Yvonne+Colland

Click to read entire plan (__Unit Plan-Module__ 1)[|Colland-Unit_Plan.doc]
===The following attachments and links are placed in chronological order in accordance to my Unit Plan on Figurative Language. The Unit, "Why did you say that?" is a yearlong project and will encompass 7 types of writing that will include figurative language in each completed work. For readability and organization, information has been created in a table format. Completed writing assignments are posted based on their due date.=== ===September-May - This chart lists some of the genres of writing that will be completed by students each year based on Arizona State standards. It does not include ALL genres, but a majority of the assignments are represented.=== Wiki || (Concept 1, PO1) || Teach poetry formats - Haiku, Cinquain, Free verse, Quatrain. || Students will write several types of poetry and include figurative language in it. Students may create a PowerPoint presentation with their poetry. Afterwards, students will share their writings with their peers and find the figurative language used. They will add these examples to their figurative language journal and binder. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Powerpoint Wiki || Wiki || (Concept 5, PO1, PO3)- || Teach students to select parts of information that has a particular meaning to them (text to self, text to world, text to text) || Students will respond with figurative language to a topic by posting their comments on a blog. Students will create a check list of the items that will need to be included in their blog. Then, students may respond to blog posting by identifying figurative language that was used. Afterwards, students will share their writings with their peers and find the figurative language used. They will add these examples to their figurative language journal and binder. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language.
 * || Explanation of project/procedure || Unit Requirement (as dictated by Intel coursework) || Supporting link/documents ||
 * July || This is the facilitation materials to help me organize the entire unit from start to finish. I will need this sheet before the school year begins so I can plan accordingly. || Facilitation material-module 7 || [[file:Colland-Preparation_Checklist.doc]] ||
 * || This is another preparation list for the project learning project for the year. || Management resource-module 7 || [[file:Colland-Managing_Student_Use_of_Computers.doc]] ||
 * August || This pamphlet will be used to introduce th​e project of figurative language. || Publication to present the idea of projects in your classroom-module 1 || [[file:Colland-Figurative Language pamphlet.docx]] ||
 * || Student will receive a full presentation of the project. || Unit Portfolio Presentation-Module 2 || [[file:Colland-Figurative Language Presentation.pptx]] ||
 * || This form was created on Google Docs. It is set up in a survey format and will be used to gather information about students and their understanding of figurative language. || Assessment to gauge student needs-module 2 || Figurative Language preassessment ||
 * || As the year progresses and this unit is not completed finished with different forms of assessments, this is a list of possible assessments I or the students will be making. || Other assessments (optional)-module 5 || [[file:Colland-Assessments.docx]] ||
 * September || This wiki is created on the school website sponsored by SchoolFusion. It is another form of preassessment of student's understanding of figurative language. (However, you will need to log in to view it. If you are a member of the SUSD staff, you should be able to access it. If you don't have access to it, I'd be happy to send a screen shot of the page and send it to you via email. If you are interested in this format, please email me @ ycolland@susd.org.) || Assessment to gauge student needs-module 2 || Wiki created on SchoolFusion ||
 * || If you are unable to see the Wiki via SchoolFusion, here is a screenshot of the Wiki page. ||  || [[file:Colland-wiki screenshot Figurative Language Definition.docx]] ||
 * || Students will be taught and revisit the appropriate ways to cite the information they have found or used. || Works Cited document-Module 3 || [[file:Colland-APA_References_Template[1].doc]] ||
 * || Students will see an example of a works cited page created by me. || Works Cited document-Module 3 || [[file:Colland-Works Cited.docx]] ||
 * October || Friendly Letter writing completed (See below for further instructions) ||  ||   ||
 * || Poetry writing completed (See below for further instructions) ||  ||   ||
 * November​ || Possible activity - Sequencing stories with figurative language ||  ||   ||
 * December || Response to topics writing completed (See below for further instructions) ||  ||   ||
 * || Response to topics writing completed (See below for further instructions) ||  ||   ||
 * January || Possible activity - Record an audio version of students who have completed their writings and send to others across the world ||   ||   ||
 * February || Possible activity - Make games for other students to play with figurative language using the Smartboard tools. ||   ||   ||
 * March || Personal narrative writing completed (See below for further instructions) ||  ||   ||
 * April || Possible activity - Create a survey of what students know/don't know about figurative language. ||   ||   ||
 * May || Functional text writing completed (See below for further instructions) ||  ||   ||
 * || Persuasive essay writing completed (See below for further instructions) || Student sample (presentation, publication, web-based resource)-module 4 || [[file:Colland-Wendy's poster.docx]] ||
 * ||  || Student sample (presentation, publication, web-based resource)-module 4 || [[file:Colland-Wendy’s v2003.ppt]] ||
 * ||  || Student sample assessment-module 5 || [[file:Colland-Poster rubric.docx]] ||
 * ||  || Assessment to foster self-direction and metacognition, such as project plans, checklists, conference questions, and reflective prompts-module 6 || [[file:Colland-Figurative Language Standards rubric.docx]] ||
 * ||  || Documents to scaffold students' content learning, such as guidelines, forms, and templates-module 6 || [[file:Colland-Directions in making a poster.docx]] ||
 * || This form was created on Google Docs. It is set up in a survey format and will be used to gather information about students and their understanding of figurative language. It will be used again as a post assessment of their learning. || Assessment to gauge student needs-module 2 || Figurative Language preassessment ||
 * || At the end of the year, students will have their own showcase of their completed assignments and projects. || Unit portfolio for showcase-module 8 || [[file:Colland-Showcase_Feedback_Form.doc]] ||
 * || Teacher instructions || Student instructions/assessments || Technology related project ||
 * Friendly Letter (Concept 3, PO2) || Teach students the format for letter writing. || Students will write a letter, using figurative language, to a friend describing a fun memory/activity they’ve had recently. Together, the students will create a rubric of the expectations of the letter content and the format. Students will write this in paper/pencil format, but will also have the option to post it in a blogging site. Afterwards, students will share their writings with their peers and find the figurative language used. They will add these examples to their figurative language journal and binder. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Blog
 * Poetry
 * Response to topics (Concept 2, PO2, PO3) || Teach students to read for information, using highlighting skills and post it notes to identify important information. || Students will respond with figurative language to a topic by posting their comments on a blog. Students will create a check list of the items that will need to be included in their blog. Then, students may respond to blog posting by identifying figurative language that was used. Afterwards, students will share their writings with their peers and find the figurative language used. They will add these examples to their figurative language journal and binder. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Blog
 * Response to literature

If there is enough time, students may also b log from a character's point of view. Then other students can respond by leaving comments underneath the blogs. || Blog Wiki || Wiki || Google Docs Wiki || (Concept 4, PO1) || Teach students the verbage necessary to write persuasive essays (bandwagon, peer pressure, etc) || Students will write a persuasive essay using figurative language. Then, they will turn the essay into a PowerPoint Presentation, which will then convert to a Movie Maker. The students will view the movie and grade each movie. The grading will be based on a class made rubric. Students will begin to post their figurative language findings on Google Docs within a spreadsheet. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Powerpoint Movie Maker Google Docs Wiki || Tables available in word documents.
 * Personal narrative (Concept 1, PO1) || Teach students to use Write From the Beginning techniques and rubric. || Students will write a personal narrative using figurative language. Students, in groups, will revise the Write From the Beginning Rubric and change it to meet the needs of the lessons on figurative language. Then, the students will peer evaluate the narratives and identify the figurative language used. In this quarter, students will begin to post their findings on Google Docs within a spreadsheet. They will print the spreadsheet and add it to their figurative language journal and binder. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Google Docs
 * Functional text (Concept 3 PO1) || Teach students to find functional text and then create their own functional text. || Students will write a script for functional text using figurative language. When the script is done, they will create a “news package” using the Newsmaker software. Students will have an opportunity to be a news anchor and read the news. The webcam and microphone will be used for this software. Afterwards, the class will view the “news” and grade each performance. The grading will be based on a class made rubric. Students will begin to post their figurative language findings on Google Docs within a spreadsheet. They will then revisit the figurative language wiki to improve/add to their definitions and examples of figurative language. || Newsmaker
 * Persuasive essay