Context:

This artifact was created under the advisement of Dr. Ellen Pesko as a part of RE 4030: Development of Literacy for Learning. It was created during the Fall semester of 2007 during Block II.

Impact:

This assignment allows my students to meet the following NCSCOS Objectives for Language Arts:

1.02 Select key vocabulary critical to the text and apply appropriate meanings as

necessary for comprehension.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online

reference tools) to identify and comprehend unknown words.

2.02 Interact with the text before, during, and after reading, listening, and viewing

by:

making predictions.

formulating questions.

supporting answers from textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information. making connections with previous experiences, information, and ideas.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

analyzing word choice and content.examining reasons for a character's actions, taking into account the situation and basic motivation of the

character. creating and presenting a product that effectively demonstrates a personal response to a selection or

experience. examining alternative perspectives. evaluating the differences among genres. examining relationships among characters.making and evaluating inferences and conclusions about characters, events, and themes.

3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.

Alignment:

This artifact enables me to meet the following NCDPI Teacher Standards:

Standard 1, Indicator 3: By completing this Multi-text unit on Ships I have shown that I know and understand a diverse range of literatures. This unit includes books from the 1960's to the present. It also includes books by both males and females. The books vary from young adult to children's books.

Standard 1, Indicator 4: I was designing this unit with Mrs. Barr's sixth grade class in mind and I knew that many of the students have never seen a ship before. By incorporating both fiction and non-fiction texts, I ensured that the students would be able to see actual pictures of ships as well as hear fictional accounts of what life might be like on a ship, giving them the information and tools to communicate about ships effectively.

Standard 1, Indicator 5: By having students complete vocabulary lessons, participate in journaling throughout the unit, and complete relevant activities while reading, I am indicating that I know that reading is a process of constructing meaning. By journaling about events that made the student feel uneasy, they are able to connect their experiences with the book. Students are also able to respond to my questions, which gives them more chance to interact with the text and create a suitable context for them to learn and construct meaning.

Standard 1, Indicator 6: The reason that I chose The True Confessions of Charlotte Doyle is because it presents the students with many useful themes such as: friendship, immigration, willingness to help others at all costs, social class, and individuality. Students can use what they read and apply it to their own lives, helping to shape their character as unique individuals. By reading and writing, students can explore themes that are present in their own lives without the danger of actually experiencing themselves. For example, if a student is struggling with social class, they can read books or write about stories that involve social class to help them shape their character.

Standard 7, Indicator 1: By creating a lesson that meet NCSCOS Objectives, I am implementing curriculum that follows the pacing set by the state.

Standard 7, Indicator 2: Through this unit I was able to incorporate technology by creating a internet workshop. I was also able to incorporate Social Studies material such as geography, immigration, and the Industrial Revolution, into this Language Arts unit.

Standard 7, Indicator 4: By completing this unit, I have implemented a variety of teaching and communication strategies for instruction.

Standard 8, Indicator 3: By giving the students activities that pertain to what they are reading I am encouraging students to think critically about what they read and write. By comparing and contrasting, journaling, and doing vocabulary activities, the students are doing activities to enhance their comprehension and analyze their readings.

Standard 8, Indicator 4: By choosing a variety of texts and activities that actively involve the books, I am encouraging students' enjoyment of reading. I also chose The True Confessions of Charlotte Doyle because it is about a female character, which would appeal to girls, but has a lot of action and intrigue that would appeal to boys.

Standard 8, Indicator 5: By having the students complete a research activity, write in a journal, and do a reader's theater, I am involving them in many opportunities to explore different genres of writing and giving them opportunities to speak to an audience.

Standard 8, Indicator 6: By creating this unit I am modeling Standard English because I have used it throughout the project when I was writing the explanation of why I chose specific books. I am also modeling Standard English by writing this rationale.