Karin+Lynch

Map to Spill I believe that 6th graders can change the world. This is a multi-genre project for 6th grade language arts students. In this unit students will experience the power of choice. They will begin by choosing an environmental issue that concerns the county in which they live. Working collaboratively with a group of students on a shared concern, will give students a sense of community. Analyzing environmental concerns that they have in the county in which they live will actively engage students in this unit. As students conduct research using a variety of media sources, they will be exposed to some challenging readings. Discussing these readings with their peer group will aid student comprehension as they seek to analyze the facts on their issue. Selecting the genres of writing that they will use in their final presentation is another way in which students will have the power of choice. Students will choose genres based on the needs of their project and their skill levels. This allows students to work with genres in which they are accomplished as well as trying new genres. This empowers students to be different, creative and successful. Throughout the unit, students have the support of their group as well as the guidance of their teacher. This makes the students feel safe to write and encouraged to rewrite. Within the structure of this project, there are some required elements. Researching, reading, writing formal letters and interviewing a professional are preparatory activities are required. These activities are all life skills that students will need to be successful literary adults. In the end, the students will present their finished product to other students, staff and public explaining their course of action to help change the world, one environmental step at a time.
 * __ 6th grade Language Arts Multi-Genre Environmental Issues Project __**

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An inspiring video based on thoughts from Richard Louv author of //Last Child in the Woods//

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Listed below are the main standards that the 6th grade Multi-Genre Environmental Project will address. However, since this is an end of the year project, it will incorporate many of the other standards.
 * __ Common Core Standards: __**

a. Introduce a claim about a topic or issue and organize the reasons and evidence to support the claim. b. Support the claim with clear reasons and relevant evidence. c. Use words, phrases, and clauses to convey the relationships among claims and reasons. d. Sustain an objective style and tone. e. Provide a concluding statement or section that follows from the argument || a. Introduce a topic and organize information appropriate to the purpose, using strategies such as definition, classification, comparison/contrast, and cause/effect. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate links and varied sentence structures to join and clarify ideas. d. Use straightforward language to create an objective style appropriate for a reader seeking information. e. Provide a conclusion that follows logically from the information or explanation presented. || a. Prepare for discussions by completing reading or conducting research and explicitly draw on that material in discussions. b. Cooperate with peers to set clear goals and deadlines. c. Build on the ideas of others by asking relevant questions and contributing appropriate and essential information. d. Review the key ideas expressed and extend their own thinking in light of new information learned. ||
 * Standard || Description ||
 * RI.6.7 || Compare and contrast the accounts of a subject in different mediums (e.g., a person’s life story told in print, video, or multimedia), analyzing which details are emphasized and how the account unfolds in each version. ||
 * W.6.1 || 1. Write arguments in which they:
 * W.6.2 || 2. Write informative/explanatory texts in which they:
 * W.6.7 || 7. Perform short, focused research projects in response to a question and refocus the inquiry in response to further research and investigation. ||
 * W.6.8 || 8. Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and documenting sources. ||
 * SL.6.1 || 1. Initiate and engage actively in group discussions on grade 6 topics, texts, and issues being studied in class.
 * SL.6.2 || 2. Interpret information presented in visual or multimodal formats and explain how the information clarifies and contributes to a topic or issue under study ||


 * __ Student Goals: __**
 * 1) 1. I can research an environmental issue using different types of media resources.
 * 2) 2. I can compare, contrast and interpret the information I gathered during research to make a claim.
 * 3) 3. I can collaborate with my peers to analyze the information gathered on a topic.
 * 4) 4. I can organize my research using multi-genre writings to support my claim.
 * 5) 5. I can identify the cause and effect of an environmental issue and develop a plan of action to improve the current environmental condition.


 * __ Plan of Action Unit Purpose: __**

implement your plan of action and report the results in a final public presentation.
 * Purpose:** To identify a local environmental concern that you will research, write about, develop and implement a plan of action for. You will

~ Read //Hannah and the Talking Tree// by Elke Weiss as a model of what 1 kid can do when they pay attention to the environment around them.
 * __ Unit Plan: __**
 * Day || Lesson Plan || Links and Resources for Teachers ||
 * 1 || Introduction of unit

Show edutopia clip of //Reading, Writing and Recycling// as an example of what students can do

Show models of completed projects ~discuss what is liked/disliked

Individual brainstorm ~ list potential topics of environmental concerns in Kalamazoo County

Whole class brainstorm ~ Class shares what they have listed ~ Teacher creates whole class list of potential topics on board. || [] – a utube review of the book //Hannah and the Talking Tree//

Could also read the Lorax by Dr. Suess [] – actors from //the Lorax// tell what they do for the environment.

Could also read //Berenstain Bears don’t Pollute anymore by Jan and Stan Berenstain//

Click on to see a topic list for Kalamazoo County

[|www.edutopia.org/green-building-students-curriculum] - Classroom showing one Oregon school that is making the planet a better place ||
 * 2 || Review Project Requirements

Choose topics

Form groups

Meet with group to develop initial plan of action –KWL || [] – Richard Louv author of //The Nature Principle, Last Child in the Woods, The Web of Life//, and other books. Louv talks of environmental concerns and gives a hopeful message and ways for everyone (including students and teachers) to help improve workplaces, improve classroom learning and heal our nature started spirits. || ~ Librarian tour of researching nonfiction topics ~Mini lesson on gathering bibliography information
 * 3 || Library Research Day

Begin researching topic using non-computer resources || Meet with your school librarian to set up your own Library use tour. || -~following the format of the attached video
 * 4 || Mini lesson on reliable internet resources

Pair practice on determining reliability of a website || [] - a teacher demonstrates how to implement a lesson using critical thinking to find trustworthy websites. || ~Computer Tech Person gives a mini lesson on net searches
 * 5 || Internet Research Day

Begin researching topic using the internet || Meet with your school tech person to design your own lesson on net searches. || ~ Library and Computers will be available || Students may work in the library or on the computers depending on their needs. ||
 * 6 || Research Day
 * 7 || Mini lesson/Review on writing formal letters

Model sample letters

Class brainstorms on potential agencies to contact.

Students write a contact letter to an organization or government agency addressing their topic. || Click on to see a potential topic list for environmental agencies in Michigan. ||
 * 8 || Environmentalist writer comes to class to talk to students and answer questions about their role in the environment || [] - contact information for Tom Funke director of Conservation for the Audubon society.

[] - to contact Tom Funke author of the book 50 Hikes in Michigan’s Upper Peninsula, purchase a book or schedule a talk. ||
 * 9 || Personal editing

Peer editing within topic group

Begin revisions || Click on to see the personal and peer editing sheet ||
 * 10 || Computer Lab Day

Finish Revisions ~ turn in rough draft, editing sheets, and revision

Further Research if needed ||  ||
 * 11 || Students read selected readings of different genres from //The Big Book for Our Planet, Red: Passion and Patience in the Desert// and //Written in Water: A Message for the Future//

As a class brainstorm a list of potential genres to include in their project

Have everyone write down contact letter as one of their potential genres

Have topic groups meet and determine which genres they would like to use in their project || //The Big Book for Our Planet// by Ann Durell, Jean Creaighead George, and Katherine Paterson //Red: Passion and Patience in the// //Deser//t by Terry Tempest Williams //Written in Water: A Message for the Future// by Irena Salina

Click on to see a potential book list for using in an environmental literary unit

Click on to see a potential genre list ||
 * 12 || Mini lesson on interviewing a professional

Group works together to determine the best interview questions/format || Click on to see this lesson || ~ Professionals will be available during class to answer student questions/be interviewed || Click on to see a potential list for professionals in environmental positions for students to interview in Kalamazoo County || Examine the essay “//The American Forests//” and discuss what made it so persuasive.
 * 13 || Interview Day
 * 14 || Mini lesson on persuasive writings

Students work with group to determine what their goal will be for their persuasive writing then create an online persuasion map to guide their writing.

Students print map and begin writing || [|www.theatlantic.com/magazine/archive/2006/05/nature-and-environment/4780/4/] -“//The American Forests//” by John Muir, the persuasive essay that helped prompt the creation of the U.S. Forest Service.

[|www.readwritethink.org/files/resources/interactives/persuasion_map/] - online interactive tool to help students map out an argument for their persuasive essay. ||
 * 15 || Complete persuasive writing rough drafts

Personal editing

Peer editing within topic group

Begin revisions ||  ||
 * 16 || Complete editing and revision process on persuasive writing

Turn in rough draft, editing sheets and revision

Research to find/draw map which shows the area of your topic || Click on to see this assignment ||
 * 17 || Mini lesson on descriptive writing

Write a description of the map and what it shows in relationship to the topic of concern || Click on to see this assignment ||
 * 18 || Complete descriptive writing rough drafts

Personal editing

Peer editing within topic group

Begin revisions || Click on to see a sample of the personal and peer editing sheets ||
 * 19 || Complete descriptive writings on map and turn in map, rough draft, editing sheets and final revision

Genre Choice Day 1 ~ Begin working on new genre ~The students will choose a genre format for their plan of action || Click on to see a potential genre list || ~ finish writing, personal editing, peer editing and revisions for the genres of choice
 * 20 || Genre Choice Day 2

Turn in rough draft, editing sheets and revisions as they are completed ||  || ~ finish writing, personal editing, peer editing and revisions for the genres of choice
 * 21 || Genre Choice Day 3

Turn in rough draft, editing sheets and revisions as they are completed ||  || ~ finish writing, personal editing, peer editing and revisions for the genres of choice
 * 22 || Genre Choice Day 4

Turn in rough draft, editing sheets and revisions as they are completed ||  || ~ last in class work day - finish writing, personal editing, peer editing and revisions for the genres of choice
 * 23 || Genre Choice Day 5

Turn in rough draft, editing sheets and revisions as they are completed ||  ||
 * 24 || Papers are passed back with teacher comments

Students will work on revising papers and finalizing their plan of action. ||  ||
 * 25 || Final in class revision day

Plan of actions should be implemented ||  ||
 * 26 || Day 26 will not occur immediately after day 25 as students need time to implement their plan of action

Student book assembly day ~ Each student will assemble their final work into a book

Student groups meet to determine which works will be used on their final presentation board ~all students in the group must have their work represented ~no genre on the final presentation board may be repeated ||  ||
 * 27 || Make revisions to selected genre writings if needed

Assemble group presentation board ||  || ~Students will prepare a speak to present their writings to students, staff and public ~Special invitations will be sent to those organizations/people who contributed to student projects ~Local newspaper representative and board members will also receive special invitations. ||  || ~Students will present their writings to students, staff and public ~This day may occur a few days later depending on the school events ||  ||
 * 28 || Environmental Concern Day Preparations
 * 29 || Environmental concern Day