Finalspe 634 Ubdunit

1
Tiffany Poritz
December 4th, 2015
UBD Unit Plan
Bold Actions 7th Grade Unit Lesson Plan

Philosophical Foundation
I strongly believe that all students have the ability to learn. My teaching
philosophy has not changed over the years. I initially sought licensure as a general
education English teacher. However, with the demands of specialized teachers, I
decided to pursue my special education license. I am now a 7th grade special education
teacher.My teaching philosophy from general education teacher to special education
teacher has not changed. Additionally, my philosophy has sparked even more passion
in my philosophy.
For instance, I have stated that I believe all students have the ability to
learn. Therefore, it is the job of the teacher to literally do whatever it takes for their
students to be successful in the classroom. As a special education teacher, I can
proudly outline whatever it takes in specific education lingo. For example, teachers
need to provide students with appropriate accommodations, modifications, and design
instruction around the philosophy of differentiation. In addition to providing the previous
stated necessities in their instruction --it is important to understand that all learners,
learn differently. Howard Gardner is one educational theorists that I have cited in original
philosophy. I believe his work with the multiple intelligences is extremely important to
understand --especially when applying the knowledge of what type of learner your
student is to the proper instruction.
Therefore, instruction should be designed with a background approach in mind.

The teacher needs to have the learning objectives in mind. What is the final outcome of
the lesson? The teacher should then design their lessons working backwards.
Designing the individual lessons that meet the needs of all their learners. Having the
learning objectives in mind and the final learning outcome set will make meeting
students needs easier.
Appropriate accommodations and modifications, I believe should not be limited to
just students with special education labels. I strongly believe that it is best teaching
practices to provide students with the necessary tools they need to be successful.
Therefore, it is important to recognize Howard Gardners work and Multiple
Intelligences. All students need to have accessibility to an education that suits their
needs. For example, if a student is a visual learner, it does not make sense for a
teacher to design lessons that only meet the needs of their auditory learners. However,
the teacher is capable of creating a lesson with visuals that meets the needs of their
visual learners and auditory learners by providing the same instruction through
discussion. A teacher can go a step beyond and add another layer to their lesson by
providing opportunities for kinesthetic to get up and move -- to learn through movement.
The unit that I designed, appropriately demonstrates my philosophical approach
to teaching. Lessons are geared towards meeting student learning goals. Lesson are
also aligned to the common core. My lessons also include the appropriate
accommodations, modifications, and learning activities to meet the students needs and
still result in meeting the learning objectives. Assessments are also suitable for students
to demonstrate mastery, proficiency, or areas for growth.
The unit plan designed is called Bold Actions. It is a lesson plan designed for a
7th grade Language Arts classroom. The classroom is a co-taught classroom with a
mixture of special education and general education students. There are also English
Language Learners in the classroom. The span of learners include students with Autism
and students with Specific Learning Disabilities in the area of reading. The unit is
designed heavily with differentiation and use of assessments to meet the needs of its
students and accurately assess where they are.
Bold Actions incorporates close reading of texts from the Collections material in
Houghton Mifflin Harcourt curriculum, as well as their Close Reader book. students are
required to take a look at stories that include bold actions. Students analyze what a bold
action is and make connections with the texts -- forming connections with their own
experiences. Several of the texts that students read throughout the unit include a Greek
Mythology in Collections book called Flight of Icarus. Students also read Arachne in the
Close Reader.
In addition to reading a variety of different texts, students are practicing close
reading strategies. Students are also using vocabulary strategies to help with
determining the meaning of new words. Each lesson is aligned to a Common Core
State Standard, Council for Exceptional Children Standard, Wisconsin Teaching
Standard, and Advanced Graduate Education Abilities.
Standards and Alverno Abilities
The Common Core State Standards that are applicable to the unit design include
CCSS.ELA.Literacy.7.1-- students will cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text and
CCSS.ELA.Literacy.7.2. -- 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.
Students will read a variety of texts and will use close reading strategies to help aide in
comprehension. Students will also study the theme or central idea of a text to analyse
its development over the course of the text. Students will analyze plot lines to help
organize the different elements of a story.
The two Council for Exceptional Students standards that I addressed in my unit
design includes the following initial special education teacher standards -- 3.0 Curricular
Content Knowledge and 4.0 Assessment. As an initial special education teacher I
demonstrate the ability to use knowledge of content of general and specialized curricula
to individualize learning for individuals with exceptionalities. As an initial special
education teacher I also demonstrated the ability to use multiple methods of
assessments and data sources in making educational decisions. These standards are
demonstrated by my ability to design a lesson plan that meets the common core
standards, as well as, differentiating the lesson to meet the student's individual needs. I
also demonstrated in my unit design, my abilities to use assessments to measure what
students know. I also demonstrate the ability to drive instruction from the assessments.
This is also true in the UBD design. The unit goals are in place and the design of the
unit lessons are built from the there on out.
The unit design also addresses the following two Wisconsin Teaching Standards
-- WTS #1 identifies that teachers know the subject they are teaching and WTS #3
--teachers understand that children learn differently. The unit lesson demonstrates my
ability to design a lesson that is aligned to the Common Core State Standards -- in
addition to developing appropriate essential questions, learning goals, instructional

objectives, and learning activities that lead to the performance task at the end of the
unit. WTS # 3 is addressed by the outline of instructional delivery, accommodations,
modifications, and learning activities. The unit design addresses appropriate learning
activities that meet each students needs. For example, the use of visuals and audios to
help aide in comprehension of text.
Additionally, the unit design reflects my demonstration of the following two
Advanced Graduate Alverno Abilities --- Conceptualization and Diagnosis. Through the
unit design, I am able to demonstrate my abilities to integrate educational frameworks
into my lessons. For example, throughout my unit lessons Blooms Taxonomy is
presented throughout and the proper use of scaffolding is present in the lessons.
Lessons also are designed with Howard Gardners Multiple Intelligences in mind. There
are different areas in the lessons that aim towards the needs of different learners, such
as, visual, auditory, and kinesthetic learners. The use of assessments also
demonstrates my ability to diagnose the needs of the students in my classroom.
Unit Design
Stage 1: Identify Desired Results

Established Goals (G)
All students will cite several pieces of text evidence to support analysis of what the
text says explicitly, as well as inferences drawn from the text. (CCSS.ELA.RL.7.1)
All students will determine a theme or central idea of a text and analyze the
development over the course of the text; provide an objective summary of the text. (
CCSS.ELA.Literacy.7.2.)
Understandings (U)
Essential Questions (E)
Students will understand that stories

What role do bold actions play in society
include elements such as exposition,
and everyday life?
conflict, rising, action, climax, falling
action, and resolution.
Students will understand the importance
of using evidence to support claims.
Students will know (K)...

Students will know that text evidence is
necessary to help in supporting their
claims.
Students will know that inferences are
educated guesses. Inferences can be
made based off from what the text is
telling us and drawing our own claims
(using text evidence to support)
Students will know that explicitly is right
Students will be able to (S)..

Students will be able to cite text evidence
to help support what the author says and
to support their claims.
Students will be able to analyze what the
text and author state.
Students will be able to draw inferences
from the text by using context clues.
Students will be able to use close reading
strategies to help annotate what the text
there answers that are isolated.

says.
Students will know that elements of a
Students will be able to use taught
story can be displayed visually using a
vocabulary strategies to become familiar
plot line.
with new vocabulary.
Stage 2: Assessment Evidence

Performance Tasks (T)
Using story elements, students will create
a narrative short story about a character
that faces a conflict.

Students will present an oral commentary
about rewards and risks of bold actions.
Students will need to present evidence to
support their claims.
Other Evidence (OE)

Completion of plot line
Assessments of Arachne and Flight of
Icarus close readings
Completion of frayer models to increase
comprehension of new vocabulary.
Stage 3: Learning Plan
Learning Activities (L)

Hook students into identifying bold actions and how they play a role in everyday life
and society.
Help students identify what bold actions are and the connections they can make with
their life and those of the characters in the text.
Inform students about the controversies of bold actions.
Pre-assessment of elements of a story and plot line.
Review and reteach elements of a story.
Read Flight of Icarus
Review themes in Greek Mythology
Review close reading strategies
Read Arachne 1st and 2nd read --annotations
Use of frayer models to aide in comprehension of new critical vocabulary.
Diagnostic Assessment (Pre-Assessment)

Standard -- CCSS. ELA. 7.1, CCSS.ELA.7.2
Learning Objective -- Students identify elements of a story and annotate a close read passage
on a Greek Mythology using close reading annotations.
Rationale:
Prior to the start of the unit,students will be given a pre-assessment of story elements.
Students are to define the terms and place them appropriately on the plot line. The
results of the pre-assessments sets the scope and sequence of the lesson. If students
struggle with the terminology and are not familiar with the story elements -- they will
need to be reviewed and pre-taught prior to certain activities for students with difficulty
recalling information.
Students are also given a short passage to read and annotate independently to help
gage their understanding of close reading strategies. If students struggle with the
strategy -- it is necessary to model the use of annotation and providing rationales for the
students.
______________________________________________________________________
Can you define the following terms used in elements of a story?
Term
Characters
Setting
Exposition
Conflict
Rising Action
Climax
Falling Action
Resolution
Definition
Directions Fill in the blanks with the correct term.
PLOT LINE
10
Bold Actions Lesson Plan 1

Apollo and Daphne Retold by Thomas Bulfinch
Daphne was Apollo's first love. It was not brought about by accident, but by the malice of Cupid.
Apollo saw the boy playing with his bow and arrows; and being himself elated with his recent
victory over Python, he said to him, "What have you to do with warlike weapons, saucy boy?
Leave them for hands worthy of them, Behold the conquest I have won by means of them over
the vast serpent who stretched his poisonous body over acres of the plain! Be content with your
torch, child, and kindle up your flames, as you call them, where you will, but presume not to
meddle with my weapons." Venus's boy heard these words, and rejoined, "Your arrows may
strike all things else, Apollo, but mine shall strike you." So saying, he drew from his quiver two
arrows of different workmanship: one to excite love, the other to repel it. The former was of gold
and sharp pointed, the latter blunt and tipped with lead. With the leaden shaft he struck the
nymph Daphne, the daughter of the river god Peneus, and with the golden one Apollo, through
the heart. Forthwith the god was seized with love for the maiden, and she abhorred the thought
of loving. Her delight was in woodland sports and in the spoils of the chase. Lovers sought her,
but she spurned them all, ranging the woods, and taking no thought of Cupid nor of Hymen. Her
father often said to her, "Daughter, you owe me a son-in-law; you owe me grandchildren." She,
hating the thought of marriage as a crime, with her beautiful face tinged all over with blushes,
threw her arms around her father's neck, and said, "Dearest father, grant me this favour, that I
may always remain unmarried, like Diana." He consented, but at the same time said, "Your own
face will forbid it."
NAME: Tiffany Poritz

Lesson Topic: Language Arts
block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
Grade level: 7 Total Time: 90 minute
R.L.7.1
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.7.3
11
Analyze how particular elements of a story or drama

interact (e.g., how setting shapes the characters or
plot).
Target Goal or Skill: Students will identify the correct definition of critical
vocabulary words and use them in correct context.
Students will recall elements of a short story and apply
them in the pre-assessment
Students will identify the correct usage of grammar
and correctly answer 5 of the Language Review
questions.
Students will use close reading strategies to read a
passage in a pre-assessment
Students will practice using text evidence to support
their claims.
Students will be be introduced to critical vocabulary in
Collections selection --Bold Actions.
Essential Question(s):
What role do bold actions play in society and everyday

life?
Topical question(s):
What bold actions are present in the texts we have

read? What lessons do bold actions teach us?
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Students will review grammar and complete the 5

tasks on the Language Review.
Students will take a pre-assessment in determining
knowledge of close reading skills and elements of a
story (Plot line)
Students will practice using Close Reading strategies
and make appropriate and meaningful annotations
Students will begin creating Frayer models for Critical
Vocabuluary
Formative Assessment:
-Observation & Discussion
-Completion of Language Review
-Completion of reading logs
-Completion of pre-assessment in Close Reading and
Plot Line (story elements)
- Exit Slip
12
Summative Assessment:
-n/a
Disabilities/Diverse
Needs Represented
This class is a co-taught Language Arts class. There

are 23 students currently placed in the class. This is a
diverse group in disabilities and ethnicity. There is a
mix of Caucasian and Hispanic students. There are 13
males and 10 females. Of the 23 students, 7 have
disabilities and IEPs. The student disabilities vary from
Autism, SLD, and Speech and Language (secondary
disability). There are also 4 ESL students, in which one
student is identified and Special Education and ESL.
Student
Accommodations
and/or Modifications
Students are in a co-taught Language Arts class.

Students receive instruction in the co-taught classroom
for 90 minutes.
O.V. SLD/ ESL Provide graphic organizers,
reteach ideas, model assignments, tests and quizzes
read aloud, repeat questions back to check for
understanding. paired with strong partners who speak
both English and Spanish. Visual of new vocabulary.
Provide visuals, reteach vocabulary, check for
understanding.
J.D.V. SLD -->Verbal/Visual cues to follow along,
repeat directions back to check for understanding,
modify tests and quizzes to independent reading level,
use of graphic organizers, prompts to slow handwriting
down to increase legibility of writing.
J.J.--> Autism visual cues to promote on task
behavior, shortened assignments for over 5 sentences
in length (demonstrate understanding, allow verbal
answers, prompting to redirection, foreshadow new
events/transitions
B.P.--> Autism Visuals to stay on task, close
proximity to teacher, use of visual strategies, modify
writing process, seat next to strong peer, repeat
directions back to check for understanding
M.D. SLD break large assignments into smaller
tasks, close teacher proximity, verbal dictation of
answers, additional time to complete assignments,
13
check for understanding throughout instruction

P.C. SLD modify tests and quizzes to
independent reading level, guided practice in small
group setting, graphic organizers & sentence starters,
clarify directions
A.S. SLD read tests/ quizzes aloud, check for
understanding, graphic organizers, repeat directions
back for clarification
M.O. ESL paired with strong partners who speak
understanding.
M.T. ESL paired with strong partners who speak
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including
motivational hook
where applicable)
Learning Activities:
Closure:
7:30-7:35 Attendance & Announcements

7:35-7:50 Silent Reading
7:52-8:00 Language Review
8:00-8:25 Close Reading and Plot Line PreAssessment
8:25-8:30 Brainbreak/Silent Ball
8:30-8:45 Introduction to vocabulary terms in Bold
Actions
8:45-9:55 Introduction to Close Read
8:55-- 9:00 Exit Slip/ Clean Up
9:00 End of Class
1. Silent Reading - (15 minutes)

2. Language Review - (10 minutes)
3. Pre-Assessment of Close Read and Plot Line - (20
minutes)
4. Brainbreak/ Silent Ball -- (5 minutes)
5. Introduction to vocabulary terms in Bold Actions -- (15
minutes)
6. Introduction/Review Close Reading Strategy(10
minutes)
Closure
14
Exit Slip. A question I have about close reading is?

Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe
Students will communicate positively through both

verbal and nonverbal cues by raising their hands for
discussion, responding to questions asked when
addressed by their name
5 Questions (Blooms)
Remembering Students will be able to remember the

purpose of close reading strategy and the elements of
a story
Understanding Students will understand how
vocabulary affects their comprehension
Applying Students will apply their knowledge of close
reading strategies to the selected passage.
Evaluating Students will evaluate story elements
Creating Students will create an outline for the
performance task (comic strip, plot line poster, or short
storybook)
Curriculum (APA)
e.g.
Collections Curriculum (Houghton Mifflin Harcourt)
Investigations in Number,
Data, and Space. (2012).
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Close Read Passages & aligned questions
List of vocabulary words
Copy of frayer models
Pencils
Chromebooks
15
Notes

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
Students will recall & identify elements of a short
story using a graphic organizer of a plot line
16

questions.
Students will use close reading strategies to read The
Flight of Icarus
their claims when answering literal questions

life?

Instructional
Objective(s):
Assessment
Performance Tasks)

Students will review a plot line and how the elements
of a story are placed on a plot line
Students will continue to practice using Close Reading
strategies and make appropriate and meaningful
annotations
Vocabulary
-Completion Close Reading annotation and completion
of Plot Line (story elements)
- Exit Slip
-n/a
Needs Represented

17

Student
Accommodations

for 90 minutes.
understanding.
events/transitions
clarify directions
18

understanding.
understanding.
Instructional
Procedures
(including specific
times)

8:00-8:25 First read of Flight of Icarus
8:30-8:45 Complete Frayer vocab. model for 2
identified words
8:45-9:55 Complete Annotations of Flight of Icarus
8:55-Exit Slip/ Clean Up
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
1.
2.
3.
4.
5.
Closure:
Academic Language
Language Demands
(see Handout)
Silent Reading - (15 minutes)

Language Review - (10 minutes)
First read of Flight of Icarus - (20 minutes)
Brainbreak/ Silent Ball -- (5 minutes)
Complete Frayer Model of 2 identified Vocab. words -(15 minutes)
6. Complete annotations of Flight of Icarus (10 minutes)
Closure
Exit Slip. What is theme?
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe

19


a story
storybook)
Curriculum (APA)
e.g.
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Close Read Passage Flight of Icarus & aligned
questions
Pencils
Chromebooks
20
Rubric Assessment
Standard -- CCSS.ELA.7.1
Learning Objective -- Students use close read annotations to aide in comprehension of
the story Icarus Flight.
Rationale -Students are based on their annotations from the first read of Icarus Flight. The
rubric provided is a generic Close Read rubric used for all close reading assignments.
Students are assessed by the progress they make through the use of correctly using
annotations to support comprehension of the text. Based on the first read of a Greek
Mythology -- most students would fall in the developing category and after annotating
Arachne, students should bump up to between developing and proficient.
Name: ________________________________________________________________
Close Reading Rubric

5
Proficient 4
Developing 2
Limited
Understanding
of Text
Shows a clear depth of

understanding of the
passage and text
contains no
inaccuracies.
Shows basic
understanding of the
passage and/or text.
May contain some
vague assertions and
slight inaccuracies.
Shows no
understanding of
Contains mostly
vague and/or
inaccurate
statements about
Annotations
Thorough, detailed,
insightful, relevant
examples. Underlined
parts include notations
that make inferences/
draw conclusions.
Basic annotations, could

be more thorough.
Examples are generally
relevant. Some
underlined parts of text
include
Limited to no
connections or
notations. Few to no
examples and/or
examples are not
relevant.
21
comments/observations.
Total Points: ______________/10

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
questions.
Students will use close reading strategies to read The
Flight of Icarus

life?
22
Instructional
Objective(s):
Assessment
Performance Tasks)

annotations
Vocabulary
- Exit Slip
-n/a
Needs Represented

Student
Accommodations

for 90 minutes.
23

understanding.
events/transitions
clarify directions
understanding.
understanding.
24
Instructional
Procedures
(including specific
times)

8:00-8:25 Second read of Flight of Icarus
8:30-8:45 Complete Frayer vocab. model for 2
identified words
8:45-9:55 Complete Annotations & final writing of
Flight of Icarus. Discuss details specific to Greek
Mythology and what theme is.
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
Closure:
1.
2.
3.
4.
5.

First read of Flight of Icarus - (20 minutes)
Complete Frayer Model of 2 identified Vocab. words -(15 minutes)
6. Complete annotations of Flight of Icarus (10 minutes)
Closure
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe

a story
25

storybook)
Curriculum (APA)
e.g.
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
questions
Pencils
Chromebooks
26

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
questions.
Students will use close reading strategies to help w/
comprehension
Students will use vocabulary strategies to aid in
comprehension

life?

Instructional
Objective(s):

27

annotations
Vocabulary
Assessment
Performance Tasks)
- Exit Slip
-n/a
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
28

events/transitions
clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including

8:00-8:25 Review Icarus Flight and use plot line to
review elements of the story
8:30-8:45 Review the elements of a Greek Myth
29
motivational hook
where applicable)
8:45-9:55 What is theme? Write about lessons learned

in Flight of Icarus .
9:00 End of Class
1.
2.
3.
4.
5.
6.
Closure:
Academic Language
Language Demands
(see Handout)

Plot line Review of Flight of Icarus- (20 minutes)
Traits of a Greek Myth -- (15 minutes)
What is a lesson or theme in Flight of Icarus (10
minutes)
Closure
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe


a story
storybook)
Curriculum (APA)
e.g.
30

Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
questions
Pencils
Chromebooks
Notes

block
# Students: 22
Learning Goal:
R.L.7.1
31
(Content
Standard/Common
Core)

plot).
questions.
comprehension
comprehension

life?

Instructional
Objective(s):
Assessment
Performance Tasks)

annotations
Vocabulary
32

- Exit Slip
-n/a
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
events/transitions
33

clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)

8:00-8:25 View short video of Greek Mythology
8:30-8:45 Review the elements of a Greek Myth
8:45-9:50 Pre-Reading Activity of Close Read Arachne
8:55--9:00 Preview text features of Close Read
Arachne
What do the features of the text tell us
about
what were reading and the annotations
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
1.
2.
3.
4.

View Brainpop of Greek Mythology- (20 minutes)
34
Closure:
5. Review traits of a Greek Mythology -- (15 minutes)

6. Preview text features of Arachne
7. Closure
Exit Slip. Based off from the text features of Arachne,
what do you think it is about.
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe


a story
storybook)
Curriculum (APA)
e.g.
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Brainpop video of Greek Mythology
Close Read Passage Arachne & aligned questions
35
Pencils
Chromebooks
Notes

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
36

questions.
comprehension
comprehension

life?

Instructional
Objective(s):
Assessment
Performance Tasks)

annotations
Vocabulary
- Exit Slip
-n/a
37
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
events/transitions
38
clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)

8:00-8:25 First read of Close Read Arachne
8:30-8:45 Small group Plotline practice of Arachne
8:45-9:50 Journal theme of Arachne.
8:55--9:00 Vocabulary words for Arachne
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
1.
2.
3.
4.
5.
6.
7.

View Brainpop of Greek Mythology- (20 minutes)
Review traits of a Greek Mythology -- (15 minutes)
Preview text features of Arachne
Closure
Exit Slip. Based off from the text features of Arachne,
what do you think it is about.
Closure:
Academic Language
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Describe
Strategies
Close
39
Language Demands
(see Handout)


a story
storybook)
Curriculum (APA)
e.g.
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Pencils
Chromebooks
40

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
questions.
comprehension
comprehension
41

life?

Instructional
Objective(s):
Assessment
Performance Tasks)

annotations
Vocabulary
-Completion of Pixar plot line
- Exit Slip
-n/a
Needs Represented

Student
Accommodations

42
for 90 minutes.
understanding.
events/transitions
clarify directions
understanding.
43
understanding.
Instructional
Procedures
(including specific
times)

8:00-8:25 Second read of Arachne (listening w/ audio)
8:30-8:45 Small group Plotline practice of Arachne
(complete)
8:45-9:00 Short Pixar film and completion of plot line
9:00 End of Class (Exit slip, completed plot line)
Introduction:
(including
motivational hook
where applicable)
1.
2.
3.
4.
5.
6.

Second read of Arachne- (20 minutes)
Pixar Short film and plot line completion
Closure
Exit Slip. Fill out plot line sheet w/ a partner (15
minutes)
Closure:
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe

a story
44

storybook)
Curriculum (APA)
e.g.
Pearson.
Materials
Notes
Smartboard Lesson
Reading Logs
Language Review
Pencils
Pixar Short film
Chromebooks
45

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
plot).
questions.
comprehension
comprehension

life?

Instructional
Objective(s):

46

annotations
Students will create Frayer models for Critical
Vocabulary
Assessment
Performance Tasks)
- Exit Slip
-n/a
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
47

events/transitions
clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)
Introduction:
(including

8:00-8:10 Complete Pixar plot line
8:10-8:25 Greek Mythology passage assessment
8:30-8:45 Start Working on Performance task Plot line
48
motivational hook
where applicable)
8:45-9:00 vocabulary review

9:00 End of Class --Exit Slip
1.
2.
3.
4.
5.
6.
7.
8.

Complete Pixar plot line- (20 minutes)
Complete Pixar plot line (10 minutes)
Performance task work time -- plot line (15 minutes)
Vocabulary review (15 minutes)
Closure
Exit Slip.
Closure:
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe


a story
storybook)
Curriculum (APA)
e.g.
Pearson.
49
Materials
Smartboard Lesson
Reading Logs
Language Review
Pencils
Chromebooks
Vocabulary Review
Posters
Markers
Crayons
Colored Pencils
Notes

block
# Students: 22
50
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1

plot).
Students will identify/recall the elements of a story
through completion of the performance task.
Students can identify the elements of a story by
completion of a plot line
questions.
text at a beginning 9th grade level & answer
comprehension questions.
Students will use the text evidence to complete the
performance task -- completion of a choice project:
comic strip, story, or poster
Students will practice using and identifying the critical
vocabulary (from each selection)

life?

Instructional
Objective(s):
Assessment

Students will practice using the critical vocabulary from
the text selections. Students will then
51
Performance Tasks)

-Completion of myth close reading
-Vocabulary Shuffle (matching vocabulary word with
definition)
- Exit Slip
-Completion of performance task / end of unit task
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
52
events/transitions
clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)

8:00-8:15 Start Greek Close Read & quiz
8:20-8:35 Vocabulary Shuffle
8:35-8:55 Performance Task
8:55--9:00 Self Rate Exit Slip/ Clean Up
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
1.
2.
3.
4.

Complete Greek Myth Close Read - (10-15 minutes)
Greek Myth Close Read Quiz -- (5-10 minutes)
53
Closure:
5. Brainbreak/ Silent Ball -- (5 minutes)

6. Vocabulary Shuffle Activity & Quiz-- (10-15 minutes)
7. Time to work on performance task (25-30 minutes)
Closure
Exit Slip. What I completed today with my performance
task. Rate my time/ work performance.
Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe


definitions of vocabulary words and match the
vocabulary word to its definition.
Understanding Students will understand how the use
graphics can help in presenting story elements and
text evidence is important to support their claims.
reading strategies to the Greek Myth Close Read .
Creating Students will create a comic strip, plot line
poster, or short storybook
Curriculum (APA)
e.g.
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Greek Myth Close Read Passages & aligned
questions
Vocabulary Shuffle words and definitions (critical
54
vocabulary)
Performance task Bold Actions Directions & Rubric
Chromebooks
Markers, Colored Pencils, Scissors, Glue, Poster
board
Notes
Formative Assessment
Standard -- CCSS.ELA.7.1 & CCSS.ELA.7.2
Learning objective: Students are able to show comprehension of the Greek story The
Flight of Icarus. Students demonstrate their mastery of the story by identifying elements
of a story, vocabulary, and using text evidence to support their claims in the short
response section.
Rationale:
Through this formative assessment, students are able to identify elements in the story.
Students also identify critical vocabulary from the reading. In addition to identify
elements of a story and vocabulary -- students are asked to respond to short response
about theme; which is one of the focuses throughout the lesson.
Alternative Assessment: An alternative paper and pencil formative assessment that
can be conducted for students would to fill in a graphic organizer (plot line) for the story.
(See graphic organizer from pre-assessment). Students would be assessed on the
same vocabulary words but would be provided with some of the definitions and words to
accommodate student needs. The assessment would also be given in the form of a
kahoot. (www.kahoot.it) for students that are more visual and technology oriented.
55
______________________________________________________________________
Name:
Class:
Date:
The Flight of Icarus

Multiple Choice
Identify the choice that best completes the statement or answers the question.
Comprehension
Read each of the following questions. Then choose the letter of the best answer.
____ 1. Why did Daedalus make wings for himself and his son?
A. Teach his son to fly.
B. Be more like the gods.
C. Escape from the island of Crete.
____ 2. Why did Daedalus have fearful thoughts while watching Icarus fly?
A. He thought that Icarus would be too afraid.
B. He thought that the winds would be too strong.
C. He thought that Icarus would be too bold and careless.
____ 3. Why did Icarus fly higher and higher into the sky?
A. He wanted to impress the shepherds and plowmen.
B. He did not know how to control his wings.
C. He was obeying his fathers instructions.
____ 4. Daedalus first knew that his fears had come true when
A. He saw feathers floating from the sky.
B. He heard Icarus cry out to him.
C. He felt the heat of the sun.
____ 5. When Daedalus arrived safely in Sicily he
A. Buried his son.
B. Built a temple.
C. Made another pair of wings.
56
____ 6. Daedalus could not follow Icarus into the sky because
A. He was too heavy.
B. He was too cautious.
C. He was too slow.
Vocabulary
Choose the answer that best explains the meaning of each underlined word. Use the
sentence from the text to help you with defining the vocabulary word.
____ 7. A moderate amount of something is ________.
Sentence from text: Keep at a moderate height, for if you fly too low, the fog and spray
will clog your wings, and if you fly too high, the heat will melt the wax (p. 32 lines 4445).
A. Very generous.
B. Just enough.
C. Too little.
____ 8. What does prowess mean?
Sentence from text: As they flew across the land to test their prowess before setting
out across the dark wild sea . . . (p. 32 line 56).
A. Strength
B. Arrogance
C. Intelligence
____ 9. Something that is done in a frantic way is done
Sentence from text: He was bewitched by a sense of freedom and beat his wings
frantically so that they would carry him higher and higher to heaven itself (p. 33 lines
69-70).
A. Calmly.
B. Deliberately.
C. Quickly
____ 10. A sign that a person is experiencing anxiety might be
Sentence from text: Daedalus, crazed by anxiety, called back to him, Icarus! Icarus,
my son, where are you?( p. 33 lines 80-81).
A. An angry frown.
B. Sweaty palms.
57
C. A relaxed smile
Short Answer
Written Response
Answer the following questions based on your knowledge of the myth.
11. Using what you learned in class about theme. What is one theme from Flight of the
Icarus? What text evidence supports your idea? (Remember to use A.C.E. in writing
your response).
Summative Assessment --Vocabulary

Standard -- CCSS.ELA-LITERACY.RL.7.4
Learning Objective -- Students will recall vocabulary words from throughout the unit
and demonstrate understanding.
Rationale -- Throughout the lesson students have been working on vocabulary to
support comprehension of the text.
______________________________________________________________________
NAME: _____________________________CLASS: _______________DATE:_______

Collections 1: Bold Actions
Vocabulary Quiz
Vocabulary Match-Up
Directions -For questions 1-5 match the vocabulary word to its correct definition.
58
Vocabulary Word
Definition_______________________
1. _________ Moderate
A. Bothered
2. _________ Disturbed
B. A platform over water
3. _________ Pier
C. A long unbroken wave
4. _________ Swell
D. Quickly
5. _________ Frantic
E. When something is kept within a

certain limit.
Fill in the Blank

Directions -Using the word bank provided, use the correct vocabulary word to fill in the blanks.
Navigation
Strive
Submerge
Prowess
Persevered
1. Everyday I __________________ to be the best person I can be!

2. With great __________________ Hercules threw the rock.
3. The marathon runner ___________________ through the pain and won the race!
4. I have a _____________________ system on my cell phone.
5. The tiny boat was ________________(d) with water.
Short Response
Directions -Select one word from below and use it correctly in a sentence.
Porthole
Posthumously
Controversy
Deck
Terminal
Sentence:
______________________________________________________________________
______________________________________________________________________
59
Alternative Summative Assessment

Standard -- CCSS.ELA-LITERACY.RL.7.4
Learning Objective -- Students will recall vocabulary words from throughout the unit
and demonstrate understanding.
Rationale -- Throughout the lesson students have been working on vocabulary to
support comprehension of the text. This assessment would go with the Vocabulary
Shuffle. Students are given individual cards with either the vocabulary word or definition
and they have to find their partner. Students are strategically given the words to meet
their abilities. Students are up and moving and working with partners to find the
definitions of the word. The activity below is another form of getting the students to use
the word correctly and using it in conversation.
Collections 1: Bold Actions Critical Vocabulary P.O.S.

Directions: Listed below are the critical vocabulary from each collections text we have read.
Place a (checkmark) next to the correct Part of Speech that the word is categorized with.
Noun
Example:
Swell
Verb
Adjective
Adverb
Pronoun
Preposition
60
Deck
Porthole
Submerge
Navigation
Pier
Terminal
Disturbed
Qualifications
Posthumously
Pantheon
Preserved
Controversy
Cognitive
Moderate
Prowess
Frantic
Anxiety
Obscure
Indignantly
Obstinacy
Strive
Descendants
61

block
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
R.L.7.1
62

plot).
Students will identify/recall the elements of a story
through completion of the performance task.
Students can identify the elements of a story by
completion of a plot line
questions.
text at a beginning 9th grade level & answer
comprehension questions.
Students will use the text evidence to complete the
performance task -- completion of a choice project:
comic strip, story, or poster
Students will practice using and identifying the critical
vocabulary (from each selection)

life?

Instructional
Objective(s):
Assessment
Performance Tasks)

Students will practice using the critical vocabulary from
the text selections. Students will then
-Completion of myth close reading
-Vocabulary Shuffle (matching vocabulary word with
definition)
63
- Exit Slip
-Completion of performance task / end of unit task
Needs Represented

Student
Accommodations

for 90 minutes.
understanding.
events/transitions
64

clarify directions
understanding.
understanding.
Instructional
Procedures
(including specific
times)

7:35-7:50 Library/Silent Reading
8:00-8:15 Complete Greek Close Read & quiz
8:20-8:35 Vocabulary Shuffle
8:35-8:55 Performance Task
8:55--9:00 Self Rate Exit Slip/ Clean Up
9:00 End of Class
Introduction:
(including
motivational hook
where applicable)
Closure:
1.
2.
3.
4.
5.
6.
7.
Library/Silent Reading - (15 minutes)

Complete Greek Myth Close Read - (10-15 minutes)
Greek Myth Close Read Quiz -- (5-10 minutes)
Vocabulary Shuffle Activity -- (10-15 minutes)
Time to work on performance task (25-30 minutes)
Closure
Exit Slip. What I completed today with my performance
65
task. Rate my time/ work performance.

Academic Language
Language Demands
(see Handout)
Inferencing
Textual Evidence
Reading
Analyze
Define
Objective
Strategies
Close
Describe


definitions of vocabulary words and match the
vocabulary word to its definition.
Understanding Students will understand how the use
graphics can help in presenting story elements and
text evidence is important to support their claims.
reading strategies to the Greek Myth Close Read .
Creating Students will create a comic strip, plot line
poster, or short storybook
Curriculum (APA)
e.g.
Pearson.
Materials
Smartboard Lesson
Reading Logs
Language Review
Greek Myth Close Read Passages & aligned
questions
Vocabulary Shuffle words and definitions (critical
vocabulary)
Performance task Bold Actions Directions & Rubric
Chromebooks
Markers, Colored Pencils, Scissors, Glue, Poster
66
board
Notes
Performance Task
Standard -- CCSS.ELA.7.1 & CCSS.ELA.
Learning Objective -- Students will demonstrate their understanding of one of the two
texts read during the unit. Students will identify theme and elements of a short story.
Rationale -- Students are given the opportunity to show their understanding of the two
stories read in the unit. Students can create a poster or other visual display to show the
basic elements of the story. In addition to creating a visual -- students will label and
identify the theme.
____________________________________________________________________________
__
Plot Elements Projects

Choose one of the selected stories to evaluate. You will need to identify the elements of a short story.
The Flight of Icarus Collections Book, page 31
Arachne Close Reader, page 17
Directions
1. Create a poster or other visual display that shows the basic elements of story from the story you've
chosen.
2. This means you'll need to:
1. Identify the six points of the well-built plot for the story--find a short passage from the text to represent
each of the points
2. Describe/show the setting
3. Clearly state one of the storys themes (lesson or message)
67
3.
1.
2.
3.
1.
o
o
o
Display/communicate all your information creatively through a manner of your choosing.

Poster
Picture Book
Comic Strip
Requirements:
For quotes with plot line, must have page numbers for each line
The poster needs to have at least six points of visual creativity (pictures you draw, that you've found, etc.)
Each element should be explained, which means writing from you that shows you understand both 1)
what happened in the story and 2) what that literary element is.
2. Some tips for success:
o Redo the text of your own words
o Make sure the words dont crowd the art space
o Plan how your characters will look using some descriptions from the story
o Do a rough sketch before creating your final project.
Grading Rubric
Advanced (4)
Proficient (3)
Developing (2)
Limited (1)
Illustrations
Content
Conventions
Final Grade:
Portfolio Assessment
Using a portfolio assessment would allow the teacher to collect samples from the
students throughout the unit. In addition to collecting work, the portfolio would allow
students to do self assessments. The student would select the work that best
represents the student's mastery or proficiency of the outline standard. The portfolio
would include one item from each assessment and would demonstrate growth. Students
would reflect on their work and set goals for the next unit to help guide their learning
.
68
Rationale for teaching Accommodations, Adaptations, and Strategies

The learners present in the classroom benefit from similar accommodations,
adaptations, and strategies. For example, the students that are present in the classroom
are Specific Learning Disabilities in the area of reading. Students identified under this
label are below reading grade level. Although the students varying in their reading levels
-- they all benefit from the use of visuals to aide in comprehension, graphic organizers,
assignments chunked into smaller segments and the use of sentence starters. The
other learners present in the classroom are Autistic students. The Autistic students have
strong skill sets and benefit from fidget tools and redirects. However, students are also
provided with graphic organizers and sentence starters to help with organization. The
students also benefit from small group instruction and are grouped with strong peers.
Both teachers in the classroom rotate amongst the groups helping to guide the students
with the assessments and projects.
Cultural Classroom Strategies
There are many different types of learners presented in the classroom. The
cultural classroom strategies I have identified include -- pre-teaching new concepts and
vocabulary, provide visuals for understanding and support, as well as, providing lots of
review for assessments. I work in a diverse school. Working with administration and
ESL support we discuss at large strategies that are effective in the cultural classroom. I
strongly believe that the strategies I have identified are a part of best teaching practices.
Overall, all students benefit from visuals in the classroom. Not all students are auditory
learners. I also believe that all students benefit from pre-teaching new concepts and
having reviews before assessments. All students learn from repetitive instructions. If
69
students are exposed to the materials they will be assessed on over the whole length of
the unit -- they will have a higher success rate. Students that are English as a Second
Language Learner benefit from the visuals because the English vocabulary is
secondary to them.
Self Assessment
Overall, I believe this assignment confirmed my knowledge of of unit design. I am
a second year teacher at a school district that utilized the Understanding by Design
approach and using the backwards design. I have exposure with creating unit lessons.
Before designing this unit -- I firmly believe in have the learning goals in mind and
knowing how the students will show what they know. it has been my experience that it is
very easy to stray from the learning goal and create activities that may not align
appropriately.
Throughout the design of this unit -- I kept reflecting on how I can further
differentiate instruction and provide my students with more accommodations (where
needed). On the flip side, I recognize that sometimes I provide my students with too
many accommodations and foster learned helplessness at times. I need to remember
that rigor is good for my students. I am not helping my students by coddling them.
Therefore, I think it is important for me to analyze the appropriate
accommodations for students and to hold them to the same standards as the other
70
students in the classroom. It is acceptable for students to use a different path to learn
from as long as the outcome is the same and the students can demonstrate their
understanding of the concepts.

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1

Bold Actions 7th Grade Unit Lesson Plan

Therefore, instruction should be designed with a background approach in mind.

CCSS.ELA.Literacy.7.2. -- determine a theme or central idea of a text and analyze its

addition to developing appropriate essential questions, learning goals, instructional

Stage 1: Identify Desired Results

Essential Questions (E)

Students will understand that stories

Students will know (K)...

Students will be able to (S)..

there answers that are isolated.

Stage 2: Assessment Evidence

that faces a conflict.

Other Evidence (OE)

Stage 3: Learning Plan

Learning Activities (L)

Diagnostic Assessment (Pre-Assessment)

Directions Fill in the blanks with the correct term.

Bold Actions Lesson Plan 1

NAME: Tiffany Poritz

Grade level: 7 Total Time: 90 minute

Analyze how particular elements of a story or drama

What role do bold actions play in society and everyday

What bold actions are present in the texts we have

Students will review grammar and complete the 5

This class is a co-taught Language Arts class. There

Students are in a co-taught Language Arts class.

check for understanding throughout instruction

7:30-7:35 Attendance & Announcements

1. Silent Reading - (15 minutes)

Exit Slip. A question I have about close reading is?

Students will communicate positively through both

Remembering Students will be able to remember the

Collections Curriculum (Houghton Mifflin Harcourt)

Bold Actions Lesson Plan 2

Grade level: 7 Total Time: 90 minute

Students will identify the correct usage of grammar

What role do bold actions play in society and everyday

What bold actions are present in the texts we have

Students will review grammar and complete the 5

This class is a co-taught Language Arts class. There

males and 10 females. Of the 23 students, 7 have

Students are in a co-taught Language Arts class.

back for clarification

7:30-7:35 Attendance & Announcements

Silent Reading - (15 minutes)

Students will communicate positively through both

discussion, responding to questions asked when

Remembering Students will be able to remember the

Collections Curriculum (Houghton Mifflin Harcourt)

Close Reading Rubric

Shows a clear depth of

Basic annotations, could

Total Points: ______________/10

Bold Actions Lesson Plan 3

Grade level: 7 Total Time: 90 minute

What role do bold actions play in society and everyday

What bold actions are present in the texts we have

This class is a co-taught Language Arts class. There

Students are in a co-taught Language Arts class.

read aloud, repeat questions back to check for

7:30-7:35 Attendance & Announcements