Unit+Justification


 * PERSEPOLIS**

//Smagorinsky**,** McCann, Milner & Milner, Zemelman, Wiggins & McTigue//
 * What are your texts?**

//Smagorinsky set up our entire planning process. We used his 'Backwards Design' model to design the entire unit. Thus, our unit scaffolds students towards a personalized understanding of themes presented in// Persepolis. //Wiggins and McTigue are also big proponents of backwards design. This design also scaffolds students towards a complete understanding and production of the final assessment; the final portfolio.McCann has informed our process by giving us ideas for writing activities and portfolio work. He also has a lot of ideas about dialogic instruction in his article 'Talking In Class'. Through this text, we have really strived to make this lesson dialogic and inclusive for all students to share their ideas and opinions. Zemelman, likewise, focuses on group work and the importance of group work throughout a unit. This inspiration has made us strive toward making our class a very cohesive, collaborative work environment. Though each student will be devleoping their own portfolios, their thoughts about identity and other major themes will be greatly influenced by their peers. Milner and Milner set up a very comprehsive way to work a Writing Portfolio into a final assessment. Through this type of assessment students will be able to walk away with a product// //that shows the intricacies of their thought processes.//
 * How is this text informing your unit planning?**

//These texts brought us an understanding of the importance of "knowing the destination when plotting the course".//
 * What makes it useful?**

//Because it is the best way to build a complete understanding for your students. It allows for a level of transparency that other unit design models do not.//
 * Why is it a good resource for others?**


 * Questions:**
 * //What references could we use for task analysis?//
 * //What professional texts may help us in teaching graphic novels?//