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Marquetta Gibson
Benchmark - Cross-Disciplinary Unit Narrative
Summary
1079 Words
Benchmark Cross-Disciplinary Unit 1
Benchmark Cross-Disciplinary Unit 2
Two Standards
RL. 8.2: Ascertain a text's theme or central idea and examine how it evolves throughout
the text, taking into account the characters, setting, and plot.
Potentially missing comma: 2021 2021,
Benchmark Cross-Disciplinary Unit
Marquetta Gibson
Grand Canyon University: SEC-540
January 12, 2021
W.8.3. Use efficient methods, explanatory details, and well-structured event sequences to
create real or imagined experiences or events in narratives.
Unit Description and Rationale
An 8th grade Language Arts class will be taught this "Choices" unit. Students will be able
to regulate how theme choices are developed in literature by reading a variety of short stories,
poems, and folklore. They'll be able to explain how one decision affects subsequent decisions
and how good decisions often necessitate sacrifice. Students will be able to examine themes in
literature by examining dialogue and character development in a story. Students will be asked to
compose an autobiographical essay about how a terrible mistake affected their lives using a four-
step writing process that adheres to the common core writing standards. By the end of the unit,
they will also be able to demonstrate a basic understanding of third person point of view, myths,
irony, metaphor, and anaphora.
Learning Capabilities
As we learn new literary terms, learners will work in pairs to record definitions in their
notebooks, locate an example in their readings, and begin to create their own examples. They'll
have easy access to our academic language in their notebooks, and they'll be instructed to look
for illustrations of each literary term throughout the unit; we'll come back to it and talk about it.
Third-person perspective and myths will appear in a few of the selections we read, as will
anaphora, irony, and metaphor.
Benchmark Cross-Disciplinary Unit 3
In this unit, we'll also be writing an autobiographical essay. I'll give students sentence
frames to help them with language structure so they feel comfortable and confident in their
writing (Gonzalez, 2019). "When I was years__________ old, I made a difficult choice that led
to _________," for example, could be a sentence frame for the first paragraph of their narrative.
Sentence frames provide students with a solid writing foundation without detracting from their
original ideas.
Collaboration
I'll give them a list of names to start the unit and get them thinking about their options
(people like Hellen Keller, Anne Frank, and so on). They will research this person with a peer
using the laptops provided by the school; they will then determine what types of decisions this
person had to make in difficult situations. They will have to think critically about the prompt
while researching the person because looking up "choices made by Hellen Keller" will not
provide them with the necessary results. They'll have to collect data then use that data and
intentional collaboration. Students should be able to discuss how that person's choices influenced
their life for the better or for the worse.
Support
In order to support student literacy in this unit, I'd like us to focus on storytelling. We'll
take inspiration from the folktales we've read and use their model to encourage students to tell
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Passive voice: choices are developed in l...
Student: Submitted to Grand Canyon University
Spelling mistake: anaphora amphora
Spelling mistake: anaphora amphora
comma between ...: structure so structure, so
Spelling mistake: years__________
Three successive sentences begin wi...: They
stories. "Language development, reading comprehension, and narrative writing" are all aided by
telling stories (Barrett, 2019, pp.5). This can be carried over into the history classroom because
they understand they are simply reading historical stories. It also aids student on how they should
begin when constructing and writing their own stories and help them to tell their own stories
Benchmark Cross-Disciplinary Unit 4
about themselves. We'll finish the unit by having them write a story about their own choices; this
will be a great opportunity for them to practice the academic language they've learned, while also
allowing them to be creative in their writing.
Differentiation
In the classroom, I've found that lengthening the wait time after asking a question makes
a big difference. It's tempting to choose the first hand that is raised; however, increasing the wait
time allows students' thinking to develop and their verbal involvement to increase (Tanner,
2017). I've also added picking popsicle sticks to this strategy to call on students at random.
Though it may bring back memories of elementary school, this strategy holds the teacher
accountable for calling on different students; as well as on the students who may be called on.
Both of these approaches are meant to keep the focus on the students' discussion and problem
solving rather than the teacher lecturing for the entirety of the class.
Cultural Diversity
We will spend a bit of time in the unit looking at various folklore through the ages to
ensure that students get a broad cultural exposure in the classroom. A section of the unit will
focus on African/African American folklore and the importance of oral tradition in that culture.
We'll have the chance to look at a variety of traditional and modern art, as well as talk about the
daily lives of people in various African countries and within the United States (PBS
TeacherSource, n.d.). This section of the unit is designed to remind students that the world is
bigger than their familiar surroundings. This will encourage people to talk about the decisions
they have to make in their daily lives and how they are often influenced by their surroundings.
Benchmark Cross-Disciplinary Unit 5
We'll wrap up the discussion by asking: How does your upbringing/environment influence the
decisions you make every day?
Resources
Studying Academic Language: Quizlet is an excellent resource for use in the classroom.
It's a great way to brush up on academic vocabulary, and students enjoy the competition that
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Hyphenation problem: first hand firsthand
Spelling mistake: popsicle Popsicle
Student: Submitted to Grand Canyon University
Student: Submitted to Grand Canyon University
Spelling mistake: Quizlet Quiet
Spelling mistake: notecards note cards
comes with it. The teacher creates a set of digital notecards for the class, and the app assigns students to groups at random. The groups must correctly answer each flash card within the time
limit; it can get quite noisy as they compete to see who can answer them the fastest.
Tracking with Choices: At the start of the unit, students will be given a chart with a row
for the story title, a row for characters, a row for character choices, and a row for other themes.
Students will fill in the chart as we read each story. Comparing Folklore: We'll use a Venn
Diagram to compare the various folklore stories we've read in this unit.
Benchmark Cross-Disciplinary Unit 6
References
Barrett, L. (2018, September 14). 50 Ways Schools Can Support Early Literacy. Retrieved from
https://www.weareteachers.com/support-early-literacy/
P. (n.d.). Exploring African Culture. Retrieved from
https://www.thirteen.org/wnet/africa/tools/culture/goals.html
Gonzalez, V. (2018). English Learners Need to Use Academic Language. Retrieved from
https://www.middleweb.com/39410/english-learners-need-to-use-academic-language/
Tanner, K. (2017, October). Structure Matters: Twenty-One Teaching Strategies to Promote
Student Engagement and Cultivate Classroom Equity. Retrieved from
https://www.lifescied.org/doi/full/10.1187/cbe.13-06-0115#:~:text=These teaching
strategies are sometimes,know the biology being taught.
