By Shannon Pearce Target Audience 6 th grade students in a special education Read 180 class Range of reading levels Range of ability levels Rationale I am writing this unit to apply students knowledge of the material learned in workshop ID: 342394
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Slide1
The Mighty
By: Shannon PearceSlide2
Target Audience
6
th
grade students in a special education Read 180 class
Range of reading levels
Range of ability levelsSlide3
Rationale
I am writing this unit to apply students knowledge of the material learned in workshop
5
of the Read 180
rBook
to a class novel.
I will have students in this class that struggle with reading fluency and comprehension (a read aloud will demonstrate reading fluency as the students follow along)
Practicing writing argumentative writing on a topic from
Freak the Mighty
as discussed in the
rBook
(replace
rBook
writing)Slide4
Timeline
This unit will take 3-4 weeks.
It will follow the Read180 workshop #5 titled Under Pressure
It will be a class read aloud of
Freak the
Mighty
aka
The Mighty
Students will watch the movie
The Mighty
after reading the bookSlide5
Materials
Copies of
Freak the
Mighty a
ka
The Mighty
by:Rodman
Philbrick
for each student.
The Mighty video
Art Supplies and large paper for student projects and constructing student dictionary.
Paper and writing tools for writing portion
Freak the
Mighty
aka
The Mighty
audiobook
recording for students who miss class read aloud. Slide6
Student Objectives or C.C.S.S.
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.Slide7
6 areas of Language Arts
Reading
Read Aloud of
Freak the Mighty
while the students follow along.
Writing
create a dictionary of 15-20 unfamiliar words from the book similar to Kevin’s dictionary
Argumentative Essay
of book or movie (follows the workshop writing piece)
Speaking
Class discussion as book is read
Presentation of scene illustration and student dictionary
Listening
Read aloud, videos, and presentations
Viewing
Video and presentation
Producing Visuals
Students will illustrate a scene from the book using paint, markers, colored pencils, etc and explain how it fits with the theme, setting, or plot of the story.Slide8
Assessments
Argumentative Essay on a topic from book; such as bullying.
Comparing and contrasting writing of movie and book.
Student dictionaries of unknown words from book
Scene illustration
Presentation of scene illustration and student dictionary
Participation in class discussions throughout book
Student evaluations on rubric of self and each others’ project presentations Slide9
Why is this a constructivist Unit?
I could answer yes to 24 out of 41 of the central questions.