High School to College and Career Transitions
Senior English Redesigned:
A 12th-grade English
Transitional Course
Southern
Regional
Education
Board
592 Tenth Street, N.W.
Atlanta, GA 30318
(404) 875-9211
www.sreb.org / Point of View, Literary and Technical Writing Analysis The Canterbury Tales: Community Connections
Unit Plan
Unit Plan Overview
Unit Title: Community ConnectionsCourse Name: Senior English Redesigned
Grade Level(s): 12
Unit Overview
Students will seek insights about the communal nature of work, research/discuss work-related issues, and explore resources available to match their personalities, interests, and aptitude with a fulfilling career. They will read and discuss The Prologue to The Canterbury Tales as well as a variety of nonfiction pieces guided by the essential questions.
Timeframe: 11 90-minute classes
Essential Questions: (Open-ended style which promote in-depth investigation)
1. What is the nature of community in the work place?
2. How do I know what the perfect job is for me?
3. What can I learn from other people about fulfilling work?
4. What controversial issues are relevant to my future pathway?
5. What do I need to do to be prepared for my own dream job?
SREB Readiness Indicators3. Analyze the relationship(s) and purpose(s) within a text and across texts.
7. Compose writing that conveys a clear main point with logical support.
8. Edit and revise writing for the strongest effect.
9. Use English language structure and grammar appropriately to communicate effectively.
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style and visual aids to match the audience and purpose of oral presentations.
12. Use active listening strategies to organize and respond to information presented in different formats for different purposes.
State/Local Standards: Tennessee
Writing: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.
1.01 Write to process knowledge, clarify thinking, synthesize and evaluate information, improve study skills, gain confidence, and promote lifelong communication.
1.04 Use a variety of strategies for personal and business applications such as memos, resumes, letters, applications, proposals, and technical instructions.
1.07 Approach writing tasks systematically by using steps in the writing process: prewriting, drafting, revising, editing, and publishing.
1.14 Apply effective research skills
1.16 Research various sources to present information in a variety of formats.
Reading: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of written text.
2.03 Utilize a variety of interactive reading strategies appropriate to text.
2.07 Read independently for a variety of purposes.
2.11 Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence.
2.14 Read, respond to, and interpret print and non-print text.
Viewing and Representing: The student will use, read, and view media/technology and analyze content and concepts accurately.
3.01 Access and demonstrate multiple technological reference sources.
3.08 Use graphics for the purpose of interpreting, clarifying and communicating information.
Speaking and Listening: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening in the analysis and evaluation of spoken ideas.
4.01 Use and/or demonstrate an understanding of appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate confident communication in a variety of speaking situations.
4.02 Demonstrate effective interpersonal skills in group discussions.
4.03 Use pertinent research for oral presentations
4.07 Evaluate a variety of oral presentations.
4.08 Demonstrate critical listening skills essential for comprehension and evaluation.
Acknowledgment(s): Elizabeth Bailey
Literacy Strategies / Habits of Success_X_ Admit/Exit slips
_X_ Graphic organizer
___ Know/Want to Know/Learn Chart (KWL)
_X_ Open-response questions
_X_ Two-column/Cornell notes
_X_ Re-telling
___ Reflection
_X_ Jigsaw reading
___ Peer Review
___ Peer Editing
_X_ Anticipation Guide
_X_ RAFT (Role/Audience/
Format/ Topic)
___ Summarization (GIST)
(Generating Interactions Between Schemata and Text)
___ Paired Reading
___ Other / 1. _X_ Create Relationships
Teamwork/responsibility/effective communication
2. ___ Study, Manage Time, Organize
Organization/time management/study skills
3. ___ Improve Reading/Writing Skills
Use reading and writing to learn strategies
4. ___ Improve Mathematics Skills
Estimate/compute/solve/synthesize
5. _X_ Set Goals/Plan
Set goals/plan/monitor progress
6. _X_ Access Resources
Research/analyze/utilize
Assessments: Pre, Daily/Weekly and Post
Daily/Weekly: (Included on daily activities plans)
§ Interview Day 2 (Attachments 7 & 8)
§ Homework Day 3 (Attachment 14)
§ Rough Drafts of Career Essay (Attachments 15b, 15c, 37)
§ Resume (Attachment 15a 15b)
§ Cover Letter (Attachment 15a 15b)
§ Group Presentations of “Tomorrow’s Jobs” Day 3(Attachment 13)
§ Journal responses Day 1 and Day 4 (Attachment 37)
§ Book-in-a-Day on Day 6 (Attachment 19)
§ Works Cited Page for Panel Discussion Day 8 (Attachments 24a, 28a, 28b)
Post-assessment consists of two parts
1. Content-based (traditional paper and pencil test) Test on Reading literary text and informational text (Attachment 36)
2. Performance - or product-based
§ Career Portfolio (Attachments 15a, 15b, 15c)
§ Panel Discussion (Attachments 24a, 24b, 24c)
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Community Connections– Overview
Daily Activities Plan
Unit Title: Community Connections
Day 1 of 11
SREB’s Readiness Indicator(s) for Daily Activities3. Analyze the relationship(s) and purpose(s) within a text and across texts.
12. Use active listening strategies to organize and respond to information presented in different formats for different purposes.
State/District Standard(s) for Daily Activities: Tennessee
Reading: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of written text.
2.03 Utilize a variety of interactive reading strategies appropriate to text.
2.07 Read independently for a variety of purposes.
2.11 Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence.
2.14 Read, respond to, and interpret print and non-print text.
Speaking and Listening: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening in the analysis and evaluation of spoken ideas.
4.01 Use and/or demonstrate an understanding of appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate confident communication in a variety of speaking situations.
4.02 Demonstrate effective interpersonal skills in group discussions.
4.08 Demonstrate critical listening skills essential for comprehension and evaluation.
Anticipated Times*
(90-minute Block Schedule) / Sequence of Instruction / Activities Checklist
5 minutes / Get Started
Admit Slip:
Describe your experience working with other people in a job, a school organization, or in a volunteer group. How did the people get along? Would you describe the workers as a community? Why or why not? / § Admit slip
3 minutes / Engage
http://www.nbc.com/Video/videos/office_faces_of_ scrantons.html
Show clip of “The office” found at the website above.
How are these crazy people connected? / § Display object/picture
15 minutes / Explore
Brainstorm:
What are the characteristics of a community? (List on chart paper [e.g. group of people or animals or plants, physical proximity, interdependence, common concerns, common goals, etc.]) How are communities created? Wait for suggestions. One way is through shared experiences, for example a trip.
Anticipation Guide for Prologue to Canterbury Tales (Attachment 1) / § Brainstorm
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Community Connections– Day 1
Daily Activities Plan
15 minutes / ExplainShow the Two-Column Notes template on the overhead (Attachment 3). Explain to students how to use the template. (See Literacy Across the Curriculum, p. 122). Carry out “Interview with Chaucer” (Attachment 2) / § Interview
15 minutes / Practice Together
Distribute copies of Prologue to The Canterbury Tales (PCT). If you do not have textbooks that contain the PCT, you can find a modern version at the following URL:
http://www.geocities.com/CollegePark/Hall/1170/ chaucerhtml/directory.html
Read aloud the first 50 lines of PCT. Lead brief discussion on the information presented in these lines:
§ What is the time of year?
§ Where are the people going?
§ Why are they going there?
§ What is a pilgrimage?
§ Why are they going on a pilgrimage to Canterbury?
§ Who was Thomas a Becket?
(Assign the last two questions for homework. The students can do some internet research or research in textbooks to find the answers.)
Read the description of the Knight. Model for students the analysis of the description to gather the information for the chart in Attachment 5. Explain that Chaucer doesn’t usually state his opinion outright. Readers have to draw a conclusion about his view based on details, diction, use of irony, understatement, exaggeration, etc. / § Analyze reading
30 minutes / Practice in Teams/Groups/Buddy-pairs
Distribute Chart (Attachment 5). Read the description of one pilgrim at a time.
Instruct small groups of students to read together and complete information about each pilgrim on the chart. / § Practice active reading strategies
5 minutes / Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Write answers to the following questions and then lead brief discussion:
§ What have you learned about listening today?
§ What questions do you have about Chaucer and the PCT so far? / § Open-response question(s)
5 minutes / Closing Activities
Homework:
§ Carry out research as needed (see above).
§ Complete reading PCT and chart
§ Choose one of the statements from the Anticipation Guide which you believe can be strongly supported with evidence from PCT. Write a 1-2 page explanation. / § Assign/explain homework
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Community Connections– Day 1
Daily Activities Plan
As Needed / Enrichment/Extension/Re-teaching/Accommodation(s)
Resources/Instructional Materials Needed
§ Attachments 1, 2, 3, 4, 5
§ Transparencies
§ Overhead Projector
§ Markers
§ Computer with projector to show clip
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Community Connections– Day 1
Daily Activities Plan
Unit Title: Community Connections
Day 2 of 11
SREB’s Readiness Indicator(s) for Daily Activities3. Analyze the relationship(s) and purpose(s) within a text and across texts.
8. Edit and revise writing for the strongest effect.
11. Use appropriate organization, language, voice, delivery style and visual aids to match the audience and purpose of oral presentations.
12. Use active listening strategies to organize and respond to information presented in different formats for different purposes.
State/District Standard(s) for Daily Activities: Tennessee
Writing: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.
1.01 Write to process knowledge, clarify thinking, synthesize and evaluate information, improve study skills, gain confidence, and promote lifelong communication.
Reading: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of written text.
2.11 Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence.
2.14 Read, respond to, and interpret print and non-print text.
Speaking and Listening: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening in the analysis and evaluation of spoken ideas.
4.01 Use and/or demonstrate an understanding of appropriate volume, pitch, rate, diction, inflection, gestures, and body language to facilitate confident communication in a variety of speaking situations.
4.08 Demonstrate critical listening skills essential for comprehension and evaluation.
Anticipated Times*
(90-minute Block Schedule) / Sequence of Instruction / Activities Checklist
5 minutes / Get Started
Edit the paragraph below by adding punctuation and correcting any other errors.
We are all writing the story of our life we want to know what its “about” what is its themes and which theme is on the rise we want to know where were headed not to spoil our own ending by ruining the surprise but we want to ensure that when the ending comes it won’t be shallow we will have done something we will not have squandered our time here. / § Editing activity
10 minutes / Engage
http://www.cwpost.liu.edu/cwis/cwp/library/sc/chaucer/ chaucer.htm
Show students the illustrations of the pilgrims found in the Ellesmere Chaucer. (On this site you will find interesting information about this important book which you may want to share with students or suggest that they research on their own.) / § Display object/picture
10 minutes / Explore
Instruct students to reflect on their pilgrim charts, thinking about the categories of work represented by these pilgrims. Give them 1 minute for reflection.
Brainstorm these categories and list on chart paper. / § Brainstorm
15 minutes / Explain
Lesson on interview skills
Put copy of interview with Chaucer (Attachment 2) on overhead. Ask students to suggest some characteristics they notice about the interview—good and bad. Some points to emphasize:
The interviewer
§ had some knowledge of the subject, so he/she must have done some preliminary research;
§ began with general background questions;
§ asked questions targeted at the specific information desired;
§ Asked follow-up questions as needed;
§ Rephrased response to clarify as needed;
§ Was courteous and respectful.
See Attachment 6a for additional help with this lesson. Other helps can be found online, e.g.,
http://www.peacecorps.gov/wws/guides/insights/service/lesson4/lesson4.html / § Lecture with guided notes
30 minutes / Practice in Teams/Groups/Buddy-pairs
Place students in small groups of 2 or 3. Assign each group one of the groups of pilgrims to interview. Explain and carry out activity.
(Attachments 6b 6c) / § Practice active reading strategies
10 minutes / Practice Alone
Write the answer to the question:
Based on your interview notes, write a response to the following prompt: Describe this pilgrim’s job and his/her relationship to the other pilgrims.
Distribute attachments 7, 8, 9, 10. Explain the interview assignment. / § Draft writingEvaluate Understanding (Daily/Weekly/
Post-Assessment)
Observe the interviews above / § Other
5 minutes / Closing Activities
Exit Slip:
What is one thing you learned today about interviewing? What is one question you have about interviewing?
Homework:
§ Complete response to interview if not completed in class.
§ Preview “Tomorrow’s Jobs” (Attachment 11 found at URL http://www.bls.gov/oco/oco2003.htm
§ Write 3 or 4 questions you believe will be answered by reading the article.
§ Give thought to your career hopes. / § Assign/explain homework
§ Exit slip
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Community Connections– Day 2
Daily Activities Plan
As Needed / Enrichment/Extension/Re-teaching/Accommodation(s)
Resources/Instructional Materials Needed
§ Computer, projector, screen
§ Overhead
§ Transparency
§ Attachments 6a, 6b, 6c, 7, 8, 9, 10
Notes
The corrected passage from What Should I Do with My Life? By Po Bronson:
“We are all writing the story of our life. We want to know what it’s “about,” what are its themes and which theme is on the rise. We demand of it something deeper, or richer, or more substantive. We want to know where we’re headed—not to spoil our own ending by ruining the surprise, but we want to ensure that when the ending comes, it won’t be shallow. We will have done something. We will not have squandered our time here.”
The interview with Geoffrey Chaucer can be acted out by two students or the teacher and a student or two teachers. It should be prepared in advance so that the Interviewer and Chaucer characters are presented with meaning and clarity. Be aware that students will be practicing listening skills and taking some notes during the interview. Simple costume pieces and props to help create the characters will add to the experience for the students.
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