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Bianca Galindo
October 2, 2018
ENG 482

Feeding Your Monsters: A Unit Plan on Motivation Using Eliza and Her Monsters as the
Dominant Text

Grade: 8th Grade

Approximate Period Time: 45 minutes

Novel: Eliza and Her Monsters by Francesca Zappia

Theme of the Unit: Motivation

Defining Quote: “But motivation doesn’t come from nowhere. Like any good monster,
you have to feed it.” (Zappia, 2017, 375)

Monday Tuesday Wednesday Thursday Friday

Introduction: Why We Read Why We Read How we can Intro to Eliza
Anticipation (Part 1) (Part 1) read: Critical and Her
Guided Activity Approaches to Monsters and
(True or False) Harold Bloom: John Green: Literature Francesca
“Why Read?” How and Why -Formalist Zappia:
“I Will Fight We Read: -Biographical Anticipation
You For the Crash Course -Psychological Guide and
Library” English -Historical Class
performed by Literature #1 -Gender Predictions
Taylor Mali -Mythical
-Reader- Mini-Lesson:
Comprehension Response Deconstruction,
Discussion: -Deconstruction Reader
What is Response, and
Motivation HW: Write two Biographical
separate Critical
Intro to the arguments (tow Reading
Course Texts: paragraphs
Novels, each) on what
Graphic type of reading
Novels, and Harold Bloom
Poetry and John Green
advocate most.
Exit-Reflection: Due Monday.
At this point in
time, which
medium of
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writing that was

viewed in class
is the most
appealing to
you as a writer?

Eliza and Her Eliza and Her Eliza and Her Stephen King: What is
Monsters Monsters Monsters “What Writing description?
(Chapters (Chapters 3-5) (Chapters 5-7) Is” How can I write
Prologue to 3) descriptively?
Mini-Lesson on Lesson on Plot: Introduction to
Introduction to Formalist and Plotting the the Unit -Quick-Write
Vocabulary of Historical events of Project: Team Marathon Part
the Unit, Create Critical popular media Eliza or Team 1: ASMR
Cards Analysis: How Wallace Worlds
it Can Relate to (Gryffindor and
Mini-Lesson on Eliza and Her HW: Decide Slytherin)
Digital Monsters whether you
Citizenship and want to be on Eliza and Her
the History of Team Eliza and Monsters
Online Fandom create a comic (Chapters 7-10)
or Team
Wallace and
create a form of
fiction or
poetry
Eliza and Her Eliza and Her Eliza and Her Writing Lesson: -Quick-Write
Monsters Monsters Monsters Types of Marathon Part
(Chapters 10- (Chapters 13- (Chapters 19- Conflict 2: ASMR
13) 16) 21) Worlds
Reading: How (Hufflepuff and
Comparing and Vocabulary What is Code to identify Ravenclaw)
Contrasting Pretest Switching? structural
(Venn How does the choses of One-on-One
Diagram) on Peer Group purpose of your poetry Writing
the demands of Cementing Plot conversation Conferences
writing either a Outlines and/or HW: Read with
comic, fiction relationship Emily instructor/In-
text, or affect how you Dickinson Class work on
collection of choose to Poems “I project
poetry present Stepped from
yourself? Plank by
Peer Group Plank”, “To be
Brainstorming HW: Write a alive is power”,
Ideas half-page and “We never
reflection on know how high
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your own we are”.

relationship Practice
with code identifying
switching. How structural
does it affect elements and
how you one possible
interact theme for each
depending on poem.
the situation?
Eliza and Her Eliza and Her Eliza and Her Eliza and Her 2nd Round of
Monsters Monsters Monsters Monsters Conferences
(Chapters 21- (Chapters 24- (Chapters 29- (Chapters 32- with instructor/
24) 29) 32) 38) Peer Review of
Product Drafts
Stephen King Stephen King Christopher HW: Write two
“Toolbox” Part “Toolbox” Part Marlowe’s reflection
1 (pg. 111-129) 2 (pg. 129-137) Faust, Eliza paragraphs each
and Her exploring how
HW: Reflect in HW: Reflect in Monsters, and the themes of
one paragraph one paragraph Mythological nature and
on your on your Criticism: A identity are
relationships relationships Guide to Faust formed in Eliza
with the writing with the writing and its and Her
tools Stephen tools Stephen Relationship Monsters at this
King talked King talked with the Novel point in the
about in today’s about in today’s reading.
section section
Eliza and Her Eliza and Her Intro to In Real In Real Life In Real Life
Monsters Monsters Life (pg. 47-117) (pg. 117-175)
(Chapters 38- (Chapters 43-
43) Epilogue) In Real Life Class Continuation of
(Introduction to Discussion on Class
Lesson: Eliza Vocabulary pg. 47) Gender Critical Discussion on
and Her Test Reading: Eliza Gender Critical
Monsters and and Her Reading: Eliza
Mental Health: Monsters and In and Her
Psychological Real Life Monsters and In
Critical Real Life
Analysis HW: The
Princess Saves Class Review
Herself in This on questions for
One by the Unit Test
Amanda
Lovelace.
Students will be
asked to write a
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reflection on
how they could
apply Gender
Criticism to
their poem.

Unit Test: Presentations of Presentations of Presentations of Closing:

Comprehension Your Product Your Product Your Product
questions on Part 1 Part 2 Part 3 Reflective
the readings, Motivational
types of critical posters: each
approaches, and student will
themes chose one of
discussion in the texts or
class characters
explored in the
unit and create
standard paper-
sized posters on
how they
connected with
the perceived
philosophy on
motivation and
decision
making with a
personal
example.
Volunteers to
present will
gain extra
credit.
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Opening Lesson – Survey of Motivation and Introduction to the Material

Teachers: Bianca Galindo Subject: ELA, 8th Grade

Standards:

 Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
(8.RL.2)
 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8.SL.3)
 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a.
Interpret figures of speech (e.g. verbal irony, puns) in context. (8.L.5)

Objectives (Explicit):
 Students will present a pre-solidified philosophy on what it means to be motivated to move past hard
internal and external problems affecting their lives.
 Students will interpret the message and how the author uses his language in “I Will Fight You For the
Library” to display what motivates his actions and his reasoning.

Evidence of Mastery (Measurable):

Evidence of Mastery will be the new journal entry revisiting their answer from the beginning of the class’s
bellwork with the purpose of expanding on their original answer to see the forest of what made them come to
class instead of the trees, so to speak. If they were shown to make an effort to connect their starting answer to
another line of reasoning, it will gain full participation points, at approximately 10 points.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will ask themselves to construct a paragraph-length answer to the partial statement, “I chose to
come to class today, because…”
 Students will be able to reflect on their previous ideas on what motivated them to come to class and build
upon that idea or refute it with an additional paragraph.
Key vocabulary: Materials/Technology Resources to be Used:

 Motivation  “I Will Fight You For the Library” performed

 Decision by Taylor Mali
 Reasoning (https://www.youtube.com/watch?v=2qXgPfM
 Irony GG8E&t=201s )

Opening (state objectives, connect to previous learning, and make relevant to real life)

Students will be asked to write in their journals the question of “What made you come to class today?”. The class
will share for a 4-5 minute period.
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Teacher Will: Student Will:

 Present a series of statements with the
options True or Untrue.
o Example: When I only have one
day left to finish an assignment, I
am motivated by the pressure to
still try and complete it by the due
time.
Instructional Input
 Students will stand on one side of the
room if the current statement being
presented is true to them, or they will
stand on the opposite side of the room
if it is not true to them.

 Students will be asked to stand on one

side of the room if they believe the
statement is true to them, or the other
side of the room if it is not.
Co-Teaching Strategy/Differentiation

Students with certain physical disabilities that disable them from standing or moving around the room too
much will be give either a flag prop or will use their hands in the vain of turn signals to point to which
side of the room they affiliate with. The instructor will give extra time for students who struggle with
speech or synthesizing ideas in general or from a disability, by calling on them to let them know they are
required to answer, but move on and come back to them before moving on.
For beginning and Low Intermediate ELL students who may find the phrasing confusing, the instructor
will follow up the survey statement with a simplified version of it, as to not draw attention for the need to
be more direct or explicit.
Teacher Will: Student Will:

 Play “I Will Fight You For the Library”
performed by Taylor Mali
 Specify that students should be examining
Guided Practice
 Be asked to take notes on the conflict of
the poem, and what makes the author strive
to overcome that problem. They will also
be asked possible ways the craft of the

the poem for the conflict, what makes the

author want to overcome it, and how the poem it was written helps propel the
craft influences this understanding presentation of that conflict
 Present their findings in a class discussion
Co-Teaching Strategy/Differentiation

Students with certain hearing disabilities will be given a script of the video, complete with exaggerated
capitalization and punctuation so that they can experience the animated emoting of the speaker.
If there is a ten percent of greater of student who are of ELL status, have a writing disability, traumatic
brain injury, or hearing disability, the instructor will convert the lesson from having students take their
own notes to passing out a guided notes worksheet that will organize the requirements of the assignment.
Teacher Will: Student Will:
Independent

 
Practice

Instruct the students to pull out their
beginning journal entry
 Instruct the students to take their original
answer and expand on the direct and indirect
reasons that motivated the original reason as
Revisit their journal entry from the
beginning of class and expand on the
bigger picture of what made them come to
class. An example: the original entry stated
they came because their parents made
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to why they chose to come to school today.
 Conference with students in need of
assistance, are ELL, or special needs to make
sure that they are on track with the objective
of the activity.
them, but now they must explore what
makes them concede what their parents
want, or why their parents want them to
come.

Co-Teaching Strategy/Differentiation

Students with writing disabilities, ADHD or ADD, or disability otherwise noted to conflict with the
ability to write of reflect will be asked to orally answer the question from the journal entry to the
instructor and explain their reflection and new ideas to add to the prompt.
ELL students of beginning and low proficiency will be given the option to turn in the assignment as
homework the next day or after school, as it is important they fulfill the writing requirements if possible
as well as have adequate space to justify their reflection.
Closing/Student Reflection/Real-life connections:

The instructor will talk about the objectives of the unit. Students will be warned that the class explores not just the
theme of motivation and how it relates to them, but where they can identify it in various forms of writing that they
can adapt to themselves in order to present their own ideas. They will further explore different writings with the
purpose of expanding their options and reasons as writers and readers.
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Lesson – Eliza and Her Monsters (Chapters 10-13) and the Demands of Writing
Mediums Venn Diagram

Teachers: Bianca Galindo Subject: ELA, 8th Grade

Standards:
 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea. (8.RI.7)

Objectives (Explicit):
 Students will be able to chart the different demands in terms of structure, literary element usage, and
presentation in writing a written text, comic, and poem using a Venn diagram.
Evidence of Mastery (Measurable):

Evidence of Mastery will be the reflection journal entry where the students will give their personal preference to
what medium they believe they are strongest with as a writer. This will be graded on whether or not they met the
paragraph requirement for completion.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will be able to identify and create a three-circle Venn diagram.
 Students will be able to identify a graphic novel by its characteristics.
 Students will be able to identify a novel by its characteristics.
 Students will be able to identify a poem by its characteristics.
Key vocabulary: Materials/Technology Resources to be Used:

 Venn Diagram  Whiteboard and Markers

 Short Stories
 Novels
 Poetry
 Graphic Novel

Opening (state objectives, connect to previous learning, and make relevant to real life)

Students will open their class notebook and build a three-circle Venn Diagram. The teacher will explain how they
have examined written texts, graphic novels, and poetry as reader, but today, they will be examining these
mediums as writers.
Teacher Will: Student Will:
Instructional Input

 Review with the class the purpose of the
Venn Diagrams
 Review what was previously learned about
how to read written texts, graphic novels,
and poetry
Co-Teaching Strategy/Differentiation
 Participate in review on the purpose of
Venn diagrams
 Participate in reviewing what was
previously learned about how to read
written texts, graphic novels, and poetry
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Teacher Will: Student Will:

 Call students to the board, where they will
contribute one idea to the Venn Diagram
 Prompt students to explain why they feel
their idea is valid in the class question,
“What are the demands of writers of written
Guided Practice
 Participate in entering one idea onto the
Venn Diagram
 Students note writing on the board will be
copying the master Venn Diagram on the
whiteboard in their notebooks

texts, graphic novels, and poetry?”

Co-Teaching Strategy/Differentiation

If there is a eight percent population of students with certain writing disabilities that impair certain motor
functions to create circle or have a certain mental disability that causes them to either focus on perfection
or not focus for long acts of precision, the instructor will change the materials to include premade copies
of a three-pong Venn diagram.
While full sentences are preferred, ELL students who may have trouble doing that in time with the class
will be allowed to write in bullet points, as long as they still display documentation of the content.
If there is a ten percent of students who are ELL in writing, or students with observed behavior to shy
away from whole group participation, the instructor will adapt the lesson to either use a poll, mentimeter,
or individual whiteboards to have students contribute either anonymously or at the same time without
needing to come up in front of the class.
Teacher Will: Student Will:

 Pass out sections of Eliza and her Monsters,
In Real Life, and “The Road Not Taken”.
There will be a different section for each
group (assuming the class setup is groups)
Independent Practice
 Test their inferences on the author’s choses
of writing in the medium of the their
group’s section by writing a group
argument on how the author uses their

 Instruct students to discuss and create an
argument that either confirms or denies the
ideas the class constructed in the Venn
diagram with and prepare to present their
findings with the whole class.
Co-Teaching Strategy/Differentiation
craft to create the final product. Example:
Zappia alludes to romantic poetics in their
passage to represent a contrast to Eliza’s
emersion in a completely digital culture.
 Designate a speaker to present their finding
to the whole class.

Students here will be working in groups, any student who has a writing disability, is ELL, or otherwise
unable to properly write out an answer, must contribute verbally to the discussion. If there is a student
with a speaking disability, they must be a participant to one key point in the discussion, and may or may
not be the student who writes the group answers.
Closing/Student Reflection/Real-life connections:

Students will write a reflection journal entry where they discuss on which of the three mediums focus on in the
Venn Diagram they believe they gravitate more towards as a writer. How does this knowledge affect any ideas
you may be having about your narrative unit project?
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*Mini-Lesson – Eliza and Her Monsters, In Real Life, and Gender Issues as a
Motivator to Achieve

Teachers: Bianca Galindo Subject: ELA, 8th Grade

Standards:
 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea. (8.RI.7)
 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style. (8.RI.5)
 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text. (8.RI.1)

Objectives (Explicit):
 Students will be able respect the feelings, opinions, and autonomy of their peers when discussing
controversial topics.
 Students will be able to define what it means to read a text through the lens of Gender Criticism.
 Students will be able to compare and contrast how In Real Life and Eliza and Her Monsters approach
topics and themes related to Gender Criticism with a group poster resembling a T-Chart accompanies with
visual imagery.

Evidence of Mastery (Measurable):

Evidence of Mastery will be the final product of the groups where they will create a poster showing a T-Chart
comparing and contrasting the similarities and differences that In Real Life and Eliza and Her Monsters can be
read using Gender Criticism. They will be graded on a 1-5 point scale (5 being the high score) per three
categories: whether they use textual reasoning, visual interpretations, and at least three points per side of the T-
Chart with relevant evidence to how Gender Criticism a be applied to the text.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will be able to define the branches of gender criticism, expanding beyond feminism to at least
one other branch.
 Students will be able to construct a T-Chart.
 Students will be able to identify two themes for two texts.
Key vocabulary: Materials/Technology Resources to be Used:

 Gender Criticism  Poster Paper

 Graphic Novel  Markers
 Novel  PowerPoint
 In Real Life by Cory Doctorow and Jen
Wang
 Eliza and Her Monsters by Francesca
Zappia
 Selected poems from The Princess Saves
Herself in This One by Amanda Lovelace
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Opening (state objectives, connect to previous learning, and make relevant to real life)

In the students writing journals, students will be asked to reconfirm their understanding of the classroom rules to
respect the individual and to respect differing opinions. The instructor will address the class confirming what
their understanding should be and the expectations of their behavior as peers.

Teacher Will: Student Will:

 Instructor will present a lecture on the basic  Participate in taking notes in Gender
definition of Gender Criticism Criticism.
Instructional Input

 Instructor will emphasis that feminist theory

is a valuable branch in Gender Criticism, but
that there is also branches that explore
masculinity, nature as a metaphorical gender,
etc.
Co-Teaching Strategy/Differentiation

Students with ADHD or ADD, is a beginning ELL, a writing disability, or a hearing disability that affect
the students’ ability to follow in the lecture will be give guided notes to ensure they can have information
of the key concepts of the lecture.
Teacher Will: Student Will:

 Monitor student responses through PearDeck on  In a practice through PearDeck, students will
their practice interpreting passages with Gender be asked to write responses applying their
Guided Practice

Criticism, and give feedback on where their understanding of Gender Criticism to selected
understanding might be flawed, underdeveloped, passages from Eliza and Her Monster and In
on the right track, or even inappropriate. Real Life.
Co-Teaching Strategy/Differentiation

Students who have a physical ability that affects the students’ ability to type can be given aid through
technology that uses the cursor ability instead of typing. If that is insufficient, they may submit their
answers orally by talking and working with a partner. At that point, the instructor will adapt the lesson to
make the whole activity partner-based for collaboration.
Teacher Will: Student Will:
Independent Practice

 Pass out poster paper and markers per group
 Instruct the students to create a T-Chart
examining the similarities and differences in
In Real Life and Eliza and Her Monsters
when read using Gender Criticism,
specifying that visual imagery and textual
reason should be included in the final
product.
 Create a T-Chart poster in their groups
comparing and contrasting the similarities
and differences in In Real Life and Eliza
and Her Monsters when read using Gender
Criticism
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Co-Teaching Strategy/Differentiation

Students will be working in collaborative groups of mixed abilities. Any student that does not have the
ability to write due to a disability is required to contribute through oral input of information for group
participation.
Closing/Student Reflection/Real-life connections:

Students will individually write an exit-ticket explaining their rational for either agreeing or disagreeing with
Zappia, and Doctorow and Wang’s found message when applying Gender Criticism.
Students will be given a section of The Princess Saves Herself in This One by Amanda Lovelace. They will be
asked to write a reflection on how they could apply Gender Criticism to their poem.
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Lesson – Descriptive Writing Practice 1 (Harry Potter Ed.)

Teachers: Bianca Galindo Subject: ELA, 8th Grade

Standards:
 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (8.SL.2)
 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade‐ specific expectations for writing types are defined in standards 1–3
above.) (8.W.4)

Objectives (Explicit):
 Students will be able to create a half-page listing of descriptors for a specified setting depending on
sensory details in full sentences.
 Students will be able to create a two 5-sentence paragraphs describing/showing their audience the setting
of Hogwarts House common rooms using the corresponding ASMR video as a base point for sensory
immersion.

Evidence of Mastery (Measurable):

Evidence of Mastery will be their paragraph or diagram either interpreting or deconstructing paragraphs 1-3 of
chapter 3 of Eliza and Her Monsters. It will be graded on a checklist format. If the student chose to do the
paragraph, they must have at least one paragraph explaining what details help support the message of the passage.
If they chose the graph, they must have clearly outlined five features that help support the message of the passage.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will be able to describe the key term setting.
 Students will be able to use their sense of sight and hearing primarily, with the option of smell, taste, and
touch, to describe a setting.
Key vocabulary: Materials/Technology Resources to be Used:

 Description  “Harry Potter ASMR - Slytherin Common

 Setting Room - POV HD ambient sound white noise -
 Figurative Language Cinemagraphs”,
 Sensory Detail https://www.youtube.com/watch?v=wIOc_6Q
Z3AI
 “Harry Potter ASMR - Gryffindor Common
Room - Ambient sound white noise (rain, fire
place etc) – HD”,
https://www.youtube.com/watch?v=ELNbciT5
tYk&index=2&list=PLjFwUFnGRUqN9pIvC
q6TS1FMaJNxX0KEv&t=0s

Opening (state objectives, connect to previous learning, and make relevant to real life)
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Students will be encouraged to take their table whiteboards and write their Hogwarts house collaged together on
their table whiteboard. They can draw pictures and write traits of their house while they wait for all the tables to
have their chance. The teacher will then have each table present the majority house of the table.

Teacher Will: Student Will:

Instructional Input

 Lecture on description and sensory details  Participate in the class discussion on what
 Discuss with class on what counts as a part details count as sensory details
of sensory details
Co-Teaching Strategy/Differentiation

Students with ADHD, ADD, writing disabilities, or are ELL, will be given guided notes for the lecture.
Teacher Will: Student Will:

 Explain the upcoming free write activity.
Students must freewrite documenting the
sensory details they
 Play the Gryffindor Common Room ASMR
video for approximately 5 to 8 minutes.
Guided Practice
 Participate in the freewrite activity where
they will be asked to continuously write
about the sensory detail found in the
Gryffindor Common Room ASMR video
 Participate in the freewrite activity where

 Play the Slytherin Common Room ASMR they will be asked to continuously write
video for approximately 5 to 8 minutes. about the sensory detail found in the
Slytherin Common Room ASMR video

Co-Teaching Strategy/Differentiation

Students with any disability that affects their ability to write in a rushed manner will be allowed to write
in bullet points for the class period, but must have the half-page of full-sentence description completed
within two days of the assignment.
Students with a physical disability that weakens their sight or hearing will be allowed to either have the
video more close to them with a laptop and headphones. If their hearing or sight is impaired, they will be
allowed to write a quarter of a page based on what they can intake sensually.
Teacher Will: Student Will:

 Read aloud paragraphs 1-3 of chapter 3 of  Looking at paragraphs 1-3 in chapter 3 of

Independent Practice

Eliza and Her Monsters
 Give instructions on the student’s options to
either interpret the passages clues in a
paragraph, or deconstruct them in an
appropriate graphic organizer
Eliza and Her Monsters, students will
create either a diagram or paragraph
outlining or explaining the measure Zappia
takes to describe what Eliza’s school look
and feels like to her.

Co-Teaching Strategy/Differentiation

Students with hearing disabilities will be given the text to read to themselves.
Closing/Student Reflection/Real-life connections:

Students will be asked to consider the information that they skim past as their body’s intake sensory information
 15

of the common setting of their lives. It is useful for them as writers to look at the bigger picture of their world’s
properties to be able to possible present their own experiences.
 16

Closing Lesson – Motivation Posters

Teachers: Bianca Galindo Subject: ELA, 8th Grade

Standards:
 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text. (8.RL.1)
 Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
(8.RL.2)
 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade‐ specific expectations for writing types are defined in standards 1–3
above.) (8.W.4)
 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well‐ chosen details; use appropriate eye contact, adequate volume,
and clear pronunciation. (8.SL.4)

Objectives (Explicit):
 Students will create individual motivational posters using textual evidence and reasoning from one of the
readings of the unit to support the philosophy of the poster.
 Students will create motivational posters containing a definition of what it means to motivate yourself
through direct or indirect problems that can affect you.
Evidence of Mastery (Measurable):

Evidence of Mastery will be the final poster product that shows the students individual ability to construct their
own philosophy on what it means to motivate themselves through tough conflict, while using and citing a text
studied in class to support how they formed this philosophy. They will be graded by a checklist of whether or not
their poster contained appropriate visuals, textual evidence, correct citations, and a rationale on what it means to
motivate yourself, and an explanation on how their chose text supports this rationale.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will be able to use art tools to create a visual product on standard paper.
 Students will be able to cite a draw rationale from a text.
Key vocabulary: Materials/Technology Resources to be Used:

 Motivation  Standard Printer Paper

 Conflict  Markers
 Citation  [Any of the texts mention in the unit plan]
 Textual Evidence
Opening (state objectives, connect to previous learning, and make relevant to real life)

Students will write in their journals responding to the question “How have you motivated yourself in the past to
meet difficult problems? Do you feel that this unit has effected how you might change your ways of thinking about
motivation in the future?”
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Teacher Will: Student Will:

 Review with the students the conflict and
solutions that appeared in Eliza and Her
Monsters, In Real Life, any of the Emily
Dickinson poems studied, “I Will Fight You For
Instructional Input
 Participate in the class discussion review of
the conflict and solutions that appeared in
Eliza and Her Monsters, In Real Life, any of
the Emily Dickinson poems studied, “I Will

the Library”, or any of the Amanda Loveless
poems studied in a class discussion.
Co-Teaching Strategy/Differentiation
Fight You For the Library”, or any of the
Amanda Loveless poems studied. There can be
multiple tracks of reasoning per reading, so
students will add their ideas when prompted in
a guided discussion.

Students with speaking impairments, or are beginning or Low ELLs will be prompted on a question in
line with their proficiency level, with the opportunity to take an extra minute to synthesize and answer
while moving along with other answers.

Teacher Will: Student Will:

 Share their personal journal entry for today’s  Be asked to perform a pseudo-seminar
question with the intent of demonstrating a with their peers sharing their answers from
functioning share and discussion session their opening journals on how they have
Guided Practice

 Instruct the students to share their own
entries with their peers at their tables
Co-Teaching Strategy/Differentiation
motivated themselves (or maybe not) in the
past, and how the readings and activities
may have altered their practice and
perspective.

Students with speaking disabilities or speaking impairments must contribute at least one key point to the
group discussion involving their experiences and a reference to the materials. If the student is unable to
complete that task, they may add on their textual reason on their bellwork journal entry to show they
know the key content and can demonstrate the ability to cite from the text.
Teacher Will: Student Will:

 Pass out printer paper and markers per  Individually create a motivational poster
Independent Practice

student. advertising their philosophy on what it

 Give instructions that students will means to motivate yourself through
individually create a motivational poster that conflict, using textual evidence and reason
contains a quote from one of the text studied from one of the unit texts
for the unit, and reasoning as to why this
quote is relevant to what they argue is the
best like of thinking to motivate one’s self
through conflict.
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Co-Teaching Strategy/Differentiation

Students with attention-based or writing disabilities may work with a partner for the project, but must be a
key contributor to ideas and textual evidence for the project. If there is a fifteen percent of greater
population of students that are either beginning or low intermediate ELL, or have a certain writing
disability that affects their ability to write, the instructor will adapt the lesson to be partner of group
based, utilizing poster paper over standard paper.
Closing/Student Reflection/Real-life connections:

The teacher will thank the students for participating in the unit, and remind them that the skill and knowledge
they have gained as philosophers, readers, and writers are tools to help them connect with others around them
and communicate complex ideas to other far away from where they are in space and time.
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Citations

Zappia, Francesca. (2017). Eliza and Her Monsters. Greenwillow Books: New York, NY.