Unit Plan

LOGISTICS

Teacher: Shelia Stephenson Grade(s) 8th Level(s): ELA EC Resource Title of Unit: The Phantom Tollbooth

Length of Unit: 20 Days

STATEMENT OF PURPOSE AND RATIONALE . To compare and contrast the main idea and supporting details between The Phanto m Tollbooth book and video. . To explain topic sentences. . To recognize vocabulary in text . To relate the book to video . To identify figurative language within the text . To exhibit understanding of figurative language and narrative writings . To discover the elements of fiction . To express real or imagined experiences

RATIONALE: This Unit will explain narrative writing, figurative language, main idea, point of view, theme, character, setting, and plot/conflict. The students will be exposed to understan ding each area for basic knowledge. Students will be able to define each concept and know how to pr operly use the concepts in everyday experiences. The learning environment will include books, v ideos, flip charts, and models to convey the meanings and proper use.

UNIT ESSENTIAL QUESTION(S)

1. What is a theme? 2. What is a main idea? 3. How does the theme and main idea relate to the characters? 4. How does the theme and main idea relate to the setting? 5. How does the theme and main idea relate to the plot? 6. Can you summarize the text? 7. What is figurative language? 8. Can you identify figurative language within the text? 9. Can you express the differences and similarities between the book and video? 10. How does the director of the video make choices that differ and remain the s ame in the book?

ESSENTIAL STANDARD [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, a nd plot; provide an objective summary of the text.

[Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific wo rd choices on meaning and tone, including analogies or allusions to other texts.

[Link].8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices mad e by the director or actors.

CLARIFYING OBJECTIVE . Determine central ideas or themes of a text and analyze their development; sum marize the key supporting details and ideas. . Determine a theme or central idea of text and analyze its development over the course of the text. Including its relationship to the characters, setting, and plot; provide objecti ve summary of the text.

UNIT OVERVIEW

Plan for Integration (Mind Map or Graphic Organizer) Plan for Integration 8.V.2.2 Apply observation skills and personal experiences to create original art . 8.V.2.3 Create Original art that conveys one or more ideas or feelings. [Link].3.2 Explain the impact of personal behaviors on the environment, both posi tively and negatively. [Link].1.1 Apply the major technical elements to informal presentations. 8.C.1.1 Use physical movement and acting skills to express stories to an audienc e. [Link].1.1 Implement a project-based activity collaboratively.

8.P.2.1 Explain the environmental consequences of the various methods of obtaini ng, transforming and distributing energy. [Link].4 Use variables to represent quantities in a real-world or mathematical pro blem, and construct simple equations and inequalities to solve problems by reasoning about the quant ities. 8.H.1.1 Construct charts, graphs, and historical narratives to explain particula r events or issues. [Link].1.4 Use collaborative and cooperative skills to contribute constructively to the creation of dance. [Link].4 Determine the meaning of words and phrases as they are used in a text, in cluding vocabulary specific to domains related to history/social studies.

C:\Users\shelia\AppData\Local\Temp\the-phantom-tollbooth_2m9gpse1.jpg

Prerequisite Teacher Content Knowledge (May be bullet points; include essential vocabulary)

CONSIDERATIONS ABOUT THE LEARNERS

Prior Knowledge The Phantom Tollbooth Vocabulary

Figurative Language understanding Teacher will have read text and viewed the video of The Phantom Tollbooth

Unique Learner Characteristics (accommodation and differentiation)

Use of computers allowed to type journal entry responses for those who are lower -level writers.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

Prior Knowledge Students should have prior knowledge through previous grade levels in ELA lesson s. Specifically RL.6.2, RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the students would have been introduced to determining the theme or central idea of text and analyzing its development over the course of the text, while being able to provide particular details and a summarize the text distinct iveness from personal opinions or judgments. Students should have been exposed to determining the mean ing of words and phrases as they are used within the text, including figurative and connotative m eanings. Students would have learned to analyze the impact of specific word choice on meaning and tone a nd the impact of rhymes and other repetitions of sounds. Students should have learned to compare and con trast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or l ive version of a text.

Physical Space Students will utilize traditional classroom space for all activities Temporal Resources No temporal resources necessary Learning Materials The Phantom Tollbooth Journal

Colored pencils Plain paper

Personnel Resources Quizzes Unit test Worksheets Created game board Fake money Created tollbooth Prizes

Technological Resources Youtube video, see link below [Link] w=detail&mid=4F51DDFDB0A980B154444F51DDFDB0A980B15444 Audio/video of each chapter on you tube, see link below [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446 Smart board Document camera Video recorder

Figurative language flipchart Teacher school webpage to insert videos, audios, and materials needed for the le sson.

UNIT OVERVIEW AND TIMELINE

DAY 1-2 DAY 3-4 DAY 5-6 DAY 7-8 DAY 9-10 Specific expectations (goals/objectives) Students will be introduced to the book through specific details about the author and the book. Students will be given a folder which will include book summary, key fact about the book, all teacher created quizzes, rubrics, worksheets, vocabulary test, social studies integration timeline

sequence of events, health integration and science integration. Students will be introduced to a reward system, using fake Students and teacher will review vocabulary together. Teacher will pre-cut slips of paper with vocabulary words from the book listed on each slip. Students will develop a understanding of new words/concepts in order to be familiar with words that will be read in the text. Students will review elements of fiction through using a teacher created worksheet. Students will be allowed to use information of key facts listed in their folder to answer the questions. Students will be introduced to chapters 1-4 of the book reading in pre selected

groups. The first four chapters will be labeled as a Unit I.. There will be a teacher created packet that consist of multiple choice questions with, A. comprehension skills questions, B. supporting details, C. main idea, and D. Conclusions. A teacher created worksheet will be used to write short answer question (1-5). Teacher/Cooperating Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the first four chapters. Students will get into previously assigned groups to read Unit II. chapters 5-8. Students will use packet to summarize these chapters by using multiple choice questions with, A. comprehension skills questions, B. supporting details, C. main idea, and D. Conclusions. A teacher created worksheet will be used to write short answer question (1-5). Teacher/Cooperating Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of chapters 5-8

money for participation and progression of topics learned in the text. Teacher will review figurative language through visual filpchart. Teaching & Learning Strategies (in brief) (Hook) Have the students use visual arts integration in journal to draw a self created fiction character. Students will describe their character to class. Teacher will use mathematics integration for real life counting of money. Teacher will pass out fake money to place in the teacher created tollbooth. As the students present (Hook) Teacher will pass a basket of vocabulary

words around and allow each student to attempt giving the proper definition of their selected word. Students will earn fake money for making attempts to define vocabulary and for defining correctly. (Hook) Students will be given an entrance ticket to preassess their understanding of five elements of fiction concepts. Students will be allowed to use their fake money to put in the tollboth to pass to next level if they properly answer questions about elements of fiction. Vocabulary basket will be used as well. (Hook) Vocabulary basket will be used to sharpen their understanding of the text. Students will be rewarded with the fake money for participation and

properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigned parts. (Hook) Students will be allowed to preveiw a snip of The Phantom Tollbooth Video to begin to be introuduced to compare and contrasting. Vocabulary basket will be used to sharpen their understanding of the text. Students will be rewarded with the fake money for participation and properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigned parts.

they will be allowed to put their money in and pass to the next level on the teacher created game board.

Formative or Summative Assessment type-strategytool Teacher will conduct preassessment through review of journal entry, group discussions, elements of fiction worksheet, and exit ticket. Teacher will conduct preassessment and summative assessment through review of understanding of new vocabulary with an initial vocabulary quiz at the beginning of class and the end of class period. Formative assessment will be conducted through observation

of students understanding of introduction of new vocabulary. Teacher will conduct preassessment and formative assessment through review of verbal pop quiz used in hook. Formative assessment will be given by review of students comprehension of, the teacher created elements of fiction worksheet. Students will be given an exit ticket to formatively assess their development of the five elements of fiction as taught in the lesson. Teacher will conduct preassessment through using the hook exercise. A rubric will be used for analyzing vocabulary comprehension. Formative assessment will take place as the teacher and students wrap up with verbal summarization of the first four chapters using discussion

questions and unit one packet created by teacher. Teacher will conduct preassessment through hook exercise, summative assessment will be addressed through teacher created rubric of response to discussion questions. Formative asessment will be performed through answers documented on unit worksheets. Learner Considerations Students with disabilities will verbally Students with disabilities will be given printed clues before Students with disabilities will be given extra printed clues. Students with disabilities will have assistance with writing in answers on Students with disabilities will have assistance with writing in answers on

describe everyday events. Print outs of all materials will be provided. participating in the lesson. Students who have difficulty with fine motor skills will have assistance with writing answers on teacher created vocabulary quizzes. Students with fine motor skills issues will have assistance writing in answers. worksheets. worksheets. Environmental Considerations Desk will be prearranged in a pair styled setup. Teacher will allow students to be grouped by teacher selected groupings. Allowing the three unique learners to work together.

Desk will be separate and face forward for view of vocabulary introduction on document camera. Desk will be face forward Students will be seated at a round table with teacher and will have desk arranged in groups of three to read first four chapters together. Students will be seated at a round table with teacher and will have desk arranged in groups of three to read chapters 5-8 together. Material Resources Book: Previous assigned to students. The Phantom Tollbooth . Teacher created tollbooth game board, fake money, and tollbooth. Tollbooth game board, fake money, and tollbooth will remain in classroom throughout the duration

of the unit. Teacher created, elements of fiction worksheet . Book The Phantom Tollbooth

Book & Video Other Resources Video recorder, Printed vocabulary Pencil, fake money, Fake money, tollbooth, game Fake money, tollbooth, game

books, tape, paper, colored pencils, journal, exit tickets, and unit folders words. Preassessment quiz, summative assessment quiz. Document camera for vocaublary introduction.

vocabulary basket, and elements of fiction worksheet .

board, pencil and Unit I. packet of teacher created worksheets

board, pencil and Unit II. packet.

DAY 11-12 DAY 13-14 DAY 15-16

DAY 17-18 DAY 1920 Specific expectations (goals/objectives) Students will get into previously assigned groups to read Unit III. chapters 9-12. Students will use packet to summarize these chapters by using multiple choice questions with, A. comprehension skills questions, B. supporting details, C. main idea, and D. Conclusions. A teacher created worksheet will be used to write short answer question (1-5). Teacher/Cooperating Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of chapters 9-12 Students will get into previously assigned groups to read Unit IV. chapters 13-16. Students will use packet to summarize these chapters by using multiple choice questions with, A. comprehension

skills questions, B. supporting details, C. main idea, and D. Conclusions. A teacher created worksheet will be used to write short answer question (1-5). Teacher/Cooperating Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of chapters 13-16 Students will get into previously assigned groups to read Unit V. chapters 17-20. Students will use packet to summarize these chapters by using multiple choice questions with, A. comprehension skills questions, B. supporting details, C. main idea, and D. Conclusions. A teacher created worksheet will be used to write short answer question (1-5). Teacher/Cooperating Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of chapters 17-20 Stuedents will watch the video The Phantom Tollbooth, this video is 1 hour,

20 minutes in leangth. Teacher created worksheets will be used to answer questions about the elements of fiction and comparing and contrasing differences and simularities of the video/text. Students will have a teacher created unit test.

Teaching & Learning Strategies (in brief) (Hook) Vocabulary basket will be used to sharpen their understanding of the text. Students will be rewarded with the fake money for participation and properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigned parts. (Hook) Vocabulary basket will be used to sharpen their understanding of the text. Students will be rewarded with the fake money for participation and properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigned parts. (Hook) Vocabulary basket will be used to sharpen their

understanding of the text. Students will be rewarded with the fake money for participation and properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigned parts. (Hook) Watch video. Video duration is longer than the class period, therefore video will start immediately. Students will continue to receive fake money for class participation and proper conduct during video showing.

(Hook) When quiz is complete, students will wrap up lesson by reviewing who moved the farthest on the game board. The winners will receive the

tollbooth money back that has accumulated over the course of the unit and be allowed to use the fake money to purchase prizes, provided by the teacher. Prizes will have price tags. Formative or Summative Assessment type-strategytool Teacher will conduct preassessment through hook exercise, formative assessment will Teacher will conduct preassessment through hook exercise, formative assessment will Teacher will conduct preassessment through hook exercise, formative assessment will Teacher will conduct formative assessment through teacher created rubric of responses listed on teacher created

Teacher will conduct summative assessment

be addressed through teacher created rubric of response to discussion questions. Formative asessment will be performed through answers documented on unit worksheets. be addressed through teacher created rubric of response to discussion questions. Formative asessment will be performed through answers documented on unit worksheets. be addressed through teacher created rubric of response to discussion questions. Formative asessment will be performed through answers documented on unit worksheets. compare and contrast worksheet and documentation of the elements of fiction worksheet as it pertains to the differences/simularities in the video/text. through rubric graded unit test. Formative assessment will be used by circulating and observing

how the students perform while using the money to purchase their prize(s) of choice. Learner Considerations Students with disabilities will have assistance with writing in answers on worksheets. Students with disabilities will have assistance with writing in answers on worksheets. Students with disabilities will have assistance with writing in answers on worksheets. Students with disabilities will have assistance with writing in answers on worksheets. Students with be assisted by teacher to fill in answers on their unit test. Teachers and assistant will provide help with counting up totals for prizes

chosen. Environmental Considerations Students will be seated at a round table with teacher and will have desk arranged in groups of three to read chapters 9-12 together. Students will be seated at a round table with teacher and will have desk arranged in groups of three to read chapters 13-16 together. Students will be seated at a round table with teacher and will have desk arranged in groups of three to read chapters 17-20 together. Students will watch video together, seated in a desk arrangement of face forward. Students will be face forward separately seated during testing. Students will be

moving throughout the different prearranged stations to purchase prizes. Material Resources Book: Audio version of the book. Book: Audio version of the book. Book: Audio version of the book. Book: Audio version of the book. Book: Audio version of the book. Other Resources Fake money, vocabulary basket tollbooth, game board, pencil and Unit III. packet Fake money, vocabulary basket, tollbooth, , game board, pencil and Unit IV. packet.

Fake money, vocabulary basket, tollbooth, game board, pencil and Unit V. packet.

Fake money, tollbooth, game board, pencil and elements of fiction worksheet and compare and contrast worksheet.

Test notes provide in folders will be allowed during testing. Unit Test, prizes, and prize stations.

TAP IMPACT Plan With public schools continuously becoming more diverse it is increasingly import ant to assess the students. The first step is pre-assessment; pre-assessment communicat es to the teacher the readiness and level for learning. There are three forms of assessment. 1. Pr etest-a written test, non-graded that the teacher uses to order readiness and background knowledge. 2. Entrance/Exit Cards-entrance tells their basic knowledge and exit tells if the lesson was effe ctively communicated. 3. Interest Surveys-tells a students interest area to better help f ocus learning of a subject. Formative assessment gives feedback as to how students are progressing over the period of instruction. Methods that can be used are classroom discussions, teacher obse rvation, homework, and tests. It is formative when the teacher uses the information to ch ange and adapt their teaching directions. Summative assessment can be used to score how the stu dents understand what was taught. Assessment is vital and should be done throughout the process of communicating n ew material, during the learning phase, and after material is introduced. Pre-asses sment, Formative and Summative assessments are all vital parts of analyzing the students abilities to perform. Preassessment will determine where the lesson should begin by activating prior know ledge, through quick quizzes, exit tickets, Think Pair Share, and many other forms. Once a Preassessment is performed, the teacher will utilize this diagnosis in order to frame the concept s to be taught. Both, Formative and Summative assessments will measure the students individual ne eds and allow teacher modifications for critiquing daily lesson plans. Formative assessm ents are ongoing and can be observed during the teaching of a lesson; this type of assessme nt will provide improvements and modifications necessary to validate instruction. Summative asse ssments are the typical way of analyzing teaching effectiveness through an ending unit quiz. It will also determine students comprehension. Even though assessment is not always a test it is a method designed to review the students prior knowledge, current knowledge and mastery of specific competencies. All forms of assessment can be used to differentiate for different type learners.

Unit Plan

Common Core Standard [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the chara cters, setting, and plot; provide an objective summary of the text.

[Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impac t of specific word choices on meaning and tone, including analogies or allusions to o ther texts.

[Link].8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas.

RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and p lot; provide objective summary of the text.

STATEMENT OF PURPOSE AND RATIONALE

PURPOSE: . To compare and contrast the main idea and supporting details between m Tollbooth book and video. . To explain topic sentences. . To recognize vocabulary in text . To relate the book to video . To exhibit understanding of figurative language, narrative writing, . To discover the elements of fiction . To express real or imagined experiences . To conclude and summarize text. The Phanto

RATIONALE: This Unit will explain narrative writing, figurative language, main idea, point of view, theme, character, setting, and plot/conflict. The students will be exposed to understan ding each area for basic knowledge. Students will be able to define each concept and know how to pr operly use the concepts in everyday experiences. The learning environment will include books, v ideos, flip charts, and models to convey the meanings and proper use.

Lesson Plans Day 1-2

Desired learning outcome(s): . . . . . . Students Students Students Students Students Students will will will will will will be able explain be able be able be able be able to recognize new vocabulary words. how to count money used in a reward system. to explain topic sentence. to describe how theme and main idea, relate to setting. to identify roles of characters in everyday life. to identify figurative language.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. Assessment

. Teacher will conduct pre-assessment through review of journal entry and record ing responses on a teacher created response monitoring checklist of group discussion s. . Formative assessment will be conducted through the elements of fiction workshe et preview, and figurative language flip chart on smart board. Exit ticket with the three questions to assess for introduction understanding of unit guidelines. Teacher w ill circulate through each phase on the lesson to allow each student to grasp the in formation using a response monitoring checklist of each student s responses to discussion qu estions.

Day 3-4 Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recall new vocabulary words. how to count money used in a reward system. to explain theme. to apply vocabulary words.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi

de objective summary of the text.

Assessment . Teacher will conduct pre-assessment through observation of understanding of ne w vocabulary. . Formative assessment will be conducted through circulating during instruction recording responses for understanding and the use of exit tickets.

Day 5-6 Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to define words. how to count money used in a reward system. to explain the five elements of fiction. to apply vocabulary words.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment . Teacher will conduct pre- assessment through record of verbal response used in the hook and entry ticket responses. . Formative assessment will be conducted through review of students comprehension of, the teacher created five elements of fiction worksheet. Exit ticket will be used t o determine the students understanding of lesson.

Day 7-8 Desired learning outcome(s): . Students will be able to practice using vocabulary words. . Students will explain how to count money used in a reward system. . Students will be able to explain the five elements of fiction.

. Students will be able to discover vocabulary words within the text. . Students will be able to list character and their characteristics. . Students will be able identify specific settings.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective

RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment Teacher will conduct pre-assessment through using the hook exercise and an entra nce ticket. A rubric will be used for analyzing vocabulary comprehension. Formative assessment will take place as the teacher and students wrap up with verbal summarization of the first four chapters using discussion questions and information provided in unit one packet created b y teacher. Teacher will circulate through each phase on the lesson to allow each student to grasp the information.

Day 9-10 Desired learning outcome(s): . Students will be able to practice using vocabulary words. . Students will explain how to count money used in a reward system. . Students will be able to define compare and contrast.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment

. Teacher will conduct pre-assessment through using the hook exercise and entran ce ticket. . Venn diagram will be used for formative. Teacher will circulate through each p hase on the lesson to allow each student to grasp the information recorded on a response checklist.

Day 11-12

Desired learning outcome(s): . Students will be able to recognize using vocabulary words. . Students will explain how to count money used in a reward system. . Students will be able to search the text for major details.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment . Teacher will conduct pre-assessment through analyzing their answers on their e ntrance ticket and recording their understanding of vocabulary previously reviewed on th e response checklist form. . Formative and summative assessments will be tracked throughout lesson, by list ening and documenting responses, while circulation during reading the chapters and observa tion of their ability to list specific details on their setting worksheet, character wor ksheet, and Venn diagram, and review of the students journal entry.

Day 13-14 Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recognize using vocabulary words within the text. how to count money used in a reward system. to define summary. to describe summary.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text.

[Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment . Teacher will conduct pre-assessment through analyzing their entry ticket and r ecording responses of their understanding of vocabulary previously reviewed. . Formative assessments will be tracked by listening and recording responses whi le circulating during reading the chapters and documenting their ability to list sp ecific details on setting worksheet, character worksheet, Venn diagram, and exit ticket responses.

Day 15-16 Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recognize using vocabulary words within the text. how to count money used in a reward system. to define summary. to describe summary.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment

. Teacher will conduct pre-assessment through analyzing their entry ticket and documenting their understanding of conclusion. . Formative assessments will be tracked by listening and observing by teachers c irculation during reading the chapters and observation of their ability to list specific de tails on setting worksheet, character worksheet guided questions, Venn diagram, and exit ticket responses.

Day 17-18 Desired learning outcome(s): . Students will be able to compare and contrast the book and video

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts. [Link].8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choic es made by the director or actors.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment . Teacher will conduct pre-assessment through analyzing their entries previously noted on their Venn diagram. . Formative assessment will be conducted by circulation and recording their resp onses as they watch the video using discussion questions. Teacher will analyze their resp onses on their completed compare and contrast Venn diagram.

Day 19-20 Desired learning outcome(s): . Students will be able to be answer unit questions on Unit Quiz. . Students will be able to use real life spending to purchase prizes. . Students will be able to use a calculator to add up their own purchases.

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts. [Link].8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choic es made by the director or actors.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Assessment . Formative assessments will be observed through how the students are able to pu rchase prizes from the prize store. Calculating will be used for their purchases. Teach er will circulate while recording their understanding through each phase on the lesson t o allow each student to grasp the information.

. Teacher will complete a Summative assessment by checking answers given on the unit quiz.

ASSESSMENT TOOLS

Name______________________________Date_______________

The Phantom Tollbooth DAY 2 Exit Ticket: Who is the main character?

What is the point of view?

What s the main idea?

Name_____________________Date______

The Phantom Tollbooth Day 2 Exit ticket:

Do you have any questions about the unit?

Do you understand the instructions for this unit? If no, please list concerns.

Can you identify figurative language? If no, please ask question(s) below you might have about figurative language.

Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (day 5)

1. Define main idea: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Name_______________________Date________

The Phantom Tollbooth Exit Ticket (day 6)

1. List the five elements of fiction?

a. b. c. d. e.

2. Describe main idea:

3. Describe theme:

4. Describe supporting details:

5. Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (day 7)

1. Define setting:

2. Define character(s):

Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (Day 12)

Define compare:

Define contrast:

Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (day 11)

1. What are the major details of the text?

2. Can you analyze the major details of the text? Describe in your own words in three sentences; how you analyze how Milo feels as he continues on his journey.

Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (day 13)

1. How is summary used to understand the text?

2. Define summary in your own words.

Name_______________________Date________

The Phantom Tollbooth Exit Ticket (day 14)

Describe how you can use summary to understand the text:

Why do you need to summarize the text?

Name_______________________Date________

The Phantom Tollbooth Entrance Ticket (day 15)

1. Define conclusion?

2. Describe how you will predict how the novel will end.

Name_______________________Date________

The Phantom Tollbooth Exit Ticket (day 16)

Does the novel end how you predicted it would? Give reasons why:

Name____________________Date_______ The Phantom Tollbooth Vocabulary Chart Chapter 1 Word Prediction Word in Context Dictionary Definition Dejectedly

Phonograph

Turnpike

Tollbooth

Precautionary

Cartographer

Impractical

Peculiar

Dictionopolis

Wistfully

Name_______________________Date________

The Phantom Tollbooth

COMPREHENSION SKILL QUESTIONS: A. Vocabulary in Context

1. In the following excerpt, what does the word peculiar mean? The only trouble was that Milo had never heard of any of the places it indicated, and even the names sounded most peculiar. p. 14

a. strange c. gripping b. lazy d. lonely

2. In the following excerpt, what does the word precautionary mean? Three (3) precautionary signs to be used in a precautionary fashion. p. 12

a. level c. down b. cautious d. stop

B. Supporting Details

3. The following words were spoken by a. Milo c. cartographer b. Narrator d. Alec It seems to me that almost everything is a waste of time, he remarked one day as he walked dejectedly home from school. p. 9

4. The following words are spoken by a. Narrator c. Milo b. Whether Man d. Chroma

My, my, my, my, my, welcome, welcome, welcome, to the land of Expectations, to the land of Expectations, to the land of Expectations. We don t get many travelers these days; we certainly don t get many travelers these days. Now what can I do for you? I m the Whether Man. p. 18

5. The following words are spoken by

a. Whether Man c. Lethargarians b. Milo d. Doldrums Allow me to introduce all of us, the creature went on

C. Main Idea

6. The main idea of the excerpt below is that Milo p. 30 a. killing time c. hates waking up b. wondering about d. wants a watch What are you doing here? growled watchdog. replied Milo apologetically. p. 29 Just killing time,

7. The main idea of the excerpt below is that Milo p. 49 a. saw a wagon c. lives in a wagon b. wants to buy a wagon d. road in a wagon As they turned down the last aisle of stalls, Milo noticed a wagon that seemed different from the rest. On its side was a small neatly lettered sign that said, DO IT YOURSELF, and inside were twenty-six bins filled with all the letters of the alphabet from A-Z. D. 8. a. b. c. Conclusions You can conclude from the following passage that Milo is in deep thought and a little confused. Milo likes the highway. The dog wants a clock that ticks fast.

The little car started to go faster and faster as Milo s brain whirled with activity, and down the road they went out of the Doldrums and back on the main highway. All the colors had returned to their original brightness, and as they raced along the road Milo continued to think of all sorts of things; of the many detours and wrong turns that were so easy to take, of how much could be accomplished with just a little thought. p. 31

9. a. b. c.

You can conclude from the following passage that Milo knows how to fly. The Spelling Bee makes Milo smarter. Milo is trying to find a way out.

The Spelling Bee buzzed dangerously in and out of range of the Humbug s wildly swinging cane as they menaced and threatened each other, and the crowd stepped back out of danger.

There must be some other way to---began Milo. And then he yelled, WATCH OUT, but it was too late. p. 5

Name_______________________Date________

The Phantom Tollbooth

SHORT ANSWER UNIT QUIZ QUESTIONS: CHAPTERS 1-20

1. Why was Milo walking home from school dejectedly? p. 9 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

2. How does Milo feel about his decision to play the tollbooth game? pp. 15-16 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

3. What is Milo s attitude about the long schedule and list of rules? pp. 26-28 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

4. What reason does the gateman have for not allowing Milo to enter in? p. 36 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

5. What does Milo think of the Spelling Bee s ability to spell anything? p. 52

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Name_________________________Date_______

The Phantom Tollbooth UNIT QUIZ

A. Central Ideas

1. A central (main) idea of The Phantom Tollbooth is that a. Milo is bored, with school. b. Milo doesn t like going home, because it is so boring c. Milo is lazy, and wants to take an adventure to pass the time. d. Milo finds rhyme and reason as a tool to become inspired to see his realworld room with renewed excitement. 2. One of the lessons Milo learns by the end of the story is that a. His boredom is better that trying to assemble the tollbooth. b. The Doldrums are exciting and the best thing that ever happened to him. c. Seeing books can take you anywhere, and give you things to invent, build and break; there is a puzzle of excitement everywhere. d. He likes being bored because it makes him feel happy.

B. Supporting Detail

3. a. b. c. d.

The first thing Milo has to do with the gift is p. 12 take it to the Doldrums paint it and try to fly it like a plane read the directions assemble it at home

C. Main Idea

4. What is the Main Idea of The Phantom Tollbooth? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

D. Figurative Language 5. Define figurative language: _____________________________________________________________

_____________________________________________________________ _____________________________________________________________ 6. Name four types of figurative language: a. ______________________________ b. ______________________________ c. ______________________________ d. ______________________________

Name_____________________Date______

The Phantom Tollbooth SETTINGS

NAME OF PLACE CHAPTER(S) DESCRIPTION Doldrums

Dictionopolis

3 & 4

Forest of Sight

Valley of Sound

11 & 12

Digitopolis

14

Name_____________________Date______ The Phantom Tollbooth CHARACTER CHAPTER DESCRIPTION .58 Boy

Alec Bings

Chroma

Demon of Insincerity

Dischord and Dynne

Dodecahedron

Everpresent

Wordsnatcher

Faintly Macabre

Gelatinous Giant

Humbug

King Azaz

Lethargarians

Mathemagician

Officer Shrift

Senses Taker

Soundkeeper

Spelling Bee

Terrible Trivium

Tock

Whether Man

Name___________________Date_______

The Phantom Tollbooth The Five Elements of Fiction

Novel: _____________________________By:_____________________________

Setting:____________________________________________________________ __________________________________________________________________ __________________________________________________________________

Characters:_________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Point of View: ______________________________________________________

Theme:____________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Name______________________Date________ The Phantom Tollbooth The Five Elements of Fiction Plot: 3. Conflict: ____________ 2. 4. ____________________ 1. 5. ___________________ 1. Exposition: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. Rising Action: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. Climax: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 4. Falling Action: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 5. Resolution: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Name_____________________Date_______The Phantom Tollbooth COMPARE AND CONTRAST: Using a Venn diagram graphic organizer to compare and contrast the book and the movie. List the things that are the same as the movie and the book in the center . List the differences in each section.

The Book The Movie

Using the Venn diagram graphic organizer above, compare the book and the movie. Begin

Write two paragraphs below comparing the book and the movie, includes the things that are the same and the things that are different. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

__________________________________________________________________ ___________________________________________________

The Phantom Tollbooth Figurative Language Rubric NAME___________________________ ____Date__________ Points 1 2 3 Score Completion of figurative language chart

Completed 1 to 5 examples of figurative language from the story.

Completed 6 to 9 examples of figurative language from the story.

Completed all 10 examples of figurative language and identified an additional 5 examples from

the story.

Figurative meanings

Provided the correct figurative meanings for 1 to 5 examples of figurative language from the story.

Provided the correct figurative meanings for 6 to 9 examples of figurative language from the story.

Provided the correct figurative meanings for 10 or more examples of figurative language from the story.

Literal meanings

Provided the correct literal meanings for 1 to 5 examples of figurative language from the story.

Provided the correct literal meanings for 6 to 9 examples of figurative language from the story.

Provided the correct figurative meanings for 10 or more examples of figurative language from the story.

Works cited

Provided information about Internet sources, but did not cite them using MLA guidelines OR Did not provide any information about Internet sources that were used to complete the chart

Provided information about Internet sources, cited them using the MLA guidelines, but did not format them correctly (e.g., not alphabetized according to author s last

name)

Provided information about Internet sources and correctly cited them using the MLA guidelines

Total Score:

The Phantom Tollbooth Figurative Language Chart Name_______________________Date_ ______ WORD OR PHRASE

PAGE IN BOOK

LITERAL MEANING

FIGURATIVE MEANING (Meaning in the story)

Example: In the doldrums

22

An area near the equator where either strong winds or no winds come and go without warning.

The place where you go to when you aren t

thinking. You are not moving or doing anything here.

Expectations

Watchdog

(As easy as) Falling off a log

Spelling Bee

Rhyme and Reason

Make mountains out of molehills

Leaves no stone unturned

A light meal

Jump to Conclusions

Name_________________________Date________

The Phantom Tollbooth Vocabulary Basket, Quick Quiz Chart This chart is a log of the number of correct answers for vocabulary used in the (hook) As students are able to properly define words and increase understanding of newl y introduced vocabulary concepts, they will receive a participation grade while earning rewar d bucks. Additional reward money (fake) will also be given to students, when they use cla ssroom expectations to stay on task during the lesson. Reward Key System Amounts: Vocabulary Rubric Rewards/Days 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 $100=answers 10 words correctly

$50=answers 8 words correctly

$20=answers 5 words correctly

$10=answers 3 words correctly

$5=answers 2 words correctly

$1=answers 1 word correctly

Class Participation/Expectation Rubric Rewards/Days 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 $20= Stays on task entire class period

$10= Stays on task most of the class period

$5= Stays on task some of the class period

$1= Stays on task a small portion of the class period

Money will be used to purchase items at the end of this unit.

Students Name Literal Main Idea Inference Summary Context Clues YES/NO U D U D U D U D U D Shamir

Antoine F

Matt. K.

Austin

Miracle

Matt. G.

Antione S

Drew

Student Response Monitoring Comprehension Checklist:

3rd period 8th Grade ELA Resource

*(U) stands for understands *(D) stands for doesn t understand

Place a check in the box necessary for recording student s responses.

Phantom Tollbooth Unit Vocabulary Quiz Name:_______________________Date:________

Using the vocabulary words below match the word with the sentence that best defi nes it:

VAULTS/ SOUVENIR/ ANXIOUSLY/ ENORMOUS/ PECULIAR/ PUNGENT/ ACCUSTOMED/ PARDON/ OBJECTED/ DECEITFUL/ ACCURATE

1. Sally went on vacation and brought back a ___________________________________ .

2. The mountain was ____________________________in size.

3. It smells ___________________________in the grave yard.

4. The defendant _____________________________________before the court.

5. Excuse me, I beg your_____________________________.

6. Please don t tell lies it is very _____________________________________.

7. The creature looks very ____________________________with that bright green ha ir.

8. The students got ________________________________to receiving candy at the en d of class.

9. The banker opened the _____________________________to get out a large amount of money.

10. The cashier should always give the _______________________________amount of change to their customers.

11. Tommy, _________________________________awaited his report card grades.

The Phantom Tollbooth Unit Quiz Name:________________________

Multiple Choices: Circle the best answer to the questions below.

1. Which word is an example of Onomatopoeia? *hint (sound effects) a) b) c) d) Money Ching Bottle Size

2. Which is an example of simile? *hint (uses like or as) a) b) c) d) She She She She s as light as a feather was happy for me wants a dog said hello

3. a) b) c) d)

What is the theme (central idea) of the book Phantom Tollbooth Stay sad Don t try to walk fast You can change how you look at things if you only try. You can never change a dejectedly walk

4. Which is an example of personification *hint (is a figure of speech, given and object or animal human like characteristics) a) the sky is falling b) the sun is shining c) the snow is white

d) the sun is smiling

5. Which is an example of hyperbole? *hint (extreme exaggeration) a) my phone rang once b) my phone rang off the hook c) I wish my phone would ring d) my phone rings when someone calls

6. Which is an example of alliteration? *hint (begins with the same repeated sound) a) the sun is far above the clouds b) silly Sally Saw a Shadow and was scared c) Sally was afraid of the mouse d)Milo walked home dejectedly

7. a) b) c) d)

What Milo Milo Milo Milo

is the main conflict in Phantom Tollbooth? has trouble getting to dictionopolis met the spelling bee saw the tollbooth in his room fell asleep

8. a) b) c) d)

What Milo Milo Milo Milo

is the beginning setting in of the book? at the tollbooth in the car walking home from school in dictionopolis

9. a) b) c)

What is the point of view Third First Second

10. Describe the conclusion of the book in one paragraph: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Phantom Tollbooth Reward Store Name____________________________________ Reward Amount________________________ Items Price Total (place the number of checks by each item you wish to buy) Swiss rolls 300

Starburst 300

Blow pop 300

Gummies 300

Hershey s Kisses 300

Kit Kat 300

Snickers 300

Gumballs 300

Skittles 200

Granola bar 200

Reeses 200

Twix 300

Fuzzy Animal 700

Composition book 200

Chips 300

Takis 400

Sticky hands 400

Pencils 100

Crayons 200

Colored pencils 200

Mouse pads 200

Total $

Add all checked items together and enter a total, if you have overspent, subtrac t the necessary amount to reach your amount of reward.

LESSON PLANS (Insert lesson plans here) Individual lesson plans should be insert ed as separate, subsequent pages with page breaks inserted between individual lessons. Remember to include artifacts/individual reflections for each plan

Salem Lesson Plan Format

GRADE/CLASS: 8th EC ELA Resource DAY: 1-2 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . . . Students Students Students Students Students Students will will will will will will be able explain be able be able be able be able to recognize new vocabulary words. how to count money used in a reward system. to explain topic sentence. to describe how theme and main idea, relate to setting. to identify roles of characters in everyday life. to identify figurative language.

Essential question(s) from learning objective(s): 1. 2. 3. 4. 5. 6. How can you recognize newly introduced vocabulary words? How can you use money in everyday life? What is a topic sentence? How does theme and main idea relate to setting? How can you identify the roles of characters in everyday life? How is figurative language used in the text?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. Learner prior knowledge/learner background experiences: Students should have prior knowledge through previous grade levels in ELA lesson

s. Specifically RL.6.2, RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu dents would have been introduced to determining the theme or central idea of text and analyz ing its development over the course of the text. Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet Journal Game board Fake money Game pieces Teacher created tollbooth Colored pencils Exit tickets

Flip chart using smart board for figurative language

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Have the students use visual arts integration in journal to draw a self c reated fiction character. Students will describe their character to class. Teacher will use mathematics integration for real life counting of money. Students will be introd uced to a reward system, using fake money for participation and progression of topics lear ned in the text. Teacher will pass out fake money to place in the teacher created tollb ooth. As the students present they will be allowed to put their money in their box and pa ss to the next level on the teacher created game board.

. Main instructional strategies

Students will be introduced to the book through specific details about the autho r and the book. Students will be given a folder which will include book summary, key facts about the book. Teacher will have students review their folders and instructions in de tail. Students will use the vocabulary chart to make personal predictions, define usin g context, and defining by dictionary of newly introduced vocabulary. Students will utilize a teacher created timeline chart to fill-in specific events using Social Studies integrati on timeline. Teacher will utilize a teacher created chart to explain the impact of personal b ehaviors on the environment both positively and negatively throughout the text focusing on h ealth integration and science integration. Students will be assigned to groups for the duration of the unit lessons. In groups of threes the student will be assigned roles specifi c to 1. A leader, 2. An organizer and 3. A delegator, this will allow student to utilize h

igher order thinking. As the lesson progress to the reading of the book the students will ch ange roles daily. This strategy will allow for differentiation of responsibilities.

. Concluding strategies Students will have a full review of the components of this unit. Students will b e given exit tickets to assess their understanding of the unit details (See attachments)

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through observation of journal entry, group discussions, and elements of fiction worksheet preview, figurative language flip chart on sma rt board and an exit ticket with the three questions to assess for introduction understanding of unit guidelines.

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will verbally describe everyday events. Print outs of all materials will be provided. Teacher along with teacher assistant will assist with any written e xpressions and group readings.

Daily Reflection for Day 1 Wednesday October 9, 2013:

The most disastrous way to start a unit is to have to begin on a day where a se venty minute class was dwindled down to twenty-five minutes due to an assembly that I wasn t informed about. Well moving on I had to try to make this challenge work and I di d but was left feeling like I had failed my students by not being able to be a thorough as I th ought I needed to be. Not having e-mail would become one of my toughest struggles. The unit began with a review of the unit, by passing out pre-created binders with all the activities inserted , and demonstration by using a teacher created tollbooth prop of a tollbooth; that would hold the st udents participation and vocabulary rewards. After realizing that I needed to pre-asses s and unlock prior knowledge, I immediately made a decision to change the exit ticket into and entr y ticket. There had been a sequence of lessons previously taught on main character, point of vie w, the main idea and figurative language. I deleted the game board from the lesson, as it was not functional to meeting any demand of unit. The remainder of the lesson flowed well with what wa s previously created, except for my being exposed to the challenge of the absence of one of m y unique learners, whom I would have to fill-in the details with separately. Absences wou ld be a continuing challenge throughout the remainder of the unit as well. The students were excited to start the unit and especially loved knowing there was a reward system in place. I was proud to know that at least one of my students even knew what a tollbooth was. Daily Reflection for Day 2 Thursday October 10, 2013: Day two hit me with the same issue of absences, three of my students were not t here and I had to find a way using tutoring or time within the class to catch them up. We attempted the

vocabulary hook allowing student to use their pre-printed vocabulary words. This didn t work well because it was too lengthy to pass around a box with the words and wait on a response from each student. It was a complete disaster. I tweaked the vocabulary method severa l times throughout the unit before finding a way to introduce the words in a way that wo uld allow for formative assessment that would best fit the needs of my learners. SB got all te n attempted words correct and MK got four correct and MG got one correct. The students used their journal to create a fiction character that would be used in a later lesson to write about c haracterization. We discussed the main idea and point of view.

Day 1-2 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 3-4 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recall new vocabulary words. how to count money used in a reward system. to explain theme. to apply vocabulary words.

Essential question(s) from learning objective(s): 1. How do you as a reader identify the meaning of unknown words through the use of context clues? 2. How will you use money in everyday life? 3. Why is the theme of the text Important?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed:

The Phantom Tollbooth book Teacher created unit packet Journal Fake money Teacher created tollbooth Exit tickets Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Teacher will pass a basket of vocabulary words around and allow each stud ent to attempt giving the proper definition of their selected words. Students will earn fake money for making attempts to define vocabulary and for defining correctly.

. Main instructional strategies

Students and teacher will review vocabulary together. Teacher will pre-cut slips of paper with vocabulary words from the book listed on each slip. Students will develop a n understanding of new words/concepts in order to be familiar with words that will be read in the text. Desk will be face forward for view of vocabulary introduction on do cument camera. Teacher will place all vocabulary for this unit on document camera for g roup review. Chapter vocabulary will be provided in students folders (See attachments )

. Concluding strategies

Students will wrap up with a teacher created quiz of newly introduced vocabulary .

Assessment (utilize a blend of traditional and performance assessments): Teacher will conduct pre-assessment and summative assessment through observation of understanding of new vocabulary with an initial vocabulary quiz at the beginning of class and the end of class period. Formative assessment will be conducted through observation of students understanding of introduction of new vocabulary.

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will verbally describe everyday events. Print outs of all materials will be provided and teacher along with teacher assistant will assist with any writte n expressions. Students with disabilities will be given printed clues before participating in t he lesson. Students who have difficulty with fine motor skills will have assistance with writing ans wers on teacher created vocabulary quizzes.

Daily Reflection for Day 3 Friday October 11, 2013:

Another glitch in the system all my students were absent for picture re-takes. T he third days lesson would carry over to the next day. What an amazing challenge, I learne d to accept the changes of schedules and to make the most of every extra minute that was ava ilable and recreated a vocabulary system. When they returned I got in enough time to do a sho rt lesson. We

reviewed the concepts of main idea and point of view. An exit ticket was used to formatively assess their understanding of the review. Daily Reflection for Day 4 Monday October 14, 2013: I found out how critical the first week of a lengthy unit can be. One student w as absent, yes; I am finally able to test my skills. We began reading the text and transiti on in between the audio version and me reading aloud due to a volume error on the audio. I learned to trouble shoot during this process. It s feeling like nothing is going to run as planned but I re mained calm and focused and at the end of class I felt that I was becoming successful at managin g issues. We completed a lesson on figurative language using a flip chart presentation on the smart board. The students were able to respond by touching the screen to reveal correct answers.

Day 3-4 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 5-6 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to define words. how to count money used in a reward system. to explain the five elements of fiction. to apply vocabulary words.

Essential question(s) from learning objective(s): 1. 2. 3. 4. How How How How can can can can you you you you define vocabulary words using context clues? explain how to count money used in a reward system? explain the five elements of fiction? properly apply vocabulary words from the text?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed:

The Phantom Tollbooth book Teacher created unit packet Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies

(Hook) An entry ticket will be given to the students, with four questions to pre -assess students understanding of the five elements of fiction. (See attachment) Student s will be allowed to use their fake money to put in the tollbooth to pass to next level if they properly answer questions about elements of fiction. Vocabulary basket as a quic k quiz to sharpen their understanding of previously introduced vocabulary. Vocabulary rubr ic will be used to assess their knowledge and earn rewards.

. Main instructional strategies

Students will review in groups five elements of fiction through using a teacher cr eated worksheet. Students will be assigned a partner to begin filling-in their five ele ment of fiction worksheets (See attachment), this sheet will be used throughout the unit . Higher learners will be paired to lower learner to provide collaboration of understandi ng. Students will be allowed to use information of key facts listed in their folder to answer the questions. Teachers will circulate throughout this process assisting in the group activities.

. Concluding strategies

Teacher will pair students for a think-pair-share exercise for detailed understa nding of their vocabulary words.

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre- assessment and formative assessment through observatio n of verbal pop quiz used in the hook and entry ticket responses. Summative assessment will be given by review of students comprehension of, the teacher created five elements of fiction orksheet.

An exit ticket will be used to determine the students understanding of lesson (S ee attachment).

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will be given extra printed clues. Students with fine motor skills issues will have assistance writing in answers.

Daily Reflection for Day 5 Tuesday October 15, 2013:

One student was absent but by now I have a system for make-up work. My assessme nt tools are appearing to work well with my EC populations but more tweaking to my lesson will have to be done for the remainder of the unit to allow for more critical thinkin g and to be able to properly make all activities more measurable. We read chapter five together usin g the audio version of the book. Stopping points and guided questions were added to utilize discussion points

related to the activities. We stayed on track with starting the elements of fict ion activity and character description activity. The students were able to make a connection to t he details the main character and how characters come in and out of the novel. This lesson ran over and we would have to continue doing both of these activities as the book progressed. Daily Reflection for Day 6 Wednesday October 16, 2013: After working on tweaking the weeks lesson over the weekend, I added into the le sson an explanation that the prior day lesson would be revisited throughout the lesso n as the characters change. I also added an explanation of how certain elements of the ri sing action would change throughout the chapters. I am realizing at this point that this novel off er many integration possibilities, but I would not be able to touch on them all within a unit that d oesn t last but a few weeks. I explained how the settings in this book coincide with the characters be cause each new land of adventure adds in a new character or characters. I felt more accomplishe d with my lesson, I felt that as an instructor I was maturing and grasping how to implemen t techniques that fit my populations needs. I was becoming fearful of how I would add in so many st rategies that I knew was needed for the highest critical thinking level for each individual st udent.

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 7-8 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . . . Students Students Students Students Students Students will will will will will will be able explain be able be able be able be able to practice using vocabulary words. how to count money used in a reward system. to explain the five elements of fiction. to discover vocabulary words within the text. to list character and their characteristics. identify specific settings.

Essential question(s) from learning objective(s): 1. 2. 3. 4. 5. How How How Can How can can can you can you practice use of vocabulary words? you explain how to count money used in a reward system? you analyze supporting details? list the characters from the text with clarifying details? you identify the specific settings within in the text?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies:

Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) An Entrance ticket will be provided to pre-assess students understanding of setting (See attachment).Vocabulary basket will be used as a quick quiz to sharp en their understanding of the text. Students will be rewarded with the fake money for participation and properly defining words. Students will use fake money to put i n tollbooth and pass to the next level after reading their assigned parts.

. Main instructional strategies

Students will be introduced to chapters 1-4 of the book reading in pre selected groups. Lower-level and higher-level learners will listen to the audio version of the bo ok, while following along in their books. Character chart will be utilized for specific ch aracteristics and names of characters as they are discovered. The first four chapters will be l abeled as a Unit I. Students will use guided questions as they read the text, making appro priate stops between readings, students will be allowed to ask and answer questions. Gu ided question will be written on the white board. Guided Questions: 1. 2. 3. 4. Who is the main character? Can you identify other characters? What are the main characters descriptions? What is the setting?

Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the first four chapters.

. Concluding strategies

Students will be seated at a round table with teacher and will have desk arrange d in groups of three to read first four chapters together. Students will wrap up by u sing guided questions to summarize unit I. in their specific groups.

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through using the hook exercise and an nce ticket (See attachment). A rubric will be used for analyzing vocabulary comprehension. tive assessment will take place as the teacher and students wrap up with verbal rization of the first four chapters using discussion questions and information provided in one packet created by teacher.

entra Forma summa unit

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers on works heets.

Daily Reflection for Day 7 Thursday October 17, 2013:

This day started better, I got a chance to review vocabulary. They were given a selection of words on the board to choose from for a writing assessment. They wrote the th ree sentences using and was instructed to participate in a think pair share activity sharing t heir sentences. I was able to assess their discussion and entries by circulating and review their work . Daily reflection for Day 8 Friday October 18, 2013:

The daily lessons were tweaked drastically to fit the students comprehension of the concepts and to manage around testing schedules. This day went well the student s were focused and on task for the entire class period. The characterization chart was an activ ity that had to be completed over the course of the entire unit. We discussed how the settings chan ges as new character were introduced.

Day 7-8 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 9-10 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to practice using vocabulary words. . Students will explain how to count money used in a reward system. . Students will be able to define compare and contrast.

Essential question(s) from learning objective(s): 1. How can you practice use of vocabulary words used within the text? 2. How can you explain how to count money used in a reward system? 3. How can you describe compare and contract of book/video?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet

Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) An entry ticket will be given to the students, with four questions to pre -assess students understanding of compare and contrast of book/video (See attachment). Vocabulary basket will be used as a quick quiz to sharpen their understanding of the text. Students will be rewarded with the fake money for participation and properly def ining words. Students will use fake money to put in tollbooth and pass to the next lev el after reading their assigned parts.

. Main instructional strategies

Students will be introduced through smart board flip chart what comparing and contrasting means. Students will be introduced to chapters 5-8 of the book readi ng in pre selected groups. Lower-level and higher- level learners will listen to the audio version of the book while following along in their books. Character chart will be utilized for specific characteristics and names of characters as they are discovered initially introduc ed in previous lesson. The next four chapters will be labeled as a Unit II. A Venn dia gram will be given to begin listing comparisons and will be used in the lesson when full v ideo is viewed. Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the first four chapters.

. Concluding strategies

Students will be seated at a round table with teacher and will have desk arrange d in groups of three to read next four chapters together. Students will wrap up by us ing guided questions to summarize unit II. in their specific groups.

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through using the hook exercise and entrance ticket (See attachment). Venn diagram will be used for formative and summative assessment.

EC Accommodations/modifications to strategies or assessments: Students with disa bilities will have assistance with writing in answers on the entry tickets and Venn diagr am fill in.

Daily Reflection for Day 9-10 Monday/Tuesday October 21, 2013 &October 22, 2013:

Observation was scheduled for this week, however I became sick. Another challen ge was pushing to maintain instruction while feeling horrible. I didn t feel the best but was able to continue the day s instruction. On Monday we read chapter five and six using the a udio version online. My system of how many chapters we could attempt was inaccurate; this uni t will definitely have to run past the projected time. We utilized discussion question for stopping points and the students responded well to questions. They appeared to have minimal comp rehension of the figurative language in the text causing me to re-visit the figurative langua ge flipchart again. Once the chart was completed they all understood how to look for figurative lang uage within the text. We completed a figurative language chart together in class.

Day 9-10 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 11-12 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to recognize using vocabulary words. . Students will explain how to count money used in a reward system. . Students will be able to search the text for major details.

Essential question(s) from learning objective(s): 1. How can you recognize vocabulary words used within the text? 2. How can you explain how to count money used in a reward system? 3. How can you search for major details?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet

Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Entrance ticket will be given to pre-assess whether the students can anal yze major details in the text (See attachment). Vocabulary basket will be used as a quick quiz to sharpen their understanding vocabulary used in the text. Students will be reward ed with the fake money for participation and properly defining words. Students will use fake money to put in tollbooth and pass to the next level after reading their assigne d parts. Vocabulary rubric will be used to chart and assess their progress.

. Main instructional strategies

Students will be introduced through smart board flip chart what comparing and contrasting means. Students will be introduced to chapters 9-12 of the book read ing in pre selected groups. Lower-level and higher-level learners will listen to the au dio version of the book, while following along in their books. Character chart will be utili zed for specific characteristics and names of characters as they are discovered initially introduced in previous lesson. The next four chapters will be labeled as a Unit III. A Venn diagram will continue to be used to fill-in comparisons. Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the chapters 9-12. Guided questions will be listed on whiteboard. 1. Can you identify and additional characters? 2. What is the climax of the novel? 3. Can you identify and list additional settings?

. Concluding strategies Students will do think-pair-share in their wrap-up. Students will be seated at a round table with teacher and will have desk arrange d in groups of three to read next four chapters together. Students will wrap up by us ing guided questions to summarize unit III. Within their specific groups. Journal entry wil l be used to summarize the chapters read. Journal entry prompt:

1. Write a paragraph summarizing the chapters. 2. What is Milo feeling? 3. How does Milo relate to the characters?

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through analyzing their answers on their ent rance ticket and observing their understanding of vocabulary previously reviewed. Formative and s ummative assessments will be tracked by listening and observing by teachers movement duri ng reading the chapters and observation of their ability to list specific details on their sett ing worksheet, character worksheet, and Venn diagram. Summative assessment will be performed by review of the students Journal entry. EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers on setti ng worksheet, character worksheet, Venn diagram fill in sheet, entry ticket and journal entry.

Daily Reflection for Day 11-12 Wednesday October 23, 2013-Thursday October 24, 2 013:

My lesson pattern is now tweaked to a point of fitting a more realistic schedul e. Wednesday, I had to be absent due to the sinus infection and bronchitis; I turne d my lesson over to my cooperating teacher. She continued the reading of chapter seven using the audio version of the book online. My observation was re-scheduled for November 6, 2013. Thursday flowed well; we started the lesson with a different hook. The hook was done with a vocabulary call-response activity. The students received their participation reward by completing this ac tivity. We transitioned into continuing the text. We got through chapter eight, using discu ssion questions as stopping points. Day 11-12 student work samples: No samples

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 13-14 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recognize using vocabulary words within the text. how to count money used in a reward system. to define summary. to describe summary.

Essential question(s) from learning objective(s): 1. How can you define summary? 2. How can you describe the summary?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet

Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Entrance ticket will be used to pre-assess their knowledge of summarizing text. Vocabulary basket will be used as a quick quiz to sharpen their understanding vo cabulary used within the text. Students will be rewarded with the fake money for particip ation and properly defining words. Students will use fake money to put in tollbooth and pa ss to the next level after reading their assigned parts.

. Main instructional strategies

Students will be introduced to a review of text summary concepts. Students will be introduced to chapters 13-16 of the book reading in pre selected groups. Lower-l evel learners and higher-level learners, will listen to the audio version of the book , while following along in their books. The next four chapters will be labeled as a Unit IV. A Venn diagram will continue to be used to fill-in comparisons. Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the chapters 13-16. Guided questions will be listed on whiteboard. 1. What is a summary? 2. Can you summarize the text?

. Concluding strategies

Students will wrap up with a, think-pair-share exercise. Students will be seated at a round table with teacher and will have desk arrange d in groups of three to read next four chapters together. Students will wrap up by us ing guided questions to summarize unit III. within their specific groups. Journal entry wil l be used to summarize the chapters read. Journal entry prompt and guided questions written on the whiteboard: 1. Write a paragraph summarizing the chapters. 2. Why was Milo skeptical about going on his tollbooth journey? 3. How does Milo conquer his fears?

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through analyzing their entry ticket and obs erving their understanding of vocabulary previously reviewed. Formative and summative assessm ents will be tracked by listening and observing by teachers movement during reading the chapt ers and observation of their ability to list specific details on setting worksheet, char acter worksheet, and Venn diagram. Summative assessment will be performed by review of the students e xit ticket responses. EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers on setti ng worksheet, character worksheet, Venn diagram fill in sheet and entry/exit tickets.

Daily Reflections for Day 13-14 Friday October 24, 2013-Monday October 28, 2013:

Friday was huge for me; I wanted to analyze how well my students were doing wit h an assessment of the previous days lessons. Students interacted with a weekly quiz review for the next day. I felt they were prepared to take the quiz even though it had to be re -scheduled for the following Monday. I was excited to see how well they would perform. On Monday, w e started with and additional review of the quiz; for the remainder of the class we re-alo ud the quiz and responded to quiz questions. My lower-level learner scored a forty, middle-level learner, scored a ninety, and higher-level learner scored a one hundred. I made some revision to m y strategies for how I would conduct my final unit quiz because I felt that there was a gap in ho w well I reached a proficient comprehension of my lower-level learner. I also tweaked the differe ntiation strategies by reviewing each student s files for IEP requirements. After reviewing the files I knew I had done what was required for each student.

Day 14 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 15-16 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . . . . Students Students Students Students will will will will be able explain be able be able to recognize using vocabulary words within the text. how to count money used in a reward system. to define summary. to describe summary.

Essential question(s) from learning objective(s): 1. How can you recognize vocabulary words used within the text? 2. How can you explain how to use money within? 3. How can you define summary?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed:

The Phantom Tollbooth book Teacher created unit packet Journal Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see link below. [Link] RM=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Entrance ticket will be used to pre-assess their knowledge of concluding the text. Vocabulary basket will be used as a quick quiz to sharpen their understanding vo cabulary used within the text. Students will be rewarded with the fake money for particip ation and properly defining words. Students will use fake money to put in tollbooth and pa ss to the next level after reading their assigned parts.

. Main instructional strategies

Students will be introduced to a review of text summary concepts. Students will be introduced to chapters 17-20 of the book reading in pre selected groups. Lower-l evel learners and higher-level learners, will listen to the audio version of the book , while following along in their books. The next four chapters will be labeled as a Unit V. A Venn diagram will continue to be used to fill-in comparisons. Teacher and Teacher Assistant will be assigned to each group for differentiated reading and summary of the chapters 17-20. Guided questions will be listed on whiteboard. 3. What is summary? 4. Can you summarize the text?

. Concluding strategies

Students will be seated at a round table with teacher and will have desk arrange d in groups of three to read next four chapters together. Students will wrap up by us ing guided questions to summarize unit III. within their specific groups. Journal entry wil l be used to summarize the chapters read. Journal entry prompt and guided questions written on the whiteboard: 1. What is conclusion? 2. Did you think the story would end like it did?

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through analyzing their entry ticket and obs erving their understanding of conclusion. Formative and summative assessments will be tracked by listening and observing by teachers movement during reading the chapters and observation o f their ability to list specific details on setting worksheet, character worksheet, and Venn dia gram. Summative assessment will be performed by review of the students exit ticket responses. EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers on setti ng worksheet, character worksheet, Venn diagram fill in sheet and entry/exit tickets.

Daily Reflections for Day 15-16 Monday October 28, 2013-Tuesday October 29, 2013 :

These were not the greatest two days for a teacher for two reasons EOQ s and Hall oween. The student s have EOQ s this week; it was difficult to get anything in besides read ing. The week of Halloween was difficult because the students focus appears to be elsewhe re. I have learned to allow a brief talk time for each student to share for about a minute or two. They shared what they are doing for Halloween and their weekend before I could review and gi ve quiz. I expressed that we are running behind schedule and needed to stay focused. I am g lad that the reward system was in place because I was able to utilize this system for other r eason to keep them on task. They had EOQ s on Tuesday so I utilized this time to revise my daily lessons and to grade assignments. Day 15-16 student work samples: No student work samples

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY: 17-18 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to compare and contrast the book and video

Essential question(s) from learning objective(s): 1. How can you compare and contrast the book and video? 2. How can you write a summary using comparing and contrasting?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts. [Link].8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choic es made by the director or actors.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet Fake money Teacher created tollbooth YouTube video, see link below [Link] w=detail& mid=4F51DDFDB0A980B154444F51DDFDB0A980B15444

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process.

. Introductory strategies

(Hook) Students will watch The Phantom Tollbooth Video (1hour, 20 minutes)

. Main instructional strategies

Students will be re-introduced to their compare and contrast Venn diagram worksh eet to be able to fill in the likenesses and differences of the video and book. Student s will be in pairs, pre-selected by the teacher while filling in their diagram.

. Concluding strategies

Students will be seated face forward to view the video. Students will complete t heir compare and contrast Venn diagram.

Assessment (utilize a blend of traditional and performance assessments):

Teacher will conduct pre-assessment through analyzing their entries previously n oted on their Venn diagram. Formative assessment will be conducted by observing the students a s they watch the video. Summative assessment will be conducted by analyzing their responses o n their completed compare and contrast Venn diagram (See attachment).

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers their co mpare and contrast Venn diagram.

Daily Reflections for Day 17-18 Wednesday October 30, 2013-Monday November 4, 20 13:

Thursday was scheduled for EOQ s. I am completely aware that this novel was not t he

best choice for my student teaching unit; it is too lengthy for such a short per iod of time. By now I have lost four days of teaching for an assembly, picture re-takes, and EOQ s. I had to make an executive decision to get as much of the reading in as possible and delete sever al of the activities previously prepared. Even though this book is for a fifth grade level, the langu age is too much for my EC population. My higher-level learner did well with every part of the le ssons taught but as for the rest of my students the language was a bit much. After a lengthy weeke nd, I am ready to start fresh with revision of vocabulary activities. My teaching will be obser ved on Wednesday and I feel good but swamped over all of the necessary revisions. On Monday we di d a warm up exercise with a vocabulary fill-in activity then transitioned to chapter twelve and used a chapter

summary after the chapter while using guided questions for stopping points durin g reading. We are more than half way through the book and I am sure it will take an additional ten days to complete my unit.

Day 17-18 student work samples:

Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY(s):20-21 of unit (if extra time is needed, this lesson could carry over to a n additional day) Wednesday November 6th 2013 possibly Thursday November 7th 2013 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to define compare and contrast. . Students will be able to explain how to compare and contrast differences and s imilarities of the book and the video.

Essential question(s) from learning objective(s): 4. How can you use the elements of compare and contrast to comprehend the author s meaning? 5. How can you describe compare and contract of book/video?

Common Core/NC Essential Standard(s):

[Link].8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Learner prior knowledge/learner background experiences: Students should have prior knowledge through previous grade levels in ELA lesson s. Specifically RL.6.2, RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu dents would have been introduced to determining the theme or central idea of text and analyz ing its development over the course of the text. Students will have previous mini-lesson using examples of comparing and contrasting.

Teacher prior knowledge: Teacher will know the concepts of comparing and contrasting and will understand

how to utilize a Venn diagram. . Teacher will know how to explain what is needed to look for similarities and d ifferences. . Teacher will know that comparing and contrasting assist students with unlockin g prior knowledge. . Teacher will know how to express that comparing and contrasting helps to devel op the students understanding of text structure. . Teacher will know how compare-contrast can enrich vocabulary proficiency. . Teacher will know how to teach a basic understanding of comparing and contrast ing. . Teacher will know transitional words (conjunctional adverbs) 1. Comparison- uses words such as also, in the same way, likewise, and similarly . 2. Contrast- uses words such as although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, othe rwise, regardless, still, though, and yet.

Materials and resources needed:

The Phantom Tollbooth book Teacher created unit packet Individual white boards Dry eraser markers Index cards Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see links below. Audio Book: [Link] he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.[Link].0.0. [Link]%2Cpt%3D40%2Cn%3D2%2Cui%3Dt..0.0...[Link].qoS_tCr97PU&safe=active

Phantom of the Tollbooth Video: [Link]

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies (Hook) An index card will be given for an entry ticket. Students will be prompte d with questions pre-written on the board, to pre-assess students understanding of comp are and contrast. 1. Define compare:

2. Define contrast: Students will be rewarded with the fake money for participation. Students will u se accumulated fake money to put in tollbooth at the end of class for use in unit c ompletion store.

. Main instructional strategies Students will be introduced on through the book Alice and Greta what comparing and

contrasting means. Teacher will interact with a think aloud using the guided que stion (1. What two things in this book are being compared and contrasted?) Teacher will model the Venn diagram. Students will be given a white board and dr y eraser markers to draw a Venn diagram, while comparing and contrasting this stor y together. Students will do think pair share using their self created Venn diagra ms. The teacher or assistant will help Drew and Matt G. if needed, with writing and fili ng in their diagrams and writing in answers on entry and exit tickets. Students will be re-i ntroduced to chapter 1 of the book. Lower-level and higher- level learners will listen to the audio version of the book while following along in their books. A Venn diagram workshe et will be given to begin listing similarities and differences while viewing a portion o f the video and will be used in another part of the unit when full video is viewed. Teacher and Teacher Assistant will be assigned to circulate and assist, for diff erentiated reading levels.

Time outline 70 minute class: 1. Entry ticket/questions written on board/reward for participation. 2 minutes 2. Teacher will briefly discuss the elements of comparing and contrasting, givin g examples of how these elements are used. 5 minutes. 3. Think aloud, guided question: 1. What two things in this book are being compa red and contrasted?) Read book Alice and Greta 4. Teacher will model the Venn diagram outline, filling in while reading the boo k Alice and Greta book. 5. White boards and dry eraser markers will be given to each student to draw the ir own Venn diagram while using Alice and Greta book. Circulating and assisting with answers and comprehension will be done by teachers and assistant. Teacher will b e creating the Venn diagram along with the students. 25 minutes 6. Students will think pair share with a self selected partner, they will discus s ways they think a book and video can be compared and contrasted and why. Guided question: a) Discuss why do you think comparing and contrasting can help you as the reader understand the text? 5 minutes 7. Students will be re-introduced to chapter 1 of the book. 5 minutes 8. Students will view the first 12 minutes of the video to begin filling in answ ers of comparing and contrasting the differences and similarities of the book and the v ideo. 9. Once preview of video has been shown, students will use their teacher created worksheet which includes a Venn diagram to fill in their answers. 8 minutes Exit ticket will be given and questions will be written on the board. Students w ill be asked to complete their answers on the exit ticket Exit question: 1. Describe how you can use compare and contrast to understand the text in your own words: 5 minutes. 10. Students will turn in their assignments and will be given their rewards to p ut in the tollbooth, pack up materials and go to their next class. 3 minutes . Concluding strategies Students will wrap up by using exit tickets to summative assess their comprehens ion of comparing and contrasting the book and video. Teachers and assistant will help l owerlevel learner s fill-in their response. Exit question:

Describe how you can use compare and contrast to understand the text in your own words: Assessment (utilize a blend of traditional and performance assessments): Teacher will conduct pre-assessment through using the hook exercise and entrance ticket (See attachment). Venn diagram will be used for formative assessment utilizing a blen d of circulation strategies, think pair share will be used to formatively assess also. An exit ti cket will be used to assess their comprehension of the lesson this will reflect the summative assessm ent. EC Accommodations/modifications to strategies or assessments: Students with disabilities will have assistance with writing in answers on the e ntry/exit tickets will be used throughout this week were necessary to assess students prior knowle dge and understanding once the lessons are communicated. A Venn diagram fill in will be used to summatively assess the students understanding of the compare and contrast portio n of the lesson.

Daily Reflections for Day 19-20 Tuesday November 5, 2013-Wednesay November 6, 20 13:

Tuesday s lesson was completely revised implementing yet another form of vocabula ry activities to assess for comprehension. We started with making a prediction of t he word then using context clues to attempt for correct meaning and then we defined the word with the use of a dictionary. I planned to cover two chapters per day for the remainder of the u nit. We read chapter thirteen and fourteen using the audio version of the book. I implemented the same outline using a chapter summary and discussion questions. On Wednesday I was obs erved by my Salem Supervisor. I had planned a lesson around comparing and contrasting becaus e this was a major portion of our unit. The students are to analyze the similarities and diff erences between the book and the movie. I learned that I needed to record student responses when ask ing question that require a verbal response. I created a document to record their responses ( see TAP Impact.)

Day 19-20 student work samples

(five lesson plans added to complete unit) (the lessons after day 20 were added below) Salem Lesson Plan Format GRADE/CLASS: 8th EC ELA Resource DAY(s):21-22 of unit Thursday November 7th 2013 possibly Friday November 8th 201 3 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to recognize how to make predictions of new words. . Students will be able to explain how to use context clues to define new words.

Essential question(s) from learning objective(s): . How can you use vocabulary prediction to recognize new words? . How can you use the book to verify context meanings of words?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi

de objective summary of the text.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Teacher prior knowledge: . Teacher will know how prediction and context clues provide and enrich vocabula ry proficiency.

Materials and resources needed: The Phantom Tollbooth book

Teacher created unit packet Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see links below. Audio Book: [Link] he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.[Link].0.0. [Link]%2Cpt%3D40%2Cn%3D2%2Cui%3Dt..0.0...[Link].qoS_tCr97PU&safe=active

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies (Hook) Vocabulary prediction, context meaning and definition activity will activ ate prior knowledge of previously reviewed words. Students will be rewarded with the fake money for participation. Students will u se accumulated fake money to put in tollbooth at the end of class for use in unit c ompletion store. . Main instructional strategies Students will be introduced to chapter fourteen of the book on audio, utilizing discussion questions for stopping points.

. Concluding strategies Students will conclude by reading and reviewing a chapter summary.

Assessment (utilize a blend of traditional and performance assessments): Chapter vocabulary prediction/context meaning activity will be used to formative ly assess along with recorded response checklist to discussion questions.

EC Accommodations/modifications to strategies or assessments: Students with disabilities will have assistance with writing in answers.

Daily Reflections for Day 21-22 November 7, 2013-November 8, 2013

I had to create five additional lesson plans to re-organize for conclusion of my unit. Today I felt relieved to have recognized that I needed to add additional lesson and the re-or ganization of the lessons helped me to not over-do activities. I felt that my students were becomi ng overwhelmed with the unit, however the reward system still had them all intrigued to see how well they did with their participation reward. On Thursday we continued the compare and contra ct activity from the previous day. On Friday we were back on track with continuing their rea ding of the book. We were on chapter fourteen and need to complete six more chapters within six more days; the outline goals became more reachable. I had way over planned for this u nit and needed to bring things down a notch. I had been concerned about how much of information would stick. I am feeling the passion to meet the students individual need increase and am mo re certain than in the beginning of ways to differentiate the lessons to fit their unique styles of learning.

Day 21-22 student work samples:

Salem Lesson Plan Format (added lesson used to complete unit) GRADE/CLASS: 8th EC ELA Resource DAY(s):23-24 of unit Tuesday November 12th 2013-Wednesday November 13th 2013 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to recognize how to make predictions of new words. . Students will be able to explain how to use context clues to define new words. . Students will be able to gain fluency using vocabulary words.

Essential question(s) from learning objective(s): . How can you use vocabulary prediction to recognize new words? . How can you use the book to verify context meanings of words?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi

de objective summary of the text.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Teacher prior knowledge: . Teacher will know how prediction and context clues provide and enrich vocabula ry proficiency.

Materials and resources needed: The Phantom Tollbooth book

Teacher created unit packet Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see links below. Audio Book: [Link] he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.[Link].0.0. [Link]%2Cpt%3D40%2Cn%3D2%2Cui%3Dt..0.0...[Link].qoS_tCr97PU&safe=active

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies (Hook) Vocabulary prediction, context meaning and definition activity will activ ate prior knowledge of previously reviewed words. Students will be rewarded with the fake money for participation. Students will u se accumulated fake money to put in tollbooth at the end of class for use in unit c ompletion store. . Main instructional strategies Students will be introduced to chapter sixteen and seventeen of the book on audi o, utilizing discussion questions for stopping points.

. Concluding strategies Students will conclude by reading and reviewing a chapter summary.

Assessment (utilize a blend of traditional and performance assessments): Chapter vocabulary prediction/context meaning activity will be used to formative ly assess along with recorded response checklist to discussion questions.

EC Accommodations/modifications to strategies or assessments: Students with disabilities will have assistance with writing in answers.

Daily Reflections for Day 23-24 Tuesday November 12, 2013- November 13, 2013 I have now learned the importance of a three day weekend; we were out Monday for Veterans Day. I also learned that sometimes less is more, especially for my stud ents. Minimizing the lesson allowed for my student s better grasp vocabulary comprehension; they sh owed more interest in daily activities and responded better to discussion questions. I lea rned that if I am overwhelmed then the probably are to. These two days were the best, my students were more active and their excitement and mine returned. Its cram time and my lesson outli ne short sweet and to the point. We complete their figurative language chart that was started i n an early lesson. MG gave me a time finishing his; he just didn t want to write today.

Day 23-24 student work samples:

Salem Lesson Plan Format (added lesson used to complete unit) GRADE/CLASS: 8th EC ELA Resource DAY(s):25-26 of unit Thursday November 14th 2013-Friday November 15th 2013 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to recognize how to make predictions of new words. . Students will be able to explain how to use context clues to define new words.

Essential question(s) from learning objective(s): . How can you use vocabulary prediction to recognize new words? . How can you use the book to verify context meanings of words?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Teacher prior knowledge: . Teacher will know how prediction and context clues provide and enrich vocabula ry proficiency.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet

Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see links below. Audio Book: [Link] he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.[Link].0.0. [Link]%2Cpt%3D40%2Cn%3D2%2Cui%3Dt..0.0...[Link].qoS_tCr97PU&safe=active

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies (Hook) Vocabulary prediction, context meaning and definition activity will activ ate prior knowledge of previously reviewed words. Students will be rewarded with the fake money for participation. Students will u se accumulated fake money to put in tollbooth at the end of class for use in unit c ompletion store. . Main instructional strategies Students will be introduced to chapter eighteen and nineteen of the book on audi o, utilizing discussion questions for stopping points.

. Concluding strategies Students will conclude by reading and reviewing a chapter summary.

Assessment (utilize a blend of traditional and performance assessments): Chapter vocabulary prediction/context meaning activity will be used to formative ly assess along with recorded response checklist to discussion questions.

EC Accommodations/modifications to strategies or assessments: Students with disabilities will have assistance with writing in answers.

Daily Reflections for Day 25-26 Thursday November 14, 2013-Friday November 15, 2 013 No worries, I am feeling great about my student s level of understanding. They ha ve gained a format that is based upon their abilities to perform. I am using higher order thinking within my discussion questions. I have learned to be over prepared with teacher knowledge and lesson planning. I have learned to created plan that coincide with an excellent time schedule and transition times. They are starting to surprise me, as a whole they are changing their behaviors and attitude towards responding. Earlier on the student s seemed uncomfortable ans wering questions. I believe they were reluctant because they were afraid to give a wron g response. On Friday we complete a vocabulary quiz that we review the day before. The stude nt s were given the study guide to take home to study. I see a huge gap between my lower-m iddle level learner and my higher-learner. I toiled over how I could modify my instruction t o better fit their unique needs. I granted them a re-take quiz the following Monday the scores rema ined the same. They have grown socially and mentally, some in small ways and some in extreme wa ys. I am growing as an instructor and things are less pressure filled, but still challeng ing. The cutest thing was to hear them all at the end of class ask, are we almost done with this book? n excited yes, I replied as we all shared a common smile. Day 23-24 student work samples:

Salem Lesson Plan Format (added lesson used to complete unit) GRADE/CLASS: 8th EC ELA Resource DAY(s):27-28-29-30-31 of unit Monday November 18th 2013 thru Friday November 22n d 2013 UNIT TOPIC: The Phantom Tollbooth Desired learning outcome(s): . Students will be able to recognize how to make predictions of new words. . Students will be able to explain how to use context clues to define new words. . Students will be able to reflect on text details. . Students will be able to summarize novel. . Students will be able to calculate using addition and subtraction.

Essential question(s) from learning objective(s): . How can you use vocabulary prediction to recognize new words? . How can you use the book to verify context meanings of words? . How can explain the summary of the text through writing?

Common Core/NC Essential Standard(s): [Link].8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide a n objective summary of the text. [Link].8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of speci fic word choices on meaning and tone, including analogies or allusions to other texts.

Clarifying Objective RL.8.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. RL.8.4 Determine a theme or central idea of text and analyze its development ove

r the course of the text. Including its relationship to the characters, setting, and plot; provi de objective summary of the text.

Learner prior knowledge/learner background experiences: Students should have s. Specifically RL.6.2, dents would have been introduced ing its development over the prior knowledge through previous grade levels in ELA lesson RL.6.4, RL.6.7, RL.7.2, RL.7.4, and RL.7.7, whereby the stu to determining the theme or central idea of text and analyz course of the text.

Teacher prior knowledge: . Teacher will know how prediction and context clues provide and enrich vocabula ry proficiency.

Materials and resources needed: The Phantom Tollbooth book Teacher created unit packet Fake money Teacher created tollbooth Audio/video of each chapter on you tube, see links below. Audio Book: [Link] he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.[Link].0.0. [Link]%2Cpt%3D40%2Cn%3D2%2Cui%3Dt..0.0...[Link].qoS_tCr97PU&safe=active

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for cont ent, product, and process. . Introductory strategies (Hook) Vocabulary prediction, context meaning and definition activity will activ ate prior knowledge of previously reviewed words. Students will be rewarded with the fake money for participation. Students will u se accumulated fake money to put in tollbooth at the end of class for use in unit c ompletion store. . Main instructional strategies Students will be introduced to chapter twenty of the book on audio, utilizing di scussion questions for stopping points. Student will share in a unit quiz review the day before and the day of the quiz. Students will write a reflection piece summarizing the book.

. Concluding strategies

Students will conclude by reading and reviewing a chapter summary. Students will participate in completing a unit quiz on Thursday. Students will participate in viewing of the movie. A party store will be utilized for integration of math on the final d ay of the movie.

Assessment (utilize a blend of traditional and performance assessments): Chapter vocabulary prediction/context meaning activity will be used to formative ly assess along with recorded response checklist to discussion questions.

EC Accommodations/modifications to strategies or assessments: Students with disabilities will have assistance with writing in answers.

Daily Reflections for Day 27-31 Monday November 18, 2013-Tuesday November 22, 20 13 Each day of this week ran smooth few tweaks were necessary for lessons. We fina lly completed the book on Monday it took the whole class period but we made it. I ha d the students re-visit the first day s character they drew in their journals. They were instruct ed to complete a journal entry using the character to write about how they would conclude the tex t if their character was in the ending. They did an excellent job using their imagination t o write the entry. They each presented their writings. On Tuesday we discussed how the remainder of the unit would process. I gave them detailed instructions on how the party store would operate. They received inform ation on when we would watch the movie and discuss the details of the movie. The students were happy to know they would be receiving their reward and to know I had purchase most of ite ms they listed for me to buy for the store. Wednesday was spent reviewing the quiz outline. Students were informed e would be multiple choice questions. The quiz was formulated around the epts of the unit such as the elements of fiction, summarization, characterization, nd contrast, and figurative language. Review was given to each student to take home and that ther main conc compare a study.

Thursday we re-reviewed the study guide, I gave detailed instructions and handed them the quiz. I couldn t believe we had made it this far. This was a long and intense unit but we made it to the end. Once the quiz was complete, we started the movie. I knew it would take at least two day to watch it. The students were happy and I could tell they felt good about th eir unit quiz. We re-discussed the operations that would take place for the store and the remai nder of the movie to be continued on Friday. On Friday I passed out a tally sheet that included all the items in the party st ore and the individual prices. The students were instructed to check beside the items they d esire to purchase

and to match it with the amount of reward they received. Out of eight student s, I had the students with the two highest amounts to go first and followed that pattern two by two until each student had a tally of items and made their purchase. This wasn t a easy task I kn ew I had to be very detailed and organized to pull this off without chaos exploding in the room . They all did a fantastic job on their quiz and with the store and movie.

Day 27-31 student work samples:

OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

Final Unit Reflection

Introduction: My unit was created around the semester pacing guidelines to pre-assess, formati ve assess, and summative assess, the knowledge of eight, eighth grade ELA Resource students who have a variety of special needs. It had an estimated number of day set at twenty . The unit topic was based on the novel The Phantom Tollbooth. This initial unit included several e lements including but not limited to Main Idea, Literal Meaning, Inferences, Summarizati on, Vocabulary, the use of Context Clues, Comparing and Contrasting, and Figurative Language. Te aching the daily lessons, were followed by a documentation of daily reflections focusing on pre-selected three unique learners MG, lower-level, MK, middle level, and SB, higher-level. Th is entire unit created an environment that granted me an analysis of what I was able to learn a bout myself as a teacher and how to make effective transitions using time management. Preparations: After an intense review of the text and video, I found that I could integrate a variety of subjects while utilizing specific methods of differentiation. There were strateg ies infused to maximize the assessment of higher-order thinking. Much preparation was necessary to be able to blend and match a unique use of differentiation throughout the introductory stra tegies, main instructional strategies, concluding strategies, and assessments. Once the outli ned lesson plan was formulated, I was ready to start my unit. Initially the unit was planned for a twenty day unit but as you will see throughout this reflection there were many situations that c ounteracted the timing of the plans, bringing me to successfully concluding my unit in thirty-on e days.

Three Unique Learners: Each student was able to do the activities and assignments proficiently. I had to differentiate with entry and exit tickets to allow for higher order critical thi nking. Grading scale was modified for lower and middle learners while also decreasing the number of q uiz questions to suit their specific needs. Lower-level learner: MG was able to remain focused on the lessons and completed each assignment. At time he needed assistance with writing but overall he did well and understand s the fundamentals of what the lesson contained. Middle-level learner: MK does excellent with memorization, he was ready and on task each day. He foll owed instruction well and completed all of his assignments. Often times I had to re-e xplain instructions to match his processing level. He was always eager to answer guided questions an d loved vocabulary because of his confidence to remember definitions. Higher-level learner: SB is a leader when it comes to staying on task and answering questions. He is a model student and pushes the other students to engage and interact on a higher level. SB excelled in every aspect of the unit and remained positive throughout each lesson. Even when he was absent I was able to send work home and he turned the items in without error. He was gr eat at expressing to me when he didn t understand certain items.

Reflection Conclusion: Focusing on my three unique learners granted me the ability to facilitate the differentiation strategies and a variety of assessment tools; learned at Salem C ollege. I was glad to be able to implement so many techniques and strategies during this level of m y learning process. I gained a time management skills that helped me reach the goals planne d for each lesson. I developed tweaking strategies while lessons were being taught. Eventua lly I learned to develop a plan to assess, record, and monitor students responses. I thoroughly enjoyed seeing my personal growth along with the growth of my stud ents . I have taken note of every mistake and added them to my list of things I will neve r do the same. The Phantom Tollbooth was a difficult piece; it had everything I was looking for in terms of integration factors; however I and my EC population struggled to make many of th e connections I initially planned for. The fact is this novel could have lasted longer if I had not condensed the fina l lessons. I loved the theme of the book because it fit many of the real life challenges that many people face. A huge take away related to the theme was a combination of responses repeated by many of my students . They discussed how anything can change from a negative outlook to a pos itive if you think about things differently. They also agreed that nothing has to remain the same if only you try. Their imagination was unlocked throughout our readings and I was amazed to observe their ability to make real life connections. As a result of student teaching I have learned that there are no perfect days a s it relates to things going as planned. There are many ups and downs due to schedule changes, s tudent absences, and assembly activities. At the beginning I wondered was this a doable assignment. I

learned that it was. No matter how many difficult challenges the classroom is an environment that has to be modified to meet the needs of each student by any means necessary . I felt positive about my experiences because the students were able to gain ext ensive models to follow. I believe the models they were given will be remembered as the y continue throughout their following lessons. I had two cooperating teachers who assisted in guiding me to excellence with my planning. The only concern I have is how much information has to be translated from what the teachers receive via e-mail. Schools have many addition s and changes to schedules that a student teacher would not know about. Often times it is a hi t or miss interaction between the cooperating teachers and the student teacher. Having a d ummy e-mail account that any student teacher could log-into would be a major benefit to how well the student teacher can best utilize time management. If I had the opportunity to repeat this experience, I would have done more rese arch on my subject area. I would have asked for a model of the pacing guide ahead of time; this would have allowed for planning for the most intricate details of what the students need. To not have this information until the first day of school, put me in cram mode. I am a planner b y nature and could tell I was trying to fit things in to meet the demands to the guide. If I could do it all over again I would have formulated plans far before beginning the school year. Overall this entire experience has influenced me to over organize and plan ahea d. I have developed my knowledge to do as much research as possible on my subject areas an d grade levels. I took part in a sixth grade ELA inclusion, seventh grade study skills, and seventh and eighth grade ELA resource classrooms. I spent each evening researching each of t hese subject areas while editing plans and completing assignments. EC is a challenging field, especially in middle school. The population is developing and changing almost daily. I think o f myself

differently as a result of being exposed to EC because I didn t know I possessed t he unique quality to meet the students right where they are. As a teacher I know I will be able to use everything I learned about wearing many hats. A teacher is a nurse, parents, cou nselor, coach, mentor, educator, and so much more. I have a greater desire to become a teacher due to all the experiences and rela tionships. I was granted the opportunity to be assigned to a school of excellence. This schoo l is team oriented, well organized, concerned about meeting the needs of each student, and takes responsibility for maintaining a healthy nurturing environment. If you were to ask my students if their learning opportunity was meaningful, pu rposeful, and rewarding; I am certain you would get a yes from them all. Being well rounde d was a major part of reaching each student. I had previous experience from home, church, and community involvement; but nothing resembled what I received in the public school system. I have now developed my skills into being an excellent planner and understand how to modify plans to meet student needs. My student fascinated me by reaching higher in their thinking. I believe if you set the bar a little higher than their individual expectations; you can cause a chai n reaction that maintains a continuous stretch for critical thinking in every subject area. My personal pedagogy is nothing is impossible the very word says I m possible. I predict that I can use everything I learned to fascinate my future population wi th techniques, models, strategies, and exposure to different learning styles as a platform to e ncourage students to do their best at all times. I am humbled and grateful to say the least of all I experienced.