Rationale

**MLE Two Week Core Unit** **Changes and Choices** **Unit Rationale**

**Theme Choice**  The theme of changes and choices is particularly important to incorporate in this class. As 6 th  graders, these students are experiencing middle school and adolescence for the first time. This is an incredibly tumultuous time for students as they try to figure out who they are, where they fit in, how to make friends, etc. Incorporating lessons that encourage making good decisions and ensuring that change is normal and appropriate will help students know that it is normal to feel a little uneasy when beginning this transitional period. In his book, //Enjoy Your Middle Schooler// , Wayne Rice asserts that “early adolescence is the most critical time of a person's life. Every stage of life is significant and brings its own set of problems and benefits, but there is no time of life which compares with early adolescence in terms of developmental change. It is critically important in transitioning from childhood to adulthood.” (20).

Introducing the students to the unit is a great chance for them to begin thinking about the theme. By reading each Big Question, they will start looking for these answers immediately. The students will be able to relate each of the assignments in the unit to the overlaying theme. Next, the students are asked to brainstorm and list changes they may face and the challenges that could result. This works on their critical thinking skills. The students learn the steps to making a decision so they can use these skills in real life situations. Peer pressure is heavy on adolescents and decision-making skills can help the students make better choices. Brainstorming qualities that help people face change will allow students to identify good qualities. The students can improve themselves by practicing these qualities during this ever-changing time in the lives.  Students are asked to read a short story about choices in order to show a different perspective. The students are able to see how others react and make choices. They are also able to evaluate positives and negatives of a decision. Relating to the story is good real world practice. The students can test and hone their skills without being afraid of actual repercussions.
 * Unit Introduction and Big Questions (Days 1 & 2)**

 I also chose to use a personal narrative to engage students in this assignment. I think that students are most interested in sharing things about themselves (especially due to the egocentrism of middle school students). Also, because these are young middle schoolers, it is important to scaffold writing, as they will not have done much substantial writing in elementary school. As Lisa Ummel-Ingram of the National Writing project states, “my experience has been that narrative writing not only motivates students to write, but that this motivation is key to their progress in other types of writing,” ( __http://www.nwp.org/cs/public/print/resource/1284 __ ). As Ummel-Ingram states, narrative writing is a bridge, or scaffold if you will, to develop student ability in more academic types of writing.
 * Narrative Writing (Days 4&5)**

 I chose to incorporate a peer review into the writing workshop because I feel it is the most beneficial way for students to learn the importance of revision. Many students find it difficult to edit their own writing because they repeat the same errors time and time again. However, looking at other students' work helps them have an objective stance with no emotional attachment to the piece. It also plays into the concept that teaching others is the best way to learn. Carolyn Hornik writes in her article, “As students review the writing of their peers, they share ideas, create an atmosphere of cooperation, develop independence and responsibility, identify strengths and weaknesses in their writing and reinforce editing skills,” ( __http://teachersnetwork.org/NTNY/nychelp/manage/peeredit.htm __ <span style="font-family: Times New Roman,serif;">).
 * Peer Editing (Days 4&5)**

//**<span style="font-family: Times New Roman,serif;">As It is With Strangers **//<span style="font-family: Times New Roman,serif;"> **(Days 6, 7, & 8)** <span style="font-family: TimesNewRomanPSMT,serif;"> A sixth grade class will reflect upon their lives and the changes they have faced so far. During the transitional period from elementary school to high school, middle school children face many changes physically and emotionally. Many of these changes may cause conflicts for students that do not know how to handle certain situations. In reflecting upon a change in their life, they will be able to share their feelings with one another and the teacher. While completing this activity they will be practicing their writing skills as well as visually representing. When reading As It Is With Strangers, a story that discusses change and choice, students will see how another individual may handle a life changing situation. They will practice their reading and comprehension skills during this story. They will be given the opportunity to reflect upon someone else's situation and see how they may resolve a conflict or deal with a major change in their life. By reading about others' stories of change and conflict, students may be able to better their own lives by creating good change for themselves.

<span style="font-family: TimesNewRomanPSMT,serif;">**Assessment (Days 9&10)** <span style="font-family: TimesNewRomanPSMT,serif;"><span style="font-family: Times New Roman,serif;"> Throughout the unit many assessments are being used. There will be informal assessment as students answer questions orally during discussions. Students will also be graded using participation points for activities such as group work, and peer editing. Students will also be graded formally for assignments such as all of the main writing assignments. The final assessment will be graded using a rubric. Moreover, the final writing assignment allows students to demonstrate many skills such as writing and grammar. Also, the final writing assignment is important for students to do because it allows reflection upon the whole unit and everything they have completed and all the goals, assignments, texts, etc that they have accomplished. The final assessment is allowing students to review the unit in their mind, reflect on it, and then communicate it through formal writing. Also, the final assessment benefits teachers as well because they are allowed to see what the students liked the most, what literature, projects, assignments etc that they found the most challenging as well. It also tells the teacher what the majority of the students benefited the most from. Finally, the final writing assessment allows the students to reflect on their own performance. If a student has done well, they will see that their hard work has paid off and that they are doing something correctly. For the students that rate their own performance with a low score, they will think about how perhaps their choice in effort may not be the best, therefore, something different needed to happen in order for change.