Your Name: Madison Jewell

Grade Level/Course: 6th Grade Honors English

Unit Title: Finding Courage: How Trials Bring Out Bravery

Unit Texts (print and non-print):  Book(s): Wonder by R.J Palacio  Short Story/Vignette/Play: “The Most Dangerous Game” by Richard Connell and “The Landlady” by Roald Dahl  Songs: “I’m Still Standing” by Elton John, “Not Afraid” by Eminem, and “Try” by P!nk  Videos/Film: The Iron Giant  Essays/Informational Texts: Articles over everyday heroes (i.e. Nurses, teachers, military, firemen)  Artwork/Images: pictures of heroes from natural disasters and everyday heroes  Other:

Stage 1 – Desired Results Established Goals (National/Professional Standards – NCTE/IRA): 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken. Written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Established Goals (State Standards – Kansas College and Career Ready Standards): Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 9. Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take. Writing: 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 1 Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2006. (p. 22). 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Language: 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 5. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Understandings Essential Questions Students will understand that … 1. What trials bring out courage? 1. Literacy provides us with examples of courage and 2. How can literary figures teach us how to be how people with different backgrounds overcome courageous? their obstacles 3. How would you use courage in everyday 2. Courage may come when we least expect it to. situations? How you respond to the trials that require bravery 4. How do you use courage in everyday situations? is important. 5. What motive is there to be courageous for others? 6. Why is courage important in society? Knowledge Skills Students will know. . . Students will be able to . . .  Importance of heroes in everyday situations  Analyze conflict in stories and how it relates to  How suspense works in stories courage  How to read poetry  Evaluate character traits in texts  How figurative language helps move sentences  Learn new vocabulary and use it in their writing  Physical disabilities  Discuss how characters display courage  Why courage is important  Work in Green and Gold partners to work on reading skills

Stage 2 – Assessment Evidence Performance Tasks Other Evidence  As a final project students will write a narrative  The book project of a time they or someone they know have  Quick Writes displayed an act of courage. The stories will be  Writing Prompts put together in a book. Students will vote on if  Classroom discussions and small group discussion they will be left anonymous in the book.  Observations while working with Green and Gold Students will also make a collage that will be Strategy partners the front cover. Students will participate in a  Bellwork and Exit Slips feather circle and read part of their narrative.

Evaluation criteria:  Short stories or anecdotes need to keep audience engaged. The audience is other sixth graders.

Stage 3—Learning Plan Learning Activities  KWL over courage 2 Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2006. (p. 22).  Discussion over courage in the world  Exit slip over discussions  Quick-write over what students would do if stranded  Quick-write about how songs can make people feel more courageous  Exit slip over what students know about Wonder  Mini-lesson about what to do when you are stranded  Plot diagram over “The Most Dangerous Game”  Students bring their own songs for discussion  Fishbowl Discussion over Wonder  Mini-lesson over Treacher Collins Syndrome  Daily discussions over Wonder  Mini-lesson over rumors  Discussion over bullying  Quick-write over how students would interact with Augie  Mini-lesson over what is in a friendship  Mini-lesson over courage in friendship  Quick-write over how Augie displayed courage  Review about Wonder before the test  Test over Wonder  Jigsaw non-fiction articles  Hypothesize how the Landlady may have ended using courage  Character trait chart  Charting plot and when courage comes in  Answering questions for discussions  Anticipation guide over Wonder  One-pager over “The Most Dangerous Game”  Reading responses to Wonder  Exit Slip over “The Landlady”  Mini-lesson over Cold War  Exit-slip over The Iron Giant  Writing Assignment of students writing a story of courage  Feather circle of writing assignment (performance task)

3 Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall, 2006. (p. 22).