Parallel Model Overview

Parallel Model Overview

/ Unit Name / The Influence and Importance of Point of View in Literature & Writing
Subject Area(s) / Language Arts – Reading and Writing
Grade Level(s) / 4th Grade Language Arts
5th Grade Language Arts
/ Context & Rationale
This unit is designed for a 4th or 5th grade class with a cluster of gifted students within an otherwise heterogeneous class. This unit is supported by the principles of quality curriculum and the learning needs and characteristics of gifted students. To begin with the unit is concept-based and offers extension activities to meet the needs of gifted learners. Concepts are at the heart of each lesson and specific extension opportunities, including AID, are built into each set of lessons. It was developed from and focuses on the key principles, concepts, understandings and skills of the discipline. In this way it aligns with Erickson’s steps for an integrated unit design (Erickson, 2002, p. 74). In much the same way, the unit aligns with the theory of knowledge that supports the Multiple Menu Model. In the beginning of the unit, students develop a knowledge-of the key concepts and elements of point of view, perspective, and characterization. Then, as the unit progresses, students deepen their knowledge-about by applying key concepts through authentic products and performances. Finally, as students develop and refine their own understandings they contribute to the field of literature by following their interests as authors to develop a final creative product. This connects with the most sophisticated type of knowledge, knowledge-how (Renzulli, 2000, pp. 7-9). Through the culminating project, students begin to see and experience how authors work. They are able to pursue their own interests and talents as writers and can begin to connect the literary techniques we’ve studied to their own craft.
In addition, this unit utilizes all four curriculum parallels outlined by the authors of The Parallel Curriculum. First, while the focus of the unit is key concepts, the lessons also help students use and understand many of the skills that are at the core of the discipline (Tomlinson, 2009, p. 81). By exploring the concepts of point of view and perspective in a variety of genres, students will see how different author use varied techniques to develop their characters, influence the plot of a story, and develop themes in literature. Next, the unit emphasizes connections
across disciplines to show relationships and patterns with key concepts and principles (Tomlinson, 2009, p. 119). A particular emphasis is made to connect the literary concepts to historical events so students can see the impact of perspective on historical actions as well. The unit ties historical fiction to primary source documents and historical sources so students can expand their conceptual understandings. Also, students apply the Curriculum of Practice by applying methodologies, modes of inquiry, and practices similar to those used by professional authors (Tomlinson, 2009, pp. 154-155). Students will have access to a variety of materials and a multitude of texts so they can create authentic products. They will have opportunities to work and research as authors do, going through a process of drafting, conferring, editing, revising, and publishing a series of documents. Authentic publishing options will be made available to students. Finally, students will use elements of the Curriculum of Identity. Students will be encouraged to explore their own learning styles and interests while they discover what parts of being an author appeal to them. They will have choices in text selection, product development, and input into the evaluation process. In these ways, students will “develop a sense of themselves as well as their possibilities in the world in which they live” (Tomlinson, 2009, p. 3).
Sources of Information
Erickson, L. (2002). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, California: Corwin Press.
Renzulli, J., Leppien, J., & Hays, T. (2000). The Multiple Menu Model. Mansfield Center, CT: Creative Learning Press.
Tomlinson, C., Kaplan, S., Renzulli, J. (2009). The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners. Thousand Oaks, California: Corwin Press.
/ Length
The unit should take approximately 4 weeks to complete.
/ Unit Summary
The unit will focus on how perspective impacts literature. Students will work as authors do by immersing themselves in texts and focusing on elements in the literature that connect to the identified basic principles and functional concepts. Then, students will become the author’s using the mentor texts they’ve analyzed to help them craft their own creative works.
It will be important to focus on some texts and/or genres that frequently highlight the key concepts. Students will focus on books told from unusual points of view, multiple-perspective texts, and historical fiction. During the last portion of the unit, students will have a chance to investigate additional authors and genres of literature as part of their culminating assignment.
Content / Parallels Targeted
This unit incorporates all four parallels. Students learn key content associated with the Core Curriculum throughout the unit. Students will also involve the Parallel of Connections and the Parallel of Practice when they apply what they’ve learned about perspective in literature to historical events. As part of these lessons, students read primary documents to develop their own historical fiction piece written from a perspective of their choice. Finally, students involve the Parallel of Identity during the final lessons of the unit when they each will write an autobiographical account from the perspective of their future self, reflecting on their career as an author.
/ Standards

English Language Arts Standards » Reading: Informational Text; Craft and Structure

·  CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
·  CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
·  CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

English Language Arts Standards » Reading: Literature; Craft and Structure

·  CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
·  CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

English Language Arts Standards » Writing: Research to Build and Present Knowledge

·  CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
·  CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
·  CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
d) interpret ideas and events from different historical perspectives.
USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution;
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington
SCANS Competencies
·  Self-Esteem: Believes in own self-worth and maintains a positive view of self and demonstrates knowledge of own skills and abilities.
·  Self-Management: Accurately assesses own knowledge, skills, and abilities; sets well-defined and realistic personal goals; monitors progress toward goal attainment and motivates self through goal achievement.
Skills
Define point of view and recognize the point of view of a story.
Compare and contrast the perspectives of two or more narrators.
Compare and contrast two or more versions of a story told by different narrators.
Explain how character wants and needs influence actions.
Describe how an author uses characterization to show perspective.
Investigate if a character’s perspective can change throughout a story.
Discover the impact of changing character motivations and perspective on plot development.
Describe how an author’s use of perspective makes you react to a given text.
Analyze and describe an event from different perspectives.
Develop characters to show perspective in original written works.
Generalizations
Stories are not universal truths, but told from the point of view of a particular character or narrator.
An author uses the technique of perspective to encourage the reader to react or respond to a story is a certain way.
Characters are motivated by their wants and needs.
Different characters can have similar or different perceptions of the same event.
A character’s perspective and motivations influence his or her actions as well as the plot of the story.
Essential Questions
How can a character’s perspective influence his or her perception of events and actions?
What literary techniques do author’s use to develop their characters?
How do character motivations and perceptions influence plot development?
Why is it important to be aware of the point of view when analyzing a story?
How can a story change (or stay the same) when the point of view changes?
Concepts
Perspective, Point of View, Perceptions, Plot, Genre, Characterization, Similarities/Differences, Motivations, Influence, Theme, Literary Devices
Assessment
/ How will you assess student learning?
Pre-Assessments
Students will answer some pre-assessment questions to determine what they know about point of view and perspective during the initial lesson. Assessment results will help the teacher establish differentiated groups and tasks for the first week of work. Later in the unit, an interest survey will help direct student work as they research an author in more detail.
Formative Assessments
·  Various Graphic organizers
·  Point of View Exercises and Questions
·  Perspective Pieces (Student Writing)
·  Research Questions
·  Persuasive Letter
Summative Assessments
·  A student generated, first-person, autobiographical account written from the perspective of the student’s future self
·  Student self-assessment and collaborative rubric

Introductory

Activities / To introduce the unit, project the first page of I. Banyai’s book Zoom. Students will independently complete a quick write activity where they write a story about what they see. After several volunteers share their short stories, watch a YouTube video of the book set to music. After that direct some inquiry-based discourse around the following questions:
·  Why do you think we watched the video?
·  What was the author trying to accomplish?
·  What surprised you about the video?
·  What techniques did the author use to tell his story?

Teaching Methods

Learning Activities
Flexible Groupings
/ ·  Direct instruction/Read Aloud
·  Modeling Strategies and Methods
·  Graphic Organizers to support note taking
·  Small Group and Individual Conferencing
·  Cooperative Learning
·  Independent Writing
·  Independent Study
·  Student Survey
·  Graphic organizers
·  Coaching
·  Self-Assessment
During the unit, students will engage in a variety of learning activities. Activities will be considerate of learning styles, student interests, and talents. The following learning activities will be included:
·  Differentiated student writing tasks around the concepts of point of view and perspective
·  Developing original perspective pieces (student writing)
·  A small group reader’s theater performance
·  Historical research on the American Revolution
·  Persuasive letter writing based on research
·  An author research project
·  Developing an autobiographical account from the perspective of their future self about their career as a writer
Flexible grouping arrangements will be used throughout the unit. During different portions of the unit students will be grouped differently to best meet the needs of each individual student and to match the requirements of the learning experiences. Students will work individually, in interest-based pairs, in small heterogeneous pairs, and in homogeneous small groups.

Products

/ During the unit students will work to complete the following products:
·  Perspective Pieces (Student Writing)
·  Research Questions and Answers
·  Small Group Performance
·  Individual Persuasive Letter
·  A class newspaper made up of student letters titled “Opinions on the Revolution.”
The final student product is the autobiographical account from the perspective of their future self about their career as a writer – looking back as an older person. Student will have a variety of product choices and will be encouraged to develop products that best reflect themselves as writers.

Resources

/ Teacher and Student Resources
Books and Media:
Banyai, I. (1998). Zoom. New York: Puffin.
Breul, N. (2006). Who is Melvin Bubble? New Milford, CT: Roaring Booke.
Browne, A. (1998). Voices in the Park. New York: DK.
Buyea, R. (2010). Because of Mr. Terupt. New York: Random House.
Clements, A. (2002). A Week in the Woods. New York: Aladdin.
Draanen, W. (2001). Flipped. New York: Random House.
Fleischman, P. (1997). Seedfolks. New York: HarperCollins.
Frazee, M. (2010). The Boss Baby. New York: Beach Lane.
Konigsburg, E.L. (1996). The View From Saturday. New York: Aladdin.
Macaulay, D. (1990). Black and White. New York: Houghton Mifflin.
Mass, W. (2006). Twice Upon a Time: Rapunzel. New York: Scholastic.
Mass, W. (2010) The Candymakers. New York: Little, Brown & Co.
Palacio, R.J. (2012). Wonder. New York: Random House.
Park, L. (2002). When My Name was Keoko. New York: Houghton Mifflin.
Perkins, L. (2005). Criss Cross. New York: HarperCollins.
Schanzer , R. (2000). George vs. George. Washington, DC: National Geographic.
Schertle, A. (2009). Button Up. New York: Harcourt.
Scieszka, J. (1987). The True Story of the 3 Little Pigs. New York: Puffin.
Singer, M. (2010). Mirror Mirror. New York: Dutton.