Smiling While Rafting Down the Amazon

Name of Participant(s): Chris Boulé, Susan Wilson

Overview of purpose: This unit focuses on combining writing programs into our team-taught 80-minute ninth grade English/Global class. It will give our high needs students an opportunity to use creative writing options while focusing on skill building enhancements and infusing Global Studies content into the application of writing selections. The goal is for students to demonstrate their basic knowledge of history, geography, and Latin American culture through writing.

length of instructional time for unit: 4 weeks

grade/level of audience: gr. 9 English. Global studies

NYS Learning Standards to be addressed:

ELA Standards:

  • Standard 1--Information and Understanding
  • Standard 2--Social, historical and cultural
  • Standard 3--Critical Analysis and Evaluation
  • Standard 4--Social Interaction

Social Studies Standards

Standard 2:World History/Global

PCSD Standards:

  1. Critical thinker- All students will capable of problem solving, decision making and risk taking enabling them to function in an efficient, productive way in society.
  2. Effective Communicator- All students will develop the skills necessary to communicate effectively.
  3. Healthy citizen – All students will consistently make healthful choices demonstrating respect for their physical, emotional and social well being.
  4. Lifelong Learner- All students will develop the skills of self-evaluation and inquiry to engage in the process of lifelong learning.
  5. Responsible Citizen- All students will positively apply understanding of their own diverse cultures in a changing world.

Content Knowledge

Declarative

Students will know or understand:

  1. Figurative language and the difference between simile, metaphor, hyperbole and personification
  2. Tone and mood and how it affects the reader/adds to the reader’s understanding of the intention of the written work
  3. The definition of imagery and how to effectively use it within a work
  4. Six of the eight Smiley Face Tricks (magic 3, hyphenated modifiers, humor, figurative language, expanded moment and repetition for effect)
  5. How to read and interpret a R.A.F.T.
  6. All 6 methods of characterization (appearance, what others would say, environment, speech, actions and thoughts/feelings)

Procedural

Students will be able to:

  1. identify figurative language within text or add it to existing test
  2. Identify both tone and mood of a piece
  3. Constrict a 2-3 paragraph work which reflects a pre-determined tone/mood
  4. Write a selection after being presented with a RAFT – creating their piece for the specified audience, in a specified format, developing the content utilizing a determined strong verb
  5. Examine a piece of short literature and identify which characterization traits are included
  6. Construct a piece of writing that displays proper placement and use at least 4 different smiley face tricks.

Essential Questions:

  • How do we know that we are getting the intended meaning/presentation of text and understanding the author’s experience?
  • Can all of our experiences be pout into words?
  • How do stories from other places and times connect to “me”? Why bother to read stories that don’t connect?
  • What makes writing worth reading?
  • How do writers adjust their discourse to their audience?
  • Do readers learn more from fiction or non-fiction pieces? Explain.
  • How do geography, climate and resources affect the history and development of culture and civilizations?
  • What factors unite and divide people?
  • What motivates conquest?
  • What factors lead to the development of a specific social system?
  • How do humans affect their environment?
  • Is history the story told by the winners?