MeadowS1

Establish Goals: (G)** Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
 * Stage 1 Identify Desired Results
 * Maine Learning Results: English Language Arts - A. Reading**
 * A2. Literary Texts**
 * Grades 9- Diploma**

Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.
 * Maine Learning Results: English Language Arts- B. Writing**
 * B1. Interconnected Elements**
 * Grades 9-Diploma**

Students will understand that: (U)**
 * What understandings are desired?
 * 1) Revision entails discussion of and editing of the following: structure, perspective, and style. Without revision there is no true reflection of one’s work.
 * 2) Writers include both unique and universal details in their work so readers can connect with the work in a more personal way.
 * 3) Cisneros writes in a style that is her own. Successful writers each write in an individual style.

Essential Questions: (Q)**
 * What essential questions will be considered?


 * 1) Why do I need to revise my work? (Writing)
 * 2) How are our own stories both unique and universal? (Writing)
 * 3) What “works” for Cisneros in her vignettes? How does she make them her own? How, in turn, will you make your vignettes your own?


 * What key knowledge and skills will students acquire as a result of this unit?**


 * Students will know: (K)**

• Key terms related to vignettes, structure, perspective, style, descriptive detail, imagery, unique vs. universal stories, and figurative language.


 * Students will be able to: (S)**


 * Analyze and interpret vignettes for figurative language.
 * Analyze their own work and the work of others through a critical lens.
 * Write descriptive vignettes of their own based on unique yet universal memories.
 * Create museum boxes (or another project such as Glogster) connecting their vignettes to those of Sandra Cisneros.
 * Use the “found poem” website and generate a found poem from their own vignettes and from vignettes in the text that connect to their themes.
 * Find quotations that utilize descriptive language within the texts (eight from theirs and eight from Cisneros’) and take photographs and use picnik to manipulate the images to synthesize the information. Students will explain these to their classmates.
 * Evaluate poems, art, images, and songs to illustrate connections to themes in the text and their own text. Assume the role of an author and write a series of four vignettes that use descriptive language and connect to themes within the text.
 * Reflect on their own writing and Cisneros’ writing via a reading and writing notebook.
 * Compare and contrast our lives and the life of Esperanza via a class discussion. Discuss where we live vs. where Esperanza lives.

2004 ASCD and Grant Wiggins and Jay McTighe