Virgi+Shedd

** A unit proposal from Virginia Shedd. A.P. English or College Writing students. Twenty 50 minute sessions. Based on 50 minute class periods that meet Monday through Friday.  Novel Expertise asks students in teacher-assigned groups to choose a book from a teacher-prepared list. Each group should read a different book. Students will read at home and in class and should all finish their books at approximately the same time, even as book lengths vary. Prompts may be used to guide reading. Students will benefit from group discussions that involve guided questioning from the teacher as they tackle the theme of oppression. Group discussion should become progressively autonomous. Each Friday students will be placed in “mixed book groups” (where each group member is reading a different book) and each student will give a synopsis of her book’s progress and students will discuss how each book deals with oppression. The unit will culminate in a 10-page paper (critical essay discussing symbolism, metaphor, a recurring theme or idea and how it relates to oppression, et cetera) involving print and Online research. Each student will present a final project that mirrors the paper topic. Projects will require a variety of technologies that may be visual presentations, audio presentations, charts, speeches, et cetera. ** From Theory To Practice ** This unit involves a lot of free-writing. Even if it is not part of your normal classroom, it is important to incorporate it into this lesson because, as Jeff Anderson tells us in //Mechanically Inclined//, “In //Writing with Power//, Peter Elbow writes, ‘Frequent freewriting exercises help you learn to simply get on with it and not be held back by worries about whether these words are good enough words or right words’ (1998b, p.14)” (30). This practice is especially necessary to help students get started on a 10-page essay.
 *  Novel Expertise
 * Grade Level **
 * Timeline **
 * Overview **

As they conclude a literature circle unit, Claudia Peralta-Nash and Julie Dutch explain the ways that the strategy helped students become stronger readers: "Students learned to take responsibility for their own learning, and this was reflected in how effectively they made choices and took ownership of literature circle groups. They took charge of their own discussions, held each other accountable for how much or how little reading to do, and for the preparation for each session. The positive peer pressure that the members of each group placed on each other contributed to each student's accountability to the rest of the group" (36).  When students engage with texts and one another in these ways, they take control of their literacy in positive and rewarding ways. Literature circles help students become more autonomous and confident. Because critical thinking skills and responsibility to self and the group are stressed, students learn how to work collaboratively, independently, and how to reason an argument. Each student must be an “expert” regarding his or her novel, and this expert knowledge, knowledge students will share with other groups, builds confidence. Student Objectives **  Each of these objectives is beneficial to students as a test taking, college, and life skill. ** Michigan E.L.A. Content Expectations ** The Novel Expertise unit will meet 70-75 Michigan English Language Arts Content Expectations (dependent upon book choice). To see a breakdown of Content Expectations met, go here. ** Resources **
 * Develop the critical thinking skills and answer the kinds of questions commonly required in college classes across subject areas.
 * Participate in open and lengthy discussion of the theme of oppression.
 * Learn to form and confidently express and defend well reasoned opinions.
 * Identify ideas beyond her/his own microcosm of the world.
 * <span style="font-family: 'Times New Roman',Times,serif;">Think outside of plot.
 * <span style="font-family: 'Times New Roman',Times,serif;">Use current and emerging technologies.

For reading and research, students will need: Required materials for final project will vary by student but may include: <span style="font-family: 'Times New Roman',Times,serif;"> Some presentations may require: <span style="font-family: 'Times New Roman',Times,serif;">Each student will choose the format for her/his final project. Required materials will vary. Depending on how much the teacher wishes to rely on school-provided materials, projects may be limited to include only those which rely on school resources, or students may be required to use home-based materials for certain projects (CD creation and burning program). **<span style="font-family: 'Times New Roman',Times,serif;">Teacher Preparation **
 * For students **
 * <span style="font-family: 'Times New Roman',Times,serif;">One copy each of the book they are to read (four to five copies of each book, depending on group size; see book list).
 * <span style="font-family: 'Times New Roman',Times,serif;">Access to note taking materials (pens, note cards, highlighters, lined paper, pencils).
 * <span style="font-family: 'Times New Roman',Times,serif;">A notebook for free-writes if one has not yet been started.
 * <span style="font-family: 'Times New Roman',Times,serif;">At least two days of library time (to include Online research for final paper and gathering of print resources (books/journals), perhaps use of a copy machine).
 * <span style="font-family: 'Times New Roman',Times,serif;">Access to computers (for typing essay and for Internet research).
 * <span style="font-family: 'Times New Roman',Times,serif;">Poster board and markers.
 * <span style="font-family: 'Times New Roman',Times,serif;">Computer for typing
 * <span style="font-family: 'Times New Roman',Times,serif;">Computer for arranging pictures.
 * <span style="font-family: 'Times New Roman',Times,serif;">Physical CDs or DVDs and computer access (to create CDs or DVDs).
 * <span style="font-family: 'Times New Roman',Times,serif;">Use of an overhead projector, television, DVD player, or CD player.
 * <span style="font-family: 'Times New Roman',Times,serif;">Place students in groups of 4 or 5 (assigned groups will ensure diversity of gender, skill level, ethnicity, et cetera).
 * <span style="font-family: 'Times New Roman',Times,serif;">Familiarize (or re-familiarize) yourself with texts students are reading.
 * <span style="font-family: 'Times New Roman',Times,serif;">Look up a brief biography of each author; a [|Google] search should be sufficient (students will do this also).
 * <span style="font-family: 'Times New Roman',Times,serif;">Secure library and computer lab time (if separate, at least 1 day each; if together, at least 2 total days).
 * <span style="font-family: 'Times New Roman',Times,serif;">Day one in library should be day 11 of unit.
 * <span style="font-family: 'Times New Roman',Times,serif;">If possible, day two in library should be day 13 of unit.
 * <span style="font-family: 'Times New Roman',Times,serif;">Throughout unit, teacher will make copies:
 * <span style="font-family: 'Times New Roman',Times,serif;">Assignment sheet (day 1 of unit).
 * <span style="font-family: 'Times New Roman',Times,serif;">Book list (day 1 of unit).
 * <span style="font-family: 'Times New Roman',Times,serif;">It may be helpful to create summaries of the books and add those to the list.
 * <span style="font-family: 'Times New Roman',Times,serif;">Group Contracts (day 1 of unit).
 * <span style="font-family: 'Times New Roman',Times,serif;">Structure And Component Guidelines handout for essay (given on day 6 of unit).
 * <span style="font-family: 'Times New Roman',Times,serif;">Pre-writing activity (given on day 7).
 * <span style="font-family: 'Times New Roman',Times,serif;">Essay Rubric, MLA Format Essay (day 11).
 * <span style="font-family: 'Times New Roman',Times,serif;">Peer Review handouts (day 15).
 * <span style="font-family: 'Times New Roman',Times,serif;">Group Peer Review handouts (day 17).
 * <span style="font-family: 'Times New Roman',Times,serif;">Self Reflection handout (to be completed in class day essays are turned in, day 20).
 * <span style="font-family: 'Times New Roman',Times,serif;">You may want to visit this Web site about [|literature circles] if you decide you want a more structured discussion group.
 * <span style="font-family: 'Times New Roman',Times,serif;">Peralta-Nash, Claudia, and Julie A. Dutch. “[|Literature Circles: Creating an Environment for Choice].” //Primary Voices K–6// 8.4 (April 2000): 29–37 is another good resource about the basics of literature circles.
 * <span style="font-family: 'Times New Roman',Times,serif;">Go to [|www.wmich.edu/teachmlk], mouse over “MLK/Civil Rights Resources,” click on “Audio-Video-Visual Resources.” Familiarize yourself with the videos, you will need to use one or two for the prewriting activity on day 4. Also consider using “Letter From A Birmingham Jail,” but do not copy and paste directly from this site as the letter contains typographical errors.
 * <span style="font-family: 'Times New Roman',Times,serif;">For day 6, the following Web sites contain instruction that may be helpful:
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Goshen College] (has examples of analyses).
 * <span style="font-family: 'Times New Roman',Times,serif;">[|Western Michigan University].
 * <span style="font-family: 'Times New Roman',Times,serif;">[|UC Davis].
 * <span style="font-family: 'Times New Roman',Times,serif;">Also see //They Say/I Say// by Gerald Graff and Cathy Birkenstein.
 * <span style="font-size: 14pt; font-family: 'Times New Roman',Times,serif;">For daily lesson plans, go here. **