Uncover Who You Are
Unit Overview
Goal: Students will gain a deeper understanding of their self-worth through a various lesson and activities.
DAY #1 Read Aloud 1
(45 minutes)
Objective -The students will cite textual
evidence in The Name Jar by
Yangsook Choi to support analysis
of what the text says.
-The students will compare the
experiences the character from The
Name Jar by Yangsook Choi to his
or her own life.
Standards IAS: 6.RL.2.1
Materials The Name Jar by Yangsook Choi,
Small slips of paper, Jar, White
printer paper,
Lined paper, Coloring utensils,
Sticky notes, Doc-Camera
Management
Anticipatory Students will be given a sticky note
Set as they enter the classroom. Using a
personal example, I will tell the
students something that I did not
like about myself when I was in
sixth grade. On the sticky note,
students will write one thing that
they do not like about themselves
and post it on the board. My
example will also be written on a
sticky note for the board. No names
will be on the notes.
Purpose “I am going to read to you the story
The Name Jar by Yangsook Choi. I
want you to observe the main
character and write down
characteristics traits you observe
about her.”
Lesson INPUT:
Presentation
Using the Doc-Camera, I will read
The Name Jar to the students. As I
read the story, students will write a
character quality they observe on a
sheet of paper. When the story is
finished, a series of questions will
be asked for students to discuss
with their table groups.
OUTPUT:
Students will be divided into four
groups for stations. With time,
students will complete one station,
and finish the three stations on the
following day.
-Station 1: Using their name,
students will create an acronym and
write one sentence explaining why
that describes them.
-Station 2: Using the characters
from the Name Jar, students will
create an acronym and find textual
evidence to support each word used.
-Station 3: Using a jar, the character
qualities students wrote during the
reading, will be placed in this jar.
As a group, they will complete a
worksheet to find textual evidence
from a character quality drawn from
the jar.
-Station 4: Students will complete a
poem, song, or wrap that will help
them remember what textual
evidence is and how to remember it.
Closure or On a small sheet of paper, students
Conclusion will write one item they learned,
one question they have, and one
take-away from the reading.
Formative The students will find textual
Assessment evidence to create an acronym for
Unhei, from The Name Jar.
Name: Angela Overmyer
DAY #2 Read Aloud 2
(45 minutes)
-The students will cite textual evidence
in The Name Jar by Yangsook Choi to
support analysis of what the text says.
-The students will compare the
experiences the character from The
Name Jar by Yangsook Choi to his or
her own life.
IAS: 6.RL.2.1
The Name Jar by Yangsook Choi,
Small slips of paper, Jar, White printer
paper,
Lined paper, Coloring utensils, Sticky
notes, Doc-Camera
The following link is a motivational
YouTube video from Kids President.
At the conclusion of the video, students
will talk with their table group to
answer the following question: what
helps motivate you?
https://www.youtube.com/watch?v=l-
gQLqv9f4o
“Today we are going to continue our
groups from yesterday to find textual
evidence from the story while
uncovering evidence that describes
your life.”
INPUT:
Using the exit slip from the previous
day, the questions from the students
will be answered. Then, using the Doc-
Camera, I will flip through pictures
from The Name Jar and point of main
events from the story, to help students
remember what happened in the story.
OUTPUT:
Students will be divided into the same
four groups, from the previous day, for
the three remainder stations.
-Station 1: Using their name, students
will create an acronym and write one
sentence explaining why that describes
them.
-Station 2: Using the characters from
the Name Jar, students will create an
acronym and find textual evidence to
support each word used.
-Station 3: Using a jar, the character
qualities students wrote during the
reading, will be placed in this jar. As a
group, they will complete a worksheet
to find textual evidence from a
character quality drawn from the jar.
-Station 4: Students will complete a
poem, song, or wrap that will help
them remember what textual evidence
is and how to remember it.
The sticky notes from the anticipatory
set from day one, will still be on the
board. Students will use another sticky
note to write why they should be proud
of who they are. They will then cover a
note from the previous day.
The students will find textual evidence
to create an acronym for Unhei, from
The Name Jar.
DAY #3 S.S. Direct Instruction
(45 minutes)
-Given internet resources, students will
research either Mayan, Incan, or Aztec
artifacts.
-Students, thinking about their own
lives, will identify personal “artifacts”
and analyze the potential for it to be
influential in the future.
NCSS: CTCC; IAS: 6.1.1; ISTE: EL
Chromebooks, DocCamera, Timeline,
Maps, Paper, Markers/Crayons,
Artifacts: piano book, chapter book, cell
phone, picture of dorm, picture of
family, item of food
.
A box will be placed in the front of the
classroom. Inside the box will be
artifacts to describe my life; piano
book, novel, food item, cell phone,
family picture, and dorm room photo.
Every item will be pulled out and shown
to students using the Doc-Camera. This
will lead into a lesson about artifacts
and how they represent someone's life
and community.
“Today we are going to talk about the
Mayas, Incas, and Aztecs and the
artifacts that they left behind for us to
find.”
INPUT:
Direct instruction will be given
about artifacts and how
archaeologists have uncovered
some from the Mayans, Incas, and
Aztecs. Students will be shown the
importance of artifacts and how we
have learned from these artifacts in
modern society.
OUTPUT:
In groups of three, students will work
with a partner to uncover an artifact
from their given Indian tribe. Using an
educational website, they will answer
questions and create a way to inform
the class about their given artifact.
Once the artifacts are complete,
students will present their work. If time
is short, then the teacher will present
the artifacts to the class.
Students will brain storm artifacts that
they would leave behind to show who
they are or that could make a
difference to the world.
Under check for understanding,
questions are listed that will be asked
and the artifact they create will be
checked. When asking questions, I will
be looking to see if students are
understanding what an artifact is and
the importance of it. Lastly, the artifacts
they create with their partner and the
DAY #4 S.S. Dynamic Instruction
(45 minutes)
Students will identify the contributions of
Lorenzo Ghiberti’s artwork during the
Medieval period and how it affected art in
the Renaissance period.
NCSS: PPE; IAS 6.1.8
Paper towel, Bag for every group, Box for
every table (5), Pencils, Clay, Paper
Students will be shown a slideshow of
pictures of art supplies. Every picture will
be zoomed in and students will talk as a
table to make an educated guess on what
the picture is.
“Today, we are learning about Lorenzo
Ghiberti and how his art impacted the
Medieval period and then how it continues
into the Renaissance.”
INPUT:
Using a PowerPoint slide, a description will
be given about the life of Lorenzo Ghiberti.
The focus will be on his art work. Lorenzo
Ghiberti added depth to his sculptures that
influenced art as time moved into the
Renaissance. A second focus will inform
students that Lorenzo Ghiberti’s art
represented the beliefs from the church.
OUTPUT:
Students will use clay to create a sculpture
that represents something from their life
that is important or describes who they
are. The sculptures are required to have
depth added to represent the form of art
that Lorenzo Ghiberti began during the
Medieval Ages.
On a piece of paper, students will write
why Lorenzo Ghiberti’s art was important
and how it affected art in the Renaissance.
Then, students will write what their
sculpture was and why it represents
something of value from their lives.
On an exit slip, students will write
why/how Lorenzo Ghiberti’s art affected
art during Renaissance and how their
sculpture represented their life.
Uncover Who You Are
Adaptations -The responses students give to the
book give them an opportunity to
respond to the book at their
appropriate developmental level.
-If there are any struggling readers,
listening to the story and working in
groups will help them.
-Appropriate modifications will be
made for the students who have
specific IEP goals.
Summative N/A
Assessment
(as needed)
Name: Angela Overmyer
-If there are any struggling readers,
listening to the story and working in
groups will help them.
-Appropriate modifications will be
made for the students who have
specific IEP goals.
N/A
list of artifacts from the closure will be
turned into the teacher.
Remediation: N/A
Enrichment: N/A
ELL: N/A
Exceptional Needs: Periods 2 and 4
have a paraprofessional in the
classroom. They will be informed of the
activity and asked to help students
during the activity. Students may need
help with further clarification, reading,
and thinking of a creative idea to show
their artifact. All students can complete
this activity without any
accommodations, except for the help of
a paraprofessional.
N/A
Remediation – not applicable
Enrichment – not applicable
ELL – not applicable
Exceptional Needs- Students will IEPs
have paraprofessional in the
classroom. The paraprofessional will
be informed on what is expected
during independent practice so that
they can help the students. Students
may need precorrection or further
explanation for activities.
N/A