Rational:

Beginning a new unit always takes careful planning and instruction. In this unit, I want students to produce their own memoirs at the end, but I don't want them to focus on this quite yet. At this point and time, I want them to learn about autobiographical writing and about some of the structuring of this type of writing. 

I think it is helpful for students to get to know Bethany and her story before reading this book. Coming into it with a bit of background knowledge will give them better perspective. I also feel that it is helpful for them to try to relate to Bethany from the very beginning. So much of memoir writing is connecting with the reader, and a great way for them to learn about this concept is to demonstrate this through having them connect with her story.

To Do:

• Pass out the books in class. 
• Sometimes, I like to put a book preview slide up on the projector. I will ask them to flip through the book and look for certain things: how many pages, how many chapters, what character names can you find, who is the main character, what do you think the book is about etc.
• Have students watch the video that is posted in the first update at home or in class and reflect.

Standard:

CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Teacher Resources:

Bethany Hamilton's Website:

http://bethanyhamilton.com/

Bethany Hamilton's YouTube Channel:

https://www.youtube.com/user/TheBethanyHamilton

Rational:

Understanding plot helps the reader understand the progression of a story, and with students gearing up to write their own stories, it is important that they understand what plot is and how to employ it.

To Do:

• You can have students go over the plot PowerPoint on their own, but if you feel that your students would benefit more from going over the PowerPoint in class, that is an easy change.
• After students have watched the short film and filled out the plot chart, go over the answers with them in class.

Standard:

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Teacher Resources:

Plot Activities:

http://www.theprimarygal.com/2016/01/plot-structure.html

Rational:

It is important that students make text-to-world connections, and this mini research project allows them to do this. The update for this week asks students to choose a side. This is important not only because it meets a writing standard, but it also creates a discussion amongst students.

To Do:

• During class, there should be discussions about the book. These can be whole-class or small-group discussions.
• I typically give students a 20 point grade for these mini research projects. Five points for each fact and five points for the slide being complete.

Standard:

CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Rational:

Having students generate qualities of memoir writing gives them ownership of their learning. My students always name qualities that are in fact on the rubric, so when they see these reappear, they really feel that they have accomplished something. 

Students are brainstorming a few different stories 

To Do:

• Once students have put their lists in order, ask them for the qualities they believe a good memoir should have. Write the class list on the whiteboard for students to see. 
• There is a short slideshow in the teacher resources section that might be beneficial to show students.
• Make sure you are still discussing the book in class.
• Once students have finished the reading assignment, give the chapter 1-10 quiz that is linked in below.

Soul_20Surfer_20Quiz.docx

Standard:

CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Teacher Resources:

List of Memoir Characteristics:

https://www.slideshare.net/araeteach/characteristics-of-a-memoir

Rational:

Students are drafting the first version of their memoirs, and I have found that the best way to begin doing this is to have them fill in a plot chart for their stories. It can be extremely frustrating when a student realizes that he or she does not have a major part of plot in his or her story once it has been written. Doing this step first helps prevent those frustrating moments.

To Do:

• You should monitor the partner work that is going on.
• You should also attempt to read over each plot chart. Peer review can be very helpful, but there is only so much a 6th-grade student can do.

Standard:

CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Rational:

Peer review and revision are both extremely important parts of the writing process. These processes help writers to strengthen their writing and hone their skills.

To Do:

• During the drafting stage I always make myself available to conference with students, and I often require that they conference with me.
• Students are finishing up the book, so make sure that you are having good conversation.
• Once students have finished the book, give the test.

Soul_20Surfer_20Final_20Test_202015-2016.docx

Standard:

CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Rational:

I personally believe that there is a lot of benefit in showing students the film version of a book we read together. The first benefit is that students typically see that the book is better than the movie, and that encourages them to read more. The second benefit is that students get to see first hand how differently a book can be interpreted. To one person it might mean one thing, and to another, it might be completely different.

To Do:

• You will have to rent or buy the film to show students.
• During this time, you can grade memoirs or just enjoy the film with your students.

Standard:

CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Rational:

This part of the unit might seem silly, but I have really been trying to have my students do more reflective writing. So often I find myself rushing to get through a unit, but I don't always stop to see how my students felt about the unit. This type of reflective piece forces both me and my students to slow down and think about what we have done. I think it is important for them to see how much they are growing during the school year.

To Do:

• I think it is helpful to actually talk this assignment through with them.
• Make sure you read their reflections. It is important that you know if your students are feeling successful.
• Make sure you release the survey for students.

Standard:

CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.