Charli Cooksey was born in St. Louis, Missouri on December 18, 1986. She is the daughter of Mary Wheeler-Jones and Charles T. Cooksey. Charli was not only born, but also raised in St. Louis. Her father had premonitions of Charli becoming a ballerina, as her mother was pregnant with her. Ironically, when Charli was born she had an innate talent for dancing. At an early age Charli was enrolled into dance classes. Dance soon consumed her extracurricular time. She went on to attend a performing arts middle of the St. Louis Public Schools District. Along with dancing, Charli acquired a love and talent for tennis. Between the performing arts and tennis, Charli’s childhood was consumed with balancing Alvin Ailey summer camps with intense United States Tennis Association camps. When high school approached, Charli, while still maintaining a love for ballet and tennis, developed a desire to serve her community and the nation through politics.

During high school, Charli would sometimes miss school to volunteer for the Kerry campaign despite her age making her too young to vote. The active involvement in student council and various campaigns inspired Charli to choose political science as her undergraduate major. Charli attended Prairie View A&M University following her high school years. She entered school on a tennis scholarship, but her passion for politics and community activism soon overpowered her tennis career. While at Prairie View A&M University, a HBCU outside of Houston, Texas, she saw first hand the injustice being imposed on her classmates and others around the world. She became heavily involved in local movements demanding fair voting rights for Prairie View college students. Charli felt obliged to help students become aware of the voter disenfranchisement they were victims of. Thousands of students became registered to vote under Charli’s leadership along with other student leaders and organizations. Cooksey was even part of the efforts to organize a successful 1,000+ student march to the site of early voting, which was a 7 mile distance from the college campus that housed over 50% of the voters in the county. Furthermore, while Charli attended Prairie View A&M University, she organized the founding of the first Young Democrats Club on campus, initiated voter registration as apart of freshman orientation, and organized forums for political candidates to introduce themselves to the students, as well as serve as the campus coordinator for the Obama presidential campaign. Cooksey even ran for a position on the Waller County School Board, but lost to an incumbent.

Following college, Charli had ambitions of attending law school until approached by Teach For America. Teach For America’s mission aligned with Charli’s personal goal of being of service those disenfranchised and unjustly represented in mainstream America. Teach For America seemed like the perfect opportunity to serve and attempt to help solve a disturbing crisis that exist within America- the education achievement gap. Therefore, law school could wait as providing deserving students with a quality education was an urgent and necessary task in Charli’s eyes. Charli Cooksey is currently a sixth grade English teacher at Compton Drew Investigative Learning Center Middle School. Being an educator has been the most challenging and fulfilling experience of her life thus far and she looks forward to helping make a difference and open doors for youth in inner city St. Louis.

Charli plans to attend law school following her Teach For America commitment, then open her own school that grooms inner city youth to become community activist and use politics as a vehicle to help edify their community.

Charli’s Quote: Every student is a G (Genius). It is simply the teacher’s obligation to help activate and bring out the G inside of them. A child is not a student until you as an educator have successfully taught them…how to be a G- how to think like a Genius, inquire like a Genius, achieve like a Genius, and progress like one, never being stagnant and always thirsty for more knowledge about themselves and the world they live in.

Motto Quote:“Human progress is neither automatic nor inevitable... Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.” –Dr. Martin Luther King

THE WRITING UNITLP1 Date: TBD

ObjectiveStudents will be able to

Students will be able to pre-write in response to a writing prompt and topic

AssessmentBy the end of class, what should your students be able to do, know, or answer?

Students will be provided with a writing prompt and as their exit slip/ assessment, they must complete the QPOBTt23aAV Pre-Write formula (something I created) properly to get out their thoughts before writing the actual essay. Major things students must be able to do as a result of the Pre-Write Formula are create a T (thesis), 3 Bs (main idea of each body paragraph), 2s (supporting details in body paragraphs)

Spiraled SkillsWhat other skills will be touched upon or reviewed during class? How will this be integrated? Please choose at least one other skill.

Proper grammar usage: commas in appropriate location, periods, capitalization

OpeningWhat is the purpose of this lesson?

Do Now: What do you do when you have a lot of blank paper and someone actually expects you to fill all of the papers with words, sentences, and thoughts?

Rationale: I want students to understand writing as a process, not just a “I write a quick essay without any preparation.” They need to learn how to organize their thoughts and ideas before putting them in essay form.

Introduction to New Material:

Step 3: Pre-Write Formula: QPOBTt23aAV

Q (Question): Turn the topic from the writing prompt into a question you can answer in essay form

P (Position): Take a position on the topic. What is your answer to the question

O (Opener/Closer): What strategy will you use to open and close your essay?

B (Brainstorm 3 Main Ideas): Each B (B1,B2, B3) will be the main idea of a body paragraph and support your T(Thesis)

T (Thesis): The MAIN IDEA OF YOUR ENTIRE ESSAYo Formula- T=P+B1,B3, and B3

t (Thesis Remix): restate the thesis in the conclusion paragrapho Formula- To close, since B1, B2, and B3, P

2 (Major Details): must state two reasons for the Bs using the transition words First, … and Second,… (two 2s per body paragraph)

3a (3 adjectives): Must open with 3 negative adjectives describing life without P and T. Must close with 3 positive adjectives describing life with T and P

A (Audience): Did I consider my audience as I pre-wrote? V (Vivid language): Did I use vivid language in all of the paragraphs?

o B1? B2? B3?

o -3a?o +3a?

Guided Practice/ Independent Practice:

Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will respond to a writing prompt collectively and create a Pre-Write together. (HEAVY TEACHER INVOLVEMENT AND HELP)

Independent Practice: Students will independently respond to a different writing prompt as their exit slip by following the Pre-Write Formula. The group will grade, evaluate, and provide feedback to one another about the independent practice, then I will grade and provide feedback as well. (My grade will be the final grade for the exit slip).

ClosingHow will students receive feedback on their performance? How will you determine evidence of mastery?

Students will receive the feedback and time for corrections the next day.Students must demonstrate 80% mastery and must show understanding of how to create the Bs and T

LP2 Date: TBDObjectiveStudents will be able to

Students will be able to compose an introduction paragraph

AssessmentBy the end of class, what should your students be able to do, know, or answer?

Students will be provided with the same writing prompt as before and as their exit slip/ assessment, they must create an introduction paragraph in response to the writing prompt, applying necessary letters from the Pre-Write Formula (-3a, T, V, A- stay aware of audience)

Spiraled SkillsWhat other skills will be touched upon or reviewed during class? How will this be integrated? Please choose at least one other skill.

Proper grammar usage: commas in appropriate location, periods, capitalization

OpeningWhat is the purpose of this lesson?

Do Now: How do you catch the reader’s attention when writing an essay?

Rationale: I want students to understand that when writing you must consider your audience, make it relevant, and most importantly captivating. Students need to get the reader invested in their essay through the introduction paragraph as well as clearly state their thesis

Introduction to New Material:

Step 4: Introduction Paragraph 10 sentences Sentence 1: -3a what would life be like without your P(position

on the topic)? Sentence 2: These words all describe…explain what the -3a

is talking about Sentence 3: Try to imagine a life like this… grab reader’s

attention and pull them into the picture you are painting Sentences 4-8: Describe the 5 senses without your P Paint

a negative picture, so reader’s will eventually realize how important your P and T are)

Sentence 9: Connector explain how the 5 senses connect your T(thesis) that you are about to state

o EX: This ugly picture is nothing you want to experience, that is why…

Sentence 10: TGuided Practice/ Independent Practice:

Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will collectively respond to the same writing prompt from before and create an Introduction Paragraph. (HEAVY TEACHER INVOLVEMENT AND HELP)

Independent Practice: Students will independently respond to the same writing prompt as from their pre-write formula day and submit a completed introduction paragraph. The group will grade, evaluate, and provide feedback to one another about the independent practice, then I will grade and provide feedback as well. (My grade will be the final grade for the exit slip).

ClosingHow will students receive feedback on their performance? How will you determine evidence of mastery?

Students will receive the feedback and time for corrections the next day.Students must demonstrate 80% mastery (8/10 sentences correct) and MUST include the T as the last sentence.

LP3 Date: TBDObjectiveStudents will be able to

Students will be able to compose a body paragraph

AssessmentBy the end of class, what should your students be able to do, know, or answer?

Students will be provided with a writing prompt and as their exit slip/ assessment, they must create a six sentence power paragraph that supports the T and the B

Spiraled SkillsWhat other skills will be touched upon or reviewed during class? How will this be integrated? Please choose at least one other skill.

Proper grammar usage: commas in appropriate location, periods, capitalization

OpeningWhat is the purpose of this lesson?

Do Now: How do you organize your thoughts from the Pre-Write Formula into something meaningful and understandable to the reader?

Rationale: Students need to know how to organize thoughts in paragraph form with supporting details and examples that ultimately all point to the writers T and position on the topic.

Introduction to New Material:

Step 5: The Body Paragraphs are done in Power Paragraph format (they already learned how to write a Power Paragraph)

The formula: 1,2,3,2,3,4 (explains type of sentence and order) 1= Main Idea (B1, B2, or B3) 2= Major detail (reason explaining B1/ Main Idea) 3= Supporting detail (example, detail from passage, or further

explain 3) 2= (2nd) Major detail (reason explaining B1/ Main Idea) 3= Supporting detail supporting second 2 (example, detail from

passage, or further explain your second 3) 4= Conclusion (restate the B/main idea, also including a closing

paragraph transition such as To close,… In conclusion, ….)

Guided Practice/ Independent Practice:

Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will collectively respond to the same writing prompt from before and create their B1 Body Paragraph, which is their first body paragraph. (HEAVY TEACHER INVOLVEMENT AND HELP)

Independent Practice: Students will independently respond to the same writing prompt as from their pre-write formula day and submit a completed B1 Body Paragraph. The group will grade,

evaluate, and provide feedback to one another about the independent practice, then I will grade and provide feedback as well. (My grade will be the final grade for the exit slip).

ClosingHow will students receive feedback on their performance? How will you determine evidence of mastery?

Students will receive the feedback and time for corrections the next day.Students must demonstrate 80% mastery and must stay on topic and have all six sentences.

LP4 Date: TBDObjectiveStudents will be able to

Students will be able to compose a conclusion paragraph

AssessmentBy the end of class, what should your students be able to do, know, or answer?

Students will be provided with the same writing prompt from their last exit slip and as their exit slip/ assessment for today, they must complete create a six sentence conclusion paragraph.

Spiraled SkillsWhat other skills will be touched upon or reviewed during class? How will this be integrated? Please choose at least one other skill.

Proper grammar usage: commas in appropriate location, periods, capitalization

OpeningWhat is the purpose of this lesson?

Do Now: Once you come up with an awesome introduction and clear, concise body paragraphs, how do you end strong?

Rationale: Students must learn writing has organization. It starts strong and ends strong re-state the thesis while still holding the audiences attention.

Introduction to New Material:

Step 4: Conclusion Paragraph 6 sentences Sentence 1: t/ thesis remix- copy straight from Pre-Write

formula Sentence 2: Connector- connect the thesis remix to the 3

positive adjectives you are about to use Sentence 3-4: Choose any two senses you want to describe

positively explaining how wonderful life is with your position and T

Sentence 5: You feel (sense) described Sentence 6: Pull the reader in

o EX: Try to imagine a life like that!Guided Practice/ Independent Practice:

Guided Practice: Students will be divided into small groups for the duration of the Writing Unit. They will collectively respond to the same writing prompt from before and create Conclusion Paragraph. (HEAVY TEACHER INVOLVEMENT AND HELP)

Independent Practice: Students will independently respond to the same writing prompt as from their pre-write formula day and submit a completed Conclusion Paragraph. The group will grade, evaluate, and provide feedback to one another about the independent practice, then I will grade and provide feedback as

well. (My grade will be the final grade for the exit slip).ClosingHow will students receive feedback on their performance? How will you determine evidence of mastery?

Students will receive the feedback and time for corrections the next day.Students must demonstrate 80% mastery and must restate the T using t/thesis remix.

Teacher: Monday Tuesday Wednesday

Thursday Friday

Week 1 Introduction: Student Handout Outline Calendar Expectations Groups

Students learn the major types of writings: PEND (Persuasive, Expository, Narrative, Descriptive) Students learn

how to choose appropriate type based on information in prompt

Students learn the major elements of an Expository essay Look at a lot of

models and student exemplars

Students learn how to break down a writing prompt and read it effectively (Step 1)

Quiz: Everything assessing what was learned throughout the week Teacher grades

quizzes and returns on Monday

Week 2 Students receive feedback based on quiz, Teacher identifies any major, consistent errors common among entire class

Groups make corrections to quiz

Students retake quiz again for mastery

Students learn how to breakdown a writing prompt to properly respond and writing an effective essay (Step 2)

Students vote on group writing prompt

Students learn TAPT process (Step 2): figuring out topic, audience, purpose, and type of writing (expository this part of the unit) Groups

complete Step 1 and 2 for chosen writing prompt

Students independently complete Steps 1&2 for personal essays

Students learn the first half of the Pre-Write Formula (Step 3): QPOBT Apply

knowledge to group essay

Apply knowledge to independent essay through an exit slip

Quiz assessing students mastery of things learned from the week Teacher grades

quizzes and returns on Monday

Week 3 Students receive feedback based on quiz, Teacher identifies any major, consistent errors common among entire class

Groups make corrections to quiz

Students retake quiz again for mastery

Students practice 1st

½ of Pre-Write

Students learn 2nd ½ of Pre-Write Formula (Step 3): t23aAV Apply

knowledge to group essay

Apply knowledge to independent essay through an exit slip

Students practice completing Pre-Write (Step 3): QPOBTt23aAV Using lots of

different writing prompts just to give opportunity for more practice

Students learn how to create an introduction paragraph (Step 4): Apply

knowledge to create group essay

Apply knowledge to independent essay through an exit slip

Quiz assessing students mastery of things learned from the week Teacher grades

quizzes and returns on Monday

Week 4 Students receive feedback based on quiz, Teacher identifies any major, consistent errors common among entire class

Groups make corrections to quiz

Students retake quiz again for mastery

Practice creating.

Students learn how to create a body paragraph (Step 5): Apply

knowledge to group essay

Apply knowledge to independent essay through an exit slip

Students correct B1 body paragraph Students create

B2 body paragraph for group essay

Students create B2 para. For independent essay

Students correct B2 body paragraph Students

create B3 body para. For group essay

Students create B3 para. for independent essay

Students correct B3 body paragraph

Quiz assessing students mastery of things learned from the week Teacher grades

quizzes and returns on Monday

intro. moreWeek 5 Students receive

feedback based on quiz, Teacher identifies any major, consistent errors common among entire class

Groups make corrections to quiz

Students retake quiz again for mastery

Students learn how to create a conclusion paragraph (Step 6): Apply

knowledge to group essay

Apply knowledge to independent essay through an exit slip

Students practice creating a conclusion paragraph some more with different writing prompts and Pre-Writes already completed for students to use

Students make final corrections to group essay and independent essay Students

practice steps 1-6 to create a complete 5 paragraph essay with new writing prompt

Students continue to complete Steps 1-6 to create 5 paragraph essay continued Teacher reviews

essays over weekend to provide feedback

Week 6 Students make necessary corrections and provide one another with feedback Students review

and practice necessary steps that have not been mastered

Students independently complete 5 paragraph essay quiz:Day 1- Steps 1-3 (Breakdown prompt and pre-write)

Students independently complete 5 paragraph essay quiz:Day 2- Steps 4-6(Introduction, Body, Conclusion)

Groups grade other groups essays and provide feedback

Teacher grades all students essays

Teacher continues to grade all students essays

Students start to read new novel

Students identify main ideas, topics and themes of novel to write essays about

Week 7 Students read novels Groups respond to

writing prompt connected to novel

Students independently respond to prompt connected to novel

Students read novels Groups

respond to writing prompt connected to novel

Students independently respond to prompt connected to novel

Students read novels Groups respond

to writing prompt connected to novel

Students independently respond to prompt connected to novel

Students read novels Groups

respond to writing prompt connected to novel

Students independently respond to prompt connected to novel

LAST DAY TO FINISH THESE ESSAYS

Students take OFFICIAL SUMMATIVE WRITING ASSESSMENT

Students finish essay on Monday if necessary

Week 8 Students read novels Students create

personal narratives

Students read novels Students

create personal narratives

Students read novels Students create

personal narratives

Students read novels Students

create personal narratives

Students read novels Students create

personal narratives

FINISH!

Student: Monday Tuesday Wednesday

Thursday Friday

Week 1 Introduction to Writing Unit

I learn PEND I learn major elements of expository essays

I learn Step 1 QUIZ

Week 2 Feedback Corrections Retake quiz if

necessary

I learn Step 2 I choose

different topics to write

I learn Step 2 Group essay Independent

essay

I learn 1st ½ of Step 3 Group essay Independent

QUIZ

about essay

Week 3 Feedback Corrections Retake quiz if

necessary I practice 1st ½ of

Pre-Write more

I learn 2nd ½ of Step 3 Group essay Independent

essay

Practice Step 3 some more

I learn Step 4 Group essay Independent

essay

QUIZ

Week 4 Feedback Corrections Retake quiz if

necessary I practice creating

intro. more

I learn Step 5 Group essay Independent

essay

Correct B1 body paragraphs Group creates

B2 body paragraph

I create B2 para. for independent essay

Correct B2 body paragraph Group creates

B3 body para. I create B3

para. for independent essay

Correct B3 body paragraph

QUIZ

Week 5 Feedback Corrections Retake quiz if

necessary

I learn Step 6 Group essay Independent

essay

Practice Step 6 some more

Make final corrections to group and independent essays Practice steps

1-6 to create a complete 5 paragraph essay with new writing prompt

Continue to create new 5 paragraph essay using Steps 1-6

Week 6 Make necessary corrections and provide one another with feedback Review and

practice necessary steps that have not been mastered

QUIZDay 1: Complete Steps 1-3

QUIZ continuedDay 2: Complete Steps 4-6

Groups grade other groups essays and provide feedback

Ms. Cooksey starts to grade QUIZ essay

We read new novel

Ms. Cooksey still grading essays

Read novel Identify main

ideas, topics and themes of novel to write essays about

Week 7 Read Groups respond to

writing prompt connected to novel

Independently respond to prompt connected to novel

Read Group essay Independent

essay

Read Group essay Independent

essay

Read Group essay Independent

essay LAST DAY TO

FINISH THESE ESSAYS

OFFICIAL SUMMATIVE WRITING ASSESSMENT

I can finish on Monday if I need to

Week 8 Read Personal narratives

Read Personal

narratives

Read Personal

narratives

Read Personal

narratives

Read Personal

narratives FINISH!!!

Major Components I Will Learn as I Master Expository Essay Writing Breaking down a writing prompt

Pre-writing

Introduction

Body (3 paragraphs)

Conclusion

Lots of great supporting details

Creating a strong THESIS

What is an Expository Essay?Simply Put: Essays that explain or inform you about something!

They might describe how to do something.

They might analyze and explain events, ideas, or literature read.

It is very specific and contains details to support your thoughts and ideas.

Example: A five paragraph essay that explains three reasons it is important to brush your teeth everyday

Why do I need to know how to write an Expository Essay?Simply Put: It is the foundation for being a strong WRITER!

YOU MUST LEARN HOW TO WRITE EXPOSITORY BEFORE YOU CAN GET CREATIVE AND CRAZY WITH YOUR WRITING!IT WILL MAKE YOU STRONG! (writing wise)

PREPARES YOU TO BETTER GET YOUR VOICE OUT IN A CLEAR AND EFFECTIVE WAY

IT IS IMPORTANT TO KNOW HOW TO EXPLAIN YOURSELF, IDEAS, AND THE WAY THE WORLD WORKS: EXPOSITORY ESSAYS HELP YOU DO THAT!

RUBRIC: (Circle score) 4 points 3 points 2 points 1 pointW2Aa: compose text showing awareness of audience

Essay is relevant and understandable to audience

Essay is obscure as to who the essay is written for

Essay is addressed to wrong audience

W2Ab: compose text choosing a form appropriate to topic and specific audience

5 Para essay Expository-

explains and informs

W2Da: Compose text using precise and vivid language

-3a +3a B1: vl B2: vl B3: vl

-3a +3a Vl in atleast

two Bs

-3a +3a Vl in

atleast 1 B

-3a +3a

W3Aa: Compose a variety of texts using EXPOSITORY

Explains and informs about the topic in writing prompt

W1Aa: Follow a writing process to use appropriate pre-writing strategies

Step 1,2,3 Completes all

letters in QPOBTt23aAV

Step 1,2, 3 completes QPBTt23aV

Has only half of the pre-write done (13/26)

Completes little to none of pre-write

W1Ab: Follow a writing process to generate a draft

Steps 1,2,3 5 para draft

Steps 1,2,3 4 para

draft

Steps 1,2,3

3 para

Part of steps 1,2,3 Few para

W1Ad: Follow a writing process to edit for conventions

Periods in correct spot close to ENTIRE ESSAY

80% (+) mastery of comma usage

Periods in correct spot majority of essay, but not all

70%-79% mastery of comma usage

Periods in half of the essay

69-60% mastery of comma usage

Close to no punctuation apparent or all punctuation is in the wrong location

W1Ac: Follow a writing process to:

reread Does it look like work was reviewed for

Student clearly did not reread for errors

mistakes? revise for audience Essay is

relevant and understandable to audience

Essay is obscure as to who the essay is written for

Essay addresses wrong audience

revise for purpose Purpose is vivid and clear in Intro, Body, and Con

Purpose is clear in 4 out 5 of paragraphs

Purpose is clear in 3 out of 5 paragraphs

Purpose is clear in 2 or less paragraphs

W2Ca: Compose text with a clear beginning, middle, and end

Intro w/ T Intro w/ 5

senses -3 a Correct

transition words in body

Conclusion w/ thesis remix

Conclusion restates 2 senses

+3a

Intro w/ T Intro w/ 5

senses -3 a 2 Correct

transition words in body (to begin, in addition, lastly)

Conclusion w/ thesis remix

Conclusion restates 2 senses

Not as clear as needed

Only half of the transition words are provided (3/6

Less than 3 transition words are provided in essay

Strong T Strong t Strong B1,B2,

B3 point to T

Ok T Ok t Ok B1, B2,

B3 Does not

fully point to T

T and/ or t are weak and confusing

Bs don’t point to T

No T No t Not all 3Bs present

W2Db: Compose a text using writing techniques such as

Uses 5 senses correctly in Intro

Uses 4 senses correctly in

Uses 3 senses correctly

Uses 2 senses correctly in Intro

Uses a sense correctly in

figurative language, sensory detail, and purposeful dialogue

Uses 3 senses correctly in Con

Intro Uses 3

senses correctly in Con

in Intro Uses

senses correctly in Con

Con

GRAPHIC ORGANIZER- THE COVER PAGE CHECK SHEET: AM I READY TO MOVE ON?????

Unit 2- Express Yourself7th Grade Communication ArtsCharli Cooksey

The Overview

“Be yourself. Above all, let who you are, what you are, what you believe, shine through every sentence you write, every piece you finish.” –John Jakes

“Writing is a form of personal freedom. It frees us from the mass identity we see in the making all around us. In the end, writers will write not to be outlaw heroes of some underculture but mainly to save themselves, to survive as individuals.” –Don Deililo

Rationale: The chaos that occurs in a single class is beyond articulation at times. Some students are humming or chanting their most esteemed rap song of the “moment”, girls are whispering and passing gossip amongst one another, while others are crying for attention from the students and teacher in the most peculiar ways. Ralph, one of the most intelligent students of all three sixth grade Communication Arts classes, prefers to test new wrestling moves on peers as he transitions from the hallway into the classroom. Other students scream “media institutionalized expression” through the “brand name” clothes they wear and condemn others for not wearing the logos of Ralph Lauren and Nike on their body. Furthermore, there exist within the same latitude, those students who seek ultimate joy in drawing and doodling their ideas into eccentric pictures and cartoons, while others choose outburst of anger and frustration as an outlet, and do not forget the quiet recluses whose face reads “I’m afraid, alone, and shy”. Behold, the clashing and colliding of self-expression in a single room. All the cliques, outcasts, brand label junkies, music gurus, hotheads, “Picassos”, wrestlers, and the teacher are competing for a single hour of getting their perspectives resonated throughout the classroom. Alas! Writing, the single solution to such a multi-faceted quagmire! Students can scream, cry, laugh, become liberated, bold, daring, brutally honest, or mysterious in their writing. Writing will give students the power to be who they really are, who they once were, and who they strive become.

The premise for the seventh grade “Express Yourself” Unit is to instill in students a sense of commitment towards the mastering of writing, but more importantly, to drive student mastery of expressing ones thoughts, ideas, hopes, and opinions on paper. The students will be at the beginning of their seventh year. Many students in a sense lack an identity, they are in the process of trying to figure out who they are, how and where they fit into the world. Yet, they are still humans with feelings, opinions, and voices screaming to be heard. There are so many ways to be heard; yet some ways are more positive outlets, and other ways are destructives means of being heard. Yet, a pen and a paper, a student with a vision, an idea, and structure, is by far one of the most powerful ways to be heard in such a chaotic world. This unit will allow students to realize that writing is an opportunity, not a burden; writing is expression, and not merely an assignment. Students can learn how to positively gain attention and a voice amongst the many other students that are in need of the same.

The unit will provide clarity for students as how to let their voices resonate in an effective, entertaining, concise, and genuine manner. The thoughts exist in their minds, and the unit will establish for students a clear, logical process to follow to release such thoughts onto paper in an organized fashion. This unit is the second unit of the year because the first unit will be solely dedicated to reading and developing comprehension skills. Therefore, the “Express Yourself” unit will elevate students to thinking of literature from a writing perspective. Writing and reading are intertwined in this unit, students will evaluate and strive to make sense of others writings and artistic expressions (art, music, dance), as well as manifest their personal artistic expression through writing. In the words of Lawrence Clark Powell, students will “Write to be understood, speak to be heard, read to grow.” In addition, in sync with the lines of John Jakes, a student must never feel that education is an effort to change them from who they truly are, but rather a means to help them grow and shape who they are into someone that can be understood by the way they express themselves. Their writing at the end of the unit will be a reflection of who they are, every sentence will illuminate the individuality of the single student and project personal creativity rather than the student falling in sync with the chaos of the world.

Summary: The unit will be comprised of three major sections. 1.) Introduction2.) Foundational Skills3.) Narrative Essay Writing

1.) The Introduction phase will consist of heavy investment: Watching popular and/or engaging videos of great orators Listening to songs-rap, pop, country (good source for narratives), classical, jazz Watching and performing spoken word Watching dance clips Viewing visual art- sculptures, paintings, photography, comics Reading engaging literature for analyze and dissection Students will expand their perspective of self-expression and discuss how writing

fits in2.) The Foundational Skills phase will consist of writing an expository essay where students will:

Learn writing as a process Review and learn grammar as applied to writing- commas, punctuation Learn how to properly organize thoughts Establish a thesis stay on topic in body paragraphs Paragraph structure Compose a 5 paragraph essay that is explanatory and informative Learn how to provide sufficient details and examples to support thesis, main

ideas, and topic sentences 3.) Narrative Writing Piece:

Read and listen to various narratives (country songs, movie clips, stories) Compose list of how students perceive themselves, how others perceive them,

how they want to be perceived through their writing Complete daily journal entries of short (paragraph) narratives for various topics

and experience Compose a final and complete 5+ paragraph narrative that tells a personal story,

discuss past, present, and add a section discussing the future (as they desire it to be)

Students may choose to provide supplements to Narrative essays, such as poetry, song, artwork, perform a dance

The unit will also have peer evaluation, teacher student conferences, reader response activities, and some of the paragraph structure activities that Burke provide will be incorporated as well. Students will divide into groups to allow for group writing before independent practice writing. Students will be exposed to a lot of exemplars for examples and inspiration. Everything taught will follow the introduction to new material, model, guided practice and independent practice process.

GLE DescriptionR1Fd Set a rate and purpose for readingR1I; R3Cb Compare, contrast, analyze connection (text to world, self, and text)R2Ce Point of viewR1Ge VisualizeR1Ha Main Idea and detailsWriting GLES:

Compose a variety of texts using narrative, descriptive, expository, and/or persuasive featuresCompose text using precise and vivid languageCompose text using writing techniques, such as figurative language, sensory detail, and purposeful dialogueIn written text capitalize within dialogueIn written text use commas and quotation marks in dialogue, and semi-colon in compound sentencesIn written text use correct agreement of pronoun and antecedent, and consistent verb tenseCompose text with effective, beginning, middle, and endCompose text with a logical order, appropriate paragraphing, and a variety of sentence structuresCompose text with cohesive devices, especially transitionsUse appropriate prewriting strategies as neededGenerate a draft, reread, revise for audience, purpose, ideas, content, sentence structure, and word choiceEdit for conventions and share writing

Length of Curriculum: 40 school days / 8 weeks/ Monday- Friday, 65-minute classesMaterials and Resources:

SCHOOL TEACHER STUDENT

Paper Novels, Literature PaperListening Center Student Writing Exemplars Cornell notesSmall Dry Erase Boards and markers

Study Guides Crayons, markers, colored pencils

Anti-G words that are dead for a good writer Handout

Pens and pencils

Journals and bookmarks Compiled list of favorite quotesAssessment: Students will have a summative assessment over the writing process and over how to write an expository essay. The assessment will mimic MAP format, containing a writing prompt, blank pages for brainstorming and pre-writing, and blank pages for the final draft. (This is what the Unit submitted will focus on. Expository is the first part of the unit. Narrative is not tested formally.)

Students will have a less formal summative PROJECT due (phase 2 of the writing unit) where they will create a narrative piece discussing an experience of their choosing. However, the narrative must have strong characterization (of oneself), a plot, and all of the other elements of a narrative. Students will evaluate others works along with the teacher. The narrative must be so detailed that the students will evaluate their peers work by drawing a very vivid picture of what was read in the narrative. The narrative will be non-fictional for a majority of the piece. However, their will be a portion of the narrative in which the students will create a desired future (there will be a beginning, middle, and end; the end will be fictional, reflective of students hopes and aspirations transcending into reality). Students will also provide a supplement to the narrative. May write a poem, song, perform a dance, etc.

Formative Assessment will consist of daily exit slips on whatever was learned that day.