Put students in the driver's seat for their education!
A great until to supplement and enrich what you are currently teaching in English/Language Arts.
This developed from the need to have students to increase the amount of time they spend reading, broaden their exposure to books, and build their personal knowledge banks. A perfect way to end the year, start off strong, or provide for differentiation and student-guided learning and increased engagement in your class!
For this particular unit, students were required to choose a book related to success, as this was the topic of our first unit. We discussed on knowledge is power, and knowledge comes from reading — so, becoming a reader and reading more would ultimately lead to power and success.
Students are encouraged to read ANY book for this assignment — so, students read anything from Holocaust nonfiction to a Jodi Picoult best seller; The Maze Runner to The History of China.
Includes work with double entry journals, student choice of final project/presentation, plus detailed student samples and guides.
All documents are in pages/keynote, word/powerpoint, and pdf -- these are ready to print and use or edit to meet your needs.
What I liked most, and I think my students felt this way, too, was that there was a lot of student choice and a lot of student responsibility. If you feel your students need more accountability, this could be used with literature circles, class novels, my independent reading packet (https://www.teacherspayteachers.com/Product/Independent-Novel-Unit-Student-Packet-442992), or in many other ways.
The finished products were amazing! By allowing students to have choice, and handing over the reigns, students produced amazing, creative, unique projects that opened a window into their personalities.
Similarly, these products provided intensive skill work with reading, time management, themes, direction following, understanding rubrics, making meaning, expressing meaning, etc. Students had to think critically as they chose the right product for them; they also experimented with risk and reward as they put off work or worked ahead.
This unit covered the following ELA Career and College Readiness Standards (which can be linked to your individual grade level):
(THERE ARE 24!!!)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Assess how point of view or purpose shapes the content and style of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.