Unit+Map

__Day 1 (Monday):__ I will begin the unit of “Overcoming Challenges” by having students enter the classroom and be assigned a variety of different diseases or disorders written on name-tags. These will include: chicken pox, dehydration, H1N1 flu, blindness, and panic attack. Students will be told to find their fellow group members (3 groups of 6 students, 2 groups of 7students). Once in their groups, students will brainstorm the effects of having this illness or feeling in such a way. Students will then be given 5 minutes as a group to write a short response to the question: Imagine if you were suffering for days with this particular illness or disease. How would you and your fellow group members persevere? Students will then be given the opportunity to report out and realize that living with such health issues calls for bravery, confidence, and the help of others around them. We will transition into introducing the novel, __Fever 1793,__ by Laurie Halse Anderson, where I will have students read the back summary and examine the novel’s cover. Each student will receive a copy of the novel. I will begin to draw the students into the plot by reading aloud until the conclusion of the period. Homework will consist of students reading Chapters 1-4 (pg. 1-23) and writing any initial thoughts into their “J” or journal composition book.
 * //Unit Map/Narrative Overview//** **//(15 days)//**

__Day 2 (Tuesday):__ This class period will begin with students creating a character sketch based off of last nights reading and introduction to the main character and narrator, Mattie. [Ref: Bushman & Haas, pg. 77] There will be a class discussion on the initial reactions to the characters, along with the plot and overall setting. I will then transition into explaining the author’s style and reasoning behind why each chapter is a date and the significance of the quotes before the start of each chapter as well. I will also encourage students to understand that this novel has such profound and moving passages that they sometimes can resemble poetry. Students will then analyze specific uses of the descriptions by the author to incorporate into poetry. Students will be allowed to create their very own “Found Poem” from the following pages: 3, 7, 14, or 16. This will allow students to see who poetry can be incorporated into fiction. Students will be required to identify specific words and phrases which are helpful to their understanding of the passage selected, and arrange these in an order which makes sense. A definition of found poetry will also be provided. These will be shared with the class. For homework, students will continue reading and drawing closer to the literature. Students are to write any reactions to the following chapters and make any predictions about what is going to happen next (Chapters 7- 9, pg. 46-70).

__Day 3 (Wednesday):__ Students will enter the room and as a class I will conduct a 3-2-1 (3 things they learned regarding the progression of events in the book, 2 questions they have about what is occurring, and 1 question they are eager to hear the answer to). [Ref: 3-2-1 from Mr. Bullock, ECI 435 TA] Today, a mini-lesson will be taught on the importance of context clues in order to make inferences and discuss how and why language changes throughout culture and literature. Students will then be asked to compile a list of challenging vocabulary in the text that they have come across thus far. In groups, and using a vocabulary worksheet, students will create a fictional diary entry (to a loved one or family member) about their experiences in Philadelphia during 1793, using the words and phrases from the period. Students should stick to their assigned persona, making their social class, gender, occupation, and race very clear. Ex. ninny (p. 33); flagstones (p. 35); mucky (p. 69); headed for a lark (p. 76). This will take up the remainder of the class period. This assignment will be turned in for a grade. For homework, students will be asked to read (Chapter 10-11, pg 70-83)

__Day 4 (Thursday):__ This class period will begin with a re-cap of the material discussed in the class prior. I will be looking for students to explain their role in society and present some of the information they included in their diaries. I will introduce the importance of imagery in the development of writing and the importance of keeping the reader wanting to continue. I will provide some key examples from the chapters already covered. Students will be asked how imagery enhances their reading, if at all. Students will then be given an assignment to choose any example of figurative language in the text thus far and create a definition of the term using an example from the text. As a class, we will regroup to share ideas and post these on the walls to remind students of the usage of figurative language in __Fever 1793__. Students will also be given time, in class, to read their novel. For homework, students will be encouraged to continue with their reading. (Chapters 12-14, pg.84-104)

__Day 5 (Friday):__ This class will begin by completing a “Visualization” free-write in order to trigger thoughts, emotions, and write students thoughts. I will ask students to take out their journals in order to respond to the following instructions. Students will be asked to close their eyes and relax for a moment, 1. Go to a place where you have been challenged or had difficulty (pause while students think) 2. Do not talk while you do this activity 3. Listen and gather your thoughts before you begin writing 4. Rapidly write your expressions once I tell you to do so 5. What was so stressful and hard to overcome? 6. How did you feel about the situation? 7. What were those individuals around you doing to help in any way? 8. Did you feel like Mattie in any of these situations? 9. Compare your circumstance to the novel we are reading! 10. Open your eyes and take 5 minutes to write your thoughts now. Students will then be given some time to connect their reading interpretations to their own life, finding some common ground within the in-class read and what situations Mattie is going through. [Ref: my own free write idea] I will then transition into looking at the content read for homework and having another mini-lesson on figurative language pointing our how things such as metaphors, similes, conflict, plot and theme. Students will then create a medicine which can cure the yellow fever which is taking over all of Philadelphia, using multiple literary terms to convey the purpose of the drug and its ability to cure the sick. These will be posted and graded for proper use of figurative language and ability to express oneself. Whatever is not finished in class will be due first thing Monday morning. Students will also continue reading. (Chapters 15-16, pg. 105-121)

__Day 6 (Monday):__ “Imagine This” Free Write-Students will begin this class period with a reader response prompt. Students will be given approximately 5 minutes to write any initial thoughts. Volunteers will then be asked to share their thoughts on the given topic: Imagine Mattie was a guest at your dinner table. What would you talk about? Explain your conversation. [Ref: Milner, Chapter 5, pg.133-134] After a brief discussion, we will transition into discussing sentence combining and apply it to the portion of the novel students have read for homework. Examples will be provided along with a class worksheet to practice the concept. [Ref: Killgallon, chapter 3] For homework the following pages will be assigned. (Chapters 17-18, pg. 122-137)

__Day 7 (Tuesday):__ Students will being with a free write asking for ideas and thoughts about persuasive writing. After, as one class students will share what they believe are elements of persuasive writing, along with proper ways in convincing someone of an argument one is making. Afterwards, students will work with a partner, write a few sentences persuading a peer, and hold a conversation regarding what the best decision is for Mattie-in trying to run off and help her ill mother or sticking by her grandfather’s side. Students will then have a mini-debate where students to persuade the opposing side to see a different stance. The homework will be to read the novel and illustrate what is going on in the chapters in their journals with a brief description. (Chapters 19-20, pg. 138-162)

__Day 8 (Wednesday):__ Students will begin the class by sharing their illustrations from the night before with their table members. The focus of today’s class will be on a Socratic seminar where every students critical thinking skills are practiced. The teacher will act as the facilitator and pose some questions about the novel thus far. Many questions asked will revolve around decisions Mattie makes after seeing dead all around, having family members vanish, and the fact that Mattie is dictating her own life once the disease sweeps over all of her loved ones. This will be elaborate and both the inner and outer circle will have the opportunity to share their thoughts. The homework will be a continuation of reading. (Chapters 21-23, pg. 163-191)

__Day 9 (Thursday):__ Students will begin by reading an article on the yellow fever epidemic in Philadelphia. This will come from a local press and be a true representation of how the living conditions were during this time with the illness. Students will use their information from the novel and article to create a “Guide to Survival” in their journals. These ideas will be shared with the class. A mini-lesson will be taught on using proper tenses when speaking and writing. Students will then take the article and write a reflection underling their usage of present tense words throughout their paragraph. Reading will be assigned for homework and a prediction to the ending of the novel will be required in their journals. (Chapters 24-25, pg. 192-208)

__Day 10 (Friday):__ Students will begin by completing a free-write in their journals regarding being in the shoes of both Mattie and Eliza caring for the sick children. How would students react and make sure the children are getting the nourishment they need? How will this obstacle be tackled? After a brief discussion we will look further into what it would actually be like to be living in the shoes of Mattie in the year 1793. The class will log onto the computers (partnering up if 32 students) and use Google lit trips. This webpage will have students interactively visiting the numerous places in Philadelphia where this novel takes place in the eighteenth century. [] (smart board compatible). Students will complete a “Time Traveling to Philly” worksheet to compare events in the novel to the actual places in Philadelphia (where a field trip will be taken later in the semester). Homework for this day will be to finish the rest of the novel. (Chapters 25-29, pg. 209-239)

__Day 11 (Monday):__ The class will begin with instructions to turn to page 240 in the novel. Students will be listening closely as the epilogue is read out loud. We will discuss the use of epilogue in literature and evaluate if it was necessary for Anderson to include one in her novel. This will conclude the novel, and students will be asked to write a short condolence letter to Matilda regarding the deaths of her family members. We will discuss writing technique for letters such as these, along with the specific format. These will be read aloud to a partner. Students will have no homework as they will be rewarded for finishing the novel and preparing for the start of the culminating activity on Day 12.

__Day 12 (Tuesday):__ Students will be assigned groups for the culminating activity to be completed over the course of this week. The students will be distributed the assignment sheet, where a detailed explanation of the project will be given. Ultimately, groups will create a movie trailer for the book Fever 1793, incorporating the underlying theme of overcoming challenges. This day will be used for brainstorming and gathering ideas and roles for the video.

__Day 13 (Wednesday):__ Today will be completely devoted to planning and practicing for the recoding day on Thursday. Students will be given the entire class period to make some finishing touches and be prepared to make their final production. The videos should look professional and as though an adequate amount of time was spent on them. The homework will be for students to remember their specific attire for tomorrows video, along with any props or objects needed to enhance the performance.

__Day 14 (Thursday):__ This day will be devoted to filming each group’s movie trailer with a flip camera. All props and extras for the film should be brought to class on this day. Groups not filming should be preparing their presentations for Friday. Homework will be to dress professionally for Friday’s Film Extravaganza.

__Day 15 (Friday):__ Today will be devoted to watching and critiquing classmate’s videos. Each group will present their final project and give a brief report on what they have learned, overall, throughout this entire unit, including the reading of the young adult literature novel. Students will fill out evaluation sheets for each group and give positive remarks, as well as critical responses. Today will be a day to showcase work and administrators within the building will be invited to join the fun!