Matt+Zobal

Matt Zobal Grade: ** 11th and 12th Grade This unit is designed for a high school classroom including 11th and 12th graders. This unit will consist of many new forms of writing. My target audience should already know how to do the basic forms of writing and this unit is designed to span away from the normal high school writing styles.
 * Unit Title: Multi Genre Writing **
 * Time Needed: ** Four weeks for entire unit, Five days for Poetic Writing
 * Target Audience **

Overview ** This Unit is designed to teach and explore new forms of writing for 11th and 12th graders. High school students spend their entire secondary education learning to write in the same forms and this is not always a good thing. What about those students who never excel at writing not because they are not good at writing but they don’t like to write about your generic subjects or in your typical generic styles. If a student does really like writing and always writes in the same genres, what does that student do when he or she gets to college and is told to write in a new genre. In this unit, students will learn how to write in many different forms including songs, Poetic short stories, themed writing, and script writing. Themes four forms are all very different and will expand the students knowledge of writing. I will spend a couple days on each unit and students will demonstrate their knowledge of the writing often. The final assessment will be to choose a form of writing that we have learned and do complete an elongated version. From Theory to Practice/ Web Resources ** Every student loves to express themselves. This is something that every teacher knows but not ever teach knows how to extract from the students. In this Unit, students will be writing in several different genres so hopefully it might inspire some students to love writing or find a new way to express themselves through writing. This Unit is designed to give students a sense of ownership to all of their writing, which is what every student needs. Student Expectations ** I think the student expectations will range during this unit. The students that just go through the motions will not gain as much from this unit as those that take ownership to their work. There will be some students that will think this is the best activity that they have ever done because it stretches out into forms of writing that they may have always been interested in or already have an interest in. Even though students interest may vary in this unit, I will expect each students to be creative as possible with each form of writing and I will hope that they take ownership to their writing and most importantly, have fun with it. Objectives: ** · Learn new forms of writing · Get students outside of the comfort zone and write in a different genre · Students will learn to peer review and work off one another · Students will gain ownership in all of their writings because they will all be expressive. Michigan ELA Content Expectations ** ** 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 1.1.5 ** Revise drafts to more fully and/or precisely convey meaning—drawing on response from others, self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or reorganizing ideas, and addressing potential readers’ questions. ** 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 1.1.1 **Demonstrate flexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts.
 * 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 1.3.5 **From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively.
 * 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.