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| Overarching Questions Do you have a reading life? What is your reading identity and how have you changed your reading identity? What does each genre offer a reader and what are the limitations of each genre? How do fiction and nonfiction intersect? How can reading change my life? How can I participate and positively contribute to a discussion about a book or nonfiction text? Enduring Understandings Independent readers build a repertoire of reading habits and strategies to engage with the ideas and meanings in autobiography, biography, and memoir texts. They develop an understanding of how the texts work to express the central ideas developed across a text. In personal reading and peer conversations, they build their understanding of how autobiography, biography, and memoir texts are written. At the same time, they build an understanding of the ideas and evidence the writer uses to inform or persuade a reader. |
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| In this unit, students select from a range of autobiography, biography, and memoir texts that encompass a variety of topics, central ideas, and arguments familiar and unfamiliar to the students. As in previous Independent reading units, this unit continues to promote basic reading goals: 1) develop students’ fluency and stamina by connecting them to the style and structure of a single text and other texts in a genre; 2) increase reading volume by choosing longer or more complex texts; 3) set goals to broaden and explore new genres or authors to assure continuous growth. In addition, the unit is designed to stretch or extend readers’ engagement with texts into a new genre that may be less familiar to some readers. Students have the opportunity to develop preferences for texts and authors in this genre. Students keep readers’ notebooks in which they monitor their reading progress, collect central ideas and arguments, as well as track evidence to support claims they are making about the author’s purpose. Students identify, analyze, and evaluate elements and structures typical of autobiography, biography, and memoir. They meet in small groups to predict and develop theories about the author’s craft and structural decisions, as well as purpose. |
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| MI: English Language Arts 6-12 Reading: Informational Text Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.9-10.10. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.2a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.1b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. SL.9-10.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
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| - What reading and thinking habits do I have or will I learn by stretching or extending my reading in autobiography, biography, or memoir?
- What strategies and processes do I use to engage in reading to explore central ideas?
- What are the basic elements and structures of autobiography, biography, and memoir? How are they the same ? How are they unique?
- How can I use knowledge about these elements and structures to enable me to engage in increasingly complex texts to identify an author’s multiple purposes in a text?
| autobiography biography central idea genre memoir reader identity textual evidence theme |
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| Student Work Artifacts - see below Pre-Unit Assessment Task What preferences do I have when reading independently and how will I stretch or extend my reading habits while reading autobiography, biography, or memoir? After mapping your reading preferences and sampling a range of texts, write a reflective paragraph that states if this unit will stretch or extend your reading habits. Predict several ways you might change as a reader by reading and studying this genre. Mid-Unit Assessment Task How has your reading, identity as a reader, or preferences for reading changed? Review your reader’s notebook, the goals you set before beginning the unit and goals you set during the unit. Reflect on this review to identify one way you have grown as a reader. Write a reflective paragraph that states how you have changed. Provide specific evidence from your notebook and the text you are reading to explain how and why this change occurred. Post-Unit Assessment Task What insights are you making as you connect to the author’s style and the structures of autobiography, biography, or memoir? After reading part or all of one text, review the connections, theories, and discussion topics you have tracked and recorded in your reader’s notebook. Identify a single insight you have gained that might impact the way you read, the way you see the central ideas in the text, or the way you interact with others. Write 2-3 paragraphs to state the insight, explain how the author connects details across the text to promote that central idea, and explain how the author uses a single element or structure of autobiography, biography, or memoir to establish the insight. Student Work Artifacts- see below | Analyzing different genres to identify strengths and limitations Analyzing evidence to infer central ideas Connecting evidence across a text Identifying a change in reader identity |
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| | Print Resources Allington, Richard. What Really Matters to Struggling Readers: Research-Based Practices Across the Curriculum. New York: Allyn and Bacon, 2000. Print. Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth: Heinemann.1987. Print Cullinan, Bernice. “Independent Reading and School Achievement.” American Association of School Librarians. Darling-Hammond, Linda. Powerful Learning: What We Know About Teaching For Understanding. San Francisco: Jossey-Bass, 2008. Print. Hillenbrand, Laura. Unbroken: A World War II Story of Survival, Resilience, and Redemption. New York: Random House, 2010. Print Latta Kirby, Dawn and Dan Kirby. New Directions in Teaching Memoir: A Studio Workshop Approach. Portsmouth: Heinemann, 2007. Print Ritchart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for all Learners. San Francisco: Jossey-Bass, 2011. Print. Web Resources Lesesne, Teri. Reading Ladders: Leading Students From Where They Are to Where We'd Like Them to Be. Accessed online, May 8, 2014. http://lesesneseminar.pbworks.com/w/page/16450439/FrontPage Lists of memoirs and autobiographies: http://www.goodreads.com/list/show/281.Best_Memoir_Biography_Autobiography http://www.amazon.com/Best-Sellers-Books-Biographies/zgbs/books/2 http://www.squidoo.com/memoir-examples#module137889771 http://cocopreme.hubpages.com/hub/TheGenreofAutobiography |
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