Caleb Ricks

5 Day Unit Design

ITL 528

National University
Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of knowledge; attention span)

The classroom is made up of many ELL students and students who read at lower reading levels. For lower reading students,
the video will provide more access by providing visuals and audio. English Language Learner may have problems with
vocabulary and understanding the interviews in the video. For this reason, Spanish subtitles will be provided in the video.
Students will work in heterogeneous groups to facilitate comprehension and writing fluency. I will also use an ELL Scaffold to
have my ELL students respond orally, identify, and discuss key ideas from the video to be applied to their graphic organizers.
Students with IEP will be instructed in accordance to their education plan. One student is on a behavioral contract due to his
inability to behave and remain on task.

Pre-Assessment Data (LINK TO PRIOR KNOWLEDGE):

Students were pre-assessed on the themes of segregation, prejudice, institutionalized hierarchy, morals, and societal influence.
Based on the assessment data I am confident that my students will be able to move forward and, with additional practice,
determine the theme of To Kill a Mockingbird. When designing this pre-assessment, I wanted my students to be able to refer to
details and examples in a text when explaining what the text says explicitly when determining theme. From analyzing my
students’ answers during the group read, collaboration, and completion of the graphic organizer, I am confident that the
students have the skills I wanted to measure in this pre-assessment. The students were be able to identify the theme of “The
Sneetches” by using close reading to support their claims with textual evidence. They were able to define theme both orally
and in writing and cite textual examples from the story to support their ideas regarding the story’s lesson. Not only that, but
the students were also able to demonstrate the appropriate social skills, speaking skills, reading skills, and listening skills by
working in groups to come to a common understanding of the material. Though “The Sneetches” is a shorter text than To Kill
a Mockingbird, and its theme does not develop as much as the novel’s does. I believe that these students have the foundational
skills to tackle the new material and the standard. This introductory activity will help students practice character analysis for
when they are asked to do so for To Kill a Mockingbird.

Student Social-Emotional Goal (LEARNER):

Students will demonstrate appropriate social skills, speaking skills, reading skills, and listening skills by working in groups to
come to a common understanding of the material. Students will practice their public speaking skills in front of the class.
Students will increase their empathy and world-view by listening to, analyzing, and understanding others’ identities and
societal influences.
My Classroom Composite: (TEACHER, LEARNER):
Students are performing at various levels of language proficiency and reading ability. Despite their differing levels, these
students love to collaborate and assist one another. Though there are language barriers, there are students who work with
others to translate and facilitate classwork. There are some friend groups that remain constant and some bullying that occurs,
especially regarding Steven, but I have taken steps to remedy the situation and many of the students are responsive and
growing more inclusive. Because bullying does occur, I will group Steven with specific students who are positive influences
to his education. Working in groups and pairs has increased class inclusivity and I have seen less bullying as a result. Some
students in the class are advanced while others are below level. This is why I have created heterogeneous groups to work
together and help one another learn. There is a select group of students with IEPs and multiple ELLs that need extra academic
support.The more advanced students are willing to help those in their groups with the tasks at hand. By having ELL students
grouped and paired in heterogeneous groups, I have seen an improvement of these students’ skills when responding orally to
questions and discussing the lesson and texts. Group work with heterogeneous groups also prevents cliques and divisive
relationships among students.
 Assignment 1B: Extended 5-Day Learning Map Template

Summary of Unit: This five day unit serves as an introduction to the novel To Kill a Mockingbird. In this unit, students will reflect upon the
prevalent thematic elements of the text: the relationship between the individual and society and how this relationship determines one’s identity.
Reflecting upon these elements will prepare students deep literary analysis of both the characters and the setting. As a character-driven text, this
unit will ultimately prepare students to analyze how the theme of To Kill a Mockingbird develops as the characters’ beliefs and morals come
into conflict with those of the society they inhabit. This unit will cover identity, stereotypes and their consequences, morality, social norms and
influences, and the use of dehumanizing language (to prepare students for when they read it). Students will need to be sensitive, open-minded,
and understanding as we deal with the sensitive topics of identity, race, and social pressure within this unit. However, understanding racially
charged and dehumanizing language within To Kill a Mockingbird is essential to understanding the themes of identity, social influence, and
human behavior within the novel. Before going into this unit, students should be able to understand basic ideas/themes of identity, society,
justice, individual growth, democracy, and morality, as these were measured by the pre-assessment. Though additional practice with these
themes is necessary, students should be able to identify these themes and provide an objective summary of the text in which these themes
appear. By the end of this five day unit, students should be able to: explore identity through contrasts, define stereotype and explore the
consequences of stereotype, and analyze society’s influence on one’s identity. The final day of the unit will have students explore a text in
which all of the factors and influences taught during the week are present.
Day 1 Day Day Day Day
2 3 4 5
Standard CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
LITERACY.RI.9-10.7 LITERACY.W.9-10.9 LITERACY.SL.9-10.1.A LITERACY.RL.9-10.3 LITERACY.RI.9-10.6
Analyze various accounts Come to discussions Determine an author's
Draw evidence from Analyze how complex
of a subject told in prepared, having read point of view or purpose
literary or informational characters (e.g., those
different mediums (e.g., a and researched material with multiple or in a text and analyze
person's life story in both texts to support analysis, under study; explicitly conflicting motivations) how an author uses
print and multimedia), reflection, and research. draw on that preparation develop over the course rhetoric to advance that
determining which details by referring to evidence of a text, interact with point of view or
are emphasized in each from texts and other other characters, and
purpose.
advance the plot or
account. research on the topic or develop the theme.
issue to stimulate a
thoughtful, well-
reasoned exchange of
ideas.
Essential What is identity and to
what extent do we
question determine our own
identities?
Activity and • Students will watch the
video “A Conversation
Students’ with Latinos about Race”
Roles and analyze the
relationship between
identity and society as
revealed by the
individuals interviewed
in the video.
• Students will then
complete Identity Charts,
graphic tools that help
students practice their
character analysis.
• Students will collaborate
though discussion to
complete their individual
charts.
• Students will share their
charts at the end of class.
• UDL: visual (graphic,
video), kinesthetic
(moving about page),
can be done on laptop,
collaborative, and
audio (video)
What are stereotypes? What influences does How does our need to What societal factors
How do stereotypes society have on our belong influence our influence our identity
identities? Does society identity? How does the
affect how we see and what kinds of
others and how others influence our morals need to belong create experiences shape our
(what we see as right “in” groups and “out”
see us? moral compasses?
and wrong)? groups in our society?
• Students will respond • Students will view • At beginning of class, • Students will listen
to the quote by Tannen photo to open class, students will respond to the teacher’s
in their journals project picture of “Bud to quote by Eve Shalen lecture about the use
• Stuents will engage in Fields and His Family: • Students will respond of dehumanizing
brief class discussion Alabama in their journals and and racist language
by sharing their Sharecroppers” taken then engage in
responses. by Walker Evans and classroom discussion in To Kill a
• Students will read “A respond in their about their opinions Mockingbird
Rainbow Creation” by journals • Students will meet and • Students will read
Lori Duron and will • Students will reflect gather in their “The Walking Boy”
examine a handout of on their assumptions Connection Groups by Alan Jacobs.
“I Feel Most Colored regarding the family’s • Students will watch • Because this piece is
When…” by artist race, socioeconomic video “How longer, students will
Glenn Ligon. status, health, place in Stereotypes Affect Us not compete a
• In groups assigned at society, appearance, and What We Can Do” warm-up
the beginning of the attitudes beliefs, etc. (8 minutes long) • In their Connection
unit, students will • Students will engage • Groups will respond to Groups, students
collaborate to answer in class discussion their assigned
connection question in regarding the photo questions in class will read the text
their individual and will share their discussion and annotate
journals. responses • After discussion, • Students will
• UDL: handouts take • Students will then students will read present the answers
many forms-- videos move into their poem “Two Names, to their assigned
(visual, auditory), Connection Groups Two Stories” by questions as a
writing, recordings of • Connection Groups Jonathan Rodriguez group.
radio announcements will present their • Students will read in
(auditory), pictures answers to their groups and answer
(visual) assigned questions. their assigned
• Other students will questions in groups
record answers to each • UDL: handouts take
groups’ question. many forms-- videos
• All students must talk (visual, auditory),
during the presentation writing, recordings of
as is required by radio announcements
teacher and (auditory), pictures
participation grade (visual)

Teacher’s Role • Open class discussion • Begin class discussion on
with: “What do you guys stereotype by introducing
think defines a person? quote by Deborah
Tannen.
What influences
someone’s identity?” • They will respond to this
quote in their personal
• Look for: a combination
of many things, religion,
journals.
• Have students share their
gender, ethnicity, responses with each other
occupation, physical • Circle room and listen to
appearance, culture, race, responses
school, community, etc. • Have students share their
• Have students watch answers in the class and
video “A Conversation write down “flash words”
With Latinos on Race” on the board
• Discuss words (patterns,
and lead post-video
significance, etc)
discussion.
• Pass out handouts of “A
• Project identity graphic
Rainbow Creation” by
onto board using Lori Duron and a handout
projector (display model)
of “I Feel Most Colored
• Explain that we will be When…” by artist Glenn
using these very same Ligon. Students will
charts for characters in collaborate in groups to
To Kill a Mockingbird read the short essay and
• Explain: “Begin with analyze the painting/
words and phrases that etching.
• Each piece will be
describe how you see
accompanied by
yourself. Most people, as connection questions to
we discussed, include be answered in students’
race, gender, age, individual journals
physical appearance, and • Students will grapple
religion. Consider what with the pieces and
characteristics belong on answer connection
your chart. questions.
• Allow students to • Teacher will circle the
collaborate with peers room and close gaps in
understanding as needed
while completing their • At end of class, explain
individual charts to students that groups
• Collect charts to be will be presenting their
assessed and passed findings to the class on
back later (formal the following day.
assessment)


• To open class, • At beginning of class, • Teacher will lead
project picture of have students respond lecture/discussion
to quote by Eve Shalen
“Bud Fields and His on the use of racist
Family: Alabama • Students will respond and dehumanizing
in their journals and
Sharecroppers” language in To Kill a
then engage in
taken by Walker classroom discussion Mockingbird and
Evans. relate it back to
about their opinions
• Direct students to • Have students meet stereotype and
respond in their and gather in their identity
journals Connection Groups • Teacher will stress
• Lead discussion • Have students watch that the use of racial
about photo and tie video “How slang is essential in
Stereotypes Affect Us
in how perceptions understanding the
can be seen as and What We Can Do” setting of the novel
stereotype. (8 minutes long) and the behaviors of
• Have groups respond
• After discussion, the characters in it
to their assigned
direct students to questions in class • Discuss the
meet with their discussion dehumanizing
Collaboration • Listen to groups’ power of these
Groups. answers as informal words and how they
• Have Collaboration assessment rely upon stereotype
Groups share their • After discussion, have • Direct students to
students read poem
responses to the meet in Connection
class “Two Names, Two Groups and read
• Assess: what is Stories” by Jonathan “The Walking Boy”
talked about will be Rodriguez by Alan Jacobs.
• Students will read in
an informal • In their Connection
groups and answer
assessment. Who their assigned Groups, have
speaks, however, questions in groups students will read
will be a formal • Listen to groups’ the text and annotate
assessment as all answers as informal • Have students
students are required assessment present the answers
to speak. to their assigned
• Close gaps in questions as a
understanding as group.
needed. • Use presentations as
informal assessment
and as assessment of
mastery of this
week’s unit
 Students were pre-assessed
Pre- on the themes of
Assessment segregation, prejudice,
institutionalized hierarchy,
morals, and societal
influence. Based on the
assessment data I am
confident that my students
will be able to move
forward and, with
additional practice,
determine the theme of To
Kill a Mockingbird . The
students were be able to
identify the theme of “The
Sneetches” by using close
reading to support their
claims with textual
evidence. They were able
to define theme both orally
and in writing and cite
textual examples from the
story to support their ideas
regarding the story’s
lesson.
• Begin class discussion on
stereotype by introducing
quote by Deborah
Tannen.
• They will respond to this
quote in their personal
journals.
• Have students share their
responses with each other
• Quote: “We all know we
are unique individuals, • Students will reflect
but we tend to see others
as representatives of
groups. It’s a natural
tendency, since we must
see the world in patterns
in order to make sense of
it; we wouldn’t be able to
deal with the daily • Students’ answers and
onslaught of people and
objects if we couldn’t
predict a lot about them
and feel that we know
who or what they are.”
• students will view • At beginning of class, • Teacher will lead
photo to open class, have students respond lecture/discussion
project picture of “Bud to quote by Eve Shalen on the use of racist
Fields and His Family: • Students will respond
and dehumanizing
Alabama in their journals and
language in To Kill a
Sharecroppers” taken then engage in
by Walker Evans and classroom discussion Mockingbird and
relate it back to
respond in their about their opinions
journals • Quote: “Often being stereotype and
accepted by others is identity
on their assumptions more satisfying than • Students’ responses
regarding the family’s being accepted by and questions during
race, socioeconomic oneself, even though lecture will act as
status, health, place in the satisfaction does pre-assessment
society, appearance, not last.”
attitudes beliefs, etc. • Students responses
will act as pre-
responses will act as assessment,
pre-assessment

Ongoing • checking for • checking for checking for • Listen to groups’ • checking for
understanding during understanding during understanding answers as informal understanding
Assessment video responses student collaboration • circling with clipboard assessment • circling with clipboard
• circling with clipboard • circling with clipboard • listening to students’ • circling with clipboard • listening to students’
• listening to students’ • listening to students’ responses and taking • listening to students’ responses and taking
responses and taking responses and taking notes responses and taking notes
notes notes notes

Post Completed identity Group answers/ what is talked about Group answers/ • Use presentations as
chart and exit question responses
Assessment to will be an informal responses to formal assessment
questions, assessment. Who questions, and as summative
participation, and speaks, however, will participation, and assessment
journal entries be a formal journal entries displaying mastery
assessment as all of this week’s unit
students are required
to speak.
Meeting • UDL: Benefits visual
learners (diagram),
All kinesthetic learners (moving
Student about page), auditory
learners (collaboration and
s’ class discussion), and
Needs students with disabilities
(can be accessed via laptop,
for example, for students
who cannot write)
• ELL: Benefits ELL
students by providing a
place to breakdown
characterization, lengthy
adjectives, and descriptive,
extended metaphors into
more digestible terms. Also
provides space for ELL
students to record long list
of characters and
differentiate characters.
• IEP: These charts are easily
customizable to meet the
needs of students with IEPs
and can be collaborative,
independent, and worked on
with a special education
teacher
• English Speakers--
Proficient: Provides space
for proficient readers to
delve into the nuances of
characterization and track
the development of
characters and how that
development coincides with
development of the theme
• English Speakers--Basic &
Below: Provides space for
basic readers to keep track
of long list of characters,
identify the influences
acting upon these
characters, and how these
influences ultimately
determine the characters’
actions within a text 
 students to defend an
• analysis.
• UDL: Provides multiple • UDL: Provides multiple
means of engagement means of engagement
and representation for and representation for
students when answering students when answering
questions. Students will questions. Students will
work in groups work in groups
(collaborative) and can (collaborative) and can
present their questions as present their questions as
an oral presentation an oral presentation
(auditory), Google slide (auditory), Google slide
through Google through Google
Classroom (visual), Classroom (visual),
Google Poster (visual), or Google Poster (visual), or
dialogue (kinesthetic and dialogue (kinesthetic and
auditory) auditory)
• ELL: Practice of key • ELL: Practice of key
vocabulary will enhance vocabulary will enhance
students’ engagement students’ engagement
with the text and with the text and
students’ overall English students’ overall English
language literacy and language literacy and
fluency. Collaboration in fluency. Collaboration in
literature groups allows literature groups allows
ELL students to practice ELL students to practice
speaking, close reading, speaking, close reading,
literary analysis, and literary analysis, and
learn through peer-to- learn through peer-to-
peer teaching. peer teaching.
• IEP: Like the other • IEP: Like the other
activities, connection activities, connection
questions are highly questions are highly
adaptable to a student’s adaptable to a student’s
IEP. Collaboration in IEP. Collaboration in
groups may be beneficial groups may be beneficial
to students with to students with
behavioral IEPs as other behavioral IEPs as other
students will help keep students will help keep
their peers on task. Also, their peers on task. Also,
because there are because there are
multiple means of multiple means of
engagement and engagement and
representation, it can fit representation, it can fit
any IEP. any IEP.
• English Speakers-- • English Speakers--
Proficient: Connection Proficient: Connection
questions will require questions will require
students to defend an
argument with textual argument with textual
evidence gained through evidence gained through
close reading and literary close reading and literary
analysis.
• UDL: Benefits visual
learners so that they can
see the text’s plot and
thematic elements. Helps
auditory learners by
allowing them to listen to
key dialogue/important
quotes.
• ELL: Can help ELL
students dissect
complicated scenes by
seeing them represented
on screen. Help
differentiate characters
by applying physical
description. Film can be • ELL: Practice of key
accompanied by native
language subtitles to
facilitate comprehension
of plot and thematic
elements.
• IEP: Film can be
beneficial for students
with behavioral IEPs who
struggle staying on task
during reading. The clips
will provide them an
opportunity to engage
with the material, plot, • IEP: Like the other
and thematic elements.
• English Speaker--
Proficient: The film
provides a compatible
text to the novel to be
analyzed, identifying
higher themes than
presented in text. Allows
proficient students to
think at deeper levels to
analyze personal, moral,
and ethical struggles of
characters. Also allows
for cross-textual
references.
 • English Speakers--
• UDL: Provides multiple
means of engagement
and representation for
students when answering
questions. Students will
work in groups
(collaborative) and can
present their questions as
an oral presentation
(auditory), Google slide
through Google
Classroom (visual),
Google Poster (visual), or
dialogue (kinesthetic and
auditory)
vocabulary will enhance
students’ engagement
with the text and
students’ overall English
language literacy and
fluency. Collaboration in
literature groups allows
ELL students to practice
speaking, close reading,
literary analysis, and
learn through peer-to-
peer teaching.
activities, connection
questions are highly
adaptable to a student’s
IEP. Collaboration in
groups may be beneficial
to students with
behavioral IEPs as other
students will help keep
their peers on task. Also,
because there are
multiple means of
engagement and
representation, it can fit
any IEP.
Proficient: Connection
questions will require
students to defend an
argument with textual
evidence gained through
close reading and literary
analysis.
Relevance in • Identity charts act as • Help build historical • Allows space for • Chapter EQs, journal • Students will build
your class graphic organizers to context for novel
 students to reflect on prompts, and other knowledge through
What is being help students think about novel’s theme and activities will require investigation of text
covered before the identities of the • Interactive--students important plot students to defend an and through
and after this characters. These can be discussion, writing,
content? What
will analyze hound points 
 argument with
expanded upon and individual and
specific skill throughout the course of outs in groups
 textual evidence 
 group activities

levels-- the text. • Provides space for
initiating, • Helps students make students to • EQs and prompts • Students will build
developing, and connections across objectively will require literary
• The charts identify their own
mastery--do
your students to character traits, morals, texts 
 summarize text 
 analysis and close understanding of
have? How will values, influences, social reading to answer/ history through their
you develop standing, physical • Helps students see • Allows for complete 
 analysis of primary
them further? descriptions, relationship between answering prompts and secondary sources
relationships with other fiction and through close • Answers to EQs and that help build the
characters, etc. nonfiction 
 reading of text 
 prompts will also historical context of
the novel 

necessitate using
• These graphic organizers
help students to • Helps students place • Provides space related informational • Students will practice
understand that novel’s theme and where students can texts as well as the making connections
characters and their events in real-world refer back to see novel (cross-textual across texts, from
identities are a key context 
 how thematic analysis)
 novel to enriching
component to a text’s elements have built sources 

theme. • Practice close upon one another 
 • Prompts will allow
reading and textual students to practice • Students will be able
• Furthermore, using the analysis
 analysis and to make connections
video of real people argument through across fictional and
explaining their real • Collaborative-- various means non-fictional texts 

experiences and students will work in (writing, speaking,
frustrations regarding • Students will use
their identity based on groups 
 reading) 
 fiction to question and
race and social understand human
expectations. • Skills that the condition and themes
prompts ensure of humanity and
students master can society--how fiction
be applied to other reflects real-world
subjects (cross- experiences 

disciplinary) 

Purpose for CCSS.ELA-
learning in LITERACY.RL.9-10.2
your
subject Determine a theme or
area central idea of a text and
analyze in detail its
development over the
course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text.
Students will be able to
identify the thematic
elements of identity,
morality, and the factors
that influence one’s
identity.
Real world This day’s lesson
application shows students that
of content the themes we will
How might some of deal with in To Kill a
these skills be Mockingbird do not
applied in college or
career settings
exist in a vacuum.
outside of K- 12 Themes do not merely
classrooms? exist within the
confines of a text.
They exist in our own
society, and we are
much more familiar
with these thematic
elements than we may
think.
CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-
LITERACY.RL.9-10.2 LITERACY.RL.9-10.2 LITERACY.RL.9-10.2 LITERACY.RL.9-10.2
Determine a theme or Determine a theme or Determine a theme or Determine a theme or
central idea of a text and central idea of a text and central idea of a text and central idea of a text and
analyze in detail its analyze in detail its analyze in detail its analyze in detail its
development over the development over the development over the development over the
course of the text, course of the text, course of the text, course of the text,
including how it including how it including how it including how it
emerges and is shaped emerges and is shaped emerges and is shaped emerges and is shaped
and refined by specific and refined by specific and refined by specific and refined by specific
details; provide an details; provide an details; provide an details; provide an
objective summary of objective summary of objective summary of objective summary of
the text. the text. the text. the text.
Students will be able to Students will be able to Students will be able to Students will be able to
reflect upon the reflect upon the reflect upon the reflect upon the
relationship between the relationship between the relationship between the relationship between the
individual and society individual and society individual and society individual and society
and analyze how this and analyze how this and analyze how this and analyze how this
relationship influences relationship influences relationship influences relationship influences
and determines one’s and determines one’s and determines one’s and determines one’s
identity. identity. identity. identity.
Students explore of To Students will build Culmination of Prompts will allow
Kill a Mockingbird their own vocabulary and close students to practice
through primary understanding of reading practice will analysis and argument
sources, secondary history through their enhance students as through various means
sources, memoir, and analysis of primary educated, analytic (writing, speaking,
other informational and secondary sources individuals who can reading), skills that
texts, an essential that help build the navigate and break the prompts ensure
college skill.
 historical context of down complex texts. students master can be
The use of these the novel. This is an This is a skill both for applied to other
sources will enrich essential skill for their own enrichment subjects (cross-
students’ college students and and a skill to be used disciplinary). This is
understanding of for all college majors.
 in college. an essential skill for
text’s themes 
 all college students.