Samantha+Wigent

=//** Free Reading Multigenre **// =  By Samantha Wigent Inspired by Tom Romano's //Blending Genre, Altering Style: Writing Multigenre Papers// Grades 9-12 (Initially planned for grade 12 AP English, post AP exams) Higher grade honors class; however, it could be adapted for assigned reading and used in almost any reading class. 3-4 weeks, with the first week mainly spent on reading the book of their choice, and the following weeks finishing the book and working on their genres. Total time spent: 20 days of 30 minute sessions (out of 50 minutes total class time)
 * Grade Level **
 * Estimated time for teaching this Unit: **

This assignment will cover poetry, narratives, and other genres and how to combine them into one large project that shows what a student has learned from a piece of work. The students will be taught and practice the different types of genres in the classroom, and then be expected to apply some of the genres to their own projects. The ideas come from //Blending Genre, Altering Style: Writing Multigenre Papers//. It will require the students to read a novel of their choice (at least 200 pages), have insight into literature, and possibly do some research depending on the book the student uses. They will interpret meanings of the literature and relate to the characters in order to produce pieces that effectively present their audience with an insight into what was read. Throughout the project, students will have the opportunity to work together in order to study the different genres as well as to edit and revise the work of their peers. __ [] __ __ [|http://www.wright.edu/~nancy.mack/multigen.htm] __ http://samantha-w.wikispaces.com/Judy+Garland+Multi-Genre+Project // Blending Genre, Altering Style: Writing Multigenre Papers // by Tom Romano
 * Overview **
 * From Theory to Practice **

This assignment teaches students about writing poetry, letters, and other genres as well as providing them with a different way to express knowledge from literature. It requires more effort in some ways, but also allows the students to think in various ways—different than they would for a research paper. Thinking on a deeper level, problem solving, as well as creativity will help them in college as well as the real world.  
 * Student Objectives **
 * Students are able to practice grammar, punctuation, and other skills both in proper ways as well as being able to take more creative liberties.
 * Students practice editing and revision with the assistance of feedback from peers and a teacher.
 * Students learn how to properly format different types of writing (letters, diaries, poems, etc.).
 * Students learn how creativity and imagination are crucial to interesting and thought provoking research.
 * Students learn to show understanding in multiple different styles of writing.
 * Students learn how to reflect on their own writing.
 * Students learn how to divide their time in order to complete a project.
 * Michigan ELA Content Expectations **
 * Bolded ** items are those that are especially used in the assignment
 * CE 1.1.1 || CE 1.1.3 || CE 1.1.4 || ** CE 1.1.5 ** || CE 1.1.8 || <span style="font-family: Georgia,serif;">** CE 1.2.2 ** ||
 * <span style="font-family: Georgia,serif;">** CE 1.2.3 ** || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.2.4 || <span style="font-family: Georgia,serif;">** CE 1.3.1 ** || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.3.5 || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.3.7 || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.3.9 ||
 * <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.4.5 || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.4.7 || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.5.1 || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.5.3 || <span style="font-family: Georgia,serif;">** CE 1.5.4 ** || <span style="font-family: Georgia,serif; font-size: 12pt;">CE 1.5.5 ||
 * Instructional Plan Overview** <span style="font-family: Georgia,serif; font-size: 12pt;">

The Free Reading Multigenre is a project that requires more independence from students. That is the purpose of being set up for a higher level class. However, most plans could be altered to suit a younger group as well as assigned text. A significant amount of class time will be spent on the project, however, the students are also free to work at home.

The general outline of the schedule for this project is as follows: <span style="font-family: Georgia,serif; font-size: 12pt;"> The organization of the worksheets are based on font. Those that are in Times New Roman are meant for the teacher, while those in Comic Sans, are meant for students.
 * <span style="font-family: Georgia,serif; font-size: 12pt;"> The first week will be spent completing the previous unit, but allowing twenty to thirty minutes at the end of the class period for the students to begin and read through their choice texts.
 * <span style="font-family: Georgia,serif; font-size: 12pt;"> The second week will include the introduction of multigenre project, the explanation of what will be expected, brainstorming of ideas, and beginning of the examples of different genres. Days will be alternated for leaving time for reading or working on their projects, and practicing the different genres.
 * <span style="font-family: Georgia,serif; font-size: 12pt;"> The third week the students will be expected to have their books finished or almost finished and putting more time into the construction of their projects. Again, day will be alternated to allow time for creating the works that they will actually use and learning new genres.
 * <span style="font-family: Georgia,serif; font-size: 12pt;"> The fourth and final week of the unit will be spent wrapping-up the projects and preparing for presentation to start on Wednesday of that week.

**<span style="font-family: Georgia,serif; font-size: 14pt;">Instructional Plan Components **<span style="font-family: Georgia,serif; font-size: 12pt;">

Resources ~Choice book ~Pen/Pencil ~Notebook paper ~½”-1” binder for final product ~Computer access--Multimedia programs ~Websites/Other resources, if necessary for personal research ~Examples of Different Genres--“I am” poem, letter, diary, etc. ~Construction/Scrapbook paper for added creativity

Teacher preparation ~Approve student books before they begin reading ~Photocopy and hand out Student Assignment Sheet ~Have photocopies of different genres (prepare to look for more if students ask) for pre-writing activities ~Photocopy “Transcendental Wild Oats” MadLib ~Secure a computer lab ~Photocopy peer review sheets, self-assessment sheets, and rubric sheets for the end of the project

**<span style="font-family: Georgia,serif; font-size: 14pt;">__<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">Lesson Plans for Free Reading Multigenre __ **
<span style="font-family: Georgia,serif; font-size: 12pt;"> __Week 1--Days 1-5__ <span style="font-family: Georgia,serif; font-size: 12pt;"> __Week 2__ Day 6 (Monday) <span style="font-family: Georgia,serif; font-size: 12pt;"> Days 7 and 8--Teach a multigenre style on Tuesday and allow the students to practice it. On Wednesday, allow for students to continue reading or to begin working on the multigenres that they are using for the actual project during the last thirty minutes of the class; the first twenty are for whatever else needs to be covered.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">During the last 30 minutes of class in the first week of the lesson, the students are to be reading their free reading book.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Students should be encouraged to be reading at home if possible.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">If reading is not complete by the end of the first week, time will be allotted during the second week of the project as well as a small amount of the third week, if absolutely necessary.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Hand out the Student Assigment Sheet [[file:Wigent Multigenre points.doc]] and begin to go over it.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Introduce the multigenre project through personal example as well as others. Some can be found at http://www.wright.edu/~nancy.mack/multigen.htm as well as http://samantha-w.wikispaces.com/Judy+Garland+Multi-Genre+Project
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Hand out list of genres and have students brainstorm other genres that they might use.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Ask students if there are any particular genres that they would like to cover as a class.

Day 9 (Thursday) <span style="font-family: Georgia,serif; font-size: 12pt;"> ~Ask what students already know about poetry. ~Make a point that there are many different styles and that it does not have to rhyme. <span style="font-family: Georgia,serif; font-size: 12pt;"> Day 10 (Friday)--Teach grammar lessons, vocabulary, or whatever is being covered in regular class time at the beginning of the period. For the last thirty minutes, again, allow the students to work on either finishing their books or working on their genres. Encourage that if students are not finished with their books, that they be finished by Monday, so that more time be effectively dedicated to the projects.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Cover the basics of poetry at the beginning of the class (10 minutes)
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Introduce the “I am” poem and provide examples (10-15 minutes).
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Distribute copies of the “I am” poem layout [[file:Wigent I am Poem Prewrite.doc]] so that the students may try the poem. Suggest other words that could be used--”I hope…”, “I believe”.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Spend time brainstorming a topic to write about, either related to the free reading book or another topic for practice.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Do a trial run of this style; have students use the remainder of the time to build their poems and share. Be sure to write your own as well--you must be a good example.

__Week 3__ Day 11 (Monday)--Teach normal lessons. Ask the students, now that they are halfway through the project, if there are any genres that they would like to have covered on Tuesday during the class period (do research or prepare for that genre, or if they do not come up with one, prepare to present another planned genre). Leave the last 30 minutes of the class period for finishing reading if ABSOLUTELY NECESSARY or working on the project.

Day 12 (Tuesday) <span style="font-family: Georgia,serif; font-size: 12pt;"> Days 13 and 14--Continue to teach genres and allow for work time on the projects. Also, continue to encourage meeting with the teacher for any concerns or issues with the project.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Start the class with teaching whichever genre the students or you chose to introduce on that day.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Spend 35 to 40 minutes of the class dedicated to the new genre and the students practicing it.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">For the last 10 to 15 minutes of class, go over prepared discussion questions [[file:Wigent Discussion Questions.doc]] about students feelings on the project so far. Check how far along everyone is, if there are any excitements about the project, any concerns about the project, etc.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Conclude with offering time after class, during planning period, or in the morning for help or discussion about the project to anyone who is concerned.

Day 15 (Friday) <span style="font-family: Georgia,serif; font-size: 12pt;"> __Week 4__ Days 16 and 17--These days are to be used tying up the final details of the project. Whether it be writing or working on the last genre, peer editing and doing final touches, or putting together the finished product, these days are to be used to bring everything together.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Start the class with a grammar lesson on revision using the “weak verb/strong verb” sheet and “Transcendental Wild Oats” MadLib activity (25 minutes) [[file:Wigent Grammar Activity.doc]]
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Ask students if they are ready for peer editing/revising. Those that are ready, divide into groups to peer edit.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">For those that are not ready, the reminder of the time is to be used working on their pieces.

Days 18-20 (Wednesday through Friday)
 * <span style="font-family: Georgia,serif; font-size: 12pt;">It’s presentation day! Each student will choose 1-3 pieces to share with the class. The amount that they share depends on the size of the piece. If they choose to present their three point piece, then that will be the only piece that they share. With the two and one point projects, they may share two to three.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Hand out peer review sheets [[file:Wigent Peer Review.doc]] for the students to use, and explain how they are to respond to the presentations. Each student will be assigned one other student that they will be responsible for giving a response. This will be part of the reviewers grade, and used as an insight for the teacher. The peer responses may have no effect on the actual grade.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">Also hand out self-reflection sheets [[file:Wigent Student Self-Reflection.doc]] that the students will fill out about their own projects (as a whole). If there is time in class to fill these out, then take that time; otherwise, this can be taken home and brought back, but is a part of the final grade, so the sooner they are returned, the sooner the project can be assessed.
 * <span style="font-family: Georgia,serif; font-size: 12pt;">The teacher will also use rubrics [[file:Wigent Free Reading Multigenre Rubric.doc]] at this time in order to grade the part of presentation.


 * __<span style="font-family: Georgia,serif; font-size: 14pt;">Other Information __**

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