Intel® Teach Program
Essentials Course
The Cay Unit Plan
Unit Author
First and Last Name
Gavin Zastrow
School District
Stone Bank School District
School Name
Stone Bank School District
School City, State
Oconomowoc, WI 53066
Unit Overview
Unit Title
The Cay (Connecting Reading to Technology)
Unit Summary
Students will create a power point presentation that highlights the themes, characters, and other
literary elements highlighted in The Cay. Students will learn to relate music from their own genre to
the book through the use of a pod cast. Students will also be responsible for creating a map and
writing an epilogue for the book to highlight their creative abilities. This work will encompass a
variety of learning styles and materials (“new age” and “old school) to accomplish the goal of
meeting the criteria for a sixth grade reading student.
Subject Area
English Language Arts - Standard A - Performance Standards Grade 8
By the end of grade eight, students will:
A.8.1 Use effective reading strategies to achieve their purposes in reading.
Use knowledge of the visual features of texts, such as headings and bold face print, and structures of
texts, such as chronology and cause-and-effect, as aids to comprehension
Establish purposeful reading and writing habits by using texts to find information, gain understanding of
diverse viewpoints, make decisions, and enjoy the experience of reading
Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for
specific purposes
A.8.2 Read, interpret, and critically analyze literature.
Identify the defining features and structure of literary texts, such as conflict, representation of character,
and point of vie w
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of vie w on the
overall impact of literature
Draw on a broad base of knowledge about the genres of literature, such as the structure and
conventions of essays, epics, fables, myths, plays, poems, short stories, and novels, when interpreting
the meaning of a literary work
Develop criteria to evaluate literary merit and explain critical opinions about a text, either informally in
conversation or formally in a well-organized speech or essay
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Intel® Teach Program
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A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the
diversity of American cultural heritage and cultures of the world
Identify common historical, social, and cultural themes and issues in literary works and selected passages
Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature
w hile reading, interpreting, and reflecting on contemporary texts
Evaluate the themes and main ideas of a work considering its audience and purpose
Grade Level
6th Grade Reading
Approximate Time Needed
8 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
1) Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others. Students:
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
4.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. Plan and manage activities to develop a solution or complete a project.
5.
Digital Citizenship
Students understand human, cultural, and societal issues related technology and practice legal and ethical behavior.
Students:
a.
Advocate and practice safe, legal, and responsible use of information and technology.
b.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
Demonstrate personal responsibility for lifelong learning.
Student Objectives/Learning Outcomes
Students will be able to:
•
Identify school acceptable use policy and proper online practices
•
Create a power point presentation analyzing and interpreting literary elements in The Cay
•
Create an appropriate pod cast connection to the book The Cay
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Intel® Teach Program
Essentials Course
Curriculum-Framing Questions
Essential
Question
How do people’s ideas evolve over time? Why is it important for people to read and
interact with specifics themes and beliefs represented in novels?
Unit
Questions
How does Phillip learn independence and maturity, while overcoming his prejudice
throughout the novel The Cay?
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Intel® Teach Program
Essentials Course
What are the specific themes of the book The Cay?
Who are the main Characters?
How is prejudice relayed in this book?
What are some of the survival techniques learned by Phillip from timothy?
How does Phillip show his rudeness?
Content
Questions
Chapter One:
1.
Describe the setting, point of view, and main characters in the first chapter.
2.
Cite (refer to) an example of prejudice in this chapter.
Chapter Two:
1.
How does Phillip’s view on war change in this chapter?
2.
Why is Phillip lonely and sad? Give two reasons.
Chapter Three:
1.
How was Phillip separated from his mother?
2.
How does Timothy show his wisdom when dealing with Philip and their
situation?
Chapter Four:
1.
Cite an example showing the change in Phillip’s view toward Timothy.
2.
Phillip is angry at the end of this chapter. Why is he angry?
With whom is he angry?
Chapter Five:
1.
Timothy is superstitious. Provide an example.
2.
What fear concludes this chapter?
Chapter Six:
1.
Timothy is extremely patient with Phillip. Discuss the exception to the rule and the rationale (reason)
behind this exception.
2.
What other characteristic does Timothy possess according to Phillip?
What is your opinion of Phillip’s attitudes?
Chapter Seven:
1.
Predict some of the problems Phillip and Timothy may encounter on the
island.
2.
How is Phillip behaving in a childish manner?
Chapter Eight:
1.
Why do you think Timothy tells Phillip that he’s over ‘70’ when previously
he had stated that he was younger?
How does Timothy show his pride? How does Phillip demonstrate maturity?
Chapter Ten:
1.
What does Phillip learn about people from Timothy? Why does he believe
it now?
2.
How does Timothy allow Phillip to make his own decisions?
Chapter Eleven:
1.
Phillip’s imagination “gets the better of him” in this chapter. Summarize
these events.
2.
Make a prediction based on the final comment in this chapter.
Chapter Twelve:
1.
Once again, it is Phillip who must support Timothy. Describe the situation.
2.
Make a prediction based on this chapter’s final statement.
3.
Compare Timothy and Phillip. How are they alike? How are they
different? Include personality traits in your assessment. You can
make a Venn Diagram to answer the question.
Chapter Thirteen:
1.
How do Phillip and Timothy share the duties around the island? What do they
learn from each other?
2.
How does Phillip overcome a fear?
3.
Interpret Phillip’s question, “Timothy, are you still black?”
Chapter Fourteen:
1.
How do Timothy and Phillip prepare for the pending hurricane?
Chapter Fifteen:
1.
Summarize the events in this chapter.
2.
What must Phillip do now? Predict his future.
Chapter Sixteen:
1.
How does Phillip organize himself?
2.
What must he do to mentally survive in this situation?
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Intel® Teach Program
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Assessment Plan
Assessment Timeline
Before project work begins
• K-W-L about
prejudice
• Questioning
• About the
author
conversation
• Who is Dr.
Martin Luther
King?
Students work on projects
and complete tasks
• Questioning
• Proofreading
(teacher)
• Peer
Proofreading
•
After project work is
completed
• Classroom
notes
• Rubrics
• Classroom
Discussion
• Tests
• Web Based
discussion
•
• Quizzes
• Group
Assessment of
projects
• Survey
completed by
class online
through
Zoomerang
• Student
Generated
Projects
• Power Point
Presentation
• Pod cast
• Poster
• Epilogue to
book
• Edmodo used
to collect and
store student
projects.
Assessment Summary
Computer Based
• Web Based discussion (brainstorm and reaction to guided questions using todaysmeeting.com
• Student Generated Projects
• Proofreading (teacher)
• Peer Proofreading
• Pod cast
• Group Assessment of projects
• Survey completed by class online through Zoomerang
• Edmodo used to collect and store student power points.
Classroom Based
• Classroom notes
• Classroom Discussion
• Questioning
• Proofreading (teacher)
• Peer Proofreading
• Power Point Presentation
• Poster
• Epilogue to book
• Rubrics
• Quizzes
• Tests
Unit Details
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Intel® Teach Program
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Prerequisite Skills
Power Point Experience
Pod cast Experience
Microsoft Word Experience
Instructional Procedures
In The Cay unit, students will construct a power point presentation exploring the themes, ideas, and main
concepts of the book while learning to interpret, analyze, and reflect on written material. Students will
demonstrate creative thinking by arranging and designing their own power points. They will also create a
pod cast which will allow them to communicate with their classmates. This unit / project will also force
them to use research skills as they analyze the text for information. As they analyze the text and create
their projects, the students will be forced to critically think and make decisions. Finally, the project will
allow them to see that they have responsibilities as digital citizens when creating their projects.
Accommodations for Differentiated Instruction
Fortunately, I have a special education aide in my classroom four days a
week. We have collaborated on various adjustments and accommodations
for the students with extra needs. Assignments have rubrics that are
specific to the needs detailed in each of the student’s IEP’s (individual
Education Plans). Individual instruction is often supplied to the needier
special education students.
Special Needs
Students
I also had this aide complete the differentiation practices survey to see which
areas I do well and which areas I could improve upon within my classroom.
After carefully analyzing her survey, I realized that I do an effective job of
using available resources, people, and materials, efficiently and effectively to
meet the needs of my students. I am also strong at providing my students
with a variety of learning opportunities while working independently at least
once a week. Finally, I allow my students extra time which sometimes can
be essential for their success.
However, after reading her survey I also realized that I failed to do some
things as a teacher. For instance, the students aren’t allowed much choice
in their curriculum / assignments. The students also have limited
opportunities to share their experiences publicly with people outside the
classroom. These are areas that I need to address to give the curriculum
more meaning to the students.
Finally, I need to do a better job of providing explicit instruction in skills,
such as goal setting, project planning, and self direction so that students feel
more apt to achieving goals and projects on their own (self-direction and
independence). This unit and this course helped me to start to analyze some
of these inadequacies and address them for future classes.
Nonnative
Speakers
Print instructions or outline of the unit
Additional time to complete assignments and tasks
Option to search additional resources that correlate with unit of study
Gifted/Talented
Students
The ability and freedom to make the project their own and thus explore higher level
thinking.
A variety of computer based tasks in case they finish before other students that will
challenge them across the curriculum.
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Intel® Teach Program
Essentials Course
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
X Computer(s)
Digital Camera
VCR
X Printer
Video Camera
X Projection System
Video Conferencing Equip.
DVD Player
X Internet Connection
Scanner
X Garage Band
Television
X Power Point
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
Image Processing
X Internet Web Browser
E-mail Software
Multimedia
Web Page Development
X Word Processing
Other
Encyclopedia on CD-ROM
Printed Materials
The Cay
Computers: Power point presentation, Garage band (Pod cast)
Supplies
Microsoft word, Hyper Studio / kid Pictures application, and internet access.
Book: The Cay
http://sbread6.wikispaces.com/
Internet Resources
Other Resources
http://www.zoomerang.com/Survey/?p=WEB22A8GKUYQFP
www.todaysmeet.com
TBD (Possible Ideas include a speaker of a different background than that of
my students)
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
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