Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):PointofView Subject:ELA
Concept*

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)
PointofView
(POV)and
Perspectivearethe
vehiclesthrough
whichweshare
informationwith
others.
Centralproblem/
issue/oressential
question(intendedto
"getat"theconcept;
themotorvator)
Wheredowesee
perspectivesand
POVandhowdo
theyimpactthe
portrayalof
information?

CCSS.ELA
LITERACY.RL.6.6
:Explainhowan
authordevelopsthe
pointofviewofthe
narratororspeaker
inatext.
CCSS.ELA
LITERACY.RH.6
8.6:Identify
aspectsofatext
thatrevealan
author'spointof
vieworpurpose
(e.g.,loaded
language,inclusion
oravoidanceof
particularfacts).

Name:AmandaAmanullah

Assessment

Facts

Skills

Problemstopose

(Howwillyou
haveevidencethat
theyknowit?)

("Thestudents
willknow")

("Thestudents
willbeableto")

("Guiding
questions"or"unit
questions")

GraphicOrganizer
6.6(POVand
AuthorsPurpose)

Thatthereare
threetypesof
POVinnarrative
voice:firstperson,
secondperson,
thirdperson
(omniscientand
limited
omniscient)

Identifyand
describethree
typesofPOVin
texts

WhatisPOVand
whyisitso
significantin
literature,history,
andtherealworld?

ContentQuizto
Checkfor
Understanding
aboutPOVand
AuthorsPurpose
JournalWriting
Readingresponses
fromstudents
ritualreading
book(fictionor
nonfiction);
specificpromptto
practiceskills
Classroom
discussionand
participation
(authentic
questions)in
instructionand
activities

Thatthereare
threemain
purposesof
writing:to
entertain,to
persuade,andto
convince
ThatPOVand
perspectiveare
twodifferent
elements,butboth
contributetothe
developmentofa
text
Thatperspective,
purpose,andPOV
affectthewaywe
receiveand
experience
information

Analyzeword
choice,subjects,
textstructureand
otherliterary
developaspecific
POV
Determinethe
authorspurpose
andhowit
connectstoPOV
andoverall
developmentof
theme

Activities:

ActitOut!drama
activity

Whatis
perspectiveand
howisitdifferent
fromPOV?

Dailyworksheets
andreading/
writing
assignmentsfor
applicationand
practiceof
methods

Wherearesome
placeswesee
perspectivesand
POVintheworld?

Changinga
passagefromfirst
tosecondtothird
personPOV

Whatarethemajor
purposesfor
writingfiction
andnonfiction?

StudentCenters
foreachAuthors
Purposetype

Howexactlydo
literarychoicesand
elementsdevelop
POV?
Whatisthe
connection
betweenPOVand
authorspurpose?

GraphicOrganizer
forWhereIm
Frompoemby
GeorgeEllaLyon

Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):PointofView Subject:ELA/SS
Concept*

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)
Perspectivemaybe
informedbyan
authorsidentity,
whichisshapedby
culture,influences,
narratives,and
experiences.
Centralproblem/
issue/oressential
question(intendedto
"getat"theconcept;
themotorvator)
Whatroledoes
POVplayin
perspectivesand
personal
narratives?
Whatcanwelearn
fromeachothers

CSS.ELA
LITERACY.RL.6.6
:Explainhowan
authordevelopsthe
pointofviewofthe
narratororspeaker
inatext.

CCSS.ELA
LITERACY.RL.6.4
:Determinethe
meaningofwords
andphrasesasthey
areusedinatext,
includingfigurative
andconnotative
meanings;analyze
theimpactofa
specificword
choiceonmeaning
andtone
CCSS.ELA
LITERACY.RL.6.5
:Analyzehowa
particularsentence,
chapter,scene,or
stanzafitsintothe
overallstructureof
atextand
contributestothe

Name:AmandaAmanullah

Assessment

Facts

Skills

Problemstopose

(Howwillyou
haveevidencethat
theyknowit?)

("Thestudents
willknow")

("Thestudents
willbeableto")

("Guiding
questions"or"unit
questions")

Reflections
multipleanalytical
reflectionsabout
fictionandnon
fictiontexts

Thatauthorsmake
purposeful
decisionsin
choosingPOVto
gettheirpoint
across

Considerthepros
andconsofusing
onePOVvs.
anotherPOV

Whataffectdoes
thePOVhaveon
thereaders
experienceand
intakeofthe
information?

Writingprompts
todemonstrate
knowledgeand
creative
applicationof
POV,narrative
elements,and
authorspurpose
Classroom
discussionand
participation
(authentic
questions)in
instructionand
activities
GraphicOrganizer
6.6

That,inwriting,
wecanmake
choicesabout
POVand
perspectivethat
supportour
purposefor
writing
Thatperspectives
canbe
representativeof
anauthorsculture
andexperiences,
informedby
historicalcontext
Thatour
narrativesand
POVshave
similaritiesand
differences;we
cansharetheseto
becomeabetter
community

Analyzethe
perspectiveand
POVelementsina
narrativepoemas
wellasthe
figurative
languagethat
developsit(i.e.
imagery,sensory
detail,metaphor)
Writetheirown
narrativesusing
figurative
languageand
literaryelements
ofPOVand
perspective
development

Whichtypeof
POVisthebestfor
whichtypeof
purpose?
Whyisfirstperson
voiceusedin
personalnarrative?
Whatarethe
importantliterary
elementsfor
narrativewritingso
thatIcan
effectivelyuse
POV,perspective,
andpurpose?
Whatinformsmy
personal
perspectiveand
POV,specifically?
HowcanIusemy
writingskillsto
sharethiswith
otherpeople?

Activities:

Changinga
passagefromfirst
tosecondtothird
personPOV
Windowsonthe
Worldwriting
prompt:using
observations,
sensorydetail,
narrativeelements,
andPOV
IamFrom
poemanalysis
andreadings
OdetoFamily
Photographs
poemanalysis
andreadings
Hoodspoem
analysisand
readings

pointsofviews?

developmentofthe
theme,setting,or
plot.

GenerativeTopic(Blytheetal,1998):PointofViewSubject:SocialStudies
Concept*

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseof
theworld,ora
lifelesson)
Ourpersonal
narrativesand
voicesareconnected
toalarger,historical
orsocialcontext.

Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)
Howcanwestudy
writerssuchas
LangstonHughesto
discoverthecontext
oftheHarlem
Renaissance?
Howcanweuseour
narrativewritingsto
makesenseofour

CCSS.ELA
LITERACY.RL.6
.6:Explainhow
anauthor
developsthe
pointofviewof
thenarratoror
speakerinatext.
NCSS:Personal
identityisshaped
byanindividuals
culture,by
groups,by
institutional
influences,and
bylived
experiences
sharedwith
peopleinsideand
outsidethe
individualsown
culture
throughoutheror
hisdevelopment.

Name:AmandaAmanullah

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guiding
questions"or
"unitquestions")

HarlemRenaissance
(HR)packetmarked
uppoemsandanswers
tobothcontentand
openendedquestions
abouthistory,people,
andplacesofthetime
period

ThattheHRispart
ofalargertimeline
ofJimCrowera,
severalyearsafter
theEmancipation
Proclamation

Analyzepoems
fromHR,written
bymajorpoets
fromthetime
period

WhatisHRand
whatkindof
socialand/or
cultural
movementdoesit
represent?

Discussionsandnotes
duringpoetryreadings
andanalysis
Discussionabout
socialnarrativesofour
time
WritingWorkshop
discussionsand
completedsteps:
1) Brainstorming
2) Draft1
3) Peer
Assessment
4) Draft2/Final
Draft
5) Reflection
Sheet
6) Performance

ThatHRwasa
movementthat
represented
migration,social
change,andurban
cultureforAfrican
Americans
Thathistoryhas
manyperspectives
(primaryand
secondary)and
voices(i.e.writers
andphilosophers)
oneofwhichis
through
arts/creativewriting
Thatmultiple
perspectivesand
narrativeviews
provideamore
comprehensiveidea
ofahistoricalevent
ortimeperiod

Identifynarrative
elements,POV,
andauthors
purposeinpoems
withinthecontext
ofsociologyand
history
Identifyand
discussthesocial
narrativeand
contextofourtime
(i.e.urban
environment,
poverty,
Philadelphia,
Westernculture,
socialmedia/
technologyage,
testingcentric
education,
racespecific,
religionspecific,
languagespecific)
andhowthey
connecttoit
Expressandwrite
abouttheir

Whowerethe
speakersduring
HRfromwhom
wecanlearn
from?
Whatisthe
benefitof
studyingpoetry
andpersonal
narrativesin
history?
Whathistorical
andsocial
narrativesareyou
tiedtoandhow
canyouexpress
that?
Whatcantwo
perspectivesina
poemorcreative
workachievefor
thereader?
Howcanweuse
twovoicesinour

Activities:

LangstonHughes
poems
ClaudeMcKay
poems
Gwendolyn
Brookspoems
GalleryWalk
Harlem
Renaissancearts,
music,andwriting
examples
biographies,
videosand
research
TwoVoicePoem
throughwriters
workshop;
performanceand
finalreflectionasa
culminating
assessment(5days
ofworkshop)

identitiesandroles
ascitizens?
Howcanwewrite
forasocialpurpose
andsocialchange?

narrativesand
viewsin
collaborationwith
apartner;
teamwork

creativewritingto
makeastatement
aboutsocietyora
controversial
issue?