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Unit 12.

2: Walking Into The Future English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn about the research process while researching a career and the education and preparation required for that career. The students will prepare a research paper using the writing process to produce a high-quality final draft and will also present their research in an oral presentation. Transfer goal: At the end of this unit, students will be able to use their knowledge of the research process to effectively research topics of interest. They will use their knowledge of interesting careers and the preparation needed for the careers in order to choose a possible career for themselves and take appropriate steps to reach their goals.

Content Standards and Learning Expectations

Listening/Speaking L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, problem solve, explain a process, and express opinions integrating comparison and contrast statements. L/S.12.4 Expresses thoughts and opinions to evaluate text, and to debate current events, concepts, and literary elements; makes predictions and inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.4 Distinguishes between fact and opinion, infers and supports the main idea in a variety of texts; debates the theme or topic using text evidence to justify and validate position. Writing W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing. W.12.5 Organizes, synthesizes, outlines, and evaluates information to write a research paper; demonstrates voice and knowledge of topic throughout the writing.

Big Ideas/Enduring Understandings:

Societal, cultural, and institutional change and growth come from our personal journeys over time. Successful people identify goals and steps toward meeting those goals. Good research papers include information collected from multiple sources.

Essential Questions:
How do our personal journeys shape society and culture? What does it mean to be career-minded? How do I create questions to guide my research?

Content (Students will know)

Organizational techniques for expository essays

Skills (Students will be able to)

Explain a process. 1

June 2012

Unit 12.2: Walking Into The Future English as a Second Language 7 weeks
The writing process Voice in writing Research techniques Fact and opinion Voice Career names and titles/labelsi.e. psychologist, orthodontist. veterinarian etc. Primary and secondary sources Word beginnings and endings bio, psych, ist, ology Primary and secondary source materials Listen to, sort, and prioritize information. Distinguish between fact and opinion. Organize, synthesize, outline, and evaluate information to write a research paper. Demonstrate voice and knowledge of topic throughout the writing.

Content Vocabulary

Stage 2 - Assessment Evidence Performance Tasks

Occupational Summaries The class will work together to compile a book of occupational summaries. Each student will write summaries of three different occupations. (The teacher may decide to have the students write more than three summaries.) Using The Occupational Outlook Handbook, produced by the U.S. Dept. of Labor Statistics, (http://www.bls.gov/k12/index.htm--if internet resources are not available to the students, materials from the website can be printed for student use) the students will read about their chosen careers and write a summary of the job which will include: o The training and education needed o How much money one can expect to earn in this job o What workers do on the job o Any additional information the student finds interesting The student can use attachment 12.2 Performance Task Note-Taking to record information gathered while reading about the different careers. The students should organize each summary

Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. (See suggestions for books about specific careers in the Literature Connections section.) o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new words learned throughout the unit. Read multiple reviews of a college or university and complete a T-chart with column headings of Fact and Opinion with examples from the reviews. Vocabulary quiz about career names and career-related vocabulary (teacher-created based on vocabulary taught during the unit)

June 2012

Unit 12.2: Walking Into The Future English as a Second Language 7 weeks
into an appropriate expository essay format. As a class, the summaries should be printed, alphabetized, and compiled into an informational resource that can be kept in the classroom or in the school library as a reference for other students. Students will choose one career to focus on for this project. Students will use books, websites, and personal interviews to find information about the career. Students should compile their information and use attachment 12.2 Learning Activity Outline Worksheet to organize their paper. In the essay, students must: o Identify the title of the chosen career. o Provide a job description for the career. o List and explain the necessary skills required to perform the duties of the career. o Identify the educational requirements to obtain a job and advance in that career o Identify both the public and private settings that provide employment for the career. o Identify the starting pay and expected maximum pay for the career. o Identify and explain jobs you can do while in high school and college that might build the skills needed for the career. o Identify specific academic or vocational schools that will prepare one for the career. o Include what was learned from the interviewee about the career. Extension activities can be added, such as: o Writing a college entrance essay o Writing a resume o Writing cover letters or letters of interest o Performing mock interviews Students will be evaluated on a teachercreated rubric or attachment 12.2 3

Career Option Research Paper

June 2012

Unit 12.2: Walking Into The Future English as a Second Language 7 weeks
Performance Task Career Project Rubric. Oral Presentation Students will present their Career Option research orally to the class. (If computers and projection equipment are available, students should produce a Power Point presentation to support their oral presentation.) Students should incorporate their own opinions into the presentation. (For example, I think the salary for teachers is not very high considering how important their job is.) Students will write a response to each presentation in which they will sort and prioritize the information learned and will identify three facts and one opinion from each presentation. The presentations will be assessed using a rubric and the responses will be informally assessed for comprehension of fact and opinion using an Exit Slip.

Stage 3 - Learning Plan Learning Activities

Organizational Techniques for Expository Writing The teacher will explain that a statement of purpose helps to guide research and writing. Using the CRLS Research Guide (http://www.crlsresearchguide.org/09_writing_state_of_purp.asp) as an aid, the teacher will help the students understand how to write an effective statement of purpose for their Career Option research project. The teacher will explain how using an outline helps to plan an essay. Using attachment 12.2 Learning Activity Outline Worksheet, the teacher will demonstrate how to produce an outline. Students will be given a topic they know a lot about in order to practice outlining (example: Music I Like). (Students will not write a full essay at this point this activity is just for practice with the prewriting technique of outlining.) Students will practice spotting mistakes in writings by editing the paragraphs on the printable worksheets found here: http://www.superteacherworksheets.com/proofreading.html. They will practice using basic editing marks to mark the mistakes in the paragraphs. Students will use attachment 12.2 Learning Activity Self and Peer Editing to review paragraphs or essays written by their peers (or themselves). This checklist should also be used when editing essays and paragraphs for the performance tasks. 4

Writing Process Editing

June 2012

Unit 12.2: Walking Into The Future English as a Second Language 7 weeks Sample Lessons
Scaffolding Methods for Research Paper Writing http://www.readwritethink.org/classroomresources/lesson-plans/scaffolding-methods-research-paper-1155.html o Research Paper Scaffold from the lesson above could be very useful for the Performance Task in this unit. Adding Strong Voice to Your Writing http://www.scholastic.com/teachers/lesson-plan/addingstrong-voice-your-writing Personality/Career Inventories o http://jobsearch.about.com/od/careertests/a/careertests.htm o http://www.iseek.org/careers/skillsAssessment Links To Colleges (College Applications) o http://www.50states.com/college Resume and Interview Guides On-Line o http://www.rockportinstitute.com/resumes.html o www.l.umn.edu/ohr/careerdev/resources/resume/ o http://jobsearchtech.about.com/od/interview/l/aa041000.htm Bibliography Guides On-Line o www.easybib.com o www.noodletools.com o www.library.cornell.edu/olinuris/ref/research/skill28.htm CRLS Research Guide http://www.crlsresearchguide.org/00_Introduction.asp Bureau of Labor Statistics job guide http://www.bls.gov/oco/ (in simpler language: http://www.bls.gov/k12/index.htm) A Fork in the Road: A Career Planning Guide for Young Adults by Susan Maltz and Barbara Grahn The Everything Career Tests Book: 10 Tests to Determine the Right Occupation for You (Everything Series) by A. Bronwyn Llewellyn and Robin Holt Now What?: The Young Person's Guide to Choosing the Perfect Career by Nicholas Lore Literature Timeless Voices, Timeless Theme, Silver o E-Mail from Bill Gates by John Seabrook page 42 (Context Clues) o The Girl Who Hunted Rabbits by Zuni page 49 (Context Clues) o Club Pilot on the Mississippi by Mark Twain page 109 (Conflict Between Characters) o The Secret by Arthur C. Clarke page 122 (Science Fiction) o Harriet Tubman: Guide to Freedom by Ann Petry page 132 (Set a Purpose, Third-Person Narrative) o The Ninny by Anton Chekhov page 174 (Characters) o The Governess by Neil Simon pages 176 (Characters) o Thank You, Mm by Langston Hughes page 186 (Characters, Theme)

Additional Resources

Literature Connections

June 2012

Unit 12.2: Walking Into The Future English as a Second Language 7 weeks
o o o o o o o o o o o o Brown vs. Board of Education page 241 (Informative Essay) Raymonds Run by Toni Cade Bambara page 292 (Predict, Major and minor Characters) Paul Reveres Ride by Henry Wadsworth Longfellow page 306 (Heroic Characters) Barbara Frietchie by John Greenleaf page 311 (Heroic Characters) Whittier by Elizabeth Blackwell by Eve Merriam pages 314 (Heroic Characters) Young Jefferson Gets Some Advice From Ben Franklin by Thomas Jefferson page 321 (Heroic Characters) Sancho by J. Frank Obie page 400 (Setting in Fiction and Poetry) The Closing of the Rodeo by William Jay Smith page 405 (Setting in Fiction and Poetry) A Ribbon for Baldy by Jesse Stuart page 410 (Predict, Character Traits) The White Umbrella by Gish Jen pages 414 (Predict, Character Traits) The Day I Got Lost by Issac Bashevis Singer page 558 (Identify With a Character, Characterization) Hamadi by Naomi Shihab Nye page 562 (Identify With a Character, Characterization)

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe