Developing Voice
Unit Lesson Plan
Grade 6-8
Unit Overview:
This is a ten lesson unit plan over one of the 6-traits of writing,voice, and is intended for a middle school classroom. Although the lessons are planned for a fifty-five minute class period, some of the lessons may be extended into two days depending on the needs of the students. The unit plan also allows for time for students to revise and edit their work as well as prepare their final project.
As
for grading, I do not believe in tests or that they effectively measure a
person’s abilities/ knowledge. Students
will receive a daily plus/minus grade for participation or small tasks such as
completing an entrance slip, rough draft, or worksheet. Students’ final grade for the unit will be
determined by a completion grade for their portfolio as well as a
letter/percentage grade on their final project.
Students will be made aware of the portfolio and final project during
day three of the unit plan. This should
give them plenty of time to prepare their final project as well as arrange
their portfolio as required.
Due to the fact that early adolescent students are much different then high school students, they may need more time to complete tasks. Early adolescent students also learn best in a small group setting and are in need of activities that help them to focus. Therefore, the unit plan includes a number of activities that require collaboration, personal reflection, and work time. These types of activities may require for lessons to be extended depending on the needs and level of the students.
Developing Voice
Unit Lesson Plan
Grade 6-8
Lesson #1- I’m all
shook up!: An Introduction to Voice
Component #1: Objectives for the Learners
Standard-
8.3.1 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will be able to identify the similarities and differences in the voices of music artists after listening to songs by various artists and discussing their voice in a group setting.
Component #2: Assessment Plan
Students will be formally and informally assessed using performance assessments. Students will be assessed on their understanding voice as well as their ability to compare and contrast the voice of various musical artists.
Component #3: Instructional Sequence and Activities
Anticipatory set- (5 min)
Students will have the opportunity to write on an entrance slip about their favorite band/singer/vocal group. They will complete the slip by answering the following questions:
1. What is your favorite band/singer/vocal group?
2. Why would you say this particular group is your favorite?
Input- (25 min)
After completing their entrance slips, students will quickly share with their neighbor what they wrote. I will then briefly explain voice and its importance as well as how it is not only used in writing, but also in music. Then, using artists such as Elvis, Aerosmith, Billy Idol, The Beatles, Brittany Spears, Madonna, and The Black-eyed Peas I will lead the class in a game of “Name that Tune”. Students will be split into two groups. I will play a song for each of the groups, if the group is able to correctly name the artist and the title of the song, they will receive two points. If one or both of the points are missed, the opposing team will have the opportunity to “steal” the point(s) by correctly identifying the artist and/or song title. The game will continue until all of the songs have been played. After I the game is over, I will replay a few of the songs and ask the students the following questions:
1. Who knows who the artist is?
2. How do you know that is the artist?
3. What makes this artist different from the others?
4. How could you tell that this artist sang both this song and…?
5. What are a couple of words that might describe this artist’s voice?
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
After listening to and discussing the voice in each song, I will put students in groups of three or four and be given a Venn diagram to compare and contrast the voice of any two artists they choose.
Independent Practice- (10 min)
After students have had the chance to complete the Venn Diagrams, I will have each group present the two artists they chose as well as share what they thought the two had in common and what they thought was different about their voices.
Closure- (5 min)
I will also give students a brief overview of what the unit will entail. I will also explain to students how to create a new section in their 6-Traits Portfolios for the new unit.
Component #4: Materials, Resources, Technology needs
Lesson #2- The True
Story…
Component #1: Objectives for the Learners
Standard-
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.2 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.2 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will compare and contrast the trait of voice in two versions of the same fairy tale in a group setting as well as independently write a new version of a classic fairy tale focusing on the trait of voice.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as well as their ability to compare and contrast the voice used in two different versions of the same fairy tale. Students will also be assessed on their ability to brainstorm for ideas to create their own version of the fairy tale focusing on the trait of voice.
Component #3: Instructional Sequence and Activities
Anticipatory set- (5 min)
Students will have the opportunity to write on an entrance slip about their favorite fairy tale. They will complete the slip by answering the following questions:
3. What is your favorite fairy tale?
4. Why would you say this particular tale is your favorite?
5. What makes this tale a classic or favorite for many?
Input- (20 min)
After completing their entrance slips, students will quickly share with their neighbor what they wrote. I will then read a traditional version of The Three Little Pigs aloud to the class. After I have finished reading the story, I will lead a group discussion about the voices heard in the book using the following questions:
1. What voices did you hear in the story?
2. What did you notice about each of the voices?
3. Where they warm and friendly? Distant and frightening? Academic? Humorous?
4. What is the most prominent voice?
After we have discussed the traditional version of The Three Little Pigs, will read aloud The True Story of the Three Little Pig, a newer version and tells the story from a different perspective. As a group, we will then discuss the elements of the story that changed between the two versions as well as the voice. I will use the following questions to lead the discussion and recording our discussion on a Venn diagram put up on the overhead.
1. Were many of the characters the same in both stories?
2. Were the plot points similar or the same?
3. Was the setting the same?
4. Was the ending of the story the same or different?
5. What was the voice? Was it the same or different?
6. What is the difference in terms of voice between the two?
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
After discussing and comparing the two versions, I will ask students to select a traditional fairy tale and write a new version. Before beginning their writing, students will need to complete a brainstorming activity (web, list, ect.) and meet with me individually to share their ideas.
Independent Practice- (15 min)
After students have shared their ideas with me, they may begin to write their version of the fairy tale they chose.
Closure- (5 min)
As students are packing up to leave class, I will remind them to bring their story to class tomorrow to work on. They will have the opportunity to finish their story during the first fifteen minutes of class; however, they will need a majority of it finished before coming to class. Students will be participating in a writers’ workshop to revise and edit their work.
Component #4: Materials, Resources, Technology needs
Lesson #3- Same Old
Story with a New Twist
Component #1: Objectives for the Learners
Standard-
8.2.3 By the end of the eighth grade, student will revise and edit descriptive compositions.
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.1 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will revise and edit their work for voice as well as participate in a mini-lesson over and develop a deeper understanding of the importance of voice in a piece of writing. Students will also participate in a writer’s workshop to give and receive feedback about their work.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as it applies to their revisions and discussion in a group setting.
Component #3: Instructional Sequence and Activities
Anticipatory set- (15 min)
Students will have the opportunity to complete their rough draft. During this time, I will also be meeting with students individually if they need help with ideas, organization, or word choice. When I am not meeting with students individually, I will be walking around to check each student’s status on their writing.
Input- (10 min)
After students have had the opportunity to finish their rough drafts, I will lead the class in a mini-lesson over voice. During this lesson, I will explain to the students the importance of voice in their writing. I will also go over and hang up a poster about voice so students can refer back to it when writing. As part of this mini-lesson, I will also briefly go over and hand out a rubric for voice. This rubric will need to be kept in their portfolio so they have it at every class meeting.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
After I have finished my mini-lesson over voice, students will get into groups of three or four to discuss and peer edit their writing. In these groups, students will exchange stories to read and make suggestions as well as discuss and share.
Independent Practice- (10 min)
Once all of the students in the group have had the chance to get feedback about their writing, they will return to their original seats to revise and edit their work according to the feedback they received as well as in regard to the rubric handed out and the poster hung on the wall.
Closure-
(5 min)
After students have had the chance to revise and edit their work, I will have students placed their unfinished work in their portfolio to possibly revisit at a later date. I will also briefly explain the final project for voice and the addition of voice to their 6-traits portfolio. The final project/6-trait voice portfolio list will need to be placed in their portfolio in such a way that everything for voice follows behind it.
Component #4: Materials, Resources, Technology needs
Lesson #4- Something
You May Not Know About Me Is…
Component #1: Objectives for the Learners
Standard-
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.1 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will be able to use their knowledge of voice to determine which writing belongs to which classmate. Students will also begin writing about the best/worst thing that has ever happened to them focusing on the trait of voice.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice by using it to guess the author of a particular writing as well as write a personal narrative/descriptive composition about the best/worst thing that ever happened to them.
Component #3: Instructional Sequence and Activities
Anticipatory set- (5 min)
Students will have the opportunity to write an entrance slip. On this entrance slip, students will complete the following statement with something they feel comfortable sharing with the class. I will also participate by completing an entrance slip of my own.
Something you may not know about me is…
Input- (20 min)
After students have had the opportunity to finish, I will have them hand their entrance slips to me. I will then mix them up, have the students number their paper, and read each of them aloud. After I have finished reading each one, I will have the students silently guess who wrote it and record their answer their numbered sheet of paper. After I have read them all and the students have filled out their guesses, I will then go back through them. This time, I will ask the students for a few of their guesses and then have the student who wrote it to stand. Students can then mark if their guess was correct or not.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (5 min)
After we have finished the activity, I will have the students get into groups of three or four and discuss how they were able to tell who wrote it as well as how this demonstrates the necessity of voice in a piece of writing.
Independent Practice- (15 min)
Once all of the groups have had the opportunity to discuss the activity, I will give students their assignment to write about the best or worst thing that has ever happened to them. They will have the opportunity to work on it in class for the rest of the period.
Closure-
(5 min)
As students are packing up to leave class, I will remind them to bring their story to class tomorrow to work on. They will have the opportunity to finish their story during the first fifteen minutes of class; however, they will need a majority of it finished before coming to class. Students will be participating in a writers’ workshop to revise and edit their work.
Component #4: Materials, Resources, Technology needs
Lesson #5- The
best/worst thing that ever happened to me is…
Component #1: Objectives for the Learners
Standard-
8.2.3 By the end of the eighth grade, student will revise and edit descriptive compositions.
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.2.5 By the end of the eighth grade, students will demonstrate the ability to use self-generated questions, note taking, summarizing and outlining while learning.
8.3.1 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will revise and edit their work for voice as well as participate in a mini-lesson over story mapping in which they will take notes over the components of a story map. Students will also participate in a writer’s workshop to give and receive feedback about their work.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as it applies to their revisions and discussion in a group setting.
Component #3: Instructional Sequence and Activities
Anticipatory set- (15 min)
Students will have the opportunity to complete their rough draft. During this time, I will also be meeting with students individually if they need help with ideas, organization, or word choice. When I am not meeting with students individually, I will be walking around to check each student’s status on their writing.
Input- (10 min)
After students have had the opportunity to finish their rough drafts, I will lead the class in a mini-lesson over story mapping to help them with their future writing. During this lesson, I will explain to the students how mapping out their story before writing it can help them to stay focused and add voice. I will also go over and hand out a story map graphic organizer for them to use to take notes on about each of the elements. I will put a copy of the story map on the over head so they can copy or paraphrase the notes I write on it. They will need to keep this graphic organizer in their portfolio to refer back to when using a story map for their next writing.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
After I have finished my mini-lesson over story mapping, students will get into groups of three or four to discuss and peer edit their writing about the best and worst thing that ever happened to them. In these groups, students will exchange stories to read and make suggestions as well as discuss and share.
Independent Practice- (10 min)
Once all of the students in the group have had the chance to get feedback about their writing, they will return to their original seats to revise and edit their work according to the feedback they received as well as in regard to the rubric handed out and the poster hung on the wall during the voice mini-lesson.
Closure-
(5 min)
After students have had the chance to revise and edit their work, I will have students placed their unfinished work in their portfolio to possibly revisit at a later date.
Component #4: Materials, Resources, Technology needs
Lesson #6- Terrible,
Horrible, No Good, Very Bad Day
Component #1: Objectives for the Learners
Standard-
8.1.4 By the end of the eighth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.
8.2.5 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.3 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will be able to discuss the voice used in a story. Students will also use a story map to write a story about the worst day they ever had.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice by using it to write a personal narrative/descriptive composition about the worst day they ever had. Students will also be assessed on their ability to story map using the notes they took and use their story map to create a composition.
Component #3: Instructional Sequence and Activities
Anticipatory set- (10 min)
After students come in and get situated in their seats, I will read aloud Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.
Input- (10 min)
After completing the story, I will lead the class in a discussion about the voice in the story using the following questions:
1. How does the voice of the Alexander add to the story?
2. Does the voice draw the reader in?
3. How did the voice make you feel?
4. What did the voice tell you about how Alexander felt?
Students will then be asked to take a few minutes to think about their worst day ever. After they have had a few minutes to think, they will then turn to their neighbor and quickly tell them about it.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (15 min)
After discussing the story and thinking of our own worst day, I will have the students get into groups of three or four. They will need to take their story map with notes on it to their groups with them. They will be receiving a new story map and using it to write their own story about the worst day they have ever had. In their groups, they will discuss each element included on the story map (using what they wrote for notes to guide them) and share their ideas of what they will be writing about.
Independent Practice- (10 min)
Once each of the groups have finished with their story maps, they will return to their original seats and begin to write their story about the worst day the ever had.
Closure- (5 min)
As students are packing up to leave class, I will remind them to bring their story to class tomorrow to work on. They will have the opportunity to finish their story during the first fifteen minutes of class; however, they will need a majority of it finished before coming to class. Students will be participating in a writers’ workshop to revise and edit their work.
Component #4: Materials, Resources, Technology needs
Lesson #7- It was the
worst day EVER!
Component #1: Objectives for the Learners
Standard-
8.2.3 By the end of the eighth grade, student will revise and edit descriptive compositions.
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.2 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.1 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will revise and edit their work for voice as well as participate in a mini-lesson over assessing voice in their peers’ writing. Students will also participate in a writer’s workshop to give and receive feedback about their work.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as it applies to their revisions and discussion in a group setting.
Component #3: Instructional Sequence and Activities
Anticipatory set- (15 min)
Students will have the opportunity to complete their rough draft. During this time, I will also be meeting with students individually if they need help with ideas, organization, or word choice. When I am not meeting with students individually, I will be walking around to check each student’s status on their writing.
Input- (10 min)
After students have had the opportunity to finish their rough drafts, I will lead the class in a mini-lesson over assessing voice in a piece of their peer’s writing. During this lesson, I will explain to the students how to assess writing done by their peers, what they should be looking for, and what kinds of comments are helpful. I will also go over and hand out a peer assessment revising checklist for them to use during their next peer session. I will put a copy of the checklist on the overhead while I am discussing the different questions it asks students to address.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
After I have finished my mini-lesson over assessing voice in a piece of their peer’s writing, students will get into pairs to discuss and peer edit their writing about the worst day they ever had. In these pairs, students will exchange stories to read and give suggestions as well as discuss and share. They will use the revising checklist handout to help them with their suggestions, assessment of the work, and guide their discussion.
Independent Practice- (10 min)
Once the pair is finished, they will return to their original seats to revise and edit their work according to the feedback they received as well as in regard to the rubric handed out and the poster hung on the wall during the voice mini-lesson.
Closure-
(5 min)
After students have had the chance to revise and edit their work, I will have students placed their unfinished work in their portfolio to possibly revisit at a later date.
Component #4: Materials, Resources, Technology needs
Lesson #8- There is
voice in EVERYTHING!
Component #1: Objectives for the Learners
Standard-
8.2.6 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.4 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.2 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will deepen their understanding of the trait by discussing and describing the trait of voice as it is found in food. Students will also use their understanding of voice to discuss colors. They will use this understanding to write a descriptive composition describing what they might where if they wanted to show that they had a lot of voice.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as it applies to food and colors. Students will also be assessed on their use of voice in a descriptive composition about an outfit they would wear if they wanted to show they had a lot of voice.
Component #3: Instructional Sequence and Activities
Anticipatory set- (10 min)
As students come into class, I will have a number of different fruits and vegetables (cut up into individual portions) lay out on a table. Once students have put down their bags and gotten situated, I will place students in groups and then dismiss each group to get a plate of food, only taking one portion of each type of food. I will then instruct students not to eat any of the food taken until everyone in their group has gotten a plate, sat down, and been given instructions.
Input- (10 min)
In their groups, I will ask students to try each of the items as a group. After they have all taken a bite of each item, they are to discuss what that particular items voice is. After they have tried all of the items, students will discuss which items have the most voice and why. Then as a class, each group will report which item they felt had the most voice and why. I will then explain to students that everything has voice. For example, colors and clothes have voice.
Check
for Understanding-
Using observation, I will monitor student understanding during the input section of my lesson as well as during guided practice.
Guided
Practice- (10 min)
While still sitting in their groups, have students discuss voice in terms of colors using the following questions to help them.
1. Which colors have the most voice? Why?
2. Which have the least? Why?
3. If a color with the least amount of voice is mixed with a color with the most, what color does that create and what do you believe its color says about its voice?
Independent Practice- (15 min)
Once each of the groups have finished their discussion, give students their assignment to suppose they were to dress themselves in an outfit with a lot of voice.
· What might your outfit look like? Describe this outfit and what you might attend/go in this outfit.
Closure- (5 min)
As students are packing up to leave class, I will remind them to bring their descriptive paragraphs to class tomorrow to work on. They will have the opportunity to finish their story during the first fifteen minutes of class; however, they will need a majority of it finished before coming to class. Students will be participating in a writers’ workshop to revise and edit their work.
Component #4: Materials, Resources, Technology needs
Lesson #9- That’s one
loud outfit!
Component #1: Objectives for the Learners
Standard-
8.2.5 By the end of the eighth grade, student will revise and edit descriptive compositions.
8.2.6 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for differences audiences and purposes.
8.3.3 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.4.2 By the end of eighth grade, students will identify information gained and complete tasks through listening.
Objective-
By the end of today’s lesson, students will revise and edit their work for voice as well as participate in a mini-lesson over the final project. Students will also participate in a writer’s workshop to give and receive feedback about their work.
Component #2: Assessment Plan
Students will be informally and formally assessed using performance assessments. Students will be assessed on their understanding of voice as it applies to their revisions and discussion in a group setting.
Component #3: Instructional Sequence and Activities
Anticipatory set- (15 min)
Students will have the opportunity to complete their rough draft. During this tim