Raphael+Johnson


 * Unit Title:** Multi Genre Journals


 * Presented by:** Raphael Johnson, inspired by Tom Romano


 * Grade level:** 12th, Honors / AP / IB


 * Overview:** The assignment I am planning to use will be along the lines of a multi genre journal that the students will keep throughout the course of three weeks. I would ideally be implementing this exercise with a 12th grade, advanced class. The students will complete this assignment both during and after finishing the selected text. Technology will be an option, but not a requisite source as the underlying point of the assignment is for it to be universally accessible. The exercise will give students a more broad perspective of writing, and will allow them to engage in a reading/response type of activity that will allow them to react to literature from multiple vantage points. The unit will encompass approximately three weeks, and will focus on texts dealing with social inequality in America. The most primary initial examples utilized will be issues pertaining to race.


 * From Theory to Practice:** Keeping the journal will require students to have a general awareness of the world around them as they write, drawing from multiple sources. Tom Romano states in his writing regarding genre possibilities “In my ideal English/language arts classroom students are both consumers and producers of all kinds of literature and media. As they read free-verse poetry, they write free-verse poetry. As they read fiction, they write scenes themselves. As they read plays, they render their own dramatic scenes through dialog” (Romano, 43). On that note, students will respond to different styles of text with similar or opposing genres of writing, or with other forms of multi modal expression (i.e. pictures, film etc.). Students will be encouraged to attempt to draw connections between what they are reading and how it pertains to their everyday lives, and then write in the appropriate genre for that particular journal entry. They will be given adequate time to read and write in the journal in class several times each week; as well as at home.


 * Student Objectives:** I believe that this assignment will be an invaluable aspect of my course because it for one forces students of all walks of life out of their natural ‘comfort zones’. As the literature or sections of literature will undoubtedly change for each genre, and considering that they will be forced to mimic each style while still adhering to a dated, journal style collection of work, they will inevitably come into contact with certain types of composition that are either foreign or unpleasant to them. The reflective rewards of this type of an assignment are beyond measure as well, considering that students will be offered opportunities to revise (if they so choose) their work and review it all at the end of the three week period. It will provide considerable insight into their personal abilities; possibly ones that were previously unknown to them.

· 1.1: Writing Process · 1.2: Personal Growth · 1.3: Purpose and Audience · 2.3: Independent Reading · 3.2: Reading and Response · 3.4: Mass Media
 * Michigan ELA Expectations:** The primary standards that this unit will utilize are:


 * Required Materials / Source List:**
 * Copies of //Black Like Me// by John Howard Griffin
 * Copies of //Freedom's Plow// by Langston Hughes
 * Copies of //I Have a Dream// speech by Dr. Martin Luther King, Jr.
 * Copies of //The Space Invaders// by Derrick Bell
 * Film clips from //The Cosmic Slop: The Space traders//
 * Film clips from //Justice// of //Star Trek: The Next Generation//


 * Teacher Preparation**
 * Have reviewed all text sources and film sources thoroughly
 * Reserve library for the appropriate research days
 * Have the appropriate screening materials for the film aspect of the unit


 * Week One

Day One:

Day Two:

Day Three:** · Students will spend time sharing their poem drafts. · Time will be allotted for additional discussion regarding the first two readings of the text. · Students will be informed that on the following day, they will be exploring a new genre. · Remainder of the class will be designated for reading.


 * Day Four:

Day Five:** · Students share with class their fictional segment narratives. · Students are shown the short film adaptation of the story from the movie //The Cosmic Slop//. · Remainder of class time (if available) is allotted for reading. · Students are expected to finish //Black Like Me// by the end of the weekend.


 * Week Two

Day One:

Day Two:** · Students will be escorted to the library, and permitted to look up additional supporting information for their persuasive essay/speech. · Any additional time will be dedicated to working on their essay/speech.

· Students spend this day in the library as well. · Students are informed that they must have a completed first draft of their essay prepared to share with class mates in a peer review session on the following day.
 * Day Three:**


 * Day Four:

Day Five:** · Students are informed of their final assignment for the journal, which is to approach the concept of social injustice from a multi modal perspective. · Students are permitted to compile a collection of artifacts that they feel encompass an aspect of social injustice in America; be it through a photos, music, videos or articles. · Any additional time is devoted to students reviewing their journals and conferencing with the instructor.


 * Week Three

Day One:**

· Class discussion is held, regarding the primary question “What would an idealistic society look like?” · A cluster based pre-writing activity is conducted, as a means of generating ideas for the potential aspects of a world where none of the issues studied in //Black Like Me//, or any of the other unit materials have occurred. · A clip from the //Star Trek: The Next Generation// series entitled //Justice// is played. · For their last in-class assignment, students are instructed to free write a response to the clip, based on the pre-writing brainstorm activity they conducted. · Students are informed that they must spend the rest of the week revising their journal entries and compiling them for final submission. · Teacher conducts conferences with students.
 * Day Two:**

· Teacher continues conferences with students.
 * Day Three:**

· Students complete a self assessment/reflection sheet. · Any final questions are answered regarding the final submission · Remainder of class period is dedicated to journal revision. · Students bring in their final journal drafts for submission. · All journals are displayed publically and students are encouraged to explore each others’ work.
 * Day Four:**
 * Day Five:**


 * Other Required Items:**
 * Assignment Sheet: [[file:multi_genre_journal_assignmentsheet.docx]]
 * Project Rubric: [[file:Multi_Genre_Journal_Rubric.docx]]
 * Pre-writing brainstorm map: [[file:multi_genre_brainstorm.docx]]
 * FQR peer review sheet (for persuasive essay entry): [[file:FQR_sheet.doc]]
 * Final reflection: [[file:multi_genre_reflection_sheet.docx]]