Andra+Newington

Unit of Change My Sweet Blood Type 1 Juvenal Diabetes This is my 8 year old daughter Laruen. She was diagnosed with Type 1 diabetes on December 5, 2008. That day not only changed her life forever, but also changed everyone else’s life in which she has contact with. She is my inspiration for creating this unit.

This unit will focus on the recent epidemic of Type 1 diabetes among the youth in the United States. Along with diabetes other social issues will include, divorce, alcoholism, teen relationships and peer pressure. The students will read the novel //This Side of Normal by Eric Devine.// Other readings will include various articles of famous celebrities who are diabetic; for example, Bret Michaels of Poison, Brad Wilk of Audioslave, and others. The students will have several in-class writings assignments, including poems, a thank you letter and a compare and contrast paper. Two outside speakers will also be invited to speak to the class. One will be a diabetic nutritionist and the other will be a teenage Type 1 diabetic. This unit is designed for a 9th or 10th grade level class.

Materials: Paper/Pencil YouTube clip – “A day in the life of 3 siblings with diabetes.” (5 min.) [] This Side of Normal novel
 * Day 1: **

__Objectives:__

The students will write a brief description of how they felt while watching the video clip. The students will discuss their writing and observations with others. The students will start reading the novel //This Side of Normal//.

__The Lesson:__

Show YouTube clip “A day in the life of 3 siblings with diabetes.” Have students write about their observations of the video. Do you think it would be easy or hard being a diabetic? How did you feel while watching the video? Did it make you sad, angry, and etc?

Break into groups and discuss what they wrote. Lead large group discussion on what small groups discussed. Discuss current diabetic trends pertaining to youths, families, medial treatments and society overall. Introduce //This Side of Normal// and assign reading Chapter 1- Chapter 5.

Materials: Paper/Pencil This Side of Normal novel
 * Day 2: **

__Objectives:__

The students will choose a character in the book and write a description of the character. The students will participate in a large group discussion about the characters and give a brief description of story. The students will discuss how Type 1 diabetes has affected Eric’s life in the first 5 chapters.

__ Lesson: __ Discuss: How does Eric react to finding out he has diabetes? Discuss: How does Eric’s family deal with Eric’s diagnosis? Discuss: How do Eric’s friends react to his diagnosis?

Assign reading Chapter 6-8

Materials: Paper/Pencil This Side of Normal novel
 * Day 3: **

__Objectives:__

The students will demonstrate knowledge of characters and plot. The students will participate in a large group discussion about the characters and give a brief description of story.

__Lesson:__

Discuss novel up to chapter 8 Read along in class chapter 9 Assign reading chapter 10-12

Materials: Paper/pencil This Side of Normal novel
 * Day 4: **

__ Objectives: __ The student will a write free form poetry about diabetes The student will discuss in small and large groups the poetry the wrote The student will participate in a poetry read around and positive comments session.

__ Lesson: __ Instruct mini-lesson on free form poetry. In class poetry writing Read around and positive comment session on poetry wrote. Prepare students for guest topic on nutrition


 * Day 5: **

Materials:

Paper/pencil Guest speaker: Diabetic Nutritionist

__ Objectives: __ The student will learn proper etiquette during a Guest Speaker The students will learn about healthy nutrition.

Lesson:

Nutritionist will educate students on healthy eating habits and diabetes myths and preventions.

Materials:
 * Day 6 **

Paper/pencil YouTube clip “Type 1 diabetes Calvin’s War” [] This Side of Normal novel

__ Objectives: __ Students will write a Thank you letter to the guest speaker Student will write a warm up reaction to the video clip.

__ Lesson: __ Show YouTube video clip “Type 1 diabetes Calvin’s War” Warm-up writing: Brief reaction to video clip. Teach mini-lesson on how to write a Thank-you letter. In-class: rough draft writing for Thank-you letter.


 * Day 7 **

Materials:

Paper/pencil Rough draft Thank-you letter This Side of Normal novel Computer lab

__ Objectives: __ Students will edit and final draft of guest speaker Thank-you letter.

__ Lesson: __

Edit and final draft for Thank-you letter


 * Day 8 **

Materials

Paper/pencil This Side of Normal novel

__ Objectives: __ The student will in-class read chapters 13-15 of novel in class. The student will demonstrate knowledge of all characters and plot. The students will participate in a large group discussion about the conclusion of the novel.

__ Lesson: __ In-class reading: chapters 13-15. (Conclusion of novel) Large group discussion on conclusion of novel

Materials
 * Day 9 **

Paper/pencil This Side of Normal novel Non-fiction Article: Brett Michael’s, Diabetic Lead Singer of Poison by Linda von Wartburg, Diabetes Health Magazine. Computer lab

__ Objectives: __ The student will read non-fiction article on Bret Michael’s lead singer of the band Poison. The student will discuss in a large group about “real life” diabetic management The students will become knowledgeable about “real life” people and the lives with diabetes. Students will research per the internet, other famous celebrities with diabetes.

__ Lesson: __ Read article about Bret Michael and discuss his “real life” with diabetes. Research the internet for other famous celebrities with diabetes. Prepare students for the following days Guest speaker

Materials
 * Day 10 **

Guest speaker- I will have my daughter who is 8 come and speak to the class about her diabetes.

__ Objective: __ The student will learn first hand knowledge from a peer or guest who has diabetes. The student will learn proper etiquette during a Guest Speaker

__ Lesson: __ The guest speaker will teach students on what their life has been like being a diabetic.

Day 11

Materials

Pencil/paper Computer lab Objectives:

Students will write a Thank- you letter to the guest speaker

Lesson:

Write a rough draft, edit and finalize a Thank-you letter for the guest speaker.

Materials
 * Day 12 **

Paper/pencil Computer lab This Side of Normal novel

Objectives:

The student will write a compare/contrast paper for the novel This Side of Normal.

Lesson:

Teach mini-lesson: How to write a compare/contrast paper Assign compare/contrast paper: If you were diagnosed as a type 1 diabetic today, how would your life change from being a non-diabetic?

Materials
 * Day 13-15 **

Computer lab Paper/pencil This Side of Normal novel

__ Objectives: __ The student will write a compare/contrast paper

__ Lesson: __ Writing workshop: compare/contrast paper.

Video and Book Resources: [] [] []

=Sugar Free= titles about diabetes**Young Adult** Between a Rock and a Hard Place – Alden R. Carter Sweetblood – Pete Hautman Last Dance – Lurlene McDaniel

Tough Beans – Betty Bates Shoot for the Hoop – Matt Christopher The Gift of the Pirate Queen – Patricia Reilly Giff Stacey’s Emergency – Ann M. Martin Alex’s Challenge – Melissa J. Morgan Chicken Friend – Nicola Morgan Sugar Isn’t Everything: A Support Book, In Fiction Form for the Young Diabetic – Willo Davis Roberts
 * Juvenile Fiction**

My Sister Rose Has Diabetes – Monica Driscoll Beatty I’m Tougher Than Diabetes! – Alden R. Carter If Your Child Has Diabetes: An Answer Book for Parents – Joanne Elliott Diabetes – Margaret O. Hyde & Elizabeth H. Forsyth Coping With Diabetes – Pat Kelly You Can’t Catch Diabetes From a Friend – Lynne Kipnis & Susan Adler Getting a Grip on Diabetes: Quick Tips & Techniques for Kids and Teens – Spike Nasmyth Loy Real Life Parenting of Kids with Diabetes – Virginia Nasmyth Loy The Truth About Stacey: A Graphic Novel – Ann M. Martin Sugar Was My Best Food: Diabetes and Me – Carol Antoinette Peacock, Adair Gregory & Kyle Carney Gregory Diabetes: The Ultimate Teen Guide – Katherine J. Moran Even Little Kids Get Diabetes – Connie White Pirner Becky Has Diabetes – Jillian Powell Diabetes – Barbara Sheen
 * Nonfiction**

Frederick Banting and the Discovery of Insulin – John Bankston
 * Biography**


 * S T A N D A R D 1. 1 **//** U **////** n **////** d **////** e **////** r **////** s **////** t **////** a **////** n **////** d a n d pr a c t i c e w r it i n g a s a r e cu r s i v e p r o c e s s . **//


 * CE 1.1.2 ** Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).


 * CE 1.1.3 ** Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).


 * CE 1.1.4 ** Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.


 * S T A N D A R D 1 . 2 **//** Us **////** e w r it i n g, s pe a k i n g , a n d v i s u a l e x p re s s io n fo r p e r s o n a l u n d e r s t a n d i n g a n d gr o w t h . **//


 * CE 1.2.1 ** Write, speak, and use images and graphs to understand and discover complex ideas.

(e.g., diary, journal writing, portfolio self-assessment).
 * CE 1.2.2 ** Write, speak, and visually represent to develop self-awareness and insight


 * S **** T **** A N D A R D 1 . 3 **//** C o mmu nic a t e in s p e e c h, w r it i n g , a n d m u lt ime d i a u s i ng c o n t en t , fo r m , v oi c e , a n d s t y le a p p r o p r i a t e t o t h e a u d ie n ce a n d p u r p o s e ( e . g . , t o r eﬂ e c t , p e r s u ad e , i n fo r m , a n a l y z e , en t e r t a i n , in s p ir e ) . **//


 * CE 1.3.1 ** Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, ﬁction, drama, creative nonﬁction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, deﬁnition, or cause and effect).


 * CE 1.3.2 ** Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.


 * CE 1.3.6 ** Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and deﬁnitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers).


 * CE 1.3.7 ** Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulﬁlling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.


 * S T AN D ARD 1.5 **//** P **////** r oduc e a v ariet y o f written, spo k en , m ultigen r e , an d m ultimedi a work s , makin g conscious choices about languag e , form, styl e , and/or visual r ep r esentation for each wor k ( e .g. , poet r y , ﬁctio n an d c r eati v e nonﬁctio n storie s , academi c an d lite r a r y essay s , p r oposal s , memo s , manifesto s , business lette r s , ad v e r tisement s , p r epa r ed speeche s , g r oup and d r amatic performance s , poet r y slam s , and digital stories). **//


 * CE 1.5.1 ** Use writing, speaking, and visual expression to develop powerful, creative and critical messages.


 * CE 1.5.2 ** Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.


 * CE 1.5.3 ** Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion).


 * CE 1.5.4 ** Use technology tools (e.g, word processing, presentation and multimedia software) to produce polished written and multimedia work (e.g., literary and expository works, proposals, business presentations, advertisements).


 * CE 1.5.5 ** Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of images, set goals for future presentations).


 * S T A N D A R D 3 . 4 **//** E **////** x **////** a **////** mi **////** n **////** e m a s s me d i a, ﬁl m , se r i e s ﬁ c t io n , a n d o t h e r te x t s f r o m p o pul a r c u l tu r e . **//


 * CE 3.4.2 ** Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.


 * CE 3.4.3 ** Understand the ways people use media in their personal and public lives.


 * CE 3.4.4 ** Understand how the commercial and political purposes of producers and publishers inﬂuence not only the nature of advertisements and the selection of media content, but the slant of news articles in newspapers, magazines, and the visual media.