Dollhouse Intel Unit


Intel® Teach Program

Thinking with Technology Course

 

Unit Plan Template

Click on any descriptive text, then type your own.

 

Unit Author

First and Last Name

Juliet Walsh

School District

Tempe District #3

School Name

Gililland

School City, State

Tempe, Arizona

Unit Overview

Unit Title

Is it normal to feel guilty for situations that you can’t control?

Unit Summary

Students analyze the main characters in The Dollhouse Murders and determine what each character feels guilty about, and whether this guilt is something that is caused by that character’s actions. Using the Showing Evidence Tool, students make a claim about one of the characters, and give an explanation, along with their evidence, supporting their explanation. Students print out their project work from the tool and use it as an outline to write a literature response, in which they compare this text to their life.

Subject Area

Writing, Literature Response

Grade Level

7th Grade Language Arts

Approximate Time Needed

4 weeks; 50-minute class periods

Unit Foundation

Habits of Learning Taxonomy

Argue, Assess, Compare, Write, Formulate, Distinguish

Targeted Content Standards and Benchmarks

  1. Write a response to literature that presents several clear ideas, supports inferences and conclusions with examples from text, personal experience, reference or other works, or non-print media, relates own ideas to supporting details in a clear and logical manner

  1. Place details appropriately to support the main idea

  1. Construct paragraphs by arranging sentences with an organizing principle

  1. Vary sentence beginnings, lengths, and patterns, to enhance the flow of writing

  1. Use subject/verb agreement in simple, compound, and complex sentences

  1. Use paragraph breaks to indicate an organizational structure

2.3.4 Choose an appropriate voice for the audience and purpose (e.g. formal, informal, academic discourse)

Student Objectives/Learning Outcomes

Curriculum-Framing Questions

 

Essential Question

What is the purpose of responding to literature?

 

Unit Questions

What makes a person feel guilty? Is there a way to avoid feeling guilty?

 

Content Questions

How do the characters’ guilty feelings relate with guilty feelings you’ve had?

Assessment Plan

Assessment Timeline

 

 

 

Before project work begins

Students work on projects and complete tasks

After project work is completed

 

 

 

 

 

 

 

 

 

  • KWL Chart

  • Journal questions about guilt: What is something you’ve felt guilty about?

  • When Amy is having her birthday party, she doesn’t feel guilty at all about not wanting Louann there. Is she right to feel this way?

  • Towards the end of the book, we see that Amy feels very guilty about the way she treated Louann. What is your reaction to Amy’s feelings?

  • Literature Review: Write a 5 paragraph essay explaining how the feeling of guilt applies to both the character, and to you as a reader.

  • Further illustrate your response by creating a comic life, pixie, or powerpoint to explain your point.

Assessment Summary

These assessments help students understand what they want to learn when reading this book, and provide a pacing plan for the teacher. The pre-assessments help students know what their focus will be, the during assessments help students assess how their feelings are similar to those characters in the story, and the post assessments help students express what they’ve learned from completing this unit.

Showing Evidence Elements (Complete this section if this tool will be used in the unit)

Showing Evidence Project Name (For the Showing Evidence workspace)

Is it normal to feel guilty for situations you cannot control?

Project Description (For the Showing Evidence workspace)

Students will answer the prompt by giving a claim about guilty feelings with one of the characters. For example, Aunt Clare felt guilty about the death of her parents. Students will give their explanations, and then their evidence.

Prompt (For the Showing Evidence workspace)

Every main character in Dollhouse Murders deals with guilty emotions. Pick one character, and write a claim about what they feel guilty about.

Practice Case (For your future quick reference)

Practice Team ID: Team 1-1

Password: Team 1-1

Reviewing Team ID: Team 2-1

Password: Team 2-1

Claims

Aunt Clare feels guilty about the death of her parents; Amy feels guilty about the way she’s treated Louann. Aunt Clare feels guilty for accusing Amy of gossiping about her family.

Evidence

Students will come up with their own evidence.

Unit Details

Prerequisite Skills

Students need basic computer skills and be familiar with the writing process.

Instructional Procedures

Week 1 and 2:

Write the Essential Question on the board, what is the purpose of responding to literature? Have students write their responses for 3-5 minutes in a journal. Give students the opportunity to share their responses from their journals. Conduct a general discussion about the question. Tell students you will be reading them a book called The Dollhouse Murders and you want them to keep this question in mind as they read the story.

 

Students will then read the entire book. Chapters will be assigned either by the teacher reading, while students follow along; by students reading chapters on their own; by doing a “round robin”; etc.

 

Examine Literature Response

After each chapter, or mid-chapter, form a discussion to go along with the essential question. These can be answered either as a group discussion, in journals, or as worksheet responses.

 

Students should also write a quick paragraph in the form of a literature response. They need to compare the chapter to themselves, the outside world, or another text.

 

Week 3:

Practice Using the Tool

Have students go to http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/ to get used to using the tool.

 

Use the Tool

Have students log into their Showing Evidence team space. Point out the prompt that guides their work, Every main character in Dollhouse Murders deals with guilty emotions. Pick one character, and write a claim about what they feel guilty about. Students will then back up their claims with evidence.

Students use Showing Evidence Tool to structure the support for their answer. Remind students how to correctly cite evidence and construct a claim. Working in teams of two or three, have students use their decision-making skills to make a claim about each character and their feelings. To cite the evidence, have students identify the page where the information is found. The explanation section of the evidence must include the quote from the text. Tell teams to gather one piece of evidence to support each claim. Encourage students to use strong argumentation skills and persuasiveness to argue their point and make others want to support their claim.

Review Evidence

Assign each student team another team’s work to review. Have students look at the rubric to keep themselves focused.

Week 4:

Writing the Essay

Students go through the writing process to create Literature Response. They will use the Literature Response Outline to guide their writing. Students will be graded based on the 6 traits rubric.

 

Accommodations for Differentiated Instruction

 

Resource Student

Pair student with a stronger student to complete assignment; the story has been read aloud for the most part.

 

Nonnative English Speaker

Pair the student with a stronger reader during reading activities

Provide copies of the text in the student’s first language, if available

Provide a glossary of important terms

Teach the ELL teachers how to use the Showing Evidence Tool

 

 

Gifted Student

Have these students think of an additional way we could use the Showing Evidence Tool for class.

Materials and Resources Required For Unit

Printed Materials

The Dollhouse Murders

Supplies

paper, pen/pencil

Technology -Hardware

Computer, smart board, projector

Technology -Software

Microsoft word

Internet Resources

www.intel.com/education/showingevidence

Other Resources

Applicable as teacher deems necessary

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.

*Other names and brands may be claimed as the property of others.

 

Copyright © 2008 Intel Corporation. All Rights Reserved. Page 4 of 4