Language Unit - Grade 7
Focus on Voice and Perspective.
I will develop and explain interpretation of oral texts using stated and implied ideas from the text
In my writing I will establish a distinctive voice, appropriate to the subject and audience
Integration: Drama (writing in role)
I will analyzing texts in order to evaluate how effectively they communicate ideas, opinions, themes or experiences
I will analyzing oral texts in order to evaluate how effectively they communicate ideas, opinions, themes or experiences
I will establish a distinctive voice in my writing (use language that indicates their stance or point of view)
I will discuss the connection between a speaker’s tone and the point of view or perspective
Regularly use vivid and figurative language and innovative expressions in their writing
Identify their point of view and other possible point of view, evaluate other points of view and find ways to acknowledge points of view if appropriate
Integration: Drama & Media Literacy
Interpreting Perspectives and Analyzing Voice in Literary Texts (Text: Voices in the Park)
Task: Teacher will pass out photocopied images of the illustrations in the picture book. Students will form a tableau of the images, and discuss the interpretations of the tableaus. The teacher will read the text to students, and students will develop further interpretations of the story.
Writing Perspectives – Exploring Voice
Task: As a group, students will choose a scenario to write about. Each group member will choose one character in the story to write about. The story must be written from one perspective in first person
Task: Students will pair up with a partner in their groups to discuss their voices; Give students one minute to look at their story, and pick one passage to share with the class. Discussion to follow.
Performance of Perspectives
Task: Students are performing their perspective stories. Each group member will stand in a corner of the classroom and read aloud their stories. Discussions to follow on how effective the voice/perspective was for each story.
Bosco the Bucketfixer
Task: Children’s rights activity – students are asked to close their eyes and imagine a series of situations. Introduce students to Bosco Clip – watch the clip. Student reflect on their reaction to the video.
Tell students they will be writing an article on Bosco, to bring awareness to the living and working conditions in Rwanda. Tell them to write down 5 questions they would ask Bosco, if they could interview him to write their article. Try to ask unique questions that your audience would be interested in knowing. A volunteer will play Bosco in a hot-seating drama technique. The reporters will be asking “Bosco” the questions for their newspaper article. They will be taking down answers to their own questions and to other questions if they want to include that information in their article.
Discussion Anecdotal Notes – (Author’s Intent & Intended Perspectives)
Rubric + Self Assessment Reflection
Task Completion + Anecdotal Notes
Checklist + Rating Scale
Anecdotal on Oral Discussion – Depth of Understanding through evidence
Written Reflection – Mark for Completion (look at level of reflection)
Rubric Word Choice, Conventions, Voice
Small Group Discussions for Part of the Session
Modified Rubric for Modified Expectations
Speech to Text option for Student A
Choice of Performance
Visual + Oral Text Reminder Board
Students can work in partners throughout the investigation process
One-on-One Teacher Support Conference