Jennifer+Magierka-Delaphiano

Writing for Change Unit Plan: Epilepsy

__Overview __: Students need more awareness on what epilepsy is: [] This unit will be taught to freshmen 9A in a rural setting with mostly middle class Caucasian students.In our writing for change unit we will focus on epilepsy awareness and the impact that it has on the people around them. This not only includes the people that have this condition, but the people who love and care for them as well. The main focus will be on school-aged kids, but they will have some exposure to how adults live with this disorder as well. Students will be engaging in a number of different activities throughout the unit to enhance their understanding of epilepsy and how it impacts the people who have it.

__The Basic Plan __: Weeks #1 & 2: Student will begin the unit with a brief history of how society has dealt with and treated people with this condition. They will have a choice of books to read; //Blackwater//; By Rachel Anderson or //The Idiot//; By Fyodor Dostoevsky. While they are reading they will be keeping a daily journal to record their thoughts and questions. The students will also be able to discuss their readings with other students and the teacher in groups. The students will then write a paper on the topic of epilepsy. The students have their choice what type of paper they will be writing. Students will also be given class time to research epilepsy to help them understand what it is and how it affects people’s lives. This will become very helpful to the students as they go through the unit and are required to synthesize information on this topic in their papers.


 * Day 1**: Will begin with a brief presentation on what epilepsy is and a historical background on the disorder. We will discuss the importance of the topic and a basic outline of what the students will be doing over the course of the unit. Students will decide which book they want to read after I give them a description of each book. Students will also begin their reading journals by asking questions they may want to have answered throughout the unit and why they chose the book that they did. The students will break up into groups and discuss what they have written in their journals. Students will be expected to begin reading their books as homework.


 * Days 2-5**: Will be reading workshop days and research with the mobile lab. I will be circulating the room checking journals, student progress, and discussing topics with the students as needed. Students will be able to use this time to discuss the books with each other in groups and also write in their journals. On Friday or day 5, I will give the students the essay writing assignment so they can begin to think about the topic for their paper and also go through their reading journals to help them along in the process. Students will be expected to finish the novel by Monday’s class or day 6.


 * Day 6**: First half of the class we will have group discussions on the books and the research that the students have been doing on epilepsy. I will circulate the room and help to guide conversations as needed. The second half of the class will be a writing workshop for students to work on their essays.


 * Days 7-10**: On each of these days writing workshops will be ongoing for students to construct their papers. There also will be ample time for students to use the mobile lab for researching epilepsy to help them with their papers and to converse with other students about their paper ideas.I will be circulating the classroom to ensure students are staying on task, answering questions, and guiding students as needed. The rough draft will be due for peer editing by Friday or day 10. The final draft will be due to me by day 20.

Weeks #2 &3: We will cover the different types of epilepsy that can affect people as well the severity range it can strike people.We will have a guest speaker come in from the epilepsy foundation come in and speak to the students about the different types of epilepsy and how to help people if they notice that someone is having an epileptic seizure. I will also have several people come in that are living with the disorder come in to speak with the students so they can have a better understanding of what it is like living with epilepsy and the challenges that they face every day.We will also watch a series of video clips on YouTube on how epilepsy affects not only the person living with the disorder, but everyone around them as well. While all of these activities are going on, students will be blogging with each other discussing the condition and ideas on how to spread awareness. They will also be able to ask questions to the guest speakers on the blog to help clarify any questions that may come up with. The will culminate these activities with writing poems about epilepsy. They will have free reign in writing these poems as long as they cover the topic.


 * Day 11**: There will be a guest speaker from the epilepsy foundation come in to speak with the students about the different types of epilepsy and what to do if they see if they see someone having a seizure. She will also talk about common misconceptions that people have about the disorder. Students will keep notes in the journals for reference for when they begin their blog discussions and their poetry sessions.


 * Day 12**: We will begin the class by all students getting a laptop to sign in to the Google blogger (they would already have active accounts as this a requirement at the beginning of the trimester.) I have already set up the blog prior to class with the first guiding question for students to begin having discussions immediately.They will be discussing the issues that the guest speaker had talked about the previous day. They will also have peer editing time for their papers.


 * Days 13**: There will be a guest speaker, a person living with epilepsy, coming in to speak to the students. The students will take notes in their journals and ask questions. They will continue with the blog discussions in class. If they have internet access at home they may choose to blog from home, and then they would be free to work on peer editing and group discussions.


 * Days 14, 15, &16**: Students will be watching the movie “First Do No Harm” and various video clips from YouTube on Epilepsy awareness and public service announcements. Students will take notes in their journals for blog discussions on the movie and video clips. Students will have time to peer edit, group discussions, and class time to blog.


 * Day 17**:Will have a guest speaker, a teenager that is living with the disorder. Students will have the opportunity to see that the disorder even affects teenagers. This will also tie into the novel that the students will begin next week. Students will continue with blog discussions this week. Peer editing should be completed by this time and students will begin to polish up their final drafts of their papers.


 * Days 18-20**: Students will be engaged in writing workshops on these days. I will first conduct a mini-lesson on poems about epilepsy, written for them and by them. I will then assign the students to begin working on a poem of their own. They will have free reign with it, as long as it pertains to the topic. They may use a template poem or venture out on their own. Students will be able to discuss their poems with each other & I will be going around the class to answer questions, guide students as needed, and check progress. Students will also be able to finish their final drafts of their papers, which are due on day 20. The student poems will be due on day 21, so that they will be able to focus on the novel and final project.

Week #4 & 5: Students will be pulling the previous weeks information and pooling it into the last 2 weeks of the unit. Students will begin to read the novel //Takedown// by EMJ Benjamin which is about a high school wrestler who discovers he has epilepsy.Students will again be keeping a daily reading journal and be able to discuss the book in groups and with the teacher. I will also keep the blog going so students will have a resource to use from home if they need the support. We will also be exploring several children’s books on epilepsy. These are short books for young children, but they will give the secondary student a window on how young children view epilepsy. Students will be required to keep a reading journal while doing their reading and reviewing of these books.

Children’s books to review: Lee: the Rabbit with Epilepsy by Deborah Moss Special People, Special Ways by Arlene Maguire Just Kids: Visiting a Class for Children With Special Needs by Ellen B. Senisi My Mommy has Epilepsy by Stacey Chillemi

For the unit assessment, students will work in groups to construct a multimedia project raising awareness for epilepsy in their school and in their community.The multimedia platform can be of the students choosing.


 * Days 21, 22, 23, 24 & 25**: Students will be engaged in a reading workshop to get started on their novel //Takedown//. Students will be again keeping a reading journal for their thoughts and questions. They will also be blogging ideas and thoughts with each other as they progress through the book.They will also be having group discussions in the classroom and I will be checking for student progress all days and answering questions. Students will also be reviewing a number of children’s books on epilepsy to get a child’s point of view on the topic. They will also be blogging, discussing, and keeping journal notes on these short books throughout the week.On day 23, I will give them the directions for the final project on raising awareness for epilepsy; it will be due on Day 30. I will instruct them to start thinking about the project and what technology platform they will be using for their project, and to pick a partner.


 * Days 26, 27, 28, 29, & 30**: Students will be focused on completing their projects this week. They will have full access to the mobile lab and all of the data that they have collected throughout the unit. I will be available constantly to offer support and guidance as students need it. Students will be required to share their completed presentations on day 30 to the class.


 * Depending on the technology platform that the students use, we will distribute the presentations to the school and communities through a variety of ways. This may include posting or linking to the school website, holding a student assembly, using a local cable channel, regular or electronic newspapers, podcasts or even on a radio broadcast.**

__Student Objectives __**: Students will understand what epilepsy is and why it’s important to spread awareness of the disorder

Students will understand how people living with epilepsy have been treated historically

Students will understand that there are different types and severities of epilepsy

Students will watch and listen to a variety real-world sources on the topic

Students will study various ways that people, especially young people, live successfully with epilepsy **

__Student Outcomes __**: Students will keep a reading journal throughout the unit

Students will write an essay on the historical aspects of epilepsy

Students will blog and have conversation on the topic

Students will write poetry on the topic

Students will read and review several books throughout the unit

Students will construct a final project on epilepsy awareness using a multimedia platform **


 * __Unit Documents__**









__Required Materials: __ Mobile lab checkout for duration of unit Secure guest speakers Informational material on Epilepsy YouTube links Movie copy: “First Do No Harm” Poetry links for demonstration Blog set up (teacher and student) Copies of the novel //Takedown// Copies of the children’s books for review Student access to multimedia platforms Pencils, pens, paper, student journals **
 * Copies of the book //Blackwater// and //The Idiot//

__Michigan ELA Content Standards: __** STANDARD 1.1 Understand and practice writing as a recursive process:CE 1.1.1, CE 1.1.2, CE 1.1.3, CE 1.1.4, CE 1.1.5, CE 1.1.6, CE 1.1.7, CE 1.1.8

STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth: CE 1.2.1, CE 1.2.2, CE 1.2.3

STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reﬂect, persuade, inform, analyze, entertain, inspire.):CE 1.3.1, CE 1.3.2, CE 1.3.3, CE 1.3.4,CE 1.3.5, CE 1.3.6, CE 1.3.7, CE 1.3.9

STANDARD 1.4 Develop and use the tools and practices of inquiry and research—generating, exploring, and reﬁning impor tant questions ; creating a hypothesis or thesis ; gathering and studying evidence; drawing conclusions ; and composing a report: CE 1.4.1, CE 1.4.2, CE 1.4.3, CE 1.4.4, CE 1.4.5, CE 1.4.6, CE 1.4.7

STANDARD 1.5Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, ﬁction and creative nonﬁction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories): CE 1.5.1, CE 1.5.2, CE 1.5.3, CE 1.5.4, CE 1.5.5

STANDARD 2.1 Develop critical reading, listening, and viewing strategies: CE 2.1.1, CE 2.1.2,CE 2.1.3,CE 2.1.4, CE 2.1.5, CE 2.1.6 , CE 2.1.7, CE 2.1.8, CE 2.1.10 , CE 2.1.11, CE 2.1.12

STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences ; conﬁrming and correcting; making comparisons, connections, and generalizations ; and drawing conclusions):CE 2.2.1, CE 2.2.2, CE 2.2.3

STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading: CE 2.3.1, CE 2.3.2, CE 2.3.3, CE 2.3.4, CE 2.3.5, CE 2.3.6, CE 2.3.7, CE 2.3.8

STANDARD 3.1Develop the skills of close and contextual literary reading: CE 3.1.1, CE 3.1.2, CE 3.1.3,CE 3.1.4, CE 3.1.7, CE 3.1.8, CE 3.1.9, CE 3.1.10

STANDARD 3.2Read and respond to classic and contemporary ﬁction, literary nonﬁction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science ﬁction, fantasy, young adult literature, creative non-ﬁction, hypertext ﬁction): CE 3.2.1, CE 3.2.3, CE 3.2.4, CE 3.2.5

STANDARD 3.3Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts: CE 3.3.2, CE 3.3.3, CE 3.3.6

STANDARD 3.4 Examine mass media, ﬁlm, series ﬁction, and other texts from popular culture: CE 3.4.1, CE 3.4.2, CE 3.4.3,CE 3.4.4

STANDARD 4.1Understand and use the English language effectively in a variety of contexts and settings: CE 4.1.1, CE 4.1.2, CE 4.1.3, CE 4.1.4,CE 4.1.5

STANDARD 4.2 Understand how language variety reﬂects and shapes experience:CE 4.2.1, CE 4.2.2, CE 4.2.3, CE 4.2.4, CE 4.2.5