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Anna Wiechmann

Performance 5: Individual Unit Plan

ENGL 444 Methods in Teaching 5‐

Dr. Carrie Pfeifer

About This Unit:

This unit was designed to fulill a performance requirement in an education course for a student

pursuing State of Minnesota Teaching Licensure in 5‐12 Communication Arts and Literature. This unit is

intended for a seventh grade classroom, to be used over a 28 class periods, assumed to be 45 minutes

each. The unit is based off of the novel Walk Two Moons by Sharon Creech and the State of Minnesota

Academic Standards for English Language Arts. Embedded in this unit plan are a series of mini‐lessons

and a webquest, designed to fulill other performance requirements for the same course.

Why Walk Two Moons****?

Walk Two Moons is a 280 page novel by Sharon Creech. It is realistic iction and has a Lexile of 770,

with a grade level equivalent of 6.6. Although this novel is on the easy side for most seventh graders, the

content and the message presented by the book are critically important and would be neglected if the

students had dificulty just getting through the text.

The story is made up of many stories, but focuses primarily on the lives of Phoebe Winterbottom

and Salamanca Hiddle, two thirteen year old girls who are both dealing with the consequences of losing

their mothers and trying to bring them back home. The book addresses many important topics, including

the importance of ancestry and family, love, friendship, the pain of loss and learning to deal with sadness.

All of this is wrapped up in an interesting mystery and presents an important lesson about not judging

others until you “walk two moons in their moccasins.”

Unit Objectives

1. At the completion of this unit, students will have read and relected on Walk Two Moons.
2. At the completion of this unit, students will be able to distinguish realistic iction from all other literary genres and explain the three key characteristics of realistic iction.
3. At the completion of this unit, students will have written a personal narrative.
4. At the completion of this unit, students will be able to explain the elements of a persuasive paragraph.
5. At the completion of this unit, students will have gained experience in writing about literature.
6. At the completion of this unit, students will demonstrate understanding of key elements of public speaking through a multimedia presentation, including the difference between formal and informal speech, the steps in constructing a speech, and overcoming anxiety about public speaking.
7. At the completion of this unit, students will understand and utilize the components of the listening process and skills for diverse types of listening
8. At the completion of this unit, students will understand the ethical responsibilities of both speakers and listeners in a public discourse.

Date Content Standards Addressed

M Day 6 Walk Two Moons Ch. 7‐ ● Reading Guide

T Day 7 Walk Two Moons Ch. 9‐ ● Reading Guide

W Day 8 Walk Two Moons Ch. 11 ● Reading Guide

T Day 9 Walk Two Moons Formative Quiz #3: Ch. 1‐

Walk Two Moons Ch. 12 ● Reading Guide

F Day 10 Walk Two Moons Ch. 13‐ ● Reading Guide Vocab (CH. 12‐22)

Date Content Standards Addressed

M Day 11 Walk Two Moons Ch. 15‐ ● Reading Guide

T Day 12 Walk Two Moons Ch. 17‐ ● Reading Guide ● “In the course of a lifetime, what does it matter?”

W Day 13 Walk Two Moons Ch. 19‐ ● Reading Guide

Introduce Public Speaking: ● Steps of constructing a speech ● Ethics of public speaking

T Day 14 Walk Two Moons Formative Quiz #3: Ch. 12‐

Walk Two Moons Ch. 21‐ ● Reading Guide

F Day 15 Walk Two Moons Ch. 23‐ ● Reading Guide

Pandora’s Box

Date Content Standards Addressed

M Day 21 MINI‐LESSON: Writing a persuasive paragraph.

Walk Two Moons Ch. 33‐ ● Reading Guide

T Day 22 Walk Two Moons Ch. 35‐ ● Reading Guide Vocab (CH. 34‐44)

W Day 23 Walk Two Moons Ch. 37‐ ● Reading Guide

T Day 24 Walk Two Moons Ch. 39‐ ● Reading Guide

F Day 25 Walk Two Moons Ch. 41‐ ● Reading Guide

Date Content Standards Addressed

M Day 26 Walk Two Moons Formative Quiz #3: Ch. 32‐

Walk Two Moons Ch. 43‐ ● Reading Guide

T Day 27 Walk Two Moons

Listening ● Components of listening ● Responsibilities of listeners ● Skills for listening ● Barriers to listening

W Day 28 Assessment Walk Two Moons

T Day 29 Assessment Walk Two Moons

F Day 30 Assessment Walk Two Moons

board. It will be easiest for the teacher and the students, if they are written in a chart like the following:

Noniction Fiction Either Format

Autobiography Biography Instruction Manual

Fantasy Fairytale Fable Myth Tall tale Folk Tale Legend Historical Fiction Realistic Fiction

Poetry Drama

Short Story Novel Article Essay Letter

2. Point to the iction column, and ask students what makes all of the subgenres iction. (They aren’t real/didn’t happen) “Today we’ll be looking at another type of iction‐‐realistic iction. The name doesn’t make sense, but a lot of what we read is a part of this genre. Can anyone deine realistic iction?”
3. Pass out “Types of Text” concept map.
4. The following should end up on the board and students will be instructed to take notes. ● There are THREE key things to remember about realistic iction: ○ Setting: a real place or could be a real place ○ Plot: the events really could happen ○ Characters: behave as people do in real life “So how can we sum all this up?” (It could happen, but it hasn’t.)
5. Go through examples and non‐examples. Ask students which stories they have read that they think could fall in these categories. With every book, ask the students if it meets each criteria, one by one. For non‐examples use books like Twilight, Harry Potter, Snow White, etc. Work through why they are not realistic iction, and emphasize that a book needs to meet all three criteria.
6. See “Guided Practice” and “Closure”

Guided Practice (Formative Assessment): “On the back of your sticky note, please write one book or

story that you believe would be considered realistic iction and support your claim, by talking about the

setting, plot, and characters.” I would look at the students’ responses to see if they had a good handle on

the characteristics of realistic iction.

Closure: (SCRIPTED)

We talked about the elements of realistic iction because the next novel that we will be reading as a class

is realistic iction. It’s called Walk Two Moons by Sharon Creech. Tomorrow we will be in the computer lab

doing a webquest to introduce us to Walk Two Moons. We’ll meet in the media center and then on

Wednesday, we’ll start reading. Please make sure that your sticky notes end up on the front table and I’ll

see you tomorrow.

Independent Practice/Summative Assessment: No summative assessment because this is an

introductory lesson.

Accommodations & differentiation for learners: Attention/focus issue: While teaching the lesson, I would walk around the room and I would check on

these students’ progress with taking notes. If I noticed that they had missed something or gotten

distracted, I would place my hand on their paper until they understood why I was doing it and they were

back on task.

Learning processing issue: If students had a learning processing issue, I would provide the notes as a

handout and include a visual representation of the notes, if the students were more successful with visual

media.

Sensory processing issue: It would depend on the type of sensory issue, but some bigger picture

accommodations that I could make would involve my seating arrangement, keeping these students closer

to my desk or farther away from distracting noises, making sure that their seats it them well, and having

a system in place for these students to take sensory breaks as needed.

Multiple Intelligences Addressed: (P) verbal linguistic, (S) bodily/kinesthetic

Day 2: Pre‐Reading Webquest on Walk Two Moons

Materials and Resources (including technology):

Prezi Link:

http://prezi.com/jum7n4lzaxx1/?utm_campaign=share&utm_medium=copy&rc=ex0share

Webquest Worksheet:

https://docs.google.com/document/d/1L9TRwQjf72WZTRYz4hPuUhBV7MoMBDLBpm4Ft07ThQ8/edit

Sites Consulted:

http://walktwomoonswebquest.blogspot.com

https://sites.google.com/site/walktwomoonswebquest/

http://zunal.com/process.php?w=

Standard(s) the Lesson will Address: Type out the source, number, and the text of the standard (s)

addressed in this lesson

7.4.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

7.5.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

7.5.4.4 Determine the meaning of words and phrases as they are used in a text, including igurative,

connotative, and technical meanings; analyze the impact of a speciic word choice on meaning and tone.

7.7.1.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s),

acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support

claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating

an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the

novel Walk Two Moons by Sharon Creech and the State of Minnesota Academic Standards for English

Language Arts.

Tracing Sal’s Journey Across America:

This webquest was designed using Prezi and is intended as an activity for students prior to reading

the book. The webquest provides students with links to websites and videos that will allow them to learn

about the parts of the country that Sal visits with her grandparents.

Teacher Notes:

Teaching this lesson would not require additional research by the teacher. However, it would be

useful to double check that all of the links are still active before assigning it to your class. Students will

each need to have access to a computer or device by which they can access the Prezi, as well as a paper

copy of the accompanying worksheet.This webquest should take a full class period. Through doing this

webquest, students will learn about the history of some American cities and monuments, what there is to

do in various towns, and about Native American culture. The students will have the opportunity to

analyze informational texts online and practice research and writing skills.

1. Students will meet in the Media Center and each student will need a computer of their own, along with the webquest WS.
2. Tell students that they can ind the link to the webquest and a digital copy of the worksheet on the classroom website. Remind students of expectations for the worksheet: neatly handwritten or typed; complete sentences where stipulated; and that a paragraph is at least three sentences.
3. Students are to work independently. I would walk around and help them as needed.
4. As students inish the WS, they should turn them in and use any remaining time to begin Walk Two Moons or read a novel of their choice.

Guided Practice (Formative Assessment):

The webquest WS will serve as a formative assessment. I would review students answers, but grade

largely on completion because the majority of the WS is opinion/relection based.

Closure: (SCRIPTED)

“We’ve got about ive minutes left in class, so answer the remaining questions on your worksheet and

turn it into me. As I mentioned yesterday, we’ll be starting WTM tomorrow. If you want to read the irst

and second chapter, you may, but we’ll also be reading them in class.”

Independent Practice/Summative Assessment: None

Accommodations & differentiation for learners:

Attention/focus issues: I would make sure that the seating arrangement kept these students away from

the students that would most likely distract them.

Language processing issue: I would modify/simplify the worksheet to have fewer long answer questions

so that these students would still be able to complete the worksheet in the allotted time.

Sensory processing issues: If it would be helpful to these students, I would allow them to type their

responses, instead of writing them by hand and use their own devices to complete the webquest.

Multiple Intelligences Addressed: (P) verbal linguistic, (S) visual/spatial

Day 3: “Looking at our Lives for Personal Writing Topics”

Materials and Resources (including technology): S: Copy of WTM S: Device/Access to reading guide Copies of Vocab Entrance Tickets Vocabulary Slides Presentation Personal Narrative Brainstorming Handout

Standard(s) the Lesson will Address: 7.4.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.4.2.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.4.3.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including igurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a speciic verse or stanza of a poem or section of a story or drama. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. 7.4.10.10 By the end of the year, read and comprehend literature and other texts including short stories, dramas, and poems, in the grade 6‐8 text complexity band proiciently and independently. With appropriate scaffolding for texts at the high end of the range 7.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 7.7.5.5 With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 7.7.10.10 Write routinely over extended time frames (time for research, relection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐speciic tasks, purposes, and audiences. 7.11.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

7.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling in writing.

7.11.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Objectives: (C) During the vocabulary portion of the lesson, students will become familiar with some of the challenging vocabulary found in the irst several chapters of Walk Two Moons. Completion of this objective will come through a quiz at the end of the unit. (C) At the conclusion of the lesson, students will be able to identify examples of and explain the following terms in relation to Walk Two Moons: exposition, inciting incident, simile, lashback, and narration. (C) During this lesson, students will engage with the writing process by brainstorming for a personal narrative. (C) Students will follow along as I read Ch. 1‐2 of WTM.

Attention/focus issue: While teaching the lesson and reading, I would walk around the room, using

proximity to keep these students on task. If I noticed that were off task, I would place my hand on their

desk until they corrected their behavior.

Language processing issue: If students had a language processing issue, I would provide the notes on the

vocabulary terms as a handout and model the brainstorming process.

Sensory processing issue: It would depend on the type of sensory issue, but some bigger picture

accommodations that I could make would involve my seating arrangement, keeping these students closer

to my desk or farther away from distracting noises, making sure that their seats it them well, and having

a system in place for these students to take sensory breaks as needed.

Multiple Intelligences Addressed: (P) verbal linguistic, (S) intrapersonal

Day 7: “Don’t judge a man until you’ve walked two moons in his moccasins.”

Materials and Resources (including technology): S: Copy of WTM S: Device/Access to reading guide Sticky note on each student’s desk

Standard(s) the Lesson will Address: 7.4.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.4.2.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.4.3.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including igurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a speciic verse or stanza of a poem or section of a story or drama. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. 7.4.10.10 By the end of the year, read and comprehend literature and other texts including short stories, dramas, and poems, in the grade 6‐8 text complexity band proiciently and independently. With appropriate scaffolding for texts at the high end of the range 7.9.1.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led)

with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

7.11.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

7.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling in writing.

7.11.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Objective: (C) Students will follow along as I read Ch. 9‐10 of WTM, reading and comprehending. (C) During the lesson, students will relect on and analyze WTM, by completing the reading guide questions.

(A) Through a whole class discussion, the students would relect on the meaning of the phrase “Don’t judge a man until you’ve walked two moons in his moccasins.”

Vocabulary: Academic: none Content: none

Anticipatory Set: Seven Word Summary: Ch. 7‐8. This will be a regular procedure in my classroom. Students will each have a sticky note and have to summarize or write a key point in seven words or fewer on the topic. This will help the students to recall what just happened in the story and get them ready for the next chapters. It will also be a quick way for me to see who read and who did not. Students would have 2 minutes from the bell to write their summary. After the two minutes, each student would read their summary. Then we would settle on one seven word summary as a class.

Pre‐Assessment Plan (if any): None

Input: (SCRIPTED)

1. After completing the seven word summary activity, check for completion of the reading guide up through the end of Ch. 8.
2. Go through the questions on the reading guide to ensure that everyone gets the correct answers and has an accurate understanding of the plot so far.
3. Read Ch. 9‐10 aloud. (15 minutes)
4. When I get to the line “Don’t judge a man until you’ve walked two moons in his moccasins,” I will write it on the board.
5. Whole class discussion about judging others: a. Someone who wears the same clothes to school everyday. b. Someone who never has their homework done. c. Someone who struggles with socializing. We don’t know anyone else’s story, so we can’t judge others based solely on what we see. We should see the best in people and also allow them to make mistakes.

Guided Practice (Formative Assessment): The reading guide functions as a formative assessment.

Closure: (SCRIPTED) “We are still learning Phoebe and Sal’s stories, just as we are still learning our classmates’ and teachers’ stories, it’s our job to approach these stories with both interest and understanding.”

Independent Practice/Summative Assessment: None

Accommodations & differentiation for learners: Attention/focus issue: While reading and during the discussion, I would walk around the room and I

would observe whether or not students were on task. If I noticed that they had gotten distracted, I would

place my hand on their desk until they were back on task.

Language processing issue: If students had a language processing issue, I would tell them the day before

that we would do the seven word summary, so that they could write theirs ahead of time.

Pre‐Assessment Plan (if any): none.

Input: (SCRIPTED)

1. Introduce Public Speaking/presentation.
2. Jigsaw: a. Split students into ten groups, two or three per group. b. Students should go to https://www.boundless.com/communications/textbooks/boundless‐communications‐text book/preparing‐the‐speech‐a‐process‐outline‐3/steps‐of‐preparing‐a‐speech‐26/ c. Each group will be responsible for learning about their step of the preparing a speech process and teaching it to the rest of the class. d. Students will be expected to take notes.
3. Read Ch. 19 and have students read Ch. 20 independently.

Guided Practice (Formative Assessment): none.

Closure: (SCRIPTED) “One of the major elements of this unit will be a multimedia presentation, so a speech and a prezi or google slides. You can do this speech based on the personal narrative that you are writing or any other topic. So start thinking of ideas. The presentations will begin 3 weeks from today.”

Independent Practice/Summative Assessment: Summative assessment will take place at the end of the unit through a multimedia presentation.

Accommodations & differentiation for learners: Attention/focus issue: While teaching the lesson, I would walk around the room and I would check on

these students’ progress with taking notes. If I noticed that they had missed something or gotten

distracted, I would place my hand on their paper until they understood why I was doing it and they were

back on task.

Learning processing issue: If students had a learning processing issue, I would provide the notes as a

handout and include a visual representation of the notes, if the students were more successful with visual

media.

Sensory processing issue: It would depend on the type of sensory issue, but some bigger picture

accommodations that I could make would involve my seating arrangement, keeping these students closer

to my desk or farther away from distracting noises, making sure that their seats it them well, and having

a system in place for these students to take sensory breaks as needed.

Multiple Intelligences Addressed: (P) verbal linguistic

Day 16: Formal vs. Informal Speaking

Materials and Resources (including technology): S: Copy of WTM S: Device/Access to reading guide Copies of Vocab Entrance Tickets Vocabulary Slides Presentation

Standard(s) the Lesson will Address: 7.4.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.4.2.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.4.3.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including igurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a speciic verse or stanza of a poem or section of a story or drama. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. 7.4.10.10 By the end of the year, read and comprehend literature and other texts including short stories, dramas, and poems, in the grade 6‐8 text complexity band proiciently and independently. With appropriate scaffolding for texts at the high end of the range 7.11.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

7.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling in writing.

7.11.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Objective: (C) During the lesson, students will relect on and analyze WTM, by completing the reading guide questions.

Vocabulary: Academic: Language needed by students to do the work in schools. Content: Language the students need to learn to apply the content.

Anticipatory Set:

Pre‐Assessment Plan (if any):

Input: (SCRIPTED)

1. When students arrive, the vocab slips will be on the front table. The board will have instructions for the students. They should take a slip and ill it out to the best of their ability. (Not graded, simply pre‐assessment) Give students 5 minutes from the bell.
2. Once the ive minutes is up, go through the vocabulary slides and let the student know that these words were taken from WTM. (Tell students to not change their answers.) With each word, have one student say the deinition in their own words.
3. Go through slides presentation. Formal vs. Informal
4. Read Ch. 25‐26 aloud.
5. Before students leave, ask them to write down their main take away from the information about formal and informal language.