Medea E. Lamberti-Sanchez
Forming a General Understanding:
A–1: Students will determine the main idea (non–fiction) or theme (Fiction) in a written work
Developing an Interpretation:
B–1: Students will draw conclusions about the author's purpose for choosing a genre or for including or omitting specific details in text
B–3: Students will use stated evidence from the text to draw and/or support a conclusion.
Making Reader/Text Connections:
C–1: Students will make connections between the text and outside experiences and knowledge
C–2: Students will select, synthesize, and/or use relevant information within a written work to write a personal response to the text.
Examining the Content and Structure:
D–1: Students will analyze and evaluate the author's craft, including the use of literary devices and textual elements
The three Connecticut Mastery Test fourth generation strands will be widely used throughout the unit when reading the selected texts. Throughout the readings, the students will be asked to analyze and evaluate the elements that support the principles of biography like the author's purpose for omitting specific information, or including specific information. The students will also be asked to make real life connections between themselves and the principles of biography. Students will have the opportunity to select relevant information that is gathered throughout the lessons and use them to compose their personal piece of writing.
The following writing objectives are implemented during the writing phase of the unit in which the students will choose either an autobiography or a biography to write. The students will use writing organizers to clearly organize their information that is collected throughout the unit. The writing lessons will incorporate cooperative group exercises whereby the students will have to listen, respond, and revise each other's writings for mechanic or grammatical mistakes. An awareness of sensory words and figurative language will take precedence in order to make sure that the students have provided enough information to create mental, vibrant pictures for the audience. Perhaps the biggest component of the writing portion is that the students are willing to share ideas and discuss information that is relevant to the principles discussed in class.
Writing Objectives/Indicators of Mastery:
Students will use graphic organizers and notes to plan their ideas and writing piece
Students will use precise words to give details
Students will use sensory words to give the reader a picture in their mind
Students will willingly share writing with peers and talk about their writing piece during a shared conference.
Students will respond to the writing of their peers and use rubrics to reflect on writing.
Students will willingly participate in the writing lesson and articulate ideas for a variety of poems
Students will use appropriate punctuation in their writing.
Students will use the right words in their writing
