ED3601- CURRICULUM & INSTRUCTION FOR ENGLISH MAJORS

UNIT PLAN WORKSHOP ORGANIZER

Due: At midnight the day of the workshop

Group Members: Ashley Hoisington, Jesse Dueck, Jenita Layden, Samantha Abbot,
Jillian Pickerell

Grade and Course: Grade 7, English Language Arts

Unit Title: Up, Up, and Away? Navigating Ourselves into Adulthood

Essential Question(s):
What will shape the kinds of adults that we become?
• Who are you now?
• How do your experiences affect who you are?
• How will your experiences affect who you will become?

Focused Language Demonstrations of

Outcomes Arts Learning
1.1 Discover and explore Reading+ Writer’s Journals
• Express ideas and develop Writing+ Writer’s Workshop
understanding Speaking Activities
• Experiment with language and Listening • Snapshot
forms Viewing Autobiography
1.2 Clarify and Extend Representing+ • Poem
• Combine ideas • Future Self
• Consider ideas of others Autobiography
2.1 Use strategies and cues • Tri-Fold
• Use prior knowledge Presentation
• Use comprehension strategies • Revising/Editing
• Use textual cues Writing
• Use phonics and structural Group Poster Presentation
analysis Snapshot Autobiography
2.3 Understand Forms, Elements, and Growing Up Poem
Techniques Future Self Autobiography
• Understand form and genres Unit Portfolio &
• Experiment with language Presentations
2.4 Create original texts
• Generate ideas
• Elaborate on the expression of
ideas
 • Structural texts
3.1 Plan and Focus
• Focus attention
• Determine informational needs
• Plan to gather information
4.2 Attend to Conventions
• Attend to grammar usage
• Attend to spelling
4.3 Present and Share
• Present information
• Use effective oral and visual
communication
• Demonstrate effective listening
and viewing
5.1 Respect Others and Strengthen
community
• Appreciate Diversity
5.2 Work within a group
Cooperate with others

Resources:
Student Resources:
• “Imagine” poem by Juan Felipe Herrera
• “Aurelia’s Verses” by George Elliot Clarke
• Hook (1991)
• “Borders” by Thomas King
• “The Turkey Season” by Alice Munro
• “This is Me” The Greatest Showman (2017)
https://www.youtube.com/watch?v=CjxugyZCfuw
• “Nerdy Birdy Tweets” by Aaron Reynolds

Teacher Resources:
• Marvelous Minilessons for Teaching Intermediate Writing Grades 3-8 by Lori
Jamison Rog
• Write Like This by Kelly Gallagher
• In the Middle by Nancie Atwell
Meta-Concepts:
• Autobiography
• Short stories
• Poetry
• Writing conventions
• Summarizing
• Personal Reflection
• Presentations

Key Activities:
Opening Developmental Culminating
[Romance] [Precision] [Generalization]
• Journaling • Journaling • Journaling
• Snapshot • Poetry Workshop #2 • Revising/Editing
Autobiography • Future Self Workshop #5
Workshop #1 Autobiography • Portfolio Presentations
• Conventions mini- Workshop #3
lesson • Presentation Workshop
#4

Assessments:
Formative:
• Writer’s Journals
• Group Poster Presentation
• Writer’s Workshop Activities
o Snapshot Autobiography
o Poem
o Future Self Autobiography
o Tri-Fold Presentation
o Revising/Editing Writing
Summative:
• Snapshot Autobiography
• Growing Up Poem
• Future Self Autobiography
• Unit Portfolio & Presentations
 M T W Th F
“This is Me” The Writing “Borders” by “The Turkey Journal (at end
Greatest Workshop #1- Thomas King Season” by Alice of class): Reflect
Showman (2017) Snapshot Munroe on the debate
prompt Autobiography: a Journal:
look into the Who has Journal: Group
Journal: write a 6 students' lives and influenced your What life event hasdiscussion day:
word memoir , who they are. life the most? influenced who Debate- Who has
then a 140 What defines you are today the the most
character Tweet them? How do Introduce most? influence on
they identify assignment: you? (family or
Share your themselves? Making a snapshot Work on and finish friends? Or
journal entry with autobiography snapshot others?)
a partner and Workshop will autobiography
discuss then share assist students in Time to work on Students will be
with the class. picking images snapshot SLO (1.1, 1.2) split into groups
What does your and information autobiography and will come to
memoir say about for their a consensus on
your past? autobiographies. what they want
(SLO 1.1, 4.2) to argue. We will
(SLO 2.1, 5.1) (SLO 1.1, 1.2) get back together
as a class and
debate the
question.

(SLO 2.4, 3.1)

Journal: Respond Workshop #2: Journal: what is Journal: Respond Journal respond
to “Every human Poetry workshop. the role of social to the quote, to: “Sometimes
is like all other Start with “A media in our lives ““For in every you will never
humans, some Hard Moment” (5 min) adult there dwells know the value
other humans, list. How to make the child that was, of a moment
and no other a Main body: Social and in every child until it becomes
humans” -Clyde forwards/backwar media and media there lies the adult a memory”
Kluckhon ds poem and in your life. Read that will be.”-
practice. Nerdy Birdy John Connolly
Mini-lesson: Tweets by Aaron
Responding to (SLO 3.1, 2.4, Reynlods and Mini-lesson: Imagine by Juan
literature from a 4.2) discuss how social What is an Felipe Herrera
different culture. media affects us encyclopedia? “I wish poem”
Students will and how we can Introduce students
learn how to use it responsibly. to the concept of Have students
research context an encyclopedia. write free verse
and cultural Poetry about what they
information Assignment: Write Encyclopedia of an wish for in the
before responding a Ordinary Life future
to a cultural text forwards/backwar Writing activity:
and how to ds poem about breaking up the (SLO 1.1, 2.4)
identify cultures social media years of your life
within literature. into encyclopedia
(2.4, 4.2) excerpts.
Read:
“Borders” short “Aurelia’s
story Verses” by George
Elliot Clarke
(SLO 1.1, 2.2) (SLO 1.1, 1.2, 2.2)
Journal: What do Journal: Journal: Film Study: Hook Film Study:
I want people to Who do you want What aspects of a (1991) Hook (1991)
remember about to become? (write film do you enjoy With guided finish film.
me (free-write) for 5 minutes) (music, colors, question note
angles)- Do a ten taking sheet Journal: (end of
Mini-lesson: Workshop #3: point list - What type of class) Based on
What is an A Glimpse Into adult has Peter the film, what is
autobiography Who I Want to Mini-lesson: Pan become? - the importance
(written)? Give Become: written Film elements. Go Why did he of staying true to
students an in over film elements become this kind yourself? As you
overview on autobiographical that they will be of man? grow up, what
autobiographies form from the required to write parts of yourself
and how to make perspective of on. (SLO 2.1, 2.3 3.1) do you want to
them. their older selves. stay the same?
Why did they Give students
Activity: Read become the guiding questions (SLO 2.1, 2.3,
example person that they that they must 3.1)
autobiographies. are? answer during the
viewing based on
(SLO 1.2, 2.4, Assessment: film elements.
3.1) Students will Watch the first 30
write their own minutes of Hook
autobiography (1991)
50+ years in the
future (SLO 2.1, 3.1, 2.3)

(SLO 2.1, 2.2,

1.1)
Mini-lesson: Workshop #4: Journal: Formative activity: Journal: How
Gems to make How to make an What do you want Make an effective has our town
writing sparkle effective people to say poster of a famous influenced how
(hook in your poster/tri-fold about you? (jot person as a group. we have grown
reader). presentation down ideas) up?
(image setup, Introduce final
Journal: presentation, Mini-lesson: Project: Questions and
Bring in public speaking) How to give peer Growing up planning for
treasured object feedback? Portfolio- students final project.
(or picture) and Students will will compile their Time to work.
explain it. (hook practice public Partner up and writings from the
your reader in) speaking share a previous unit to show their
(impromptu complete journal growth on a
Sharing circle: speaking) based entry; practice trifold.
practicing how to on previous giving and (SLO 3.1, 1.1,
hook your reader journal prompts. receiving feedback (SLO 3.1, 3.3, 5.2) 1.2, 4.2)
(each student .
draws topic out of
a hat and comes (SLO 3.1, 5.2) (SLO 1.2, 5.1, 5.2)
up a “hook” to
introduce class to
that topic)

(SLO 1.1, 5.1,

2.4, 1.2)
Journal:“Growin Workshop #5 Journal: Write a Work period for Wrap-down:
g up is a such a Mini-lesson: Be to-do list for final portfolio Presenting:
barbarous your own editor altering your projects. Gallery walk of
business, full of (show students project/finishing each student’s
inconvenience… your own editing touches) portfolio.
and pimples” - process)Editing
J.M. Barrie and revising Work period for
revision and
editing of final (SLO 4.3, 5.1)
Work period- portfolio projects. (SLO 1.2, 2.4, 4.2,
students will 4.3)
continue working
on their final (SLO 1.2, 2.4, 4.2,
project; they will 4.3)
be developing
their pieces of (Slo 1.2, 4.1, 4.2)
writing. This day
teacherwill
wander and make
sure students are
all on the right
track.

(SLO 4.2)