Unit I Title: Independent Reading and Library Procedures  

Enduring Understanding-

Students will understand that-

• Being a good reader improves my life.
• Reading can expand and deepen our understanding of the world around us and ourselves.
• Good readers practice specific skills that help bring a book to life.
• Good readers make more money.

Essential Question:
To understand, students will need to consider such questions as....

• How does being a good reader improve my life?
• How do I become a good reader?
• How do I overcome boredom and difficulty when reading?
• How do I discover what I like to read?
• How can I make reading a more pleasurable experience?

Topical  Essential Questions for the Unit

• What is my individual responsibility as a member of a reading community?
• How can I develop the awareness and confidence that I need to complete tasks independently

Week 1 2/1-2/4/2011

Lesson 1 02/01/2011

Objective: Student will understand the meaning of benchmark, and develop personal benchmarks for the semester, which they will be able to apply in the real world.
Aim:

• What are benchmarks?
• How can creating personal benchmarks help me improve my grade in English class?

Key Concepts/Skills: Benchmark

Materials: Curriculum Letter, Self-Evaluation Form, Personal Goals Sheet

Agenda:  How do we set benchmarks in our everyday life?

Mini Lesson: Meaning of benchmark. Examples of benchmarks that we set every day when measure things.

Do Now: Journal #1

• Sports
• Fashion
• Movies
• Actor/Actress
• Music

Write down each category listed above. List at least two movies, sports athlete, fashion designer, actor that are considered benchmarks, a standard of excellence against which similar things or people are judged.

Acquisition:

• In groups of three share and compare your list and try to come up with one list. 
• The whole class will share their list
• Review “Benchmarks” for the form.

Meaning Making:

• Begin drafting your goals for the class, and consider how you will hold yourself accountable.
• Discuss your personal goals, and which aspects may be a challenge.

Transfer: How do you envision yourself reaching the benchmarks in English class?

Homework Assignment#1: Finish Personal Goals sheet and Self-Evaluation form

Lesson 2 02/02/2011

Objective: Introduce students to “Reading and Writing Workshop”

Aim: How does independent reading help me become a good reader?

Key Concepts/Skills: Genre Overview
Materials: Genre handout

Agenda:  What literary genre do I find most interesting? Why?

Do Now: Journal #2

• Mini Lesson: Explanation of Genre Overview

Acquisition: Characteristics of Genres

Fiction
a.   Fantasy - talking animals, magical powers

• Realistic Fiction - real life, could happen
• Traditional Literature – passed down, legends, fairy tales
• Historical Fiction – takes place in the past
• Science Fiction

Non-Fiction

• Informational – sports, animals, science, history
• Biography – story of a real person’s life
• Autobiography

Other Genre

• Poetry – verse written to create a response of thought and feeling
• Drama

Meaning Making:
1. Identify the characteristics of

• Science Fiction
• Autobiography

2. Pick up a book from the class library and read three pages to determine the genre of the book.
3. Write on post-it and do not forget to annotate the traits of a specific genre.

Transfer: Write a paragraph explaining what genre your book is and why?

Lesson 3 02/03/2011

Objective: Help students discover what they like to read

Aim: How do I discover what I like to read?

Key Concepts/Skills: Predictions, Personal connections
Materials: Reading Survey

Agenda:
Do Now - How do you determine whether you will like a book?
Acquisition:

• Mini Lesson:
• Introduction of the Goldilocks Method

Demonstrate how we make predictions when we see book, movie titles and posters.

• View the Twilight (the book) cover
• Have students make a list of predictions based on title and cover.
• What do you know about the Twilight series?
• What resources do you use to research a book?
• Hand out list of book titles
• Students pick three titles that stand out for them for any reason.
• Discuss in groups of three what each title means and what kind of story it may tell
• Class discussion to see if students have made similar predictions, and why does the cover and title stand out.

Meaning Making: Select 2-3 titles and use online resources to look up information about the writers/book titles.
Transfer: Based on your research what have you decided to read? And why?
Homework#3: Complete the reading survey

Lesson 4 02/04/2011

Lesson 4 02/04/2011
Objective:  Students will organize the class library (1st period class only). Student will discover what they like to read.
Aim: How do I discover what I like to read? How do I determine whether I will like a book?
Materials: Books, The Goldilock Method 

Agenda: 
Do Now: How do you determine whether you will like a book?
Students will organize the class library (1st period class only)

• Students pick three books that stand out for them for any reason.
• Discuss in groups of three what each books means and what kind of story it may tell
• Class discussion to see if students have made similar predictions, and why does the cover and title stand out.

Acquisition:

• Mini Lesson -
• Introduction of the Goldilocks Method

Meaning Making:

• Read two pages of 2-3 books, and using the Goldilock Methold decide if the book is suitable to your reading level.
• Once you find a book that is right for you, begin researching to help you finalize your choice of the book.

Transfer: Based on your research what have you decided to read? And why?

HW#4 Based on your research, what have you decided to read? And why?

Lesson 5 02/05/2011

Objective: Help students learn how to conduct oneself in a “Reading and Workshop” classroom

Aim: How can I make reading a more pleasurable experience?
Materials: “Reading and Workshop” Procedures

Agenda:
Do Now: Journal #4
Acquisition:
Fishbowl demonstration - Help students understand what is expected during the reader's workshop ( independent reading)

1. Ask four volunteers to demonstrate workshop procedures
2. Student cannot talk
3. Watch and take notes – what is wrong and right?
4. The rest of the class observe and make comments when the activity is completed.

Meaning Making:

1. Students generate a list of appropriate conduct including the tone of voice.
2. Hand out “Reading Workshop” Procedures sheet.
3. Compare lists and expectations.

Transfer:  Write an outline of “Reading Workshop” expectations and procedures
Homework#5: Complete outline