Community Learning Unit : Standards

1. Community Learning Unit: Standards • NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics). 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

2. Community Learning Unit: Rationale • “The teacher’s main job is not to translate or interpret the books, but to facilitate the work of the group.” (Daniels, p.42) • “Book clubs are for independent pleasure reading, not skills lessons.” (Daniels, p.80) • Books need to be at students’ independent reading level, or accommodations should be made for reading • "Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.“ (Schlick)

3. Community LearningAgenda For January 14, 2014 • Objectives • Read and understand the beginning of ElieWeisel’s life in Romania. • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle. • Agenda • Read pages 3-22 in Night • Complete role sheet for Thursday’s 1st Community Learning Meeting • Homework • Independent Reading project #2 due next Friday, January 24, 2014. If you are able to read/complete role sheets during class time, the project will be your only HW.

4. Community LearningAgenda For January 15, 2014 • Objectives • Read and understand the beginning of ElieWeisel’s life in Romaniaand the German occupation • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle. • Agenda • Read pages 3-22 in Night • Complete role sheet for Tomorrow’s 1st Community Learning Meeting • Homework • Independent Reading project #2 due next Friday, January 24, 2014. If you are able to read/complete role sheets during class time, the project will be your only HW.

5. Community LearningAgenda For January 16, 2014 • Objectives • Share and analyze each other’s roles and reflections on pages 3-22 of Night • Agenda • Community Learning Meeting • Each person should have their role sheet and book • One person needs to be the recorder of the meeting (the recorder sheet is in the folder) • You will share in order of the recorder sheet. The recorder should write AFTER all discussion on that role is finished. • At the end of the period, staple the rubric, the recorder sheet, and all role sheets in order of the rubric and turn in to Ms. Lang! • Homework • Independent Reading project #2 due next Friday, January 24, 2014.

6. Community LearningAgenda For January 17, 2014 • Objectives • Check comprehension on pages 3-22 of Night • Agenda • Headphones and being “plugged in”— • 331 is an island—unplug when you step off of it, and do not use Ms. Lang as your excuse when you are caught in the hallway or another class. • Individually, complete the study guide questions for Chapter 1. • Please use your book and cite the page numbers where you found the information. Turn in at the end of the period, even if you do not finish. • If you finish, read the next section: pages 23-46 • Homework • Independent Reading project #2 due next Friday, January 24, 2014.

7. Community LearningAgenda For January 21, 2014 • Objectives • Investigate challenging vocabulary to assist with understanding • Read with your role in mind, so you can adequately share your findings with your community circle. • Agenda • Grab new role sheets from the front table • Read pages 23-46 in Night • Complete role sheet for Thursday’s 2ndCommunity Learning Meeting—Yes, we are still having it, so access the text online! • Homework • Independent Reading project #2 due THIS Friday, January 24, 2014.