Unit Plan Unit 4 Lotf

Amanda Bevers Unit Plan 1
Name Amanda Bevers Date 10-21-13

UNIT PLAN

UNIT TOPIC: Lord of the Flies Book Unit

1. UNIT CONTEXT
Subject/Content Area English
Course English 10 AP Prep
Grade Level 10
th
grade
Length of Unit: 8 weeks, 30 class days, 1-hr periods with a few half days.

2. FACTS ABOUT THE LEARNERS
Whole Class Information (Class Profile)
Number of students in class 43 students in 2
nd
Period and 42 students in 3
rd
Period
Demographic Information:
o 2
nd
Period
White-24, Hispanic-7, Filipino-6, Amer. Indian-2, African Amer.-
1, Vietnamese-1, Other Asian-1.
17 males, 26 females.
RFEP-4, IFEP-2
Gate-13
Sped-RS-1 hearing problems. (needs to sit up front, must caption
movies)
o 3
rd
Period
White-25, Hispanic-8, Filipino-2, Amer.Indian-1, African Amer.-2,
Vietnamese-1, Asian Indian-1, Other Asian-1
21 males, 21 females
RFEP-4 (1E3), IFEP-1, LEP-1(E2)
Gate-4
Sped-RS-1 hearing impairment (requires assisted technology,
must sit up front, must caption movies.)
Developmental Needs:
Period 2: Many of the students in period 2 are gifted and require extra rigor in activities to hold
their interest and support developmental growth. Many are athletes or involved in extra-curricular
activities and may need extra time to do work outside of class so any time that can be given to
them to finish their work in class is beneficial to them. This class is very friendly and respectful to
each-other; they work well in groups or individually. Class responds well to visual aids and class
discussions.

Period 3: Students in period 3 are a lively bunch and enjoy socializing with each other as well as
the teacher. They can easily get off task but it only takes a gentle nudge from the teacher to get
them back on task (usually just asking them to be quit or listen up works, if a particular student is
the one doing most of the disrupting it usually works to ask that student a specific question about
the content and that makes them stop and refocus on the task). There are several athletes in this
class including three boys on the JV football team so giving students extra time to do homework
in class is beneficial to these students and the class. Students respond well to group activities
and class discussions as well as activities that give them the chance to move around.

Individual Student Information and Differentiation Strategies
o Elena is an Early Intermediate student with reading and writing academic skills in
her native language, Spanish. Elena is able to communicate her thoughts and
opinions well in her writing. There are many grammatical and spelling errors but it
is still very clear what she is trying to say. It is very difficult however to
understand what Elena is trying to express when she speaks. When she speaks
she has many more errors grammatically and phonetically which makes it difficult
to comprehend what she is trying to say in English. Therefore Elena needs
support in both her writing and speaking skills but she needs more practice and
corrective instruction with her speaking skills in particular. When teaching Elena it
is important to adjust the process of instruction by speaking clearly and clarifying
any confusing or high level vocabulary. Visually presented directions are also
helpful. When asking students to take notes: writing down, underlining, bolding,
or using different colors helps Elena know what parts of the notes are most
important to remember and study. When assessing Elenas progress towards the
learning goals Id look at her writing because she is able to more clearly articulate
her thoughts through writing than speaking.

o Klaidas is an Early Intermediate student in my 3
rd
period class. He has high
academic skill in reading and writing in his native language of Lithuanian as well
as his second language Russian. Klaidas is very outgoing and often participates
in class discussions. He makes several errors when speaking but overall is able
to get his message across clearly. He often has a misunderstanding of what a
particular word means and despite his struggles with learning a new vocabulary
he is not afraid to make those mistakes. He needs extra time when doing in class
writing assignments. His writing in English shows that he needs improvement. He
has many grammatical and structural errors as well as common misuse of words.
When teaching Klaidas it is important to adjust the instruction process in order to
use more visual clues and clearly written down and stated directions. When
referencing something culturally relevant to North America you may need to
check Klaidas for understanding because he may not have that background
knowledge. When Assessing Klaidas for progress towards the learning goals I
would look at his writing and his answers during class discussion because he
struggles with both so it is best to look at several different types of assessments
to determine his overall progress.

o Alex is a special needs student with a seventh grade reading level. Alex
struggles with his sound/symbol relations. Alex has a hard time reading grade
level text. Because of his struggles with reading Alex tends to avoid class
discussion and group activities most likely because he has not done the required
reading and does not know what to say. Adjusting the process of learning the
book by providing Alex with an audio version of reading assignments will help
Alex follow along in his book and help him further develop his sound symbol
problems by having him both hear and see the words on a page simultaneously.
When assessing Alex for progress towards the learning goals I would look at his
written work because he avoids class discussion and verbal engagement so that
would be harder to assess.

o Andrew is a special needs student designated as Sped-RS referring to a hearing
problem. According to his 504 plan he needs to sit up front and needs captions
on all videos and auditory presentations. Andrew is Vietnamese and English is
his second language. His English language proficiency is Early Advanced and he
is designated as an RFEP. In order to support Andrew we must adjust the
instruction process by providing many visual aids and clearly written down
instructions. We also often demonstrate or model what is expected of students to
further ensure understanding. Andrew is seated up front in order to help with his
hearing problems. When assessing Andrew for progress towards the learning
goal I would look at his written assessments because he does not often
participate in group discussions most likely due to his difficulties with hearing the
other students.

o Jack in 2
nd
period is a very intelligent student who enjoys participating in class
discussions but almost never does his class work or homework. Teacher needs
to monitor him and give him gentle nudges to get his work done, if left alone he
will not do it. His avoidance of doing classwork may be due to his poor
handwriting skills, it takes him a longer time to write something down than the
other students and his handwriting is almost illegible. Jack can also be very
disruptive in class and often distracts the other students near him. He is failing
the class due to not turning in work. We have tried contacting his parents but so
far have received no response. We have asked Jack to type up his work so that
we can read his handwriting. I will also be recommending to Jack that if he
changes the process in which he accomplishes his work by getting access to a
laptop or typing device that we will allow him to use in order to do his classwork
electronically. Hopefully by having the opportunity to type instead of handwrite
his assignments he will be more motivated to finish his work. We have also
recently changed Jacks seating arrangement placing him closer to the front in
order to better monitor behavior and progress. When monitoring Jacks progress
in regards to the overall topic and learning goals I look to his tests and quizzes
because he doesnt have much classwork or homework to assess from.

2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS
This unit will be covering the themes of mans inhumanity to man (man vs. man), the darkness
within humanity (man vs. the self), consequences of verbal and physical abuse, and what
constitutes civilization.

Enduring Understandings (EU or Big Ideas)
Students will understand that in the novel The Lord of the Flies William Golding is arguing
that society is not what corrupts man but that man is what corrupts society.

Students will understand that verbally and physically abusing others can have grave
consequences to both the victim and the perpetrator.

Essential Questions
Are we our worst enemy?
Who has power and why?
What does it mean to be civilized?
How does society maintain order?
What role does fear play in the novel?
What is the importance of rules and laws?
Does society contaminate man? Or does man contaminate society?
What is abuse?

3. UNIT CALENDAR
DAY Standard Objective Student Activity Assessment
1
TITLE OF
LESSON
Lord of
the Flies
Iron
Maiden
Listening/C
ritical
Thinking
Activity.
(Unit 4:
The Lord of
the Flies-
1
st
week)
SL.10.2. Integrate multiple sources
of information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
ELD: Expanding.
11. Justifying/arguing b) Express
attitude and opinions or temper
statements with a variety of familiar
modal expressions (e.g.,
possibly/likely, could/would).
Cognitive:
After teacher has
students listen to the
song Lord of the
Flies by Iron
Maiden and do a
close reading,
annotation, and
discussion on the
lyrics and tone of the
song they will be able
to begin critically
thinking about some
of the main themes in
the novel The Lord of
the Flies.
Students listen to song and watch
the lyrics scroll across the video
screen. Teacher passes out lyrics
sheet and students are instructed to
annotate the lyrics. After
annotating lyrics students and
teacher engage in a class
discussion about what they noticed
in the lyrics. Teacher provides
guiding questions and students
answer questions and respond to
each-others comments. Students
will refer back to their lyrics sheet
for a follow up lesson after they
finish all the readings.

Students will be
assessed through
observation of
participation in
class discussion
and completion
of annotating
their lyrics sheet.
Teacher will be
looking for a
sufficient
amount of
annotation IE:
highlighting,
underlining,
writing notes in
the margins,
drawing
connections etc.

2
TITLE OF
LESSON
Lord of
the Flies
Movie
Connection
3 day
lesson
(Lord of
The Flies
Unit 4 1
st

week and
3
rd
week)
SL.10.2. Integrate multiple sources
of information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
Expanding.
5. Listening actively Demonstrate
comprehension of oral presentations
and discussions on a variety of
social and academic topics by
asking and answering questions that
show thoughtful consideration of
the ideas or arguments with
moderate support.
Cognitive:
After the teacher
shows students the
1963 version of The
Lord of the Flies
movie students will
have a better
understanding of the
overall plot and story
of The Lord of the
Flies and will be able
to spend more
cognitive energy on
looking deeper into
the text.
Students listen to the teacher give
directions on how to fill out their
KWL charts. The KWL chart asks
students to engage in the film by
responding to three different
questions in a graphic organizer:
What I know, what I want to know,
and what I learned. Students watch
the film and fill out KWL chart
either during the movie or
afterwards as homework. Before
and after each viewing of a section
of the movie teacher leads students
into a class discussion on the
entries made or entries they will
make in their KWL charts.
Students will be
assessed through
participation in
class discussion
and completion
of KWL chart.
Teacher will
look for a min.
of ten responses
in each criteria
of the chart.

3
Tension
and
Conflict
(Lord of the
Flies Unit
4-2
nd
week)
SL.10.1 Initiate and participate
effectively in a range of
collaborative discussions (one-on-
one, in groups, and teacher-led)
with diverse partners on grades 9
10 topics, texts, and issues, building
on others ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared,
having read and researched material
under study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a
Cognitive and
Affective:
After the teacher
leads the class
through a review of
what conflict is and
how affects our lives
students will be able
to: provide evidence
for the different types
of conflict based on
their prepared
reading, will be able
to collaborate with
peers to analyze their
Students listen to teacher give
instruction on what conflict is and
how they will be exploring conflict
in the novel by collaboratively
working on an assigned type of
conflict seen in the novel. Students
work in their table groups of 4-5
students and find evidence for their
assigned type of conflict. They find
the evidence and explain why that
evidence is specific to their given
conflict. Students choose a
representative to bring their paper
up to the document camera and
present their findings to the class.
Students are
assessed through
participation in
class discussion,
group work, and
completed
Tension and
Conflict graphic
organizer.
thoughtful, well-reasoned exchange
of ideas.
b. Work with peers to set rules for
collegial discussions and decision-
making (e.g., informal consensus,
taking votes on key issues,
presentation of alternate views),
clear goals and deadlines, and
individual roles as needed.
ELD: Expanding
6. Reading/viewing closely
a) Explain ideas, phenomena,
processes, and relationships within
and across texts (e.g.,
compare/contrast, cause/effect,
themes, evidencebased argument)
based on close reading of a variety
of gradeappropriate texts, presented
in various print and multimedia
formats, using increasingly detailed
sentences, and an increasing variety
of general academic and domain
specific words.

2. I nteracting via written English
Collaborate with peers to engage in
increasingly complex grade
appropriate written exchanges and
writing projects, using technology
as appropriate.
findings for
significance and
meaning, and will
both write down their
findings as well as
present them to class
via a group
representative.

Students not presenting take notes
on their Tension and Conflict
graphic organizers. Teacher then
leads students in a discussion about
which forms of conflict are more
prevalent in the novel and why
Golding has presented them that
way.
4
Themes and
Thesis
Lesson
(Unit 4:
The Lord of
the Flies-
Week 2)
W.10.2 Determine a central idea of
a text and analyze its development
over the course of the text,
including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.

ELD: Expanding
7. Evaluating language choices
Explain how successfully writers
and speakers structure texts and use
language (e.g., specific word or
phrasing choices) to persuade the
reader (e.g., by providing well
worded evidence to support claims
or connecting points in an argument
in specific ways) or create other
specific effects, with moderate
support.
Cognitive:
After teacher gives
direct instruction
about theme and how
to differentiate it
from symbols or
topics students will
be able to form their
own thesis based on
theme and they will
be able to find and
keep track of
evidence in the novel
that specifically
supports that thesis
by filling out an
Indexing Notes chart.

Students listen to direct instruction
and take notes paying close
attention to bolded material.
Students read the two paragraphs
on the differences between theme,
symbols and topics and summarize
them in their own words in their
notes. Students read along with the
teacher and take note of the
passages and quotes the teacher
says are pertinent to the idea she/he
is tracking. Students watch the
teacher model how to find and
keep track of relevant evidence in
the indexing notes chart. At the
end of the lesson students are given
time to start brainstorming an idea
or thesis they would like to start
tracking to better prepare them for
their essay at the end of the unit.
Students will be
assessed through
observation of
participation,
note taking, and
the later
completion of
their indexing
notes chart.


The Into or hook of the unit is on a day before the listed five days above in which I play the song
Lord of the Flies by Iron Maiden and doing a close read and annotation of the lyrics. Another
hook into the unit is showing the 1963 movie of The Lord of the Flies this also happens before the
five days above.

The Through or main instruction of the unit will be through reading the novel, watching the
movie, discussion about the reading, completion of group and individual activities addressing:
theme, symbolism, characterization, tone, diction, imagery, and style, chapter quizzes, study of
Freuds theory in connection with the novel, study of real world connections with the novels
themes, and a final project.

The Beyond or closure/transfer of the Unit will be in discussion and reflective writings after
finishing the novel, activities, and final project. The discussion and reflection writing will be geared

5
Fear and
The Beast
(Unit 4 The
Lord of the
Flies-Week
2)
RL.10.5 Analyze in detail how an
authors ideas or claims are
developed and refined by particular
sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter).

SL.10.4 Present information,
findings, and supporting evidence
clearly, concisely, and logically
(using appropriate eye contact,
adequate volume, and clear
pronunciation) such that listeners
can follow the line of reasoning and
the organization, development,
substance, and style are appropriate
to purpose (e.g., argument,
narrative, informative, response to
literature presentations), audience,
and task. CA

ELD: Expanding :
9. Presenting
Plan and deliver a variety of oral
presentations and reports on grade
appropriate topics that present
evidence and facts to support ideas
using growing understanding of
register.
2. I nteracting via written English
Collaborate with peers to engage in
increasingly complex grade
appropriate written exchanges and
writing projects, using technology
as appropriate.
Cognitive and
Affective: After
teacher leads a
review of chapters 5
and 6 students will
examine, discuss, and
form concise
arguments about the
topics of fear and the
darkness within
mans heart through a
close reading and
discussion of
quotations from
chapters 5 and 6 of
The Lord of the Flies,
and by answering
some essential
questions about The
Beast.
Students work individually on a
fear graphic organizer and then
participate in a short discussion of
their answers. Students then read
along with the teacher paying close
attention to and taking note of
important passages and quotes
brought up by teacher and class
discussion on chapters 5 and 6.
After the review students listen to
the teacher give directions and
model how to participate in the
group activity. Students receive
their assigned set of questions
based on the topics of fear and the
beast in chapters 5 and 6. Students
work collaboratively in their table
groups of 4-5 students and
formulate their answers to the
questions. Students then decide
how best to present their findings
to the class whether it be by using
the document camera, the white
board, or poster paper. Students
choose one or two representatives
to present their work to the class.
Students not presenting take notes
on their questions sheet. At the end
of the lessen teacher leads a
discussion reviewing what they
learned and how they can apply
that knowledge to the rest of the
unit as well as in real life.
Students are
assessed through
observation of
participation in
class discussions
and group
activity, as well
as completion of
their questions
sheet. Groups are
assessed on
completion of
the activity and
visual
presentation of
their findings.
towards addressing what was learned, answering the essential questions, and checking for
completion of the learning goals.

4. WEEK OF LESSON PLANS
(starting on next page).

TITLE OF LESSON Lord of the Flies Iron
Maiden Listening/Critical Thinking Activity.
(Unit 4: The Lord of the Flies- 1
st
week)
CURRICULUM AREA & GRADE LEVEL
10
th
Grade AP Prep
DATE OF LESSON
10-23-2013
CA CONTENT STANDARD(S) ADDRESSED
SL.10.2. Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
CA ELD STANDARD(S) ADDRESSED
Expanding.
11. Justifying/arguing
b) Express attitude and opinions or temper statements with a variety
of familiar modal expressions (e.g., possibly/likely, could/would).
BIG IDEA ADDRESSED (Enduring Understanding: WHY this
material is important; how it fits in with the unit or theme)
This song engages students with a relevant, modern, interpretation
of some of the themes in the novel The Lord of the Flies. Namely
the themes of: the darkness in mans heart, murder, morality, and
what it is to be civilized. This activity encourages students to start
thinking about these themes before they fully emerge within their
reading of the text.
ESSENTIAL QUESTIONS ADDRESSED
Speculate on what/who is the Lord of the Flies.
What is morality?
What makes a person morally good?
OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as
appropriate
Cognitive

After teacher has students listen to the song Lord of the Flies
by Iron Maiden and do a close reading, annotation, and
discussion on the lyrics and tone of the song they will be able to
begin critically thinking about some of the main themes in the
novel The Lord of the Flies.
ASSESSMENT(S)choose type(s) as appropriate
Formative (progress-monitoring)
Students will be assessed through participation in group discussion
and completion of annotated lyrics sheet.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
Students sometimes struggle with making assumptions and forming their own individual opinions so may need encouragement to do so.
INSTRUCTIONAL STRATEGIES: What the teacher does to help
students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific
information)
LEARNING
STYLE(S)
ADDRESSE
D
REASONS/RATI
ONALES
Anticipatory Set (Into)
-Teacher plays video of Iron
Maiden song with scrolling lyrics. (4
min)
Auditory Engages
students.
Instruction (Through)
1.)Teacher plays video once then
passes out lyrics sheets and plays
video a second time telling
students to this time listen along
with the song and annotate the
following onto their lyrics sheet:
what they notice, find interesting,
are confused by, are curious about,
find connections with, have
assumptions about, or have
general comments about. (5 min)
2.) Teacher gives students a few
extra minutes to close read the
lyrics and continue to annotate
Auditory,
Visual
Guides
students
through the
activity
STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with
specific information)
LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Students listen to song and
watch scrolling lyrics. (4
min)

1.) Students listen to
teacher direction and then
listen to song and begin
annotating lyric sheet.
(5 min)

2.) Students continue
working on annotating.
(3 min.)

3.) Students participate in

what they notice. (3 min)
3.) Teacher then opens the class
up for discussion. Asking students:
What did you like about the song?
What did you not like about it?
What stood out to you in the lyrics
and why? What do you think the
theme of this song could be? What
is morality? What do you think he is
referring to when he says
Something within us, To be lord of
the flies? (10 min)
4.) Teacher asks students to look
back on their lyric sheets and
chunk them by stanza. Teacher
tells students to write in their own
words what they think each stanza
means or is trying to say.
Teacher demonstrates what to do
by doing a think-aloud of the first
two lines in the first stanza and
annotating her/his thoughts onto
her/his lyric sheet under a
document camera. (5 min.)
5.) Teacher gives students time to
work on last instruction and walks
the room checking for progress and
understanding. (5 min)
6.) Teacher leads discussion on
each stanza. (5 min)

Guided Practice (Through)
Teacher gives instructions and
demonstrates what is expected of
students.

Auditory,
visual
Informs
students on
exactly what
they need to
do.
Independent Practice (Through)
Students annotate lyrics following
the instructions given.

Visual Engages
students in a
cognitive
activity.

Closure (summarize; make
meaning of the lesson)
Teacher lets students know that
this activity helps them to start
thinking critically about some of the
main themes and topics in the
novel.
Auditory So they know
why we are
spending
time on this
activity.
Transfer (Beyond) (opportunities
to apply the learning)
Teacher explains that they need to
hold onto the lyrics sheet because
they will re-visit the song after
reading the novel to see how
accurate their assumptions and
annotations were and what we can
then add to it.
Auditory Informs
students
about activity
in the future.

class discussion. (10 min)

directions and follow along
with teacher think-aloud
demonstration. (5 min)

5.) Students work on
explaining in writing on
their sheet what each
stanza is about. (5 min.)
group discussion (5 min)

Guided Practice
(Through)
Students listen and watch
instruction.

Independent Practice
(Through)
Students work on
annotations.

Closure (summarize;
make meaning of the
lesson)
Students listen to teacher.

Transfer (Beyond)
(opportunities to apply the
learning)
Students listen to teacher
and think about how
reading the novel will help
enhance their
understanding of the song.


INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider
students individually and as a group
Kristy is an E3, Early Intermediate student. She is quiet and doesnt
appear to enjoy socializing with her peers in class. She doesnt like
doing homework or classwork so she needs constant reminders and
encouragement. Kristys writing needs some improvement but most
of her errors come from simply not doing the reading or classwork.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted
students) : Consider students individually & collectively
There are 13 Gifted students in one class and 4 in the other so
keeping these students interested, engaged and challenged is a
goal.

Andrew has hearing problems and must be seated in the front and
whenever movies or music is played captions or visuals are needed.
Andrew doesnt mind working in pairs but becomes less engaged
when working in groups probably due to his difficulty hearing the
other group members. He is college-bound.
DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS
choose area(s) as necessary based on information above
Content: No prior knowledge is needed.
Process: Content is presented in an engaging way both visually
presented and auditory.
Product: Completion of annotated sheet and answering
questions asked by the teacher specifically geared to her level.
DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS
Content : Is relevant and engaging
Process: Visuals aid Andrew and high level analytical questions
geared towards gifted students keep them thinking and
engaging the material at that level.

RESOURCES :
Document camera
lyrics sheet (attached below-next page)
Iron Maiden video.
o http://youtu.be/OWX-Fmajtqw

REFLECTION

The lesson went very well many of the students already knew of
the band Iron Maiden and were very interested in what we were
going to do with the song. Students unfamiliar with the band also
enjoyed the activity and the chance to listen to music during
class. They were able to easily point out connections to the novel
so far from the lyrics. They asked engaging questions and held
others attempted to answer the others questions when able,
sometimes leading to a few interesting classroom debates about
the meaning and symbolism behind a particular lyric. For this
activity I played a video with a static photo and scrolling lyrics in
the future I may try to engage students further by playing a more
active video, perhaps of a live concert recording of the song.
Overall I felt this lesson accomplished my goal of creating an
interesting, engaging, and relevant anticipatory set to my unit on
the novel The Lord of the Flies.

Iron Maiden Lord Of The Flies Lyrics
Songwriters: GERS, JANICK / HARRIS, STEPHEN PERCY

I don't care for this world anymore
I just want to live my own fantasy
Fate has brought us to these shores
What was meant to be is now happening

I've found that I like this living in danger
Living on the edge it makes feel as one
Who cares what's right or wrong,
It's reality
Killing so we survive
Wherever we may roam
Wherever we may hide
Gotta get away!

I don't want existence to end
We must prepare ourselves for the elements
I just want to feel like we're strong
We don't need a code of morality

I like all the mixed emotion and anger
It brings out the animal the power you can feel
And feeling so high with this much adrenalin
Excited but scary to believe what we've become

Saints and sinners
Something within us
We are lord of the flies

Saints and sinners
Something within us
To be lord of the flies

Saints and sinners
Something willing us
We are lord of the flies

Saints and sinners
Something within us
To be lord of the flies

TITLE OF LESSON Lord of the Flies Movie
Connection 3 day lesson (Lord of The Flies
Unit 4 1
st
week and 3
rd
week)
English 10 AP Prep
DATE OF LESSON
Thursday 10/24/13
-Friday 10/25/13
And finishing on 11/0513
SL.10.2. Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
Expanding.
5. Listening actively
Demonstrate comprehension of oral presentations and discussions
on a variety of social and academic topics by asking and answering
questions that show thoughtful consideration of the ideas or
arguments with moderate support.
Students will be introduced to the plot and story of The Lord of the
Flies through an easily accessible and familiar medium, film. By
familiarizing them with the overall plot and story students will be able
to more deeply engage in the actual text during reading,
conversation, lessons, and activities in this Unit.
How does the movie differ from the novel?
What did I learn from watching the film?
Did you see anything familiar to you happen in the film? For
example think the events of bullying in the film, does that happen at
school?
appropriate
Cognitive
After the teacher shows students the 1963 version of The Lord of
the Flies movie students will have a better understanding of the
overall plot and story of The Lord of the Flies and will be able to
spend more cognitive energy on looking deeper into the text.
To ensure that students are following the plot and story in the film
they will be required to fill out a KWL graphic organizer that asks
them What I know, What I Want to Know, and What I Learned.
Some may struggle with understanding the thick British accents so captions will help.
LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Teacher announces that
they will be watching a
movie today.

auditory Gets students
excited.
1.) Teacher explains that
they will be watching the
1963 movie version of
LOTF in order to familiarize
them with the plot and
story.
2.) Teacher passes out
KWL chart and explains
how students are
supposed to fill it out.
Gives brief example of
each section. They can fill
it out during or after
viewing of part 1, and then
add to it for the viewing of
part 2. (5 min).
Teacher gives brief
introduction to this version
of the film, turns the
captions on and plays the
film. (35 min).

Visual,
auditory
Informs students on
how watching the
movie will help them.
Guided Practice
(Through)
Teacher gives examples of
how to fill out KWL chart.

Visual,
auditory
Informs students on
how to complete
assignment.
(Through)
Students watch film and fill
out KWL chart.
Visual,
auditory
KWL chart allows
teacher to track
students attention to
the movie.

Closure (summarize;
make meaning of the
lesson)
Teacher hold brief
discussion about what
students have learned
so far in the film and
what they expect to see
next.

Auditory Progress monitoring.

LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Students listen

1.) Students listen and look
at handout, asking
questions as needed.
(5min)
2.) Students watch film. (35
min)

Guided Practice
(Through)
Students watch and listen
to the teacher give
examples of what kind of
information to put on KWL
chart.

(Through)
Students watch film and fill
out KWL sheet.

Closure (summarize;
make meaning of the
lesson)
Students think about
what they just saw and
engage in the group
discussion about the
movie so far.

Transfer (Beyond)
learning)
Students think about the
chapters they have read so
far ( 1 and 2) and think
about how the movie
enhances their
understanding or view of
certain events that
happened during those
chapters.


Transfer (Beyond)
learning)
Teacher tells students that
if they are having a hard
time understanding what is
going on in the novel due
to the foreign diction or
unfamiliar references
during their reading to think
back on what they saw in
the film to help bridge the
gap of their confusion.
Auditory Informs students
again on how
watching the film will
help enhance their
understanding of the
text.


goal.

Process (how the material is learned)
Captions are added to help ELL with the difficult job of decoding and
understanding the British accents present in the film.

KWL chart engages the gifted students intellectually through its
open ended format.
Captions were added to help Andrew who has a hearing problem.
RESOURCES (Attach materials needed to implement the lesson
e.g., power point presentation, text, graphic organizer)
1963 movie version of The Lord of the Flies on DVD.
KWL chart. (included on next page)

REFLECTION


TITLE OF LESSON
Tension and Conflict (Lord of the Flies Unit 4-
2
nd
week)
English 10 AP Prep
DATE OF LESSON
Tue. 10/29/13
1. SL.10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.

Expanding
6. Reading/viewing closely
a) Explain ideas, phenomena, processes, and relationships within
and across texts (e.g., compare/contrast, cause/effect, themes,
evidencebased argument) based on close reading of a variety of
gradeappropriate texts, presented in various print and multimedia
formats, using increasingly detailed sentences, and an increasing
variety of general academic and domainspecific words.

2. Interacting via written English
Collaborate with peers to engage in increasingly complex grade
appropriate written exchanges and writing projects, using
technology as appropriate.
BIG IDEA ADDRESSED (Enduring Understanding: WHY this material
is important; how it fits in with the unit or theme)
In is important for students to understand the role conflict plays in our
lives and our decisions. It is also important that students study the
conflicts of man vs. man and man vs. self, two of the biggest themes
in the novel The Lord of the Flies. This activity helps scaffold students
understanding of these themes and better prepares them for their
essay and writing project at the end of the unit.
Which types of conflicts are unavoidable? Why?
How can you avoid conflict?
How do you deal with stress?

appropriate
Cognitive
Affective
After the teacher leads the class through a review of what
conflict is and how affects our lives students will be able to:
provide evidence for the different types of conflict based on
their prepared reading, will be able to collaborate with peers to
analyze their findings for significance and meaning, and will
both write down their findings as well as present them to class
via a group representative.

Observation of group participation, grading of group
presentation, and completed Tension and Conflict graphic
organizer.

Process: Some students will be hesitant about working in groups and may need some monitoring and encouragement. May also need to go over the definition
of conflict in order to fix any misconceptions students may have with the word.
STEPS (Fill in each box with specific
information)
LEARNING
STYLE(S)
ADDRESSE
D
REASONS/RATIONALES
Teacher asks students what
conflicts students have in
their lives right now and
leads a group discussion
about their answers. (5 min)

Auditory Warm up exercise.
1.) Teacher hands out
Tension and Conflict graphic
organizer and gives
directions for the activity.
Teacher explains that they
will be working at their table
groups (4-5) and will be
given a conflict type to
explore. Their group is
responsible for finding a
specific example of that type
of conflict from the text and
citing it on their graphic
organizers. Making sure to
note the page numbers.
Teacher then tells students
that after they find examples
they will then answer the
following questions:
-What led up to that conflict?
-Were they able to find a
solution to the conflict?
-If yes, what was that
solution.
-If no, what could they
have done?
Teacher then explains that
after they finish that they will
elect a representative from
their group to be the reporter
and a reporter from each
table will be responsible for
sharing their answer with the
rest of the class. The class
will take notes on their
organizer making sure to
note the example and page
number being discussed.
(3 min.)
2.) Teacher then assigns
each table group with their
Auditory,
visual,
collaborati
ve
Builds students
social skills and gets
them engaged with
the content in a
collaborative way.

LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Students answer teacher
question in a group
discussion. (5 min)

directions and ask
questions as needed.
assignment together in
table groups.
3.) Students elect a
reporter and reporter
comes up to document
camera with their paper
and explains their answers
and responds to questions.
Other students take notes
on their papers.

Guided Practice
(Through)
Students listen.

(Through)
Students work on
assignment in their table
groups.

Closure (summarize;
make meaning of the
lesson)
Students listen.

Transfer (Beyond)
learning)
Students think about real
world connections to the
novel and the topic of
conflict.

type of conflict and as
students work on
assignment teacher walks
around the room and
monitors for participation
and progress. (15 min)
3.) Teacher asks for the
reporters to come forward
one table at a time and
place their paper under the
document camera for all to
see their answers and take
notes. Teacher prompts
reporter to explain their
choice and their answers.
(15-20 min)

Teacher guides class
discussion at beginning and
then provides direct
instruction on how to do
activity.

Auditory So students know
what to do.
(Through)
Students work in their table
groups on the assignment
and share their answers with
the class via an elected
reporter from each group.
Visual,
auditory
So students build
their social skills and
classroom
community.

Closure (summarize;
make meaning of the
lesson)
Teacher talks about how
there are many important
and varied types of
conflicts present in the
novel that are worth
taking note of.

Auditory Wraps up the
lesson.
Transfer (Beyond)
learning)
Teacher discusses some
real world conflicts that exist
in everyday life as well as
globally and how we can
determine a lot about a
person, nation, or society
based on how they handle
these different kinds of
conflicts.
Auditory Gives a real world
connection for
students to think
about.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students
individually and as a group


goal.

Process
Directions are very clearly discussed and repeated for further
comprehension and the main concept being discussed conflict is
clearly defined at the beginning of lesson.
Process (how the material is learned)
Collaborative activity is designed to get students thinking critically
about the material and making decisive choices as a group. This
should be engaging at a high enough level and interesting enough
to hold the gifted students interest.
RESOURCES
Novel
Document Camera
Tension and Conflict Graphic Organizer (provided on next
page)
REFLECTION

TITLE OF LESSON
Themes and Thesis Lesson (Unit 4: The Lord
of the Flies-Week 2)
English 10 AP Prep
DATE OF LESSON
10/29/13
W. W.10.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text.

Expanding
7. Evaluating language choices
Explain how successfully writers and speakers structure texts and
use language (e.g., specific word or phrasing choices) to persuade
the reader (e.g., by providing wellworded evidence to support
claims or connecting points in an argument in specific ways) or
create other specific effects, with moderate support.

It is important for students to understand what a theme is and how
they can track how an author addresses theme in a novel by
collecting evidence that supports it. This activity is designed to
provide students with a strategy that will help them organize their
thoughts and track a theme, symbol, or topics progression through
the novel.
What is a theme?
How can we find theme?
What is the difference between theme and main topic?
What is the difference between theme and symbols?
How can we use theme to discuss author choice?

appropriate
Cognitive
After teacher gives direct instruction about theme and how to
differentiate it from symbols or topics students will be able to
form their own thesis based on theme and they will be able to
find and keep track of evidence in the novel that specifically
supports that thesis by filling out an Indexing Notes chart.

Completion of indexing notes chart, notes on theme and
observation of participation.

Students may get bored with the direct instruction so teacher should make sure to engage students with relative questions during the lesson. Also some
students may need some help knowing what parts of the instruction of important to take note of so important or key points have been bolded.

STEPS (Fill in each box with specific information) LEARNING
STYLE(S)
ADDRESSE
D
REASONS/
RATIONAL
ES
Teacher asks students if they know
what the word theme refers to.
Teacher leads a discussion about
what they think theme means and
how it is different from the main topic
and symbols. (5 min)

Auditory Gauge
student
knowled
ge and
warm up
their
thinking.
Instruction (Through) Auditory, Informs

LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Students listen and
participate in discussion.

1.) Students listen and take
notes.
2.) Students listen, read,
and summarize the two
paragraphs.
3.) Students listen and

1.) Teacher gives definition of a
theme then goes into the 4
ways that authors can
express a theme having
students take notes. The 4
ways are read aloud by the
teacher and are visible on
the document camera. Key
points students should take
note of are in bold type. (5-8
min)
2.) Teacher then puts a
document with two
paragraphs describing the
differences between a
symbol and theme as well as
the difference between topic
and theme. Teacher tells
students to read and
summarize the paragraphs
in their notes. (5-8 min)
3.) Teacher then asks students
what kind of note taking
strategies they use. Teacher
shares some of the
strategies she/he uses.
Teacher and students hold a
short discussion of this and
then move on. (2-3 min)
4.) Teacher then introduces a
new way of taking notes
focused on collecting
evidence to support a thesis
for an essay or literary
project. Teacher hands out
the Indexing Data graphic
organizer and then explains
how students are supposed
to use the organizer
throughout their time reading
the novel in order to start
gathering supporting
evidence for the essays they
will be writing after they
finish reading The Lord of
the Flies. (2-3 min)
5.) Teacher explains that she/he
will now demonstrate how to
use the organizer effectively
by doing a close reading of
the beginning of chapter 4
together with the focus of
looking for evidence that
supports a thesis that
explores the idea of Nature
vs. Nurture. Teacher and
visual students
on what
to do
with the
activity
and
teaches
them a
new note
taking
strategy.
participate in discussion
about note taking
strategies.
4.) Students listen and look
over the graphic organizer.
the close reading of
chapter 4 with the teacher
and take notes on what the
teacher tells them to write
down.
6.) Students think about
what they want to write
their essay about and what
they want their thesis to be
about.
Guided Practice
(Through)
give instructions and
provide demonstration.

(Through)
Students read and
summarize the two
paragraphs and think
about what they want their
thesis to be about.

Closure (summarize;
make meaning of the
lesson)
Students think about what
a theme means.

Transfer (Beyond)
learning)
Students think about how
using this strategy will help
them save time and energy
when they need to write
the essay.

students read chapter four
stopping now and then when
they come across evidence
that either supports the idea
of Nature or Nurture.
Teacher has students write
the quote, page number, and
what idea it supports on the
back of their paper to serve
as an example. (10-15 min).
6.) Teacher then gives students
time to think about and
develop what thesis idea
they would like to start
tracking during their
readings.

Teacher provides direct instruction on
the meaning of theme and gives
explanation and demonstration of how to
use the indexing notes chart.

Auditory,
visual
Informs
students
on what
to do.
Teacher has students read two
paragraphs on the difference between
theme and symbols and theme and main
topic and has them summarize the
paragraph in their notes. Students also
think about what they want their thesis to
be about.

Auditory,
visual
Students
assess
what
they
know
and what
they
have
learned
and
apply the
new note
taking
strategy
to help
them
support
and
formulate
their own
thesis.

Closure (summarize; make meaning
of the lesson)
Teacher reviews once more what a
theme is and checks for
understanding.

Auditory Checks
for
understa
nding.
Transfer (Beyond) (opportunities to
apply the learning)
Teacher explains how by doing all
of this work during the reading of the
novel they are saving themselves
Auditory Informs
students
on what
to do
with new

from having to go back through the
novel to find evidence for their essay
and get them to start thinking
critically about their topics and ideas.

knowled
ge.


goal.

Content: Important information that must be included in notes
are bolded to focus attention specifically on that section of the
material.
Product: Students are required to independently add new
evidence to their notes as they read and to consistently think
about how that evidence can be used in their future essay.
RESOURCES:
Indexing Notes chart.
Document camera
Document of two paragraphs
The Lord of the Flies novel
REFLECTION
Directions: Read the two paragraphs and summarize them
in your own words.

A symbol might be a specific object or person
that has deeper meaning but a theme is usually
carried throughout the book and is about life,
society, or human nature. They explore timeless or
universal ideas and are usually implied (which
might make them harder to identify but easier to
argue).

It is important to recognize the difference
between the theme of a literary work and the
subject of a literary work. The subject is the topic
on which an author has chosen to write. The
theme, however, makes some statement about or
expresses some opinion on that topic. For
example, the subject of a story might be war while
the theme might be the idea that war is useless.

4 Ways that Authors can Express a Theme

1. Themes are expressed and emphasized by the way
the author makes us feel. By sharing feelings of
the main character you also share the ideas that
go through his mind.

2. Themes are presented in thoughts and
conversations. Authors put words in their
characters mouths only for good reasons. One of
these is to develop a storys themes. The things a
person says are much on their mind. Look for
thoughts that are repeated throughout the story.

3. Themes are suggested through the characters. The
main character usually illustrates the most
important theme of the story. A good way to get at
this theme is to ask yourself the question, what
does the main character learn in the course of
the story?

4. The actions or events in the story are used to
suggest theme. People naturally express ideas and
feelings through their actions. One thing authors
think about is what an action will "say". In other
words, how will the action express an idea or
theme?



TITLE OF LESSON
Fear and The Beast (Unit 4 The Lord of the
Flies-Week 2)
English 10 AP Prep
DATE OF LESSON
10/31/13-11/01/13
RL.10.5 Analyze in detail how an authors ideas or claims are
developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).

SL.10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically (using appropriate
eye contact, adequate volume, and clear pronunciation) such
that listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose (e.g., argument, narrative,
informative, response to literature presentations), audience,
and task. CA

Expanding :
9. Presenting
Plan and deliver a variety of oral presentations and reports on
gradeappropriate topics that present evidence and facts to support
ideas using growing understanding of register.
2. Interacting via written English
Collaborate with peers to engage in increasingly complex grade
appropriate written exchanges and writing projects, using
technology as appropriate.
In this lesson students will think about the topic of fear and how it
affects them. They will also look at how the topic of fear is
addressed in the novel and how it affects the boys on the island
differently. They will also think about the topic of mans inhumanity
to man as symbolized by the beast in chapters 5 and 6.
What/who is the beast? What does it represent?
How do people deal with fear?
How does fear manifest?
How does fear control people?
appropriate
Cognitive
Affective
After teacher leads a review of chapters 5 and 6 students will
examine, discuss, and form concise arguments about the
topics of fear and the darkness within mans heart through a
close reading and discussion of quotations from chapters 5
and 6 of The Lord of the Flies, and by answering some
essential questions about The Beast.
Students will be assessed through observation of participation in
class discussion and group activity.
Students will be assessed by the quality and completion of their
group assignment.
Students will also be assessed by completion of the questions
sheet.

Some students may be shy to working in a group environment and may need extra monitoring and encouragement to get them to actively participate in the
group. One way to encourage them to participate in the group activity is to say that if you see some students doing more work in a group than others than
you will assign those that are not participating as much to be their groups representatives and they will have to present to the whole class. This may
encourage them to participate in the group more to avoid the more scary prospect of sharing in front of the whole class.
STEPS (Fill in each box with specific information) LEARNIN
G
STYLE(S)
ADDRESS
ED
REASONS/
RATIONAL
ES
Students are given a graphic
organizer asking them to reflect on
their responses to fear. Teacher leads
a discussion about student answers
(volunteers only-can be a touchy
subject). (10 min)

1.) Teacher leads a close
reading of select sections of
chapters 5 and 6 and has
students take notes on
important quotations and
passages. (10-15 min)
2.) Teacher passes out
questions sheet and assigns
each table group with a set of
questions they are
responsible for answering
and sharing with the class.
Each group will present their
answers in whichever way
they feel works best. They will
have access to the document
camera, white board, as well
as poster paper and colored
markers. Teacher explains
that after they have had time
to work on the questions a
representative or two from
each group will present their
work and explain their answer
while everyone else takes
notes. (5 min)
3.) Teacher walks around
monitoring groups progress
and giving support as
needed. (20 min.)
4.) Teacher asks representatives
to come up and share their
groups answers while other
students take notes. (15-20
min)

Teacher leads students through a review
of chapters 5 and 6 directing them


LEARNING
STYLE(S)
ADDRESSED
REASONS/RATIONALES
Students work on the
fear graphic organizer
and share their answers
in a class discussion.
(10 min)

a close reading of chapters
5 and 6 and take notes on
important quotations and
passages. (10-15 min)
2.) Students receive
questions sheet and
instructions from the
teacher. (5 min)
finding the answers to their
questions as a group (4-5
students) then decide on
how best to present their
answers to the class. (20
min)
4.) Each group decides on
one or two students to
present their answers to
the class while those not
presenting take notes. (15-
20 min)

Guided Practice
(Through)
Teacher leads review of
chapters 5 and 6 and gives
instructions on what
passages and quotes
students should take note
of. Teacher also provides
instructions on how to do
group activity with
questions sheet.

(Through)
Students work in their table
groups (4-5 students) and
find answers to their
assigned questions from
the sheet. They then
decide on how best to

towards important quotes and passages
in the chapters that will relate to the
lesson topic of fear and the beast.
Students work together in their groups to
answer a couple of essential questions on
the topics of fear and the beast. Then they
choose a group representative or two and
they share their groups answers with the
rest of the class and explain why they
answered the way they did. Other
students take notes.

Closure (summarize; make meaning of
the lesson)
Teacher summarizes what they now
know about fear and the beast in
chapters 5 and 6 and encourages
students to keep tracking these topics
and themes throughout the rest of the
novel. (3 min)

Transfer (Beyond) (opportunities to
apply the learning)
Teacher asks everyone to answer
the last question on the sheet. How
do you explain the presence of evil in
the world? And how would Golding
explain it?

Teacher and students discuss and
argue their answers in group
discussion. (5 min)

present their answers to
the class and do so.

Closure (summarize;
make meaning of the
lesson)
summarize the learning for
the day.

Transfer (Beyond)
learning)
Students answer the last
question on their sheet and
then argue and discuss
their answers in a quick
class discussion.

goal.

other group members
Process: We review chapters 5 and 6 and focus in on important
quotations and passages and discuss their importance and
significance to the topics of fear and the beast. This helps English
Language Learners by giving them a chance to check their
understanding of the learning and lets them know what sections of
the text to spend more time on.
Product: Students progress will be assessed in two different ways.
The first is observation of participation in class discussion and group
Process: Students are asked to govern themselves in their
groups and come up with the answers to their questions by
working together and engaging in the text. They are also able to
present their answers in several different ways. This process
engages the gifted students by giving them the freedom to
decided how best to come up with the answers as well as how
best to present them to the class.


activity, the second is through completion of the questions sheet.
This gives English Language Learners who may not be fully
comfortable with their speaking skills another way in which they will
be assessed though participation in group activity is still mandatory.

RESOURCES: (Attached below lesson template.)
Novel
Questions sheet
Document Camera
White Board and markers
Poster paper and markers
REFLECTION
Fear and The Beast Questions Sheet

1. Consider the sign from the world of grown-ups in chapter 6. How is this ironical?
2. What are the reactions of the various boys to the beast? What does this tell you about them?
3. Put Simons vision of the beast into your own words. Describe it; where does it come from?
4. Who first mentions the beast? Why does it come up? Explain.

5. If the beast is psychological, how can we overcome it?
6. What are your plans for controlling your beast?
7. Consider the title of the book. Do you think it will have a connection to the beast? Why?
8. List historical & fictional figures you could describe as both heroic and sick and explain why?

5. MATERIALS/RESOURCES
Document Camera, Computer, Speakers, Iron Maiden song, 1963 movie of LOTF, LOTF literary
connection movie, video clip of Golfing talking about the novel, Graphic organizers, Chapter
Quizzes, Novel, pictures of symbols, white board, white board markers, activity sheets, project
directions sheet, rubric for final project.

6. REFLECTION
I have differentiated instruction to meet the varying needs of my high achievers by raising the
rigor level in many of the activities but scaffolding them so that my struggling students and
students with EL issues can still understand and successfully participate. My unit plan is strong in
its variety of activities and in its scaffolding to prepare students for what they are required to know
and to do for their final project. My plan is limited greatly by the class size of 43 and 42 students I
simply am unable to do some of the activities I would have liked to do if I had a smaller size class.
My unit has many forms of informal and formal assessments to gauge student learning of the
content and bigger picture message, this will help me determine the effectiveness of my unit in
regards to student learning. While designing this unit plan I learned that I have many visual
learners and that I tend to gear my lessons towards both visual and auditory learners but that I
dont have many opportunities to engage the kinesthetic learners mostly due to the restrictions of
space due to class size. I know now that designing a unit plan that suits the needs of all of your
students as well as fits the necessary learning goals and standards is a very trying and
complicated process.

7. RUBRIC WITH SELF-ASSESSMENT

UNIT RUBRIC 20 points

Design
Component
& Criteria
Approaching Meets
(Including the criteria for Approaching &
Meets)
Exceeds
(Including the criteria for
Approaching, Meets &
Exceeds)
Unit Context
1 point
Describes the subject/content
area, curse, grade level &
& describes the length of unit, number of
class periods and lengths of periods.
& describe where it fits
within the year plan.
Student
Facts
2 points
Provide information the whole
class (demographics,
readiness, interests, learning
profile)
& describe 5 individual students (2 ELL, 2
Special Ed and another student of your
choice). Include the students name, label,
grade level, culture, language, SES,
family, affect, individual ed goals,
readiness (reading, writing and subject
area level), interests, & learning profile
& include information
about students affects
and needs for their
learning environment.
Different-
iation
3 points
Describe the differentiation
strategy(ies) for the 5
individual students
& label the strategy (lesson content,
process or product) and the way it
addresses the students identity and
developmental needs (readiness, interest
or learning profile)
& provide how the
strategy will be assessed
for effectiveness and
altered if needed.
Unit
Rationale
1 point
Explain the importance of unit
in the students big picture of
learning & describes the
enduring understandings -
what students will know and
be able to do at the end of
the unit
& articulate what essential questions you
will use to frame the unit
& label the questions
based on the Six Facets
of Understanding.
Standards
and
Objectives
1 point
Both CA Content and ELD
Standards are identified and
each is addressed in an
objective that contains a
condition, verb, and criteria

& each objective is labeled by the type
(cognitive, affective, psychomotor or
language) and number of the standard it
addresses
& identify which of the six
facets of understanding it
is designed to address.
Assessment
2 points
Provide an assessment for
each objective and articulates

& identify the formality, purpose,
implementation method and evaluation
criteria.
& provide description of
how you will communicate
of expectations, self-
assessment process and
provide a sample of
student work.
Into
1 point
Provide an into, activity for
unit
& describe in detail the steps the teacher
will take to implement the into lesson and
any needed materials (i.e. graphic
organizer, ppt, model, rubric)
& provide script for
teacher and times for
each activity.
Through
2 points
Provide a unit calendar
outlining what is addressed
each day (objectives,
standards, student activity
and assessment)
& each activity is student centered with
multiple opportunities for the instructor to
check for understanding
& provide instructional
materials for each lesson
plan.
Beyond
1 point
Provide a beyond activity for
unit
& describe in detail the steps the teacher
will take to implement the beyond activities
and any needed materials (i.e. graphic
organizer, ppt, model, rubric)
& provide script for
teacher and times for
each activity.
Lesson
Plans
4 points
3-5 lesson plans are provided

& each lesson meets all the requirements
specified in their perspective rubrics
including all the instructional materials
& A full scripted Lesson is
provided for each day of
the week.
Materials &
Resources
1 point
Describe all the materials
needed to implement the
lesson/unit
& the materials address a range of student
needs and variety of interests and learning
profiles
& the materials display
the candidates
imagination and creativity.
Reflection
1 point
Address all the reflection
prompts about differentiation,
strengths and limits of the
lesson, & effectiveness of
lesson
& describe what you learned about
yourself and your students
& identify what you would
keep in mind for the next
lesson.

Self-
Evaluation
5 points will be
deducted if not
included
Provide a copy of the rubric
with the unit plan
& highlight the criteria for each
component
& provide hand written
evidence for each criteria
marked and identify what
page for each item.

Unit Plan Unit 4 Lotf

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Unit Plan Unit 4 Lotf

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Amanda Bevers Unit Plan 1

Name Amanda Bevers Date 10-21-13

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