Welcome to Miss Selvaggio's English Language Arts Class
“Education is the most powerful weapon which you can use to change the world.”
6th Grade: Module 1- Myths Not Just Long Ago
Essential Questions: What is the hero’s journey? • What makes a myth? • Why do myths matter? • The hero’s journey is an archetypal storyline used over the course of centuries. • The hero’s journey helps us to better understand characters in literature and their response to challenges. • All stories have universal elements and themes.
Performance task: My Hero’s Journey Narrative In this performance task, students will have a chance to apply their knowledge of the elements and purpose of myth as well as their deep understanding of the hero’s journey. Through a series of narrative writing lessons, students will create their own hero’s journey story that includes key elements of myth. Students will create a hero set in the ordinary world. They will then create a problem and a series of events that align with the stages of the hero’s journey. They will use descriptive details, sensory language, and transitional phrases to create an engaging reading experience. They will write a conclusion that naturally unfolds from the series of events. This performance task centers on NYSP12 ELA Standards RL.6.3, W.6.3, W.6.4, W.6.5, W.6.6, W.6.11c, L.6.2 and L.6.3.
7th Grade: Module 1-Journeys and Survival
Essential Questions: How do individuals survive in challenging environments? • How do culture, time, and place influence the development of identity? • How does reading from different texts about the same topic build our understanding? • What are the ways that an author can juxtapose two characters? • Individual survival in challenging environments requires both physical and emotional resources. • Using informational writing about a historical time, place, or people enriches our understanding of a fictional portrayal of the same time period or events.
Performance task: Research-Based Two-Voice Poem This performance task gives students a chance to demonstrate their understanding of the characters and issues of survival presented in A Long Walk to Water by Linda Sue Park. Students will be crafting and presenting a two-voice poem incorporating the views and experiences of the two main characters, Nya and Salva, as well as factual information about Southern Sudan and the environmental and political challenges facing the people of Sudan during and after the Second Sudanese Civil War. Students will have read the novel and various informational texts to gather a rich collection of textual details from which they can select to incorporate into their poems. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3a, d, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.
8th Grade: Module 1-Finding Home-Refugees
Essential Questions: • What is home? • How do critical incidents reveal character? • What common themes unify the refugee experience? • How can we tell powerful stories about people’s experiences? • Critical incidents reveal a character’s dynamic nature. • Characters change over time in response to challenges. • Authors select a genre of writing to fully engage the reader.
Performance task: Free-Verse Narrative Poems: “Inside Out” and “Back Again” For the final performance task of Module 1, students will draw upon their study of the universal refugee experience to write two research-based poems that reflect the “inside out” and “back again” aspect of a refugee experience. Students will collaborate in Research Teams to research the experiences of refugees of a specific culture. They then will draw upon the research, and their study of the novel and the informational texts to write two poems. Of the two poems, the first, an Inside Out Poem, is based on the research conducted and the second poem, a more creative Back Again Poem, is aligned with the students individual interpretation of informational text, and their own background knowledge and experiences. For the final performance task, the students will have the opportunity to revise, edit, and share their two poems within the classroom, and with other Research Teams. This task centers on NYSP12 CCSS RI.8.1, RI.8.2, W.8.3, W.8.4, W.8.5, W.8.7, W.8.9, W.11b, L.8.1, L.8.2, and L.8.6.