DifferentiatedLearningPlanProjectTemplate
Name:AliciaRoyuk
GradeLevel:8thGrade
UnitTopic/Theme:SettingandMood:Fiction
UnitPlanSketch–PartOne:KUDO’s
StateStandards:
LA 8.1.5.d Analyze and use semantic relationships (e.g., multiple meanings, synonyms, antonyms, figurative language,
connotations, subtle distinctions) to determine the meaning of words, aid in comprehension, and improve writing.
LA 8.1.5 Vocabulary: Students will build and use conversational, academic, and content-specific grade-level vocabulary.
LA 8.1.6 Comprehension: Students will construct meaning by applying prior knowledge, using text information, and monitoring
comprehension while reading increasingly complex grade-level literary and informational text.
LA 8.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot,
conflict, point of view, inferred and recurring themes).
LA 8.1.6.g Cite specific textual evidence to analyze and make inferences based on the characteristics of a variety of literary and
informational texts
Know:
Setting
Mood
PrimarySource
Imagery
CharacterMotivation
Inference
Idiom
ScienceFiction
HistoricalFiction
Narrator
ObjectiveNarrator
SubjectiveNarrator
Generalunderstandingofplotandthemesof:
TheDrummerBoyofShiloh-6pages
CivilWarJournal-3pages
Hallucination-19pages
TheMonkey’sPaw-10pages
Understand:
• Authorsdeliberatelyusesettingandmoodtoaffectthethemeandconflictofapiece.
• Ourperspectivesshapeourreality.
• Thenarratoristheperspectivethatshapestherealityofthestory.
• Readinghelpsustounderstandmultipleperspectives.
• Understandingmultipleperspectivesisusefulbothforreadingliteratureandforbuilding
relationshipswithotherpeople.
•
Theabilitytodrawconclusionsfromgiveninformationisimportantformakingmeaningin
literatureandinlife.
Do:
•
•
•
•
•
•
•
•
•
Identifythetypeofnarratorusedinatext.
Comparethemoodindifferentstories.
Analyzehowthesettingcreatesthemoodofastory.
Usethecontextofawordtoinferitsdefinition.
Determinepossiblethemesforastory.
Relateastory’sthemetothemoodandsettingofthestory.
Inferacharacter’smotivesthroughexamininghisactionsandpersonality.
Identifyimageryinatext.
Usecontextcluestoinferthemeaningofanidiom.
UnitPlanSketch-PartTwo:
DayBefore-Insomefreetimethedaybeforeournewunit,we’lltake6minutestodosomeQuickWrites
(so1minuteperassessedconcept).SeethePreassessmentQuickWritessheetbelowformore
information.
DayOne:
Wewillstartclasswithlearningstations.Therewillbeonestationforsetting,oneformood,
onefortheme,andoneforcharactermotivation/inferences.Oncetheclasshasworkedthroughthe
stations,wewillmeetasalargegroupandreviewconcepts.Thenwewilltalkabouthistoricalfiction
andbeginreadingTheDrummerBoyofShilohoutloudinclass.Wewillpracticeapplyingournew
concepts(setting,mood,charactermotivation,andtheme)aswego,givingthestudentsanopportunity
toshowwhattheylearned.
Forhomeworktheyshouldfinishreadingthestory(it’saboutsixpageslongtotal)andhave
choicesforwhichexercisesaboutthestorytocomplete,whichshouldbefinishedandbroughttoclass
thenextday.Therewillalsobeanaudiocopyofthestoryavailableforuse.Ifneeded,thesereading
assignmentscanbereduced,especiallyforSarah.Forinstance,inmyformativeassessmentincluded
below,studentschoose2questionstoanswer,butSarahcouldjustanswerone.
DayTwo:
Wewillstartclassbybreakingintosmallgroups.Studentswillbeofmixedlevelsofreadiness,
andtheyshouldtalkabouttheexercisestheycompletedforTheDrummerBoyofShiloh.Eachgroupwill
alsobeassignedoneelementtotalkabout(setting,mood,charactermotivation,ortheme).Iwill
structuretheirworktimebyfirsthavingtimeforthemtotalkaboutexercises,andthenannouncing
whentheyneedtobeginworkingontheirassignedconcept.Afterdiscussiontimewewillmeetasa
classandeachgroupwillpresenttheirfindings,thenwewillbrieflygoovertheexercises.Afterthatwe
willhaveabrieflecture/discussionaboutprimarysourcesandidioms.Foridiomswewillalsohavean
activitywherestudentsgoonlineandfindtheirfavoriteexampleofanidiom(fromprovided,schoolsafe
resources).Afterstudentspresenttheiridioms,theywillthencompleteashortsurveyaboutwhich
storiestheyarefamiliarwith,whichwewillusetodeterminewhichonestofeatureinourScience
Fictionlessonthenextday.WithanyleftovertimewewillbeginreadingCivilWarJournaloutloudin
class.
ForhomeworktheyshouldfinishreadingCivilWarJournal(onlythreepagestotal)andcomplete
twoexercises(seeformativeassessmentsheetbelowformoreinformation).
DayThree:
SeeLongFormLessonPlanTemplate
DayFour:
Wewillbreakintotwogroupsbasedonreadiness.Onegroupwillhaveanindependent
applicationaboutthedefinitionofanarratorandwhetheranarratorisobjectiveorsubjective.The
othergroupwillhavealecture/discussionwithmeaboutwhatanarratorisandwhetherthenarrators
ofourreadingsareobjectiveorsubjective,andwillthenbeginanindependentapplicationactivity.
Whiletheyapply,Iwillgoovertothefirstgroupandleadadiscussionaboutwhetherthenarratorsin
theworkswereadwereobjectiveorsubjective.Therestofclasstimewillbededicatedtoreading
Hallucinationorbeginningthecorrespondingexercises.
ForhomeworktheyshouldfinishreadingHallucinationandfinishtheirchosenexercises.
DayFive:
Classwillbeginbybreakingintothesamegroupsofmixedreadiness.Aftertheyworkthrough
theirexercises,eachgroupwillbeassignedanewconcepttoapplytoHallucination(setting,mood,
charactermotivation,ortheme).Wewillhavethegroupspresentthenfindingsandwillbrieflygoover
theexercisesWewillhaveabrieflessononimagery,watchingthefirstminuteofImagerybyMrs.K
foundatthislink:https://www.youtube.com/watch?v=gdw-hdFfxuQ&list=PLH2TSAg2w1OAWbHKwC_J5AMc2zCTM7w_&index=5.StudentswillpartneruptofindexamplesofimageryinHallucination.After
thepartnerspresenttheirfindings,therestofclasstimewillbeusedtostartreadingTheMonkey’sPaw.
ForhomeworktheyshouldfinishreadingTheMonkey’sPawandcompletechosenexercises
aboutit.
DaySix:
Classwillbeginbybreakingintothesamegroupsofmixedreadiness.Aftertalkingabouttheir
exercises,eachgroupwillapplytheirfinalconcepttoTheMonkey’sPaw(setting,mood,character
motivation,ortheme).Afterthegroupspresentationsandlookingoverexercises,therestoftheclass
timewillbereviewinpreparationforthesummativeassessment,whichwillbeatesttakenthenext
day.Therewillbeastudyguidewithkeyconceptslisted,andpracticeexercisesthatcanbecompleted
withpartners.Studentswillknowthatifthereissomethingonthelistthattheystilldon’tunderstand,
theyneedtousethattimetoaskanotherstudentorasktheteacherforhelp.Attheendofclasswewill
useaKahootquiztoreviewinformationtogether.
Forhomeworktheyshouldreviewforthetest.
DaySeven:
Attheendoftheunit,studentswilltakeashortanswertestwheretheywillbegivenexcerptsfromthe
storieswereadandhavetoanswerquestionsaboutthenarrator,mood,setting,primarysources,
themes,imagery,charactermotives,andthegenreofthepiece.Theywillalsogetacouplequestions
aboutidioms.Sarahwillhavetheoptiontotakethetestverbally,oratleasthaveaudiocopiesofthe
storiestolistentoaswellasreadingthem.Ifthere’stimeattheendofclass,theywillpre-assessforthe
nextunit.
Therewillnotbeanyhomework(yay!)
LongFormLessonPlan:Clearlydefinedifferentiatedtechniquesforspecificstudentsintherighthand
columnofthelessonplan.
ConcordiaUniversityLongFormLessonPlan
th
GradeLevel:8 Grade
Subject:English(Literature)
StateStandards: LA 8.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot,
conflict, point of view, inferred and recurring themes).
LA 8.1.6.g Cite specific textual evidence to analyze and make inferences based on the characteristics of a variety of literary and
informational texts
NameofLesson-Day3:ScienceFiction
I.Goal:
Studentswillunderstandhowsetting,mood,character
motivation,andthemeapplytoTheCivilWarJournal.
Studentswillunderstandthebasiccomponentsofsciencefiction
stories.
RequiredAdaptations/Modifications:
Thesegoalswillbethesameforall
students.
RequiredAdaptations/Modifications:
Givenakeyconcept,thestudents’groupwillbeabletoapplythe Allstudentswillbeexpectedtobeableto
correctparameterstothestory,includingtwoexamplesfromthe completetheserequirements.
textwith100%accuracy.
II.Objectives:
Givenastory,thestudentwillbeabletodecidewhetherit’s
sciencefictionbycorrectlyapplyingthetwokeycomponentsof
thegenretothestorywith100%accuracy.
III:Faith/ValuesIntegration:
RequiredAdaptations/Modifications:
Withsciencefiction,wewilltalkaboutwhatstorieslikeHarry
Thiswillbethesameforallstudents.
PotterorTheHungerGamestellusabouthumannature.Thiswill
leadtosomethoughtsaboutsin,morality,andGod.(Thisisa
Lutheranschoolclassroom.)
IV.IntegratedTechnology:
RequiredAdaptations/Modifications:
Thislessoniswrittenintheassumptionthatthisisa1-1
classroomwithiPads.Whenworkingthroughdifferentscience Thiswillbethesameforallstudents.
fictionstories,studentswillhaveaccesstoplotsynopsesand
trailersofeachstoryviaweblinks.Theycanalsouseappslike
Theaudiocopyismoregearedtowards
Prezi,HaikuDeck,orKeynotetocreatepresentationsabouttheir studentslikeSarahwhostrugglewith
sciencefictiondecision.
reading.
TherewillbeanaudiocopyavailableofHallucination
V.Materials:
RequiredAdaptations/Modifications:
LiteraturebyMcDougal.
ThislinkabouttheworldofHarryPotter:
Studentswillchoosewhichstory/materials
https://en.wikipedia.org/wiki/Fictional_universe_of_Harry_Pottertostudy.
HarryPottertrailer:
https://www.youtube.com/watch?v=PbdM1db3JbY
LinkabouttheworldofStarWars:
https://en.wikipedia.org/wiki/Star_Wars#Setting
StarWarstrailer:
https://www.youtube.com/watch?v=gYbW1F_c9eM
LinkabouttheworldofHungerGames
http://thehungergames.wikia.com/wiki/Panem
HungerGamesTrailer:
https://www.youtube.com/watch?v=n-7K_OjsDCQ
VideoaboutStarWarsvs.HarryPotter
https://www.youtube.com/watch?v=1Zx-99wELRo
Ender’sGameTrailer
https://www.youtube.com/watch?v=vP0cUBi4hwE
VI:Procedure:
RequiredAdaptations/Modifications:
(Thislessonsetupisalittleunorthodoxbecausewewilltalk
aboutourreading/lessonfromthepreviousdayfirst,andthengo intoawholenewlessonaboutsciencefictionandthenewstory wearereading.Becauseofthis,soImadeacoupleof
adjustmentstothestructure.)
Set/Hook
Iwilldramaticallyalloweachgrouptodrawfromahattodraw Thegroupwillbeofstudentsofmixed
theirmissionslipfortheday(iftheydrawaslipforakeyconcept levelsofreadinessinhopesthatthehigher
they’vealreadydonetheyhavetodoitagain.)Theoptionsare readinessstudentwillscaffoldthelower
setting,mood,charactermotivation,andtheme.Seemissionslipsreadinessstudents,particularlywhenthey
inthelessonmaterialsbelowformoreinformation.
shareexerciseswitheachother.Iwill
facilitatethisasmuchaspossible,asking
Transition
questionslike,“HeyDavid,whatdidyour
Nowthatyouhaveyourassignments,it’stimetogetintoyour groupsayaboutyourexercises?”Iwill
teams!Bringyourexerciseswithyou,becauseyouwilleachneed structureworktimebytellingthemwhen
totalkaboutthosefirst.
toswitchfromreviewingexercisesto
lookingattheir“keyconcept.”
Sub-lesson
Groupswilltalkabouttheirexercisesandthenfindtwoexamples oftheirkeyconceptinTheCivilWarStory.Eachgroupwilltake timetopresenttheirfindings.
Transition
Thanksforthepresentations!Nowthatwe’vemasteredhistorical
fiction,it’stimetotackleanewgenre:sciencefiction!
MainLessonSet/Hook
WewillwatchHarryPotterVS.StarWars-EpicFanMadeTrailer Studentswithhigherlevelsofreadiness
Transition
onlyneedtohearmyphrasingofthe
WhileHarryPotterandStarWarsarebothdefinitelyawesome, definitionbeforetheyarereadytostart
aretheybothsciencefiction?That’swhatwe’regoingtofigure thelesson,whilelowerreadinesskidswill
outtoday!Butfirstweneedtolearnwhatexactlysciencefiction needmoreapplicationfirst.IfInotice
is!
Sarahorsomebodywhousuallystruggles
MainLesson
jumpstraightintotheindependent
A. Wewilltalkaboutthedefinitionofsciencefiction,which application,Iwillbesuretocheckinwith
is:
themafterIfinishmyapplicationlesson.
1. Narrativeswithfantasticalsettings,charactersor
Studentswillhavebeensurveyedtheday
events
beforeaboutstoriestheylikeandknow
2. Sciencefictionoftencommentsonemerging
well(seeday2),sohopefullytheyareable
technologies,contemporarysociety,andhuman
tochoosestoriesthatgeneratelotsof
nature.
interestandmotivation,especiallyfor
B. Afterweintroducetheconcepttogether,studentswill
Scott!
havetheoptiontojumpstraightintoindependent
applicationorfirstworkthroughanapplicationwithme. Forthosewhostaywithme,wewillwatchtheEnder’s
Studentwhojumpstraightintothe
Gametrailertogether,andinapplyingthedefinitionIwill independentapplicationwillbereminded
focusonthe2nd,moreabstractcomponentofscience
thatsincetheyhavemoretime,they
fiction.
shouldhaveavisualaidofsomekind
C. Allstudentswillhavetimefortheindependent
application,whichistochooseasciencefictionstoryfrom prepared.Thevisualaidoptionwillbe
goodforstudentslikeSamantha,Brock,
thelistofchoicesand,usingthetwoelementsofour
definition,decidewhetherornotitissciencefiction.
Studentsshouldwritedowntheirdecisionandapplyitto
thetwoelementsofsciencefiction.Timepermitting,
studentsshouldmakeapresentation/visualaidabout
theirdecision.
D. Studentswillpresenttheirfindings
E. Discussion/clarificationofdefinition.
andLiztocontinueworkingonsomething
fun(itcanbepictures!)whiledeveloping
importantpresentationandtechnology
skills.
Studentswhoworkedontheapplication
Transition:Tocontinueoursciencefictioncraze,youallhavethe withmewilleachgetachecklistthatthey
restoftheclassperiodtostartreadingHallucination,ournewest canusetohelpthemdetermineif
story!
somethingissciencefiction.Thechecklist
Conclusion:Studentsspendtherestoftheclassperiodreading isavailableforanyonewhowantsit.(See
Hallucination.Homeworkistoreadtopage355.Therewillnotbe
lessonmaterialsbelow)
anyexercisestocomplete,butstudentsshouldturnintheir
exercisesforCivilWarJournal.
Therewillbeanaudiocopyof
Hallucinationavailableforanyonewhois
interested.Studentswhouseitwillbe
encouragedtofollowalonginthetextasit
isreadtothem.
VII.Assessment:
Grouppresentationswillbeevaluatedforcorrectunderstanding
ofthekeyconceptsandcorrectexamplesofthekeyconcepts.
StudentswillturninexercisesaboutCivilWarJournal.
Studentswillpresentandturnintheirfindingsaboutwhetheror
nottheirstoryissciencefiction.
VIII.Assignment:StartreadingHallucination(SeeProcedure)
IX.Self-Evaluation:
Notapplicable
RequiredAdaptations/Modifications:
Therearechoicesfortheexercises.
Studentswillnotbeevaluatedforthe
qualityofanyvisualaidsincluded,but
instructorfeedbackmaybegiventohelp
studentgrowth.
RequiredAdaptations/Modifications:
Audiocopyavailable(seeprocedure)
X.Coop’sComments:
Notapplicable
CreatetheTeachingTools:Copy/Paste/Createstudentteachingtoolsrequiredforthelongformlesson
planday.
Find two text examples that tell you about…
Setting!
Find two text examples that tell you about…
Mood!
Find two text examples that tell you about…
Characters’ Motives!
Find two text examples that tell you about…
Theme!
Science Fiction
Checklist
Lots of yes’s means you probably have a science fiction story!
Question
Yes
No
Does the setting have
lots of fantasy or
imagination?
Are the events in the
plot extraordinary or
unusual?
Does the story include
new technology?
Is the story futuristic or
about new kinds of
society?
Does the story talk
about issues of human
nature?
Additionalmaterials(textsforCivilWarStoryandHallucination)areavailableinLiteraturebyMcDougal.
CreatetheAssessments:Copy/Paste/Createtwoformsofassessmentbelow.Theassessmentscan
comefromanydayinyourunitplansketch.
Preassessment
Quick Writes!
For each topic, write down as many things as you can think of in the
given amount of time.
This is not a test. It will not be graded.
It is just to help me help you.
If you don’t know the answer, skip it!
If you run out of time before you finish writing, no problem!
Here we go!
Setting: What is it? Why is it important?
Mood: What is it? Why is it important?
What is a primary source?
Narrator: What is it? What is an objective narrator? A subjective
narrator?
Imagery: What is it? How is it used in writing?
Character Motivation: What is it? How would you figure out a
character’s motivation? Why is that important?
Formative Assessment
Civil War Journal Exercises
After you read the excerpt, choose 2 questions to
complete for tomorrow!
1. What can you infer, or learn, about the narrator from the lines
below? (Her personality, what she likes to do, her traits, etc.)
Help needed, and I love nursing, and must let out my pent-up
energy in some new way. Winter is always a hard and a dull time,
and if I am away there is one less to feed and warm and worry
over.
I want new experiences…
2. Why is Civil War Journal an example of historical fiction? Use the
definition of historical fiction in your answer.
3. Why is Civil War Journal an example of a primary source? Use the
definition of a primary source in your answer.
4. How does the setting described in these lines contribute to the
mood of the story? (Hint: Start with what you think the mood is.)
I never began the year in a stranger place than this; five hundred
miles from home, alone among strangers, doing painful duties all day
long, & leading a life of constant excitement in this greathouse
surrounded by 3 or 4 hundred men in all stages of suffering, disease, &
death