Brittany Schenkel

4th Grade

Professor Kahn

3/11/2013

Literary Essays: Responding to Literature

Title: Literary Essays: Responding to LiteratureGrade Level: 4th GradeTime Span: between 3-4 weeks

Discipline: Language Arts (reading, writing, listening, speaking)

Description of School and Students: This unit plan is designed for fourth grade students

attending P.S. 24 located in Riverdale, NY. The students in this school range from lower to upper

class families. The school has a big population of IEP and ESL students from all different

backgrounds. The students who need assistance in the classroom receive help from either the

one-on-one Aid in the classroom, or are pulled out for other services (speech, ESL, OT, etc.).

This class is a group of very bright students, most of which will be able to comprehend the text

easily, however extra help will be provided where needed in the classroom, for example, small

groups to work with the teacher for those who still need to develop a better understanding.

Rationale: This unit is meant to not only help the students develop ideas and techniques for

writing essays in response to literature, but also to build on the overall knowledge needed to take

the New York State ELA test in April. The lesson plans incorporate reading, writing, critical

thinking, discussion and creativity. This unit will teach students about the important aspects that

make up a literary essay through learning about the key concepts involved such as: thesis,

organization of a piece, recognizing character traits, point of view, etc. Literary essay practice

opens the door to many crucial pathways for the students. It offers a bridge between reading and

writing. It helps students learn that writing can be a way to not only build onto one's thinking

about a particular subject or text, but also to clarify and elaborate on that thinking. This unit will

help students become more skilled in what the Common Core State Standards refer to as 'opinion

writing.’ The unit does this while also moving students along in their journey towards the text-

based, analytic work that will allow the students to be college and career ready. In fact, the skill

of responding to a text with a reasoned, well-crafted piece of writing is emphasized across

several of the CCSS.

Common Core Standards:CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Grade 4, Reading Literature1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations. a. Self-select text based upon personal preferences.CCSS: Grade 4, Speaking and Listening1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.3. Identify the reasons and evidence a speaker provides to support particular points.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.CCSS: Grade 4, WritingText Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.• W.4.1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.• W.4.1b. Provide reasons that are supported by facts and details.• W.4.1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).• W.4.1d. Provide a concluding statement or section related to the opinion presented.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.• W.4.9a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

• W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.

Cognitive Map:

Content Overview:

I will begin with the SAID essay, which is an essay that is spoken rather than written, the

students should be able to point out the parts of an essay that I am speaking. For example, thesis,

supporting statements, details or evidence, introduction, conclusion and body paragraphs. So

now that the students are able to hear what an essay is supposed to sound like, we can start

developing ideas for essays based off of the book we have been reading together Frindle by

Andrew Clements. I will ask the students to jot down ideas for essays in their notebooks so we

can begin working collaboratively on our first essay.

Once students have selected ideas, I will teach them to elaborate on that idea by

generating subordinate ideas. The easiest way to support most claims is to provide a few parallel

reasons for that claim by adding in the transitional word because and stating a reason after. Once

Writing Literary Essays

By providing a conclusion that is

related to the opinion

By linking opinions and reasons to the

whole piece

By Analyzing Characters

By creating a thesis

By drafting and revising

By introducing your topic and supporting

statements

the students know what they want to say based off of their ideas and supporting statements, we

can form a thesis, overarching idea that can be proved with supporting evidence from the text.

Once the thesis is formed, we can move on to the organization process, turning our ideas and

statements into an essay.

The organization process I will use throughout this unit is box and bullets. The box will

be the thesis statement and the bullets will be statements that support the thesis, later on

becoming topic sentences for each of the body paragraphs. When it is time for the students to

collect materials to support their topic sentences, I will teach them that they can first collect

stories that illustrate their ideas. They can ask themselves what mini-story or chapter in the text

helps me prove this topic sentence. This is where they want to “unpack” these stories so they are

cutting to the chase in their writing.

Writers can collect lists to support their topic sentences as well. I will not use the box and

bullets specifically for this reason, however I will tell the students they can if it is easier for them

to visualize. I will instruct them to make sure their evidence specifically supports their topic

sentence and helps prove their overall claim, or thesis statement. Throughout the unit I will

continue specific lessons for constructing introductions, conclusions and using transitional words

and phrases when the class is ready to move on. They will edit their drafts after each lesson,

applying the lesson to their first guided/ collaborative essay and once we finish the Frindle essay,

we will move on to our next book where I will scaffold the steps, however they will be working

more independently, coming up with their own supporting ideas and details.

Goals of the Unit:1. The learner will practice making connections to the text in order to understand and

develop ideas2. The learner will organize, draft, and revise their theses3. The learner will draft, reflect on and revise possible outlines and ways of organization for

their essays4. The learner will be able to choose appropriate transitional phrases into their writing so

that it flows nicely. 5. The learner will be able to draw evidence from the text in order to elaborate on the main

ideas of their paragraphs. 6. The learner will be able to construct a well thought out essay including introductory,

body and concluding paragraphs supporting and proving a thesis.

Content Outline:I. Essay structures

a. Recognizing parts of essayi. Thesis

ii. Supporting statementsiii. Detailsiv. Introductionv. Conclusion

II. Collecting ideas as Essayistsa. Choose thesis ideas based off books or passagesb. Writing in whole class and small groups

III. Growing Essay ideas in notebooksa. Guided practice expanding on ideasb. Coming up with supporting statements for ideas

IV. Finding and Crafting thesis statementsa. Crafting thesis statementsb. Checking thesis statements

V. Boxes and Bulletsa. Framing essaysb. Finding alternative ways to support a thesis

VI. Learning to apply your thesisa. Aim thesis toward overall meaningb. Support thesis statements

i. Compose and sort statements VII. Linking statements and support

a. Check that each paragraph or section support topic sentenceb. Revising so they support

VIII. Organizing for draftinga. Checking material b. Organizing writing for body paragraphs

IX. Transitional Phrasesa. Listing possible phrases and words b. Adding transitions into writing as a whole classc. Independently adding transitional words and phrases

X. Writing introductions and conclusionsa. Introductions include:

i. Introducing your topic ii. Thesis statement

b. Conclusions include wrapping up main points of essayXI. Revising

a. Proofreading for: i. Grammatical errors

ii. Understandingb. Make sure your evidence clearly supports the thesisc. Write final draft

XII. Publishing literary essays

Refined Cognitive Map:

Lessons and Activities:1. Interactive Writing: Class Essay (lesson 1)

1. Purpose: a. What are ways to recognize an essay?b. How do we develop a thesis when writing a response to literature?c. How do we organize our writing?

Writing Literary Essays

By providing a conclusion that is

related to the opinion

By linking opinions and reasons to the

whole piece

By Analyzing Characters

By creating a thesis

By drafting and revising

By introducing your topic and supporting

statements

All Essays- Peer editing

Whole class mini-lesson- describing

our dayComparing and

Contrasting Essay

Frindle Essay- Collaborative Wrting

Brainstorming in whole group: Frindle

Pre-writing

Box and Bullets for all essays/ Using

transitions

2. Vocabulary:a. Thesis Statement- short statement, usually one sentence that summarizes the main

point or claim of an essay, research paper.3. Skills:

a. Recognizeb. Developc. Organize

4. Objectives: As a result of this lesson, the student will be able to:a. Recognize the parts of an essay (Thesis, supporting statements, evidence, etc.) when

they hear one out loud. b. Choose a topic to write about based off of a piece of literature and create a thesis

based off that topic.c. Create an outline for an essay using the box and bullets technique.d. Point out supporting statements that help the writer prove their thesis.

5. Common Core Learning Standards:4th Grade Writing Standards:Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.• W.4.1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.• W.4.1b. Provide reasons that are supported by facts and details.• W.4.1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).• W.4.1d. Provide a concluding statement or section related to the opinion presented.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.• W.4.9a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

6. Pre-Assessment: The students have written essays before and have used the box and bullets method when organizing their pre-writing. They have had to write an essay on their acuity language arts exam a few weeks back and have a basic understanding of the parts of an essay such as: thesis statement, supporting statements and the 5 paragraphs of an essay. This lesson is meant as an introduction lesson to the in-depth literary essay unit of study I will be conducting over the next few weeks.

7. Lesson Presentation:a. Set- Induction- “Today we are going to be learning about a type of writing that you

are going to begin using more often, especially once you get into older grades. I am going to begin by saying this type of writing that you have done before and I want you to all listen very carefully to what I am saying and raise your hands silently when you have figured out what type of writing I am saying.”

I used to love snow as a kid, but recently, I haven’t liked snow at all. I haven’t liked snow because it messes up my schedule, my outfit choices and my social life.

One reason that I no longer like snow is that it has made it very hard for me to stay on schedule. In the mornings, I leave just enough time to get to school, but then when I get to the car, I find it is buried in snow. I have to spend ten minutes brushing the snow off, and then once I get to school I have to drive around looking for a spot to park that isn’t completely filled in with snow piles. So snow is bad for my schedule because it makes me get a late start to my day.

Another reason that I no longer like snow is that it is hard on my outfit choices. The other day, I had to spend….

By this time, some students should have their hands in the air, and be ready to call out, “That’s an essay.” If not, I will continue the essay until I see a few hands. Once I have called on someone, I will have them explain how this is an essay (I used supporting statements to explain why I don’t like snow and had evidence to back this up). Once we have reviewed the parts of an essay, I will begin explaining how we are going to be writing one as a class.

b. Procedure- I finished up reading Frindle today as a whole class read aloud, and have had a class discussion on main ideas that came up in the story. I will have the students jot down a few thesis ideas in their notebooks, giving them to minutes to do so, then I will have them turn to a partner and discuss what they came up with. After about two minutes of think-pair-share, we will come back together as a whole group and write down on the board our thesis ideas. As a class we will choose one thesis to write an essay on. In order to begin our pre-writing stage, I will ask the students to jot down three supporting statements to prove this thesis. I will tell them to keep in mind they need to write a whole paragraph for each of these statements so we need to be able to think of details from the book that back these statements up. After they have had time to write down their ideas, we will review the parts of a Box and Bullets, their method of organization, and will fill one out to use as a class. As I write each supporting statement down, I will ask the students to raise their hands and tell us a detail from the text that supports this statement.

c. Closure- After we have collected our information for the box and bullets, I will review the supporting statements to the students and have them jot down details they can use to support these statements so we can go over them tomorrow.

8. Materials and Resources:a. Smartboardb. Computerc. Writing Notebooksd. Pen/pencil

9. Follow-up Activity: The students will eventually be writing this essay on their own. Every day this week I will be giving them a different lesson on writing a literary essay and I will be scaffolding this essay with them. We will be writing the first paragraph together, using each new lesson learned, and I will be sending the students off on their own to finish the next two supporting paragraphs.

10. Assessment: The students will be graded on their finished product as well as their participation during the cooperative writing each day.

11. Differentiation: Due to the scaffolding effect of this unit, each day is differentiated for the learners who need more assistance in writing because I will be helping them each step of the way. For the students who are more advanced than the rest of the class, they will be allowed to move on and write their essays more independently, but still participating in the whole class cooperative writing. By using different methods of organization such as list making and Box and Bullets, the students who need more organization have a choice of a few techniques.

2. Transitional Phrases Mini-lessona. This activity would be done two days after the introduction lesson would be given. I will

begin by having an empty box on the Smartboard and calling the students to the meeting

area with their writing notebook and a pen or pencil. I will have the definition of

transition covered on the Smartboard above the box and before revealing it to the

students I will ask them what a transition word or phrase is and we will come up with

our own definition. After this, I will reveal the definition on the smartboard, have them

copy it down in their notebooks, and have them draw a huge square below. Next, I will

have the students jot down in their boxes at least two transitional phrases or words and

after two minutes we will regroup as a whole class. After we come back together, I will

have the students raise their hands to come up to the smartboard and write down their

answers.

b. After we review transitional words and phrases that we can use in our writing, I will

have the students go back to their seats and revise their essays that we have been

working on by adding transitions.

3. Thank You, Mr. Falker: Writing Personal Essays (lesson 2)1. Purpose: How can we make personal connections to literature?2. Vocabulary:

a. Personal Essay- an essay written in the point of view of the author.3. Skills:

a. Connectb. Develop

4. Objectives: As a result of this lesson the students will be able to:a. Make a connection about a time they had someone help them in their past.b. Compose a personal essay with a thesis and supporting statements.

5. Common Core Learning Standards:CCSS: Grade 4, Reading Literature1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.CCSS: Grade 4, Speaking and Listening1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.3. Identify the reasons and evidence a speaker provides to support particular points.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.CCSS: Grade 4, WritingText Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.• W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.• W.4.1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

• W.4.1b. Provide reasons that are supported by facts and details.• W.4.1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).• W.4.1d. Provide a concluding statement or section related to the opinion presented.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.• W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.• W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. Pre-assessment: The students have been working through their literary essay unit and have written an essay responding to literature collaboratively with the class. They understand and have been exposed to the steps involved with constructing an essay.

7. Lesson Presentation:a. Set-Induction: To begin the lesson I will call the students to the meeting area

and have them sit in their circle mode seats. Before reading Thank You Mr. Falker by Patricia Polacco, I will begin by asking the students a few discussion questions.

i. Have you ever really wanted to learn to do something? How did you do it? Was it easy or difficult?

ii. If it was difficult, how did you feel? Were you able to do it? Who or what helped you? Who or what didn’t help you?

b. Lesson Presentation: After the discussion I will begin reading, stopping in a few places to ask questions. At the conclusion of the book, I will ask the students to think back to our discussion at the beginning of this lesson and compare it to what Mr. Falker did for Trisha.

I will then explain to them that they are going to be writing a personal essay about someone who has helped them in their past whether that be a coach, teacher, babysitter, parent, tutor, aunt,etc. They need to treat this like an essay, just like we just wrote last week about Frindle, so they need to come up with a thesis, supporting statements as well as evidence that backs up these statements. The students are to go back to their seats and independently fill out a box and bullets and will confer with me after they filled this out.

c. Closure: We will discuss their ideas for the essay and after I have seen a finished box and bullets from every student, I will call them back to the meeting area. Here, I will explain to them that they will have 3 days to finish this essay, including class time and if that’s not enough they will have to do the rest for homework.

8. Materials and Resources:a. Thank You Mr. Falker by Patricia Polaccob. Box and bullets worksheet

c. Writing notebooksd. Pen/ pencil

9. Follow-up Activity: The students will be working on their personal essays for 3 days after first assigned. They will have class time to work on this; however for the students who cannot finish during class, they will have to complete the essay at home.

10. Assessment: The students will be evaluated on their finished essay as well as how well they used their time in class to work on this.

11. Differentiation: This lesson is a personal essay, therefore the fact that students are making connections to their own lives allows for them to have a better understanding coming up with supporting statements. Based off of the students’ previous work in class, the expectations of the final product will vary, however each student will still be expected to complete the assignment. I created the box and bullets worksheet so the students with disabilities such as ADHD and the ESL students can organize their writing without having to create their own box and bullets. A checklist on the steps to writing an essay will be provided to those students who need it as well.

4. Each Kindness: Persuasive Writing (lesson 3)1. Purpose:

a. What is kindness?b. How can we persuade others to be kind?c. What are some of the effects of kindness?

2. Vocabulary:a. Persuade- cause someone to do something through reasoning and argument

3. Skills:a. Persuadeb. Cause and effectc. Recognized. Form connections

4. Objectives: As a result of this lesson the student will be able to:a. Write a persuasive essay on performing acts of kindness.b. Form cause and effect relationship on kindness. c. Recognize kind acts in their life.

5. Common Core Learning Standards: CCSS: Grade 4, Reading Literature

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.CCSS: Grade 4, Speaking and Listening1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.CCSS: Grade 4, WritingText Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.• W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.• W.4.1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.• W.4.1b. Provide reasons that are supported by facts and details.• W.4.1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).• W.4.1d. Provide a concluding statement or section related to the opinion presented.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.• W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.• W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. Pre-Assessment: The students are about two-thirds of the way through their Literary Essay Unit of Instruction and have been working with different types of essays. They have written persuasive essays in the beginning of the year when persuading their cooperating teacher to give them a certain job in the classroom, therefore have been exposed to backing up a claim with reasoning in a variety of different ways. 7. Lesson Presentation:

a. Set-Induction: I will begin by calling the students to the meeting area and asking them about an act of kindness they have either performed or witnessed in the past few weeks. I will begin by modeling an answer. Last Friday when we had snow, my roommate’s car was stuck on a hill and I got out to push and some man was walking by and offered to help. After hearing a few answers, I will introduce the book Each Kindness by Jacqueline Woodson.b. After introducing the book I will read, stopping in about three places to ask questions. After reading we will have a grand conversation about why the main

character and her friends decided to ignore the new girl and what they would have done in the situation and why. After having a discussion about this topic, I will assign them their persuasive essay. I will tell them that they will be writing their own persuasive essay on performing acts of kindness. I will relate back to a Time for Kids article they read about a group of kids who began their own charity and spoke about how helping others makes them feel better. I will explain to them that they are to fill out a box and bullets during this time and are to come meet with me after they are finished to receive a task sheet.c. Closure: As I meet with each student, giving them about 35 to create a box and bullets and discuss with me their topic, I will be handing out their task sheet, I will tell them that they will have 4 days in class to work on this assignment and if it is not completed during this time, they will have to finish it for homework.

8. Follow-up Activity: The students will have to finish their persuasive essay in class or for homework, as it will be due four days after assigned. 9. Assessment: The students will be evaluated on their finished essay, having two drafts to show me, a completed box and bullets and sharing their topic with the class on the day it is due.10. Materials and Resources:

a. Each Kindness by Jacqueline Woodsonb. Writing Notebooksc. Loose-leaf paper for final draftd. Writing utensilse. Task sheet

11. Differentiation: This lesson allows for the ADHD students in my class to remain organized because I will be providing the whole class with a task sheet organized as a checklist, so they can keep track of each step of the writing process. I will be available for scaffolding for those who need extra help and the fact that students are making connections to their lives gives them a head start on forming ideas, which helps out my ESL students as well.

5. Compare and Contrast: Frindle and The Library Carda. This activity will be done at the end of the unit and will be used as the main assessment

for the unit. The students will be completing an essay comparing and contrasting the past

two read aloud books independently. The task will be to compare and contrast the power

of words in the two books. They will have a few class periods during writing workshop to

work on this, however the final copy will be typed up at home and handed in on our last

day of the unit. I will be looking to see at least two drafts, rough draft and final draft, a

box and bullets, and the checklist given the day assigned with each step checked off.

Assessment/ Evaluation:The students will be assessed on the work they have handed in throughout the unit. I will

meet and confer with each student as time allows and their progress will be noted. I will be

keeping a separate portfolio of their work throughout the unit and will choose their best essay to

go into their overall portfolio. Their participation during each lesson will also be noted and it will

count toward their grade because their participation shows they are coming to the meeting area

ready to learn and paying attention to the lesson. The overall assessment of this unit will be the

Compare and Contrast essay since it will be done completely independently.

Materials and Resources: Frindle by Andrew Clements Each Kindness by Jacqueline Woodson Thank You, Mr Falker by Patricia Polacco The Library Card by Jerry Spinelli Smartboard Computer Writing notebooks Pen/pencil Loose-leaf paper for final drafts of essays