Unit Title: One May Need the Other
Unit Overview
DAY #1
Objective The students will describe
how the characters in
Virginia Wolf by Kyo Maclear
respond to the challenge of
depression and anxiety and
will discover ways of helping
themselves beat that odd.
Standards IAS: 5.RL.2.2: Determine a
theme of a story, play, or
poem from details in the
text, including how
characters respond to
challenges or how the
speaker in a poem reflects
upon a topic; summarize the
text.
Materials The book, Virginia Wolf by
Kyo Maclear, Sheet of paper
with space for a drawing and
lines to describe their
drawing
Management 1.Students will walk to the
front of the room and sit on
the ground quietly while I
read.
2.Studnets will walk back to
desks and work individually
on creating happy place.
Anticipatory Students will be sitting at
Set their desks in groups already.
I will ask them to think about
what makes them feel angry,
happy, annoyed, etc. and to
discuss it with their group. I
will share that it annoys me
when my roommates leave
their dirty dishes in the sink
and I feel happy when I get
to sleep in on the weekends.
Then I will ask for three
tables to share what they
came up with.
Purpose “I am going to read to you
this book Virginia Wolf by
Kyo Maclear. As I read, I want
you to observe the two
characters and think about
what is happening between
them and what they are
trying to do for one another.”
Lesson 1.I will have the students in
Presentation the back come to the front so
they can see the pictures.
2.I will read the story out
loud and give each character
their own voice, so the
students know who is talking
in which section.
3.I will model appropriate
reading strategies and
expressions.
DAY #2
Given a region in the United
States, students will be able to
research the different aspects
of the economy in order to
share with the rest of the class.
IAS: 5.4.6 Use economic
reasoning to explain why
certain careers are more
common in one region than in
another and how specialization
results in more
interdependence.
NCSS: 3-People, Places, and
Environment
Small pieces of cut up colorful
paper, Group Labels for desks,
Sticky Note Posters, Small
Sticky Notes, Pencils,
Chromebooks, worksheet
packet
Students will work quietly with
their groups keeping the noise
level at a minimum. Students
will also work in a timely
manner in order to do the
research and write their facts
down in the time given. The
students should have plenty of
time to complete the three
sheets handed out. The
students will gain enough
knowledge in the research to
complete the last worksheet on
their own without help.
Students will be sitting at
desks. They will have colored
pieces of paper on their desks
that they will be trading with
one another. Students will
decide on one person to do the
trading and they will have five
rounds to try to get all the
different colors. Give them
time in between each round to
decide which colors they are
trading and with who they are
trading with. They will have
about 30 seconds each round.
“Today we are going to learn
about the different economies
of the regions in the United
States. We are talking about
this because trading occurs
every day and it is important
for everyone so we can have all
the materials we need to live
the life we are living now.”
1.Go over power point with
students and have them fill out
first two pages of worksheet.
2.Have students get on Epic!
and do their research with the
given books and pages on the
power point slides.
3.Studnets will write/draw out
information on small sticky
notes and put them on big
sticky notes around the room.
4.Once the above task is
complete, have students look
around at the posters and what
Name: Jaci Stewart
DAY #3
Given a person who helped in
finding the thirteen colonies,
students will research different
roles and important facts about
that person to make a poster.
IAS: 5.1.8 Identify the early
founders of colonial settlements
and describe early colonial
resistance to British rule.
Examples: John Smith, William
Bradford, Roger Williams, Anne
Hutchinson, John Winthrop,
Thomas Hooker, George
Whitefield and William Penn
NCSS: 4- Individual Development
and Identity
Example poster, poster boards,
pencils, markers, Chrome books,
timer, sticky notes with names of
people to research
Continue to follow class
expectations for listening,
volume level, and working with
others.
Start by sharing personal story
about house fire and who was an
important leader in that time.
Then read poster about
important person to class and
explain why these details were
important for them to know in
order to understand why the
person was important in the
time.
“Today we are going to be
learning about the important
people who founded the thirteen
colonies and what made them
important in their time.”
1.Ask students what elements
were included in the poster
presented that were important in
order for them to understand
who the person was.
2.Exaplin this is similar to what
they will be doing with the
thirteen-colony people they will
be researching on Epic!
3.Hand out posters and sticky
notes with the names of who
they will be researching and
making posters over.
DAY #4
The students will describe how the
characters in Maniac Magee by
Jerry Spinelli respond to the
challenge of racism and will
discover ways of showing their
support of ending this social
problem in the world.
IAS: 5.RL.2.2: Determine a theme
of a story, play, or poem from
details in the text, including how
characters respond to challenges
or how the speaker in a poem
reflects upon a topic; summarize
the text.
The book, Maniac Magee by Jerry
Spinelli, Lined paper for students
to write their ideas on
1.Students will sit at desks quietly
while the book is read out loud
and walk around the room.
2.Students will work individually
at desks during activity.
Students will be sitting at their
desks in groups already. I will ask
them to think about what
problems they see in our everyday
world that they want to change
and to discuss it with their group. I
will share that something I see in
the world that I find to be a
problem is when veterans come
home, sometimes they do not
have a place to live. If they do not
have family that will take them in
or if they do not have family then
sometimes they have nowhere to
go and are then living on the
streets. Then I will ask for three
tables to share what they came up
with.
“I am going to read to you a few
chapters of this book Maniac
Magee by Jerry Spinelli. As I read, I
want you to observe the main
character and how people are
interacting with him. Also think
about how he might be feeling as
he is going on about his normal
day.”
1.I will have the students remain
in their seats as I read and
circulate the classroom.
2.I will read the story out loud and
give each character their own
voice, so the students know who
is talking in which section.
3.I will model appropriate reading
strategies and expressions.
Unit Title: One May Need the Other
Closure or “Virginia’s sister decided to
Conclusion help her because she wanted
to see her happy instead of
sad. She had to try many
different strategies, such as
just laying with her and
bringing out her atlas to find
the place she wanted to go,
to figure out what Virginia
needed to feel better. Her
sister persisted until she
found a way to make her
happy again which was
creating Virginia’s “happy
place” of Bloomsberry. This is
something that we should try
to think about daily, taking
the time to figure out what
our friends enjoy that way
when they are feeling down,
we can help bring them back
up with something that
brings them joy just as
Virginia’s sister.”
Formative Individually the students will
Assessment draw their “happy place” and
will write a paragraph about
it describing what they drew.
Then the students will get
with their shoulder partner
and will share what they
drew and wrote and why it
makes them happy. This will
go back on the theme that
showed in Virginia Wolf by
Kyo Maclear.
Adaptations 1.In the group conversations
students will have other
classmates to help spark
their thought and ideas and
will be able to share in a
small space first.
2.When students are working
on their “Happy place” the
student is free to just write
down key words or to draw
what they are feeling and
describe it out loud using
only the picture and their
thoughts. Student does not
have to write paragraph.
Summative
Assessment
(as needed)
other regions put to help them
fill out the last page in packet.
5.Fill out last page in packet
individually and collect.
1.“Let’s review the different
regions and terms that we
learned today as a class. Can
anyone tell me the five
regions?”
2.“Can anyone tell me what an
economy is?”
3.“Can anyone remember one
of the four terms we
researched today and its
definition?”
4.“Good work today everyone,
I am going to come around and
collect your packets from you
quickly and then you can move
back to your original seats if
you are not there already.”
1.Walk around the room while
the students are researching
and completing the packets.
2.Take notes on who is working
effectively and who needs
reminded to stay on task.
3.Write down who seems to be
grasping the idea well when
working on packet and who
needs extra assistance.
The following is based on
student’s IEP’s, 504’s, and ESL,
and behaviors.
Section 3:
-Students LA, who speaks
English as a second language,
and DE will need content read
aloud to them by classmate or
teacher.
-Student DE will have modified
lesson where they can draw
instead of writing.
-Student SH will have an aid in
the class to assist him with the
reading and writing.
-Student RW may need
redirection and reminders to
stay on task during the
research portion.
-Early Finishers: For groups or
individuals who complete the
research and sticky note
activity before the rest of the
class, they will be asked to find
other resources to further their
research and expand their
knowledge on the topic.
Collect packets at the end of
the lesson and see who worked
well and was able to complete
the sheets and who was not
quite there in their work.
Name: Jaci Stewart
4.Give students about thirty
minutes to complete poster and
then have the groups choose two
people to present their poster to
the class.
1.“Today we talked about people
and what made them important
when discussing a certain topic.
Give me a thumbs up if you feel
like you knew why each person
was important. Give me a thumb
to the side if you feel like you
mainly know why, but might
need some more review over this
topic.”
2.“Good work today everyone. I
am going to go ahead and collect
all your posters and you can
move back to your seats if you
need to.”
1.Walk around the room while
students are researching and
making posters.
2.Take notes on who is working
efficiently and who needs
reminded to stay on task.
3.Write down who seems to be
engaged and grasping the idea
well and who needs extra help.
4.At the end ask for a thumbs up
if students understood what
made each person important.
The following is based on
student’s IEP’s, 504’s, and ESL,
and behaviors.
Section 3:
-Students LA, who speaks English
as a second language, and DE will
need content read aloud to them
by classmate or teacher.
-Student DE will have modified
lesson where they can draw
instead of writing.
-Student SH will have an aid in
the class to assist him with the
reading and writing.
-Student RW may need
redirection and reminders to stay
on task during the research
portion.
-Early Finishers: For groups or
individuals who complete the
research and sticky note activity
before the rest of the class, they
will be asked to find other
resources to further their
research and expand their
knowledge on the topic.
Collect posters at the end of the
lesson and see what groups
worked well together and got all
the information needed on the
poster, and make note of the
presenters and what they
presented to the class.
“Jeffery did not seem to be
enjoying his everyday life. At first
he was running away from his
problems but once he found a
family that cared about his
wellbeing and loved him for him
he wanted to make a change. He
wanted to stand up for what he
believed in which was that African
Americans have a right just as
white people do and they deserve
equality. This is the courage that
we need to take every day when it
comes to our school work and
even when we see others being
bullied. We need to stand up for
what we believe to be right and
help others who may not have a
voice as well.”
Individually the students will write
a paragraph or two about a
problem they see in the world that
they would want to change. They
will describe the problem they see
and then describe what they
might want to do in order to see a
change with the problem. They
will then get with their shoulder
partners and share the problem
they see and how they want to fix
it. This will connect back to the
theme of the book that was read
aloud to them.
1.In the group conversations
students will have other
classmates to help spark their
thought and ideas and will be able
to share in a small space first.
2.When students are working on
writing the changes they want to
see, the students with writing
disabilities are free to just write
down key words or to draw what
they are thinking and describe it
out loud using only the picture
and their thoughts.