Ubd Planning Template

ENGLISH UNIT PLAN

Topic: Fighting Ruben Wolfe Year Level: 9 Author: Emma Simpson, Rosebud SC

Stage 1 – Desired Results Established Goals:

VELS English progression points at level 5.5 (second semester of year 9) Reading:  Discussion of how texts explore ideas and issues relevant to their own lives.  Understanding of how variations in language, form and context affect interpretations of texts  Explorations of how texts vary according to context and purpose.  Personal responses to key ideas and issues in literary texts in oral, dramatic, written and multimodal representations.  Identification of different perspectives and information used in texts presenting a range of points of view. Writing:  Expression of thoughts, feelings, opinions and ideas in print and electronic forms  Use of writing to explore complex issues and to argue for a particular point of view.  Integration of complex ideas and multiple perspectives in writing.  The written conventions, structures and features appropriate for a range of different texts types.  Proofreading and redrafting for accuracy, clarity, coherence and consistency of style.

HoM to be Developed: Exploring Meaning of the HOM Expanding Capacity for using the HOM By the end of this unit students will be Managing Impulsivity able to design and follow a carefully constructed plan (map) which helps (enhances the content or the them to effectively manage their time process through which the unit in order to complete all tasks by the will be taught) due date. Students will be able to set goals, determine consequences and rewards for achieving / not achieving goals, develop a checklist of achievable steps to reach the goal and support/prod a buddy by regularly monitoring their progress towards goal completion. Goal Setting (SMART) Increasing Alertness for the Extending Values of the HOM Building Commitment towards the HOM HOM By the end of this unit, By the end of this unit, students will be able to students will be able to transfer their planning skills explain how Managing their such as goal setting, time Impulsivity is valuable to mapping, checklist making them not only in the (Management of Impulsivity) classroom context, but also in learnt in English to a new at least one other area of context in their Learning For their life. Living subject (Portfolio).

Understandings about the content: Essential Questions about the content: Students will understand that variations in  Why is the relationship between family members language, form, context, purpose, audience and stronger than any other bond? structure affect interpretations of texts (by  What are the pros and cons of boxing? comparing the film The Hurricane and the song  What is the relationship between racism and justice? Hurricane by Bob Dylan) Knowledge about the content Skills required of the content Students will know the different themes, ideas Students will be able to… and issues in the texts and how they are  Read a text independently; relevant to their own lives (e.g. family, fighting,  Make personal responses to key ideas and issues in justice, racism, coming of age, poverty, etc.) the literary text in written representations;  Express their thoughts, feelings, opinions and ideas in response to the texts;  Search and locate appropriate quotes, using skim- reading strategies in order to answer questions with evidence form the text;  Write an essay (using the written conventions, structures and features of essay writing) to explore complex issues and to argue for a particular point of view, and;  Proofread and redraft their essay for accuracy, clarity, coherence and consistency of style. Stage 2 – Assessment Evidence Performance Tasks: Other Evidence:  Create a plan to map out the time they have  Identify their individual goals in relation to the and how they will achieve their goal within assignment, choosing from a range of levels that can the time – what stages will they completed be aspired to. by what dates?  Analyse the consequences or rewards for not  Write an essay which explores a complex achieving/achieving their gaols, keeping in mind their theme, issue, or writing technique, using the future learning. appropriate structure and features of essay  Create a checklist of all the small achievable stages writing. that need to be completed in order to successfully finish the assignment.  Write meaningful responses to the questions chosen, using quotes from the text to support their responses. Questions will relate to language, structure, themes, issues and ideas.  Use their planning skills learnt in English to complete a similar plan in Learning For Living to complete their Portfolio by the due date. Stage 3 – Learning Plan Learning Activities:

1. Students set goals by choosing between 3 of options to extend themselves which will all be set at different levels and will be provided by the teacher. 2. Students determine consequences and personal rewards (extrinsic and intrinsic) which will occur if they achieve or do not achieve their goals. 3. Students will develop checklist of small, achievable tasks which lead to goal achievement, directed by teacher instruction. 4. Students will create a plan which maps out their checklist of tasks over the time given. 5. Students will be given the appropriate assignment sheets, depending on the goals they have chosen and will then be required to manage their own learning during class in order to complete all the tasks by the due date. Once a week, 15minutes will be set aside (at the beginning of a lesson) for students to look at their plan and tick off what they have achieved. Their buddy will hold them accountable and will be required to help motivate each other towards achieving their set goals. They may need to also reassess their goals if they are struggling or finding the work too easy. 6. Students will complete a self reflection on how they set about achieving their goals, how they developed their plan and whether they were able to stick to their plan. 7. Finally, students will use the time management skills they have learnt and apply them to at least one other context (e.g. their Learning for Living Portfolio, the end of term pressure, workforce). FIGHTING RUBEN WOLFE 1. SET YOUR GOALS! Choose one of the following options (you may wish to mix and match a little). Highlight or circle the boxes which apply to your set goals. Option 1 Option 2 Option 3 Read the book Fighting Read the book Fighting Ruben Read the book Fighting Ruben Wolfe – Ruben Wolfe Wolfe consider reading it a second time after you have read all your questions and chosen an essay topic. Read with a highlighter in hand to find quotes that you can use in your question answers and your essay. Complete the limited list of Complete the full list of Complete the full list of questions, using questions questions quotes to support your answers. Complete an essay, using Complete as essay of your Complete an essay of your choice in the template and prompts choice, using the template response to a topic (without using the provided, with the and prompts. template). beginning of paragraphs written to help guide you. Write a list of the Compare The Hurricane film Examine and compare The Hurricane film similarities and differences to the song Hurricane by Bob to the song Hurricane by Bob Dylan, by between the film The Dylan, by analysing the form, analysing the form, language, audience, Hurricane and the song language, audience, purpose, purpose, structure and context, using Hurricane by Bob Dylan. and context. quotes to support your response.

2. Count the Cost. The first thing you need to do when setting a goal like this is to make sure you know what you’re in for. What is it going to cost you? Not necessarily in dollars, but in time and effort. What is it going to give you when you achieve it?

Complete the table below. You have to do it honestly or it won’t work.

Costs: Benefits: List all the things that might stop you achieving your What will the benefits be of achieving your goal. goal? What will you have to do? Why would you want to set a goal like this? What will be the hard parts? What’s in it for you? What might you have to give up? What might get in the way of achieving your goal? Now carefully weigh the costs and benefits. Are you prepared to pay the price of achieving this goal to get the benefits? If you are then great! Move on to the next part of this activity. If you’re not prepared to pay the price, DON’T SET THIS GOAL. Go back and come up with an achievable goal, one that you are prepared to pay the costs for. Setting goals we can’t achieve just makes us feel bad about ourselves, so set a goal that challenges you, but that you can honestly say you expect to achieve.

3. CREATE A CHECKLIST! Break up the list of things you need to do into small, achievable “bite-size” chunks. These chunks will depend on your ability. For example, if you have never read a book before, then you may need to put each chapter onto an individual checkpoint, as it is quite an achievement for you to read a chapter. If, however, you read very often, then reading the whole book may be just your first checkpoint. a. ______b. ______c. ______d. ______e. ______f. ______g. ______h. ______i. ______j. ______k. ______l. ______m. ______n. ______o. ______p. ______q. ______r. ______s. ______t. ______u. ______

4. CREATE A CHECKLIST FOR YOUR CITY EXPERIENCE PROJECT! Make a list of all the things that still need to be done on your City Experience project during class, how long each will take, and allocate roles (decide WHO will do what): a. ______b. ______c. ______d. ______e. ______f. ______g. ______h. ______i. ______j. ______

5. CREATE A PLAN! Now that you know all the things that need to be done throughout the term, you need to map out a plan for how you will complete all these things and by when. It is up to you HOW you do this. You may choose to use your diary and write down what you will do every English lesson till the end of term and what you will do for homework. You may choose to do it in a map or grid on the computer – it is up to you!

6. JUST DO IT! – And be prepared Don’t say you’ll try to achieve your goal. Commit to it. Don’t say you’ll do your best. Say you’ll do it! When people ask what your goal is answer them by saying “I’m doing ….” Not with “I’m trying to….”

Moments of Weakness. Think ahead and pick out the moments that are likely to be the hardest to get through. When will be the crunch moments that might stop you achieving this goal? Write them down in the space below, prepare for them mentally. What will you do to get you through them?

Crunch Moments What I’ll do to get past these moments.

7. Get Support It’s much easier achieving goals when we have people help us. These might be our friends, family or perhaps a coach or someone else.

Think of at least 3 people that could help you achieve your goal and ask them to help you. Perhaps they will be people that will be around to offer support in your moments of weakness, or perhaps they will actually do something for you like showing you how to write an essay.

Sign up your supporters. Supporter How will they offer support? Signature of supporter Choose ONE person from the class to be your BUDDY. This person will be required to help you keep on track towards reaching your goal. 8. Approved Goal Before you can count this goal as your work requirement you need to have your teacher, a parent and yourself sign off that this goal is appropriate and that you are able to achieve this goal.

Parent Signature Teacher Signature Student Signature

9. Goal Achieved!! The finish date for this activity is the end of term. At this time you need to complete the evaluation sheet that will be supplied to you by your teacher. Themes/Issues

Family

Boxing

Identity / coming of age

Dignity / Pride sibling relationships poverty drinking