My path to teaching has been winding, and was largely unforeseen as a career choice. I began college as a psychology major, then studied philosophy, and finally decided on english, after taking the most challenging and enjoyable English course of my collegiate career. I became very involved in the English club, English Honors association, and as a tutor in the Reading and
Writing center on campus.
I had been accepted to a doctorate program in English Literature, and planned on entering study this past fall, when I was accepted to Teach For America. Although I was skeptical of my abilities as a teacher, I believed in the mission of Teach For America, and was excited about my placement as an English Teacher in St. Louis.
Teaching has taught me so many things about myself, much of which I can attribute to the life experiences and circumstances my students have exposed me to. They have taught me more than I could ever teach them. Although I already have one million things pinpointed that I plan to do differently next year in the classroom, I hope I have at least unleashed a little bit of the greatness that is literature, reading, and writing in my students!

Writing Unit
ISearch Paper on a Teen Issue in The Absolutely True Diary of a Part-Time Indian
Rationale:
I am creating this writing unit because I believe my students’ voices deserve to be heard regarding topics which are relevant to their lives that arise in The Absolutely True Diary of a Part-Time Indian; I want them to be able fuse their ideas, opinions, and questions into an ISearch paper, which will ultimately reach teens across the nation through blogging.
I’m focusing on my freshman reading intervention students in this writing unit. They are 3+ grade levels behind in reading and they are just as far behind, if not more, in writing. They truly have great ideas and voices, but struggle putting their ideas into writing. Their writing conventions need the most work. I think my students would really benefit from an ISearch paper. I definitely want them to be exposed to a form of a research paper early on in their high school careers. I think it’s vital that they understand the process of writing a research paper as soon as they can. With an Isearch, they can choose a topic that is important to them, so it doesn’t feel so “research paper-like” in the negative sense. We are going to center the writing unit on the book The Absolutely True Diary of a Part-Time
Indian by Sherman Alexie. There are so many controversial topics and themes in this book that I’m sure they will have opinions about and will be interested in researching, including: racism, “fitting in” in high school, teen violence, being defined by your surroundings and culture, addiction, eating disorders, etc.
We have studied teen blogs in class to evaluate writing and to discuss the opinions of teens across the nation. I would like my students to experiment with teen blogging on some of the sites we’ve used.
They can enter their own Isearch papers on these blogs, which welcome writing by teens on controversial topics or any issues relevant to today’s teens. This way, they will have experience publishing their writing online, and will be able to get feedback from teens across the country regarding what they’ve written and how they’ve presented it. I think this dialogue with other teens outside of their high school will be an excellent conclusion to the unit. It will give them something to work toward instead of just the typical grade at the top of their papers. They will learn from, and also teach, students across the country.
Summary: We will read The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in class.
We will read this text in a variety of ways: whole class, through group jigsaws, literature circles, and through silent reading occasionally. I will teach “mini-lessons” so students are taught skills such as: point of view, irony, imagery, etc. Depending on how we read on a given day, students will simultaneously complete graphic organizers, reading guides, literature circle discussion guides, or
Cornell notes. Students will record their thoughts and pick out quotes they consider intriguing, confusing, funny, or interesting in Double Entry Diaries as we read. We will ground our reading with discussions which access pre-, during, and –post reading strategies. Writing will be our main focus with this book. There are so many relevant topics of discussion and consideration in this text, especially for my students, who live in the inner-city. As we read, they will choose a topic which comes up in the book that they either have an opinion about, want to learn more about, or find incredibly interesting. They will first write a topic proposal for their ISearch paper explaining what their topic is, how it is presented in the book, and what they’d like to find out about it. Their final
ISearch paper will be posted on a Teen Blog online so they can interact with other teens on the topics which are posted. They will also be exposed to other teens’ writing styles through the blog. They will

work on their ISearch paper over the entire unit. We will have research days in the library, and they will be responsible for some research outside of class as well. They will finalize their papers through many proofreading and peer-editing exercises.
Objectives:
R1D(a, b): Read grade-level instructional text with fluency, adjusting reading rate to difficulty and type of text
R1F: Apply pre-reading strategies to aid comprehension (a-d)
R1G (a-g): During reading strategies
R1H(a-f): Post-reading skills to comprehend, interpret, analyze, and evaluate
R1I(a-c): Compare, contrast, analyze and evaluate connections
R3’s: Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction
(R3A, R1B(a-d), R3C(a-g)
W1A(a-e): Follow a writing process to use appropriate prewriting strategies, generate a draft, revise in response to feedback, edit for conventions, and share writing
W2A(a & B): Compose well-developed text showing awareness of audience, and choosing a form and point of view appropriate to purpose and audience
W2B(a-d): Compose text with strong controlling idea, relevant specific details, complex ideas, freshness of thought
W2C(a-g): Compose text with effective beginning, middle, and end, a logical order, effective paragraphing, cohesive devices, varied sentence structure, clarity of expression, active voice
W2E(a-c): In written text apply conventions of capitalization, conventions of punctuation, standard usage
W3A(a-e): Compose a variety of texts using narrative, descriptive, expository, and/or persuasive features & including literary analysis
Length of Curriculum:
Weekly class: Monday & Wednesday- 90 minutes, Friday- 45 minutes
Total: 6 weeks
Materials and Resources:
School

Computers, printer, paper

Chart paper

Copies of The
Absolutely True
Diary of a Part-Time
Indian from the book room

Cornell notes for
DEDs

Overhead projector

White board

Internet access to view and post blogs
Teacher

Copies of text

Online websites for teaching The
Absolutely True
Diary of a Part-Time
Indian
 “Make-up Work” binder for absent students

Daily agenda

Note cards and postits

Graphic organizers

Teen Blog articles
Student

Pencils

Individual class folders

Copies of book

Notebook


Various handouts

Highlighters
Means of Assessment:

Formative Assessments: Students will be assessed frequently through their mastery of objectives via exit slips, participation in discussions (whichever form- class, group, partner, lit circles), and vocabulary quizzes. Furthermore, students will receive participation points, “Do Now” points, check+ marks on “A” assignments, check marks on average- “C” papers, minus (-) mark for assignments earning less than C. I also include detailed feedback on homework, daily work, quizzes, and tests. As we read, their DEDs will be a source of daily progress for students as they will choose quotes from the text that we read in class and will write a reflection on each quote.
Also, their writing for their ISearch papers will be assessed weekly, or biweekly as the unit progresses. They will have set due dates for portions of their papers. For instance, the topic proposal will be their first writing assignment, then research, and finally portions of the paper will be due progressively.

Unit Summative Assessments: To test comprehension of the story, students will complete a written test. The major summative assessment will be the major writing assessment to mark the culmination of the unit: an ISearch paper on one of the topics or themes within The Absolutely
True Diary of a Part-Time Indian. For instance, a student might be interested in addiction , which is a topic that arises in the story. The student would work on researching this topic throughout the unit. The ISearch paper (4-5 pages) will be due at the end of the unit, and will be the culmination of the unit. They will post their papers on a teen blog online so they may receive feedback from other peers across the nation and will learn from other teens’ posts as well.
Lesson Plan #1 (90 minutes) (Not actually first lesson plan of the unit…)
Objective
Students will be able to
Assessment
By the end of class, what should your students be able to do, know, or answer?
Spiraled Skills
What other skills will be touched upon or reviewed during class?
How will this be integrated? Please choose at least one other skill.
Students will be able “turn the knob” on the “binoculars” to describe tangible objects- this will make them more detailed and more successful writers. Students will also be able to successfully read The Absolutely True Diary of a Part-Time Indian. My objective with this lesson is for them to understand the importance of including details, specifics, and fun imagery in their writing.
W2D: Compose text using precise and vivid language and writing techniques, such as imagery, humor, voice and figurative language
I want students to understand and be able to make objects “come alive” (in reference to Barry
Lane’s video) through their writing.
I want them to learn, at the very basic level, how to think and how to write in an entertaining and lively manner. I want them to include details and vivid descriptions in any writing that they do.
*Listening and Responding
*Reading fluency (R1D)
*Question to Clarify
*Reading Comprehension
*Reflection (post-reading)
*Writing practice

Opening
What is the purpose of this lesson?
10 minutes
Direct Instruction/
Intro New Material
What key points will the teacher convey to the students?
15 minutes
Guided Reading
How will you and your students cover the reading (partners, whole group, independent, etc.)?
How will students engage in during reading strategies during this time?
35 minutes
Do Now: 6-way paragraph
Rationale: I want my students to be confident independent readers. This is why I begin each class period by having them complete 10 questions after reading a short passage independently; this is called a “6-way paragraph.”
*There is also a writing portion to this Do Now. The last question asks them to write where they found their answer to question #4 (a question regarding conclusions), or why they chose the answer that they did
Students use the first 10 minutes of class to read a short passage and then identify the main idea, another possible title for the passage, draw conclusions, define a vocabulary word from the passage using context clues, and practice other “during/post- reading” skills. They typically find the passages entertaining to read, and their confidence is built because they have become quite successful with this activity each day. It gets them in the habit of working hard and reading on a daily basis right from the beginning of class. It’s proven to be a great way to begin each class.
To introduce the idea of writing using more specifics and details, I will demonstrate “Google
Earth” on the computer/projector (which I will need to borrow…)

Google Earth opens by showing the entire Earth from outer space: A big, blue and green sphere
 Students will explain what they see... “blue, green, swirls, ball, atmosphere, etc.”
 Next, I will “turn the knob” by choosing a specific place. I click the mouse to focus on
“North America.”
 Students will now explain what they see: “Canada, the United States, Mexico, etc….more brown colors, the shape of the continent, the water surrounding it, etc.”
Even though this is all part of the Earth from outer space, which is what they first described, they can become more and more specific as to what they see as we “turn the knob.”

Next, I will choose a state: I choose MN

Students describe what they see as we zero in on MN: blue rivers, big blue lakes, the shape of the state of MN, the states that border MN, the highways and roads that are on the map in black, the major highways and interstates…

Then, I will hone in on my hometown: Crookston. They will describe what they see from an aerial view of this town; they will describe the river, the trees, the colors, the houses, the cars, etc.

Finally, I will zoom in through Google Earth on my own house from an aerial view.

They will need to add more details to what they see now: my white house with rocks in the front, the gravel driveway leading up to my house, the basketball hoop in front of my house, the cars parked in the driveway.

I will continue to ask the students questions to further their descriptions of what they see

This introduction will get them in the right state of mind to understand how details are important- this should translate into their own writing later in this lesson…
First, we will read whole-class (students may volunteer to read aloud) the daily assigned inclass reading of The Absolutely True Diary of a Part-Time Indian. Students will complete
Double Entry Diaries while they are reading, choosing quotations from the text that they can purposefully reflect on. We will go through examples and non-examples of “good” DED entries.
 Students will “pair up” and each group will be given an object (ex: hat, notebook, stuffed animal, telephone, magazine ad, calculator, etc.)

Students will ask each other questions about the object (NOT yes or no questions) in order to force them to give more and more details about the object; they will continue to “turn the knob” of the binoculars on this object to make it “come alive”

I will walk around and monitor the things students are saying. In order to get full points, they need to talk about their object for 5 minutes. There cannot be any silence

during this time. They need to continue asking more and more questions of their partner regarding their object. They need to get as specific as they possibly can so that their object cannot be confused with any other object in the world…
Independent Practice/
Assessment
How will students practice this skill independently?
How will the assessment be administered?
20 min
Closing
How will students receive feedback on their performance?
How will you determine evidence of mastery?
10 minutes
Students will individually demonstrate that they understand the idea of “turning the knob” on issues and objects through their writing in response to issues in the text we have read today.

I will give the students options of things to write about based on the daily reading we have just done. For instance, “tell me about Junior’s (main character in The
Absolutely True Diary…) family” or “what problems does Junior face so far?”

In the same way as they did in describing objects with their partners, they need to answer these questions through thoughtful reflection and DETAILS

They need to write for 15 minutes after they have chosen the question they want to respond to

They will need to write 2 complete paragraphs that are extremely detail-oriented and are entertaining to read…
Students will complete an exit ticket individually. The exit slip will tell me if they understand how to “turn the knob” in order to be more detail oriented and descriptive.
So that I have a more concrete idea of which students have mastered this idea and which haven’t, they will complete an exit slip based “turning the knob” on certain objects and also ideas in the text. There will be a few objects for them to write details of that I will pass around the room, and they will also respond to one more question relating to the book.
The idea of “turning the knob” and being descriptive will be an ongoing writing skill that we will continue to use throughout the unit and year. When we get to the stages of peer-edited the
ISearch papers, I will have them break into groups or partners and they will ask each other questions (not yes or no) in the same manner they did today. This way, they will force each other to get more specific and create better papers!
Sample topics in The Absolutely True Diary of a Part-Time Indian:
Bulimia/Eating Disorders
Teen “cliques”
Alcoholism
Poverty
Bullying
Family tensions
Coming of age Alcoholism Identity
Teen Relationships Friendship Death



Steps to an I-Search Paper:

Choose a topic that means something to you!

Ask a question about that topic! (What do you want answered?!)
 Write a topic proposal (this states what you’re writing about and why)

Write a rough draft- explaining your topic, what you’ve learned, the questions you asked/answered, etc.)

Peer edit, edit, edit, edit


Final I-Search (5-6 pages)

Post on teen blog online so teens from around the world can read it!

Check to view comments on your paper

 Write comments on others’ papers!
We will have “search” days in class, but you must be “searching” on your own as well. Ways to search:

Talk to a person you know about this topic

Internet websites

Encyclopedias

Books

Articles

Journals

Anything else you can think of!
Final I-Search will be due the last day of the unit (5 weeks from now). TO DO NOW: start paying close attention to topics that you find interesting in our reading and begin searching for answers when you have an idea of what you’d like to study!
Research Process
Explanation of
Significance and impact
Question that is the basis of I-Search
Paper
Accuracy and
Proficiency with
Citation
Organization
Mechanics
4
You successfully completed the topic proposal, rough draft, research, and final draft by the due dates
You explicitly explain why you chose the topic, how it relates to you
You explicitly state the question you had relating to your topic at the beginning of your research
Your citations fit in perfectly as supplemental sources. Your citations are impeccable and are in correct format.
You begin your paper with an explanation of why you chose the topic and you state the question you want answered, and have a middle and end with appropriate transitions
You have no mechanical errors relative to length or
3
You completed the topic proposal, rough draft, research, and final draft
You explain why you chose the topic, and how it relates to you
You state the question you had relating to your topic at the beginning of your research
Your citations fit in decently as supplemental sources. Your citations are mostly in correct format.
You begin your paper with an explanation of why you chose the topic and state the question you want answered- you also have a middle and end
Your paper contains few mechanical errors relative to
2
You completed part of the topic proposal, rough draft, research and final draft
You vaguely explain at least one of the following: why you chose the topic, how it relates to you
You explain what you were researching but did not have a specific question
You use citations but they are not formatted correctly and do not fit cohesively in your paper.
You have a beginning, middle, and end in your paper and have appropriate transitions with some lapses in organization
Your paper has some mechanical errors that do not interfere with
1
You did not complete the topic proposal, rough draft, research and final draft
You did not clearly explain any of the following: why you chose the topic, how it relates to you
You had no guiding question to lead your research or paper
You either have not cited your sources or have not given accurate credit to any sources.
You do not have any organizational pattern in your paper
Your mechanical errors do interfere with communication.

Word Choice and
Structure complexity- you have good paragraphing
You use rich, effective vocabulary, accurate and vivid language, overall correct usage; no errors in sentence structure length or complexity.
You are generally successful in rich language; generally correct usage; few errors in sentence structure communication.
You use acceptable vocabulary; attempts to use rich language; generally correct usage; some errors in structure
You use simplistic vocabulary with limited word choice; numerous usage errors; errors in structure interfere with meaning
Week
One
Mon
Teacher Calendar
Cetera Altepeter
Writing Unit: The Absolutely True Diary of a Part-Time Indian; ISearch Paper
Tuesday
Introduce The Absolutely True Diary of a Part-
Wed Thursday
The Absolutely True Diary of a
Time Indian p. 1-20

Photo gallery of Native American
Reservations, such as the Spokane
Reservation from the book
(Setting)

Students will view pictures around the room of the reservations, and will write reflections on corresponding handout

Preview book by discussing a few of the topics that will arise

Teach how to write Double Entry
Diaries
 2 columns: “Quote from text” and
“Reflection”

Teach students to make personal connections through the story: how does this remind me of my
Part-Time Indian p. 30-50

Students will complete a vocabulary handout

2 sentences will be included for each new vocabulary word: the sentence from the text which uses the word, and a sentence I made up using the word- which
 gives context clues for the students to guess the meaning of the word
After the students have read the sentences, and made a guess about the meaning of each vocabulary word, they will look up the dictionary definition of the word

Discuss and write character traits of the characters introduced so far

Characterization!
(Indirect and Direct)
R1E: Vocabulary
R2Cb: Use details from text to analyze character, plot, setting, point of view
Assign Homework: Reading
Guide and read p. 50-60 read p. 20-30 life? (practice together and independently)

Go through examples and non examples of acceptable Double
Entry Diary entries on overhead

Have students practice with first
20 pages

At the end of class, students need to have 3 entries in their DEDs
R2Cb: (Setting, plot, point of view)
R2F: Apply pre-reading strategies to aid comprehension (access prior knowledge, preview, predict with text support or rationale, set a purpose and rate for reading)
Assign Homework: Double Entry Diaries and
Friday
Introduce ISearch
Paper

What is an
ISearch?

What an I-
Search needs to have: grab readers' attention
- provide writer's connection to the topic
- express the central question
- give a strategy for answering the question

Explain that the student will research a topic, introduced in the book, that they genuinely want to learn more about

Give students examples of ISearch papers others have

Week
Two
Week
Three
The Absolutely True Diary of a Part-Time
Indian p. 60-80

Discuss themes, topics & issues that evaluate the effect of author’s style
Assign Homework: Double Entry Diaries and read p. 80-90 arise in story

Have students formulate questions regarding those topics that they would like answered through research

Begin thinking about one specific topic that they would like to research
 Explain what is expected in a “topic proposal” (due Friday)

Hand out example of topic proposal- 1 page length
R1I: Compare, contrast, analyze and evaluate connections: text to text, text to self, and text to world
R2C: Use details from text to analyze the development of a theme across genres and
The Absolutely True Diary of a Part-Time
Indian p. 115-130

Explain how to complete reading guide while reading the assigned pages

Students will independently read while completing a reading guide
The Absolutely True Diary of a
Part-Time Indian p. 90-115
Writing practice: “Turn the Knob” on the binoculars

Today is designed to have students get very specific in their writing

We will use the ideas
Barry Lane presents in his video- I will bring in objects such as an “old hat” and “binoculars”- students need to be as specific as they can in describing these items

We will work wholeclass, in small groups, and partners through these exercises

Students will pair-up and ask questions of their partners to force them to describe an object or item in greater detail to make them “come alive”

Students will need to write 3-4 paragraphs about an object in the classroom, describing it
Research Day in Library for
Isearch paper

Students will use the media in the library
(books, encyclopedias, internet, articles, journals, etc.) to research the topics they proposed and force each other to think critically about their topics- narrowing their focus

We will share our topic proposals wholeclass informally
The Absolutely
True Diary of a
Part-Time Indian p. 140-160

DEDs
R1G: During reading strategies: written

Give them handout with expectatio ns of
ISearch paper

Give them rubric of how they will be assessed on ISearch paper
Topic Proposal
Due!

Students will have their completed topic proposals today for their
ISearch papers

Students will partner up and share their topics with each other- they will question each other

Week
Four
Week
Five
R1G: During reading strategies: selfmonitor comprehension, question the text, infer, visualize
Homework: Double Entry Diaries and read p. 130-140
The Absolutely True Diary of a Part-Time
Indian p. 160-180
Imagery!

Give handout of what imagery is and how it pertains to the author’s intention

Explain the 5 senses and how they are manipulated in writing to make the reader have a more enjoyable experience

Have students write their own short stories (5 paragraphs) using imagery- must incorporate all the 5 senses

They should describe a situation or experience (for example- going to a movie, to a mall, a date, a sporting event, etc.) where all the senses can be manipulated in writing

Share them with class

Read pages in The Absolutely True
Diary and identify 5 examples of imagery in text
R2B: Identify and explain literary techniques, in text emphasizing imagery
First page of ISearch paper DUE
Introduction, pose questions
Mon Tuesday
Library Research Day

Final day for students to use in-class time to research for their ISearch papers

At this point, they should have at least
1-2 pages, they need to have 3 pages by Thursday, and the rough draft done for Friday

This is their time to ask any final questions

They should have most of their
“questions” in regard to their topic answered through their research for their ISearch papers

Students will attempt to
“get questions answered”

Students will explore their topics and hone in on what resources are applicable to their questions and answers
The Absolutely True Diary of a
Part-Time Indian p. 200-230

DEDs individually

Finish Book!

Split into groups and discuss major themes
Writing Exercise: Reflections on reading
W3A: Compose a variety of texts, including summary, literary analysis, and reflective writing self-monitor comprehension, question the text, infer
R1Hc: Reflect on reading
Catch Up Day!!

Show students their grades and see what assignmen ts they are missing

If students have all assignmen ts in, they need to continue reserachin g or writing their
ISearch papers
Wed Thursday
Peer edit and review each other’s first 3 pages of ISearch papers

This peer-edit is more to assess one another’s main ideas, topic, questions, and answers rather than the conventions and technicalities of their papers

Students will further each other’s point of view by asking questions and challenging each other’s findings and opinions
Three pages of ISearch paper
DUE
W2E (apply conventions of punctuation, capitalization, etc.)
Friday
Rough Draft of
ISearch (4-5 pages)
DUE

Students will hand in their rough drafts of their
ISearch papers and will begin preparatio n for their final drafts

Week
Six
Fishbowl discussion of topics presented in
ISearch papers

Students will informally present their findings, opinions, and general stances on the topics they researched

Do you agree with your classmates’ opinions and findings?

We will have a discussion on the topics presented from the book and on the papers students wrote
Listening and Speaking skills: LS2BA: In discussions and presentations, create concise presentations on a variety of topics, incorporate appropriate media or technology, respond to feedback, defend ideas
W1Ac & d (edit and peer-edit)
Final ISearch papers due!
Post ISearch papers on teen blog

Students will post their
ISearch papers on a teen blog- they can choose from a variety of approved sites

They will continue to check the blog site to see what others have said in response to them over the coming weeks/months

They will respond to other peers across the nation on other topics and papers, to create an ongoing academic dialogue regarding important topics and issues that affect them
Reading
Finished with
Writing
Unit!
Comprehension quiz/test on
Monday
Week
One
Week
Two
Mon
Teacher: Ms. Altepeter
Writing Unit: The Absolutely True Diary of a Part-Time Indian; ISearch Paper
Tuesday Wed Thursday
The Absolutely True Diary of a PartThe Absolutely True Diary of a Part-
Time Indian p. 1-20
Time Indian p. 30-50

Get to know the characters!

Characterization
Homework: Double Entry Diaries and read p. 20-30
Homework: Reading Guide and read p.
50-60
The Absolutely True Diary of a Part-
Time Indian p. 60-80
Discuss topics I want to write about!
(Proposal due Friday)
 themes, topics, issues

What questions do I have?
Homework: Double Entry Diaries and read p. 80-90
The Absolutely True Diary of a Part-
Time Indian p. 90-115
Writing practice: “Turn the Knob” on the binoculars

Get specific!

Details!
Friday
What is an
ISearch ?
Topic Proposal
Due!
What might I want to write about?

Week
Three
The Absolutely True Diary of a Part-
Time Indian p. 115-130

Independent Reading

During reading strategies: selfmonitor comprehension, question the text, infer, visualize
Homework: Double Entry
Diaries and read p. 130-140
Research Day in Library for Isearch paper

Research the topic you proposed

Get questions answered

Explore!
The Absolutely
True Diary of a
Part-Time Indian p. 140-160

DEDs
Week
Four
Week
Five
The Absolutely True Diary of a Part-
Time Indian p. 160-180
Imagery!

Identify 5 examples of imagery in reading
First page of ISearch paper DUE
Introduction, pose questions
Library Research Day

Final Research day!

Work on papers
The Absolutely True Diary of a Part-
Time Indian p. 200-230

Finish Book
Writing Exercise: Reflections on reading
Continue researching outside of class
Peer edit and review each other’s first
3 pages of ISearch papers

Use 6-traits rubric
Catch Up Day!!
- Malcolm
Forbes
Rough Draft of
ISearch (4-5 pages)
DUE
Week Fishbowl discussion of topics presented
Three pages of ISearch paper DUE
Finished with

Six in ISearch papers

Informal presentations of topics and findings

Do you agree with your classmates’ opinions and findings?
Post ISearch papers on teen blog Writing Unit!
 Read other students’ blogs

Check back to read comments in a month
Final ISearch Paper due!
Reading
Comprehension quiz/test on
Monday
Central Question:
Attention Grabber:
Topic
__________
Strategy for answering the question:
Personal Connection: