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Unit Portfolio Presentation Linda Hill & Jonna Wallis

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1 Unit Portfolio Presentation Linda Hill & Jonna Wallis
The Diary of Anne Frank: A Closer Look Unit Portfolio Presentation Linda Hill & Jonna Wallis

2 Unit Summary During the course of this unit, students will apply literary analysis skills to understand and appreciate plot, drama, flashback, conflict resolution, and character analysis. Students will read the play, research the facts behind the play using online resources, and create a slideshow presentation highlighting similarities and differences between the play and historical facts.

3 Unit Summary continued
Students will work in teams of two to create an illustrated Mandala based on a character from the play, The Diary of Anne Frank. They will publish their work via School Fusion, which will become a resource for the whole class to use to learn about the differences between real and fictional characters. Rubrics for student presentations will be used to assess student understanding.

4 CFQs Essential Question What is courage?

5 CFQs Unit Questions At what point does one person’s action influence the actions of others? Why do writers want to immortalize historical figures with fictional characters? How accurately does the play reflect historical events?

6 CFQs Content Questions How does setting affect characters’ actions?
At what point does each character feel that there is a resolution to his own conflict? Identify a minimum of four similarities and four differences for each character in the play to their real-life counterpart. Identify a minimum of four similarities and four differences between fictional and real-life events. What positive and negative personality traits integrate to form the personality of one of the major characters in The Diary of Anne Frank?

7 Unit Objectives Using internet resources, student will gather, analyze, and reflect on information in order to compare and contrast the play, The Diary of Anne Frank, with historical facts. Students will create clear and concise presentations appropriate for a selected audience. Students will create a Mandala that illustrates the dualities of a character from The Diary of Anne Frank. Students will write a clear and concise explanatory essay describing their Mandala.

8 Prerequisite Skills Conceptual Knowledge Technical Knowledge
Students will need to be able to read at or reasonably near grade level (with accommodations if necessary) in order to understand resources. Students will need to be able to write for informal occasions in order to create scripts for their characters. Technical Knowledge Students will need basic internet skills (linking to a site, simple navigation within a site, copying and pasting links); they will be provided with links to useful sites. Students will need basic file operation skills: they will need to know how to save a digital image file on their computer, browse to find it and upload it.

9 Reading Standards Key Ideas and Details
1. Cite evidence in the text that most strongly supports a specific analysis of what the text says explicitly as well as inferences drawn from the text. 3. Analyze in detail the development and refinement of a central idea in a text, including how it emerges and is shaped and refined by specific details. Integration of Knowledge and Ideas 7. Synthesize information presented in different formats (e.g., text, video, multimedia) to generate a coherent understanding of an issue. Range and Level of Text Complexity 10. Read informational text independently, proficiently, and fluently in the grades 6-8 text complexity band.

10 Writing Standards Text Types and Purposes Research to Build Knowledge
2. Write informative/explanatory texts in which they: b. Develop a complex topic through well-chosen, relevant, and sufficient facts, concrete details, quotations, extended definitions, or other information and examples.   Production and Distribution of Writing 4. Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience. 5. Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific task and context. 6. Use technology, including the Internet, to produce, publish, and collaborate on a shared writing product, incorporating diverse and sometimes conflicting feedback. Research to Build Knowledge 7. Perform short focused research projects . . .; synthesize multiple sources on a subject to answer a question or solve a problem.

11 Student Assessments Pre and Post Unit test
KWL Charts: pre and post unit Observation of in-class group work Student self-reflection and self-assessment of their own work. Project Meetings between small groups and teacher. Blog questions for students to respond by providing the following: a comment of their own that directly addresses the questions, and a reply to peer’s blog.

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