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Reading Unit #6 : Alternative Narrative Study
Reading Unit #6 : Alternative Narrative Study
Essential Questions:
Essential Questions:
How are the elements of narrative (setting, characters, plot, theme) developed in various narrative styles? (graphic novels, novels in verse/poetry)
What features of this style of writing are important in analysis (illustrations, panel layout, think vs. speech bubbles, onomatopoeia, text vs.graphic choices)
Why do authors write in this style for this audience? How do readers interpret this literature? How do these styles differ from traditional narratives? How does an author’s style of writing influence and engage the reader?
Priority Standards:
Priority Standards:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Explain how an author develops the point of view of the narrator or speaker in a text.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Supporting Standards:
Supporting Standards:
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
PMS Learning Expectations:
PMS Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Bend I
Students will be able to:
orient themselves to stories in an alternative format
learn from each other by studying books in a book club
identify the exposition of a narrative and uncover how the author stylistically introduces these elements
use all their senses to understand the setting (auditory, visual, interpretive)
understand the main character- their wants or desire - in order to understand how they interact with the setting and secondary characters
weigh and evaluate problems for their significance to the character, plot, and theme
Bend II
Students will be able to:
read a second novel to compare and contrast the authors’ styles
determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
explain how an author develops the point of view of the narrator or speaker in a text
determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics
Bend III
Students will be able to:
explain why authors write in a non-traditional style for their audience
identify how do these styles differ from traditional narratives
explain how an author’s style of writing influences and engages the reader
Instructional Strategies:
Instructional Strategies:
Reading Workshop to include a daily mini lesson (15 min), writing time and share. Reading time will include small group work, individual convergences, peer editing/revising.
Mini-lesson will include anchor texts and provided strategy notes to develop reading anchor charts.
Options for publishing throughout the unit
Reader's Workshop
Mini-lessons
Guided reading groups, working on fluency, comprehension, vocabulary, word work, written response.
Partner reading / Turn and talk
Independent active engagement
Sharing
(Learning activities, labs, etc.)
Assessments:
Assessments:
Readers Notebook (digital)
Student Goal Setting / Assessing
Constructive Response to Literature
Stop and Jot
Vocabulary and Word Work Assessments
Exit Slips
Checklist
Learning Progression Rubric
Resources:
Resources:
(List only: Texts, materials, technology integration, etc. These will ultimately be uploaded or linked in Aspen under My Resources.)
Lucy Calkins Reading Program
Leveled Classroom Text Set
Vocabulary and Word Work
Technology
Mentor Texts:
Brave
The Last Fifth Grade of Emerson Elementry
Moo
Additional Reading Resources
Smile
Sisters
Drama
Awkward
Ghosts
Call of the Wild
The City of Ember
Roller Girl
The Lightning Thief
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