Competency 1 - Design a mini unit (3-5 lessons) to reflect the changing roles of the students

and the teachers, and analyze how the approach enhances the design.

Lesson/Unit Topic

Module 1
Among the Hidden Blendopoly (Copy of Blendopoly Board at the end of this unit.)

Related Common Core Learning Standards

Literature: RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

Literature RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figures of
speech and the connotations (associations) of particular words and phrases; analyze the impact
of a specific word choice on meaning and tone.

Literature RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems,
in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end
of the range.

Informational Text RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

Background on Lessons:

The following lesson plans are the beginning of a novel study on the book Among the Hidden
by Margaret Peterson Haddix. The following lessons will be worked on for 5 days. The
students will have the opportunity to choose which activities to complete on which days, the
teacher role is defined day to day in the plans below. The students plans are more general
because they are provided with choice and ownership of their learning.

Materials Technology(Computer and/or Assistive) to Support

Learning

Among the Hidden Novel- ● Audio Book

Print or Electronic ● Text-to-speech
1-1 laptops ● Oral reading
Schoology LMS
Work Contract
Lesson/Unit Procedures Individual Accommodation
Needed for Participation

This is a five day lesson plan that involves multiple skills. I Assistive Tools provided for
have only included the first module, but if students were to students on 504 or IEPs
show mastery prior to the end of the week module two would
be available for them to go into. Extra Time given as needed

Day 1:. SS will work through learning contract completing Scaffolding

one of each type of work contract
Formative checkpoints
T- observe students working on contract. Using data from pre-
assessment to plan alternative learning paths for students with Varied final project
struggles. Coach to get students on the right learning path and scaffolded to students
answer any lingering questions. individual goals and needs

Day 2: SS will work through learning contract completing one

of each type of work contract
T- observe students works, individual check in with students,
mini lesson teaching specific skill

Day 3: SS will work through learning contract completing one

of each type of work contract
T- observe students works, individual check in with students,
mini lesson teaching specific skill

Day 4: SS will work through learning contract completing one

of each type of work contract
T- observe students works, individual check in with students,
mini lesson teaching specific skills, answer questions about
assessments

Day 5: SS will work through learning contract completing one

of each type of work contract
T- observe students assessments, re-teaching skills to those
who do are not showing mastery of the topics, assist in retakes
for assessments.