Learning Unit

Class will do a K-W-L about legends. Teacher will read aloud two picture books depicting legends. Two suggested titles are Paul Bunyan by Steven Kellogg and The Bunyans by Audrey Wood. Students will listen for characteristics of legends and complete an inductive reasoning grid (see figure 1). Class discussion can also weave in modern day legends (ex: Hulk Hogan) and access legends using websites (ex: www.legends.dm.net/index.html). Students will use a Generalization/Principle organizer (see figure 2) to acquire and integrate knowledge. Students will then be told they will be reading a novel called Maniac Magee whose main character is a legend.

Assessment: Inductive Reasoning Grid/Generalization Principle Organizer

Students will be provided with vocabulary words during class discussion. Words can be pre-selected by teacher or self-selected by students. Students will describe the new word in terms of their own experiences. They will then be asked to form mental images of the new words. Students will also complete a Wordsmith (see figure 3) for each vocabulary word. Wordsmith packets will be collected and assessed by the teacher. In addition, weekly vocabulary quizzes will be used as an assessment tool.

Teacher will read aloud a picture book (ex: My Rotten Redheaded Older Brother, by Patricia Polacco) with a character that has notable traits. Students will be asked to list traits of that character (ex: selfish, friendly, cooperative, arrogant). Students will then be given a web. Each students writes his or her own name in the center of the web and must list 4-6 character traits about themselves. Students then break up into cooperative learning groups and compile a list of 2 synonyms and 2 antonyms for each trait (ex: selfish - greedy, self-centered, generous, caring). Students then compile a list of character traits to be submitted to the teacher. Teacher compiles all groups' traits and makes a reference list of character traits which students keep in their ELA folder to use throughout the year. After reading Chapters 1-12 of Maniac Magee, students complete an attribute web (how the character acts, feels, looks, & what others say about character) on the main character, Maniac.

Assessment: Informal teacher assessment of attribute webs

Use the K-W-L strategy. Students then choral and echo read 4 poems full of onomatopoeic words. Teacher asks the students what they notice about the poem. After class discussion, teacher guides the learners to the understanding that onomatopoeic words imitate sounds. Discussion relates to the way in which authors, like Jerry Spinelli, uses onomatopoeic words to help the reader hear more clearly what the author is trying to convey (ex: The ball just zoomed to the backstop.). Students then find onomatopoeic words from their assigned reading and record findings in their notebooks. This is an ongoing search throughout the novel.

Assessment: Informal teacher assessment of onomatopoeic words in notebooks.

Students then read a variety of Cinquains. Students notice Cinquains have five lines, etc. Mini-lessons are conducted on how to write cinquians. Students are given a blank Cinquin worksheet/flowchart to draft a Cinquain on a character of their choice from Maniac Magee (see figure 4). Note: The reference sheet for character traits is helpful during this activity. Students' poems are published using Microsoft Word and displayed on bulletin boards. Several poems were submitted to the school Literary Magazine.

Assessment: Rubric (see figure 5)

Students complete a Venn-diagram comparing and contrasting Paul Bunyan to Maniac Magee. This graphic organizer will help students understand the process of comparing and will highlight the common characteristics of both characters. This will help students extend and refine their knowledge that the characters in legends are heroic, superhuman, dangerous, courageous or larger than life.

Assessment: Informal teacher observation of Venn-diagrams

After daily assigned reading, students will write a reflection entry in their reading journals. Students have 4 choices: diary entry of a character, favorite part of assigned reading and why, how the chapters made them feel, or what the chapters reminded them of in their own lives. Students are encouraged to write a response that is appropriate for that day's assigned chapters. Teacher will collect each days journal assignments and give written feedback; however, the rubric will be used at the discretion of the teacher, approximately once or twice a week (see figure 6).

This is the culminating performance. Students are given a story starter (see figure 7). Students must use exaggeration to describe what might have happened to Maniac before he arrived in Two Mills.  Students are guided through the writing process using mini-lessons. Students will brainstorm, pre-write (time sequence organizer see pg. 63 DOL), draft, revise, edit and publish a "Lost Year" creative writing piece describing what happened to Maniac during his lost year. The legend of Maniac states that there is no explanation to his whereabouts for an entire year. The creative piece must include characteristics of legends: characters are heroic, superhuman, dangerous, courageous or larger than life, plot shows a struggle between good and evil, theme teaches us about human nature and human emotion, and the setting is in the past, long, long ago. Students publish these stories using Microsoft Word. Students will share their writing pieces with their classmates. Work will also be displayed in the hallways. Some writing pieces were submitted to the Middle School Literary Magazine. A rubric is used for assessment (see figure8).

Criteria for Legends

The characters are heroic, superhuman, dangerous, courageous or larger than life.

The plot shows a struggle between good and evil.

The theme teaches us about human nature and human emotions.

The setting is in the past, long, long ago.

Story 1

Story 2

Conclusion

Task Component

4 Points

3 Points

2 Points

1 Point

Purpose

Clearly and completely records a personal response to a specific experience, event, etc.

Clearly records a personal response to a specific experience, event, etc.

Personal response to specific event, experience, etc. is not clearly recorded.

Response is a "re-telling" of the experience, event, etc. with no personal reaction given.

Language

Fluently records thoughts, feelings, attitudes in an informal way that allows for expanded spelling and language use as well as various writing styles.

Adequately records thoughts, feelings, attitudes in a fairly informal way that allows for expanded spelling and language use as well as various writing styles.

Records thoughts, feelings, and attitudes in a more informal format. Tends to stick with known words and spelling. Little variation in style.

Records few thoughts, feelings or attitudes. Ideas are briefly stated- little expanded use of language or spelling. Writing style is the same throughout.

Support

Provides well-developed and accurate examples, reasons and/or details to support the personal reaction.

Provides accurate examples, reasons and/or details to support the personal response.

Provides some accurate examples, reasons and/or details to support the personal response but may have some inaccurate or incomplete examples, or reasons.

Provides few, if any, examples, reasons or details to support personal response.

Conclusion

Concludes with a statement that creatively and clearly summarizes the personal response.

Concludes with a statement that clearly summarizes the personal response.

Concludes with a statement that does not clearly summarize the personal response.

Contains no concluding statement, or the statement does not accurately summarize the personal response.

4

3

2

1