Individuality
vs. Conformity
This
unit is centered on the reading of Jerry Spinelli’s
Stargirl. Students
participate in numerous activities designed to
spark their awareness of literature's ability
to transcend the page and apply to one's own life
experiences. By incorporating technology into
this unit, students are exposed to resources relevant
to them.
Subject
Area
Language Arts
Grade Levels
6 - 8
Objectives
Through
participation in a variety of learning activities,
students arrive at a better understanding of the
novel and its themes as a result of the relationship
established between the reader and the text. Integration
of mediums such as video and music reinforce the
idea that issues discussed in an English Language
Arts class can be translated to other aspects
of their lives, thus instilling a passion and
appreciation for literature that they will carry
with them.
Internet
Used
The Internet plays an integral role in this unit,
as the myriad resources available permit the teacher
to supplement the literature with real-life connections.
Students view a music video, an interview with
an artist, as well as television commercials,
all of which work to reinforce the concepts of
individuality and the importance of staying true
to oneself. All learning activities are accompanied
by group discussions through which students apply
the plot and themes of Stargirl to the audio,
video, or reading acquired via the Internet. Additionally,
the Internet is a vital component within our classroom,
as it has assisted in the modification of the
unit for a Spanish-speaking student.
Standards
Addressed
Students relate new information to prior knowledge
and experience; interpret and analyze information;
and use a wide variety of strategies for selecting,
organizing, and categorizing information. They
compare and synthesize information from different
sources; read and view texts and performances
from a wide range of authors, subjects, and genres;
and assess the quality of texts and presentations.
Students express ideas and concerns clearly and
respectfully in conversations and group discussions;
listen attentively to others and build on others'
ideas in conversations with peers and adults;
and use verbal and nonverbal skills to improve
communication.
Assessment
Aside from the traditional tests and quizzes given
to assess reading comprehension, the unit concludes
with the completion of a Student Manual. Each
student contributes one entry to the manual. The
entries are assessed on the basis of how thoroughly
developed they are, thereby demonstrating student
understanding of the themes that arose throughout
their reading. Since the protagonist of the novel
struggles to adjust to a new school, students
are evaluated on the basis of how helpful and
informative their manual entries would be to an
incoming student. Furthermore, each entry is reviewed
for the inclusion of the concepts of individuality
and conformity.
Students Involved
The unit was designed for an average-skills middle-school
Language Arts class. The time frame for this unit
is approximately five weeks.
Teacher Tips
Be creative. Connections between the text and
students' lives are everywhere. Include students
in the planning process and ask them to bring
in websites, movies, songs, video games, texts,
etc. that relate directly to Stargirl
and its themes.
Overall
Value
This unit engages students in in-depth discussions
about topics relevant to their own lives, particularly
the adjustment to middle school. During a time
in which they are struggling to make friends,
keep up with school work, and discover who they
are, students enjoy partaking in a unit that blurs
the boundaries between education and social development.
Teachers will want to adapt this for their classes
because it incorporates technology in a manner
that is easily accessible, yet highly effective.
|
|
Tracy
Butler &
Claire Casaccio
Tracey
Butler is a veteran sixth grade
language arts teacher at Arlington Middle
School. She loves being a part of the educational
process. As a child she dreamed of being
a teacher and to support that dream, her
parents built and furnished a schoolroom
for her in the garage. Although her students
are no longer dolls and teddy bears, she
still arrives at the classroom with the
same enthusiasm and passion. She has dedicated
her life to helping students realize their
dreams. Her commitment is evident in the
after-school programs she has developed,
and the extracurricular activities she has
designed. Recently, she overheard a student
saying he wished a character he was reading
about was a real person, and her peals of
joy could be heard in the hallway. |
|
Claire
Casaccio is a pre-service teacher
from Marist College in Poughkeepsie, NY.
She was inspired to become an educator by
the many wonderful and influential teachers
she has had throughout her years of schooling.
She hopes to instill a love of reading within
her students by showing them how literature
applies to their own lives. She has presented
her scholarly research at Marist College's
Women and Society Conference, the National
Collegiate Honors Council Conference in
St. Louis, Missouri, and the Sigma Tau Delta
International Conference in Portland, Oregon.
She loves to play basketball and hopes to
coach a team of her own in the future. She
would like to thank Tracey Butler for her
guidance, support, and encouragement throughout
this learning process and feels very fortunate
to have had the opportunity to work beside
such a wonderful teacher and person. Their
collaboration this year has not only been
a lot of fun but also a learning experience
for both of them. |
| Claire.casaccio@marist.edu |
|
