Unit Plan Standards, Goals, Objectives, and Assessments - Non-Conformity Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. MSC ECLG 4 (Aligned with Standard 1) The student will demonstrate the ability to evaluate the content, organization, and language use of texts. Day Three: Dissecting High School Society in Stargirl Objective: Students will identify the elements of the high school society in the young adult novel Stargirl. Objective: Students will examine how Stargirl’s actions affect the high school society portrayed in the novel. Assessment: Students will complete a chart in which they reference elements of high school society, Stargirl’s personality traits and actions that go against that society, and the effects her actions have on the members of that society. They will add to this chart a few more times as they read the novel. ----- Criteria: Participation Grade – Students are on-task and complete the chart in small groups. The chart will be graded for completion at the end of the unit. ----- Possible Scores: 100% - Students participate fully in the class and are on-task. 80% - Students participate most of the time in class with few off-task behaviors. 50% - Students participate half of the time with many off-task behaviors. 0% - Students do not participate in the assignment. Assessment: Students will write a paragraph in their journals about what they think about Stargirl so far in the novel. What do they think of the fact that she is so different from everyone else? Is there anything about Stargirl that makes them feel uncomfortable? ----- Criteria: Journal Grade – Students are on-task and complete the paragraph individually. The paragraph will be graded based on completion and thoughtfulness of answer. ----- Possible Scores: 5/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. The answer addresses all parts of the prompt. 4/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. The answer addresses most parts of the prompt. 3/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. This is the only part of the prompt the student responds to. 2/5 – The student gives his or her opinion about Stargirl and supports it with one example from the text. The student addresses another part of the prompt. 1/5 – The student gives his or her opinion about Stargirl and supports it with one example from the text. 0/5 – The student does not hand in the assignment. Standard 12 (Aligned with Standard 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). MSC ECLG The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Day Nineteen (Twenty?): Connecting Non-Conformity in the Texts Objective: Students will be able to compare and contrast the elements of non-conformity found in Stargirl, The Chocolate Wars, and Romeo and Juliet. Assessment: Students will compose an essay that compares and contrasts the elements of non-conformity in Stargirl, The Chocolate Wars, and Romeo and Juliet. At the end of the essay, students will reflect on the text that affected their ideas about non-conformity the most throughout the unit. ----- Criteria: Writing Assignment Grade – Students are on-task and complete the essay individually. They will have the opportunity to complete this assignment over 1 ½ class periods. It will be graded for knowledge of elements of non-conformity and the similar and different ways non-conformity is displayed in the three texts. ----- Possible Scores: 100% - Essay identifies all the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay accurately compares and contrasts the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed. 90% - Essay identifies most of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is mostly accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed. 80% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is mostly accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed. 70% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is somewhat accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed. 60% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is somewhat accurate in comparing and contrasting the similar and different ways non-conformity is shown in the two texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed. 50% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is mostly inaccurate in comparing and contrasting the similar and different ways non-conformity is shown in the two texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed. 40% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is mostly inaccurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students do not reflect on the text that affected their ideas about non-conformity the most. 30% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most. 20% - Essay identifies two elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts, and is only partially accurate in description. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most. 10% - Essay identifies one element of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts, and is mostly inaccurate in description. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most. 0% - Essay does not meet any of the requirements or is not handed in.
Standard 1
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
MSC ECLG 4 (Aligned with Standard 1)
The student will demonstrate the ability to evaluate the content, organization, and language use of texts.
Day Three: Dissecting High School Society in Stargirl
Objective: Students will identify the elements of the high school society in the young adult novel Stargirl.
Objective: Students will examine how Stargirl’s actions affect the high school society portrayed in the novel.
Assessment: Students will complete a chart in which they reference elements of high school society, Stargirl’s personality traits and actions that go against that society, and the effects her actions have on the members of that society. They will add to this chart a few more times as they read the novel.
----- Criteria: Participation Grade – Students are on-task and complete the chart in small groups. The chart will be graded for completion at the end of the unit.
----- Possible Scores:
100% - Students participate fully in the class and are on-task.
80% - Students participate most of the time in class with few off-task behaviors.
50% - Students participate half of the time with many off-task behaviors.
0% - Students do not participate in the assignment.
Assessment: Students will write a paragraph in their journals about what they think about Stargirl so far in the novel. What do they think of the fact that she is so different from everyone else? Is there anything about Stargirl that makes them feel uncomfortable?
----- Criteria: Journal Grade – Students are on-task and complete the paragraph individually. The paragraph will be graded based on completion and thoughtfulness of answer.
----- Possible Scores:
5/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. The answer addresses all parts of the prompt.
4/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. The answer addresses most parts of the prompt.
3/5 – The student gives his or her opinion about Stargirl and supports it with at least two examples from the text. This is the only part of the prompt the student responds to.
2/5 – The student gives his or her opinion about Stargirl and supports it with one example from the text. The student addresses another part of the prompt.
1/5 – The student gives his or her opinion about Stargirl and supports it with one example from the text.
0/5 – The student does not hand in the assignment.
Standard 12 (Aligned with Standard 12)
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
MSC ECLG
The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Day Nineteen (Twenty?): Connecting Non-Conformity in the Texts
Objective: Students will be able to compare and contrast the elements of non-conformity found in Stargirl, The Chocolate Wars, and Romeo and Juliet.
Assessment: Students will compose an essay that compares and contrasts the elements of non-conformity in Stargirl, The Chocolate Wars, and Romeo and Juliet. At the end of the essay, students will reflect on the text that affected their ideas about non-conformity the most throughout the unit.
----- Criteria: Writing Assignment Grade – Students are on-task and complete the essay individually. They will have the opportunity to complete this assignment over 1 ½ class periods. It will be graded for knowledge of elements of non-conformity and the similar and different ways non-conformity is displayed in the three texts.
----- Possible Scores:
100% - Essay identifies all the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay accurately compares and contrasts the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed.
90% - Essay identifies most of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is mostly accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed.
80% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is mostly accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most and explain how their ideas have changed.
70% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in all three texts. The essay is somewhat accurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed.
60% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is somewhat accurate in comparing and contrasting the similar and different ways non-conformity is shown in the two texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed.
50% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is mostly inaccurate in comparing and contrasting the similar and different ways non-conformity is shown in the two texts. Students also reflect on the text that affected their ideas about non-conformity the most, but do not reflect on how their ideas have changed.
40% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in two of the three texts. The essay is mostly inaccurate in comparing and contrasting the similar and different ways non-conformity is shown in the three texts. Students do not reflect on the text that affected their ideas about non-conformity the most.
30% - Essay identifies some of the elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most.
20% - Essay identifies two elements of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts, and is only partially accurate in description. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most.
10% - Essay identifies one element of non-conformity discussed in class. The essay discusses how non-conformity is shown in one of the three texts, and is mostly inaccurate in description. The essay fails to compare and contrast the three texts. Students do not reflect on one specific text that affected their ideas about non-conformity the most.
0% - Essay does not meet any of the requirements or is not handed in.