Teacher(s) Shannon Miller
Subject(s)/Course(s): Writing Grade/Level: 7th
grade
Unit Topic/Focus : Author Study/ Bibliographies
Integration with other content areas (if applicable) Technology
Estimated time for
implementation: 6 days 55
minutes each day
Connections to
previous/future learning: All grammar, books they have read
Standards
|
Academic Expectations 1.11
Students write using appropriate forms,
conventions, and styles to communicate ideas and information to different
audiences for different purposes. |
EL-6-WC-U-3 Students will understand that to be effective, writing must be a
sufficiently developed, coherent unit of thought to address the needs of the
intended audience. EL-6-WC-U-4 Students will understand that writing can be used to make meaning of
one’s own experience, as well as of other information/ ideas. |
WR-M-1.1.0 Purpose/Audience:
Students will establish and maintain a focused purpose to communicate with an
authentic audience by
·
Narrowing the topic to create a specific purpose
for writing ·
Establishing a controlling idea, theme, or
conclusion about the topic ·
Choosing a perspective authentic to the writer ·
Analyzing and addressing the needs of the intended
audience ·
Adhering to the characteristics of the form ·
Applying a suitable tone ·
Allowing voice to emerge when appropriate |
Interdisciplinary, Meaningful and
Authentic Connections
To communicate effectively, students should be able to
write for a variety of authentic purposes and audiences in a variety of forms,
connecting to prior knowledge and the students’ understanding of the content.
In their writing, students should be able to create a focused purpose and
controlling idea and develop ideas adequately considering the purpose, audience
and form.
Context:
Students will be
completing an author study. The students
have read and learned a little about many different authors to help get them
started. The students will be engaged
through the use of technology. The
students will also be in charge of their own learning so they will feel
responsible to get it completed. The
biggest issue/problem I foresee is that the students work at different speeds.
Essential Questions:
·
What information
is required in a bibliography?
·
What was the
childhood like for one chosen author?
·
What genre of
books does that author write?
·
What are some other
basic, interesting information about this author?
Culminating Activity/Assessment, A
product or performance that:
Resources / Technology:
Outline
of Daily Plans
Day 1
o
Introduce author study and five paragraph essay
o
Watch video on brainpop.com on five paragraph essays
o
Go to website on what five paragraph essays look like and
what they need. Students will have this
website on their own computers as well as on my SMARTboard. Discuss this website.
o
Homework: Choose an author to conduct the author study on.
Day 2
o
Discuss why bibliographies are necessary- to give credit
where credit is due.
o
Visit website that shows an example of a bibliography.
o
Discuss what it looks like and all of the parts that make
up one entry.
o
Visit website that gives the instructions on how to compile
a bibliography. Discuss the importance
of periods, commas, underlining, etc.
o
Students complete an Internet Scavenger hunt on how to
compile a bibliography from Internet resources.
o
Students are to complete the scavenger hunt for homework.
Day 3
o
Watch the video on what is expected in an author study.
o
Visit Lois Lowry’s and S.E. Hinton’s websites.
o
Explain what information is required in the author
study. Find that information on the
websites of Lois Lowry and S.E. Hinton.
o
Students will then, individually, search the Internet for
the same information on their authors.
o
Remind students to complete a working bibliography for all
of the information found.
Day 4
o
Students, with a partner, will complete a graphic organizer
on the Internet.
o
I will first show an example on the SMARTboard and we will
complete one as a class on either Lois Lowry or S.E. Hinton with the
information found yesterday.
o
Students will then write their first draft.
Day 5
o
Students will get with a different partner from yesterday
and will peer edit their papers.
o
They will check for spelling and grammar along with making
sure that all of the information required is in the paper.
o
They will also check over the bibliographies and make sure
they are in the correct format.
Day 6
o
Students will type their author studies with Microsoft Word
o
If time permits or students that finish early: Create a power point presentation on the
chosen author.