THE RUNNING

DREAM
UNIT PLAN BY CARMELITA C. BIAMI
THE RUNNING DREAM TRAILER
WITH AUTHOR WENDELIN VAN
DRAANEN

http://www.youtube.com/watch?v=bAV5ActuNUU
 COMMON CORE STATE STANDARDS: READING
Key Ideas and Details:
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.

Craft and Structure:

CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
.
 COMMON CORE STATE STANDARDS: WRITING
Text Types and Purposes
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
 OUTCOMES/OBJECTIVES
By the end of this unit, students will be able to:
Write an expository response that addresses a prompt.
Analyze how literary element(s)character, plot, setting, conflictcontribute to the overall text.
Develop ideas using relevant, supporting textual evidence.
Apply a variety of reading strategies to read and comprehend fictional and nonfictional texts.
Collaborate and communicate effectively
Introduce a main idea in an engaging manner, organize ideas logically in the middle, and provide a
satisfying conclusion.
Use a variety of transitions and precise literary terms in an insightful manner.
Work through all stages of the writing process.

Some Unit Outcomes Adapted from Springboard 2014

 UNIT OVERVIEW
This unit will begin by engaging students in analysis of internal
and external forces that cause a character and themselves to
change. Students apply this conceptual understanding of the
relationship between forces and change to reading a novel with
multiple characters and conflicts. Students begin the novel study
using
a double-entry journal to practice recording textual evidence
to support analysis about character, plot and setting. As they
continue reading the novel, students prepare for a literature circle
discussion by practicing the skills of questioning the text,
examining how language impacts meaning, summarizing, and
connecting. At the end of the novel, students collaboratively
discuss their ideas from their extended close reading and analysis
of the novel, which prepares them to write an expository response.
Throughout this unit, students will have many opportunities to
 UNIT PLAN OVERVIEW
Days 1: Building Background Knowledge (Meaning Maker)
Days 2-3: Previewing the book (Text User) and Vocabulary
(Code Breaker)
Days 4 to End of the Book : Read the novel in variety of formats
(Meaning Maker)
Day 6 to End of the Book: Double Entry Journals (Text Critic)
Days 18 to End of Book: Character Analysis and Plot Structure
(Text User)
Day 20 (approximate): Additional Media/Resources Related to
Topic
Day 30 (approximate): Making Connections
 BUILDING BACKGROUND KNOWLEDGE
Students will complete a 3-2-1 chart, identifying three things that they already
know about prosthetics, amputation, and or amputees; 2 things that that they
would like to know about them, and one question related to the overall topic.

In pairs, small group, or independently, students will read and annotate the short
article that explains the history of prosthetics. After reading and annotating the
article, students will get into pairs or small groups (if they werent already in
one) to discuss the article. As a class, we will share out what we learned about
the history of prosthetics.

Article Access: http

://www.amputee-coalition.org/wp-content/uploads/2015/03/history_prosthetics.x
62853.pdf
 PREVIEWING THE TEXT
Making Predictions (Meaning Maker)
Independently and then in a small group or pairs, students will preview the
text by responding to the following actions and questions.

Focus Questions to Consider Student Response

Title Why do you think the novel is called, The
Running Dream?

Describe the lettering used for the title (color,

size, style). Does the title look interesting to
you?

Author What do you know about the author?

Have you read any other works by this author?

Words Is a description of the book provided? If so,

summarize it in one or two sentences.

Has the novel of its author won any awards? If

so, what were they for?

First Pages Read the first chapter of the book? What are
your immediate thoughts about the book?

Chart Adapted from

 CODE BREAKER
ACTIVITIES
Students will be given a list of terms that are essential to
their understanding of the story. Students will use the
QHT strategy to analyze the words.

The QHT strategy helps students expand (their) prior

knowledge of vocabulary words by marking words with a Q,
H, or T (Q signals words students do not know; H signals
words students have heard and might be able to identify; T
signals words students know well enough to teach to their
peers).

Strategy from Springboard 2014

 CODE BREAKER
ADDITIONAL ACTIVITIES
Students will be assigned one of the terms that are essential to
their understanding of the story. Students will be given access to
our share Google Slides to complete a slide that exhibits the
meaning of their word. At the midway point of the unit, students
will present their understanding of the(ir) words by presenting
their slide. This tool will become very useful when students need
to review the vocabulary terms prior to being assessed on them.
 MEANING MAKER ACTIVITIES
Questioning the Text Strategy: A strategy for thinking actively and interpretively about your
reading is to ask questions. As you read any text, you can ask questions that aid your understanding
with different levels of ideas. Questioning helps the reader experience a text in depth.
Literal questions (Level 1): You can answer questions on the literal level by looking to the text directly. These questions often begin with who, what, where, or
when.

Example: What did Jessica and Rosa have in common?

Interpretive questions (Level 2): You cannot find answers to interpretive questions directly in the text; however, textual evidence points to and supports your
answers.

Example: Why was it important for Jessica to return to running?

Universal questions (Level 3): These questions go beyond the text. They require you to think about the larger issues or ideas raised by a text.

Example: What motivates or drives a person to overcome the challenges that they face in life?

Strategy Adapted from Springboard 2014

 MEANING MAKER ACTIVITIES
After learning and practicing the strategy, students will work in teams to write examples of the three levels of questions, based on your reading so far of the novel.

Literal:
Interpretive:
Universal:

Additional Meaning Making Activities:

Continue reading The Running Dream in variety of contexts:

Read aloud by teacher

Partner read
Independent Read
Audio
Use metacognitive markers while reading : Responding to text with a system of cueing
marks where students use a? for questions about the text; a ! for reactions related to the
text; an * for comments about the text; and an underline to signal key ideas.
 TEXT USER ACTIVITIES
Compare and Contrast
Students will compare and contrast the main character in, The Running Dreams experience to the
experience of JaQue Billingsley (see next slide) and/or Clayton Peg Leg Bates.

Barasch, L. (2005). Knockin on wood: Starring peg leg bates. New York, NY. Lee and Low Books, Inc.

Character Analysis
In small groups, pairs, or independently, students will analyze the major and minor characters in
the novel. Students will focus on the types of characters (protagonist, antagonist, static, dynamic,
round, or flat). Students may use Google Slides or Prezi to present their character analysis.
Conflict Analysis
In small groups, pairs, or independently, students will analyze the internal and external conflict(s)
and/or force(s) that the characters faced in the novel.
Plot Analysis
In small groups, pairs, or independently, students will analyze the plot structure of the novel.
Students will identify each part of the novels plot (exposition, rising action, climax, falling action,
and resolution). Students may use Google Slides or Prezi to present their plot diagrams.
 JAQUE BILLINGSLEY
https://
homanla.files.wordpress.com/
2015/03/true-teen-story-back
-in-the-game.pdf
 ADDITIONAL MEDIA
CLIPS/DOCUMENTARIES
WITH ADOLESCENT/YOUNG PEOPLE
AS AMPUTEES
Documentary: Out on a
Kiera Brinkley:
Limb
http://abcnews.go.com/Health/dancing-h
elped-sisters-amputee-grow/story?id=23
917853
 TEXT CRITIC ACTIVITIES
Double-Entry Journals
Introducing the Strategy: Double-Entry Journal
A double-entry journal is a two-column journal in which a
passage is written on the left side (textual evidence) and a
response to the passage is written in the right column
(commentary). Responses might include asking questions of
the text, forming personal opinions about the text,
interpreting the text, or reflecting on the process of making
meaning of the text.
 DOUBLE ENTRY JOURNALS
As students read The Running Dream, they will be taking notes in a
double-entry journal to record their thoughts and questions in
response to their reading. Students may respond to the text in
these ways:
Write about an experience in their own life that relates to what is
happening in the
novel.
Write their opinions about what is happening in the novel.
Write questions about what is happening in the novel.
DOUBLE ENTRY JOURNAL ON GOOGLE
DOCS
Directions:
A double entry journal is a way for you to take note of important passages within a text. If done correctly, the table will be organized and will
span the entire book (beginning, middle, and end).

First, create a document in Google docs, naming it Double Entry Journal - Your name - text name (Double Entry Journal - Ms. B The Running
Dream).

In the document, insert a table that has 3 columns. Name the columns as shown below. I usually make the Page # column much smaller than the
other two columns.

You will then simply type the information in the correct boxes. Make sure that you include the entire quotation and that your commentary is an
analysis of the importance or significance of the quotation.

For each new quotation, page number, and interpretation, press tab to get to the next line.
 TEXT CRITIC ACTIVITIES
Making Connections
After reading the novel (and supplemental readings),
students will make connections with the text.
 WRITING ASSESSMENT
Use the four steps of the writing process to write an expository response to the novel The Running Dream.
Choose one of the following prompts:

Explain how internal or external forces cause one character from the novel to grow or change.

Identify one subplot from the novel and explain how it relates to the main plot of the novel.

Describe one setting from the novel and explain why it is important to a character or to the plot.

Discuss how plot, setting, character, or conflict contributes to one of the novelsthemes.
Unit Overview Adapted from Springboard 2014
THE RUNNING DREAM