Kalan Compiled Unit Plan Aed341

7/30/2019 Kalan Compiled Unit Plan Aed341

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What is Reality?A Thematic Unit on Clear and Hidden Representations

For 11 th grade ELA

Presented By: Stephanie Kalan

on December 12, 2012 for AED 341


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Table of Contents:

Summary ------------------------------------------------------ 3

Rationale ------------------------------------------------------ 3

Project-based Learning ------------------------------------ 4

Interdisciplinary Justification ---------------------------- 4

Respect for Difference ------------------------------------- 5

Assessments ------------------------------------------------- 5

Text Set ------------------------------------------------------- 6

Unit Plan Schedule ----------------------------------------- 8

Culminating Project Handout --------------------------- 19

Culminating Project Rubric ---------------------------- 21


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OVERVIEW

Summary:

Students will be reading the novel Sidekicks by Jack D. Ferraiolo, and recognize that there isalways another side to every story. Students will understand that not everything is what itappears to be in text, the media, and in society. Towards the end of the unit, students will create a

persuasive video advertisement about a product that theyd like to sell. They will present their advertisements for the class and in the local public library. Students will be able to identifymultiple representations in text and the media, recognize a storys clear and hidden messages,and demonstrate tactics that are used to captivate a large public audience.

Overarching EQ : What is reality?

Overarching EU : Students will understand that there are multiple perspectives in every text.

Rationale:

Students will engage in and understand the topic of clear and hidden representations as it willhelp generate their personal judgments and questions regarding texts, experiences and the lifecourse. They will be reading the novel Sidekicks as a tool to better understanding the theme of misrepresentations within human behavior and society. Students knowledge of critical literacywill be utilized to enhance of their reading, writing, and listening skills. By identifying various

perspectives and representations, students can construct a firm personal judgment based on their

prior knowledge, skills, and experiences. Students will produce a persuasive video productionadvertising a product theyd wish to sell to a specific audience. They will write and record their oral speech and display their advertisements to classmates and in the local public library.

1. Administrators The components of a narrative and video advertisement complementthe components and form of a written essay. Practice with narrative writing and real-life acting will help students improve their voice, purpose, and structure. Theexperience and knowledge theyll gain from the assignments and culminating projectwill be utilized as a method of scaffolding the Regents exam and other standardizedtests. Digital video production is a composing activity similar to, but often moreengaging than, writing text. Students must produce an introduction, body, and

conclusion. They must edit and revise and scrutinize the work spatially, musically,socially, emotionally, and technically (Finn 214). Students will be motivated to participate and create works that are comparable to the writing process used onstandards-based tests. In addition, as students practice how to write persuasively, theywill in turn learn the skills to produce a strong argumentative paper.

2. Students Students will discover that all text is targeted towards a particular audienceand for a particular purpose. The topic of perceived representations is highly


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meaningful to students since they come in contact with written and spoken texts everyday. Teacher will motivate students to engage in this unit by touching on popular controversial issues, reality TV programs, propaganda, historical texts, and mediasmisrepresentations, influence, and impact on them and their generation.

3. Colleagues/practitioners of critical pedagogy/empowering education Thisthematic unit will promote students lifelong learning by emphasizing the importance of

personal perspectives, judgments, and justifications. Students will be taught to read textswith a questioning mind, and to question text and authority. The practice of constantquestioning will transfer to make meaning of daily life affairs, relations andcommunications. Our goal is to foster political learners who take a firm position on anissue and agitate the system or status quo. Therefore, we need to involve students in

probing the social factors that make and limit who they are andhelp them reflect onwhat they could be (Finn 205).This unit will help them reflect not only on their individual lives but on their society and how society shapes them in good and bad ways

(Finn 206). Our students must be encouraged to use critical skills to analyze texts andunderstand the power of literacy, and as a result, use these skills to read, write, and create politically.

Project-based Learning:

The rationale of this unit is for students to challenge representations of [multimodal] text, itsmessages, and the world. According to Barrel, PBL engages students in life as we know it, fullof fascinating problematic situations worth thinking about, investigating, and resolving (3).Students will meet with a multitude of tricky situations in life, and theyre responsible for

constructing logical meanings and firm decisions on their own. Therefore, by reading historicaland multimodal texts with a questioning mindset, theyll come to an understanding about theauthors purpose and meaning, and then construct their own reasoning without being persuaded

by the source.

The culminating project will consist of composing a video advertisement on a product of choice.They will use persuasive and figurative language and diction to convince audiences to buy their

product. Their appearance and body language will reflect the intentional message, tone and purpose.

Interdisciplinary Justification:

English language arts will be stretched to embrace other disciplines of history, culture,economics, and politics. Controversial articles, images, and/or video clips about each branch of knowledge will be individually and collectively interpreted. Based on students knowledge andexperiences, they will brainstorm just/unjust actions and behaviors, and why each is deemed

just/unjust.


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This unit could be taught in collaboration with a history class. History students will state varioushistorical facts, data and events. ELA students will debate and decipher other possible

perspectives and representations. All students will declare the target audience and intended purpose.

Respect for Difference:

We are made up of a widely diverse group of people who use different social languages indifferent settings. Students will demonstrate code-switching and communicate with one another in various settings using corresponding language use (example: when speaking in the home,ones language is more formal. When speaking to a friend at recess, language is much moreinformal.) The objective is for students to recognize that within each setting there is an intended

purpose, message, and representation to be received by the target audience.

Assessments:

Throughout the unit, students are assigned to read chapters in the class novel Sidekicks by Jack D. Ferraiolo, and answer the corresponding questions. Students will also read other persuasivetexts and preview influential video clips regarding issues in and by the media. Writtenhomework assignments are handed in and graded for completion and authentic effort, notcorrectness.

The final culminating production is recorded and each video ad is shown to an audience in thelocal public library. Students will self-assess their actions, language, behavior, and technique in-class, and write a final 3-4 page self-reflection composition on their processes and the learningexperience. Students will have the opportunity to revise and re-submit this final essay. Also,

students will publish their digital advertisements on YouTube. Classmates will assess oneanother as they preview and comment on at least three published ads on the social networkingsite. In addition, viewers will identify: target audience, purpose, multiple perspectives, what isclearly represented, what is implied/hidden, tactics the speaker used for persuasion, as well as

provide constructive feedback criticism.

Formative Assessments : Self evaluations Peer evaluations Close observation Cooperation with teachers feedback Questioning strategies

Summative Assessments : Persuasive video advertisement Final self reflection composition Skills comprehension


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Text Set :

Ferraiolo, Jack D. Sidekicks. New York: Amulet Books, 2012.

Genre : Book Anchor TextOverview : This novel is about a hero named Phantom Justice and his trusty sidekick, Bright Boy whoaim to fight off crime and corruption in their fictitious city. Bright Boy, also known as Scott Hutchinson,is typical young adolescent when hes not dressed in his humiliating, tight-fitted costume. He battlesridicule and social isolation in school during the day. At night, he switches roles and transforms into asuper strong sidekick next to Phantom Justice. However, his seemingly reliable confidant is the real faceof evil the entire time.Relevance : Throughout this novel, the nave Bright Boy highly admires and respects the apparent hero,Phantom Justice. The media portrays Phantom to be a grandiose symbol of power, and Bright Boy never doubts this until the end. Phantom Justice repetitively states that their mission is to defeat the wrongs andevils in their beloved city, yet the supposed hero is in fact the ultimate villain. Therefore, this novelcontains concealed representations, false impressions, and a highly influential media.

Drucker, Joel. Steve Jobs Does the Ends Justify the Means? Huffington Post. N.p., 30 Nov.2011. Web. 27 Nov. 2012. .

Genre : Newspaper articleOverview : Joel, the writer of this article, introduces a controversial standpoint about how the wealthy canslide by and behave unethically without consequence. In connection to the deceased Steve Jobs, thefounder of the first Apple computer, he ripped off telephone companies and his co-partner named SteveWozniak. Joel affirms that Jobs Apple creations were only intended to enhance his personal financial

gains and power. He never designed his legendary technology creations with the intention of supportingor benefiting the masses, as many believed. Joel touches on the issue of tyranny. Jobs supposedly aimedto dominate society using his extremely wealthy and powerful status. Also, Jobs is perceived as a cruel,crooked individual who insulted people that he wasnt pleased with, ignored his own child, broke the law,and whimpered when he didnt get his way. The point is that Steve Jobs did whatever it took, moral or immoral, to get ahead. He is widely known only for his Apple inventions and creative brilliance, and notfor the malicious tactics he used in order to accomplish his indecent reputation, wealth and respect.Relevance : The wealthy stakeholders appear to be respectable and well-mannered, but many are quite theopposite. Since they possess so much money, they observe in financial greed and selfish ways of acquiring more money and power than they really need. Millions are trapped in poverty-stricken lives,and those who greedily prosper are racking in the cash that they dont even know what to do with. Theylie, cheat and overemphasize in order to thrive, and the majority gets away with it. Their behavior and

actions seem to be honest and ethical, yet many are misrepresented by the global media.

Influence of Reality TV. YouTube . N.p., 06 Dec. 2010. Web. 27 Nov. 2012..


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Genre: Broadcast mediaOverview : This YouTube clip demonstrates how reality TV shows are highly influential to the 21 st-century generation of adolescents. Many youngsters look up to these reality celebrities who act foolishly,illegally and violently on an aired regular basis. Shows such as The Real World, Jersey Shore, Survivor,

American Idol, and The Apprentice are corrupting and shaping todays society. The reason for theincreased air time of reality TV shows is due to financial greed by production companies. This greedyscheme is beneficial for the companies and the reality stars. Meanwhile, these shows are damaging toviewers worldwide because theyre idolizing these celebrities and mimic their outlandish, unethical

behaviors. The point is that the media is severely powerful, manipulative and influential to the public eye.As long as the television company receives high ratings and views, theyll continue to produce reality TVshows. This corrupting trend leads to twisted values, depictions, and behaviors in todays society andfuture generations.Relevance: Reality TV appears to be entertaining and harmless, but most reality shows dont actuallyrepresent reality. These programs are misleading and offensive. The public is negatively affected as manyare glued to their televisions and convinced that reality is about drinking heavily, resorting to violence,acting promiscuously, and competing for the win. As the media hypes the trends, slogans and behaviorsof reality stars, society replicates such corrupt conduct and a standard is set.

Jenkins, Beverly. 10 Celebrities Who Are Real-Life Heroes. Oddee. N.p., 6 Sept. 2011. Web.27 Nov. 2012. .

Genre : Website articleOverview: A hero is someone who is out for the greater good of others, not for oneself. Author BeverlyJenkins writes about a handful of rich, well-known celebrities who have greatly impacted the lives of many. For example, Sanda Bullock donated $1 million dollars to the American Red Cross after anearthquake and tsunami hit Japan. Tom Cruise stopped what he was doing at the time to help a womanwho was critically hit by a car. Vin Diesel rescued two young children from a car that was burning on fire

located in Hollywood, California. Also, commemoration goes to Rihanna, Demi Moore, and DonnieWalberg who are titled the Twitter Heroes. Walberg gave a simple shout out on the social network, andhis retweets ended up saving a life because he found a donor for a kidney transplant. Similarly, Rihannaoccasionally retweets in search for bone marrow donors in the hopes to help cancer patients, and shesalso saved lives due to her shout outs on Twitter. Since these celebrities are internationally recognizedand followed, their voices are extremely powerful and effective. Although they are super wealthy, theydont outwardly portray greedy, superior or narcissistic personalities. Therefore, they are celebrated asHeroes.Relevance : Celebrities appear to have an abundance of riches, self-confidence and egocentric lifestyles,

but many of them use their wealth and powerful voices to aid those who are less fortunate. Theyreconcerned about their fans, community and the world. Many notorious celebs will support the generalwell-being of the public whether through online social networks, song lyrics or live interviews.

Unit Plan Schedule

Week One


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Monday

Task Analysis Topical EQ Topical EU Common CoreStandard

Characters How does themedia represent ahero?

Students will understandthe customary role and

function of a noble hero,and the medias

perspective, portrayaland influence of representation.

Reading: Literature-Analyze the impact of the

authors choices regardinghow to develop and relateelements of a story or drama (e.g., where a storyis set, how the action isordered, how the charactersare introduced anddeveloped.)

Learning Objective : Students will learn about how to use and analyze literal andfigurative language in order to identify clear and concealed representations.

Assignments :

1. Read = 10 Celebrities Who Are Real-Life Heroes.

2. Answer:

a)Why does the author justify these celebrities as heroes?

b) Do you agree or disagree? Why or why not?

3. Read: Sidekicks pages 1-37

4. Answer:

a) Who is the narrator? What is his/her role in this fictitious society?

b) List at least 2 quotes/slogans that represent the hero.

c) Who are the regular characters? Who are the extraordinarycharacters? Identify the gender for each.

d) What is the narrators main concern?

Tuesday

Task Analysis Topical EQ Topical EU Common Core

StandardCharacters/Tone What is the purpose

and symbolism of analias/nickname?

Students willunderstand the function,symbolic representation,and possible intentions

behind a given alias.

Reading: Literature-Determine the meaning of words and phrases as theyare used in the text,including figurative andconnotative meanings;analyze the impact of specific word choices onmeaning and tone,including words withmultiple meanings or


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language that is particularly fresh,engaging or beautiful.

Learning Objective : Students will learn about the use of pronouns and adjectives, and

how each help to develop the character.Assignments :

1. Read Sidekicks pages 38-71

2. Answer:

a) List the real and alias names of all characters thus far.

b) What do their costumes reveal about their character/identity?

c) How powerful is the media in this novel? How so? Use quotes to support your answer.

Wednesday


Characters What are superficialand clear representations of thecentral characters?

Students willunderstand how onesidentity is connectedto their image,representation, andspeech.

Reading: Literature-Cite strong andthorough textualevidence to supportanalysis of what the textsays explicitly as wellas inferences drawn

from the text, includingdetermining where thetext leaves mattersuncertain.

Learning Objective : Students will learn about the use of expressive language andits designed meaning in context.

Assignments :


2. Answer:

a) What does Phantom Justice advise Bright Boy to do at the end of chapter 7? Name at least 2.

b) Compare/contrast the identities of Bright Boy and ScottHutchinson. Use quotes to support your answer.

c) What act does Allison put on? How does this affect her character inside and outside of school?


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Thursday


Setting How can youovercome complexsituations?

Students will understandthat overcoming complex

experiences and struggleswill help to strengthenawareness, personal

point of view anddevelopment.

Reading: Literature- Analyze how an authors

choices concerning how tostructure parts of a text (eg.,the choice of where to beginor end a story, the choice to

provide a comedic or tragicresolution) contribute to itsoverall structure andmeaning as well as itsaesthetic impact.

Learning Objective : Students will learn about internal and external conflict.

Assignments :

1. Read and analyze the quote said by John F. Kennedy, A revolution is coming: arevolution which will be peaceful if we are wise enough, compassionate if we careenough, successful if we are fortunate enough but a revolution which is coming whether we will it or not. We can affect its character, we cannot alter its inevitability.

2. Answer:

a) Identify the apparent and underlying meaning in this quote. Relate to the novelSidekicks , what could be a possible revolution? How can we prepare?

b) Write a thorough response to the question: What is inevitable in your life?

Friday


Setting How does thenews/media/newspapersinfluence society?

Students willunderstand that TVand media shapesociety with its clear and superficialrepresentations.

Speaking & Listening Integrate multiple sourcesof information presentedin diverse formats andmedia (e.g., visually,quantitatively, orally) inorder to make informeddecisions and solve

problems, evaluating thecredibility and accuracy of each source and notingany discrepancies among


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the data.

Learning Objective : Students will learn how the media is influential among their generation. Theyll view and respond to a YouTube clip, The Influence of RealityTV.

Assignments :


2. Answer:

a) What is your definition of justice? Make connections with thesetting and character.

b) Do you think any societal influences have been present thus far? If so, which ones? How has it impacted this fictitious society?

c) Predict what could possibly happen next. Write an alternativeending to the story given what youve read until now.

Week Two

Monday


Tone/Theme How are newspaper articles persuading?

Students willunderstand that

articles published inthe news areconvincing texts thattarget a specificaudience, and containa specific purpose.

Reading: InformationalText Analyze and evaluate theeffectiveness of thestructure an author usesin his or her expositionor argument, includingwhether the structuremakes points clear,convincing, andengaging.


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Learning Objective : Students will learn how to portray a specific image andrepresentation through a written work.

Assignments :

1. Read the newspaper article by Joel Drucker, Steve Jobs Does the Ends Justifythe Means?

2. Answer:

a) What stands out to you?

b) Whats the authors message/theme of his article?

c) What is the dominant narrative?

d) What is being emphasized in this article? How can you tell by hisstructure?

Tuesday


Theme/Language How can you frameintentional issues?

Students willunderstand the power of persuasive

language and literaryelements, which isused to persuade theaudience for a

particular purpose.

Reading: Literature-

Analyze a case in whichgrasping a point of viewrequires distinguishingwhat is directly stated ina text from what is reallymeant (e.g., satire,sarcasm, irony, or understatement).

Learning Objective : Students will learn and practice how to read and identify whenthe author is trying to persuade their audience, and what literary elements he/she uses toaccomplish this.

Assignments :


2. Answer:

a) Describe the narrators description of Phantom Justice.


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b) How do you think their relationship affects Bright Boys actions and personal beliefs?

c) Do you think the narrator is a nave character? Why or why not?

Wednesday


Tone/Theme How does toneimpact the meaningof a text?

Students willunderstand that thetone of the text revealsthe authors

perspective andmessage.

Speaking & Listening

Evaluate a speakers

point of view, reasoning,and use of evidence andrhetoric, assessing thestance, premises, linksamong ideas, wordchoice, points of emphasis, and tone used.

Learning Objective : Students will learn that what the speaker says and how he/shesays it represents their stance on the subject, authenticity, and their intended message.

Assignments :


2. Answer:

a) What does Allisons tone of voice reveal about her character? Doesshe fit the traditional female gender role?

b) How is Phantom Justice a contradicting character? Use quotes tosupport your answer.


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Thursday


Tone What is diction? Students willunderstand that

diction can beinterpreted to identifyauthenticity of character and speech.

Reading: Literature Determine the meaning of words and phrases as theyare used in the text,including figurative andconnotative meanings;analyze the impact of specific word choices onmeaning and tone,including words withmultiple meanings or language that is particularlyfresh, engaging or

beautiful.

Learning Objective : Students will learn that ones choice of words can beanalyzed through multiple perspectives to determine persuasiveness, intention,sincerity or insincerity.

Assignments :


2. Answer:

a) What is Phantom Justice and Dr. Chaotics intentions in chapter 16?How can you tell? Use quotes to support your answer.

b) How does Phantom Justice confuse and control Bright Boy? Usequotes to support your answer.

c) Who betrays who? Cite textual evidence to support your answer.

Friday


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Setting What is thesignificance of setting?

Students willunderstand that thesetting instigates theactions of thecharacters.

Reading: Literature Analyze how anauthors choicesconcerning how to

structure parts of a text(eg., the choice of whereto begin or end a story,the choice to provide acomedic or tragicresolution) contribute toits overall structure andmeaning as well as itsaesthetic impact.

Learning Objective : Students will learn that the setting of the story plays asignificant role in the actions and responses of the main characters.

Assignments :

1. Read: Sidekicks pages 241-end

2. Answer:

a) What is the significance of the cameras?

b) What is Scotts weakness? How does this amplify the final scenes?

c) Phantom Justice planned his battles. What was the purpose of each particular location?

Week Three

Monday



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Multimodal NarrativeStructure

How can youcompose a digital

production?

Students willunderstand that digital

productions are verysimilar to writing atraditional essay.

Writing

Write narratives todevelop real or imagined experiences or events using effective

technique, well-chosendetails, and well-structured eventsequences.

Learning Objective : Students will learn how to write a narrative using the proper structure format.

Assignments : Students will write a narrative based on a traumatic experience theyveencountered in their lives. Students will read aloud an overview of their written works in

class, and student feedback will be provided after each presentation.

Tuesday


Multimodal VideoComposition

How does a digitaladvertisement

persuade a publicaudience?

Students will understandhow to use explicit andfigurative language,

body language, tone anddiction to presentaudiences with their message and purpose.

Writing Produceclear and coherent writingin which the development,organization, and style areappropriate to task, purpose

and audience.

Learning Objective : Students will learn how to compose their digital advertisementusing an introduction, body, transitions, and end.

Assignments : Students will select a product that they will attempt to sell on their video advertisement. They will be persuasive in speech, and their tone, appearance and

body language will reflect their purpose.

Wednesday



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Multimodal VideoProduction

How does languageaffect the overall

presentation of adigitaladvertisement?

Students willunderstand that their visual, spoken, andkinesthetic literacy(body movements)influence their audience, messageand purpose of ad.

Language Apply knowledge of language to understandhow language functionsin different contexts, tomake effective choices

for meaning or style,and to comprehendmore fully while readingor listening.

Learning Objective : Students will learn that their chosen style of language and bodylanguage represents their purpose and representation of their product and overalladvertisement.

Assignments : Students will act out a spoken version of their video advertisementand record. Ads will be previewed in class and student feedback will be given.

Thursday



How do youappropriately edityour videoadvertisement?

Students willunderstand how toedit, revise andinspect their work inorder to perfect their digital piece.

Speaking & Listening Presentinformation, findings, andsupporting evidence, conveyinga clear and distinct perspective,such that listeners can followthe line of reasoning,alternative or opposing

perspectives are addressed, andthe organization, development,substance, and style areappropriate to purpose,audience, and a range of formaland informal tasks.

Learning Objective : Students will learn how to edit, modify and examine their videoads. They will make appropriate adjustments to the physical, audio, emotional,

and oral techniques.

Assignments : Students will fine-tune their video advertisements at home to ensurethat their productions are accurate, refined, sharp, flawless and ready to present and

publish.


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Friday



What is apparent in adigital production?

Students willunderstand that their advertisementcontains clear andhidden representationsof their selected

product.

Speaking & ListeningEvaluate a speakers

point of view, reasoning,and use of evidence andrhetoric, assessing thestance, premises, linksamong ideas, wordchoice, points of emphasis, and tone used.

Learning Objective : Students will learn that their spoken tone, language, word choice,and diction (what they say and how they say it) emphasize their intentional message and

purpose, and target a specific audience.

Assignments : Students will preview each others recording and analyze the clear and hidden representation(s), the speakers perspective, audiences perspective, the

product, persuasive tone and technique, and its authenticity.


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Week Four

Monday


Final ReflectionComposition

How do you assessyour final works?

Students willunderstand and reflecton the learning process,individual andcollaborativeassignments, and skillsand techniques usedduring video

production.

Writing Write informative/explanatory texts toexamine and conveycomplex ideas, concepts,and information clearlyand accurately throughthe effective selection,organization, and analysisof content

Learning Objective : Students will learn how to reflect on their knowledge of thelearning process, skills and techniques used to complete the culminating project.

Assignments : Students will write a 3-4 page reflection essay about what theyve practiced and learned throughout this thematic unit. Opportunity for revising and editingwill be provided, along with feedback from the teacher.

Tuesday


Final Presentations What is anauthenticaudience?

Students willunderstand that theaudience watching inthe local public

library is a reliablesource for feedback,criticism and multiple

perspectives.

Speaking & ListeningMake strategic use of digital media (e.g.,textual, graphical, audio,visual, and interactiveelements) in

presentations to enhanceunderstanding of findings, reasoning, andevidence and to addinterest.


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Learning Objective : Students will learn that by presenting their video advertisementsto an audience in the public library, they are exposed to multiple perspectives, commentsand criticisms on their individual and collective works.

Assignments : Students will receive back their reflection papers, revise and re-submit.

Theyll include an additional paragraph about their experience with presenting their digital productions to a public, authentic audience.

Wednesday


Publishing How can you publishyour culminating

project?

Students willunderstand how toupload and share their

digital advertisementson YouTube, andexplore other

publishing options.

Speaking & ListeningPresent information,findings, and supportingevidence, conveying a clear

and distinct perspective,such that listeners canfollow the line of reasoning, alternative or opposing perspectives areaddressed, and theorganization, development,substance, and style areappropriate to purpose,audience, and a range of formal and informal tasks.

Learning Objective : Students will learn how to publish their video advertisementon YouTube sharing network.

Assignments :

1. Students must comment on at least three advertisements done by fellowclassmates.

2. Students will receive reflection papers back and they must revise and re-submit.Theyll include an additional paragraph about their experience with publishing their

digital ad to a global audience of Internet users.


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ITS SHOWTIME, FOLKS!

Dear Talented Students,

You will all be participating in composing a

video advertisement on any product of choice. Asyou read the in-class novel, Sidekicks by Jack D.Ferraiolo, you will meet with variousunderstandings about clear and hiddenrepresentations, impressions, and perceptions, aswell as forming your own. For your final digitalads, your goal is to be persuasive, convincing andengaging for a target audience. Ample class timewill be dedicated to expressive literacy training. We will all learn how to express our emotions,words, and messages using dramatic body movements, language and techniques.

This culminating project will utilize the expressive ELAs of writing, speaking, and

composition. Audio, visual, and kinesthetic literacies will be put into practice and employed aswell.This may sound like a challenge, but worry not. I will proudly be guiding you along the

entire way. Our goal is to practice questioning what appears to be, and identifying authentictruths in society and in the media.

Steps for Successful Completion:1. Critically read and analyze Sidekicks2. Complete corresponding HW assignments3. Read and respond to multimodal auxiliary texts4. Discover and identify literary elements and key components in each

5. Question strategies and representations6. Compose a persuasive, staged narrative regarding selected object7. Practice with body language, tone/speech, backdrop + expressive ELAs8. Record video advertisement9. Edit and modify10. Re-play to classmates and in public library11. Publish to YouTube network 12. Comment on three or more ads done by peers


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13. Compose final self-reflection essay [concerning your style, language, behavior, purpose& technique]

Students will meet the ELA standards of: Reading Literature Reading Informational Text Writing Speaking & Listening

Students will come to a cohesive understanding about: What is reality? How do tone, diction, and setting impact the text and digital ad? What is the symbolic representation of a hero and given alias? What are superficial and clear representations? How does the media influence and shape society?


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Culminating Project Rubric

CATEGORY ExceedingExpectations

AboveExpectations

MeetsExpectations

ApproachingExpectations

BelowExpectations

DigitalProduction:

No use of fillerwords, constant eyecontact, loud & clear speaking voice, useof proper tonethroughout, able tohear everything clear

Minimal use of filler words,

proper eyecontact, clear speaking voice,use of proper toneat points, able toclearly hear

Use of somefiller words,average use of eye contact, lowspeaking voice,minimal use of

proper tone ableto partially hear

Hesitation, use of filler words,

better eye contact,low speakingvoice, slight useof proper tone,slightly to hear

Hesitation,whispers, use of filler words,

poor eye contact,incorrect use of

proper tone

ConceptualUnderstanding:

Responds clearly andeffectively usingappropriate & amplecourse content +outside sources

Responds clearlyusing appropriatecourse content +outside sources

Responds clearlyusing appropriatecourse contentonly

Responds usingsome supportivecourse content

Does not respond& uses nosupportive coursematerial

Organization/Flow +Creativity

Highly detailed,accurate and clever descriptions. Verysmooth flow, clear &

precise organization,order & structuring

Detailed andaccuratedescriptions,

pretty smoothflow, clear organization,order &structuring

Some detaileddescriptions,semi-smoothflow, slightorganization,order &structuring

Few detaileddescriptions, lack of flow, littleorganization,order &structuring

No detaileddescriptions, noflow, noorganization,order and/or structuring

Language &Literacy Use:

Key words, ideas andconcepts correctlyused, very interesting& intriguing,

persuasive wordchoice & diction

Key words, ideasand conceptsused, appealingand somewhat


Some key words,ideas andconcepts used,average choice of words, slightly


Few key words,ideas andconcepts used,

poor choice of persuasive words& diction

No key words,ideas andconcepts used,very poor andunpersuasivechoice of words& diction

Self-reflection,Publishing &Peer Assessment

Early or on-timesubmissions of wonderfully cohesiveessay, properly

published, 3+ peer comments.

On-timesubmissions of organized essay,

properly published, 3 peer comments.

On-timesubmissions of standard essay,

properly published, 3 peer comments.

Late submissionsof average essay,difficulty/late

publishing, 1-2 peer comments.

Late submissionsof unorganizedessay, late

publishing, 0-1 peer comments.


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Kalan Compiled Unit Plan Aed341