The Game-Changer!
Prior knowledge is the knowledge the learner already has before they meet new information. A learner's understanding of a text can be improved by activating their prior knowledge before dealing with the text, and developing this habit is good learner training for them.
Module 1: Journeys and Survival
Students read A Long Walk to Water by Linda Sue Park along with informational texts about the people of South Sudan. They will write a literary essay analyzing the theme of survival within the novel. They will also create a research-based two-voice poem that will offer an analysis of the characters, theme of the novel and their research of the time period. Students will enhance speaking and listening skills by engaging in discussions about the texts and sharing their writing with their peers.
Standards-aligned Questions:
• How does reading from different texts about the same topic build our understanding?
• What are the ways that an author can juxtapose two characters?
• How does the way an author uses words in a text help the reader determine their meanings?
• How do you quote or paraphrase information from a variety of sources while avoiding plagiarism?
Module 2: Working Conditions Then and Now
Students read the novel Lyddie, by Katherine Paterson exploring working conditions during the Industrial Revolution. They write an argumentative essay, taking a stand about the choices that Lyddie makes in the novel. They then read informational texts about modern day working conditions, analyzing arguments within the texts. After extended research and discussion, students write a research synthesis about their findings and create a consumer’s guide to working conditions in the garment industry. Students will work with their peers to conduct the research and publish the consumer’s guide. Students will have the opportunity to present their work to their peers.
Standards-aligned Questions:
• How does closely reading one section of a text help me better understand it?
• How can you tell the difference between a research question that is useful and one that is not?
• How does a speaker develop and organize his/her central claim?
• What connections can you make between literature and other texts, ideas, or perspectives?
Module 3: Slavery: The People Could Fly
Students explore the life of Frederick Douglass by reading excerpts from his work, the Narrative of the Life of Frederick Douglass. Students will examine questions on what makes stories powerful and read The People Could Fly. Students study related poetry and the tools that poets and other writers use to make stories powerful. They write their own powerful story using a model and select one event from Douglass’ Narrative to rewrite as a picture book for younger students, making sure that the story they create is strong. Students participate in a “writer’s roundtable” where they present their work and get feedback from their peers prior to submitting the final product.
Standards-aligned Questions:
• What gives stories and poems their enduring power?
• How does an author’s purpose and audience shape how a story is told?
• How can you use language, images and theme to give stories enduring power?
Module 4: Screen Time and the Developing Brain
Students explore how the adolescent brain develops and the effects of entertainment screen time on the brain. They research the potential benefits and potential risks of screen time using a researcher’s notebook and conducting online research. Students engage in a decision-making framework to help them understand the impact of various choices before formulating their own opinion. Students write a position paper and have opportunities for revision and feedback prior to sharing a visual presentation paper.
Standards-aligned Questions:
• How do authors write arguments that are supported with clear reasons and relevant evidence?
• How can I make an informed decision about an issue and then effectively argue my position?
• How can I compare and contrast different media versions of informational text?