Context: This unit was created at Appalachian State University under the advisement of Ellen Pesko, Block II instructor. I completed this multi-text study as a requirement for RE-4030. I plan on modifying it and using it as a teacher in my future classroom.
Impact: This unit can be used in integrating the subjects of language arts and social studies through studying pirates. Not only will students learn about the history of pirates, and their impact on the world, but they will also sharpen their reading, writing, vocabulary, and comprehension skills through exploring pirates through the fictional text Peter and the Starcatchers (by: Dave Barry and Ridley Pearson) and the non-fiction text How to be a Pirate (by: John Malam).
Alignment:
Standard 1, Indicator 3-This standard was met because the multi-text study includes the use of a variety of books that range from a diverse group of genres, from poetry to fiction to non-fiction, written by a variety of authors, from male to female to different races and ages. The study includes a reference list of ten additional books on pirates that could be used to gather more information.
Standard 1, Indicator 4-This standard was met because throughout the two-week pirate study, students are required to do a variety of activities and present information in a variety of ways. Throughout the unit, students are required to do a lot of reading and writing. They also daily take part in daily small and large group discussions that require both good listening and good speaking skills. They also present information they learn in written form and also in the form of oral presentations.
Standard 1, Indicator 5-This standard was met because the teacher leads students through a variety of pre-reading activities that are meant to activate students' prior knowledge about both pirates and the books they read.
Standard 1, Indicator 6-This standard was met because the medium and focus of learning about pirates in this unit is literature. Non-fiction and fiction texts are paired to instruct students, and a variety of other quality texts are also used to present students with information about pirates. By using this unit, a teacher shows their students the relevant and important link between literacy and learning.
Standard 7, Indicator 1-This standard was met because the teacher used the state curriculum standards to develop and implement the multi-text study. Both the social studies curriculum and language arts curriculum were used together to create a unit that integrated the subjects of social studies and language arts.
Standard 7, Indicator 2-This standard was met because the subjects of social studies and language arts were integrated together to form a unit that used an interdisciplinary approach to teaching. The teaching of this unit was enhanced by the use of technology by the addition of an Internet workshop as one of the many activities included in the multi-text study.
Standard 7, Indicator 4-This standard was met because the multi-text unit involves he implementation of a variety of teaching and communication strategies such as read-alouds, whole-group instruction, class discussion, and internet workshops.
Standard 8, Indicator 3-This standard was met because the teacher encourages students to think critically about what they read through the use of a variety of graphic organizers, as well as group discussions and double entry diaries.
Standard 8, Indicator 4-This standard was met because teachers use this multi-text study about pirates, and the variety of texts and resources included in it, to encourage their students' enjoyment of reading.
Standard 8, Indicator 5-This standard was met because students are required to write in a using different genres such as poems, journal entries, and formal reports. Students are also required to speak to a variety of audiences, from speaking within a small-discussion group, to participating in large-group discussions, to giving oral presentations.
Standard 8, Indicator 6-This standard was met because the teacher uses and models Standard English, both in writing the student activity packet and in delivering information and instruction to their students
Author:
Sarah Gyori
Last modified:
4/12/2008 6:11 AM (EST)
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