Teach21 Unit Plan

Teach21 Unit Plan
Esperanza Rising
English Language Arts Sixth Grade

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Title:

Esperanza Rising

Creator:

Denise White: awhite@access.k12.wv.us

Subject:

English Language Arts

Grade Level:

Sixth Grade

Unit Calendar:

Unit Calendar

Big Ideas:

All cultures have similarities and differences.

The human spirit can overcome adversity.

Content Standards and Objectives

Objective ID	Objectives
RLA.O.6.1.4	select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors: myth fantasies biographies autobiographies science fiction tall tales supernatural tales
RLA.O.6.1.5	use pre-reading strategies to analyze text for the type and structure of text to determine comprehension strategies: previewing activating prior knowledge questioning skimming scanning
RLA.O.6.1.6	differentiate and apply comprehension strategies in literary and informational texts to use prior knowledge draw conclusions interpret meaning determine cause and effect judge text critically
RLA.O.6.1.7	determine the elements of literature (e.g., external conflict, mood) to construct meaning and recognize author’s/reader’s purpose.
RLA.O.6.1.9	determine and explain theme by locating supporting details in a literary passage and in informational text across the curriculum.
RLA.O.6.1.10	evaluate connections (e.g., cause/effect, order) among the facts, ideas, events and concepts of literary and informational texts to self, to other texts and to the world.
RLA.O.6.1.14	use graphic organizers to create, develop, interpret and organize information (e.g., tables, graphs, diagrams, charts).
RLA.O.6.1.15	increase the amount of independent reading to comprehend, analyze and evaluate literary text and informational text.
RLA.O.6.2.4	use the five-step writing process to address specific writing purposes and to address various audiences (e.g., creative, journalistic, essay, narrative, informative, persuasive).
RLA.O.6.2.8	demonstrate the ability to use electronic and non-electronic reference materials to locate information, analyze the source, evaluate the data, and create a product based upon an assigned task.
RLA.O.6.2.10	select and use a variety of resource materials to plan, develop, and deliver a research project using computer-generated graphic aids.
RLA.O.6.3.1	exhibit effective oral communication skills (e.g., volume, rate, audience, etiquette, standard English) through the presentation of compositions personal narratives brochures speeches poetry
RLA.O.6.3.2	retell and create original, simple and detailed sequential stories.
RLA.O.6.3.3	interpret spoken text in order to comprehend topic, purpose and perspective in spoken texts (e.g., of a speaker, informational video, televised interview, radio news program).
RLA.O.6.3.4	perform a variety of roles in group discussions including active listener and discussion leader.

21st Century Learning

Information and Communication Skills:

21C.O.5-8.1.LS1 - Student, when presented with a problem, identifies the information needed, uses text, people, online databases and search engines to filter relevant information efficiently, analyzes information for biases, synthesizes information gathered and creates an effective and efficient response to the problem.
21C.O.5-8.1.TT1 - Student connects peripheral devices (e.g., scanners, digital cameras, video projectors, USB drives, printers, media storage devices) to computers and uses them efficiently and effectively. Student accesses server and/or network resources (e.g., file folders/software programs, bookmarked sites).
21C.O.5-8.1.TT10 - Student uses Internet browsers, various search engines, book marking features, and advanced search techniques to gather information; student evaluates the information for validity, bias, appropriateness, content and usefulness.

Thinking and Reasoning Skills:

21C.O.5-8.2.LS1 - Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying comprehensive criteria.
21C.O.5-8.2.TT2 - Student collaborates with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

Personal and Workplace Skills:

21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
21C.O.5-8.3.TT2 - Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.
21C.O.5-8.3.TT4 - Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressing these risks.
21C.O.5-8.3.TT5 - Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information. Student demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations.

Essential Questions:

How is the Hispanic culture similar to or different from yours?

How do humans overcome adversity?

Student Will KNOW:

Know:

different terms for various Hispanic peoples.
how the Hispanic culture differs from their culture.
what each comprehension strategy is.
the motives behind the union movement.

Student Will UNDERSTAND:

Understand:

· that although cultures may differ, some things remain the same.

· that hope can have a positive effect on one’s life.

· money doesn’t always buy happiness.

· that migrant farm workers perform a vital service in our society.

Student Will Be Able To DO (Skill):

Do:

· discuss with a partner or in a group setting.

· respond in a Log.

· use comprehension strategies to improve their reading skills.

· preview a book.

· complete a Concept Map for a vocabulary word.

· write a concise summary. Justify their opinion.

· make a prediction.

· identify and understand words in Spanish.

· locate information in a text.

· work in a cooperative group to accomplish a task.

· use context clues to determine the meaning of Spanish words.

· present a group project. Determine author’s purpose.

· sequence events from the story.

· participate in Inside-Outside Circle activity

· listen to a Read Aloud

· identify Main Idea structures

· think about their own thinking.

· connect events to their own lives.

· write for specific purposes.

Research-Based Instructional Strategies:

· Think Aloud

· Read Aloud

· Journaling

· Responding to Literature

· Summarizing

· Pair-Share

· Cooperative Learning

· Graphic Organizers

· Reading Manipulatives

Materials/Resources/Websites:

Books:

Atkin, S. Beth. Voices from the Fields: Children of Migrant FarmworkersTellTheir Stories. New York: Little,

Brown, and Company, 1993. ISBN 0-316-05620-0

Bunting, Eve. Going Home. New York: HarperCollins Publishers, 1996. ISBN 978-0-06-443509-3 Dorros, Arthur. Abuela. New York: Trumpet Club, 1991. ISBN 0-440-83027-3

Dorros, Arthur. Radio Man. New York: HarperCollins Publishers, 1993. ISBN 0-06-443482-6

Herrera, Juan Felipe. Calling the Doves. San Francisco, CA: Children’s Book Press, 1995.

ISBN 0-89239-166-9

Jiménez, Francisco. The Circuit: Stories from the Life of a Migrant Child Albequerque, NM: University

of New Mexico Press, 1997. ISBN 8263-1797-9

Krull, Kathleen. Harvesting Hope: The Story of Cesar Chavez. New York: Harcourt, Inc., 2003.

ISBN0-15-201437-3

MacCaulay, David. Why the Chicken Crossed the Road. New York: Houghton Mifflin, 1991.

ISBN 0-395-58411-6

Medina, Jane. My Name is Jeorge On Both Sides of the River: Poems in English and Spanish.

Honesdale, PA: Boyds Mills Press, 1999. ISBN 1-56397-811-3

Mora, Pat. Tomás and the Library Lady. New York: Alfred A. Knopf, 1997. ISBN 0-679-80401-3

Pérez, Amada Irma. My Diary from Here to There. San Francisco, CA: Children’s Book Press, 2002.

ISBN 0-89239-675-4

Pérez, L. King. First Day in Grapes. New York: Lee & Low Books, Inc., 2002. ISBN 978-1-58430-045-8
Ryan, Pam Muñoz. Esperanza Rising. New York: Scholastic, 2000. ISBN 0-439-12042-x

Ryan, Pam Muñoz. Mice and Beans. New York: Scholastic, 2001. ISBN 0-439-18303-0

Soto, Gary. Too Many Tamales. New York: Scholastic, 1993. ISBN 0-590-22650-9

Winter, Jeanette. Calavera Abecedario: A Day of the Dead Alphabet Book. New York: Harcourt, Inc.,

2004. ISBN 0-15-205110-4

Websites:

For the Christmas Web Search:

Celebrating Christmas in Mexico – http://www.mexonline.com/christmas.htm

"Las Posadas" - http://www.mexconnect.com/MEX/austin/posadas.html

Christmas In Mexico - http://www.nacnet.org/assunta/nacimnto.htm

Understanding the Hispanic Culture - http://ohioline.osu.edu/hyg-fact/5000/5237.html

For Labor Unions:

The Labor Union Movement in America -http://www.socialstudieshelp.com/Eco_Unionization.htm United Farm Workers Chronology - http://www.ufw.org/_page.php?menu=research&inc=_page.php?menu=research&inc=history/01.html United Farm Workers History - http://www.ufw.org/_page.php?menu=research&inc=history/03.html