Going Beyond What is Seen Name: Rachel Stacy

Unit Overview
Unit Goal: After completing the "Going Beyond What is Seen" unit, the student will be able to understand how even the things we don't see or
look past affect their learning and daily lives.
DAY #1 DAY #2 DAY #3 DAY #4
Objective After completing this After completing a short- After the student complete a After complete a solar system art
lesson, the students written response, student will group project, student will be project the students will be able to
will be able to be able to identify major spies able to compare how the place the eight different plants in our
determine the theme and their ways of system of 
 checks and solar system properly.
of Fly Away Home communication during the
balances affect the three
and provide Revolutionary War.
supporting textual branches of government. 

evidence.

Standards ISA: 5.RL.2.2 NCSS: PPE; IAS: 3.1.11 NCSS: PAG, IAS: 5.2.2.; IAS: Cr. 2.1.5a; 5.ESS.1
5.2.7., ISTE: 3.a (student); 6.a
(teacher)
Materials -Fly Away Home By. -Pre-made Lemon Ink White paper for mini posters Scissors
Eve Bunting -Students’ Chrome books
-Guess that Theme -YouTube videos supply baskets Black Paper
Game -A copy of the Culper code
-Theme matching book chrome books
White Paper
game -PowerPoint
-Theme vs. Main idea -Half sheets of white papers. printed out directions and
review cards Glue
sorting activity.
-Lined notebook
textbook White Tempera Paint
paper.
-Index cards for the
quick write. Paint Brushes

Colored Chalk Pastels

Round Stencils

Magnetic Planets

Expo Markers

YouTube Video
(https://www.youtube.com/watch?v
=ZHAqT4hXnMw) 


Management -Student will go to the Students will stay in their seats The students will be working The students will work in the table
back of the classroom and work in small groups in their desk groups but will groups and may come up to the
to lesson to the story. during the communication be able to get up and grab board to answer a question.
-Students will be in activity. supplies from the side of the
small groups and room when needed.
transitioning around
the room to work on
four different learning
stations
Anticipatory -Have students think As you watch what is an Go over the concept of limited While watching the video have
Set of their dream location interesting fact that you learned government and why the U.S. student think of one thing they
to live and have a few https://youtu.be/y3KCvMyazjU Government would want to learned from it and one thing they
students share with the Bring up how the video does create a limited government found confusing.
class. not talk about GW Spy Ring. system. Play “We are the Plants”
Ask students if an
airport would be their https://www.youtube.com/watch?v=
dream location and ZHAqT4hXnMw
then relate it back to
homeless people Have student discuss their responses
living in the airport. to the video.

Purpose “Today I am going to “Today we are going to learn Today we are going to learn Today we are going to learn about
read Fly Away Home about the Culper Spy Ring in about how the government
by Eve Bunting, while the Revolutionary War, and the limited the power of each the different planets that make up
I am reading, I want ways that spies would branch of government through our solar system and the way they
you all to thing about communicate with one and a system called checks and are arranged.
the theme or big idea other during the war.” balances.
in the story and try to
find evidence from the
text to back up your
idea.
Going Beyond What is Seen Name: Rachel Stacy
Lesson INPUT: Read Fly INPUT: Go other the Culper --- INPUT: Go over the roles of INPUT: Have students write down
Presentation Away Home by. Eve -Spy Ring and ask questions the three different branches of the new key vocabulary terms that
Bunting along the presentation to keep government. Then talk about are related to the solar system.
-Ask students students engaged. how the limited government Solar System: the collection of eight
questions in a grand -Have student crack the Culper created a system called checks planets and their moons in orbit
conversation that Spy Codes in the PowerPoint. and balances. around the sun, together with
become more direct to Checks and Balances: is used smaller bodies in the form of
the theme in the story. OUTPUT: to prevent one branch of asteroids, meteorites, and comets.
-Tell the class what -Students will create their own government from getting too Go over the name of the eight
the big idea/ theme is Culper Code Secrete message powerful. This system allows planets in our solar system. Make
with in a story. to shard with a peer who will each branch to have sure all planets are named. Then go
Stations then try to solve it. restrictions on each other. over the distance of the planets to
-four stations doubles -Students will create a message Provide an example of checks the sun.
in the front and back in invisible ink (lemon juice) and balances. OUTPUT: Have students create a
of the classroom. and then take home their picture of our solar system and the
-Theme matching message to watch it reappear OUTPUT: Students will work planets in relation to the sun.
game. Students need when held over a heat source. in small groups to create a
to match the correct google slide, google drawling,
theme with its or a mini poster that shows the
definition. checks and balances each
-Message in a bottle. branch of government has and
Write a letter in the how it limits the balance of
boys point of view and the other branches. Walk
incorporate the theme around the classroom while
in it. the students were working.
-Main Idea vs. Theme
sorting activity.
Student will work
together to identify the
difference from main
idea and theme.
-Guess the Theme.
Draw an theme from a
jar and create a phrase
or words that best
descried the theme.
Closure or A quick write over a Students will respond to a Groups will share one Students will share their art work
Conclusion theme from the story question posted in their Google interesting fact they found with their table group and my share
and textual support for Classroom about which spy about the checks and balances with the class if wanting to.
the story. talked about did the student from one of the branches of
find to be most important and government.
which form of communication
was most important.
Formative -Observe students Ask questions throughout the Walk around and help Walk around and help students work
Assessment working in their small lesson students work on their project on their project when needed and
group. when needed and provide provide support..
-Grand conversation observing student complete the support.
to verify or deny two different ways of spy
student understanding communication and being able
of theme. to debunk them.

observe the students' exit ticket

answers and identify any
miscommunications.


Adaptations See Lesson Plan: See Lesson plan: See Lesson plan: See Lesson plan:
Remediation: Check Remediation: Students in Remediation: Students in Remediation: Student can repeat
in on S, L, and B small groups and able to repeat small groups are able to repeat instructions to each other as needed.
because they can instructions to other if needed, instructions to other if needed. EXNEEDS: Have L work with K on
become overwhelmed walk around the classroom to EXNEEDS: Provide handouts cutting out the shapes due to his fine
and may cause provide support to students. to students. motor delay. Provide L and N with
behavior issues. EXNEEDS: Provide a hard ELL: N/A larger text to support their vision
EXNEEDS: N/A copy of code book for L.D Enrich: Have students look impairment.
ELL: N/A ELL: N/A up real world examples of ELL: N/A
Enrich: Have student Enrich: Students can share checks and balances. Enrich: If students finish the project
think of the major their secret messages with early they can add on labels to the
themes they find in peers in their class. planets and their exact distance to
book they are reading. the sun.
Summative I will collect the Students will be turning in Students will turn in group project
Assessment students' quick writes their group projects either in for me to look over and check for
(as needed) to see what students google classroom or by hand any misconceptions or missing links.
understand the theme depending on their type of
and what student may project. I will then look at the
need additional content and creativity of their
support project to determine a proper
grade for this project.