Honoring Our Role Models by Art Vallicelli

1. Honoring Our Role Modelsby Art Vallicelli Audience: 6th Grade Length of Unit: 4-5 weeks

2. Objectives: To read a variety of literature in terms of genre and culture To implement reading techniques that vary from the age-old �round-robin� technique To read and write about role models in students� lives To learn and share about others students� experiences with role models To see how language is employed to write for a specific purpose To write personal responses to literature

3. Shared Objectives To form a unified definition of the term role model from examples and personal experience To apply a unified definition of �role model� and examples from literature to write factually and creatively To understand, through literature, that the characteristics of a role model are universal, from a family member to an actor/actress

4. Criteria for Selecting Books Can the student identify with the role model or main characters? Does the language captivate the reader enough to sincerely hold interest? Does the poem or book evoke emotion? Does the author avoid stereotyping? Are the thematic statements of the poem/book worthwhile? Do the various themes report a deeper message than the obvious plot? Is the information accurate, complete, and unbiased?

5. Week One: Learning from History and Fact Question of Significance: What is a role model and where do we find them in our lives? Begin the unit with �A Role Model Is�� exercise Use these ideas to form a concept wall that is to be hung in class Have the students journal about a role model in their life, either famous or personal Spend Day Two in the library searching for a quality autobiography or biography A list of good role models and good books should be provided

6. Week One: Learning from History and Fact Reading Techniques: - Most reading should be completed in class, assigning only a small number of pages to read at home Have students read silently; stop them to �wonder aloud� and jot down these ideas in their journals. These should be thoughts about what their role model is going to do, how s/he will handle certain situations, etc. Prepare a sheet of guided questions for students to answer that covers the basics of what a role model consists of Have students write down new vocab/concepts that appear in their biography that help describe their role model

7. Week One: Learning from History and Fact At the end of the biography section, do a �Readers� Circle.� Have the students share their books with each other in groups: What did their role model do that was significant? Do they deem this person worthy of role model status? What did the role model do that separated him/her from someone else? Do they recommend the book? These responses should be reported back to the whole class (because the general public should always be aware of good literature!) Finally, at the end of Week One, update the concept wall with new concepts that popped up in the biographies

8. Week One:Learning from History and Fact Writing Workshop: Write a brief (one-two page) narrative about a famous role model that has affected their life It does not have to be someone who had a personal effect but rather someone they look up to It can be the person they read their biography about It cannot be a personal acquaintance, as the students will be writing on these people later Think about: Who�s a great role model in society that makes the news (or doesn�t make the news)? How do they represent the qualities on the concept wall? Cite examples What does this role model do that makes them earn such a title?

9. Week Two/Three:Learning from Language Question of Significance: How can people who aren�t famous become role models? Let�s see some examples from poetry As a class, have students read a poem to the class from a book of poetry This will start by having the teacher read a few poems first Use props and classroom lighting to make a �poetry reading� atmosphere Try and use volunteers when available Writing Activity: -Jot down three emotions that arise from hearing these poems and what separates a role model from one another

10. Week Two/Three: Learning from Language Reading Techniques: In groups, have students read a different volume of poetry each day As a group, answer these questions: What type of language is used to describe the role model? Cite examples Did you like or dislike this volume of poetry? For what reasons? What emotions bring the poetry to life?

11. Week Two/Three: Learning from Language Writing Workshop: First Day: Write an imitation poem (or an original poem) on a personal role model (i.e. parent, sibling, grandparent, friend, etc.) Be sure to give examples and allow for time to flip through poetry books to see different styles and topics Second Day: Using the concept wall, insert new lines to the poem to add depth and new qualities to make the poem a more personal and creative endeavor Allow for time to share these, if anyone wants to Finally, at the end of Week Two/Three, update the concept wall, both adding and deleting concepts

12. Week Four/Five:Learning from Fiction Question of Significance: How can a fictional character represent our concept wall? Let�s see some examples from fictional novels Read fictional novels about role models and their relationships with other people

13. Week Four/Five:Learning from Fiction Reading Techniques: Use purpose setting questions to answer questions about plot, character, and thematic development Ask students to �wonder aloud� again, only this time be sure to have them predict what events will happen next - Jot these predictions down in a journal

14. Week Four/Five:Learning from Fiction Writing Workshop: Day One: Create a character through a graphic organizer Be sure to give the character physical, mental, and behavioral traits; there should be prompts for this provided by the teacher Surround the outside of the character with actions on how their role model leads by example or exemplifies our concepts in thought Day Two: Using the detailed character sketch and the surrounding actions, write a brief (one-two) story that exemplify both his/her actions and his/her traits of being a role model