Milton Hershey’s

Dream, Reach, Succeed Essay Contest




                   Blair Thallmayer

                   Mrs. Met...
General Information:

   •   Title of the unit- Milton Hershey’s Dream, Reach, Succeed Essay Contest

   •   Subject area-...
o   The student will get signed and returns to school the parent

           permission slip to entry their essay.

•   Ob...
Introduction- Talk a little about Milton Hershey and then

                     briefly tell about your greatest goal.

  ...
o   The Writing Process

          Prewriting

             •   The students will brainstorm to create a list of ten

    ...
accomplishment to format their essay. The following

                         format is students will use:

              ...
o   Discussion about Milton Hershey’s accomplishments and the students

              could each write one on the white bo...
o   Coro I- Teacher redirection techniques, visual cues, and prompts, as

           well as positive reinforcement; one-o...
provided opportunities to ask questions; Use of prompting & verbal

             redirection in order to increase understa...
o   Burford, Betty. Chocolate by Hershey: a Story About Milton S.

             Hershey. Virginia: Carolrhoda Books, 1994....
Overall Evaluation of the Unit:

      Develop a record keeping system that will help you evaluate the following

      (t...
my students, in all 3 classes, had a very challenging time using the computer,

mouse, keyboard and programs.



Recommend...
Student Rubric
Dream! Reach! Succeed! Essay Contest Rubric Student’s Copy of Scoring

Student Name: ______________________...
Dream! Reach! Succeed! Essay Contest Rubric                                Student Name: ______________________
   CATEGOR...
Unit  Milton
Unit  Milton
Unit  Milton
Unit  Milton
Unit  Milton
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Unit Milton

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Unit Plan- Milton Hershey Essay Contest

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Unit Milton

  1. 1. Milton Hershey’s Dream, Reach, Succeed Essay Contest Blair Thallmayer Mrs. Metzgar’s Learning Support Language Arts Classroom Stroudsburg Middle School
  2. 2. General Information: • Title of the unit- Milton Hershey’s Dream, Reach, Succeed Essay Contest • Subject area- Language Arts • Grade level- 5th – 6th • Time line- February -March 7, 2008 Introduction: • Significance of the topic: The students will write an essay for an authentic assessment. • Description of the topic: The students will submit a handwritten or typed essay, between 250 and 350 words, which addresses the following topic: Milton Hershey had a sense of accomplishment. He was recognized for his success in the chocolate business and for his many other contributions. Describe one thing that you would like to accomplish in your lifetime. Why do you think it is important? All entries must be accompanied by a signed, completed copy of the Official Entry Form, submitted as a class in one envelope and postmarked on or before March 14, 2008. A panel of judges selected by NAESP will evaluate the entries and determine the winners according to the criteria of originality, creativity, proper use of language, clarity, and neatness. Goals and Objective: • Goals: o The students will bring to publication a typed essay between 250-350 words, which addresses the topic of accomplishments. o The students will compose a narrative writing sample which scores a fifteen out of a possible twenty points on the PA Writing Rubric.
  3. 3. o The student will get signed and returns to school the parent permission slip to entry their essay. • Objectives: o The students will brainstorm to create a list of ten things that they would like to accomplish in their life. o The students will evaluate their brainstorming list, and select four things that are the most important to them by placing a star next to the item. o The students will analyze the four choices to decide on one accomplishment that would be the most important to them. o The students will complete in full sentences, ten questions about their accomplishment that will foster more brainstorming ideas. Questions include: How old would you be? Would you do it alone or would you need help? Why is this accomplishment important? Who would be affected by your accomplishment? How would they be affected? Describe the steps you would take. What would happen if you did not reach your accomplishment? Tell about the feelings you would have when you reached your goal. Who would you most want to know about your accomplishment? Why is it important? o The students will complete five graphic organizers using the 4Square system about their greatest accomplishment to format their essay. The following format is students will use:
  4. 4. Introduction- Talk a little about Milton Hershey and then briefly tell about your greatest goal. Describe WHY you want to reach your accomplishment. Describe HOW you would reach your goal. Describe WHAT difference your accomplishment would make. Conclusion- Restate your greatest accomplishment and use a wrap up sentence to tell how, what and why. o The students will use each graphic organizer to compose a five paragraph narrative first draft. o The students will edit their first draft narrative writing sample with a teacher. o The students will compose a final draft narrative writing piece using their edited first draft and teacher’s comments. o The students will use Microsoft Word 2003 in Computer Lab B305 to type their final copy of their narrative writing within two class periods. Content Outline: • Use an outline format consisting of headings and subheadings to organize information to be presented in the unit. The outline should parallel goals and objectives. o Background Knowledge The students will gain background knowledge about Milton Hershey’s life with a shared reading book titled “Chocolate by Hershey: A story about Milton S. Hershey,” written by Betty Burford. The student will get signed and returns to school the parent permission slip to entry their essay.
  5. 5. o The Writing Process Prewriting • The students will brainstorm to create a list of ten things that they would like to accomplish in their life. • The students will evaluate their brainstorming list, and select four things that are the most important to them by placing a star next to the item. • The students will analyze the four choices to decide on one accomplishment that would be the most important to them. • The students will complete in full sentences, ten questions about their accomplishment that will foster more brainstorming ideas. Questions include: o How old would you be? o Would you do it alone or would you need help? o Why is this accomplishment important? o Who would be affected by your accomplishment? o How would they be affected? o Describe the steps you would take. o What would happen if you did not reach your accomplishment? o Tell about the feelings you would have when you reached your goal. o Who would you most want to know about your accomplishment? o Why is it important? • The students will complete five graphic organizers using the 4Square system about their greatest
  6. 6. accomplishment to format their essay. The following format is students will use: o Introduction- Talk a little about Milton Hershey and then briefly tell about your greatest goal. o Describe WHY you want to reach your accomplishment. o Describe HOW you would reach your goal. o Describe WHAT difference your accomplishment would make. o Conclusion- Restate your greatest accomplishment and use a wrap up sentence to tell how, what and why. Writing • The students will use each graphic organizer to compose a five paragraph narrative first draft. Editing • The students will edit their first draft narrative writing sample with a teacher. Publishing • The students will compose a final draft narrative writing piece using their edited first draft and teacher’s comments. • The students will use Microsoft Word 2003 in Computer Lab B305 to type their final copy of their narrative writing within two class periods. • List an inventory of possible activities that will demonstrate mastery of content.
  7. 7. o Discussion about Milton Hershey’s accomplishments and the students could each write one on the white board. o Interactive Bulletin Board for students to visit to read questions, and the answers underneath the questions. Modifications: Students who are LD, ED, Autistic, and MR • All students are being instructed in a small group, at their instructional reading level. • First Period o Joey B- Use of Quick Word Dictionary or High Frequency Word List; Prompt student to use capital letters & punctuation; Use of graphic organizer (4 Square). o Brian C- Verbal redirection o Debbie C- Directions read and simplified as needed. o Matthew E- Visual support for auditory presentation; Wait time for responses; Cueing on task behavior; Wide spaced paper; Chunking material; Review and repetition of skills; Directions read & rephrased. o Johnny M- Additional time to complete work. • Second Period o Wilfredo C- Modified expectations for writing in terms of length and amount produced within given time; Directions repeated and rephrased. o Moorea F- Frequent review & repetition; Teacher redirection techniques, visual cues, prompts, as well as positive reinforcement. o William F- Teacher redirection techniques, visual cues, and prompts, as well as positive reinforcement. o Joey H- Review and repetition of materials presented.
  8. 8. o Coro I- Teacher redirection techniques, visual cues, and prompts, as well as positive reinforcement; one-on-one paraprofessional assistance. o Colin L- Teacher redirection techniques, visual cues, and prompts, as well as positive reinforcement. o Kayla M- Teacher redirection techniques, visual cues, and prompts, as well as positive reinforcement. o Mark M- Teacher redirection techniques, visual cues, and prompts, as well as positive reinforcement; Use of graphic organizers. o Megan R- Frequent review & repetition; Teacher redirection techniques, visual cues, prompts, as well as positive reinforcement. o William S- Modifications to content area materials to accommodate present reading level; Modeling, repetition and review of key concepts; Use of graphic organizers. o Jessica W- Directions read aloud; Writing graded for content and not mechanics. • Third Period o Samantha B- Frequent review & repetition; Teacher redirection techniques, visual cues, prompts, as well as positive reinforcement. o Christopher D- Use of visual aids for the writing process; Use of graphic organizers; Read/ rephrase directions. o Kira D- Directions read & simplified; Frequent checks for understanding. o Alexander I- Direct questioning for comprehension; Review/ Repetition of key concepts; Use of graphic organizers; Concrete materials; Modeling visual and manipulative examples. o Garret S- Repetition of all materials presented; Extra time to complete assignments; Directions presented in a clear manner &
  9. 9. provided opportunities to ask questions; Use of prompting & verbal redirection in order to increase understanding; Use of brainstorming of ideas before writing. o Michael S- Repetition & rephrasing of directions; Modeling of correct sentence structure; Use of visuals when given instructions or explaining something; Allowance for breaks when frustrated; Use of graphic organizers. Materials: For the students: o Burford, Betty. Chocolate by Hershey: a Story About Milton S. Hershey. Virginia: Carolrhoda Books, 1994. o Student-teacher made Interactive Bulletin Board o Student- teacher made Poster on the Wall of the Narrative Writing Format o Revised Student- teacher made Activity Packet titled “Dream! Reach! Succeed! Essay Contest” o Color Coded Folder per class for each student to keep everything in First Period- Yellow Second Period- Green Third Period- Red o Entry Rules, Information & Official Forms o Pencils o White, Lined Paper o Access to Computer Lab (Computer & Printer) o Checklist o Scoring Rubric For the teacher:
  10. 10. o Burford, Betty. Chocolate by Hershey: a Story About Milton S. Hershey. Virginia: Carolrhoda Books, 1994. o Interactive Bulletin Board o Poster on the Wall of Narrative Writing Format o Overhead Transparencies for each section of the Activity Packet o Activity Packet titled “Dream! Reach! Succeed! Essay Contest” o Entry Rules, Information & Official Forms o Editing Pens o Access to Computer Lab (Computer & Printer) o Checklist o Scoring Rubric Monitoring and Evaluation: Goals Evaluation: Rubric 4 Highest- 1 Lowest o The students will bring to publication a typed essay between 250-350 words, which addresses the topic of accomplishments. o The students will compose a narrative writing sample which scores a fifteen out of a possible twenty points on the PA Writing Rubric. o The student will get signed and returns to school the parent permission slip to entry their essay. Objective Mastery: o Daily Checklist of Objectives Pupil Progress: o Daily Checklist of Objectives o Essay Rubric o Essay Checklist
  11. 11. Overall Evaluation of the Unit: Develop a record keeping system that will help you evaluate the following (this can be in the form of a rating checklist or in short narrative paragraphs): o Rating Checklist 1 being the Lowest & 4 being the Highest -Content~ 4 -Specific Activities~ 3 -Materials~ 4 -Student involvement/motivation~ 2 Describe specific problems encountered throughout the unit Four Square Format: the students had a difficult time using the Four Square graphic organizer to record their thoughts. My host-teacher had already taught this concept and layout; however the students seemed unfamiliar due to the lack of use for a few months now. Prewriting: the students finally understood and completed the brainstorming activities; now it was time for prewriting. The students had a complicated instance when using the graphic organizers to layout their paragraphs for their essays. This was something that I learned very quickly, because I was unaware of Four Squares. I taught the students a number of times, rephrased and repeated myself yet it was un motivating to them. Computer Lab: all of the students have had many opportunities to work with computers and technology. All of these students were given typing/ computer classes since third grade. I felt that with some prior knowledge to a computer lab the students would have no troubles. WRONG! 1/3 of all of
  12. 12. my students, in all 3 classes, had a very challenging time using the computer, mouse, keyboard and programs. Recommend changes to the unit. Be specific. Visual Aids: Many of the visual aids I created such as the posters, power points, graphic organizers, etc were black letters on white paper with few or no photographs. I was told to keep plenty of white space and photographs and/graphics to a minimal because they would only be distracters to these students. However I think that graphics and color could have helped improve comprehension. Modifications: Modifications were done on a general and independent level. However if any more modifications were used during this Unit, the essays would have been not part of the entry requirements. If the essay contest was just in the classroom and not a national assessment it would have successful. Motivations: These students are learning support for language arts. Students’ who needs improvement in this area usually become frustrated when asked to write or write for a long period of time. Motivation level should have been a little higher and the time duration should have been shorter.
  13. 13. Student Rubric Dream! Reach! Succeed! Essay Contest Rubric Student’s Copy of Scoring Student Name: _______________________________________ 1. Focus ______/4 2. Content ______/4 3. Organization ______/4 4. Style ______/4 5. Conventions ______/4 6. Neatness ______/4 7. Words ______/4 8. On Time ______/4 9. Permission Slip ______/4 10. Completed ______/4 Total Points Earned ______/40 Percentage Earned ________%
  14. 14. Dream! Reach! Succeed! Essay Contest Rubric Student Name: ______________________ CATEGORY 4 3 2 1 Focus There is one clear, well- Main idea is clear but Main idea is The main idea is not focused topic. Main idea the supporting somewhat clear but clear. There is a stands out and is information is general. there is a need for seemingly random supported by detailed more supporting collection of information. information. information. Content Relevant, telling, quality Supporting details and Supporting details and Supporting details and details give the reader information are information are information are typically important information relevant, but one key relevant, but several unclear or not related to that goes beyond the issue or portion of the key issues or portions the topic. obvious or predictable. storyline is of the storyline are unsupported. unsupported. Organization Details are placed in a Details are placed in a Some details are not Many details are not in logical order and the way logical order, but the in a logical or a logical or expected they are presented way in which they are expected order, and order. There is little effectively keeps the presented/introduced this distracts the sense that the writing is interest of the reader. sometimes makes the reader. organized. writing less interesting. Style All sentences are well- Most sentences are Most sentences are Sentences lack constructed with varied well-constructed with well-constructed but structure and appear structure. varied structure. have a similar incomplete or rambling. structure. Conventions Writer makes no errors in Writer makes 1-2 errors Writer makes 3-4 Writer makes more than grammar or spelling that in grammar or spelling errors in grammar or 4 errors in grammar or distract the reader from that distract the reader spelling that distract spelling that distract the the content. from the content. the reader from the reader from the content. content. Neatness The final draft is The final draft is The final draft is The final draft is not readable, clean, neat, readable, neat and readable and some of neat or attractive. it is and attractive. It must be attractive. It is neatly the pages are hand-written or typed hand-written or typed, hand-written or typed, attractive. It looks like and looks like it had clean, not wrinkled and is clean, not wrinkled and parts of it might have been shove din a easy to read with no is easy to read with no been done in a hurry. pocket or locker. It may distracting errors. It is distracting error It is hand-written or have several distracting free of eraser marks. It corrections. It may have typed, but is crumpled error corrections. It was done with pride. 1 or 2 erasures. It was or slightly stained. It looks like it was done in done with care. may have 3-4 a hurry or stored distracting error improperly. Didn’t care corrections. It was what it looked like. done with some care. Words The essay is 250-350 The essay is 150-249 The essay is 50-149 The essay is 1-49 words. words. words. words. On Time The essay was The essay was The essay was The essay was completed on the completed on the date completed on two completed on three assigned due date March after the assigned due days after the days after the assigned 7, 2008. date on March 10, assigned due date on due date on March 12, 2008. March 11, 2008. 2008. Permission Slip The parent permission The parent permission The parent permission The parent permission slip was signed and slip was signed and slip was returned to slip was never signed returned to school before returned to school after school without a and returned to school. the assigned due date the assigned due date signature. March 7, 2008. on March 10, 2008. Completed The student completed The student completed The student The student did not the Dream! Reach! the Dream! Reach! completed the Dream! complete the Dream! Succeed! Essay Contest Succeed! Essay Reach! Succeed! Reach! Succeed! on or before March 7, Contest on March 10, Essay Contest on Essay. 2008. 2008. March 11, 2008. Total Point Earned: _______/40 Percentage Earned:________%

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