Mercedes Holets, Agnes Mahwera, and Alexis Teitelbaum

Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: English, Mathematics, Art

Grade Level: 9th, 10th, 11th, and 12th Grade

1a. Brief Students will have the opportunity to read and watch clips of “Diary of a
description of the Wimpy Kid.” They will have the opportunity to compare and contrast, on
unit of study a Venn diagram, on the similarities and the differences between the
novel and the film.

Students will be able to incorporate art into their learning by creating

their own pictures of characters and scenarios from the novel. These
may be scenes directly from the book, or their own unique ideas.

Students will be able to add to and interpret a bar graph describing who
has read the book, seen the movie, both, or neither. Students will use
blocks as a unit system to create a bar graph.

In classroom, students will share in groups of two to three new skills they
gain from the book. This will help them to expand their knowledge and
understanding and learn from each other.

Students will create their own lemonade stand as Greg did in the novel.
In pairs or groups of three, they will use art materials to create their own
sign for the lemonade stand. Then they will determine how much they
should charge for their lemonade. Groups will sell their lemonade in the
school’s cafe.
1b. Grade level Standard - CC.1.2.9-10.A: Determine a central idea of a text and analyze
standard(s) to be its development over the course of the text, including how it emerges and is
addressed shaped and refined by specific details; provide an objective summary of the text.
in this unit of
study Standard - CC.1.2.9-10.E: Analyze in detail how an author’s ideas or
claims are developed and refined by particular sentences, paragraphs, or larger
portions of a text.

Standard - CC.1.2.11-12.A: Determine and analyze the relationship

between two or more central ideas of a text, including the development and
interaction of the central ideas; provide an objective summary of the text.

Standard - CC.1.2.11-12.D: Evaluate how an author’s point of view or

purpose shapes the content and style of a text.

Standard - CC.2.1.HS.F.3: Apply quantitative reasoning to choose and

Interpret units and scales in formulas, graphs and data displays.

Big Ideas:
 Effective readers use appropriate strategies to construct meaning
through text and clips
 Critical thinkers actively and skillfully interpret, analyze, evaluate,
and synthesize to be able to distinguish similarities and
differences between text and movie clips
 Data can be modeled and used to make inferences

2. Learning Targets

2a. Learning targets (concepts
and
competencies) for all students
Concepts:
 Use diverse media to
locate information
 Be able to read and
comprehend text
 To distinguish between
fiction and non-fiction
 Use a Venn Diagram to
compare and contrast two
different subject matters
 Use a bar graph to
interpret class-collected
data
2b. Prioritized learning targets (concepts and
competencies) for students with complex
instructional needs
Concepts:
 Being able to use sentence strips to compare and
contrast two different subject matters
 Be able to read and adapted text and be able to
read and comprehend it
 Be able to comprehend how a visual bar graph
represents data using large, foam blocks that are
easily handled
Competencies:
 To provide summaries of an adapted text
  Use art to present  Analyze how author’s claims are developed
individual interpretations of throughout adapted texts (paragraphs cut into
book characters smaller sections, visuals accompanying words,
 Classifying related etc.)
information and realize the  Analyze and interpret an adapted bar graph
author from characters  Use adapted writing tools to create a picture
presenting an interpretation of fictional characters
Competencies:
 Provide objective
summaries of the text and
videos
 Analyze how author’s
claims are developed
throughout texts
 Determine and analyze
the relationship between
two or more centralized
ideas of the text
 How the style of the text
reflects the point of view of
the author
 Describe how a graph can
be a representation of
data
 Create a visually pleasing
sign in order to draw
attention to a sale
 Handle exchange of a
product for money

2c. Key vocabulary for all 2d. Prioritized key vocabulary and ideas for students
students with complex instructional needs
 Fiction  Fiction- literature in the form of prose, especially
 Non-Fiction short stories and novels, that describes imaginary
 Objective summary events and people.
 Develope  Non-Fiction- prose writing that is based on facts, real
 Analyze events, and real people, such as biography or history.
 Central Ideas  Point of View- the narrator's position in relation to the
 Point of View story being told.
 Content  Style- element that describes the ways that the
 Style author uses words — the author's word choice,
 Bar graph sentence structure, figurative language, and
 Interpret sentence arrangement all work together to
 Author
establish mood, images, and meaning in the text.
 Characters
 Bar graph - a diagram where values are shown by
 Figurative language
the heights of rectangles
 Venn Diagram- a diagram that shows differences
and similarities between two or more items
  Words Wall- where key words will be posted or
new vocabularies to help students to understand
the reading.

3. Instructional Process

Instructional Instructional Materials, Assessment Barriers to Accommodations

Competencies Practices Resources, and Access and
Tools modifications

Introduce the Modeling Blank bar graph Observation Students with The teacher will
novel with the (teacher (labeled) and checklist to visual be able to
bar graph places the Large foam ensure that impairments verbalize the
activity block on the blocks students are may not be options for the
graph first) using the graph able to place student to
correctly the block choose.
correctly on The teacher will
the graph use a different
number of velcro
strips for each
option on the
graph so that
students with
visual
impairments can
identify which
option is which.

Introduce Errorless Response cards, Table/graph for Students with Delayed

vocabulary teaching flashcards with each student, physical response to give
terms with vocabulary words each word impairments the students
response and marked or fine motor extra time to
cards and/or accompanying correct/incorrect skill write on the
verbal pictures difficulties response card.
response may have Provide images
and trouble writing as visual clues
repetition of quickly on the
word enough on vocabulary cards
the response
cards
Compare and Small group “Diary of a Students with Subtitles on the
contrast discussion; Wimpy Kid” novel visual videos for all the
scenes from whole group (adapted book) impairments students to
the book and discussion and film clips will not be understand the
film following able to hear video.
the dialogue
in the film
clips

Venn Diagram Sentence Blank Venn Amount of Students with Hand over hand
to compare strips used Diagram correct answers visual can be used for
and contrast to complete Sentence strips on diagram impairments students who are
the book and diagram may not be visually impaired.
movie able to see
the Venn
Diagram
clearly
enough to
place labels
on it
independently

Sensory box Whole class Box containing: Students with Hand over hand
using discussion; Unsharpened visual with one on one
elements from box is pencils, leaves, impairments aides if students
the novel passed from apple, video may need need help
student to game controller, help reaching reaching into the
student paper into the box box
(crumpled),
notebook, sand

Using art to Independent Paper, crayons, Completion of Fine motor Pencil grips can
create work with markers,scissors, the project skill be placed on the
individual assistance construction difficulties art supplies and
scenes using as needed paper, and glue with markers, adapted scissors
characters crayons, and can be used.
from the novel other
materials

Create a Small group Paper/cardboard, Checklist for Fine motor Pencil grips can
lemonade work; markers, each aspect of skill be placed on the
stand to be teacher crayons, table, the project difficulties art supplies and
sold in the feedback lemonade with markers, adapted scissors
school cafe crayons, and can be used.
other Lemonade can
materials be pre-poured
into the cups for
students with
fine motor skill
difficulties.
4. Individualized Student Planning

Student Standards- Aligned IEP Student-specific IEP Individualized Student

Goals Goals Supports

A. Identify the main Verbalize negative Communication cards on a

characters of the novel emotions in an appropriate lanyard around his neck
with at least 50% way with at least 50% visualizing different emotions
accuracy. accuracy. (anger, fear, sadness, etc.)

B. Identity three similarities Enunciate words and One on one speech therapy
and differences between sentences so they are Extra time to complete their
the novel and movie with properly understood with at reading aloud
at least 60% accuracy. least 60% accuracy.

C. Identify the correct option Navigate around the One on one aid
on the bar graph with at classroom independently Support cane
least 75% accuracy. with the use of a support
cane with 70% accuracy.