Unit Milton

Milton Hershey’s

Dream, Reach, Succeed Essay Contest

Blair Thallmayer

Mrs. Metzgar’s Learning Support

Language Arts Classroom

Stroudsburg Middle School

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.

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:

� 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.

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

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.

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.

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 &

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:

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

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

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.

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 ________%

Dream! Reach! Succeed! Essay Contest Rubric Student Name: ______________________

CATEGORY 4 3 2 1

Focus There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Content Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Organization Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Style All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Conventions Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Neatness The final draft is readable, clean, neat, and attractive. It must be hand-written or typed, clean, not wrinkled and is easy to read with no distracting errors. It is free of eraser marks. It was done with pride.

The final draft is readable, neat and attractive. It is neatly hand-written or typed, clean, not wrinkled and is easy to read with no distracting error corrections. It may have 1 or 2 erasures. It was done with care.

The final draft is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. It is hand-written or typed, but is crumpled or slightly stained. It may have 3-4 distracting error corrections. It was done with some care.

The final draft is not neat or attractive. it is hand-written or typed and looks like it had been shove din a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. Didn’t care what it looked like.

Words The essay is 250-350 words.

The essay is 150-249 words.

The essay is 50-149 words.

The essay is 1-49 words.

On Time The essay was completed on the assigned due date March 7, 2008.

The essay was completed on the date after the assigned due date on March 10, 2008.

The essay was completed on two days after the assigned due date on March 11, 2008.

The essay was completed on three days after the assigned due date on March 12, 2008.

Permission Slip The parent permission slip was signed and returned to school before the assigned due date March 7, 2008.

The parent permission slip was signed and returned to school after the assigned due date on March 10, 2008.

The parent permission slip was returned to school without a signature.

The parent permission slip was never signed and returned to school.

Completed The student completed the Dream! Reach! Succeed! Essay Contest on or before March 7, 2008.

The student completed the Dream! Reach! Succeed! Essay Contest on March 10, 2008.

The student completed the Dream! Reach! Succeed! Essay Contest on March 11, 2008.

The student did not complete the Dream! Reach! Succeed! Essay.

Total Point Earned: _______/40 Percentage

Earned:________%