Content Standards: SS5H8: The student will describe the importance of key people, events, and developments between

1950-1975. c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. Performance Task Students will collaborate and create an interview in which one student acts as a reporter during the time of the assassinations. The reporter will interview the other student who will describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. The students will then switch roles. The students will choose one of the following performance tasks based on the above standard: A} Create a PowerPoint B) Create a podcast of the interview C) Create a 3D display Activity/Standard Alignment Understanding a

Essential Question

Through revision, a writing piece becomes more valuable and meaningful to the reader. Editing improves the appearance and comprehension of a piece of writing. Planning and organization have a direct impact on the quality of a writing piece. Writers develop certain habits when it comes to writing. The writing process is necessary and valuable when working on a writing piece in the real world. How did the assassination of John F. Kennedy impact American society? How did the assassination of Robert F. Kennedy impact American society? How did the assassination of Martin Luther King, Jr. impact American society?

Skills/ Knowledge

The three main components of a written paper (introduction, body, conclusion) The 5 steps of the writing process Use outlines or graphic organizers to structure information Write a first draft using notes and organizers Refine arguments Re-organize paragraphs Re-word sentences Identify and correct spelling errors Identify and correct punctuation errors Add supporting evidence Delete unnecessary material Insert in-text citations Cite Sources

WHERETO

W- Where, Why and What overview of unit

H- hook and hold E- equip- exploration of issues and concept attainment R Revise E Evaluate- how could you improve O - Organize T - Tailor Differentiation Students will choose between working alone or with a partner. T Students will use graphic organizers. Students will receive Computers, Smartboard Explanation, Application 1. Using the Smartboard, hook students with a discussion of OperationKids (http://www.operationkids.org/), an organization that provides news reports on kids helping the community. The teacher will hook students through an emotional news story dealing with community service and helping others. Students will discuss the story and how they feel about community service. H 2. Discuss essential questions that have been utilized through the unit and the performance task that will be completed. W 3. Students will gather their prior writing assignments from the unit. Students will review their work and use these examples to complete their performance task. Students will use Think-Pair-Share to review their writings and the writing process that they would utilize. E 4. Students will then receive assignment information and expectations. Discuss the performance task rubric, and present the following performance task to students: As a journalist for the Atlanta Journal Constitution, you are responsible for a weekly column covering a variety of topics. The editor has asked you to revise your latest submission on citizenship, which you had rushed through to meet the newspaper deadline. Your assignment was to conduct research on citizenship, comprise a list of responsible and irresponsible behaviors in the community, and write about the effects these behaviors can have on the community. Produce a revised column along with the original draft and outlines or brainstorming documents that you used to write your column. In order to meet the final deadline for copy, you must ensure that all errors in spelling and punctuation are corrected. Write a letter to the editor explaining how this experience has taught that the writing process is always necessary and how the process of editing improved the column. W 4. Discuss the five steps of the writing process. Students will complete a flow chart (thinking map) to

Technology Used Facet of Understanding Description

show these steps. Students may choose to work alone or with a partner. E, T 5. Students will work in cooperative groups and brainstorm ideas about their writing task and decide where they will gather research information. Differentiate instruction by allowing higher-level students to choose their own questions for research, and lower-level ability students will receive examples of research questions to answer in guiding their research and writing. E 6. Students will go to the computer lab and begin researching citizenship and answer their research questions to aid in prewriting. E 7. Students will use their prewriting to write a draft and will exchange their draft with a peer to review. The peer will evaluate the paper and provide constructive feedback. E, R 8. Students will work independently to revise their draft. Students will carefully revise their draft to make it print ready for the newspaper. Students will correct any grammatical and punctuation errors. Students will analyze their drafts and make revisions as necessary. E, R 9. Students will write a letter to the editor explaining how this experience has taught that the writing process is always necessary and how the process of editing improved the column.