Comments+on+your+rationale+and+lessons

[[file:2nd rationale for winter girls .rtf]][[file:formative 2.docx]][[file:Final Project for Wintergirls.rtf]]
[|Narrative Lesson Plans]

Formative assessments for our “Wintergirl Unit”:


 * Journals:**

-On the first day, students will simply be asked to journal their initial thoughts from the first chapter the teacher reads to the class. They will be asked to think about, but not limited to “why is Lia obsessing over a missed phone call? And “how would you describe the relationship between her and her stepmom, Jennifer thus far? (Day 1)

-How is Lia dealing with the death of her “old” best friend Cassie? Can you think of any examples in the novel of reoccurring imagery or voice that describes how she is feeling? (Day 3)

-What is Lia’s family structure at home like? How does this contribute to her separation from her family? Does Lia remember a better time in her life? (Day 4)

-How does Lia feel about Cassie’s death? Does Cassie’s death intensify Lia’s restrictive eating habits? Why or why not? (Day 5)

-Why does Lia give her stepsister’s name to Elijah as her own? What is Lia and Emma’s relationship like? How does Lia feel about Emma? (Day 6)

-Why does Lia connect “emptiness” with “strength”? What does this have to do with (i.e. Her eating disorder or something else?) (Day 7)

-What does the sea glass mean to Lia? What does she think it can show her? (Day 8)

-What does Elijah’s posters on the wall of famous words from authors and various writers have to say about needing other people for survival? About being alone? (Day 9)

-Lia visits a blog site for girls who are looking for support for their eating disorders. What do you think about sites like these? How do they affect Lia? (Day 10)


 * Homework/Assignments/Activities:**


 * -**Point of view writing assignment: Students will be asked to rewrite a passage from the point of view of a different character, such as (Jennifer) instead of Lia from Day 4 reading or to rewrite a passage from the point of view of (Elijah) instead of Lia from Day 9 reading. (Day 9)

-Group Multi-Genre Presentations: Students will be places in groups of three and each member either asked to bring in a poem, newspaper article, or song that relates to the reading the night before. (Days 9-18)

-Take home assignment: Write approximately a paragraph of predictions for what is to come in the next section of the novel. (Day 7)

-Have students research and print off examples of healthy site websites or blog sites for health and write a 1-2 paragraphs about what they support and what they think about one of the sites in particular. (Day 10)


 * Michigan State Standards and Benchmarks that correlate with our unit: **

//﻿// //﻿// //﻿// **Standard 3.1**: // Develop the skills of close and contextual literary reading. // //﻿// //﻿// //﻿// //﻿// //﻿// //﻿//
 * Standard 1.2: **// Use writing, speaking and visual expression for personal understanding and growth. //
 * Standard 1.4: **// Develop and use the tools and practices of inquiry and research-generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions, and composing a report. //
 * Standard 2.1: **// Develop critical reading, listening, and viewing strategies. //
 * Standard 4.2: **// Understand how language variety reflects and shapes experience. //

//**﻿**//
//**﻿**// 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.) 1. Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on //grades 11–12 topics,// //texts, and issues,// building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
 * __Reading Standards__** for Informational Text 6–12:
 * __Writing Standards__** 6–12:
 * __Speaking and Listening Standards__** 6–12:
 * __Language Standards__** 6–12:

//﻿//