Elizabeth+Wood

** Name of Preparer: ** Elizabeth Wood ** Grade Levels: ** 9th – 10th ** Time Period: ** 4 weeks (minimum)
 * Unit Title: ** Let’s Get Graphic!

**Overview:** This unit plan is designed to be taught at the beginning of the year, as it encourages students to enjoy the reading and writing processes. Students begin the unit by selecting a graphic novel, focusing on societal issues, from a pre-approved list. Students will read the text mostly on their own, but some Literature Circle assignments will be given throughout the unit. The prompts that guide the students will in turn be used as material for the multigenre paper that each student completes individually. Students will be required to keep all material, and will be expected to participate in peer editing, conferences, etc., in order to complete the piece.

**From Theory to Practice:** There are several professionals who advocate both for the use of graphic novels and the multigenre project. I am simply taking two avenues highly advocated for and conjoining them. ** Student Objectives ** : Students will complete the following objective during the duration of the unit:
 * Teri Lesesne, author //Making the Match: The Right Book for the Reader at the Right Time// and //Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers,// encourages using graphic novels in the classroom. According to Lesesne, graphic novels can “play an important role in motivating readers. […] can contribute much to students understanding of how to go beyond a simple reporting of information to a more creative way of providing explanation,” (67). Graphic novels tackle many difficult issues, and are popular amongst teens. By using them, you are meeting students on their playing field in order to help them enter yours.
 * Tom Romano’s multigenre idea, found in //Blending Genre, Altering Style: Writing Multigenre Papers,// declares it is the narrative text that allows us to fully learn. According to Romano, “Instead of explaining or analyzing as paradigmatic knowing does, narrative knowing renders experience or phenomenon. Narrative knowing shows. We read a novel and leave the world. We read a poem and feel a sharp, emotional surge. We see a painting and meld into it. We dream of falling and jolt ourselves awake,” (22). This assignment also acknowledges the real world and the different variations of writing, and the blending of genres.
 * Students will read a graphic novel on both an individual and group level, and explore what makes this style distinct from others.
 * Students will explore the societal issues addressed within their own book.
 * Students will be expected to participate in writing prompts, keep materials, and be able to put the pieces together in a multigenre project at the end of the unit.
 * Students will participate in the writing process, including peer editing and conferences.
 * Students will explain and support the relevance of each writing piece in the multigenre project to that of the book.


 * Michigan ELA Co **** ntent Expectations **[[file:Michigan ELA Content Expectations.pdf]] : This unit plan is designed to cover specific Michigan Expectations in depth; however, it covers much if thoroughly examined. The specific Expectations thoroughly covered are:
 * **CE 1.1.7** Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, and conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.
 * **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 1.3.9** Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.
 * ** 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 2.3.7** Participate as an active member of a reading, listening, and viewing community, collaboratively selecting materials to read or events to view and enjoy (e.g., book talks, literature circles, film clubs)
 * ** CE 3.1.7 ** Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.
 * ** CE 3.1.9  **Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience.
 * **CE 4.1.5** Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
 * **CE 4.2.2** Understand the implications and potential consequences of language use (e.g., appropriate professional speech; sexist, racist, homophobic language).
 * ** CE 4.2.4 ** Understand the appropriate uses and implications of casual or informal versus professional language; understand, as well, the implications of language designed to control others and the detrimental effects of its use on targeted individuals or groups (e.g., propaganda, homophobic language, and racial, ethnic, or gender epithets).