NYC DOE Magnet Program s1

NYCDOE Magnet Program Districts 25 and 28

School M. S. 217 Robert A. Van Wyck The Green Magnet School for Career Exploration Grade: Sixth Grade Teacher: Daisy Guadalupe

Department/ ELA Discipline UNIT Personal Development & Cultural Awareness

TITLE Vivid Vignettes

-- What is my perception of myself based on my past and/or present? ESSENTIAL QUESTION(S) -- How does and will this influence my future?

SUGGESTED TIME FRAME 6-8 weeks Sense of Place: Students develop connections to their Magnet Standards & every day environments by participating in an authentic project about their cultural and social world. Big Ideas/Theme Sustainability: Personal Development and Cultural Awareness (Sustainability)

7 Essential Question(s) What is my perception of myself based on my past and/or present? How does or will this influence my future?

Unit Vivid Vignettes Name Poetic Prose Feature with Web Mapping

Character and Plot Development via Chunking

Vignette Drafting with Figurative Language Mini-unit Titles Revise Using ARMS

Peer Editing

Publish Vivid Vignettes

Unit’s Culminating Project (Brief Description on Next Page) Vignette: Realistic or Historical Fiction Vs. Memoir Example: Sandra Cisnero’s “House on Mango Street” (Realistic Fiction), Lois Lowry’s “The Number of the Stars” (Historical Fiction), and Jeff Kinney’s “Diary of a Wimpy Kid” (Realistic Fiction) Vs. Ralph Fletcher’s “Marshfield Dreams” Nonfiction Task: Students create vignettes of one meaningful experience that utilizes figurative, descriptive and sensory language.

Stage 1- Desired Results

8 Standards-Based Learning Goal: Students will create vignettes demonstrating their knowledge and skills in figurative language and prose.

Green Magnet Standards: Sustainability and Sense of Place: Students develop connections to their every day environments by participating in an authentic project about their cultural and social world.

Common Core State Standards (CCSS): Reading Key Ideas and Details 2 & 3 RL.6.2. 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. RL.6.3. 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. Text Types and Purposes W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Production & Distribution of Writing W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Danielson’s Framework for Teaching. Danielson’s Framework for Teaching Rubrics Domain 1: Planning and Preparation Domain 3: Instruction  Demonstrating Knowledge of Content and Pedagogy  Expectations of learning  Demonstrating Knowledge of Students  Explanation of content  Setting Instructional Outcomes  Use of oral and written language  Demonstrating Knowledge of Resources  Using Questioning and Discussion Techniques  Designing Coherent Instruction  Engaging Students in Learning  Designing Student Assessments  Using Assessment/self-assessment in Instruction Domain 2: Creating an Environment of Respect and Domain 4: Professional Responsibilities Rapport  Reflecting on Teaching  Teacher interaction with students  Communicating with Families Student  Interactions  with  other  Students  Participating in a Professional Community Importance of  the  content  Growing and Developing Professionally Expectations  for  learning  and  achivement Management  of materials  and  supplies Concepts Big Ideas for this Unit/Magnet Themes: Figurative Language Vocabulary Sustainability – culture: school, home, customs Alliteration, simile, metaphor, onomatopoeia, rhyme, Sense of Place – personal development rhythm, repetition, mood, theme, personification, symbolism, hyperbole, verse/stanza, oxymoron, vignette, poetic prose Prose and Grammar Vocabulary Paragraphing, topic sentence, subject/verb agreement, varied sentence length (dependent and independent clauses), multi-syllablic words, spelling

Enduring Understandings: Essential Question(s): What we believe can help shape our present and What is my perception of myself based on my past future. and/or present? How does or will this influence my Sharing ideas, readings and questions can motivate future? and fill you with hope to develop your mind to its full potential. Content and Skills

9 Content (nouns) Skills (verbs) Students will know how to: Students will: -- Determine central ideas or themes of a text -- Analyze mentor and their independent reading text and analyze their development; summarize for features of poetic prose by creating semantic or the key supporting details and ideas. web maps. -- Analyze how and why individuals, events, -- Evaluate how and why individuals, events and ideas and ideas develop and interact over the course develop and interact throughout the text by plot of a text. chunking. -- Write narratives to develop real or imagined -- Compose draft vignettes that express their personal experiences or events using effective cultural perspective using figurative language and prose technique, well-chosen details and well- then work in dyads to revise for content by using ARMS structured event sequences. (and, remove, modify and start over). -- Develop and strengthen writing as needed -- Revise for content, organization and vocabulary. by planning, revising, editing, rewriting, or -- Edit for grammar, spelling and convention trying a new approach. (punctuation) by peer editing. -- Publish their vignettes for a gallery walk.

Stage 2- Summative Assessment Evidence

If students understand, know and are able to do the items in Stage 1, they should be able to show their understanding by completing an authentic task found in the world beyond the classroom.

Design the Culminating/Summative Project: G- (goal): Students create vignettes that express their personal cultural perspective using figurative language and prose.

R- (role): Writers (storytellers) will publish their vignettes via gallery walks and authors’ receptions.

A- (audience): Students will express their works to other peers, teachers, parents, administration and staff.

S- (situation): Students will analyze and become aware of their environment home and/or school, as well as customs (heritage) to understand their place in the world.

10 P- (purpose Students will create vignettes demonstrating their knowledge and skills in figurative language and prose. and product):

S- (standards Green Magnet Standards: Sense of Place and Sustainability: Students develop connections to their every day environments by participating in an authentic for project about their cultural and social world. performance): Common Core State Standards (CCSS): Reading Key Ideas and Details 2 & 3 RL.6.2. 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. RL.6.3. 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. Text Types and Purposes W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Production & Distribution of Writing W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Culminating Project

Students will create vignettes that express their personal cultural perspective using figurative language and prose.

As published writers, their vignettes will be viewed via gallery walks and authors’ receptions.

Honorees will be posted on an e-magazine.

Student Task

Congratulations! Your community has selected you to contribute to a novella about your most meaningful experiences culturally and socially. The published piece will be featured in a gallery walk, and possibly be posted on an e-magazine. What’s unique is that you must describe your experiences using not only prose (creative copy), but poetry to create Vivid Vignettes. And, of course, it will be illustrated! (Attached flyer about project on the next page.)

11 Congratulations! You have been selected to contribute to a novella about your experiences culturally and socially. The published piece will be featured in a gallery walk, and possibly be posted on an e- magazine. What’s unique is that you must describe your experiences using not only using prose (creative copy), but poetry to create Vivid Vignettes. And, of course, it will be illustrated!

12 Vignette Rubric (Page 1 of 2) Exceeds Standard Meets Standard Developing Rewrite

Level 4 Level 3 Level 2 Level 1

Topic and Ideas: Does your topic mean something to you and your readers?

 Imaginative or  Engaging, from  Ordinary or  Unimaginative or not original, from author’s life predictable, from from author’s life author’s life author’s life overall idea

 Events and details  Events and details  Events and details  Events and details well connected to relate to overall idea sometimes relate to lacking or do not supporting overall idea overall idea relate to overall idea ideas

Organization: Is your writing easy to follow?

 Sequence of ideas  Sequence of ideas  Sequence of ideas  Sequence of ideas enhances meaning, logical, gives some somewhat logical, but does not make sequence of clearly emphasizes attention to most has some gaps in time sense, does not have ideas most important part important part or logic a most important part

 Transitions always  Transitions usually  Transitions  Transitions are not guide reader from guide reader from occasionally guide used or incorrect, transitions one idea to another one idea to another reader from one idea to detract from meaning and another paragraph-  Paragraphs well  Paragraphs are  Paragraphs random ing  Paragraphs attempted, developed, complete and not limited to one idea or not present emphasize most understandable important ideas Language: Have you chosen words that clearly explain what you mean?

 Vivid, original way of  Clear and specific  Basic, unoriginal or  Tells, does not describing or way of describing or repetitive way of describe or show Descriptive showing showing describing or showing language

 Colorful or powerful  Specific and clear  Unoriginal, overdone or  Inaccurate or too few action words action words repetitive action words action words word choice

 Sentence structure  Sentence structure  Sentence structure  Sentence structure complex and almost always simple and usually inaccurate, may sentences accurate, makes the accurate and accurate detract from meaning memory stand out interesting

Vignette Rubric (Page 2 of 2)

13 Exceeds Standard Meets Standard Developing Rewrite

Level 4 Level 3 Level 2 Level 1

Conventions: Did you pay attention to the rules of writing?

 Consistently accurate  Mostly accurate  Sometimes accurate,  Often inaccurate, errors do not interfere interferes with grammar/ with understanding understanding usage

Consistently accurate Mostly accurate Sometimes accurate Mostly inaccurate mechanics  Punctuation  Punctuation  Punctuation  Punctuation  Capitalization  Capitalization  Capitalization  Capitalization  Spelling  Spelling  Spelling  Spelling

Vignette Characteristics: How well have you incorporated specific genre characteristics?

focus  Sharply focused on  About one specific  About more than  Unclear what one meaningful scene with action scene/ not specific happened, vague or “scene” with some and figurative enough confusing action and figurative language, at least language, at least 4 three different types

 Stands out/ time  Explained accurately  Has some action or  Not explained with stretched with with action, and descriptive and sensory action or descriptive most action, and descriptive and language, not easy to and sensory important descriptive and sensory language picture language, does not part sensory language that gives clear paint a picture that paints vivid picture picture for readers

14 Mini-Unit Plan. Culminating Project Vivid Vignettes

Knowledge Skills Benchmarks, Big Ideas of the Important content to What should students be Possible Essential and Mini-Unit Mini-Unit Title Vocabulary Scaffolding Towards mini-unit know about mini-unit able to do? Focusing Questions Assessment Culminating Project (nouns) (verbs) Semantic Genre (Web) Maps -- Determine central -- Analyze mentor What is my perception of Features: ideas or themes of a and their myself based on my past Vignettes and T-charts and text and analyze independent reading Vignette, poetic and/or present? Memoirs Sense of Place How does or will this Venn their development; text for features of prose, oxymoron, and influence my future? diagrams Graphic organizers mood and Sustainability summarize the key poetic prose by supporting details creating semantic or personification What are the features of a vignette and memoir? Responses to and ideas. web maps. Literature based on seven habits Simile, metaphor, Quick writes Character -- Analyze how and -- Evaluate how and alliteration, How do the main Traits why individuals, why individuals, theme, and characters, Esperanza Graphic Sense of Place events, and ideas events and ideas multisyllabic and Ralph, perceive Organizers themselves? and develop and interact develop and interact words Reading notebook Sustainability over the course of a throughout the text How do you perceive Responses to text. by plot chunking. yourself socially and Literature culturally? based on seven habits -- Create draft Onomatopoeia, Multiple hyperbole, choice vignettes that -- Write narratives to symbolism assessments develop real or express their rhyme, rhythm, on imagined personal cultural repetition and What influences your vocabulary Drafts experiences or perspective using verse/stanza life, behavior and and reading Sense of Place Smart Response units events using figurative language attitudes? and Graphic Sustainability effective technique, and prose then work How will the actions and Writing Notebook well-chosen details in dyads to revise for events of your life Organizers and well-structured content by using impact the future you? event sequences. ARMS (add, remove, Draft vignettes modify and start over). Rubrics Sense of Place -- Develop and -- Edit for grammar, Dependent and How can your peers Multiple Smart Response units Revise & Edit and strengthen writing as spelling and independent assist you in adding/ choice removing/modifying Sustainability needed by planning, convention clauses, assessments Writing Notebooks Illustrations subject/verb your content and the on revising, editing, (punctuation) by mechanics of your agreement, and vocabulary ELMO rewriting, or trying a peer editing. drafts? 15 paragraphing and reading How can illustrations and new approach. artifacts add to the Rubrics meaning and Construction Paper authenticity? Checklists ANSWERED: What is my -- Publish their N/A Production Sense of Place -- Showcase final perception of myself based vignettes for a gallery on my past and/or present? FINAL TYPED AND and product and secure walk and possible e- How does or will this VIGNETTE ILLUSTRATED Celebration Sustainability recognition. influence my future? magazine.

16 Unit Resources

Books: Sandra Cisnero’s “House on Mango Street” (Realistic Fiction), Lois Lowry’s “The Number of the Stars” (Historical Fiction), and Jeff Kinney’s “Diary of a Wimpy Kid” (Realistic Fiction) Vs. Ralph Fletcher’s “Marshfield Dreams” Nonfiction

Websites: http://28q217.nycdoe.org/home.aspx AND http://text.teachingmatters.org/

Teacher Materials: SMARTBOARD, ELMO, Smart Response units, Chart paper

Other:

Unit Essential Guiding Question # 1: What is my perception of myself based on my past and/or present? _ Lesson #__1_: What are the features of a vignette and memoir? Written by: Daisy Guadalupe_ LESSON OVERVIEW: What are the features of a vignette?

STANDARDS: Green Magnet Standards: Sense of Place and Sustainability: Students develop connections to their every day environments by participating in an authentic project about their cultural and social world.

Common Core State Standards (CCSS): Reading Key Ideas and Details 2 RL.6.2. 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.

RESOURCES/MATERIALS:  Laptop, SmartBoard  House on Mango Street class set  Independent reading books: e.g., Diary of a Wimpy Kid and Number of the Stars  Chart paper, markers

ESTIMATED TIMING:  Double period of Literacy (e.g., two 38-minute class periods).  First lesson of unit after library sorted and genre lesson given.

LESSON DETAILS : 1. Launch lesson with a read aloud of “My Name” (p. 10 from House on Mango Street). 2. Engage students by brainstorming the features of a vignette: figurative, sensory and descriptive language along with prose in a semantic (web) map. 3. Explain: poetic prose, oxymoron and mood. Highlight examples of figurative language from “My Name;” e.g., “…sit their sadness on an elbow.” for personification. Also, review prose features: paragraphs and storytelling. 4. Reading Workshop: Students explore at least three different vignettes from House on Mango Street during independent reading for 15 mins., while identifying at least three examples of figurative or sensory language in their reading notebooks. Differentiation: Each student selects based on interest and reading level to complete three vignettes during the allotted time. 5. Writing Workshop: Teacher models their one paragraph version of “My Name.” 6. Students create their version of “My Name” in one paragraph, including at least three examples of figurative and sensory language. Teacher circulates the room to assist students, as needed. (15-20 mins.) 7. Next, teacher models revising his/her “My Name” vignette to improve sensory or figurative language, as well as vocabulary. Then, students work in small groups to revise one of the group’s version of “My Name” and write on chart paper. Group roles include: writer, task manager, presenter, timekeeper, and illustrator. Teacher circulates to assist teams, as needed. 8. Share out: Students place finished chart paper on board. Each team presents their one paragraph vignette.

18 EXTENSION:  Homelink: Students question their parents about their names  Homework: Students revise their “My Name,” illustrate and and meaning. publish on construction paper for bulletin board.

ASSESSMENTS:  Reading Notebook: three examples of sensory and figurative language.  “My Name” one paragraph bulletin board project  Teacher observation during class discussion and group activity.