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Unit Plan Template

LOGI STI CS






STATEMENT OF PURPOSE AND RATI ONALE
 To compare and contrast the main idea and supporting details between “The Phantom 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 writing
 To discover the elements of fiction
 To express real or imagined experiences

RATI ONALE:
This Unit will explain narrative wring, figurative language, main idea, point of view, theme, character,
setting, and plot/conflict. The students will be exposed to understanding each area for basic knowledge.
Students will be able to define each concept and implement through example how to properly use in
everyday experiences. The learning environment will include books, videos, flip charts, and models to
convey the meanings and proper use.

UNI T ESSENTI AL QUESTI ON(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 same in the book?




ESSENTI AL STANDARD
CCSS.ELA-Literacy.RL.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 an objective
summary of the text.

Teacher: Shelia Stephenson
Grade(s) 8th Level(s): ELA EC Resource
Title of Unit: “The Phantom Tollbooth”
Length of Unit: 20 Days
CCSS.ELA-Literacy.RL.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 word choices on meaning
and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RL.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.





CLARI FYI NG OBJ ECTIVE
 Determine central ideas or themes of a text and analyze their development; summarize 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 objective summary of the
text.

UNI T OVERVI EW

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.
8.PCH.3.2 Explain the impact of personal behaviors on the environment, both positively and negatively.
8.AE.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 audience.
8.RP.1.1 Implement a project-based activity collaboratively.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming and
distributing energy.
7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.B.CP.1.4 Use collaborative and cooperative skills to contribute constructively to the creation of dance.
7.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.










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



CONSI DERATI ONS 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.


CONSI DERATI ONS ABOUT THE LEARNI NG ENVI RONMENT

Prior Knowledge
Students should have prior knowledge through previous grade levels in ELA lessons. 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 distinctiveness from personal
opinions or judgments. Students should have been exposed to determining the meaning of words and
phrases as they are used within the text, including figurative and connotative meanings. Students would
have learned to analyze the impact of specific word choice on meaning and tone and the impact of rhymes
and other repetitions of sounds. Students should have learned to compare and contrast the experience of
reading a story, drama, or poem to listening to or viewing an audio, video, or live 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
http://www.bing.com/videos/search?q=the+phantom+tollbooth+youtube&FORM=VIRE1#view=d
etail&mid=4F51DDFDB0A980B154444F51DDFDB0A980B15444
Audio/video of each chapter on you tube, see link below
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM=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 lesson.


UNI T OVERVI EW AND TI MELI NE
DAY 1-2 DAY 3-4 DAY 5-6 DAY 7-8 DAY 9-10
Specific
expectations
(goals/objectiv
es)
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
understandin
g of new
words/concep
ts 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/Cooperati
ng 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/Cooperati
ng Teacher and
Teacher Assistant
will be assigned to
each group for
differentiated
reading and
summary of
chapters 5-8
money for
participati
on and
progressio
n 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
mathemati
cs
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 pre-
assess their
understandin
g 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-strategy-
tool
Teacher
will
conduct
pre-
assessment
through
observatio
n of
journal
entry,
group
discussion
s, elements
of fiction
worksheet,
and exit
ticket.
Teacher will
conduct pre-
assessment
and
summative
assessment
through
observation
of
understandin
g 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
understandin
g of
introduction
of new
vocabulary.
Teacher will
conduct pre-
assessment
and
formative
assessment
through
observation
of verbal pop
quiz used in
hook.
Summative
assessment
will be given
by review of
students
comprehensi
on of, the
teacher
created
“elements of
fiction”
worksheet.
Students will
be given an
exit ticket to
summatively
assess their
development
of the five
elements of
fiction as
taught in the
lesson.
Teacher will
conduct pre-
assessment
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 pre-
assessment
through hook
exercise,
summative
assessment will be
addressed through
teacher created
rubric of response
to discussion
questions.
Summative
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 pre-
arranged 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. Pre-
assessment
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 19-
20
Specific
expectations
(goals/objecti
ves)
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/Cooper
ating 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/Cooper
ating 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/Cooper
ating 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
accumula
ted 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-strategy-
tool
Teacher will
conduct pre-
assessment
through hook
exercise,
summative
assessment will
Teacher will
conduct pre-
assessment
through hook
exercise,
summative
assessment will
Teacher will
conduct pre-
assessment
through hook
exercise,
summative
assessment will
Teacher will
conduct
summative
assessment
through teacher
created rubric of
responses listed
Teacher
will
conduct
summativ
e
assessme
nt
be addressed
through teacher
created rubric of
response to
discussion
questions.
Summative
asessment will
be performed
through answers
documented on
unit worksheets.
be addressed
through teacher
created rubric of
response to
discussion
questions.
Summative
asessment will
be performed
through answers
documented on
unit worksheets.
be addressed
through teacher
created rubric of
response to
discussion
questions.
Summative
asessment will
be performed
through answers
documented on
unit worksheets.
on teacher created
compare and
contrast
worksheet and
documentation of
the elements of
fiction worksheet
as it pertains to
the
differences/simula
rities in the
video/text.
through
rubric
graded
unit test.
Formativ
e
assessme
nt will be
used in
observati
on of
how the
students
perform
while
using the
money to
purchase
their
prize(s)
of choice.
Learner
Consideration
s
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.
Environment
al
Consideration
s
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
separatel
y seated
during
testing.
Students
will be
moving
througho
ut the
different
pre-
arranged
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 I MPACT Plan
With public schools continuously becoming more diverse it is increasingly important to
assess the students. The first step is pre-assessment; pre-assessment communicates to the teacher
the readiness and level for learning. There are three forms of assessment. 1. Pretest-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 effectively
communicated. 3. Interest Surveys-tells a students’ interest area to better help focus 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 observation,
homework, and tests. It is formative when the teacher uses the information to change and adapt
their teaching directions. Summative assessment can be used to score how the students
understand what was taught.
Assessment is vital and should be done throughout the process of communicating new
material, during the learning phase, and after material is introduced. Pre-assessment, Formative
and Summative assessments are all vital parts of analyzing the students’ abilities to perform. Pre-
assessment will determine where the lesson should begin by activating prior knowledge, through
quick quizzes, exit tickets, Think Pair Share, and many other forms. Once a Pre-assessment is
performed, the teacher will utilize this diagnosis in order to frame the concepts to be taught.
Both, Formative and Summative assessments will measure the students’ individual needs and
allow teacher modifications for critiquing daily lesson plans. Formative assessments are on-
going and can be observed during the teaching of a lesson; this type of assessment will provide
improvements and modifications necessary to validate instruction. Summative assessments 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
CCSS.ELA-Literacy.RL.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 an objective summary of the text.

CCSS.ELA-Literacy.RL.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 word choices on meaning and tone, including analogies or allusions to other
texts.

CCSS.ELA-Literacy.RL.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 over the
course of the text. Including its relationship to the characters, setting, and plot; provide
objective summary of the text.

STATEMENT OF PURPOSE AND RATIONALE

PURPOSE:
 To compare and contrast the main idea and supporting details between “The Phantom
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.


RATIONALE:
This Unit will explain narrative wring, figurative language, main idea, point of view, theme,
character, setting, and plot/conflict. The students will be exposed to understanding each area for
basic knowledge. Students will be able to define each concept and implement through example
how to properly use in everyday experiences. The learning environment will include books,
videos, flip charts, and models to convey the meanings and proper use.

Lesson Plans
Day 1-2

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


Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an 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 recording
responses on a teacher created response monitoring checklist of group discussions.
 Formative assessment will be conducted through the elements of fiction worksheet
preview, and figurative language flip chart on smart board. Exit ticket with the three
questions to assess for introduction understanding of unit guidelines. Teacher will
circulate through each phase on the lesson to allow each student to grasp the information
using a response monitoring checklist of each student’s responses to discussion questions.

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


Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.


Assessment
 Teacher will conduct pre-assessment through observation of understanding of new
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 will be able to define 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 apply vocabulary words.


Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide 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 to
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.


Assessment
Teacher will conduct pre-assessment through using the hook exercise and an entrance 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 by 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.

Assessment

 Teacher will conduct pre-assessment through using the hook exercise and entrance ticket.
 Venn diagram will be used for formative. Teacher will circulate through each phase 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.


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

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


Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.


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

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


Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide 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 circulation
during reading the chapters and observation of their ability to list specific details 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide 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 responses as
they watch the video using discussion questions. Teacher will analyze their responses 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.


Assessment
 Formative assessments will be observed through how the students are able to purchase
prizes from the prize store. Calculating will be used for their purchases. Teacher will
circulate while recording their understanding through each phase on the lesson to 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. “Just killing time,”
replied Milo apologetically. p. 29

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. Conclusions
8. You can conclude from the following passage that
a. Milo is in deep thought and a little confused.
b. Milo likes the highway.
c. 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. You can conclude from the following passage that
a. Milo knows how to fly.
b. The Spelling Bee makes Milo smarter.
c. 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 real-
world 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. The first thing Milo has to do with the gift is p. 12
a. take it to the Doldrums
b. paint it and try to fly it like a plane
c. read the directions
d. 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




2
Dictionopolis




3 & 4
Forest of Sight




9
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.








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 newly introduced
vocabulary concepts, they will receive a participation grade while earning reward bucks.
Additional reward money (fake) will also be given to students, when they use classroom
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.

Student Response Monitoring Comprehension
Checklist:

3
rd
period 8
th
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.

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
Phantom Tollbooth Unit Vocabulary Quiz
Name:_______________________Date:________

Using the vocabulary words below match the word with the sentence that best defines 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 hair.

8. The students got ________________________________to receiving candy at the end 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) Money
b) Ching
c) Bottle
d) Size

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

3. What is the theme (central idea) of the book “Phantom Tollbooth”
a) Stay sad
b) Don’t try to walk fast
c) You can change how you look at things if you only try.
d) 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. What is the main conflict in “Phantom Tollbooth?”
a) Milo has trouble getting to dictionopolis
b) Milo met the spelling bee
c) Milo saw the tollbooth in his room
d) Milo fell asleep

8. What is the beginning setting in of the book?
a) Milo at the tollbooth
b) Milo in the car
c) Milo walking home from school
d) Milo in dictionopolis

9. What is the point of view
a) Third
b) First
c) Second

10. Describe the conclusion of the book in one paragraph:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Phantom Tollbooth Reward Store Name____________________________________
Reward Amount________________________
Add all checked items together and enter a total, if you have overspent, subtract the necessary
amount to reach your amount of reward.














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 $


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

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

Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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 content,
product, and process.

 Introductory strategies

(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. Students will be introduced to a
reward system, using fake money for participation and progression of topics learned in
the text. Teacher will pass out fake money to place in the teacher created tollbooth. As
the students present they will be allowed to put their money in their box and pass 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 author 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 detail.
Students will use the vocabulary chart to make personal predictions, define using 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 integration timeline.
Teacher will utilize a teacher created chart to explain the impact of personal behaviors on
the environment both positively and negatively throughout the text focusing on health
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 specific to 1. A
leader, 2. An organizer and 3. A delegator, this will allow student to utilize higher order
thinking. As the lesson progress to the reading of the book the students will change 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 be 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 smart 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 expressions 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 seventy
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 did but was left
feeling like I had failed my students by not being able to be a thorough as I thought 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 students
participation and vocabulary rewards. After realizing that I needed to pre-assess and unlock prior
knowledge, I immediately made a decision to change the exit ticket into and entry ticket. There
had been a sequence of lessons previously taught on main character, point of view, 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 was previously
created, except for my being exposed to the challenge of the absence of one of my unique
learners, whom I would have to fill-in the details with separately. Absences would 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 there 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 several times
throughout the unit before finding a way to introduce the words in a way that would allow for
formative assessment that would best fit the needs of my learners. SB got all ten 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 characterization. We
discussed the main idea and point of view.















Day 1-2 student work samples:

Salem Lesson Plan Format
GRADE/CLASS: 8
th
EC ELA Resource
DAY: 3-4
UNIT TOPIC: The Phantom Tollbooth
Desired learning outcome(s):
 Students will be able to recall new vocabulary words.
 Students will explain how to count money used in a reward system.
 Students will be able to explain theme.
 Students will be able 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


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

(Hook) Teacher will pass a basket of vocabulary words around and allow each student 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 an
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 document
camera. Teacher will place all vocabulary for this unit on document camera for group
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 written expressions.
Students with disabilities will be given printed clues before participating in the lesson. Students
who have difficulty with fine motor skills will have assistance with writing answers 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. The third
days’ lesson would carry over to the next day. What an amazing challenge, I learned to accept
the changes of schedules and to make the most of every extra minute that was available and re-
created a vocabulary system. When they returned I got in enough time to do a short 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 was absent,
yes; I am finally able to test my skills. We began reading the text and transition 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 remained calm and
focused and at the end of class I felt that I was becoming successful at managing 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: 8
th
EC ELA Resource
DAY: 5-6
UNIT TOPIC: The Phantom Tollbooth
Desired learning outcome(s):
 Students will be able to define 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 apply vocabulary words.

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

Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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) Students 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 quick quiz to
sharpen their understanding of previously introduced vocabulary. Vocabulary rubric 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 created
worksheet. Students will be assigned a partner to begin filling-in their “five element 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 understanding.
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 understanding of
their vocabulary words.

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

Teacher will conduct pre- assessment and formative assessment through observation 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” worksheet.
An exit ticket will be used to determine the students understanding of lesson (See 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 assessment
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 thinking and to be able to
properly make all activities more measurable. We read chapter five together using 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 fiction activity and
character description activity. The students were able to make a connection to the 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 lesson
an explanation that the prior day lesson would be revisited throughout the lesson as the
characters change. I also added an explanation of how certain elements of the rising action would
change throughout the chapters. I am realizing at this point that this novel offer many integration
possibilities, but I would not be able to touch on them all within a unit that doesn’t last but a few
weeks. I explained how the settings in this book coincide with the characters because each new
land of adventure adds in a new character or characters. I felt more accomplished with my
lesson, I felt that as an instructor I was maturing and grasping how to implement techniques that
fit my populations’ needs. I was becoming fearful of how I would add in so many strategies that
I knew was needed for the highest critical thinking level for each individual student.
Salem Lesson Plan Format
GRADE/CLASS: 8
th
EC ELA Resource
DAY: 7-8
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 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.

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

Common Core/NC Essential Standard(s):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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 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.

 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 book, while
following along in their books. Character chart will be utilized for specific characteristics
and names of characters’ as they are discovered. The first four chapters will be labeled as
a Unit I. Students will use guided questions as they read the text, making appropriate
stops between readings, students will be allowed to ask and answer questions. Guided
question will be written on the white board.
Guided Questions:
1. Who is the main character?
2. Can you identify other characters?
3. What are the main characters’ descriptions?
4. 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 arranged in
groups of three to read first four chapters together. Students will wrap up by using 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 entrance ticket (See
attachment). 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
by teacher.

EC Accommodations/modifications to strategies or assessments:

Students with disabilities will have assistance with writing in answers on worksheets.



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 three sentences
using and was instructed to participate in a think pair share activity sharing their 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 activity that had to be
completed over the course of the entire unit. We discussed how the settings changes as new
character were introduced.












Day 7-8 student work samples:






Salem Lesson Plan Format
GRADE/CLASS: 8
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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 defining
words. Students will use fake money to put in tollbooth and pass to the next level 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 reading 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 introduced in
previous lesson. The next four chapters will be labeled as a Unit II. A Venn diagram will
be given to begin listing comparisons and will be used in the lesson when full video 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 arranged in
groups of three to read next four chapters together. Students will wrap up by using 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 disabilities
will have assistance with writing in answers on the entry tickets and Venn diagram 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 challenge 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 audio version
online. My system of how many chapters we could attempt was inaccurate; this unit 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 comprehension of
the figurative language in the text causing me to re-visit the figurative language flipchart again.
Once the chart was completed they all understood how to look for figurative language within the
text. We completed a figurative language chart together in class.













Day 9-10 student work samples:


Salem Lesson Plan Format
GRADE/CLASS: 8
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


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

 Introductory strategies

(Hook) Entrance ticket will be given to pre-assess whether the students can analyze 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 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.
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 reading 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
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 arranged in
groups of three to read next four chapters together. Students will wrap up by using guided
questions to summarize unit III. Within their specific groups. Journal entry will 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 entrance ticket and
observing their understanding of vocabulary previously reviewed. Formative and summative
assessments will be tracked by listening and observing by teachers movement during reading the
chapters and observation of their ability to list specific details on their setting 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 setting 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, 2013:

My lesson pattern is now tweaked to a point of fitting a more realistic schedule.
Wednesday, I had to be absent due to the sinus infection and bronchitis; I turned 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 activity. We
transitioned into continuing the text. We got through chapter eight, using discussion questions as
stopping points.
Day 11-12 student work samples:
No samples






Salem Lesson Plan Format
GRADE/CLASS: 8
th
EC ELA Resource
DAY: 13-14
UNIT TOPIC: The Phantom Tollbooth
Desired learning outcome(s):
 Students will be able to recognize using vocabulary words within the text.
 Students will explain how to count money used in a reward system.
 Students will be able to define summary.
 Students will be able 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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 vocabulary
used within 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.

 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-level
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 arranged in
groups of three to read next four chapters together. Students will wrap up by using guided
questions to summarize unit III. within their specific groups. Journal entry will 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 observing their
understanding of vocabulary previously reviewed. Formative and summative assessments will be
tracked by listening and observing by teachers movement during reading the chapters and
observation of their ability to list specific details on setting worksheet, character worksheet, and
Venn diagram. 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 setting 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 with 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, we started
with and additional review of the quiz; for the remainder of the class we re-aloud 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 my strategies for
how I would conduct my final unit quiz because I felt that there was a gap in how well I reached
a proficient comprehension of my lower-level learner. I also tweaked the differentiation
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: 8
th
EC ELA Resource
DAY: 15-16
UNIT TOPIC: The Phantom Tollbooth
Desired learning outcome(s):
 Students will be able to recognize using vocabulary words within the text.
 Students will explain how to count money used in a reward system.
 Students will be able to define summary.
 Students will be able 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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.

Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
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.
http://www.bing.com/videos/search?q=youtube+audio+of+%22the+phantom+tollbooth&FORM
=VIRE1#view=detail&mid=39CFD1DC3C5489C3844639CFD1DC3C5489C38446


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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 vocabulary
used within 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.

 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-level
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 arranged in
groups of three to read next four chapters together. Students will wrap up by using guided
questions to summarize unit III. within their specific groups. Journal entry will 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 observing their
understanding of conclusion. Formative and summative assessments will be tracked by listening
and observing by teachers movement during reading the chapters and observation of their ability
to list specific details on setting worksheet, character worksheet, and Venn diagram. 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 setting 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 Halloween.
The student’s have EOQ’s this week; it was difficult to get anything in besides reading. The
week of Halloween was difficult because the students focus appears to be elsewhere. 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 give quiz. I
expressed that we are running behind schedule and needed to stay focused. I am glad that the
reward system was in place because I was able to utilize this system for other reason 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: 8
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 word choices
on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.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.


Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.
Materials and resources needed:
“The Phantom Tollbooth” book
Teacher created unit packet
Fake money
Teacher created tollbooth
YouTube video, see link below
http://www.bing.com/videos/search?q=the+phantom+tollbooth+youtube&FORM=VIRE1#view=detail&
mid=4F51DDFDB0A980B154444F51DDFDB0A980B15444


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
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 worksheet to
be able to fill in the likenesses and differences of the video and book. Students 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 their
compare and contrast Venn diagram.


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

Teacher will conduct pre-assessment through analyzing their entries previously noted on their
Venn diagram. Formative assessment will be conducted by observing the students as they watch
the video. Summative assessment will be conducted by analyzing their responses on 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 compare and contrast
Venn diagram.

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


Thursday was scheduled for EOQ’s. I am completely aware that this novel was not the
best choice for my student teaching unit; it is too lengthy for such a short period 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 several of the activities
previously prepared. Even though this book is for a fifth grade level, the language is too much
for my EC population. My higher-level learner did well with every part of the lessons taught but
as for the rest of my students’ the language was a bit much. After a lengthy weekend, I am ready
to start fresh with revision of vocabulary activities. My teaching will be observed on Wednesday
and I feel good but swamped over all of the necessary revisions. On Monday we did 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 during 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: 8
th
EC ELA Resource
DAY(s):20-21 of unit (if extra time is needed, this lesson could carry over to an additional day)
Wednesday November 6
th
2013 possibly Thursday November 7
th
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 similarities
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 authors
meaning?
5. How can you describe compare and contract of book/video?


Common Core/NC Essential Standard(s):

CCSS.ELA-Literacy.RL.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 lessons.
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. 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 differences.
 Teacher will know that comparing and contrasting assist students with unlocking prior
knowledge.
 Teacher will know how to express that comparing and contrasting helps to develop 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 contrasting.
 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, otherwise,
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:
http://www.youtube.com/results?search_query=the+phantom+tollbooth+audiobook&oq=t
he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.22.20.1.0.0.0.718.221
5.11j4j1j6-1.17.0.eytns%2Cpt%3D-
40%2Cn%3D2%2Cui%3Dt..0.0...1ac.1.11.youtube.qoS_tCr97PU&safe=active

Phantom of the Tollbooth Video:
http://www.youtube.com/watch?v=Llg5VODW6n4

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

2. Define contrast:
Students will be rewarded with the fake money for participation. Students will use
accumulated fake money to put in tollbooth at the end of class for use in unit completion
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 question (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 dry
eraser markers to draw a Venn diagram, while comparing and contrasting this story
together. Students will do think pair share using their self created Venn diagrams. The
teacher or assistant will help Drew and Matt G. if needed, with writing and filing in their
diagrams and writing in answers on entry and exit tickets. Students will be re-introduced
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 worksheet will
be given to begin listing similarities and differences while viewing a portion of 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 differentiated
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, giving
examples of how these elements are used. 5 minutes.
3. Think aloud, guided question: 1. What two things in this book are being compared
and contrasted?) Read book “Alice and Greta”
4. Teacher will model the Venn diagram outline, filling in while reading the book “Alice
and Greta” book.
5. White boards and dry eraser markers will be given to each student to draw their 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 be
creating the Venn diagram along with the students. 25 minutes
6. Students will think pair share with a self selected partner, they will discuss 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 answers of
comparing and contrasting the differences and similarities of the book and the video.
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 will 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 put 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 comprehension of
comparing and contrasting the book and video. Teachers and assistant will help lower-
level 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 blend of circulation
strategies, think pair share will be used to formatively assess also. An exit ticket will be used to
assess their comprehension of the lesson this will reflect the summative assessment.
EC Accommodations/modifications to strategies or assessments:
Students with disabilities will have assistance with writing in answers on the entry/exit tickets
will be used throughout this week were necessary to assess students prior knowledge 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 portion of the lesson.

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

Tuesday’s lesson was completely revised implementing yet another form of vocabulary
activities to assess for comprehension. We started with making a prediction of the 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 unit. 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 observed by my
Salem Supervisor. I had planned a lesson around comparing and contrasting because this was a
major portion of our unit. The students are to analyze the similarities and differences between the
book and the movie. I learned that I needed to record student responses when asking 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: 8
th
EC ELA Resource
DAY(s):21-22 of unit Thursday November 7
th
2013 possibly Friday November 8
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.



Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.

Teacher prior knowledge:
 Teacher will know how prediction and context clues provide and enrich vocabulary
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:
http://www.youtube.com/results?search_query=the+phantom+tollbooth+audiobook&oq=t
he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.22.20.1.0.0.0.718.221
5.11j4j1j6-1.17.0.eytns%2Cpt%3D-
40%2Cn%3D2%2Cui%3Dt..0.0...1ac.1.11.youtube.qoS_tCr97PU&safe=active


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
 Introductory strategies
(Hook) Vocabulary prediction, context meaning and definition activity will activate prior
knowledge of previously reviewed words.
Students will be rewarded with the fake money for participation. Students will use
accumulated fake money to put in tollbooth at the end of class for use in unit completion
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 formatively 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-organization of the
lessons helped me to not over-do activities. I felt that my students were becoming 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 contract activity
from the previous day. On Friday we were back on track with continuing their reading 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 unit 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 more 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: 8
th
EC ELA Resource
DAY(s):23-24 of unit Tuesday November 12
th
2013-Wednesday November 13
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.



Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.

Teacher prior knowledge:
 Teacher will know how prediction and context clues provide and enrich vocabulary
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:
http://www.youtube.com/results?search_query=the+phantom+tollbooth+audiobook&oq=t
he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.22.20.1.0.0.0.718.221
5.11j4j1j6-1.17.0.eytns%2Cpt%3D-
40%2Cn%3D2%2Cui%3Dt..0.0...1ac.1.11.youtube.qoS_tCr97PU&safe=active


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
 Introductory strategies
(Hook) Vocabulary prediction, context meaning and definition activity will activate prior
knowledge of previously reviewed words.
Students will be rewarded with the fake money for participation. Students will use
accumulated fake money to put in tollbooth at the end of class for use in unit completion
store.
 Main instructional strategies
Students will be introduced to chapter sixteen and seventeen 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 formatively 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 students. Minimizing
the lesson allowed for my student’s better grasp vocabulary comprehension; they showed more
interest in daily activities and responded better to discussion questions. I learned 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 outline short sweet
and to the point. We complete their figurative language chart that was started in 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: 8
th
EC ELA Resource
DAY(s):25-26 of unit Thursday November 14
th
2013-Friday November 15
th
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.



Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.

Teacher prior knowledge:
 Teacher will know how prediction and context clues provide and enrich vocabulary
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:
http://www.youtube.com/results?search_query=the+phantom+tollbooth+audiobook&oq=t
he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.22.20.1.0.0.0.718.221
5.11j4j1j6-1.17.0.eytns%2Cpt%3D-
40%2Cn%3D2%2Cui%3Dt..0.0...1ac.1.11.youtube.qoS_tCr97PU&safe=active


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
 Introductory strategies
(Hook) Vocabulary prediction, context meaning and definition activity will activate prior
knowledge of previously reviewed words.
Students will be rewarded with the fake money for participation. Students will use
accumulated fake money to put in tollbooth at the end of class for use in unit completion
store.
 Main instructional strategies
Students will be introduced to chapter eighteen and nineteen 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 formatively 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, 2013
No worries, I am feeling great about my student’s level of understanding. They have
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 answering
questions. I believe they were reluctant because they were afraid to give a wrong response.
On Friday we complete a vocabulary quiz that we review the day before. The student’s were
given the study guide to take home to study. I see a huge gap between my lower-middle level
learner and my higher-learner. I toiled over how I could modify my instruction to better fit their
unique needs. I granted them a re-take quiz the following Monday the scores remained the same.
They have grown socially and mentally, some in small ways and some in extreme ways. I am
growing as an instructor and things are less pressure filled, but still challenging. The cutest thing
was to hear them all at the end of class ask, “are we almost done with this book?” An 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: 8
th
EC ELA Resource
DAY(s):27-28-29-30-31 of unit Monday November 18
th
2013 thru Friday November 22
nd
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):
CCSS.ELA-Literacy.RL.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 an objective summary
of the text.
CCSS.ELA-Literacy.RL.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 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 over the course of
the text. Including its relationship to the characters, setting, and plot; provide objective summary
of the text.



Learner prior knowledge/learner background experiences:
Students should have prior knowledge through previous grade levels in ELA lessons.
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.

Teacher prior knowledge:
 Teacher will know how prediction and context clues provide and enrich vocabulary
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:
http://www.youtube.com/results?search_query=the+phantom+tollbooth+audiobook&oq=t
he+phantom+tollbooth&gs_l=youtube.1.3.35i39j0l9.250.11438.0.18344.22.20.1.0.0.0.718.221
5.11j4j1j6-1.17.0.eytns%2Cpt%3D-
40%2Cn%3D2%2Cui%3Dt..0.0...1ac.1.11.youtube.qoS_tCr97PU&safe=active


Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
 Introductory strategies
(Hook) Vocabulary prediction, context meaning and definition activity will activate prior
knowledge of previously reviewed words.
Students will be rewarded with the fake money for participation. Students will use
accumulated fake money to put in tollbooth at the end of class for use in unit completion
store.
 Main instructional strategies
Students will be introduced to chapter twenty of the book on audio, utilizing discussion
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 day of the
movie.

Assessment (utilize a blend of traditional and performance assessments):
Chapter vocabulary prediction/context meaning activity will be used to formatively 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, 2013
Each day of this week ran smooth few tweaks were necessary for lessons. We finally
completed the book on Monday it took the whole class period but we made it. I had the students
re-visit the first day’s character they drew in their journals. They were instructed to complete a
journal entry using the character to write about how they would conclude the text if their
character was in the ending. They did an excellent job using their imagination to 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 information 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 items they listed
for me to buy for the store.
Wednesday was spent reviewing the quiz outline. Students were informed that there
would be multiple choice questions. The quiz was formulated around the main concepts of the
unit such as the elements of fiction, summarization, characterization, compare and contrast, and
figurative language. Review was given to each student to take home and 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 their unit quiz.
We re-discussed the operations that would take place for the store and the remainder of the
movie to be continued on Friday.
On Friday I passed out a tally sheet that included all the items in the party store and the
individual prices. The students were instructed to check beside the items they desire 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 knew 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 REFLECTI ON ABOUT THE UNI T (completed when you finish teaching the unit)

Final Unit Reflection

Introduction:
My unit was created around the semester pacing guidelines to pre-assess, formative
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 elements
including but not limited to Main Idea, Literal Meaning, Inferences, Summarization, Vocabulary,
the use of Context Clues, Comparing and Contrasting, and Figurative Language. Teaching 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. This entire unit
created an environment that granted me an analysis of what I was able to learn about 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 strategies 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 strategies, main
instructional strategies, concluding strategies, and assessments. Once the outlined 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 counteracted the
timing of the plans, bringing me to successfully concluding my unit in thirty-one 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 thinking. Grading scale
was modified for lower and middle learners while also decreasing the number of quiz 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 understands the
fundamentals of what the lesson contained.
Middle-level learner:
MK does excellent with memorization, he was ready and on task each day. He followed
instruction well and completed all of his assignments. Often times I had to re-explain instructions
to match his processing level. He was always eager to answer guided questions and 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 great 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 College. I was glad
to be able to implement so many techniques and strategies during this level of my learning
process. I gained a time management skills that helped me reach the goals planned for each
lesson. I developed tweaking strategies while lessons were being taught. Eventually 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 students’. I
have taken note of every mistake and added them to my list of things I will never 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 the connections
I initially planned for.
The fact is this novel could have lasted longer if I had not condensed the final 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 positive 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 as it relates to
things going as planned. There are many ups and downs due to schedule changes, student
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 extensive
models to follow. I believe the models they were given will be remembered as they 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 additions and changes
to schedules that a student teacher would not know about. Often times it is a hit or miss
interaction between the cooperating teachers and the student teacher. Having a dummy 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 research 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 by 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 ahead. I have
developed my knowledge to do as much research as possible on my subject areas and 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 these 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 of myself
differently as a result of being exposed to EC because I didn’t know I possessed the 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, counselor, coach,
mentor, educator, and so much more.
I have a greater desire to become a teacher due to all the experiences and relationships. I
was granted the opportunity to be assigned to a school of excellence. This school 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, purposeful,
and rewarding; I am certain you would get a yes from them all. Being well rounded 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 chain reaction that
maintains a continuous stretch for critical thinking in every subject area.
My personal pedagogy is “nothing is impossible” the very word say I’m possible. I
predict that I can use everything I learned to fascinate my future population with techniques,
models, strategies, and exposure to different learning styles as a platform to encourage students’
to do their best at all times. I am humbled and grateful to say the least of all I experienced.