Reading Enrichment Unit

Title of Unit Curriculum Area Developed By Al Capone Does My Shirts Language Arts, Reading Amy Couchigian Grade Level Time Frame 6th Grade Language Arts 2 weeks

Identify Desired Results (Stage 1) Content Standards

Language Arts:
ELACC6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. ELACC6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

21st Century Skills

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning 3.2.3 Demonstrate teamwork by working productively with others. 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Understandings
Overarching Understanding Students will understand: - What Alcatraz is and why is was designed. - They will discover who the famous gangster Al Capone is. - What autism is.

Essential Questions
Overarching What is life on Alcatraz like for a middle school student? Topical Where and What is Alcatraz Island? Who is Al Capone? Who is Moose and why does he live on the island? What is Mooses struggle? How does Moose overcome this struggle?

Knowledge
Students will know The The The The The Theme Main Character Setting Conflict Resolution

Skills
Students will be able to Demonstrate understanding of literature through writing and drawing. - Explain the History of Alcatraz Island. - Explain what Autism is and how it affects someone. Explain who Al Capone is and what he is famous for.

Assessment Evidence (Stage 2) Performance Task Description

Goal Role Audience Situation Product/Performance Standards To understand the setting, history, charterers, and conflicts of Al Capone Does my Shirts. Students will have the role of being reflective listeners, creators of art, and presenters of facts. 6th Grade Students Students will use variety resources in the media center to conduct their research. Students will use a variety of resources (pre-chosen by the media specialist) to conduct research on topic. Students will show their understanding through 3-5 minute presentation. ELACC6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Other Evidence
Students will use Slide Rocket (http://portal.sliderocket.com/CDYNV/5BA993D5-2C2F-49E2-A260-15E873E5E7A6) as a guide to assignments throughout the book. This was created by the media specialist with pre-chosen sites to use, visit, and explore.

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? Students will spend time inside and outside of class reading Al Capone Does My Shirts. While reading the text, students will complete a series of task to guide them through the text. The task will not only allow students to demonstrate their understanding at that point during but guide them to the next section of the book. Students will watch two videos prior to reading the text. Book Trailer: Students will watch a book trailer introducing the book. The book trailer will be used to interest students prior to reading and allow them to start questioning the book. Alcatraz Video: Students will watch a video on the history of Alcatraz and the inmates on the island. Students will then choose an inmate and write a diary entry from their point of view explaining their history, why they are there and what life is like. Students will complete multiple task to help explore the overarching themes of the book such the history of the island, inmates, and struggle with autism. Read Aloud- Students will read two additional picture books about children with Autism during a classroom read aloud. These picture books will allow students to connect with Moose and his sister and what they are going through. They will use a Venn Diagram to show connections between the 3 texts. Wanted Poster- Students will create a graphic design on a chosen inmate. They will use description, pictures, and words to explain their understanding of their character. Web Quest- Students will spend the finial week exploring the text through a Web Quest. Students will complete multiple task on a chosen topic about the book (Alcatraz, Autism, Al Capone). Students will use a graphic organizer, art, and writing to display their understanding. Students will be involved in open discussion with their class and their peer groups throughout

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-

evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

the text. Students will use guided questions to help them self-question throughout the text. By using the web quest students are allowed a choice on which topic they would like to research. All students will complete a worksheet based off of the topic, research and will create a final project displaying their understanding. All activities are broken down per day and per segment of the book. The segments where designed to guide students through each important topic and allow them to explore and demonstrate their understanding. (Hook, Engage and Understand, Reflect)

Agenda Week 1 Day 1(Media Center): Students will use the media center to be introduced to the book. The virtual component will be introduced by the media specialist. Students will watch the book trailer and have a discussion about what they think the book might be about. Individually, students will watch the history of Alcatraz. Students will choose an inmate to concentrate on and produce a journal entry about this inmate. Students will save their work to their Dropox. (Some classes might need a recap on how to use DropBox. This will be done by the media specialist prior to the lesson) Day 2: Classroom Day Day 3 (Media Center/Classroom): Read Aloud- At the beginning of class students will participate in a story circle reading a picture book Ians Walk/Waiting for Benjamin. Students will compare and Contrast the book using a virtual Venn Diagram and save it to their drop box. Day 4: Classroom Day Day 5: Students will explore the Alcatraz website and create a wanted poster. Students will recap different tools to use such as Xtranormal, Word, and One Note with the media specialist. Week 2 Day 1- 5: Media Specialist will introduce web quest. Students will work in groups in and out of the classroom complete Al Capone Web quest. Groups will present on final day.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)