IUPUI El Ed Block II

Lesson Plan Template

Grade: 4-8 Subject: Literacy (Reading) Authors: Miss Fornefeld, Miss
Hittle, Miss Yarling
Duration: 2 weeks, 60 minutes each time Date(s):
Guiding Question(s):

1. What can we do to be more accepting of differences?

2. How can we show others respect?

3. What is the impact of bullying on the victim?

Rationale:

This book will help students see the harmful effects of bully. Students already know
what a bully is, this lesson will hopefully be able to understand how hurtful being a bully
is. Its important to do this lesson to teach all the students that being kind and accepting of
everyone is always the better the option. It teaches them respect for one another. This
lesson connects with the core values because to have a safe classroom and school everyone
needs to understand how to treat one another.

Standards/Indicators or Pacing Guide:

4th Grade State Standards

1. 4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately,
with expression that connotes comprehension at the independent level.

2. 4.RL.1 Read and comprehend a variety of literature within a range of complexity

appropriate for grades 4-5. By the end of grade 4, students interact with texts
proficiently and independently at the low end of the range and with scaffolding as
needed at the high end.

3. 4.RL.2.1 Refer to details and examples in a text when explaining what a text says
explicitly and when drawing inferences from the text.

4. 4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or novel;
identify the theme and provide evidence for the interpretation.

5. 4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific

details in the text, and how that impacts the plot.

6. 4.RL.3.2 Compare and contrast the point of view from which different stories are
narrated, including the difference between first- and third-person narrations.

7. 4.W.2.1 Write legibly in print or cursive, forming letters and words that can be read
by others.

8. 4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) on grade-appropriate topics and texts, building on others
 ideas and expressing personal ideas clearly.

9. 4.SL.4.2 Create oral presentations that maintain a clear focus, using multimedia to
enhance the development of main ideas and themes that engage the audience.

5th Grade State Standards

1. 5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly
and when drawing inferences from the text.

2. 5.RL.2.2 Determine a theme of a story, play, or poem from details in the text,
including how characters respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.

3. 5.RL.2.3 Describe two or more characters, settings, or events in a story or play,

drawing on specific details in the text, and how they impact the plot.

4. 5.RL.3.1 Explain how a series of chapters, scenes, or stanzas fits together to provide
the overall structure of a particular story, play, or poem.

5. 5.RL.3.2 Describe how a narrators or speakers point of view influences how events
are portrayed.

6. 5.W.1 Write routinely over a variety of time frames and for a range of discipline-
specific tasks, purposes, and audiences; apply reading standards to support
reflection and response to literature and nonfiction texts.

7. 5.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) on grade-appropriate topics and texts, building on others
ideas and expressing personal ideas clearly.

8. 5.SL.3.1 Orally summarize or respond to a written text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.

9. 5.SL.3.2 Summarize a speakers points as they relate to main ideas or supporting

details and demonstrate how claims are supported by reasons and evidence.

6th Grade State Standards

1. 6.RL.2.1 Cite textual evidence to support analysis of what a text says explicitly as
well as inferences drawn from the text.

2. 6.RL.2.2 Determine how a theme or central idea of a work of literature is conveyed

through particular details; provide a detailed, objective summary of the text.
3. 6.RL.2.3 Explain how a plot unfolds in a series of episodes as well as how the
characters respond or change as the narrative advances and moves toward a
resolution.

4. 6.RL.3.2 Explain how an author develops the point of view of the narrator or speaker
in a work of literature and how the narrator or speaker impacts the mood, tone, and
meaning of a text.

5. 6.W.1 Write routinely over a variety of time frames for a range of tasks, purposes,
and audiences; apply reading standards to support analysis, reflection, and research
by drawing evidence from literature and nonfiction texts.

6. 6.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on
others ideas and expressing personal ideas clearly.

7. 6.SL.2.2 Elaborate and reflect on ideas under discussion by identifying specific

evidence from materials under study and other resources.

8. 6.SL.3.1 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.

9. 6.SL.4.2 Create engaging presentations that include multimedia components (e.g.,

graphics, images, music, sound) and visual displays in presentations to clarify
information.

7th Grade State Standards

1. 7.RL.2.1 Cite several pieces of textual evidence to support analysis of what a text
says explicitly as well as inferences drawn from the text.

2. 7.RL.2.2 Analyze the development of a theme or central idea over the course of a
work of literature; provide a detailed summary that supports the analysis.

3. 7.RL.3.2 Analyze how an author develops and contrasts the points of view of
different characters or narrators in a work of literature.

4. 7.W.1 Write routinely over a variety of time frames for a range of tasks, purposes,
and audiences; apply reading standards to support analysis, reflection, and research
by drawing evidence from literature and nonfiction texts.

5. 7.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on
others ideas and expressing personal ideas clearly.

6. 7.SL.2.2 Investigate and reflect on ideas under discussion by identifying specific

evidence from materials under study and other resources.

7. 7.SL.3.1 Analyze the main ideas and supporting details presented in diverse media
 and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.

8. 7.SL.4.1 Present claims and findings, emphasizing salient points in a focused,

coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.

8th Grade State Standards

1. 8.RL.2.1 Cite the textual evidence that most strongly supports an analysis of what a
text says explicitly as well as inferences drawn from the text.

2. 8.RL.2.2 Analyze the development of a theme or central idea over the course of a
work of literature, including its relationship to the characters, setting, and plot;
provide a detailed summary that supports the analysis.

3. 8.RL.2.3 Analyze how particular lines of dialogue or incidents in a work of literature

propel the action, reveal aspects of a character, or provoke a decision.

4. 8.W.4 Apply the writing process to Plan and develop; draft; revise using
appropriate reference materials; rewrite; try a new approach; and edit to produce
and strengthen writing that is clear and coherent, with some guidance and support
from peers and adults.

a. 8.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on
others ideas and expressing personal ideas clearly.

b. 8.SL.2.2 Examine, analyze, and reflect on ideas under discussion by identifying

specific evidence from materials under study and other resources

c. 8.SL.2.5 Acknowledge new information expressed by others, and, when warranted,

qualify or justify personal views in reference to the evidence presented.

d. 8.SL.4.1 Present claims and findings, emphasizing salient points in a focused,

coherent manner with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear pronunciation.

e. 8.SL.4.2 Create engaging presentations that integrate multimedia components and

visual displays to clarify information, strengthen claims and evidence, and add
interest.

Essential Skills (Objectives) worked on in this lesson:

1. Reading fluency
2. Finding facts from the text
3. Finding and understanding the author's message
4. Making connections (text-to-personal)
 5. Thinking deeper about the theme of the book
-Using the theme and knew knowledge to create a classroom project

Procedures:

Students will be given a copy of the book, Wonder written by Raquel J. Palacio.

Read pages 3-14 (chapter 1) in a small group

At the end of the chapter write down your thoughts in our notebook.
-What does August think about school?
-What do the students think about August?
Go around the group and share your thought
-No one else should comment while speaker is speaking
Make predictions as to what you each think will happen next
-Write them down and choose 1 to share to the class
Read pages 15-34 with a partner
What point of view is being shown?
How does the author portray the other character?
Have students Individually: If you could create a collage of images that represent
what Charlotte, Jack, or Julian is thinking, what would that look like inside her
mind
-For 7th and 8th grade have students do ACES for How does August think and
feel about his new school?: Answer a question, Cite an example, Explain
why they chose it, Summarize
-Share ACES with your partner
Exit Note/Slip
-What is the message the author is trying to communicate?
Read Pages 35-53 individually
Answer the questions:
-What does this mean?
-Why does August say that he thinks he will like school after hearing this
precept?
On the board write any words that you find confusing
With your group choose 4 words from the board to explain
-Look them up via Google or a diction or both
1. Creative outlet
Read pages 54-80 in a small group
In your note book reflect on the question: What does Jack Will do that is so
surprising to the reader?
How would you react if you were August? On a scale of 1-10 how would you
rate Jacks action?

Finish the Chart: Somebody wanted, but so..(summarizing strategy)

Read pages 81-90 with a partner, Read 91-117 individually
By yourself write down words that describe how Via feels about August
With your partner create a character analysis. Use the text as reference!
-Be prepared to show in class
Read pages 118-132 individually
If there are any words that you do not understand write them on the board
In your writing notebook answer the question: Why does Summer hang out with
August?
-Create a mind map
In a small group present your mind map
As a group: Write an ACES paragraph to answer these questions: After reading the
story from three points of view, what is the theme (this could be the same as before
or you could identify another one)? How did reading the novel from a different point
of view have an impact on the theme?
Read Pages 133-185 in a small group
Create a decision making foldable to help analyze Jacks decisions.
-Did he have any other alternatives?
-What would have been the best decision?
Discuss:
-How does the author use Jacks decision to communicate the theme?
Read Pages 186-204 individually
In your writing journal write down what surprised you, what made you mad or upset
from this reading.
-Were you surprised what Justin did for Jack? Why or Why not.
Choose 4 big events from this reading.
-Accordion-Fold your paper into four parts
-Create a comic strip of those 4 events
-Switch comics with a partner and have them summarize the chapter using the
events in your comic
Is this an accurate summary? Why or why not? Discuss it
Read pages 205-234 with a partner
Create a Venn diagram to compare August and Via
-How did Daisy bring them closer?
Read pages 235-248 with a small group
Think about how Mirandas decision about the play supported the theme of the book.
-Write your response in your writing journal
With your small reading group make a character list about Jack, Miranda and Justin.
Have one person from each group and go to each group and find out how they
described the three characters. Bring back what you find to your group and make a
Venn Diagram
Read pages 249-280 individually
Using a sticky note, mark ONE significant sentence, paragraph, or page.
Significant = important, profound, thought provoking, and interesting
-Be prepared to share it with a small group
Read 281-310 as a small group
FINAL WORD ACTIVITY
-Use the sticky note with significant part the reading
-Student 1 will read aloud the passage to the group (passage and page #).
-Student 1 will share why you chose this passage.
-Students 2-3 will take turns sharing their thoughts about Student 1s passage.
-Student 1 will have the final word to reflect on what was shared about the
passage after Student 2-3 have shared their thoughts.
-Repeat above steps for Students 2 and 3.
Final Reflection
 -Respond to these questions by writing your answer in your writing journal
1. Why would the author title the book this way?
2. What does it mean to be a wonder?
3. Who was a wonder in this novel?
4. What does wonder have to do with the theme of this novel?
FINAL LESSON: Introduce the 3 types of bullying
-Relational trying to destroy a persons relationship with other by affecting how
others feel about that person
-Verbal bullying by relentless teasing and insults
-Physical bullying with physical violence
Novel Hunt Find examples of your assigned type of bullying in the book.
-Label the examples into the three different types of bullying. Relational Verbal
Physical
-Think-WRITE-Pair-Share Write answers to these questions in your learning
journal:
How did this 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?
o Pair with a classmate to share your thoughts.
-Students will be grouped into 3s for final project
You are making a poster for the school hallways to promote a safe
school. With your small group think of ways that you want to design
the poster.
o Think about how August felt coming to a new school

o What are some other ways we could help make our school a safe
and accepting school?

Culturally Relevant Teaching (CRT):

Academic Success is showing in this lesson plan by having a clear goal as to what
the students will be able to take away from this book. The lesson plan has a very wide
range of activities and writing prompts to help each student gain an understanding of the
content in their own way. Each student is encouraged to make connections to what they
already know and use that to help them think deeper and move forward in their
understanding.
By making sure that we have chosen a book that allow our students to see
themselves in and relate to the main character we are being culturally competent. Because
bullying can be a sensitive topic we have planned questions that allow thought and deep
understanding without having to share. We also have created questions that will create a
discussion among the students while allowing students to think deeply by themselves and
reflect on their thoughts and feelings. We have shown critical consciousness by thinking
about the questions we pose as well as how we want to help our students think deeper
personally.

Differentiation/Modifications:

Depending on the need of the student work (written) will be done with a partner or
the teacher or the Teachers Aid. Any work in class or at home work will be given extra time
if needed.
If the student needs help with the reading they student will have the resources to
hear the book be read to them while they are following along. They will be given extra time
as well if needed.
Resources:

1. Copies of the book Wonder

2. Post it notes
3. Note Cards
4. Pencil
5. Paper
6. Markers
7. Glue
8. Scissors
9. Copies of the work sheets

10. iPad or cd player with headphones

Assessments:

Throughout the two weeks the students have been asked to write, create and
discuss what they have been reading and how they are making connections between the
text and their understanding. The writing and the creating are both ways the teacher can
see on paper how their students are doing. Through the discussion in class and with a
partner the teacher would be able to listen to their conversations and see what they are
grasping and what they are missing from the readings.

Spring 2015 BII