Candidate Name: Alex Dailey Host Teacher Name: Stephanie Peterson

School: Keet Gooshi Heen Elementary Grade Level: 3 # of Students: 21

Theme of Unit: Adventure Journaling Content Area: Geography, Technology, Language
Arts
Classroom Demographics: Students range in age from 8-9 years old. Ethnic diversity is mostly white,
with 7 Alaska Native students, 1 Puerto Rican student, & 1 African student. Gender is about 50/50.
There are two students with ADHD, 1 student with significant physical and cognitive disabilities, no
students who qualify as G/T, and no students who qualify for ELL supports. 12 of the students are
reading below grade level, with about 4 of those students reading significantly below grade level.

Alaska Content and Subject Area Standards (5 interdisciplinary standards)

Geography Standards
A A student should be able to make and use maps, globes, and graphs to gather, analyze, and
report spatial (geographic) information.
1. use maps and globes to locate places and regions;
B A student should be able to utilize, analyze, and explain information about the human and
physical features of places and regions.
1. know that places have distinctive geographic characteristics;

Cultural Standards
B. Culturally-knowledgeable students are able to build on the knowledge and skills of the
local cultural community as a foundation from which to achieve personal and academic success
throughout life.
1. acquire insights from other cultures without diminishing the integrity of their own;
E. Culturally-knowledgeable students demonstrate an awareness and appreciation of the
relationships and processes of interaction of all elements in the world around them.
7. determine how cultural values and beliefs influence the interaction of people from
different cultural backgrounds;

Writing Standards
W.3.3. Use narrative writing to develop real or imagined characters, experiences, or events
using effective narrative techniques (dialogue, description, elaboration, problemsolution,
figurative language) and clear event sequences (chronology).
W.3.7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.

Technology Standards
B. A student should be able to use technology to locate, select, and manage information.
1. Identify and locate information sources using technology;

Transfer Goal(s) - Unpacked Standards

Students will use maps to plan and chart real courses of travel.
Students will conduct research in order to identify and describe real, distinctive, geographic
characteristics of the various places in the world that correspond with a route of travel
designated by the student.
Students will conduct research in order to identify and describe distinct facts and practices of
other cultures that might be encountered along a route of travel designated by the student.
Students will use research data to make inferences regarding the possible interaction of
individuals from different cultures.
Students will apply narrative writing strategies to develop a fictional travel journal.
 Students will use resources including but not limited to the internet, textbooks, and literature,
to conduct research on other cultures and ecosystems.
Students will navigate the internet to locate specific information.

BIG IDEA of the Unit:

Diversity of culture and ecosystems across the world.

STAGE 1 Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) :
Students will understand that.
The internet contains a vast amount of
information. By understanding how to
navigate and sift through this information,
we can learn a great many things.
Maps are useful tools that can be applied
to real-world problems.
Different areas of the world have different
geographical characteristics.
Different cultures around the world share
both similarities and differences.
Difference in culture is likely to cause
unique interaction between individuals.
Research can help us to learn about the
outside world.
We can explore the world through the
minds of fictional characters.
Essential Questions to be Considered:
How does the internet make learning
about new things both easier and more
difficult?
How can we make a journal entry
successfully transport the reader into the
mind of the author?
How can maps help us to explore?
How does the phrase less is more make
sense when talking about gathering
information?
How is our planet diverse,
geographically?
How are world cultures (including our
own) unique?
How does diversity in culture contribute
to the ways in which we interact with one
another?
How can we learn about other places,
people, or events without actually being
there or experiencing them?
What kinds of writing makes a story come
alive? How can we draw the reader into
our literary world?
How do stories help us explore places
weve never been and/or experience
events that we arent able to physically?

STAGE ONE: STAGE TWO:

Objectives/Learning Targets (Acquisition)
Knowledge: What students should know.
How to conduct research to collect
information regarding geographical,
ecological, or cultural information.
Students should know how to draw a
reader into a story using narrative
strategies such as providing
sensory/descriptive details, dialogue,
inner-monologue, realistic
reflection/interaction, character
development, etc.
Assessment/Acceptable Evidence Of Learning
(Pre-assessment) Prior to the start of the unit,
have students complete an internet scavenger
hunt activity-worksheet where they must
research specific and varied items (Religious
beliefs of Hindus, climate of Mojave, wildlife
found in the Australian jungle, demographics
of London, cruising speed of jetliner, etc.)
using the school computer lab or laptop cart.
(Pre-assessment/formative) Have students
complete a journaling exercise where they

Skills: What students should be able to do.
Students will be able to successfully
navigate the internet to acquire
specific information given a broad
search parameter.
Students will construct a short journal
entry wherein they apply the narrative
writing strategies they are aware of.
Students will use their brainstorming
notes to select a final destination for
their Adventure Journals
Use maps to plot a realistic course
from (Sitka) to a target destination.
Students will be able to identify,
collect, and organize relevant pieces of
information while conducting
research.
Research relevant geographic
locations (determined by route) and
use that information to help plan a trip.
Research the values/practices of
cultures found in certain geographic
locations to help plan a trip and make
inferences about possible
encounters/events.
Research cultures found in certain
geographic locations and compare
them to their characters
beliefs/behaviors in order to make
inferences about possible personal
interactions due to differences and
similarities.
Use research data to help design a
fictional journal detailing a realistic
adventure/journey/trip.
Use narrative writing strategies
including the use of
descriptive/sensory details,
internal/external dialogue, setting,
transitional words, character/plot
development, etc., to develop a clear,
coherent, and chronological journal
write about their experience at recess.
Instruct students to include sensory details,
dialogue, setting, a sense of time, and
anything else they can think of to make their
journal narratives come alive. Review these
journals for existing narrative strategies.
Students will conduct research to determine a
logical final destination for their adventure
journals
Students will complete a series of test items
(multiple-choice, short answer, matching-
sets, true/false, sentence-completion, & cloze
passage completion) based on operating and
navigating the internet as well as analyzing
source information to determine relevance for
specific research purposes (test bank attached
to assessment portfolio).
(Formative/Summative/Performance)
Students will use the note-taking handout to
research a dummy question. Their research
notes should contain source location,
research location, research notes that are
detailed, concise, and relevant to the target
question, and brainstorming notes of how this
question could be used in a story.
(Self-assessment) Students will self-assess
their own research notes using the research
self-review handout
(Formative/Summative/Performance)
Students will generate notes for their
adventure journal notes should be recorded
on the notetaking handout provided in the
notetaking mini-lesson. Students should
collect geographic information, human
structures, climate info, significant
landmarks, note possible ideal rest stops, or
brainstorm possible story-events that might
occur in these locations.
(Self-assessment) Students should review
their own research notes on geographic
information using the self-review handout.
(Formative/Summative/Performance)
Students will take notes regarding the values
and practices of cultures that they would
expect to encounter along their adventures.
These notes should include general cultural
information (e.g. religious/spiritual beliefs,
family values, dress, ethics, attitude towards
guests/strangers, food preferences, greeting
customs, names, etc.) pertaining to the
 about a fictional journey using entirety of their routes as well as
relevant, logical details. brainstorming ideas for the construction of
their stories.
(Self-assessment) Students should review
their own work, using the self-review
handout.
(Summative/Performance) Students will
complete a compare/contrast activity-
worksheet, highlighting the similarities and
differences between the main character of
their storys practices/beliefs/behaviors and
those of the cultures for which they expect
their characters to encounter in their
adventure journals. From there, students
should generate at least one potential
interaction for each researched cultural
group.
(Formative/Summative/Performance)
Students will use their research notes to craft
the body of their adventure journal story.
This should take the form of a rough outline
with dates serving as the lead points. These
outlines should incorporate research data on
geography, population, and culture.
(Formative/Summative/Performance)
Students will apply narrative writing
strategies (introduced through mini-lessons)
to short pieces of writing.
(Formative/Summative/Performance)
Students will use the self/peer review
handout to identify and suggest possible
revisions to a piece of journal writing.
(Formative/Summative/Performance) Using
their outlines and brainstorming notes as a
guide, students will craft their journal entries
narrative writing using writing strategies like
incorporating descriptive details, sensory
details, dialogue, inner-monologue, and
others to bring their stories to life. This
writing should follow a clear sequence of
events through the use of setting, transitional
words, etc. The details in these stories should
always come from research.
(Self-assessment/Peer-assessment) Students
should review their own work first, and then
have a peer review it using review guidelines
provided in lesson 12.

STAGE TWO : Culminating Performance Tasks

 Culminating Performance Task
Title of task: Adventure Journal

As the author, you will be using your research notes and outlines to craft a detailed adventure journal.
This journal should both entertain and educate your readers. The information you use needs to be based
on the research you conducted during the unit and the journal itself should utilize the narrative writing
strategies that youve learned thus far in class (detailed in your writing notebook) so that your story
feels real/convincing. Your journal should flow from one entry to the next and follow a logical
sequence of events. This story should demonstrate your knowledge of new areas, including geographic
and cultural facts, and should originate in Sitka. While building your research into your journal writing,
you should ask yourself these questions, 1) Does my journal incorporate information from new places?
2) Does this information include geographic and cultural facts? 3) Is all of this information based on
actual research? 4) Does my journal follow a logical sequence and adhere to standard conventions of
English writing? 5) Have I incorporated the use of several narrative writing strategies to enhance the
telling of my story?

Rubric attached to bottom & assessment portfolio

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites: What is the prior knowledge students have to have before starting this Unit?

Independent research experience/skills

Experience writing in a journaling form
Should have some understanding of some literature basics (chronology, purpose, narrative-voice,
etc.)

Introduction/Hook (Make a connection with students backgrounds using an authentic situation to

start them thinking about the Big Idea and the Theme of this Unit.)

Lessons 1 & 2 are mostly pre-assessment lessons and wont provide students with materials for
their adventure journals. So not to lose the momentum provided by the hook, I believe this
piece should be inserted after the 2nd lesson and in conjunction with the sharing of the unit
goals.
Write and then read aloud your own adventure journal without revealing that you are the author
or that the story if journal is fictional. When finished, reveal that you are the author and that
not all journals have to be non-fiction.
Describe your own interest in the story content. Explain all the neat things you learned about
other places and people through the creation of this story.
Explain that students are going to create their own adventure journals. Appeal to their natural
curiosities about the world and their desire to live a life of adventure. Really sell the idea that
this is a creative project and students will be holding the reigns for what theyll learn and what
theyll do.
Explain that while this will be a fictional work, it will be based on non-fictional details
acquired through real research. Talk about the fact that this is the perfect opportunity for
students to learn about almost anything they want.
Discuss the length and commitment required for this project, but also reassure students that if
they let their curiosity guide them, their journals will essentially write themselves.
 Discuss the goals of the project and introduce the parameters of the adventure journal 1)
Starts from Sitka. 2) Must travel to new locations, meet new people, and experience new
events. 3) Journal details must be based on research.
Discuss your expectations of student work, work ethic, and expectations for learning. (Did you
challenge yourself? Were you productive and dedicated? Did you put forth your best work?)
Lead students in a brainstorming exercise in which they identify several topics that are
important or interesting to them. Next, for each of these items, have students think about where
in the world they might be able to explore/experience/learn about those topics. This should
generate a couple ideas for Adventure Journal stories.
Have students select one and conduct a little bit of research to confirm a potential final
destination somewhere that could provide a conclusion/major event/learning experience/etc.
related to their chosen topic (e.g., exploring ancient pyramids would probably take place in
Egypt).

Title of Lesson Internet Scavenger Hunt

Materials for lesson 1 computer for each student with internet access, 1 scavenger hunt list, Internet
Search Skills quiz, internet research support-handout
Objectives and Essential Questions for lesson
Objective Students will be able to successfully navigate the internet to acquire specific information
given a broad search parameter.
EQ How does the internet make learning about new things both easier and more difficult?
Content areas covered in lesson (from standards)
Technology B.1.
Activities
Through modeling and the use of an internet-operating handout, students will learn the basics of
conducting research on the internet. They will practice using these skills through the completion of an
internet scavenger hunt and will be assessed on their internet competency through the use of an internet
skills quiz.

Title of Lesson Recess Journal

Materials for lesson Writers notepad for each student, hour+ of recess, ~10 phones with
camera/audio recording capabilities
Objectives and Essential Questions for lesson
Objective Students will construct a short journal entry wherein they apply the narrative writing
strategies they are aware of.
EQ How can we make a journal entry successfully transport the reader back in time?
Content areas covered in lesson (from standards)
W.3.3
Activities
Through modeling and direct instruction, students will learn the basics of journaling and how to write
in journal-form. Students will then practice these skills through creating a journal of their experiences
at lunch recess. These journals will be used to determine which narrative writing strategies students
need to be taught through writing mini-lessons prior to the CPT of this unit.

Title of Lesson Identify the Destination

Materials for lesson Computers with internet access, brainstorming notes
Objectives and Essential Questions for lesson
Objective Students will use their brainstorming notes to select a final destination for their Adventure
Journals
EQ N/A
Content areas covered in lesson (from standards)
Technology B.1.
Activities
Students will use their brainstorming notes to select a journal topic and conduct internet research to
determine a suitable destination for their adventure journal.

Title of Lesson Plotting a course

Materials for lesson Computers with internet and printing capabilities, SmartBoard, access to google
maps or another service where students can access world maps including geographic and human
landmarks
Objectives and Essential Questions for lesson
Objective Use maps to plot a realistic course from (Sitka) to a target destination.
EQ How can maps help us to explore?
Content areas covered in lesson (from standards)
Geography A.1
Activities
Students will use maps and the internet to plot a course from Sitka to their chosen adventure journal
destination. This course will ultimately help them to craft an outline, come up with story elements, and
help guide their research in upcoming lessons.

Title of Lesson Research note-taking

Materials for lesson SmartBoard, whiteboard, computers with internet access, note-taking handout,
note-taking guidelines handout
Objectives and Essential Questions for lesson
Objective Students will be able to identify, collect, and organize relevant pieces of information while
conducting research.
EQ How does the phrase less is more make sense when talking about gathering information?
Content areas covered in lesson (from standards) W.3.7
Activities
Students will learn to collect research notes focusing on important details and using the research-note
template. They will practice this skill through researching a dummy question. On top of your
observation and evaluations, students will learn to self-assess the quality of their notes.

Title of Lesson Geographical Elements

Materials for lesson Computers with internet access, note-taking handout, internet research support-
handout, collection of geographical books and other potentially helpful resources checked out from the
library
Objectives and Essential Questions for lesson
Objective Research relevant geographic locations (determined by route) and use that information to
help plan a trip.
EQ - How is our planet diverse, geographically?
Content areas covered in lesson (from standards)
Geography B.1
Activities
This is the first research block of the unit. Students will be focusing on geographical features of their
stories. The information they collect will help them to form realistic and interesting stories. This lesson
facilitates self-directed learning about geography. Students will use the research-note handout and will
self-assess.
Title of Lesson Culture Elements
Materials for lesson Computers with internet access, note-taking handout, internet research support-
handout, collection of books containing cultural information and other potentially helpful resources
checked out from the library
Objectives and Essential Questions for lesson
Objective Research the values/practices of cultures found in certain geographic locations to help plan
a trip and make inferences about possible encounters/events.
EQ How are world cultures (including our own) unique?
Content areas covered in lesson (from standards)
Cultural B.1
Activities
This is the second research block of the unit. Students will be focusing on human features of their
stories. The information they collect will help them to form realistic and interesting stories. This lesson
facilitates self-directed learning about culture. Students will use the research-note handout and will
self-assess.

Title of Lesson Character & Culture Brainstorm

Materials for lesson Culture compare & contrast worksheet, research notes from previous lesson
Objectives and Essential Questions for lesson
Objective Research cultures found in certain geographic locations and compare them to the
beliefs/behaviors of their characters in order to make inferences about possible personal interactions
due to differences and similarities.
EQ How does diversity in culture contribute to the ways in which we interact with one another?
Content areas covered in lesson (from standards)
Cultural E.7
Activities
Students will use their cultural research notes to compare and contrast the
beliefs/traditions/behaviors/activities of the people in their researched areas with themselves in order to
generate potential story items for their journals.

Title of Lesson Adventure Journal Outline

Materials for lesson All research notes /brainstorming ideas from previous lessons, draft paper
Objectives and Essential Questions for lesson
Objective Use research data to help design a fictional journal detailing a realistic adventure
journey/trip.
EQ How can we learn about other places, people, or events without actually being there or
experiencing them?
Content areas covered in lesson (from standards)
W.3.7
Activities
Students will use their research, brainstorm notes, and knowledge of narrative writing and journal form
to create adventure journal outlines that will support the creation of their adventure journals and help to
identify where more research is needed.

Title of Lesson Narrative Writing Strategies Mini-lessons

Materials for lesson Draft paper, SmartBoard, Word processor for instruction/shared-modeling, List
of narrative strategies with examples in literature, Self/peer review guideline handout
Objectives and Essential Questions for lesson
Objective Students should know how to draw a reader in a story using narrative strategies such as
providing sensory/descriptive details, dialogue, inner-monologue, realistic reflection/interaction,
character development, etc.
EQ What kinds of writing makes a story come alive? How can we draw the reader into our literary
world?
Content areas covered in lesson (from standards)
W.3.3
Activities
Based on previous assessments and formative observation of student work, students will learn narrative
writing strategies through a series of mini-lessons. These mini-lessons will take the standard
model/guided/independent practice form. These will include self-assessment and revising strategies.

Title of Lesson Adventure Journals

Materials for lesson Adventure Journal outlines, draft paper, computers with internet and word
processing capabilities, all research/ brainstorming notes from previous lessons, Narrative writing
supports provided in previous lesson
Objectives and Essential Questions for lesson
Objective Use narrative writing strategies including the use of descriptive/sensory details,
internal/external dialogue, setting, transitional words, character/plot development, etc., to develop a
clear, coherent, and chronological journal about a fictional journey using relevant, logical details.
EQ How do stories help us explore places weve never been and/or experience events that we arent
able to physically?
Content areas covered in lesson (from standards)
W.3.3
Activities
Using their outlines, all of their research, and the writing skills theyve learned throughout this unit,
students will construct an adventure journal detailing an imaginary journey from Sitka to a real-world
destination. These journals are fictional, but will be based entirely on research.

Closure for Unit

Materials for Closure Completed Adventure Journals
Objectives and Essential Questions for closure
How does the internet make learning about new things both easier and more difficult?
How can we make a journal entry successfully transport the reader into the mind of the author?
How can maps help us to explore?
How does the phrase less is more make sense when talking about gathering information?
How is our planet diverse, geographically?
How are world cultures (including our own) unique?
How does diversity in culture contribute to the ways in which we interact with one another?
How can we learn about other places, people, or events without actually being there or
experiencing them?
What kinds of writing makes a story come alive? How can we draw the reader into our literary
world?
How do stories help us explore places weve never been and/or experience events that we
arent able to physically?
Content areas covered in Closure (from standards)
Embed Assessments in Closure activities
Closure: Differentiation Strategies for the
Bring it all together with reflection, assessment, and process/product/assessment
performance. Tie the closure in with the Essential
Questions and Enduring Understandings. Allow students to use their first
language when responding to each
poster during the roam-and-write.
 Discuss with students each of the essential Allow students to dictate their answers
questions and how this project helped us to to the EQ questions either directly or
answer them through the use of an audio device.
Post the essential questions on poster-paper Provide the EQ questions as a handout
around the classroom and have students do a in students first language
roam-and-write with sticky notes where they
visit each poster and post their own answers.
Collect each students Adventure Journal and
post them in the hallway where students can
demonstrate their learning and receive
recognition for all their hard work.

Cultural Capital:

Adventure journaling provides students the opportunity to learn about a wide variety of other
cultures and places in the world in a way that mirrors and teaches real-world, life-long-
learning strategies. Further, by embedding this learning into the activity of creative journaling,
students are asked to imagine themselves actually experiencing these new cultures and places.
This mental immersion provides a deeper and more meaningful connection to the world-
diversity the students are learning about.

By starting their adventures (and research) in Sitka, students are able to make an immediate
connection between their own world and the project. From here, students are given full
creative license with their adventure journals. This allows them to pursue questions and ideas
that are meaningful to them; and in a way that will lead them to exposure and virtual
interaction with the unfamiliar. They are both in full control of their learning and delving
headlong into the unknown diversity of our world.

The unit takes place over several weeks and follows a highly structured process in which the
skills necessary for virtual exploration and communication are delivered through 11 scaffolded
lessons. Each lesson provides skills and information that students will build upon and use in
the subsequent lesson, ultimately leading to a culminating writing activity that is fun,
rewarding, and demonstrative of their learning.

Throughout this process, students will be building self-regulation skills through self-
assessment and review. Additionally, while students are expected to complete tasks, the
ultimate expectations set forth for students are growth-focused and not product-based. This
helps students to develop a mindset where they see learning as an end-in-itself as opposed to a
means to an end.

Altogether, self-regulation, motivation to learn, communication skills, exposure to diversity,

and technological literacy are what I would consider to be the five most important qualities
and skills a person can have in the 21st century. This unit targets those skills and qualities in a
way that allows educational access for learners of all types and backgrounds.