Unit Plan Educ463

Sierra Adams
Dr. Pam Coke

EDUC463 Methods
December 2016
Course: 12th Grade English

Who are you? How are you?
Unit 5 Plan: Power of Story: Gaining Insight
90 minute class, 3 times a week (15 days of class total)
Culminating Text
4-5 page Narrative Essay
Assessment Tools
Reader response
Extended definition
Rubric for Narrative Essay
Textual Materials
Wonder by RJ Palacio
To This Day by Shane Koyczan
We Are Many by Pablo Neruda
"On The Pulse of Morning" by Maya Angelou
Unit Plan Goals
In-Process Texts and Activities - These texts and activities are designed to be
exploratory and formative, with attention primarily to what students learn.
The final look of their product is less of a concern.
Culminating Texts and Activities These texts and activities should be more
concerned with expectations for form, although they should also serve as
opportunities for new learning.
Side note: Principal Tushman states at the end of the year, Always try to be a
little kinder than necessary. Kind acts will be celebrated within my
classroom throughout the year; there will be a jar for students to fill out slips
that detail the acts of kindness committed, anyone is welcome to write
someones name down. Additionally, I will have a jar of gold coins if my
students fill the jar. Students can fill the jar by displaying good behavior
during class for the day. Students can also lose coins by being disruptive. If
students display consistent good behavior and fill the jar completely, I will
allow students a pizza party at the end of the unit.
Unit Overview Calendar
Day of
Unit
Monday
Day 1:
Learning
Objectives
1. Students
demonstrate
reflection on the
course over-arching
concept as well as
their own beliefs
2. How can we show
others respect?
3. I can analyze how
Activities & Homework

DEAR time (15 minutes)
Free write in daily journal (10
minutes)
This I Believe introductory
activity (20 minutes) scaffolding
for Narrative Essay
Jumbled poems pre-reading
activity over We Are Many by
Pablo Neruda & "On The Pulse
the author develops

the narrators points
of view.
Wednesd
ay Day 2:
Friday
Day 3:
Monday
Day 4:
of Morning" by Maya
Angelou (25 minutes)
***See additional materials
Introduce double notes entry log
for note-taking strategy over
Wonder 5 minutes
Lesson over relevancy of genre
& audience
Homework: Read pages 1-24 in
Wonder
1. I can use active
reader strategies to
gain meaning from
minutes)
the text. (Predicting,
This I Believe short essay
questioning,
writing in-class (20 minutes)
clarifying,
Page poetry activity (20
connecting,
minutes)
commenting
Small group discussion over
inferring, etc.)
themes in Wonder (15 minutes)
2. Students can
Class discussion tie it all

determine the point
together
(10 minutes)
of view of a text
3. Students are able ***See additional materials
to identify the theme Homework: Read pages 24-48 in
Wonder.
(authors message)
in a paragraph,
chapter & novel.
1. What is the
impact of bullying on
the victim?
minutes)
2. Students actively
Pre-viewing questions (10
engage in a Socratic
minutes)
Seminar after
View film (10 minutes)
viewing the short
Post-viewing activity (20
film To This Day by
minutes)
Shane Koyczan
Socratic
Seminar (25 minutes)
3. Students have
started to
Wonder for homework
deconstruct his/her
worldview through
examining different
literary works
1. Students can
explain, examine, &
exhibit the theme of
minutes)
Wonder as they work
Lesson over rhetorical appeals
on a project with a
(15 minutes)
group of peers.
Reader Response activity (30
2. Students
minutes)
recognize how the
author develops the

narrators point of
view of a text.
3. Students can use
evidence from the
text to support the
answers theyve
provided.
Song Lyrics activity (20 minutes)

Wonder
Wednesd
ay
Day 5:
1. Students know
the 4 different types
of bullying
2. Students can lead
a small group in a
discussion over
relevant topics and
themes pertaining to
Wonder.
3. Students engage
in the Novel Hunt
activity and see how
the author

minutes)
Lesson/review over the 4 types
of bullying (10 minutes)
Small group Novel Hunt (15
minutes)
Discussion Leader Activity 40
minutes
Wonder.
Friday
Day 6:
1. Students
recognize the
difference between
informal and formal
language
2. Students will
understand the
expectations for the
Narrative Knowing
essay.
3. Students
understand how
empathy functions
Monday
Day 7:
1. Students can
accurately convey
the voice of a
character from the
literature
2. Students actively
participate in
designing an art
piece of their own
choosing
3. Students

minutes)
Introduce Narrative Knowing
Essay
Mini-lesson over code-switching
(15 minutes)
Researching Childhood
Conditions (40 minutes)
Quick-Write: How has the
research you conducted today
made you feel (10 minutes)
Homework: Read pages 126- 156 in
Wonder.
minutes)
Class discussion on themes of
bullying & betrayal in Wonder
(15 minutes)
Interview a character activity
(20 minutes)
Art creation activity (20
minutes)
Wednesd
ay Day 8:
- UbD
lesson
plan
Friday
Day 9:
Monday
Day 10:
recognize how
detrimental acts of
bullying and betrayal
can be for people.
4. Students
understand
expectations for the
book talk assignment
1. Students are
aware of the value
workshops can hold
when utilized
efficiently
2. Students know
how to give
constructive criticism
on essays
3. Students
understand the
difference between
good feedback and
bad feedback
1. Students can
identify the
difference between a
phrase and a clause.
2. Students
demonstrate they
are reading for
homework by
participating in the
discussion
3. Students
demonstrate
retention of
knowledge over
clauses and phrases
by completing the
ticket out the door
1. Students
recognize the power
of perspective in
writing, how voice
influences
interpretation
2. Students identify
traits that make each
character in Wonder
unique
Introduce Book Talk assignment

due in 2 weeks (10 minutes)
Homework: Read pages 156-180

minutes)
Lesson on the Revision Process
Good examples of feedback
versus bad examples of
feedback (15 minutes)
In class work time. Students
peer review & take time to self
edit & make corrections to their
essay (50 minutes)
Homework: Students continue working
on their Narrative Essay, all students
must be prepared for the next workshop
minutes)
Mini-lesson over phrases &
clauses (20 minutes)
Short discussion over Wonder
reading to preface to seminar
(10 minutes)
Fishbowl Discussion Wonder (25
minutes)
Ticket out the door - review over
phrases & clauses (10 minutes)
Wonder.
DEAR time for the first 15

minutes
Free write in daily journal 10
minutes
In-class writing activity (45
minutes): Rewrite a section of a
chapter from the perspective of
Auggies Mom or Dad.
Poetry Activity (20 minutes)
Wednesd
ay Day
11:
Friday
Day 12:
Monday
Day 13:
3. Students
understand the
poetry genre and
how it functions as a
narrative
1. Students see the
positives to letting
peers take a look at
your work
2. Students
recognize the
benefits to seeing
someone elses
approach to the
same assignment
3. Students
perspectives are
broadened through
the revising process
4. Students know the
importance of word
choice and structure
1. Students
understand how the
author uses
figurative language
to strengthen writing.
2. Students grasp
the value of self-love.
3. Students realize
the positives to
working in a group
setting.
1. Students see the
advantages to
working with a team
to create something.
2. Students realize
the importance of
knowing your
audience when
giving a speech.
3. Students are
creative in their
approach to how
they give their short
talk over the book
Wonder.
Wonder.

minutes)
Work time in class. Students will
self-edit then peer review, they
will have the remainder of class
to work independently on their
Narrative Essay (65 minutes)
Homework: Work on your draft of the
Narrative Essay assignment

minutes)
Extended definition activity (20
minutes)
Small group rubric creation (25
minutes)
Self-love activity (20 minutes)
Wonder.
minutes)
Exploring Precepts (10 minutes)
Class collaborative creation of
rubric for Narrative Essay (15
minutes)
Book talks over Wonder (25
minutes)
Assign precept homework due
in 1 week
Wonder
Daily, Weekly, Monthly and Seasonally
assigned in class
Wednesd
ay Day
14:
Friday
Day 15:
1. Students
contribute to the
discussion and use
evidence from the
text to support their
claims.
2. Students
understand what
logical fallacies are,
how this
understanding can
improve our writing.
3. Students think
critically about the
Chalk Talk
questions and also
why the author made
the choices she did.
1. Students write to
reflect and explain
how their process of
the Narrative
Knowing essay went.
2. Students
recognize the
benefits of revising a
draft over time.
3. Students
understand why the
narrative genre is so
powerful.

minutes)
Logical fallacies lesson (20
Minutes)
Chalk Talk (15 minutes)
Post-reading discussion activity
(30 minutes)
Wonder

minutes)
Final Workshop Narrative Essay
(40 minutes)
Reflection Pair & Share (15
minutes)
Final Precept You Will Carry (10
minutes)
No homework Final Draft
submission due
Monday, Day 1: Introduce Wonder by RJ Palacio. I will show students the

NPR website and show them examples of This I believe essays that are well
written. I will give a short introductory lesson over why identifying the genre
as well as knowing your audience is very essential information when reading
and writing.
Length: 90 minutes
Learning Objectives:
Students demonstrate reflection on the course over-arching concept
How can we show others respect?
Students can analyze how the author develops the narrators points of
view.
Students can demonstrate they have been critically thinking about
their beliefs
Activities
1. DEAR time (15 minutes)
2. Free write in daily journal (10 minutes)

3. This I Believe introductory activity (20 minutes) scaffolding for
Narrative Essay
4. Jumbled poems pre-reading activity over We Are Many by Pablo
Neruda and "On The Pulse of Morning" by Maya Angelou (25
minutes) See attachments
5. Introduce double entry log for note-taking strategy over Wonder (5
minutes)
6. Mini-lesson over relevancy of genre and audience (15 minutes)
Homework
Read pages 1-24 in Wonder
North Carolina Common Core Standards
Key Ideas and Details
3. Analyze the impact of the authors choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
Effective Language Use
3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary and Acquisition Use
6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Wednesday, Day 2: Discuss themes in Wonder by RJ Palacio. Explain the
Page Poetry Activity. Lead discussion over themes in Wonder.
Length: 90 minutes
Learning Outcomes
I can use active reader strategies to gain meaning from the text.
(Predicting, questioning, clarifying, connecting, commenting
inferring, etc.)
Students can determine the point of view of a text
Students are able to identify the theme (authors message) in a
paragraph, chapter & novel.
Activities
3. This I Believe short essay in-class writing (20 minutes)
4. Page poetry activity (20 minutes)
5. Small group discussion over themes in Wonder (15 minutes)
6. Class discussion tie it all together (10 minutes)
See additional materials
Homework
- Read pages 24-48 in Wonder
2. Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they interact and
build on one another to provide a complex analysis; provide an objective
summary of the text.
comprehend more fully when reading or listening.
Friday, Day 3: View To This Day video by Shane Koyczan
Length: 90 minutes
Learning Objectives
What is the impact of bullying on the victim?
To become aware of how to respond to bullying as an individual and as a
bystander
Students actively engage in a Socratic Seminar after viewing the short film
To This Day by Shane Koyczan
Students have started to deconstruct his/her worldview through
examining different literary works
Activities
3. Pre-viewing questions (15 minutes)
4. View film (10 minutes)
5. Post-viewing activity (15 minutes)
6. Socratic Seminar (25 minutes)
Homework
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem
2. Determine two or more central ideas of a text and analyze their
build on one another to provide a complex analysis; provide an objective
Monday, Day 4: Conduct a mini-lesson over logical fallacies. In-class reader
response assignment due as a Ticket Out the Door.
Length: 90 minutes
Learning Objectives
Students can explain, examine, & exhibit the theme of Wonder as they
work on a project with a group of peers.
Students recognize how the author develops the narrators point of view of
a text.
Students can use evidence from the text to support the answers
theyve provided.
Activities
1. DEAR time for the first (15 minutes)
3. Lesson over rhetorical appeals (20 minutes)
4. Reader Response activity (25 minutes)
5. Song Lyrics activity (20 minutes)
See additional materials for rubric
Homework
1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain
Craft and Structure
6. Determine an authors point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute
to the power, persuasiveness or beauty of the text.
Comprehension and Collaboration
3. Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Wednesday, Day 5: Lesson over types of bullying: Physical, verbal, social,
cyberbullying
Length: 90 minutes
Learning Objectives
Students know the 4 different types of bullying
Students can lead a small group in a discussion over relevant topics
and themes pertaining to Wonder.
Students engage in the Novel Hunt activity and see how the author
Activities
3. Lesson/review over the 4 types of bullying (10 minutes)
4. Small group activity, Novel Hunt (15 minutes)
5. Discussion Leader Activity (40 minutes)
See additional materials
Homework
1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
1112 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
3. Analyze a complex set of ideas or sequence of events and explain how

specific individuals, ideas, or events interact and develop over the course of
the text.
Friday, Day 6: Introduction to Narrative Knowing project Mini-lesson over
code-switching
Length: 90 minutes
Learning Objectives
Students recognize the difference between informal and formal language
Students will understand the expectations for the Narrative Knowing essay.
Students understand how empathy functions
Activities
3. Mini-lesson over code-switching 15 minutes
4. Researching Childhood Conditions 40 minutes
5. Quick-Write over how the research you conducted today made you feel
10 minutes
See additional materials for rubric
Homework
comprehend more fully when reading or listening
Integration of Knowledge and Ideas
6. Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Monday, Day 7: Discussion over themes of bullying and betrayal
Lesson over
Length: 90 minutes
Learning Objectives
Students can accurately convey the voice of a character from the literature
Students actively participate in designing an art piece of their own choosing
Students recognize how detrimental acts of bullying and betrayal can be for
people.
Students understand expectations for the book talk assignment
Activities
3. Class discussion on themes of bullying and betrayal in Wonder (15
minutes)
4. Interview a character activity (20 minutes)

5. Art creation activity (20 minutes)
6. Introduce Book Talk assignment due in 2 weeks (10 minutes)
See additional materials for activity
Homework
2. Determine two or more themes or central ideas of a text and analyze their
build on one another to produce a complex account; provide an objective
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Wednesday, Day 8: UbD lesson plan Workshop
Length: 90 minutes
Learning Objectives
Students are aware of the value workshops can hold when utilized
efficiently
Students know how to give constructive criticism on essays
Students understand the difference between good feedback and bad
feedback
Activities
3. Lesson on the Revision Process Good examples of feedback versus
bad examples of feedback (15 minutes)
4. In class work time. Students peer review & take time to self-edit and
make corrections to their essay (50 minutes)
Homework
Workshop
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience
6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
Friday, Day 9: Mini-lesson over Phrases & Clauses

Discussion
Fishbowl Discussion
Ticket-Out-The-Door
Length: 90 minutes
Learning Objectives:
Students can identify the difference between a phrase and a clause.
Students demonstrate they are reading for homework by participating in the
discussion
Students demonstrate retention of knowledge over clauses and
phrases by completing the ticket out the door
Activities
3. Mini-lesson over phrases and clauses (20 minutes)
4. Short discussion over Wonder reading to preface to seminar (10
minutes)
5. Fishbowl Discussion Wonder (25 minutes)
6. Ticket out the door - review over phrases and clauses (10 minutes)
Homework
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful.
Conventions of Standard English
1. Demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
Monday, Day 10: In-class writing activity. Poetry activity
Length: 90 minutes
Learning Objectives
Students recognize the power of perspective in writing, how voice
influences interpretation
Students identify traits that make each character in Wonder unique
Students understand the poetry genre and how it functions as a
narrative
Activities
3. In-class writing activity Rewrite a section of a chapter from the

perspective of Auggies Mom or Dad. (45 minutes): Rewrite a section of
a chapter from the perspective of Auggies Mom or Dad.
4. Poetry Activity (20 minutes)
Homework
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
significant for a specific purpose and audience.
Text Types and Purpose
sequences.
Wednesday, Day 11: Workshop
Length: 90 minutes
Learning Objectives
Students see the positives to letting peers take a look at your work
Students recognize the benefits to seeing someone elses approach to the
same assignment
Students perspectives are broadened through the revising process
Students know the importance of word choice and structure
Activities
3. Work time in class. Students will self-edit then peer review, they will
have the remainder of class to work independently on their Narrative
Essay (65 minutes)
Homework
Workshop
sequences.
Friday, Day 12:
Length: 90 minutes
Learning Objectives
Students understand how the author uses figurative language to
strengthen writing.
Students grasp the value of self-love.
Students realize the positives to working in a group setting.
Activities
3. Extended definition of discrimination activity (20 minutes)
4. Small group rubric creation (20 minutes)
5. Figurative language mini-lesson (10 minutes)
6. Self-Love Activity (15 minutes)
Homework
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes.
Monday, Day 13: Figurative language mini-lesson
Length: 90 minutes
Learning Objectives
Students see the advantages to working with a team to create something.
Students realize the importance of knowing your audience when giving a
speech.
Students are creative in their approach to how they give their short
talk over the book Wonder.
Activities
3. Exploring Precepts (10 minutes)
4. Class collaboration on rubric for Narrative Essay (15 minutes)
5. Figurative Language Mini-lesson (10 minutes)
6. Book talk groups over Wonder (30 minutes)
See attachments
Homework
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and

a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
4. Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of
the text.
Wednesday, Day 14: Lesson over logical fallacies
Length: 90 minutes
Learning Objectives
Students contribute to the discussion and use evidence from the text to
support their claims.
Students understand what logical fallacies are, how this understanding can
improve our writing.
Students think critically about the Chalk Talk questions and also
why the author made the choices she did.
Activities
3. Logical fallacies lesson (20 Minutes)
4. Chalk Talk (15 minutes)
5. Post-reading discussion activity (30 minutes)
Homework
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course
of a text
6. Determine an authors point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute
to the power, persuasiveness or beauty of the text.
Friday, Day 15: Workshop, submit Final Narrative Essay
Length: 90 minutes
Learning Objectives
Students write to reflect and explain how their process of the Narrative
Knowing essay went.
Students recognize the benefits of revising a draft over time.
Students understand why the narrative genre is so powerful.
Activities

3. Final Workshop Narrative Essay (40 minutes)
4. Reflection Pair and Share (15 minutes)
5. Final Precept You Will Carry (10 minutes)
Homework
Final workshop day students will submit final drafts in class
2. Determine two or more themes or central ideas of a text and analyze their
build on one another to produce a complex account; provide an objective
Conventions of Standard English
2. Demonstrate command of the conventions of Standard English capital.
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Additional Materials
Day 1:
Pre-Reading Jumbled Poetry Activity (Adapted from Penny Kittle Book
Love)
We will be looking at We Are Many by Pablo Neruda and "On The Pulse of
Morning" by Maya Angelou
Double Notes Log Entry
This I Believe introductory activity scaffolding for Narrative Essay
a. Preview the NPR website
b. Show good examples of several This I Believe Essays
c. Give students time to work on their essays in class
Double entry log for note-taking strategy over Wonder
Mini-lesson over relevancy of genre and audience
a. Why does genre matter?
b. Do we really need to know who we are talking to?
c.
Day
2:
This I Believe grading criteria for short essay in-class writing
Page poetry activity
Small group discussion over themes in Wonder
Tying it all together Wrap up discussion
Day 3:
Pre-viewing film questions
o Have you ever been bullied? Do you know someone who has been
bullied? Are you a bully?
Post-viewing film activity
o Consider the rhyme, Sticks and stones may break my bones, but
words will never hurt me. Did you ever use it to ward off bullies?
Explain why you think this is or is not effective.
o What does the narrator mean when he says, Sometimes being
drug free has less to do with addiction and more to do with
sanity?
o The narrator paints a picture of a cast built around your broken
heart. Its signed by you, and it simply says, They were wrong!
Share a story about a time when everyone around you felt like a
bully, but you knew they were wrong. Explain why you signed
your cast, They were wrong!
o The narrator says, If you cant see anything beautiful about
yourself, get a better mirror. Look a little closer. Because theres
something inside you that made you keep trying despite everyone
that told you to quit. List five things you like about yourself, and
of those five, what do you consider to be your best quality?
Socratic Seminar
Day 4:
Reader Response activity
Song Lyrics activity
Song Lyrics
Many chapters begin with song lyrics. Students will focus on the song lyrics
that are sprinkled throughout the book. Have students research the artists,
their era, and their type of music. I will ask students to interpret the meaning
of the song lyrics and why R.J. Palacio has referenced so many songs in the
book.
Day 5:
4 types of bullying overview
Small group activity
Novel Hunt
Find examples of your assigned type of bullying in the book. On your
computer, post examples in the class Padlet. Label the examples into the 4
different types of bullying.
o Relational
o Verbal
o Physical
o Cyberbullying
Discussion Leader Activity
(Adapted from Peter Smagorinsky)
The class will organize into 5 small groups with each group being responsible
for leading a discussion over at least a chapter of the novel. Each group will
be responsible for conducting a group discussion that will last 30 minutes
- Each group member should take a roughly equal part in leading the
discussion.
You should make an effort to include each other class member in your
discussion.
The questions you pose should not ask for factual information from the
story, unless those facts serve to help explore open-ended questions
(i.e., those without a single correct answer.
The questions you pose should include at least one of each of the
following categories:
o Inferences about characters or events within the text (e.g., How
does joining a gang affect Richards life?)
o Generalizations from the text to society at large (e.g., In what
ways is Auggies story relevant to todays society?)
o The effects of literary form or technique (e.g. Do you think that
the presentation of Auggies experiences is realistic?)
o The purpose of a particular event in terms of the texts meaning
o Evaluations of the literature (e.g., What parts of the story do you
like best and least? Why?)
o Emotions that students have in response to the story (e.g., How
did you feel when Jack betrayed Auggie?)
o Personal Connections to the story (e.g., What connections do
you feel when you read the scene where Auggie overheard Julian
talking about him?)
- During the discussion, students should try to elaborate on initial
comments
Day 6:
Researching Childhood Conditions
Research on Childhood Conceptions
I will brainstorm with students other illnesses or conditions that affect
children (from leukemia to Cleft palate to Aspergers Syndrome to autism),
causing them to act or look differently from others. I will then pass out some
short articles on these illnesses or conditions to groups of students. Have
these groups summarize the information and make a short presentation to
other students. These presentations should focus on understanding the
differences and treating others with kindness and respect. Additionally, I will
discuss with the class how society at different times has used different words
to describe students with differences. Have them examine the words used
by characters in the story. For example, Mrs. Albans uses the word
handicapped to describe Auggie. Discuss with your students how different
labels affect our attitudes and behaviors.
Quick-Write over how the research you conducted today made you
feel
Day 7:
Class discussion on themes of bullying and betrayal in Wonder
I will have students respond to the following prompts on the themes:
Bullying and betrayal. To follow up I will have students do a Think, Pair, Share.
They will write down responses to the questions, then students will pair up
and have a brief discussion to explain the reasoning behind their answers.
Bullying and Betrayal Discussion

Bullying
Kids that are different are almost always bullied in some way. How
does Auggie know the first time he meets Julian that he will be a bully? In
what subtle way does Julian bully Auggie? What purpose does Julian have in
bullying Jack? What power does Julian have to force the other students to join
in his cruelty toward Auggie and Jack? What prompts the seventh graders to
attack and bully Auggie? In general, what is Auggies response to the
bullying?
Betrayal
Auggie and Jack are great friends; they laugh together, they talk about
anything and everything, and they feel comfortable together. So why does
Jack betray Auggie by talking badly behind his back? How does Auggie feel
when he hears what Jack has said? At the same time Auggie is experiencing
betrayal by his friend, Via is also feeling betrayed by her two best friends,
Miranda and Ella. How do Miranda and Ella betray Via? What is Vias
response? How do Via and Auggie resolve their individual conflicts and cope
with the pain or betrayal?
Think, Write, Pair & Share
Write answers to these questions in your learning journal:
- How did the action of betrayal make August feel? Jack?
- How did it make the reader feel?
- How does the author use these feelings to further communicate the
message to the reader?
Pair with a classmate to share your thoughts.
o Interview a character activity
o Art creation activity
Artistic Activity
New Book Cover
- Remember to include the author and the title
Illustrate a Favorite or Vivid Scene
- Write 1-2 sentences on the back to define the scene.
New Chapter Image
- Each chapter had a picture of the narrator. Choose any of the narrators
(besides Auggie) to draw a full character sketch of them.
Feelings Images
- Listen to the music that inspired the book (Wonder by Natalie
Merchant) and draw images that come to mind. This may be abstract
and your colors can convey your feelings.
Self-Portrait
- The fifth graders at Auggies school normally draw a self-portrait as
one of their art assignments. During the year Auggie attended Beecher
Prep, the assignment was changed to be a self-portrait as animal. Draw
either for yourself.
To earn full credit:
- Turn in neat work that follows the directions and demonstrates good
effort
- All artistic pieces must be in color
Proofread all written work

Convey enough detail in your work to demonstrate your understanding
of the book and characters.
Introduce Book Talk assignment due in 2 weeks

Day 8:
Lesson on the Revision Process Students will come up to the white
board and provide one example of good feedback versus examples of
bad feedback. This gets students out of their seats and involved in our
discussion.
The Revising Process and Developing Meta- Awareness
(Adapted from The ELL Writer: Moving Beyond Basics in the Secondary
Classroom)
Thinking About Revision
Write About what you do to revise your essays. How do you define revision
and what does it look like? Try to be as specific as possible and provide some
examples. I will use students responses to this question as a way to open a
discussion on drafting and revision.
Analyze the Assignment
Lets take a look at the assignment. Analyze the assignment for its purpose,
audience, and genre. Then, in pairs, summarize your analysis in a short
paragraph. What are some ideas that you have for this assignment? I will use
this writing prompt as a way for me to gauge how students are interpreting
my assignment. It is particularly useful when I work with ELL writers, because
I can get a sense of what is challenging for them, where I need to clarify, and
what they are planning to do. For ELL writers with limited writing experience, I
often use a graphic organizer or chart (with the categories of purpose,
reader/audience, and genre) so that they cab use shorthand/shorter
sentences to articulate their ideas, before we discuss the assignment as a
class.
Whats Our Progress?
Briefly describe how the writing/drafting is going for you. What area has been
really difficult/hard? What sections of this essay/writing assignment do you
feel the most proud of and why? What still needs some work? I may also
include some of the following questions in order to help students to plan
ahead for their next drafts or assignments: What revision strategies have
worked for you as you have been creating the draft? What is your plan over
the next few days as you think about your next steps with this assignment?
Answering the So What? Question
What do you want to communicate to your intended readers? I will usually
ask students to do this a few times throughout a given writing project, as a
way of having them check in on their own writing goals and intentions. The
goal is to help them see how their thinking and hopefully their writing has
deepened over time.
In-class workshop. Students peer review & take time to self-edit and
make corrections to their essay.
I will ask students to write down at least 3 questions they would like
their peer reviewer to address
Day 9:
Mini-lesson over phrases and clauses
Mini Lesson Topic
Phrases & Clauses
Materials
Various textual examples from Wonder
Connection
In the previous lesson we engaged in a lesson over the components of writing
a persuasive essay. Specifically we focused on ethos, logos and pathos. We
are preparing to write a memoir and these are helpful tools to understand
when considering language instruction.
Explicit Instruction
I created a PowerPoint that defines the terms phrase, clause, independent
clause, dependent clause, past participle, and present participle. The slides
have multiple examples that demonstrate for students how to identify the
difference between an independent clause and a dependent clause. It also
goes into detail about the difference between a clause and a phrase. Once
students have a basic understanding between the differences of a phrase and
clause we will do a whiteboard activity. For this activity students will each
have their own white board that they will write out the answer to my
questions on. This way they get practice writing both phrases and clauses so
it sticks with them more.
Guided Practice
I put together a handout for students to practice distinguishing between a
clause and a phrase as well as between an independent clause and a
dependent clause. Students are invited to use one another as a resource as
long as they are discussing the reasoning behind why they selected the
answer they did. I will be watching and listening to ensure students stay on
task and are not just copying one anothers work.
Independent Practice
As the ticket out the door for the day I will ask students to identify 3
examples from the mentor text weve been reading, A Long Way Gone:
Memoirs of a Boy Soldier. Students are welcome to reference the PowerPoint
and the notes theyve taken over what weve talked about.
Group Wrap-Up
After students have had time to examine the text and classify where in parts
of the text what is a clause and what is a phrase. I will call on a few students
randomly to share examples theyve identified as a phrase or a clause. I will
then ask students to provide reasoning as to why its important to understand
the difference between a clause and phrase in both your reading and writing.
Furthermore why is it important to know the specific types of clauses? Why
does it matter whether you choose to use a past participle or a present
participle? These questions will hopefully help students understand the
reasoning behind the thinking.
Fishbowl Discussion Wonder
o Who do you identify with in Wonder? Why?
Ticket out the door - review over phrases and clauses
Name: _______________________________________________________________Date:
___________________
Part 1 Directions: Choose whether each group of words is a clause or is not

a clause. You may pair up with one partner for this activity if you would like.
Examine your thinking behind why you make the selections you do. We will
go into a group activity after this so be prepared to share your reasoning for
your answers.
1. Because we left early
Clause / Not a clause
2. Under the bed or in the closet
3. Johnny wasnt listening in class today
4. The cottage looking over the valley
5. Four bald eagles soared over the river
6. After it had finished raining
7. With Anthony and Jesse and all their friends
8. When my new sneakers get dirty
9. Because of the weeds in the backyard
10. Listening to my new album on my phone
Part 2 Directions: Choose the correct answer whether each clause is
independent or dependent.
11.Every year, the elephants cross the desert in search of water
Independent / Dependent
12.While we were listening to the concert
13.One car seemed to go much faster than the other
14.Which proves that theory wrong
15.When my dog finally stopped barking
16.The red panda hid among the leaves and took a nap
17.After I finish cleaning the kitchen
18.The stoplight barely lit the intersection
19.That pizza looks delicious
20.That I found for a great price at a thrift shop
Day 10:
In-class writing activity: Rewrite a section of a chapter from the
perspective of Auggies Mom or Dad.
Poetry Activity
o I will have students write a poem of their choosing. They can
make the format however they want as long as the language
is relevant to Wonder.
Day 11:
Work time in class. Students will self-edit then peer review, they will
have the remainder of class to work independently on their Narrative
Essay
***See The Revising Process and Developing Meta- Awareness for the
process students will use during this workshop.
Day 12:
Extended definition activity
Extended Definition
(Adapted from Peter Smagorinsky)
I will ask students to write an extended definition of a particular kind of
discrimination. Throughout the unit we have considered the effects of the
discrimination, on both the person who discriminates and the person who is
being discriminated against. We have looked at questions of discrimination in
a variety of situations using examples from current events, from your
personal experiences and observations, and from literature. In some cases,
there has been disagreement on what counts as discrimination. Your task is
to write an essay in which you provide an extended definition of
discrimination of a particular kind, such as gender discrimination in the
workplace, racial discrimination in housing, religious discrimination in school,

age discrimination in hiring or any other sort that interests you.
To do so provide the following:
- A general introduction in which you provide an overview for your
definition
- A set of rules or criteria that state clearly what discrimination is and is
not
- For each criterion, an example from literature, current events, or your
personal experiences that illustrates the rule at work; at least half of
your examples must come from literature studied in class.
- For each criterion, a counterexample from literature, current events or
your personal experiences that appears to meet the conditions of the
rule yet that lacks some essential ingredient; at least half of your
counterexamples must come from the literature studied in class
- For each example and counterexample, a warrant that clearly explains
why the rule is or is not being met
- For your whole argument, a counterargument expressing the
viewpoint of someone who might disagree with you.
- For the counterargument, a rebuttal in which you defend your position
- Conventional grammar, spelling, punctuation and usage throughout
your essay
- Evidence of having written at least one rough draft that has been
submitted for peer evaluation
Extended Definition Rubric
Category
A
B
C
D
F
Introductor The writer
The writer
The writer
The writer
There is no
y
clearly
identifies the identifies the includes an introductio
Paragraph
identifies the topic and
topic and
opening
n.
topic of the
summarizes
summarizes
paragraph
paper and
the criteria,
the criteria,
but does
summarizes
but one or
but both
not clearly
the criteria
the other
explanations explain the
in the
lacks clarity. are sketchy
topic or the
definition.
and/or
criteria.
worded
unclearly.
Criteria
Each
Most, but
Some, but
The writer
There are
criterion is
not all, of
not all, of
makes an
few or no
worded so
the criteria
the criteria
effort at
criteria.
that the
are worded
are worded
writing
reader
so that the
so that the
criteria, but
clearly
reader
reader
the wording
understands clearly
clearly
makes it
what is and
understands understands difficult to
is not
what is and
what is and
understand
included in
is not
is not
what is
the
included in
included in
included in
definition.
the
the
the
definition.
definition.
definition
and what is
Examples
Each
example is
explained in
sufficient
detail so
that the
reader
clearly sees
how it
supports the
criterion.
Contrastin
g examples
Each
contrasting
example is
explained in
sufficient
detail so
that the
reader
clearly sees
how it
supports the
criterion.
Warrants
The writer
clearly
explains how
each
example and
contrasting
example
illustrates
the criterion
to which it is
related.
The
conclusion
both
summarizes
the
definition
and extends
it to provide
a new
insight
Conclusion
Most, but
not all,
contrasting
examples
are
explained in
sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
Most, but
not all,
contrasting
examples
are
explained in
sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
The writer
explains how
most
examples
and
contrasting
examples
illustrate the
criteria to
which they
are related.
The
conclusion
summarizes
the
definition
but does
little to
extend it to
provide a
new insight
Some, but
not all,
examples
are
explained in
sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
Some, but
not all,
contrasting
examples
are
explained in
sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
The writer
explains how
some
examples
and
contrasting
examples
illustrate the
criteria to
which they
are related.
The
conclusion
summarizes
the
definition
but does not
extend it to
provide a
new insight
based on the
not.
The writer
provides
examples,
but its not
clear how
they are
related to
the criteria.
There are
few or no
examples.
The writer
provides
contrasting
examples,
but its not
clear how
they are
related to
the criteria.
There are
few or no
examples.
The writer
makes an
effort to
relate the
examples
and
contrasting
examples
to the
criteria, but
this
The writing
is all in one
paragraph
or the
paragraph
divisions
appear
arbitrary.
There are
few or no
warrants.
The writing
is all in one
paragraph
or the
paragraph
divisions
appear
arbitrary.
Form
Mechanics,
Spelling,
Grammar,
Use
based on the
thinking that
has gone
into the
definition.
The writers
introduction,
each
criterion,
and
conclusion
are
separated
into different
paragraphs.
For the most
part, the
writing is
clear and
free of
problems.
based on the
thinking that
has gone
into the
definition.
The writers
introduction,
each
criterion,
and
conclusion
and
separated
into different
paragraphs.
For the most
part, the
writing is
clear and
free of
problems.
thinking that
has gone
into the
definition.
The writers
introduction,
each
criterion,
and
conclusion
are
separated
into different
paragraphs.
The writing
includes
some
problems
that impede
the readers
effort to
understand
what the
writer is
saying.
The writing
is all in one
paragraph
or the
paragraph
division
seems
arbitrary.
The writing
is all in one
paragraph
or the
paragraph
division
seems
arbitrary.
The writing
includes
many
problems
that
impede the
readers
effort to
understand
what the
writer is
saying.
The writing
includes
many
problems
that
impede the
readers
effort to
understand
what the
writer is
saying.
Small group rubric creation

Wrinkled-Wanda Self-Love activity
(Adapted from Adolescent Literature)
I will handout a premade blank cutout of a girl and boy to students. They will
follow the instructions below:
1. Students come up to the front and will write unkind, rude, and
disrespectful statements all over their outline.
2. These are statements that could be made to another person like,
Youre a loser, Nobody likes you, You are dumb.
3. Identify the drawing as a girl named Wanda.
4. After Wanda is completely filled with a variety of negative comments,
have the participants crumple the drawing, and then un-crumple it.
5. The leader will hold the crumpled piece of paper to the class.
6. Explain to the class that this drawing is an example of what negative
comments can do to a person who is bullied.
7. Bullying comments can destroy a persons self image and often leads
to a defeated body language in the victim.
8. Next, draw the same outline of a full body person on another piece of
flip chart paper.
9. This time write as many positive comments on the drawing as possible.
10.Statements like, You did such a nice job, or I enjoy your friendship,
you're great, you're smart"
11.Fill it with really nice statements.
12.Cut this drawing out, but dont wrinkle it.
13.Post this drawing in the room.
14.This person is now just called Wanda.
15.What is the difference between the two?
Day 13:
Exploring Precepts
To begin I plan to dress as Abraham Lincoln and talk about the value of truth
throughout the length of his life. I will proceed to ask students to think of
someone who they consider a hero in each of their lives. Then, Ill have
students choose a precept that helps show why you believe them to be a
hero.
Class collaboration on rubric for Narrative Essay
Rubric over Narrative Essay
Students and I will collaborate to create the grading criteria for this
assignment to be graded on.
Book talk over Wonder
Day 14:
Chalk Talk
Chalk Talk
Respond to these questions by writing your answer or responding to another.
o Why would the author title the book this way?
o What does it mean to be a wonder?
o Who was a wonder in this novel?
o What does wonder have to do with the theme of this novel?
Post-reading discussion activity
Post-Reading Discussion Activity
1. Dont judge a boy by his face
What do you think of the line Dont judge a boy by his face which appears
on the back cover of the book? Did this affect how much you were interested
in the story? How much did this line give away about the story you were
about to read?
2. Auggies appearance
Throughout Wonder, Auggie describes the way that people react to seeing his
face for the first time: by immediately looking away. Have you ever been in a
situation where you have responded like this to seeing someone different?
Having now read Wonder, how do you feel about this now? Auggies face is
not fully described until quite far on in the story, in Vias chapter August:
Through the Peephole. How close was this description to your own mental
picture of Auggie? Did you have a picture of his face in your mind while
reading the book? Did the description alter that picture?
3. Auggies personality
How would you describe Auggie as a person in the first few chapters of the
book? What about the final few chapters? Has he changed significantly? Are
there any experiences or episodes during the story that you think had a
particular effect on him? If so, how?
4. The Astronaut Helmet
In the chapter Costumes Auggie describes the astronaut helmet that he
wore constantly as a younger child. We later learn that Miranda was the one
to give Auggie the helmet, and is proud of the gift, but that it was Auggies
father who threw it away. What do you think the helmet signifies to each of
these characters and why do you think they all view it so differently?
5. Star Wars
Star Wars is one of Auggies passions. Why do you think this is?
Do you see any reasons for Auggie to identify with these characters, or to
aspire to be like them?
6. The use of humor in Wonder
Auggies parents bring Auggie around to the idea of attending school by
joking with him about Mr. Tushmans name, and telling him about their old
college professor, Bobbie Butt. To what extent is humor used as a tool
throughout Wonder to diffuse difficult or tense situations, or to convey a part
of the story that would otherwise be depressing or sad? Look at the chapter
How I Came To Life.
7. Via
What did you think of Via as a character? Did you empathize with her? Why
do you think Via was so angry to learn that Auggie cut off his Padawan braid?
Do you think Vias own attitude towards her brother changes throughout the
story?
8. Mrs. Albans
Look at the emails between Mr. Tushman, Julians parents and Jacks parents
in the chapter Letters, Emails, Facebook, Texts. Up to this point in the story
we have seen how the children at Auggies school have reacted to him. Is
Mrs. Albans attitude towards Auggie different? What do you make of her
statement that Auggie is handicapped? Do you think she is correct in saying
that asking ordinary children, such as Julian, to befriend Auggie places a
burden on them?
9. At the ice cream parlor
The author has explained that she was inspired to write Wonder after an
experience at a local ice cream parlour very similar to the scene described in
the chapter Carvel, where Jack sees Auggie for the first time. In this scene,
Jacks babysitter Veroncia chooses to get up and quickly walk Jack and his
little brother Jamie away from Auggie, rather than risk Jamie saying
something rude or hurtful. What do you think you would have done, if put in
that position?
10.
The Precepts (Rules to Live By)
- When given the choice between being right or being kind, choose
kind. -- Dr. Wayne Dyer
- Your deeds are your monuments. Inscription on ancient Egyptian
tomb
- Have no friends not equal to yourself. Confucius
- Fortune favors the bold. Virgil
- No man is an island, entire of itself. John Donne
- It is better to know some of the questions than all of the answers.
James Thurber
- Kind words do not cost much. Yet they accomplish much. Blaise
Pascal
- What is beautiful is good, and who is good will soon be beautiful.
Sappho
- Do all the good you can, by all the means you can, in all the ways you
can, in all the places you can, at all the times you can, to all the people
you can, as long as you ever can. John Wesley
- Just follow the day and reach for the sun. Polyphonic Spree
- Everyone deserves a standing ovation because we all overcometh the
world. Auggie Pullman
Day 15:
***See The Revising Process and Developing Meta- Awareness for the
process students will use during this workshop.
Reflection
Final Precept You Will Carry Share Out
Pair and Share
Reflection is an essential component to many aspects of life, including the
writing process. I will have my students write a page or longer reflection on
the unit. What were your interest and difficulties? Did you find any of the
characters in Wonder relatable? If so, who? Finally I would like you to talk
about precepts in your reflection. What is your understanding of a precept?
What is one precept that you carry with you or plan to carry with you in
your life? Be prepared to share this last answer with the class.
Daily, Weekly, Monthly and Seasonally Assignment

Students can select any of the following options for homework:
Choose a career that you are interested in, then select a precept that
you will need to keep in mind in order to be successful in that line of
work.
Create a fable where the moral of the story is one of the precepts.
Students can pick a precept and interview five adults about what that
precept means to them
Reflective Commentary
During the creation of this unit, I learned the importance of scaffolding

lessons. Students can benefit immensely from having one lesson build off the
previous one, or preface learning that is still to come. In my Methods course,
we have reiterated the how imperative it is to teach what you love. I believe
this is the true key to student engagement; no one wants to learn about
content that is irrelevant to his/her own lives. Granted, there are some
necessary aspects in English language instruction and literature that students
will need to learn regardless of the level of likability. Nonetheless, each
selection I made for an activity, text or culminating text, I asked myself what I
would enjoy participating in as a student. My students funds of knowledge
will be expanded and developed through the writing process and completion
of the Narrative Knowing essay. Through varying language instruction I will
broaden my students vast arsenal of tools so they can utilize these
instruments to improve their writing. Furthermore I asked myself how I could
make my lessons all-inclusive to different types of readers and learners.
While creating my lesson plans I paid attention to the details to ensure every
decision made was with the final product in mind.

Unit Plan Educ463

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Dr. Pam Coke

Course: 12th Grade English

Activities & Homework

the author develops

Class discussion tie it all

author develops the

Song Lyrics activity (20 minutes)

DEAR time (15 minutes)

DEAR time (15 minutes)

Introduce Book Talk assignment

DEAR time (15 minutes)

DEAR time for the first 15

DEAR time (15 minutes)

DEAR time (15 minutes)

DEAR time (15 minutes)

DEAR time (15 minutes)

Monday, Day 1: Introduce Wonder by RJ Palacio. I will show students the

2. Free write in daily journal (10 minutes)

2. Determine two or more central ideas of a text and analyze their

3. Analyze a complex set of ideas or sequence of events and explain how

4. Interview a character activity (20 minutes)

Friday, Day 9: Mini-lesson over Phrases & Clauses

3. In-class writing activity Rewrite a section of a chapter from the

development, substance, and style are appropriate to purpose, audience, and

2. Free write in daily journal (10 minutes)

Bullying and Betrayal Discussion

Proofread all written work

Introduce Book Talk assignment due in 2 weeks

Part 1 Directions: Choose whether each group of words is a clause or is not

workplace, racial discrimination in housing, religious discrimination in school,

Small group rubric creation

Daily, Weekly, Monthly and Seasonally Assignment

During the creation of this unit, I learned the importance of scaffolding

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