Understanding By Design Unit Template

Title of Unit

Underground to Canada – Novel Study

Grade Level

Grade 5

Subject

Language Arts

Time Frame

8 weeks @ 50 minutes for 4 days a week

Developed By

Krystle Bond & Anna Duda

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

This unit consists of a novel study of Underground to Canada by Barbara Smucker. Through reading and related activities, students will explore what slavery is, how slavery has impacted Canada, and the residual effects still felt by people today. Students will gain a better understanding about equality,

how their actions affect others, the courage required to fight for what you believe in, and the importance of compassion for other people.

Cross curricular Competencies

How will this unit promote the CCC?

Underground to Canada will promote CCC in Language Arts, Social Studies, Art, and Health. Within Language Arts the students will develop their communication skills through reading, writing and presenting with a variety of mediums. Group work is a hallmark of this unit, with students sharing ideas

daily, and collaboratively formulating answers to problems (e.g. chapter and discussion questions) as well as working together to research and present

information on slavery (e.g. You Are A Slave activity). Students will be innovators creating pieces of work by linking new slavery concepts to their understanding of the world. Students will critically analyze information on slavery to evaluate the possibilities and determine the correct course of action

to be taken (e.g. Jullily’s Knapsack activity). Within Social Studies the students will see how history has impacted Canada and made it the country it is today. They will see why Canada stands for the freedom of speech and is a democratic society. Furthermore, the students will be mapmaking (e.g. Jullily’s

Journey) and learning the geography, terrain of the land as Jullily travels on her journey. Also in Health the students can connect the concepts of the types of food the slaves had to survive on and how this impacted their health compared to the food they consume on a daily basis. Art will incorporate the

making of the diorama.

Overview and Rationale:

Provide a brief description of the unit. How does this unit fit into the subject curriculum? How is the unit plan content developmentally responsive, taking

into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why?

Unit Description: This unit consists of a novel study of Underground to Canada by Barbara Smucker. The story is about Julilly, a 12-year-old girl who is a slave that

becomes separated from her mom, when she is sold by her owner when he falls in. Julilly is sold to a very mean owner and encounters on a heroic escape

to Canada through the Underground Railroad. Through the novel and related activities students will explore what slavery is, how it has impacted Canada and the residual effects still felt by people today.

Curriculum Integration: Students will read the Underground Railroad to Canada and complete activities based on the grade-five curriculum outcomes. The books theme directly

teaches students respect for others and the need for strength in community (General Outcome 5). Our novel study activities involve reading, writing and presentation skills which are the major focus of the Language Arts curriculum. Creating and presenting a diorama requires understanding of plot, setting,

characters, and atmosphere of the novel and develops presentation skills. Questions asked required exploration, interpretation, comparison and/or

analysis of the novels content. Writing journals requires understanding of feeling, motives, and putting oneself in the shoes of another individual. It allows for review, personal exploration and understanding of important and relevant topics. Vocabulary is examined to enhance student’s personal dictionaries

and deepen their understanding of the content. Students share ideas with partners and work on WebQuests together to develop interpersonal and group work skills. These are all central aspects to the grade-five curriculum.

Developmentally Responsive: According to Scholastic Canada, Underground to Canada is rated at a grade 5 reading level making it an ideal book to read. Slavery played a major role

and has helped shape the Canada we know today. Racism, discrimination, degradation, violence are all “hot topics” that interest students and are relevant to their lives today. Emotionally engaging stories are great hooks that people connect with and the subject matter can be compared to the challenges

faced by children today. Julilly's flight to freedom depicts the horrors of slavery while wisely avoiding its most gruesome aspects making it an ideal book for ten-year olds to discover a difficult, but important topic. It also develops the beginning of appreciation for living in a democracy. Questions and

activities can be modified to accommodate a wide variety of students. Activities are interactive and hands-on dealing with many multiple intelligences.

Time of Year:

February and March because the students will have had the opportunity to work on minor projects that have prepared them to handle a novel study of this magnitude. A solid classroom culture of understanding will have been established by this point and the students will be more accepting given the

sensitivity of the subject matter.

Learning Outcomes What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore Express ideas and develop understanding

read, write, represent and talk to explore personal understandings of ideas and information

use own experiences as a basis for and expressing opinions and understanding

1.2 Clarify and Extend Extend understanding

search for further ideas and information from others and from oral, print and other media texts to extend understanding

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.1 Use Strategies and Cues

Use comprehension strategies

comprehend new ideas and information by responding personally, taking notes and discussing ideas with others

monitor understanding by comparing personal knowledge and experiences with information on the same topic from a variety of sources

Use textual cues

use text features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and

information identify and use the structural elements of text such as letters, brochures, glossaries, and encyclopaedias, to access and comprehend ideas and

information

Use references

find words in dictionaries and glossaries to confirm the spellings or locate the meanings by using knowledge of phonics and structural analysis,

alphabetical order and guide words

2.2 Respond to Texts

Experience various text experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry,

news reports and guest speakers

express points of view about oral, print and other media texts

make connections between fictional texts and historical events

write or represent the meaning of texts in different forms

Construct meaning from texts

compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community

describe and discuss the influence of setting on the characters and events

support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts

retell or represent stories from the points of view of different characters

2.3 Understand Forms, Elements and Techniques Understand techniques and elements

identify the main problem or conflict in oral, print and other media texts, and explain how it is resolved

identify and discuss the main character’s point of view and motivation

2.4 Create Original Text

Generate ideas

use texts from listening, reading and viewing experiences as models for producing own oral, print and other media texts

Structure texts use structures encountered in texts to organize and present ideas in own oral, print and other media texts

Elaborate on the expression of ideas

experiment with modeled forms of oral, print, and other media texts to suit particular audiences and purposes

General Outcome 3

Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and Focus

Focus attention summarize important ideas in oral, print and other media texts and express opinions about them

Use a variety of sources locate information using a variety of sources, such as newspapers, encyclopedia’s, CDROMs, a series by the same writer, scripts, diaries,

autobiographies, interviews and oral traditions

3.3 Organize, Record and Evaluate

Organize information use clear organizational structures, such as chronological order, and cause and effect, to link ideas and information and to assist audience

understanding

organize ideas and information to emphasize key points for the audience

Record information record information in own word

combine ideas and information from several sources

Evaluate information connect gathered information to prior knowledge to reach new conclusions

3.4 Share and Review Share ideas and information

communicate ideas and information in a variety of oral, print and other media texts, such as illustrated reports, charts, graphic displays and

travelogues

select visuals, print and/or other media to inform and engage the audience

General Outcome 4

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

4.1 Enhance and Improve

Appraise own and others’ work use criteria to provide feedback to others and to revise own work

Revise and edit revise to add and organize details that support and clarify intended meaning

Enhance legibility

apply word processing skills and use publishing programs to organize information

4.2 Attend to Conventions

Attend to spelling know and consistently apply spelling conventions when editing and proofreading own writing

Attend to capitalization and punctuation

use capital letters, appropriately, in titles, headings and subheadings in own writing

4.3 Present and Share

Present information organize ideas and information in presentations to maintain a clear focus and engage the audience

Demonstrate attentive listening and viewing show respect for the presenter’s opinions by listening politely and providing thoughtful feedback

General Outcome 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect Others and Strengthen Community Appreciate diversity

discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral,

print and other media texts

compare own and others’ responses to ideas and experiences related to oral, print and other media texts

Relate texts to culture

identify and discuss how qualities, such as courage, ambition and loyalty, are portrayed in oral, print and other media texts from diverse cultures

and communities

Celebrate accomplishments and events

select and use language appropriate in tone and form to recognize and honour people and events

Enduring Understandings What understandings about the big ideas are desired? (what you want

students to understand & be able to use several years from now) What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry into the content? (open-

ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Students will understand that... Slavery had a profound impact on Canada

Compassion is necessary for our fellow man

We are all equal and should be treated with dignity and respect

People have different viewpoints which need evaluated for merit

It takes true courage to fight for what you believe in

Related misconceptions… All slavery is over – different forms of slavery

Content specific…. What role did the Underground Railroad play in Canada’s history?

How would it feel to be a slave in the 1800s?

What does it take to break free from oppression?

How has slavery impacted Canada, the world and me?

How does oppression and slavery exist today?

What can be learned from slavery?

FNMI, multicultural, cross-curricular… Do people of different backgrounds experience things differently?

Not important because it has no impact on present day (Black, white, brown and skin color, race, religion, etc.) What do we learn in other classes that you can relate to slavery?

Knowledge:

What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite

knowledge that students will need for this unit.

Skills

What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their

work in this unit. These will come from the indicators.

Students will know... Slavery timeline in Canada

Details of living as a slave – A day in the life

Vocabulary: See: Vocabulary List for Underground to Canada

Different perspectives and feelings associated with slavery

Impact of slavery on Canada

The meaning of equality and compassion

The consequences of intolerance and treating people as “less worthy”

What makes an attractive product and presentation

How to communicate effectively to a given audience

How to locate information in various sources

Punctuation and grammar rules in writing

The importance of working together and sharing ideas

Students will be able to… Articulate through the use of extended vocabulary

Identify the impacts of slavery in Canada

Generate thoughts about slavery through writing and oral

presentation

Identify strengths and how they are used to overcome obstacles in

others and themselves

Express feelings associated with slavery verbally and in written

format Identify behaviors associated with treating people as equals

Show understanding and compassion for people of different

backgrounds and in difficult circumstances through actions and in

written format Analyze the risks of a given action and make educated decisions

Use own knowledge and experiences and others to develop an

understanding of the content Extrapolate major ideas, and themes form different forms of media

Compare experiences of different characters

Develop research skills online, books, etc.

Share ideas, concepts and beliefs with fellow classmates and

formulate new understandings together

Express ideas in different form – written, pictorially, verbally

Organize and present ideas in a clear manner to an established

audience

Summarize and organize information to emphasize key point of

material Connect research to previous knowledge to draw new conclusions

Use publisher and word processors to present a professional product

Revise and edit one’s own work and others work

Stage 2 – Assessment Evidence

Performance Task What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

GRASPS Elements of the Performance Task

G – Goal What should students accomplish by completing this task?

The detailed project sheet outlining specifically what students are to do is attached. It will be handed to students with the grading rubric so each student is aware of what is expected of them and will know exactly how they will

be graded.

Goal: To show a deeper understanding of the novel by creating 1 of 3 end-of-novel projects that reflects individual

student understanding of significant events, and emotions felt by characters.

Role:

The students are the creators of the final project: PowerPoint presentation, map maker or journalist

Audience:

Peers and teachers

Situation: Students are to identify significant events in the novel, the feelings associated with those events and connect

them in a final project that is grammatically correct, contains detailed information from that novel, notes, research and discussions, is visually appealing, and designed for target audience.

Product: Students choose 1 of 3 final projects to illustrate, express and present their understanding of the novel in a

variety of oral, print and other media forms (explained in detail in project sheet).

The process includes:

an outline of their ideas – handed in and discussed with teacher

a rough draft – edited by at least two peers

a final good copy handed in

a brief presentation to the class

Standards:

Attached rubric

R – Role What role (perspective) will your students be taking?

A – Audience Who is the relevant audience?

S – Situation The context or challenge provided to the student.

P – Product, Performance What product/performance will the student create?

S – Standards & Criteria for Success Create the rubric for the Performance Task

Other Evidence

Through what other evidence (work samples, observations, quizzes, tests,

journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout

the unit to arrive at the outcomes.

Student Self-Assessment

How will students reflect upon or self-assess their learning?

Formative Assessment: Chapter Questions – checkmark for individual completion; share

answers with table group; take answers up as a class

Cloze Exercises – end of section reviews (Chapter 6, 9, 12 & 19)

Vocabulary Lists: Completed in each chapter (checklist for completion)

Map of Jullily’s Journey – continuous, (link for template)

Poem - explore emotions of Jullily

Scavenger Hunt Reading – focuses on inquiry, research and teamwork

and cooperative learning (link provided to explanation) Articles in a Bag – review chapters based on inquiry (explanation

provided)

Skit/Role Play of Scene – reenact a scene for book (explanation

provided)

Shoulder Checks – routinely walk around classroom and check student

work and responses for understanding Group Discussions on Essential Questions for Chapter – gauge

individuals understanding through talk and written responses

Summative:

Critical Challenges 1: You Are A Slave - (activity sheet and rubric

provided) Critical Challenge 2: Jullily’s Backpack – (activity sheet and rubric

provided)

Wordle – contains one word from each of the chapters vocabulary list

(rubric provided)

Hand Bill – (activity sheet and rubric provided)

Map of Jullily’s Journey – (rubric provided)

2 Journals – feelings of a slave and danger and sense of justice of

conductor (explanation and rubric provided) Thank you Letter to Mennonite Family – (rubric provided)

Diorama (activity sheet and rubric provided)

End-of-novel Project (activity sheet and rubric provided)

Activates may not all be completed during the unit – depends on students comprehension of material and readiness

Self-Reflection: Student grade themselves – matching rubric criteria to their work and

justify

Peer Editing:

Students will edit two peers end-of-novel projects for spelling,

grammar, structure, organization, clarity, attractiveness and inclusion

of information

Stage 3 – Learning Plan What teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1?

equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? Have the learners been part of the pre-planning in any way? What individual needs

do you anticipate will need to be addressed?

Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

Where:

To have an understanding of how slavery impacted individuals and the struggles they went through. The unit will be implemented mid-year, so students

have developed a strong classroom culture and understanding of reading a variety of different means and be able to interpret information provided to them. To ensure students are aware of where they are going, a calendar will be provided, outline what will be done each week and when assignments are to be

completed. Flexibility is essential to teaching, so the calendar will only have the basics and students will fill in the information as time progresses. Essential questions will be discussed with students, so they are aware of what is to come and will help guide their learning.

Units will incorporate all learning styles and many Multiple Intelligences. A range of reading levels will be in every group to ensure all students have an

opportunity for growth and understanding. It is all about equality! Sensitivity must be stressed to the plight of those who have suffered traumatic

experiences because of their race or culture.

Experiences: Students in Alberta are from all over the world and from many different walks of life. Their experiences will shape how they view the information and give

great insight in group discussions. This will be examined when discussing different points of view and how different people experience the same event in

different ways.

Learning Environment: Students will be placed in groups of 4 with learners at all different levels of reading, writing and comprehension to Lower-level learners will have the

support and teaching of the higher learners. Higher-level learners will have the teaching opportunity to build their skills and cement important concepts. There will also be chapter summaries, listening to the text, pre-reading with the teacher, separate conversation, peer reading, popcorn reading and guest

speaker.

How will you engage students at the beginning of the unit? (motivational set)

There will be music playing that the slaves like to sing and listen to. There will be some pictures placed around the room showing different images from the

time of slavery. A video with images and quotes will be on the SMART board. Play the You Tube video “Henry’s Freedom Box”.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

# Lesson Title Lesson Activities

CCCs Resources

1/2 Introduction to Slavery

Have music playing that the slaves liked to sing and listen to.

Play the You Tube video of the book “Henry’s Freedom Box.” It tells the story and shows the illustrations from the book.

Have the students do a KWL chart on what they know, want to

know, facts and connections about slavery. They can use post it

notes so they can move them around on their Thinking Chart

from column to column. Have a class discussion and use other post it notes on the Class Thinking Chart. Use for reference later

in the novel study. Read Henry’s Freedom Box. While reading pause several times

throughout the story and have the students write down

information/facts they have heard/learned about slavery on post

it notes. At the end of the story have a class discussion about the ideas/facts they wrote down. Put these on the class chart

too. Show the book Henry’s Freedom Box on the Smart Board and

have the students individually read the book. Have a classroom

discussion asking questions: How this story made them feel? Why did they feel that way? What does slavery mean to them?

Etc. Is there any post it notes they can move from “what they

want to know” to “facts” on their thinking charts? They can have a few minutes to share their thoughts with their

shoulder partner and then each partner gets an opportunity to

share one of their partner’s ideas with the whole class.

- Know How to Learn

- Communication

Skills - Global & Cultural

Understanding

Henry's Freedom Box By Ellen Levine - YouTube

https://www.scholastic.com/teachers/lesson-

plan/collateral_resources/pdf/h/Henry_Thinking_Chart.pdf

3/4 Chapter 1 & 2

Prior to the novel study the students were asked to bring in a

box of some sort…..preferably a shoe box. The students will be

divided into groups so there are 9 groups. Each group will be assigned a 2 chapters from the book and they will have to make

a diorama for a scene in their assigned chapters. This will be an ongoing project that once completed the students will have one

large class diorama around the room.

Prior to reading have a discussion of vocabulary words such as

Massa, nigger etc. explaining how some of the language back then is now offensive and unacceptable in today’s society.

- Think Critically

- Innovate - Mange

Information

Class set of Underground

to Canada book by Barbara

Smucker. Chapter Question Booklet

Book Diorama rubric.doc

http://nationalatlas.gov/pri

ntable/reference.html#list

Relate it to real life by talking about terminology used now compared to then. Ask if they know of the proper words? Use

questioning to get the students talking about what they know about slavery.

Teacher reads aloud chapter 1 and 2 to the class.

Vocabulary will be discussed throughout all readings.

Students will be encouraged to let me know if they do not

understand the meaning of a word. Also if I come upon a word on the vocabulary list; stop reading and ask if somebody knows

what the word means. Students will be provided with a template of a map

which they will use to map out the route Julilly took.

(This will be on going throughout the unit)

At each stopping point they need to write down one thing that happened and draw a picture of the mode of transportation.

Students will replicate their own handbill that was learned about

in Chapter 1. They should complete it by the end of the next

lessons. Students will work on Chapter Questions for 1 and 2 with a

peer.

http://www.bing.com/imag

es/search?q=images+of+handbills&qpvt=images+of+

handbills&FORM=IGRE&id=C13BB9AE75570207CB25

796C5B3A3A9F007F1ED8&

selectedIndex=5#view=detail&id=C13BB9AE7557020

7CB25796C5B3A3A9F007F1ED8&selectedIndex=0

4/5 Chapter 3 & 4

Mix-Pair-Share: Review of words on the Word Wall. Each

student will be provided with a piece of paper with a word from

the Word Wall and they will ask their partner to define the word. Review Chapter 1 & 2: I will ask questions and the students will

respond on their individual whiteboard. Who were the

characters that have been introduced in the novel? What were some of their characteristics?

Read Chapter 3 and 4: the students will read popcorn style. It

must be taken into consideration that some students may become intimidated and anxious because they may not be

strong readers. Refer to link about popcorn reading.

Students will work on Chapter Questions for 3 and 4.

Students will have time to complete their handbill.

- Manage

Information - Innovate

http://www.ehow.com/fact

s_7349968_popcorn-

reading_.htm

Solski Group Booklet

Chapter Question Booklet

6/7 Chapter 5 & 6

The students will be divided into teams (based on class size)

approx.6/group. Each group will be given so many words per group from the word wall. They then have 10 minutes to come

up with a skit, song, poem or another method to teach the

definitions to the rest of their class. All members must be actively involved.

Read Chapter 5 and 6: individually.

Four line stanzas appear in the book a lot. Therefore students

are going to create their own short poem based on the chapters read up to this point and the emotions they think Jullily would

be feeling. (The poems will be approximately 1 minute) They can use a nursery rhyme they like. Provide the students with a

list of nursery rhymes and give them the opportunity to go on

the computer to look up nursery rhymes.

- Create Opportunities

- Good

Communication - Global & Cultural

Understanding

Solski Group Booklet

Kagan Book

I will have corn bread for all the students to try as this was a

staple in the slaves’ diet. Students will work on Chapter Questions for 5 and 6. In the

chapter 6 questions the students are asked to compare their diet

to the diet of the slaves. Question #1 and #2 would be completed using a Kagan concept. Example: pair/share.

Cloze Activity Sheet #1 for Chapter 1-6.

Critical Challenge #1- You are a Slave.

8 Clean Up Day

Students will have the opportunity to complete Chapter

Questions and Cloze Activity Sheets for Chapters 1-6 as they will be collected at the end of class for assessment.

Continue to work on Challenge #1 – You are a Slave: which will

be due by the end of tomorrow’s class. Students will continue to work on their poems.

Make sure their mapping of Jullilys route is complete to this

point.

Global & Cultural Understanding

- Manage Information

9/

10

Chapter 7 & 8

Read Chapter 7 and 8: peer reading

Students continue to map out Jullily’s route.

Students will work on Chapter Questions for 7 and 8.

Critical Challenge #1 due at end of lesson #9

Students will be presenting their poems in Lesson #10 to the

class. FUN!!

- Good

Communication - Manage

Information

11 Chapter 9

Read Chapter 9: scavenger hunt reading.

The students will be divided into teams of 4 and be given team

names. Each team will have a copy of the novel “Underground

to Canada” where they will have to find the page numbers of particular objects, people or events in the book. We will be

using Chapter 9. This will involve investigation/research skills Each member of the team will have roles to prevent hogs/logs

1) reader of the book, 2) investigator looking for answers, 3)

recorder for answer 4) a presenter. Will use chapter 9 novel study guide as a reference.

The winning team will be given a reward.

Each group will have the opportunity to present an answer or

two depending on how many groups and questions are provided

to their peers.

- Think Critically

- Create Opportunities

- Good Communication

http://www.educationworld

.com/a_lesson/lesson/lesso

n035.shtml

http://www.nt.net/~torino/

under.html

12

Articles in A Bag

The students will be divided into team of four and provided with

team names. Each team will be provided with a bag that has different things

that have appeared in the novel to this point and they will have

to state the significance of each article and what chapter of the novel their bag of articles is from.

This will be a good review to this point and help any students

that may have missed a class.

Each group will give a mini presentation about their activity bag

stating the significance of the articles.

Think Critically

- Manage Info

- Good Communication

Solski Group Booklet

Chapter Questions for 9

Cloze Activity #2 Sheet for Chapter 7-9

Critical Challenge #2 – Julilly’s Backpack

13 Chapter 10

Read Chapter 10: Teacher reads aloud to the class

The students will create a journal entry based on the

assignment. “Make two journal entries about life in the

Underground Railroad. In the first, discuss the heartache, pain,

and suffering and fear you would experience if you were a run-away slave on a journey to freedom. In the second entry,

discuss the danger and sense of justice you would feel as one of the conductors. (This is the 3rd point when referring to the

assignment handout)

- Global & Cultural

Understanding

http://www.holyspirit.ab.ca/st.pat/

_cabinet/42/Underground_to_Cana

da_Novel_Study%5b1%5d.pdf

14 Chapter 11 &

12

Read Chapter 11 and 12: Peer Reading.

The teacher will be observing the reading and listening skills of

the students and will document feedback for formative

assessment. Chapter Questions for 11 and 12- Students will work with their

peers to complete Chapter 11 and 12 questions.

Cloze Activity #3 Sheet for Chapter 10-12

- Mange Info

- Good Communication

15/

16

Clean Up Day

Students will have the opportunity to complete Chapter

Questions for 7-12 and Cloze Activity #2 Sheet for chapter 7-9

and Cloze Activity#3 Sheet for chapter 10-12 to be handed in at the end of class to be assessed

Student will make sure their mapping of Jullily’s route is

complete to date Students will work on their journal activity and hand in at the

end of lesson 17.

- Manage Info

17

Chapter 13

Read Chapter 13: individually

The students will be divided into groups and then they will be

giving a big blank piece of paper to brainstorm the emotions felt

They will have to come up with synonyms to these feeling and

then there will be a quick game of synonyms. Students will write a thank you letter to the German Mennonite

family that helped Jullily along her journey to freedom.

Chapter Questions for 13

- Manage Info

- Global & Cultural Understanding

http://www.studyzone.org/testprep

/ela4/h/rubricfriendlet.htm

18

Chapter 14

Circle Talk: The students are divided into groups of 6 or 8.

Then have one group make a circle facing out and the other

group circle around them facing in so they are facing a partner. Now have the inside person talk first for 30 seconds about a

word on the vocabulary wall from chapter 13 and 14. Then the students on the outside circle talk for 30 seconds. After this the

outside group rotates twice to the left and continues the process

until you have returned to your original partner. No words from the Word wall can be repeated twice. If the partner says a word

that had already been used then they must choose a different

- Good

Communication - Global & Cultural

Understanding - Know How to

Learn

word. Read Chapter 14: peer reading

Chapter Questions for 14

Students will be paired up to share their friendly letter and then

provide feedback to each other on as they are working on the

final draft.

19

Chapter 15 Read Chapter 15: popcorn reading

The students will be given class time to finish their friendly letter

that is to be handed in today. Chapter Questions for 15

If there is time:

Divide the students into teams and have them create a skit or

role play to reenact a scene from the novel. They will work on

the skit for the rest of the class.

- Good Communication

- Manage Info - Create

Opportunities

20

Skit/Role Play Students will be working on their skits/role plays all class.

Teacher will be observing the team work and participation

Teacher will be assisting students with any questions they may

have

- Good Communication

- Create Opportunities

21

Skit/Role Play

Presentations

Students will be presenting their skits/role plays to the class

today.

Students will be given a copy of the MAIN PROJECT they will be

doing for the final assessment of the novel study. They will have

the choice to make a poster map of Jullily’s route, Powerpoint, or a News Print.

- Good

Communication

- Create Opportunities

Novel Study final assessment.docx

22

Chapter 16 Read Chapter 16: teacher reads aloud to the class or if an audio

tape is available have the students listen to it.

Chapter Questions for 16

Wordle: Have the students’ type up on a Microsoft Word

Document and paste it in a Wordle. They will be provided with a

rubric of what is required of them. They must use at least one vocabulary word from each chapter, font usage, color etc.

- Manage Info

Wordle Rubric for Novel Study.doc

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Chapter 17 Read Chapter 17: If possible have a guest speaker come in and

read this chapter to the students.

If I can locate a guest speaker this reading would be followed

with a Q and A session.

- Manage Info

- Good Communication

- Know How to Learn

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Chapter 18 Read Chapter 18: Scavenger Hunt reading

Same protocol that was used for chapter 9 scavenger hunt

reading.

Will use Chapter 18 novel study guide as a reference

Chapter Questions for 17 and 18.

- Manage Info

- Think Critically - Create

Opportunities

http://www.nt.net/~torino/under.h

tml

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Chapter 19 Read Chapter 19: individual reading

Cloze Activity #4 Sheet for chapters 13-19

Chapter Questions for 19

- Manage Info

Students will have the opportunity to work on the final Chapter

Questions and Cloze Activity Sheets that need to be complete and handed in.

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Clean up Day

and Working on Final Project

assignment.

The students will be completing any Activity sheets that need to

be handed in today

Students will be working on their final project

Students will be working on their diorama if they have not

already finished it.

- Think Critically

- Mange Info - Apply Multiple

Literacies - Demonstrate

Global & Cultural

Understanding

28 Final Project This is the last day of class time the students will be given to

work on their final project.

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Presentations Students will be presenting their diorama and their final project. - Good

Communication

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Back Up We have said the unit plan was going to be 32 lessons, however as a

safety precaution we are giving ourselves 2 flex days to use within the

novel study. That way if we are noticing the students are struggling with a concept we can spend a little extra time.

Assess and Reflect (Stage 4) Considerations Comments

Required Areas of Study:

Is there alignment between outcomes, performance assessment and learning experiences?

Yes. The outcomes that are to be learned are being met through the activities the

students are performing and the way they are being assessed. The students will be using a variety of methods and activities to coincide with the learning outcomes that have been

chosen within this unit plan. If the learning outcome is to appraise own and others work-

this will be accomplished with students providing feedback to their peers and a select number of their projects and their peers. They will be presenting to their peers which is an

outcome.

Adaptive Dimension:

Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or

the learning environment to meet the learning needs and

diversities of all my students?

For struggling students:

For those students that struggle there will be multiple teaching strategies incorporated into this unit plan. If there is a student that struggles with reading; then during individual

reading time the teacher or EA can sit with the student and listen/help them read for a

portion of the chapter/s. However, this would become very frustrating for the student to have to read a whole chapter; therefore they would also be able to listen on audio. The

student can be paired up with a peer to work on the chapter questions. The projects can be adapted to meet the needs of the struggling individual. If they need to type up the

letter on the computer rather than writing it. The class culture will be established at the

beginning of the year and any environmental concerns that individuals have will be taken into consideration and adapted to. The classroom is to be a warm, inviting, secure and

inspirational place for the students to learn. During this lesson there will be a Word Wall, pictures relating to the topic and possibly some tools that were used.

For students who need a challenge:

In all projects the students are encouraged to go outside the box and bring the WOW

factor to anything they participate in. They can be provided with extra reading that relate to slavery and research the topic above what is happening in class. The difficulty of the

activities can be increased by instead of making a poem they can make a song. Instead of two journal entries they can do three. There are always options to meets every students

needs to keep them engaged in learning.

Instructional Approaches:

Do I use a variety of teacher directed and student

centered instructional approaches?

Yes. There is a variety of teacher directed instructional approaches incorporated into this

unit plan. These include question lead discussions, explaining activities, demonstrating

projects, and reading aloud to the students. Also, in the way I present myself, show respect for my students and communicate in a respectful manner; models how I want the

students to act. Moreover, we will be going over the chapter questions, cloze activities and other projects to connect the activity to the understanding of the material and concepts.

A variety of student centered instructional approaches are being utilized when the students are peer reading, working in teams for multiple activities, popcorn reading, individual

reading, making the skits/role plays, and creating the word wall.

Resource Based Learning: Do the students have access to various resources on an

ongoing basis?

Yes. The students will have access to a various resources to be able to complete the novel study. They will all have an individual copy of the novel. They will have access to

computers and will be provided with various websites they can use when working on the different projects. They will be using white boards, the smart board, and have a word wall.

They will have dictionaries to define any words they need to. Images that relate to the

novel will be provided to produce a more visual story. They will have access to the teacher and peers. Materials will be made available to them to help build their dioramas.

FNM/I Content and Perspectives/Gender Equity/Multicultural Education:

Have I nurtured and promoted diversity while honoring each child’s identity?

This will be a major aspect that will be taken into consideration when teaching this novel. I am hoping by now that the culture of the classroom has been established and the students

are prepared for the topics that will be covered within this novel study. There is always the potential for a child to be offended by a subject matter and each situation will have to be

assessed and solved as seen fit. However, language, diverse cultures and beliefs are

always taken into consideration when teaching. Role modeling is one of the best ways to teach and I believe if I role model the appropriate behavior by respecting other individuals

culture, beliefs and opinions then the students will too. By getting to know your students is the best way to promote diversity and each child’s identity. This will always be an ongoing

process.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)