Overview and Background: Unit: Spring Chickens Need Old Roosters

 

Melodie Hofer : Cheney USD 268

Communications : Reading : Communications

: Grades 0 - 5 : Jan. - Mar.

 

Title:

Spring Chickens Need Old Roosters

Topics:

generation gap, stereotypes, ageism, intergenerational relationships

Time Frame:

40 Class Periods, 1/2 of which are 90 minutes blocks, other 1/2 45 minutes classes

Start Date:

Aug. 19 - Oct. 1

 

Other Designers:

 

Summary:
Students will read a two fiction stories dealing with conflicts between young people and their parents and other older people. Methods of characterization and plot development will be studied in the context of the theme of intergenerational relationships.

 

Print Materials Needed:
Literary terms sheet.
Vocabulary words for the stories studied in the unit.
Rubric for writing short essay answers.
Characterization introductory study sheets and examples.
Teacher study guides & quizzes.
Teacher and student designed interview charts for end project.

Resources:
"Papa's Parrot" by Cynthia Rylant. Literature: Timeless Voices, Timeless Themes. Bronze Level. Prentice Hall, Glenview, Illinois: 2000.

"The Treasure of Lemon Brown" by Walter Dean Myers. Explorations in Literature. America Reads Classic Edition. Scott, Foresman, Glenview, Illinois, 1989. Also found in Literature: Timeless Voices, Timeless Themes. Bronze Level. Prentice Hall, Glenview, Illinois: 2000.

Teacher Created Plot Diagram PowerPoint.
Examples of Ageism in society (see web site resources)
Teacher designed characterization study.
Example of webpage newsletter. See www.hillarysport.org.oz

Additional Optional Selections:
"The Moustache" by Robert Cormier. Explorations in Literature. America Reads Classic Edition. Scott, Foresman, Glenview, Illinois: 1989. Also found in Literature: Timeless Voices, Timeless Themes. Silver Level. Prentice Hall, Glenview, Illinois: 2000.

"Ribbons" by Laurence Yep. Literature: Timeless Voices, Timeless Themes. Bronze Level. Prentice Hall, Glenview, Illinois: 2000.

"Paw-Paw" by Laurence Yep. Explorations in Literature. America Reads Classic Edition. Scott, Foresman, Glenview, Illinois: 1989.

 

Resource Attachments:

http://www.cheney268.com/MSCom/Hofer/Aging/SpringChickens.htm

Internet Resource Links:
Link 1:http://www.cheney268.com/MSCom/Hofer/Aging/internetresourcesforspringchickens.htm

 

Notes:

Punctuation and short essay writing and an introduction to creative writing are embedded in this unit so students can apply these lessons later in the semester. This unit is best done at the start of the school year.

 

Stage 1: Identify Desired Results

 

State:

KS      

Title:

Communications

Standard(s):

Reading State Standards
1: Learners demonstrate skill in reading a variety of material for a variety of purposes.
Literary Genres
3: The proficient reader demonstrates knowledge of the effects of cultures on literature.

Literature Response State Standards
1: The proficient reader uses literary concepts to interpret literature.

Local Reading Standards
1.0 Reading
Program Standard 1: Read a variety of materials to understand themselves and the
world around them.
Course/grade level Standard 1: Use prior knowledge and reading strategies to comprehend text.
5. Differentiate between stated and inferred main ideas and supporting details.
15. Synthesize proper knowledge from multiple sources to assist in understanding and evaluation of the text.
16. Identify and analyze appropriate literary devices. (plot, characterization methods)
Course/grade level Standard 3: Process information using problem-solving methods.
3. Locate evidence from several texts to support a conclusion.
7. Compare and contrast themes common in different texts.
10. Use organizational strategies: graphic organizers, outlining, summarizing, note-taking, and paraphrasing to construct meaning.

5.0 Media Products State Standards
Program Standard: Visually represent ideas to express meaning.
Course/Grade Level Standard 2: Create single-medium and multi-media products
2. Create products that communicate a message such as safety posters, dioramas of a story, personal item display, and computer-generated slide shows about a given theme.

2.0 Writing State Standards
Program Standard: Write for a variety of audiences and purposes to express meaning.
Course/grade level Standard 1. Use a writing process that includes: prewriting, drafting, editing, revising, publishing, and technology to express meaning.
1. Generates ideas using various prewriting strategies including brainstorming, free-writing, graphic organizer, and outlining.
2. Writes multiple versions through revision by referring to student-generated and teacher-designed rubrics, and the 6 Trait Writing Rubric.
Course/grade level Standard 2: Use the six-trait writing model: ideas and content, organization, voice, word choice, sentence fluency, and conventions to express meaning.
7. Write from personal experience and imagination.
8. Support ideas with specific purposeful detail.
9. Use various introduction and conclusion methods.
18. Use standard American English conventions, including paragraphing, grammar and usage, punctuation, spelling, and capitalization.
19. Use specific nouns, powerful verbs, vivid adjectives, adverbs, and descriptive phrases in writing.
Course/grade level Standard 3: Use narrative, expository, persuasive, and technical writing for different purposes and audiences to express meaning.
25. Write persuasive pieces including letters to the editor, advertisements, and literary essays.
26. Write short answer essays responding to literature.

 

Understandings:

user

1. The terms young and old are relative.
2. The elders possess a wealth of information based on their experiences and can help younger generations understand how to live a better life.
3. The way we think about the meaning of young and old influences our behavior told other people we see as young or old. ( http://www.siu.edu/offices/iii/curr_high.html1#languages)

 

Essential Questions:

user

What is old?
What is young?
What creates the divide between young people and old people?
What changes in young people so that they donít understand adults?
What is it about young people that adults do not understand?
Why do adults try to tell young people what to do?
How can the young relate better to the aged and vise versa?
As you have grown older, what have you learned about from and about those who have always been older than you?

 

Knowledge and Skills:

Elements of Short Story Understandings:
1. Writers make decisions about which of the 5 characterization methods to use to bring a character to life for the reader. (actions, appearance, interactions, inner thoughts, & dialogue).
2. Authors often drop hints, foreshadowing, of what is to come so the storyís incidents fall in line as realistic events.
3. Writers may employ the 6-part plot diagram when writing a short story.
4. Using specific nouns, vivid adjectives, and strong verbs create strong sensory details for the reader to picture what is going on in the selection.
Skills: The student will be able to...
1. create an original character by using the methods of characterization
2. use new vocabulary in appropriate situations
3. use literary terms in explaining poetry
4. correctly punctuation dialogue
5. identify methods of characterization

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Students will research, and then produce and present, findings about the differing perspectives between the generations. Present findings in the form or overheads or a PowerPoint show. Students will also write a personal reflection of what they by entering it into a professional development writing journal the sociologist has kept since the beginning of their career. Details and evidence of change in perspective should be explained.

 

Task/Prompt: Spring Chickens Need Old Roosters

 

Type:Performance Task

Topics: generation gap, stereotypes, ageism, intergenerational relationships

 

Summary:
Students will research, and then produce and present, findings about the differing perspectives between the generations. Present findings in the form or overheads or a PowerPoint show. Students will also write a personal reflection of what they by entering it into a professional development writing journal the sociologist has kept since the beginning of their career. Details and evidence of change in perspective should be explained.

 

Print Materials Needed:

 

Resources:

 

Resource Attachments: http://www.cheney268.com/MSCom/Hofer/Aging/EndingProject.vertical.FinalRubric.htm

 

Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:

 

 

Notes:

 

Student Directions:
G
The goal is to explain how perspectives from different age groups benefit the age groups.
R
You are a sociologist studying the interaction and stereotypes between different age groups in American society. You will present your findings explaining what was found in a formal discussion between you and other social anthropologists at a round table discussion. You will also write a piece for your professional development journal reflecting what has changed in you due to this latest project
A
The target audience is small group of fellow social anthropologists involved in the same research.
S
You need to interview, take notes, and plan a presentation for your small group.
P
The presentation can be in the form of a brochure, overheads, or a PowerPoint presentation.
S
Your product must meet the speaking, media products, and writing standards.

 

 

Rubric(s)

Rubric: Spring Chickens Need Old Roosters

Summary:
Students will research, and then produce and present, findings about the differing perspectives between the generations. Present findings in the form or overheads or a PowerPoint show. Students will also write a personal reflection of what they by entering it into a professional development writing journal the sociologist has kept since the beginning of their career. Details and evidence of change in perspective should be explained.

http://www.cheney268.com/MSCom/Hofer/Aging/EndingProject.vertical.FinalRubric.htm


 

 

Other assessment evidence to be collected:

Process check

 

vocab study, quick writes, quizzes, short essays, characterization writings & quizzes
 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

W
1. Students will define old & old as they view and discuss the topic of age facilitated by a teacher created PowerPoint presentation
H
2. Students will participate in a simulation of daily life as an older person by completing various activities like using smeared glasses, weights, walkers, stones in shoes, etc. to prove what a struggle older people deal with daily. Note: this idea came from http://www.stark.k12.oh.us/Docs/units/1996/aging.sv/.
E
"Papa's Parrot"
1. Read the story aloud.
2. Students compare/contrast Harry's perception of his father from a young boy to a teenager by completing a graphic organier.
3. Students discuss reasons for the son ignoring his father while he's with his friends and how he treats him in private.
4. Students discuss the author's purpose for putting the parrot in the story.
5. Students discuss loneliness of older people.
6. Students will compare and contrast the charactersí reaction to how they would have reacted by completing a graphic organizer.
7. Students will identify the 5 methods of characterization by completing a color coding exercise and writing various characterizations.
8. Students will complete a direct and indirect characterization graphic organizer based on the story.
9. Students will study the punctuation of dialogue in the story and make a list of rules based on observations (to be used in later unit).
10. Students will complete study guide using one of the Kagan Cooperative Learning structures as directed by the teacher.
11. Students will write their 1st draft of Family Guidelines, rules for family members (to be used in later unit)
12. Students will complete a short essay answer over the story. Three prompts provided.
13. Students will complete teacher modified paper/pencil quiz over the selection.
14. Students will create a print advertisement for Papaís candy store (referred to in later unit).
ìThe Treasure Lemon Brownî
1. Students will view a plot diagram PowerPoint which defines the 6 parts of a plot diagram (will refer back after the story).
2. Student teams will compete with each other in the vocab game to learn words used in the story.
3. Students will complete a vocabulary worksheet.
4. Students will read the story.
5. Students will identify the 5 methods of characterization used in the story.
5. Students will refer to their dialogue rules written earlier to see if they hold true in this story. Discussion follows through overhead study of dialogue.
6. Students will revise the characterization written during previous story study and include correctly punctuated dialogue.
7. Students will complete study guide using one of the Kagan Cooperative Learning structures as directed by the teacher.
8. Students will complete Creative Writing Lesson 1 one Show, Donít Tell by revising another one of their characterization quick writes done during previous story.
9. Students will finish viewing the plot diagram PowerPoint. Class discussion will center on identifying these elements in this story.
12. Students will write practice a short essay answer over this story based on problems with previous selectionís performance.
12. Students will complete a short essay answer over the story. Three prompts provided.
10. Students will complete teacher modified paper/pencil quiz over the selection.
11. Students will write a correctly punctuated dialogue that extends the selection (referred to in later unit).
R
1. In their teams, students brainstorm questions to be used to interview an elderly person. The questions will be shared in the whole-class brainstorming session.
2. Students will modify the interview template for individual purposes.
3. Students will conduct an interview an elderly person in the community.
4. Students will make write a thank you note to the interviewee
5. Students will refer back to the Age PowerPoint at the beginning of the unit and compare their earlier perceptions of old to their current perceptions (after they interacted with the speaker about what it's like to be old in reality).
6. Students discuss commonalities of aging discovered from interviews and literature.
E
Students role play as a sociologist studying the interactions and stereotypes of different age groups in American society. They will research, and then produce and present, findings about the differing perspectives between the generations. Findings will be presented in the form of overheads or a PowerPoint show. The students will also write a reflection piece for their journal of changes in perspective due to this study.