participating and who is not to make sure they are focused. Writing Standards Grade 8: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Thursday: Continue the movie (the movie is 103 minutes long, so it will stretch to a third day) and writing notes. Specifically, find similarities between her real family and her dream family. Writing Standards Grade 8: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Friday: Finish the movie. With remaining time have students brainstorm ideas about the 3 page paper they will have to write over the weekend. The topical question is: What different elements of home did you notice throughout the movie and what made them significant? Use three to five examples. Students will present their papers on Monday. Writing Standards Grade 8: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Week Four
Monday: Have students present their papers to the class. This will give each student the opportunity to see their peers perspectives on what the Wizard of Oz meant to them, but more importantly, another outlook on the different examples of home. Writing Standards Grade 8: 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.

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Tuesday: Have students bring in all four supporting texts (novel, song, poem, and notes from the Wizard) and ask students which mode of text was most effective to their understanding of what home could mean. Split them into the four respective groups and have them come up with one main reason why this mode, and content, worked for them. Groups will choose one speaker to present. The point of this is to allow students to express what worked for them and what didnt. This gives me the opportunity to gauge how I will carry out similar lessons in the future. Writing Standards Grade 8: 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. Wednesday: Students will do a free-write on the pros and cons of leaving home, focusing on the questions: What would have to happen for you to leave home?Would you convince your best friend to stay home if they wanted to leave? How?If you knew you wouldnt be able to come back, would you still move away from home? This will give students the convenience of writing an opinion paper. This option is appealing to students because it does not include requirements and allows for a free range of answers. Writing Standards Grade 8: 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. Thursday: One of the genres students will be allowed to write their book on is a short story fiction (a story from a writers imagination). Fiction is a narrative based writing style that requires the continuation of a story. The four components of fiction that will be focused on we have already gone over in class. They are: plot (the events that make up the story), characters (the imaginary characters in the story), setting (the time and place of the story), and symbolism (the use of symbols to represent qualities and ideas). A web diagram will be handed out that has the word fiction written in the middle. There will be four separate lines stemming out from the middle with four empty boxes attached. Students will label and define each element within each box. This diagram will be referred back to for the final project.

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The topic of their short story will be a special vacation you remember. Again, because it is fiction, the components of the story do not have to be authentic. There will be a handout to go along with this that acts as an outline for students to complete in class. On the outline, they will need to develop a plot, create characters using the third-person narrative, create the setting of the vacation, and create an object that symbolizes something meaningful from the trip. Writing Standards Grade 8: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. For HW: Student will need to write a short story fiction using the third person narrative (the narrator refers to every character as he, she, they, it but never as I). Friday: The other genre students will be able to use is non-fiction. First, I will discuss how nonfiction differs from fiction in that non-fiction is when the author is representing something that is real; a fact that gives information. To make this more relevant, inform students of the non-fiction material that is all around them such books about their favorite animals, educational magazines, maps, and even lunch menus. The elements of non-fiction are unlike the elements of fiction because it requires the use factual information and also uses. Student will be asked to write a short, in-class non-fiction essay on the same topic: A special vacation you remember. This time students will need to be accurate, so they will be required to highlight the facts within the story. If students do not have a special vacation memory, or they havent had the opportunity to go on one yet, they can write on a place they would like to go. Allow only 20 minutes for this assignment. Afterwards, some students will be allowed to share their story if they wanted. We will discuss the differences of fiction and non-fiction, even though they were written on the same topic. Through this compare and contrast, students will become more aware of the genre they want to write about. Writing Standards Grade 8: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Week Five
Monday: Introduce big idea project idea and concepts. Tell them the 5 questions they will be asking their buddies. The 5 questions are: -Who is your student? Get to know them on a personal level (name, age, favorite food, favorite color, who is in their family, etc) -What does your student like to do? -What do you look forward to when you go home? -How would you define home? -Where would you go to get away? (Fiction or non-fiction) Their assignment will be to create a 6th question. The question is meant to get a better understanding of what home means to their buddy. Discuss what type of questions could be too personal or too vague. No student may have the same question. For HW: Students will need to bring in three examples of work under the genre they chose to do and write a summary of each, focusing on what qualities of that genre motivated them to use it. Writing Standards Grade 8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Tuesday: Students travel to the elementary school to meet their student buddy. They will introduce each other, get to know each other, become comfortable with one another, and then begin with the interview based off of those 6 questions. Begin to write in the answers to their interview questions and create an outline for what their book is going to look like, both written and artistic Writing Standards Grade 8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Wednesday: I will hand out a Story Chart where students will need to summarize the beginning, middle, and end of their short story. Also, they will need to identify: Genre Title

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Main character(s) Setting Plot Examples of Imagery Point of view The other two terms they are required to use The overall message of their story *This will be required to hand in with book on Friday* Also, have students create an authors page on the very last page; a page where they describe their hobbies and interests, and what home means to them. Writing Standards Grade 8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Thursday: Students meet again with their buddies, but this time to illustrate and decorate the book. Have the student buddies do all the thinking and designing (since my students wrote the book). My students will be there to help imagine and advise creativity. Writing Standards Grade 8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Friday: With cooperation from administrators, save the last three periods of the day and designate them to a Read-Aloud. Invite other teachers, administrators, and parents to join as the buddies present the book they created together. Supply beverages and a snack for the audience. Writing Standards Grade 8: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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The Buddy Book Project

What is the project? Our class is collaborating with a 4th grade class to create a book
that describes what home means to them. The goal of this project is to have students from two different age groups explain the peaceful qualities of home. You should focus on how they have come to discover this because each perspective will be unique.

Phase 1: You will be given five prior prompt questions to interview the students on the
topic of home, but will need to create a sixth question on your own.

Phase 2: Once you have been paired with your buddy, you will get to know them and
conduct your interview.

Phase3: Decide which genre you will want to write your book under (fiction or nonfiction) and begin to draft your book. Complete Story Chart and be sure to include 7 out of 10 literary terms in your writing. Include an authors page where you convey your name, favorite hobbies, and what home means to you.

Phase 4: On Thursday, we will meet with the buddies again to allow them to illustrate the
cover of the book. You will only act as a guide; allowing them to use their own imagination and artistic abilities.

Phase 5: On Friday, you and your buddy will present the book in front of peers, parents,
teachers, and administrators. At the end, you will hand in your Buddy Book and Story Chart.

In a friend you find a second self -Isabelle Norton

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Generalization

Quality

4: Exceeds Standard Student correctly identified all 9 items of Story Chart in their book. Student incorporated 7 out of 10 literary terms.

3: Meets Standard Student correctly identified 6-8 items of Story Chart in their book. Student incorporated 4-6 out of 10 literary terms.

CLARITY COHESION THESIS ENLIGHTENMENT ON TOPIC SUPPORT: DEVELOPMENT RELEVANCE CONTROL

The extent to which the book exhibits and understanding of student selected genre. The extents to which ideas are elaborated using evidence. -Must use Character, Plot, Setting, Imagery, and Point of View and include two others (simile, metaphor, symbolism, personification, or hyperbole)

2: Approaching Standard Student correctly identified 3-6 items of Story Chart in their book. Student incorporated 2-4 out of 10 literary terms.

1: Below Standard Student correctly identified 1-3 items of Story Chart in their book. Student incorporated 0-2 out of 10 literary terms.

Student displayed accurate representation of terms within their content.

Student displayed reasonable representation of terms within their content. Content for book includes acceptable language and sentence structure for audience. Student has 4-8 spelling, punctuation, and grammatical mistakes

Student displayed standard representation of terms within their content.

Student displayed insubstantial representation of terms within their content.

VOICE AUDIENCE/PURPOSE/TONE SENTENCE VARIETY USAGE

The extent to which the author reveals an awareness of audience and effective use of words and sentence structure. The extent to which the response exhibits conventional spelling, punctuation, and grammar usage.

Content of book includes appropriate language and sentence structure for audience. Student has 1-4 spelling, punctuation, and grammatical mistakes.

Content for book includes standard language and sentence structure for audience. Student has 8-12 spelling, punctuation, and grammatical mistakes

Content for book includes improper language and sentence structure for audience. Student has 12-16+ spelling, punctuation, and grammatical mistakes

CONVENTIONS

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