IP+English+Alicia

=Instructional Plan/Learning Activities= Students will read books on survival to get a feel of how they should behave and the feelings and emotions experienced and express these feelings and emotions in their journals.
 * Content:**
 * Instructional Plan || Understanding || Know || Skills || CCSS ||
 * 1. Hook: [|3 things you'd bring to a deserted island video]

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): With the [|persuasion map], students will place a thing to bring in the reason section and fact/example as to its relevance while brainstorming why they will choose each item to bring. Students will also break into [|jigsaw]groups to debate the reasoning behind their decisions. In the end, when they make their Comic Life, they will be down to the one most important thing to bring with them.

Artifact: Students will create a Comic Life on their most prized possession. Why is it important? What does it mean to them? This Comic Life possession is th one thing they would bring with them to a deserted island, the possession that they can absolutely not live without and they must be ready to debate about its importance.

Comic Life || Students will understand that following directions and having a goal in mind are important and can be seen more effective by utilizing decriptive words that create a climate and mood throughout the survival scenerio ("how-to" survival guides, decriptive, five senses, poetry and mood writings). || Students will know the importance of material objects and be able to pick and describe the three things they would bring with them to a deserted island (the three things they cannot live without) and debate its importance in front of their peers || Students will be able to recognie what is truly important and be more aware of the material goods they lust over in the future. (self-knowledge) || W6.1 Write arguments to support claims with clear reasons and relevant evidence.
 * Introduce claim(s) and organize the reasons and evidence clearly.
 * Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * Establish and maintain a formal style.
 * Provide a concluding statement or section that follows from the argument presented. ||
 * 2. Hook: For the hook, I will write up 12 notecards with detailed decription on it. I will have the class break up individually and circle the room guessing what the card is describing. The students will then go back to their seats and we will discuss the possibilities. How they guess it? What gave it away? What are the decribing words? Etc.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will use the [|sense chart]and [|observational chart]to outline their descriptive paragraph for the Podcast. In [|partner] groups students will come up with their own sentences for their classmates and myself to guess in order to master the art of being detailed and descriptive.

Artifact: Students will create a Garage band or Podcast to allow the audience to hear the voice, be "there" and feel the emotions behind the descritive object place or mood they are describing.

Garage Band or Podcast || Students will understand that following directions and having a goal in mind are important and can be seen more effective by utilizing decriptive words that create a climate and mood throughout the survival scenerio ("how-to" survival guides, decriptive, five senses, poetry and mood writings). || Students will know how to describe a setting, object or feeling without saying what it is. || Students will be able to model certain aspects of their expedition in details by decribing mood, settings, feelings, objects, etc. in depth. (explain) || W6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Students will also watch this clip, from [|that 70s show]to get a judge of character and discuss what makes each character an individual, what their good qualities are as well as their faults.
 * Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
 * Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * Use appropriate transitions to clarify the relationships among ideas and concepts.
 * Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * Establish and maintain a formal style.
 * Provide a concluding statement or section that follows from the information or explanation presented. ||
 * 3. Hook: (I will find it) There's a mind puzzle moral game that lists 12 different people, I believe, the group has to pick 5-6 to keep with themselves on the submarine. This is a test of prediction and characterization. The group must have reasons on why they kept the six they kept and why they got rid of the six they got rid of. This will introduce them into looking at the characters from the novel and seeing what they individually bring to the table. Why it is useful and what brings them down as people?

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will use a [|cluster web] to outline and brainstorm who their character is, their weaknesses, their strengths, etc. Students will be able to [|round robin brainstorm] with the class to gather more information or inferences on their character. They will also be given a [|goal and reason web] to determine what goal or main aspect of their character they want to depict in the INSPIRATION.

Artifact: Students wil create an INSPIRATION to outline a character web on a character of their choosing from one of the books read to link strengths, weaknesses, etc. This INSIRATION will be a prediction of what will happen to the character throughout his or her expedition.

INSPIRATION || Students will understand that reading books on survival help them feel how they should behave and the feelings and emotions experienced will be expressed in their journals. || Students will map out their journey as one of the characters from the books we read to determine the characteristics and strengths/weaknesses the bave. || Students will be able to assume the role of a cracter in one of the survival books we read and map out who they truly are (strengths, weaknesses, etc.) and predict if they make it or not. Are they leaders? Followers? Etc. (perspective) || RL.6.5. 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. ||
 * 4. Hook: [|how to fold a t-shirt]

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): With the [|step-by-step chart], students will be able to map out their how-to process in a way that can easily be understood by the audience. Students will have the oppurtunity to participate in [|circle the sage]to get ideas from the whole class and a [|3-minute interview] with me to share thoughts and invent a cohesive script in order to make the best "how to" video ever.

Artifact: Students will create an iMovie and a paper (script) to form a how-to video much like those on home improvement shows or food network to illustrate how a certain task is completed.

iMovie and paper (script) || Students will understand that following directions and having a goal in mind are important and can be seen more effective by utilizing decriptive words that create a climate and mood throughout the survival scenerio ("how-to" survival guides, decriptive, five senses, poetry and mood writings). || .Students will know how to tell other members in their teams step-by-step directions to a certain survival task || Students will be able to design step-by-step directions for a certain suvival task (making a fire, building shelter, getting food, etc). (apply) || W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ||
 * 5. Hook: Students will read letters and listen to recordings of letters from __Dear John__, __The NoteBook__ and __Diary of Anne Frank.__ From that, I will have students write a letter to themselves at 18. These letters will be personal, what they except to accomplish and who they want to be including what they learned along the way, how they learned it and who helped them learn it. This will help set a base to be creative, use the knowledge from their character and and the book(s) their reading and allow them to place their selfs in the shoes of the character and write a letter to their parents in an ongoing blog or glagster that will be printed out after grading and be placed in a bottle to replicate a message in a bottle.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will use a [|ladder], [|story map] and a [|timeline] to organize the letter set-up and how each blog is written to contain enough information but not too much to be long and dragging on. The class will be broken up into pairs and participate in [|3-step interviews] to assure and guide each other down the right path.

Artifact: Students will create an ongoing Glogster that allows communication with their parents or a guardian that reveals their fear, emotion, etc. This will ba letter or letters. At the end they will create a letter in a bottle from all the blogs.

Glogster || Students will understand that reading books on survival help them feel how they should behave and the feelings and emotions experienced will be expressed in their journals. || Students will know how to write to intrigue the reader and show sympathy, emotion and love as well as stating relevant facts that help us relate to the struggles on the expedition. || Students will be able to tell where they are, how they feel and what's going on during the journey. (interpret) || W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ||
 * 6. Hook: I will have magazines, newspapers, yearbooks, scrapbooks and biogrphies laid out so students can use them as resources and get ideas. I will also have movie clips and music playing in the background. As in this lesson they will be designing a magazine article on themselves as a cover describing all the events that took place on their journey. They can be as creative as they want. Maybe they are the "survivor" or the "chicken," whatever role they played, they must own it.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will use the [|tree chart,]the [|planning chart,] the [|time-order chart]and the [|timeline] to organize their wiki set-up. In [|think-pair-share] groups and the accompanyment of the [|KWL chart] and the [|ticktacktoe chart]to give and receive new ideas to improve the scrapbook at end result and win the oppurtunity to have the cover of the magazine in their name.

Artifact: Students will create a Wikispace or a Prezi on their journey. They will include pictures, accomplishments, obituaries, etc. This will be a creative piece that helps them figure out how they want to be remembered and let's them look at themselves in a different light.

Wiki or Prezi || Students will understand that reading books on survival help them feel how they should behave and the feelings and emotions experienced will be expressed in their journals. || Students will create a biography of their lives including pictures, letters from family members, an obituary and any outstanding accomplishments in their life. What would it be like if they didn't make it off the island? How would they want to be remembered? || Students will be able to consider how they lived their life. Was it fulfilling? Was it boring? How could it change? They will also be able to assume the role of journalist documenting an historical figures life such as Piggy (Lord of Flies) or Brian Robeson (The Hachet) and see what it feels like to look at themselves from a different viewpoint. (empathy) || W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * Apply //grade 6 Reading standards//to literature (e.g., “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”).
 * Apply //grade 6 Reading standards// to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). ||