1. Running head: INTEGRATING NEW LITERACIES 1
Integrating New Literacies – An Integrated Unit of Study
Anja Centennial
American College of Education

2. INTEGRATING NEW LITERACIES 2
Integrating New Literacies – An Integrated Unit of Study
The following unit will be taught in a school that serves a large population of rural and
economically disadvantaged children. Many of the students have not travelled extensively or have
been exposed to life beyond Colorado and maybe a few other states. In this unit, different subjects
and literacies will be integrated to make learning authentic for the 6th/7th grade resource class
students. The goal is to make learning topics relevant to them and to their experiences. Research has
shown that “when students with disabilities participate in instruction based on [authentic tasks] . . .,
they show gains comparable to those of their normally achieving peers” (Bremer & Morocco, 2003,
para 9). Students in the resource class receive special education services due to different disabilities.
In resource class, the focus tends to be on individual IEP goals as well as topics from their regular
education classes. With an integrated unit, the aim is that these special education students will be
able to make connections to material covered in their general education classes.
Unit Plan Topic
The topic of the unit is ‘Sustaining Life in the Rocky Mountains’. This topic was chosen as
it ties in with different subject areas. It is also a topic that is relevant to these particular students, as
Colorado is the state they live in. Many of the students come from families that have moved within
Colorado and a few neighboring states. Many of those students are deeply rooted in Colorado.
Investigating how to sustain life in Colorado can have financial, health, and economic literacy
implications if teacher and students consider in a lesson, for example, how individuals can make a
living in Colorado. Health and science literacies are also fostered when thinking of sustaining life in
terms of the natural habitat found in this area. The hope is that many of the students that this unit is
designed for can relate to this topic with their parents being farmers and laborers.

3. INTEGRATING NEW LITERACIES 3
Unit Plan Standards
Standards addressed in this unit vary from unit to unit and are based on the Colorado State
Standards which are available on the Colorado Department of Education’s website
(https://www.cde.state.co.us/standardsandinstruction/coloradostandards-academicstandards).
However, some of the main standards focusing on the theme and new literacies of the unit are as
follows with more standards to be added as necessary as lessons are developed:
6th grade –
 Visual Arts 6.2.2. Key concepts, issues, and themes connect the visual arts to other
disciplines such as the humanities, sciences, mathematics, social studies, and technology
 Reading, Writing, Communicating 6.4.3. Monitoring the thinking of self and others is a
disciplined way to maintain awareness
 Science 6.2.2. Organisms interact with each other and their environment in various ways
that create a flow of energy and cycling of matter in an ecosystem
7th grade –
 Visual Arts 7.2.1. Visual literacy skills are used to create meaning from a variety of
information
 Reading, Writing, Communicating 7.1.2. Small and large group discussions rely on active
listening and the effective contributions of all participants
 Science 7.2.1. Individual organisms with certain traits are more likely than others to survive
and have offspring in a specific environment
 Social Studies 7.3.2. The distribution of resources influences economic production and
individual choices (Economics and PFL)

4. INTEGRATING NEW LITERACIES 4
Unit Plan Theme and Resource
The unit will focus on life in the Rocky Mountains with a theme running through the unit
that is focused on sustaining life in the Rocky Mountains. As a unit starter, the first lesson will
begin with a painting by Alfred Bierstadt that depicts Long’s Peak near Estes Park, Colorado. By
discussing the painting, the hope is to foster visual literacy in students. The goal is to come back to
the painting at the conclusion of the unit to reexamine the painting and discuss possible changes in
meaning that the painting holds for students after having learned the various material associated
with life in the Rockies. Hopefully, this will allow students to critically assess how experience and
knowledge change people’s perspective of the world, therefore promoting critical literacy.
Throughout the unit, students will use technology to access resources and to create products as
evidence of student learning. These activities will help the students improve digital literacy. In
addition, individual lesson topics dealing with the habitat and the resources available should have an
impact on my student’s science and even economic literacies.
New Literacies Activities and Strategies
To address visual literacies, images and graphical representations will be included in the
unit. The most obvious activity addressing visual literacy is the introduction of Alfred Bierstadt’s
painting of Long’s Peak, Estes Park, Colorado. Using Visual Thinking Strategies (VTS), the whole
class can be engaged in a discussion about the painting while the teacher “encourages students to
think beyond the literal by discussing multiple meanings, metaphors and symbols” (Finley, 2014,
para 7). While VTS lend themselves well to interpreting art, they do not have to stop there. We can
use VTS to discuss graphs and charts as well. Therefore, examining graphical representations
representing some aspects of life in the Rocky Mountains by using VTS allows students to
strengthen their visual literacy. By doing this, students will also develop critical literacy as “the

5. INTEGRATING NEW LITERACIES 5
intersection of creativity and critical thinking lies at the heart of VTS” (Moeller, Cutler, Fiedler &
Weier, 2013, p. 57).
Another new literacy to be addressed in the unit focuses on financial and economic literacy.
Going with the theme of sustaining life in Colorado, students will explore careers that make
economic sense in the Rocky Mountain area based on resources available. Rather than lecturing on
economic principles, this problem-based approach should have a more positive effect on students’
economic literacy. Research has shown that hands-on or problem based inquiry yields more positive
results with regards to financial and economic fitness in students (Finkelstein, Hanson, Huang,
Hirschman & Huang, 2010).
Digital literacy will be addressed throughout the unit by embedding digital aspects into the
curriculum. Quizzes will be administered digitally. Texts will be retrieved through technology.
Research on career options will utilize technology. It is important that the “use of digital technology
…[is] embedded within structured learning activities directed at curriculum learning outcomes
rather than as an end in itself” (Centre for Research and Innovation in Learning and Teaching, 2009,
p. 9). Infusing technology throughout the lessons of this unit will aid in the increase of student
digital literacy skills.
Unit Plan Framework
Topic: Rocky Mountain Life Target Audience: 6th/7th grade Resource class
Theme: Sustaining Life Resource: A. Bierstadt “Long’s Peak”
(Painting depicting Rocky Mountain scenery)

6. INTEGRATING NEW LITERACIES 6
LessonPlan 1
Title: A Picture Worth A ThousandWords
Content Area: Visual Arts/ Language Arts Grade: 6/7
Resource
Duration: 2 class periods
Standards and
Benchmarks:
Colorado Standards:
Reading, Writing, Communicating 6.1.a/ 7.1.a Write narratives to
develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Reading, Writing, Communicating 6.4.3. Monitoring the thinking of self
and others is a disciplined way to maintain awareness
Reading, Writing, Communicating 6.1.d.III Pose and respond to specific
questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion.
Reading, Writing, Communicating 7.1.2. Small and large group
discussions rely on active listening and the effective contributions of all
participants
Visual Arts 7.2.1. Visual literacy skills are used to create meaning from a
variety of information
Objectives: Students will be able to use details when describing a picture.

7. INTEGRATING NEW LITERACIES 7
Students will be able to use a variety of descriptive words in a narrative.
Resources and
Materials:
 iPads (or laptops/computers) with internet access
 Mind-mapping software or app such as bubbl.us or Popplet
 Word-processing software
 Projector or copies of the painting
Teaching the Lesson
(Lesson Sequence/
Activities)
 Closure/ DOL
Day 1:
1. Anticipatory activity: Teacher displays/projects A. Bierstadt’s
“Long’s Peak” as students come in to class and tells students to take
a few minutes to think about what they see in the picture.
2. In groups of 3 or 4, students will write down words/phrases of what
they see in the picture using mind-mapping software.
3. Students will add descriptive words, questions that arise, or other
descriptions to the mind-map. Teacher will provide guiding
questions, such as “What is the painter trying to portray?”
Day 2:
4. Provide students with writing prompt:
“Imagine yourself being ‘dropped’ into that painting. You have to
spend 48 hours in the environment portrayed in the painting before a
rescue team saves you. How will you survive?”
Using word-processing software, students will write a 3-5-paragraph
essay (depending on accommodations/ modifications in place for
individual students) using the writing prompt and including
descriptive phrases from the mind-map.
Day 1: Ticket out the door: Write down three adjectives describing the
picture.
Assessment: Formative: Ticket out the door
Summative: Completion of the essay
Extension Activities: Draw a picture of yourself in a similar environment as portrayed in
Bierstadt’s painting.
Have students complete peer reviews of their writings.
Accommodations
(depending on needs
of students):
 Students may record their narrative using audio-recording software.
 Students may write a shorter essay.
 Teacher may pre-select phrases/ words from the mind-map for
students to include in their narratives.
 Teacher may provide an outline for the narrative.

8. INTEGRATING NEW LITERACIES 8
LessonPlan 2
Title: Survival in the Wilderness
Content Area: Science Grade: 6/7 Duration: 4 class periods
Standards and
Benchmarks:
Colorado Standards:
Science6.2.1 Changes in environmental conditions can affectthe survivalof
individual organisms, populations, and entire species
Science6.2.2. Organisms interact with each other and their environment in
various ways that create a flow of energy and cyclingof matter in an
ecosystem
Science6.3.2 Water on Earthis distributed and circulated through oceans,
glaciers, rivers, ground water, and the atmosphere
Reading,Writing,Communicating 6.4.1 Individual and group research
projects require obtaining information on a topic from a variety of sources
and organizing it forpresentation
ComprehensiveHealthandPhysical Education 6.4.1Preventionand Risk
Management - Demonstrate knowledge of safe practices in a physical activity
setting
Science7.1.1 Mixtures of substances can be separated based on their
properties such as solubility, boiling points, magnetic properties, and
densities
ComprehensiveHealthandPhysical Education 7.4.1Preventionand Risk
Management - Implement safety procedures in the utilization of space and
equipment
Reading,Writing,Communicating 7.1.2. Small and large group discussions
rely on active listening and the effectivecontributions of all participants
Objectives: Students will be able to relate survivalskills to scientific processes and
concepts.
Students will be able to recognize health risks in a given area and identify
preventative measures as well as treatment options.
Resources and
Materials:
 Multiple copies of pictures of various materials/objects including
some helpful forsurvival (tin can, tarp, plastic bags, knife, mirror,
rope, fishing line, paper clips or safety pins). The back of the pictures
will have scientific terms/concepts written on them, such as water
cycle,climate, wildlifein a specific habitat/ foodwebs, water filtration
etc.)
 Health cards with research topics
 Computer/laptop with internet access
 Poster board/ brochure paper or softwarefor digital brochures

9. INTEGRATING NEW LITERACIES 9
Teaching the Lesson
(Lesson Sequence/
Activities)
 Closure/ DOL
Day 1/2:
1. Anticipatory activity: Display different pictures of materials/objects
on a table/large desk. Have students take a look at them and think
about what they might be useful for.
2. Build a conceptbridge: Talk about some good survival ideas from the
students’ papers from the previous lesson. Tell them that they will
have to repeat the endeavor in the wild,but this time they get to
prepare for being dropped off.
3. In groups of 2 or 3, students willpick 3 items that they feel willbe
helpful for survival.
4. Students will have to justify their choices by using scientific concepts
to explain the usefulness of their items. The scientific concepts they
need to refer to will be written on the backof the pictures.
5. Students will create a poster displaying their choices,annotating and
explaining the scientific concept supporting their choice.
6. Students will present to the class
Day 3/4:
1. Topic Introduction
Time to go camping: Students have survived the Rocky Mountain
Wilderness twicebefore. Now it’s time to go a third time. This time
you are fully prepared withall the supplies youneed. You are going on
a voluntary camping trip! You have plenty of time to plan this trip.
How will you make sure youdo not get sick?
2. Students will draw a card with a health topic noted on it. Topics will
include: Cold/Flu, Tick-borneDiseases, Snake Bites, Allergies, Cuts,
Scrapes, and PunctureWounds, Animal Bites, Hypothermia, Food-
borne diseases.
3. Students will research the topic on their card and create a
prevention/treatment brochure advising campers of health risks in
the Rocky Mountains.
4. Students will ‘publish’ their brochures (give whole-class access).
5. Teacher will lead a closing discussion with students on what they
believe are the most important tools forsurvival, including the
prevention of health issues in the wilderness.
Ticketout the door:
Note one important tool/object forsurvival with a one-sentence-explanation
of the importance of that object.
Note one disease or health problem one could encounter in the Rockies and
one prevention strategy for the chosen disease/ health issue.

10. INTEGRATING NEW LITERACIES 10
Assessment: Poster creation
Presentation of the poster
Health brochure
Extension Activity: Field trip! (Field-testing some of the survivalmaterials chosen.)
Accommodations
(depending on needs
of students):
Teacher may assign specific materials/objects to students.
Teacher may assign specific health issue to specific students.
Students may workin groups on the health brochure.
Students may create a digital brochure.
LessonPlan 3
Title: Rocking it in the Rockies – Finding a job that ‘works’ for you
Content Area: Science Grade: 6/7 Duration: 3 class periods
Standards and
Benchmarks:
Colorado Standards:
Reading, Writing, Communicating 6.1.d.III Pose and respond to specific
questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion.
Reading,Writing,Communicating 6.4.1 Individual and group research
projects require obtaining information on a topic from a variety of sources
and organizing it forpresentation
Reading,Writing,Communicating 6.3.2 Writing informational and
persuasive genres for intended audiences and purposes require ideas,
organization, and voicedevelop
Social Studies/Personal FinancialLiteracy 6.3.2Saving and investing are
key contributors to financial well being
Reading,Writing,Communicating 7.1.2. Small and large group discussions
rely on active listening and the effectivecontributions of all participants
Reading,Writing,Communicating 7.3.2 Organization is used when
composing informational and persuasive texts
Social Studies/Personal FinancialLiteracy7.3.1The distribution of
resources influences economic production and individual choices
Objectives: Students will be able to understand the role of resources and demand with
regards to career choices.
Students will be able to make career choicesthat are financially viable in a
given geographic region.

11. INTEGRATING NEW LITERACIES 11
Resources and
Materials:
 Whiteboard, markers
 Computer/laptop with internet access
 Budget worksheet
 Essay rubric
Teaching the Lesson
(Lesson Sequence/
Activities)
Day 1:
1. Anticipatory activity: Onthe whiteboard, teacher writes some
careers/jobs that require various levels of education (such as Marine
Biologist, Computer Programmer, Commercial Fisherman, Fitness
Instructor, Travel Agent, Nurse etc). Teacher invites students to add
to the jobs by writing additional careers/jobs on the whiteboard.
2. Teacher engages students in a discussion on what jobs it wouldmake
sense to pursue if one stayed in Colorado. (e.g., Marine Biologist in
Colorado?)
3. Teacher introduces the concepts of supply and demand and resources.
4. Students will use these conceptsto categorize the jobs/careers
displayed on the board with regards to viability in Colorado/ the
Rocky Mountain area. Student task: Create a chart or table in which
you organize the given careers into categories. The categories will
have the following labels:
a) No/little resources/No demand
b) Available resources/Low demand
c) Available resources/ High demand
5. In order to assess demand, students will complete a job-search on
indeed.com (orsimilar) specifying the location as Colorado and
entering the specific job in question.
If availability of resources is in question, this can also be researched
by searching foravailable resources and/or industries in Colorado.
Teacher may give an example: Job– Teacher, Resources available? –
Yes (schools),Demand? – High or low according to job search results.
Are there many ads looking for teachers? If not, we can assume that
the market is saturated, that there is little demand.
Day 2:
6. Review results withstudents.
7. Focus on category B and C careers. Students willchoose one career of
interest and research average salary and required education forthat
career.
8. Student activity:Can you make a living?
Based on average income of the chosen career, students willcomplete
a budget worksheet. (In order to do this, students willhave to
research rent prices on the internet.) Budget worksheet willinclude
income, expenses to include student loans, rent, car loan/ cost of
transportation, cost of groceries etc.

12. INTEGRATING NEW LITERACIES 12
 Closure/ DOL
Day 3:
9. Students will write an essay about their findings. Is the chosen career
option a viable choicein Colorado considering the facts (bothfrom a
regional economic as well as a personal financial standpoint)? What
conditions are in favorof the career choice?What are some limiting
factors? How could the impact of those limiting factorsbe minimized?
For example, if there is little demand, is there additional schooling that
you couldcomplete to be more competitive? Could youcomplete
internships during school? Will the salary be enough to sustain a
living? Will you have enough money to save, to pay forfun activities?
Ticketout the door:
Day 1: Explain supply and demand or resources in one sentence.
Day 2: Does your chosen career make financial sense? Why or why not? (2-3
sentences)
Assessment: Career Table
Budget Sheet
Essay
Extension Activity: If your chosen career is not a viable option for Colorado, where could you
pursue this career and why?
Accommodations
(depending on needs
of students):
Teacher may allow students to workin groups when categorizing careers.
Teacher may students with same/similar career choicesto worktogether
(research and filling out budget sheet)
Teacher may provide specific demographics and data (average student loan
repayment, average rent in a given region)
Teacher may simplify or make budget sheet more complex (e.g., include
insurance cost)
Teacher may provide an outline for the essay.
LessonPlan 4

13. INTEGRATING NEW LITERACIES 13
Conclusion
Integration in and by itself creates relevancy of curricular materials. Students are able to
make connections. Material becomes meaningful beyond the classroom if integration is practiced.
As most of the students for whom this unit is intended are somewhat familiar with life in Colorado,
at the bottom of the Rocky Mountains, using life in the Rockies as the topic that threads itself
through the unit, students will hopefully be able to relate to the activities and material covered in
this unit.

14. INTEGRATING NEW LITERACIES 14
References
Bremer, C., & Morocco, C. (2003). Teaching for understanding. Retrieved from
http://www.ncset.org/publications/viewdesc.asp?id=1309
Centre for Research and Innovation in Learning and Teaching. (2009). Digital literacy: New
approaches to participation and inquiry learning to foster literacy skills among primary
school children. Retrieved from
https://www.ideals.illinois.edu/bitstream/handle/2142/9765/Digital_Literacy_in_Primary_Sc
hools_-_Research_Report.pdf
Finkelstein, N., Hanson, T., Huang, C., Hirschman, B., & Huang, M. (2010). Effects of problem
based economics on high school economics instruction. Retrieved from
http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_20104012.pdf
Finley, T. (2014, February 19). Common Core in Action: 10 visual literacy strategies. Retrieved
from http://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley
Moeller, M., Cutler, K., Fiedler, D., & Weier, L. (2013). Visual thinking strategies = creative and
critical thinking. The Phi Delta Kappan, (3). 56. Available from: JSTOR.