The Unit Plan You'll Tell Your Grandkids About.

Unit title:

“Honesty and Self-Efficacy”

Unit Texts: (subject to slight change)

As I Lay Dying William Faulkner or A Farewell to Arms by Ernest Hemmingway

Sidhartha by Herman Hesse

“Antigone”, “Oedipus the King”, and “Oedipus at Colonus” by Sophocles

“The Man who Lived Underground” – Richard Wright

“The Passing of Grandison” – Charles W. Chesnutt

Excerpts from W.E.B. DuBois’s “The Souls of Black Folk”

NCTE/IRA Standards Assessed:

1.         Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2.         Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3.         Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

5.         Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

7.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

9.         Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

11.       Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12.       Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Kansas College and Career Ready Standards Assessed:

W.5.     Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

W.1c.   Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims.

W.2c.   Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.3c.   Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense

 of mystery, suspense, growth, or resolution).

SL.1     * Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,

and issues, building on others’ ideas and expressing their own clearly and persuasively.

a.         Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other

research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b.         Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c.          Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;

clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d.         Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Students Will Know/Be Able to:

Students will be able to demonstrate a unique opinion regarding a particular piece of literature in a classroom environment and/or in writing.

Students will be able to read for themselves first, and bring their own interpretation to the classroom.

Students will know how to write an essay that cites its sources according to format.

Students will be able to to command their own unique sense of sentence fluency within writing assignments.

Students will be able to analyze the content of a work of literature, find a deeper meaning, and describe verbally or through writing how this meaning relates to that which “lies on the surface.”

Students will know how to give an explanation for why they do or do not agree with a particular interpretation of literature.

Student’s will know and understand that there is no pre-designated form for comprehending a work of fiction. Students will demonstrate that they are their own authority on the matter through their essay writing, journal writing, and in-class dialogue.

Assessment Evidence:

Students will be assessed through two primary means.

1.              Participation points will be given daily to students who are an active part of classroom discussion. The classroom will center on analyzing and unpacking literary works as a social unit, and also in small groups. Because some students are hesitant to voice their opinions in front of a group, there will also be an opportunity to write in a journal to receive the same participation credit. Nonetheless, I intend to attempt to encourage all students to participate in class discussion. Students who contribute daily will not be required to write journal entries.  

2.              The second means for assessment will be based through writing assignments. This class will be required to write four papers over the course of the semester. Two of these papers will be analytical interpretations of a particular literary work. In these two papers, students will choose their own topic. Students encouraged to pick the narrowest topic as possible and will be shown examples of the benefits of essays that analyze narrow topics. One of the essays will deal with the unit theme and require the student to draw comparisons between characters from multiple works of literature within the unit. The fourth essay will require research of literary criticism, and students will be given thorough instruction in class on ways in which they may gain access to literary criticism.

Learning Activities:

            The primary focus of this class will be the building of personal reading skills outside of the classroom. I intend to explain on the first day of class that students who, through active participation, demonstrate that they have completed all of the reading assignments and have attempted the essay assignments in the same fashion, will likely receive an “A”. The primary objectives of this class pertain to encouraging students to come to class with an idea, and then expand it with the help of their peers. This process will help build the self-confidence of students and help create life-long readers who perceive the value of their own viewpoint.

            There will be four deadlines throughout the school year, each at exactly a quarter of the way through the academic calendar. For each essay, the student will be allowed to write on any piece of literature that has been covered in class. Students will be graded partially on their development as a writer, and their ability to overcome previous mistakes and writing hardships.

            Learning will be evaluated daily in class discussion. I also intend to have some class sessions (perhaps Fridays), where students are read aloud to by the instructor and by peer volunteers. During these class periods, the class will discuss as they read. Essentially, most learning will be assessed via class discussion, because this allows the material to be modified to the situational aspects of the classroom. I believe that this creates a more genuine learning environment. 

*Note - Students will also be required to choose one outside-reading novel of their preference. This novel must be presented in one of their papers.

Pertaining to the unit theme - "Honesty and Self-Efficacy" - this class will analyze how the characters within the chosen texts believe in themselves and whether or not this has an effect on the honesty of that character. The moral obligations of each character will be discussed, as each chosen work of literature presents a character who deals with an uncontrollable form of reality in a totally different fashion. The struggles of each character exist in unrelated parts of history and life, yet each protagonist's sense of self-efficacy is relateable to other protagonists in the unit. Each protagonist differs in their approach to honesty however, yet perhaps none are more justifiable than the other. Perhaps, in some cases, honesty is harder to justify than dishonesty.

The Second Reflection: The CT Strikes Back

The sixth grade class that I have become a part of is an Enrichment Language Arts course, meaning that these are students who perform above average. I have the same CT as last year, though the class is literally double the size this year. Both my CT and her colleagues have expressed the challenges that have come with this year’s larger sixth grade class. One colleague of my CT stated that this is the toughest sixth grade class she’s had in ten years.

As I am in the same classroom as last year, I too have noticed a major difference in class behavior. There are a couple students who present major behavioral problems. I worry about how this may affect my own lessons. There is one student who is very sweet in conversation, yet often wants to draw attention to himself during instruction. Today, he began walking around the room, and stopped to look at the notes in my CT’s hands while she was teaching. For several minutes, he walked around bothering other students in the classroom while others paid attention to instruction. My CT did not react to this in class, she ignored him entirely, as the student was obviously attempting to attract attention. This method seemed to work fairly well, but I couldn't help but think about other students in the room who observed this behavior and were distracted by this behavior. Other students would be punished for these same actions.

This sort of behavior is constant from this student. On one hand, he regularly showers the teachers with compliments such as “I love you Mrs. X.”, or “You’re my favorite.” yet he blatantly disobeys the rules as if to prove to the classroom he is above them. It drives me crazy. I've spoken with my CT about this, and she has explained to me that this student is a student which forces a teacher to "choose their battles wisely." She says that in other classrooms he exhibits much worse behavior, and he is in dire need of constant affection from those around him or else he will defy authority completely. He has been known for violent outbursts in class. She very honestly explained to me that she isn't totally certain what to do about his defiant behavior, but she seems certain that confronting it head-on is not the proper way to handle it.

Actually, there are three different students in this classroom that are not held to the rules as firmly as others. I have had confirmation from other teachers that these three students are extremely hard to work within each of their classes. Their interruptions are constant, and their behaviors often determine punishments for the entire class, but they are rarely reprimanded individually. I consulted research on the topic. Reinke, Lewis-Palmer, and Merrell state that “Targeting the classroom system to increase effective classroom management practices delivered to all students is more efficient than targeting individual students because it is likely to reduce current student behavioral and academic difficulties as well as prevent future student problems on a broader scale.” This explains the CT’s reasoning for holding the class responsible for a few of the students’ behavior. I’ve also noticed that the CT is very observant of her students’ behavior outside of the classroom. This helps her to regulate which students need different behavioral treatment within her classroom.

Essentially, my CT uses the subtlest means for approaching the most blatant breaches in her classroom management. This may sound easy and swell on paper, but I wonder if I will be able to do this while at the helm of the classroom. I can’t help but feel the urge to demand that the student respects the classroom learning environment. I can’t help but feel for all of the students who follow the rules of the classroom. However, my CT does make sure these three students are aware of their daily performance. She verbally tells them whether or not they are having a “good day” or a “bad day”, but this is most she usually reprimands these three problem students.

One thing is certain concerning these three students. Each of them is very dependent on my CT’s affection. Much of their misbehavior is rooted in gaining blatant affection from the teacher in front of the class. I am very curious as to whether it is smart for me to imitate my teacher’s classroom management or attempt to create my own. Allowing blatant exemptions for rules in front of other students is obviously not a preferred choice, but perhaps it is the best option? I don’t really know. What is your opinion?

EDIT: Directly after this class, my CT implemented a whole new strategy for dealing with these students. She placed the primary problem students on reward/consequence systems that they report on individually outside of the presence of their peers. She also rearranged the seating chart after this class period that I spoke of. It would seem to me, that she is refraining from responding to an outburst with another outburst. Instead, she gives herself time to think, and finds a solution that exists separate from the attention that these students desire.

Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2603055/

Peer Editing and the Quest to Encourage Independent Thinking

When I think about the writing skills of the students in my classroom, there is one thing that is particularly apparent to me.  Many of the students in the classroom lack an ability to write independent from exact instruction. Many students can write well, but almost everyone seems to need to know exactly what the instructor wants. This is not a bad quality, per say, since we all know that the ability to follow instructions is certainly a useful life skill. However, there is a certain independence that is lacking from the classroom. Students are afraid to create, so instead, they mimic. The problem is, great writing – even if it only takes place in the form of an email or Facebook post – never sounds mimicked. I think teachers can be partially responsible for these tendencies to mimic (sometimes).

For example, in most high school writing classes, students are taught to avoid clichés. They are told a cliché is something that has been done before, it’s old and tired, so don’t do it anymore. Essentially, they are told to mimic an idea which tells them not to mimic. Off the top of my head, I can think of many songwriters and great authors who loved clichés (Ernest Hemmingway, Modest Mouse). The difference is they attached these clichés to intentional, independent thought. Perhaps a better process for teaching would be to say “Hey, look how dumb this cliché looks in this situation. Don’t use a cliché like this.” This process teaches people to use their own judgment in assessing whether or not their response is appropriate for a particular situation. I think we should teach students to be aware of clichés, and be aware of similar habits, in order to make sure that they are used intentionally if they are used at all.

While I don’t think clichés are even close to one of the most important aspects of writing, they are an example of something that is often taught matter-of-factly, when in reality, there is no standard for them whatsoever. We should teach students to identify and think about these things. Repetition is another example of a misguided approach to rid bad writing from our classrooms. The thing is, repetition can either add emphasis or sound redundant, depending on how it is used. We need to teach students to recognize these things and think about them, not to scan their paper and count to see if they used the word “I” too much. There is no mathematical equation which can tell a person the appropriate amount of times to use the first person in a paper. Essentially, the question I’m asking is – “How can us teachers get students to approach writing as an independent and creative process?”

I think that peer editing is a great way to begin the adventure of independent writing and thinking. When scanning the work of a peer, one has to think about what they are doing wrong. It’s too intimidating to approach mistakes in the writings of professionals or teachers when you’re still a blossoming writer. I think that students can analyze writing from their peers much easier than they can analyze their own writing or the writing of professionals. Pertaining to this system of communication, Bomer says:

“To talk is to negotiate socially, and the teacher’s presence makes much of that negotiation optional. If the adult will save the social situation and rescue the conversation, then the students are not positioned to take responsibility for their interactions. They may be learning to be students but they are not learning to create conversations” (2011, p. 140)

I think this well represents my own views toward student interaction in the classroom, and I think that class proofreading is a great way to make students interact with one another in a relevant scenario. Smagorinsky says that “. . .students benefit from feedback as they work, rather than just at the end” (2008, p.96). Peer review helps accomplish this without overly exhausting a teacher who might have ninety papers to grade.

I recently taught a lesson on proofreading to my class, and here are a few things I noted as important to my lesson. Take a gander if you feel like hearin’ me out.

1. Introduce the idea that errors marked by peers (or anyone), at the end of the day, are suggestions. When you turn in a resumé or cover letter to someone who you are applying a job from, there are two outcomes. Either you get the job or you don’t. Nobody comes back to you and says, “Hey put a couple commas here and there, get rid of that cliché and you’re hired”. Proper grammar represents you and your abilities.

Nonetheless, let the students know writing is something that nobody has a pin point on, you just do the best you can and think about what you’re doing and saying. Teachers must grade these things, so we have to decide what good writing is. In reality, it’s all a notion. A notion that represents you. (sentence fragment)

      2. Encourage the marking of papers. Make students work with a pen in hand. Encourage discussion along side/after proofreading. Grant students time for this in between papers. We want people making marks, but it might be more important to hear peer to peer explanations of each mark. This helps learning on both ends.

      3. NO HARD FEELINGS. Explain to students that everyone is trying to help everyone get a better grade. No one is to grade in malice. Criticism is hard to take, but those who can take it well exemplify maturity. Let them know this. I think most students will not get their feelings hurt if they consciously think about the fact that everyone is marking up everyone’s paper.

Bomer, R. (2011). Building adolescent literacy in today's English classrooms. Portsmouth, NH: Heinemann.

Smagorinsky, P. (2008). Teaching English by design: how to create and carry out instructional units. Portsmouth, NH: Heinemann.