GCU College of Education

LESSON UNIT PLAN TEMPLATE

Benchmark: Literacy Mini-Unit Plan

Rebekah McMurphy

Grand Canyon University: EDU-480

December 8, 2019

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 Benchmark Unit Plan Template
Teacher Candidate Name: Rebekah McMurphy
Grade Level: Second Grade
Unit/Subject: Reading Language Arts
Title of Unit and Brief Summary:
Unit Title: A Bad Case of Stripes in Your Life from Camilla
Summary: This unit focuses on students learning more about their own stripes and who they are, based on understanding Camilla’s experience of overcoming hate from others and
staying true to herself. They will focus on her response and begin to write a letter to themselves from Camilla on how to overcome their stripes based on her experiences through
empathy and perspective.
Day One: Who is Camilla and Who am I?
Summary: In the lesson, students will be reading the story and analyzing how Camilla developed her character traits to understand her response to the challenge of stripes. Then,
they will analyze these traits to understand who she is to apply it to day two.
Day Two: How Would Camilla Want Me to Overcome My Stripes?
Summary: Students will learn more about themselves through creating their own stripes and learn more about Camilla as they use character traits from day one to write a letter
from Camilla to themselves about how to overcome their own stripes. However, they will only focus on the pre-writing this day.
Day Three: I Need More Details!
Summary: For day three, students will be working on how to add key details to their pre-writing prior to drafting to enrich their letter content. This will support them to write
beyond one sentence and add in key information to help explain their ideas and develop critical thinking skills.
Classroom and Student Factors/Grouping:
Class Profile: 28 students – 10 ELLs, 2 SPED (1 EBD, 1 ID), 2 gifted, 1 Dual Label (ELL B and SPED ID), 17 meeting or exceeding in
reading/11 NOT meeting or exceeding in reading, 12 meeting or exceeding in math, 16 NOT meeting or exceeding in math.
Students will be grouped based off of heterogeneous learning groups that are based on data in their table groups (High, medium high, medium low, and a low).
Partner pairs will be based on random grouping for the unit, unless behavior concerns are present between two peers. Then, it will be teacher chosen.
Day 1 Day 2 Day 3
National/State 2.RL.1. Ask and answer questions 2.RL.1. Ask and answer questions 2.RL.1. Ask and answer questions
Learning Standards such as who, what, where, when, such as who, what, where, when, such as who, what, where, when,
List specific grade- why, and how to demonstrate why, and how to demonstrate why, and how to demonstrate
level standards that understanding of key details in the understanding of key details in the understanding of key details in the
are the focus of the text. text. text.
lesson being
presented. 2.RL.3 Describe how characters in 2.RL.3. Describe how characters in a 2.RL.3. Describe how characters in
a story respond to major events and story respond to major events and a story respond to major events and
challenges. challenges. challenges.
2.L.4. b. Use a known root word as 2.L.4. b. Use a known root word as a 2.L.4. b. Use a known root word as
a clue to the meaning of an clue to the meaning of an unknown a clue to the meaning of an
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unknown word with the same root
(e.g., addition, additional).
2.SL.1 Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups. a. Follow agreed‐upon
rules for discussions (e.g., gaining
the floor in respectful ways,
listening to others with care,
speaking one at a time about the
topics and texts under discussion).
b. Build on others’ talk in
conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further
explanation as needed about the
topics and texts under discussion.
2.RL.7 Use information gained
from the illustrations and words in
a print or digital text to
demonstrate understanding of its
characters, setting, or plot.
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word with the same root (e.g.,
addition, additional).
2.W.1. Write opinion pieces in which
they introduce the topic or book they
are writing about, state an opinion,
supply reasons that support the
opinion, use linking words (e.g.,
because, and, also) to connect opinion
and reasons, and provide a concluding
statement or section.
2.SL.1 Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups. a. Follow agreed‐upon rules
for discussions (e.g., gaining the floor
in respectful ways, listening to others
with care, speaking one at a time
about the topics and texts under
discussion). b. Build on others’ talk in
conversations by linking their
comments to the remarks of others. c.
Ask for clarification and further
explanation as needed about the
topics and texts under discussion.
2.SL.2 Recount or describe key ideas
or details from a text read aloud or
information presented orally or
through other media.
2.RL.7 Use information gained from
unknown word with the same root
(e.g., addition, additional).
2.W.1. Write opinion pieces in
which they introduce the topic or
book they are writing about, state an
opinion, supply reasons that support
the opinion, use linking words (e.g.,
because, and, also) to connect
opinion and reasons, and provide a
concluding statement or section.
2.SL.1 Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and larger
groups. a. Follow agreed‐upon rules
for discussions (e.g., gaining the
floor in respectful ways, listening to
others with care, speaking one at a
time about the topics and texts under
discussion). b. Build on others’ talk
in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further
explanation as needed about the
topics and texts under discussion.
2.SL.2 Recount or describe key
ideas or details from a text read
aloud or information presented
orally or through other media.
2.RL.7 Use information gained from
 the illustrations and words in a print the illustrations and words in a print
or digital text to demonstrate or digital text to demonstrate
understanding of its characters, understanding of its characters,
setting, or plot. setting, or plot.
Specific Learning 1. During echo reading of A 1. Given role tags, students will 1. Given the text, A Bad Case
Target(s)/Objective Bad Case of Stripes, follow agreed upon of Stripes, students will be
s Based on state students will be able to collaborative roles and able to describe what details
standards, identify answer questions with who, responsibilities with emphasis are and where to find them
what is intended to what, where, when, why, on respect and responsibility. by creating examples on
be measured in and how to demonstrate 2. Given a group, students will Padlet with evidence from
learning. understanding of key be able to collaborate and the text and illustrations.
details in the text. communicate respectfully and 2. Given a group, students will
2. Given a graphic organizer effectively to one another with
of character changes, be able to collaborate and
emphasis on feedback. communicate respectfully
students will be able to 3. Students will be able to utilize
describe how Camilla and effectively to one
details (including who, what,
changed from the beginning another with emphasis on
where, when, why, and how)
to the end of the text using feedback.
in opinion writing of a letter
adjectives and adverbs. to demonstrate understanding 3. Given boring sentences,
3. Using Total Physical of Camilla’s perspective from students will be able to
Responses (TPR), students the text to overcome their own recreate sentences with key
will be able to identify how stripes using three vocabulary details using adjectives and
a root word changes its words. new words as referenced by
meaning when there is an 4. Students will be able to use the text.
added suffix. evidence from the text and 4. Students will be able to
4. Given a group, students illustrations to support their utilize details (including
will be able to collaborate reasoning for Camilla’s who, what, where, when,
and communicate perspective through an oral why, and how) in opinion
respectfully and effectively presentation in a group. writing of a letter to
to one another with
demonstrate understanding
emphasis on feedback.
of Camilla’s perspective
5. Given illustrations from the
text and cover page, from the text to overcome

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 students will be able to
make predictions and
describe characters
including Camilla in class
discussions.
Academic 1. Ordered (Order-ed)
Language General 2. Relieved (Relieve-ed)
academic 3. Embarrassed (Embarass-ed)
vocabulary and 4. Swamped (Swamp-ed)
content-specific 5. Cured (Cure-ed)
vocabulary included 6. Worried (Worry-ed)
in the unit.
How to Teach to Students:
For the vocabulary, I will utilize
pre-teaching with imagery for
students to be word detectives in
understanding how the suffix of a
known root word will change its
meaning. Then, in the reading to
emphasize the meaning in context,
students will create TPR (total
physical response) movements to
correlate to the meaning of their
vocabulary words. Then, when
they echo read, they will do the
matching movement.
Unit Resources, - Pencils, Markers, and Crayons
Materials, - Book: A Bad Case of Stripes by
Equipment, and David Shannon
Technology - In Class Copies of Text
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their own stripes using three
vocabulary words.
1. Ordered (Order-ed) 1. Ordered (Order-ed)
2. Relieved (Relieve-ed) 2. Relieved (Relieve-ed)
3. Embarrassed (Embarass-ed) 3. Embarrassed (Embarrass-ed)
4. Swamped (Swamp-ed) 4. Swamped (Swamp-ed)
5. Cured (Cure-ed) 5. Cured (Cure-ed)
6. Worried (Worry-ed) 6. Worried (Worry-ed)
7. Adjectives
How to Teach to Students: 8. Details
9. Illustrations
The vocabulary was previously taught How to Teach to Students:
using TPR with the students the day
before; however, it will be reinforced Vocabulary will be implemented
throughout the lesson. Prior to pre- day one for the -ed words and
writing, I will review the vocabulary reinforced in their writing for this
TPR with students and do a check for lesson. Then, for details it will be
understanding of their meaning. It taught and reinforced in a song, in
will also be checked in the pre- posters around the room, and in
writing to ensure students are on student exploration/discussion prior
track. to the lesson. Finally, for adjectives
and illustrations the teacher will
implement those words throughout
the lesson and guide students in
exploring what they mean and
making connections rather than
giving the definition.
- Pencils, Markers, and Crayons - A Bad Case of Stripes Text
- Book: A Bad Case of Stripes by - PDF Copy for Differentiation:
David Shannon http://www.ric.edu/sherlockcenter/d
- In Class Copies of Text si/stripes.pdf
List all resources, - PDF Copy for Differentiation:
materials, http://www.ric.edu/sherlockcenter/
equipment, and dsi/stripes.pdf
technology to be - Smart Board
used in the unit. - Document Camera
- Vocabulary Word Cards (For Pre-
Teach)
- Anchor Chart Paper
- Character Change Graphic
Organizer Worksheet
- I Think Exit Ticket
- Who I Am Worksheet
(Anticipatory Set/Homework)
- PDF Copy for Differentiation:
http://www.ric.edu/sherlockcenter/dsi
/stripes.pdf
-Stripes from Anchor Chart Paper
-Bulletin Board
-Smartboard
- Day Two and Day Three Rubric
(See Below)
-Day Two Engagement Worksheet
(See Below) – Pre-Writing Letter
- Markers, Pencils, Crayons
- Sticky Notes (2 Per Group, 1 Pink,
1 Green)
- Document Camera
- iPad/Chromebooks
- Anchor Chart Paper: Details - Text
v. Pictures
- Worksheet: Adding Details -
Camilla (Groups) Version, Own
Writing (Individual) Version
- Group Roles Brag Tags with
Group Roles Checklist
- Exit Ticket: Feelings Response
- Writing Folders
- Padlet:
https://tinyurl.com/yxeqjda3
- Day Three PowerPoint
- Smart Board

Section 2: Instructional Planning

Day 1
Anticipatory Set 1. I will use a worksheet with a
How will template for a drawing on side one
students’ prior (see day one anticipatory
knowledge be set/homework worksheet) of who
activated as well students think they are.
as gain student - Students will be asked to draw
interest in the a picture of themselves using
upcoming the template to identify who
content? they are.
2. After students have drawn out a
picture of who they are I will have
three students share out their drawings
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Day 2
1. To start the lesson, I will initially
review the homework of the stripes
with the students.
- If students have not completed
the homework, they will be
given five minutes to create
their own stripes (see
homework day one).
- Their stripes should show their
likes, interests, and loves that
are in their own personal life.
These will represent the things
Day 3
1. At the beginning, I will ask a
guiding question on the
PowerPoint, “What are details?”.
- Students will think-pair-
share with teacher
prompting of what details
could mean.
o For example, the
teacher will ask, are
details detached
tails, like on geckos?
Or are the de- tales
to engage other students and show the
differences amongst each drawing.
- Note: Most students will draw
physical representations of
themselves rather than things
that make them unique.
- Note: Any students who add
defining qualities to their
drawing to refer to in the
lesson.
- Students will be supported
with sentence frames to share
out their drawings if needed
(differentiation: Ell’s, SPED,
Low-Level Readers).
- I will then facilitate the
discussion by asking guiding
questions including:
o How can we tell what
you like from your
picture?
o Do you show any
interests?
o What are your hobbies?
o Does the picture tell us
what you like, or does
it show us what you
look like?
o What is the difference
between showing
people what you look
like and showing
people who you are? Is
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they value, similar to Camilla
loving lima beans.
o Day One Anticipatory
Set/ Homework
Worksheet
- For students who completed
the homework the night before
as assigned, they will complete
a SUHUPU with two peers
using a guiding question to
answer. This will be done on
the classroom carpet in our
classroom low voice.
o Guiding Question:
What stripe is the most
important or
meaningful to you that
you created? Why?
o If this is completed
early, then I will have
students “share-out”
their answers to the
groups of students who
have completed the
task.
- Once all students have
completed their stripes, we will
have a mini discussion prior to
talking about them as a class
and their purpose about why I
had them create their own
stripes.
o This will introduce
of a story? Do they
tell us a story like a
narrator? Or do they
add extra
information that
helps us learn more
about a story?
- I will call on two friends to
share out what they said or
what their partner said.
o I will clarify what
details are by
referencing the
classroom posters
based on student
responses.
2. Then, I will transition to
introduce the details song to help
students remember what details are.
Details Song:
De-tails, De-tails
They add in extra info
De-tails, De-tails
They make a story like a firework
show
De-tails, De-tails
They come from the text or pictures
De-tails, De-tails
They’re as sweet as a cake mixture
This song will help students to
remember what details are and why
they’re important.
 there a difference?
3. Once students have completed their
template drawings and class
discussion, I will introduce them to a
drawing of our friend, Camilla from
the text. Students will see a picture
just like theirs and more discussion
will occur prior to reading the text.
Presentation of Content
Multiple Means 1. I will then transition into
of introducing a picture of the classes’
Representation new friend for the week, Camilla, and recreate their stripes on large strips of
Describe how introduce what she looks like.
content will be
presented in 2. To introduce the book, I will have a
various ways to preview time with students on the
meet the needs of cover and make predictions of the text
different learners. and record what the illustration of the
cover shows about the text.
- I will have silent hands share
out what they notice about
Camilla’s appearance.
- Students will be supported
with thinking questions.
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empathy and
understanding our own
likes and interests
similar to Camilla.
- In the class mini discussion
before connection to the
classroom stripes, I will ask the
questions/ideas of the day to
help prompt the writing
activity: If I grew stripes like
Camilla because of something
I like what advice would she
give me? Would she tell me to
do the same things she did or
something different? What
would my day look like?
1. Once all students have completed 1. I will transition into having
their stripes, I will have students students explore details in the text
they have been reading about (A
anchor chart paper (only choosing Bad Case of Stripes).
their favorite two to three). 2. I will explain what a detail is
- Students can use markers or more in depth and give an example
crayons to draw pictures of of a detail from the text and
their stripes. They also can use reference the physical anchor chart
sentences. However, they need in the classroom.
to include a picture and at least 3. Then, I will demonstrate how I
one word. want students to record the details
- Once students have completed of the text and pictures.
their stripes, they will add - Teacher Example:
them to the class anchor o Details of Text: She
chart/bulletin board of our put on a pretty red
classroom’s stripes to be dress and looked in
 o What do you notice
about the person on the
cover?
o Does the girl look
happy or sad? Do you
- During the group discussion, I
think she feels another
way? Why do you
think so?
o Are there any features
or details on the cover
that help us know what
the story is about?
What are they?
- As a class, we will record
Camilla’s traits of her
appearance prior to reading.
- After recording down
observations from the cover,
students will think-pair-share
using their observations of
what they think the story will
be about.
- After the think-pair-share,
three students will share out
their predictions which will be
recorded on the Smart Board to
reference at the end of the
story to see if students were
correct or not.
3. Once predictions have been made, I
will do an overview of a few
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utilized in their writing and to the mirror.
initiate a whole-group o Details of Pictures:
discussion of empathy and Camilla was covered
perspective, prior to the pre- in different patterns
writing activity. all over her body.
- Students will be prompted
will prompt with DOK through differentiation.
questions to engage students o ELL’s, SPED, Low-
and teach about different Level: Words
perspectives and how we all o High-Level/Gifted:
respond differently to Sentences with
situations. annotations of page
o DOK Questions: number
 How can you - Students will explore their
relate to individual copies of the text
Camilla’s and find details that help
stripes? portray what the author is
 How would you saying to its’ readers.
feel if your - Each student is to record
stripes were one example of details from
everlasting? pictures and one example
 What do you from details from text.
think the stripes - Students will record on the
mean in the Padlet based on their table
story? number (even or odd). The
 How does teacher will explain how
Camilla’s students at tables one, three,
experience of five, etc. will respond to the
losing her odd columns, while students
stripes impact at table two, four, six, etc.
her feelings? will respond to the even
 How does she columns.
change who she - Students will use their
vocabulary words to pre-teach them is at the classroom iPads or
with imagery. beginning Chromebooks to access
versus the end Padlet to record their ideas
- I will document task cards of based off what and have a digital online
the vocabulary with a picture we learned anchor chart that they can
to describe them under the yesterday? How reference throughout the
document camera. As a class, do you know unit.
we will use echo reading to the similarities - Link to Padlet:
read out all six vocabulary or differences? https://tinyurl.com/yxeqjda3
words that will be referenced What was the o There are four
in TPR for the book. This will same? What columns on the
help prepare students and help was different? Padlet.
them to understand  Do you think o Students are
pronunciation of their she would do responsible to
the same thing respond on their
vocabulary.
if this happened table groups
4. Then, after students have previewed again? Why? columns.
the vocabulary words in pre-teach, I Would she do o Two are for even
will propose a question to the students something numbered tables.
to format their critical thinking of the different? How o Two are for odd
vocabulary and the pattern of the so? numbered tables.
words. - We will review how Camilla o Students are
responded to people hating required to do one
- Question: What do all our lima beans when she loved example but can do
vocabulary words have in them. more as they desire
common? Do you notice any o We will record her under their table
patterns? responses on the groups columns.
Smartboard to track the - Once they complete their
- Based on student responses, events and allow
we will do a class discussion example, they will be
students to reference guided to reply to two
on the pattern of the ending of during their writing examples from the opposite
each word -ed, and analyze its process. table numbers and provide
meaning in the words. Students - Then, we will discuss how we feedback if the student
will be more prepared knowing
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 the ending meaning and their
root word to develop
understanding in context for
TPR.
5. To start the book reading, I will use
guided reading with the predictions
before and during, and we, as a class,
will reflect on our previous ones
throughout the text.
6. To read the book as a class, we will
use echo reading where I read first (a
sentence), then the class will repeat it
reading from their copies of the text
on their carpet squares.
- Throughout our reading time, I
will ask DOK Questions (see
below) to facilitate enriched
discussion.
- Also, during this time when a
vocabulary word we previewed
appears, we will stop, think
about it with a partner based
off the pre-teach and then
discuss what we think the
meaning of the words are.
- If students are correct, we will
utilize their definition with
tweaking of the academic
language.
- If not, I will provide an
academic focused definition
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would respond if someone missed anything or what
hated what we liked in a they did well as prompted
“would you rather” set-up of by sentence frames.
being in different parts of the - For example, if they are
room. table 2, they will go to the
o Example: If someone odd columns and give
did not like pizza, but feedback to students at
you loved pizza, would those tables. Therefore,
you start not liking students will not be reading
pizza? If you would answers of their group
still like pizza go to the members before discussion
(later in the lesson).
left side of the room, if
you would not like - Sentence Frames:
pizza go to the right o This is a great
side of the room. Then, example because
based on student’s _______.
locations they chose I o I really like the way
would ask why they you added _______.
chose that decision and o One suggestion I
what impacted it. If no have is _______.
one was on a particular o I think you should
side, I would choose add _______
that side and give an because _______.
explanation of another - The teacher will review the
perspective. Padlet to see which students
o We will also discuss if need more support (and
we were Camilla what facilitate discussions with
we would do the same them).
and what we would do 4. After completing the Padlet,
differently and record students will start to work in their
ideas on our class collaborative learning groups to
Smartboard. choose their group’s best example
 Students will of a detail from text and a detail
 for their understanding with a think-pair-share from pictures.
basis of the root word + their ideas with - The teacher will remind
ending. This is where students a partner prior students of group roles and
will be word detectives to find to share outs as their job in collaborative
the pattern. They will use their a class and work. The students will
“imaginary” magnifying glass recording. reference their role
to zoom in closer.  Student 1 will responsibility checklist on
- To connect to the vocabulary go first (Student the back of their role brag
and enrich their learning, I will will be Mac). tags throughout.
create a TPR for the first word,  Then, Student 2 - Students will wear their role
and then students will help (Student will be tags to remind each other
create movements for the other Cheese) will go who is what role.
five. The first word, worried, second. - Group Roles: Team Leader,
will be students grabbing their  This will be Presenter, Questioner,
forehead and shaking it. This determined by Scribe/Designer
will help connect the meaning who is on the o Team Leader: Keep
to the word. left or right. group on task,
 Left=Mac encourages groups
7. Throughout the text (along with the  Right=Cheese on ideas, inclusive to
vocabulary TPR) as a class we will  I will remind all group members.
create an anchor chart (using students what o Presenter: Presents
markers) that shows Camilla’s they are with the groups’ ideas to
feelings and traits at the beginning of hand gestures of the class.
the text, middle of the text, and the reviewing right o Questioner: Initiate
end of the text. This will support and left, and discussions with
group collaboration for student then check for new questions, asks
engagement and understanding clarifying questions,
of which person facilitates
support/comprehension. Also, we will
they are prior to conversations.
record the two major
release. o Scribe/Designer:
events/challenges Camilla faced on
the anchor chart. Records any notes or
writes group ideas
DOK Questions: on guided

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- How does Camilla feel when worksheets. Also,
she was told she could not go illustrates drawings
to school because of her on any group
stripes? presentation visuals.
○ Why was she relieved? - Once groups have chosen
- Why didn’t Camilla want to let their favorite example they
others know that she liked lima wrote in their groups, they
beans? will utilize sticky notes of
- How does Camilla feel when one color (pink) to record
the kids laugh at her? their details from the text
- Do you think the kids are and another sticky note with
bullying Camilla? Why or why a different color (green) to
not? record details from the
- Why do you think the author pictures.
made Camilla’s skin change to - Students will add them to
what the kids at school were the anchor chart and the
saying? teacher will facilitate a class
- What did the sweet old lady discussion about how the
bring Camilla? examples are details from
○ What did the lima both areas to reinforce
beans do? learning.
- Why do you think the lima - DOK Questions:
beans cured Camilla? Explain. o What parts of this
- Who was a support for sentence are details?
Camilla? Who did not help How do you know?
her? o Does this example
- When did Camilla stay true to show details? What
her likes rather than give in to are they?
others? o Do details change
- Where does Camilla change to between the story?
what people what her to look How?
like the most? Why do you o If a person never
think that is? read the story, how

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 would you describe
what happened using
the details from your
example?

Multiple Means English language learners (ELL): English language learners (ELL): English language learners (ELL’s):
of ELL’s will be provided with a PDF ELL’s will be provided with a PDF ELL’s will be provided with a PDF
Representation copy of the book which provides copy of the book which provides copy of the book which provides
Differentiation visual symbols/images for each word visual symbols/images for each word visual symbols/images for each
Explain how to help make connections for text to to help make connections for text to word to help make connections for
materials will be meaning (In materials). Also, sentence meaning (In materials). Also, sentence text to meaning (in materials). Also,
differentiated for frames will be provided for the sentence frames for group
frames for partner think-pair-share
each of the discussion will be provided.
will be provided. students’ stripes along with them
following groups: Students can record their detail
being allowed to create visuals for
 English Students with special needs: example with words rather than
Language their explanations with words. sentences.
Learners - EBD: Take 5 (learning break) Students with special needs:
(ELL) to run five laps in the hallway Students with special needs:
 Students and return to class ready to - EBD: Take 5 (learning break) - EBD: Take 5 (learning
with focus or five actions of another to run five laps in the hallway break) to run five laps in the
special physical activity. They can and return to class ready to hallway and return to class
needs also have a squishy ball or focus or five actions of another ready to focus or five
 Students stuffed animal for support in physical activity. They can actions of another physical
with also have a squishy ball or activity. They also have a
reading time (if needed,
gifted squishy ball or stuffed
behavior permitting). stuffed animal for support in
abilities animal for support in
- ID: Along with any support reading time (if needed,
 Early reading time (if needed,
from the SPED teacher or behavior permitting). behavior permitting).
finishers
paraprofessional, the student - ID: Along with any support
(those - ID: Along with any support
who finish will be provided with a pdf from the SPED teacher or from the SPED teacher or
early and copy of the book which paraprofessional, the student paraprofessional, the student
may need provides visual will be provided with a pdf will be provided with a pdf
copy of the book which
© 2019. Grand Canyon University. All Rights Reserved
 additional symbols/images for each word
sources/su to help make connections for
pport) text to meaning. Also, sentence
frames for partner think-pair-
share will be provided.
Students with gifted abilities: While
discussing the feeling anchor chart,
students will create a visual
representation in their interactive
vocabulary notebook, while the
teacher records the feeling on the
whole group anchor chart.
Early finishers (those students who
finish early and may need additional
resources/support): Not applicable
due to whole class reading.
Application of Content
Multiple Means 1. Students will receive a character
of Engagement change worksheet. (see day one
How will students engagement worksheet).
© 2019. Grand Canyon University. All Rights Reserved
copy of the book which
provides visual
symbols/images for each word
to help make connections for
text to meaning. Also, they can
use visuals to show their
stripes instead of sentences but
will still be given sentence
frames for support to help
them in their writing.
Students with gifted abilities: Gifted
students will include how their stripes
make them who they are on the
backside to include an explanation for
the importance of them.
Early finishers (those students who
finish early and may need additional
resources/support): Students will be
supported if they finish early by
writing the context of the stripes on
the back of them to explain why
they’re important to their life.
1. Once students have completed their
discussions with peers and as a whole
class, I will introduce them to their
provides visual
symbols/images for each
word to help make
connections for text to
meaning.
- Also, sentence frames for
group discussion will be
provided.
- Students can record their
detail example with words
rather than sentences.
Students with gifted abilities:
Students will be challenged to use
full sentences and cite their
evidence from the text using page
numbers.
Early finishers (those students who
finish early and may need
additional resources/support):
Students will be challenged to find
their evidence from the text using
page numbers to add to their
reasonings. Early finishers will
respond to more peers to provide
effective feedback and provide peer
feedback on their own examples to
make any adjustments.
1. Students will be completing the
adding details worksheet (see day
three engagement/homework
explore, practice, - They will complete this in
and apply the collaborative learning groups
content? that are grouped based on data
in their table groups (High,
medium high, medium low,
and a low).
- Students will collaborate with
one another to share ideas, find
supporting evidence, and
communicate reasoning.
- This activity will be heavily
student-led but teacher
facilitated for guidance.
Therefore, students will be
given role tags to follow
collaboration roles for
effective group work as
reviewed by the teacher.
- Roles:
o Leader: Responsible
for keeping group on
track.
o Questioner: Asks
clarifying questions for
the examples.
o Scribe/Designer: Write
ideas of the group on
worksheet and
complete pictures.
o Presenter: Shares
worksheet with teacher
© 2019. Grand Canyon University. All Rights Reserved
pre-writing for the writing process to
continue.
- I will guide students by saying
how the discussion was our
brainstorm time to start to
prepare us for our writing
activity of the week.
- I will introduce the prompt and
Rubric (see Day Two and
Day Three Rubric Below)
which will be reviewed as a
whole class.
2. After students know what they will
be writing about I will show them the
pre-writing graphic organizer (Day
Two Engagement Worksheet
Below).
- I will review my own example
with students to ensure they
know how to complete it by
doing the first fill in the blanks
who class and line one.
- Then, on line two, students
will work in their collaborative
groups to discuss their ideas
for line two. The group can
write the same idea, or each
have different ideas that are
benefited by feedback from
one another.
- For extra support, sentence
frames will be provided for
respectful discussion and
prompting.
worksheet below). Each group will
receive a boring sentence provided
by the teacher. The teacher will
model an example prior to students
doing it in their groups. Then, the
teacher will support each group
along the way in the process.
- Students will record the
sentence in the given space
provided on the worksheet.
- They will not adjust any of
the sentence yet.
- Then, they will come up
with any details or
descriptive words they
could add to the boring
sentence.
- Students (differentiation)
will reference their adjective
list (given prior in year) for
this portion.
- After adding details to the
firework portion including
words or an additional
sentence, they will rewrite
the boring sentence with the
new details.
- In connection to the new
sentence students will create
a drawing to connect as a
visual representation and to
show the same detail with
an illustration.
 to show group
understanding.
- I will direct students through
the worksheet prior to starting.
- I will show an example of a
beginning trait by asking
students first, then using their
example if applicable. If not, I
will utilize how Camilla
claimed she did not like lima
beans for the beginning trait.
- Then, I will complete another
example for the ending trait,
first using student ideas but if
not applicable guide them with
the opposite of how she did
like lima beans.
- I will not give an example of
the changing events impacted
Camilla but will review the
two events to make sure that I
allow student exploration and
critical thinking skills. They
will be supported in
questioning through guidance;
however, this will be a
formative assessment to test if
the students understood the
change in Camilla’s traits and
responses to major
events/challenges in the text.
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o Sentence 2. Once the students have all
Frames/Prompting: completed their worksheet, each
o I think that Camilla group’s presenter from 1 to 7 will
would want us to do present their group’s findings to
______. the class.
o I don’t think Camilla - This will be done with the
would want us to do document camera in
_____. connection to the smart
o She would have us board.
- Classmates will provide
change _____.
o She would have us go feedback to the group with
one grow and one glow of
through the same
their new sentence.
experience because
________. - Sentence frames will be
- Lastly, students would finish provided to groups for their
the third line/example on their feedback to peers.
own, and then once completed o Examples:
will do a SUHUPU with a o I like how you added
person with similar shoes. _____.
o However, if they finish o I would change
too early, they will start _____ because
to draw an illustration ______.
that correlates with o The picture shows
their pre-writing. the new detail
because
__________.
o The picture does not
show the new detail
because _________.
- The teacher will provide
feedback as well prior to
their next step in the lesson.
 2. Once a group has completed it, I
will review their worksheet prior to
their formative assessment to ensure
they are on track in their learning.
- The Presenter will present the
worksheet to the teacher.
DOK Questions:
1. Why won’t Camilla eat the
lima beans even though she
loves them?
2. How do you think Camilla
would have changed if the
characters responded to her
traits in a positive way?
3. How does Camilla feel about
getting laughed at?
4. What do you think Camilla
would feel like if she never got
rid of her stripes?
5. What do you think the stripes
represent?
a. Can include questions
from section above.
Multiple Means English language learners (ELL): English language learners (ELL): English language learners (ELL):
of Engagement ELL’s will be given sentence ELL’s will be supported with extra ELL’s will be provided with a PDF
Differentiation stems/frame to support their writing in sentence frames on a checklist for copy of the book which provides
Explain how the changing event. Also, ELL’s group discussions along with the visual symbols/images for each
materials will be (based on level) will be able to utilize checklist of visual steps to show what word to help make connections for
differentiated for images/drawings in the traits for they are supposed to do along with text to meaning (in materials).
each of the written instructions. They also can Students will be working in groups
support.
following groups: for support. They will also be given
utilize drawings to support their
 English Students with special needs: a list of adjectives and meanings to
© 2019. Grand Canyon University. All Rights Reserved
 Language - EBD: Take 5 (learning break)
Learners to run five laps in the hallway
(ELL)
and return to class ready to
 Students focus or five actions of another
with physical activity.
special - ID: Students will be given
needs
sentence stems/frame to
 Students support their writing in the
with
changing event. Also, they will
gifted
abilities be able to utilize
 Early images/drawings in the traits
finishers for support (can be printed out
(those if needed).
who finish
Students with gifted abilities: Gifted
early and
students will be challenged to explain
may need
additional why they thought the changing event
sources/su was significant using supporting
pport) evidence from the text.
Early finishers (those students who
finish early and may need additional
resources/support): Early finishers
will be challenged to create a drawing
or sentences on the back explaining
what traits others gave Camilla rather
than her own thinking. If students
finished early because they did not
understand the task, the teacher will
help guide with more questioning and
“challenge” the students to include a
“new” idea that is connected the task.
© 2019. Grand Canyon University. All Rights Reserved
writing to portray their ideas.
Students with special needs:
- EBD: Take 5 (learning break)
to run five laps in the hallway
and return to class ready to
focus or five actions of another
physical activity.
- ID: Students will be given
sentence stems/frame to
support their writing in the
specific lines and for group
discussion. They also will be
given a checklist for tracking
their tasks, and a sticker chart
to show when the teacher
checks their work as a symbol,
they are ready to continue.
Students with gifted abilities: Students
with gifted abilities will be challenged
to include more than one sentence in
their explanations of Camilla’s steps
for them to take to overcome their
stories. This will help to develop their
critical thinking skills as they explain
each step more in-depth.
Early finishers (those students who
finish early and may need additional
resources/support): Early finishers
will create an illustration/picture that
help create new ideas of details.
Students with special needs:
- EBD: Take 5 (learning
break) to run five laps in the
hallway and return to class
ready to focus or five
actions of another physical
activity.
- ID: Students will be given
sentence stems/frame to
support their writing. They
will have structured
sentences for support with
fill in the blank. They will
also be given a list of
adjectives and meanings to
help create new ideas of
details.
Students with gifted abilities:
To challenge students, the teacher
will allow them start finding ways
to incorporate details into their
writing from the pre-writing letter.
Also, they will be challenged to use
complete sentences on their
firework show and write more than
one sentence with details.
Early finishers (those students who
finish early and may need
additional resources/support): The
groups who finish early will have

Assessment of Content
Multiple Means 1. To analyze students’ learning, the
of Expression students will complete a I think exit
Formative and ticket (see day one expression
summative worksheet) by writing down their
assessments used ideas.
to monitor * An example will be given if students going to the right.
student progress
are confused, but they will be required
and modify
to create their own ideas.
instruction.
2. Once completed they will find 2
partners and complete a SUHUPU
(Stand up, hand up, pair up) to share
their responses to the I think
statements on the exit ticket to show
what they understood in the text and
made connections to.
3. If time permits, students will share
their own SUHUPU responses or one
of the partner’s responses.
- I will review the I think
statements at lunch along with
during the SUHUPU.
© 2019. Grand Canyon University. All Rights Reserved
correlates with their pre-writing
activity to demonstrate an
understanding of their writing and
reinforce their explanations of
Camilla’s perspective.
1. After the pre-writing is completed
for the day, students will complete a
round robin of their group’s letters and
provide verbal feedback starting with
the person with the longest hair then
- I will again review what
direction students will be
sharing by a check with
understanding using arms up.
- Students will be guided to stay
on track with prompted
questions: Did I show
Camilla’s viewpoint? How can
I change it?
o All peers in the group
must respond by having
each person put in a
math manipulative chip
for each idea they share
towards a peer (one per
turn).
the presenter practice how they will
share-out their example to the class
and give feedback
accordingly/make adjustments to
their work.
1. With time permitting, students
will complete the adding details
worksheet again but with
implementing it into their own
writing from the previous lesson.
Students will use their first, second,
third statements from their letter
prewriting as their boring sentences
that need detail added that is
located in their writing folders.
- They will be expected to use
the same formatting from
their group work example.
They will use proper
capitalization, spacing,
punctuation, and
completeness of all areas.
2. Students will complete an exit
ticket (see day three expression
worksheet below) where they will
identify the two places where
details are found, along with how
they feel about details on a scale of
1 to 5, and a feelings response.
3. After completing it, students will
complete a SUHUPU of their exit
 ticket responses with peers, and if
they feel on the low end of the scale
or a sad face, the peer can help
clarify any misconceptions.
Multiple Means English language learners (ELL): English language learners (ELL): English language learners (ELL):
of Expression They will be supported with traits They will be supported with sentence ELL’s will be provided with a PDF
Differentiation from beginning and end (anchor chart) frames for group discussion along copy of the book which provides
Explain how that will be given to them on an index with visuals for support. visual symbols/images for each
materials will be card at their own desk for their use. word to help make connections for
differentiated for - Sentence Frames: text to meaning (in materials). They
each of the Students with special needs: o Camilla’s viewpoint will be provided with sentence
following groups: was shown _______ frames for super sentences and a
- EBD: Take 5 (learning break)
 English because ______. list of adjectives they can add to
to run five laps in the hallway their writing.
Language o You can show
Learners and return to class ready to
Camilla’s view by Students with special needs:
(ELL) focus or five actions of another
changing ________. - EBD: Take 5 (learning
 Students physical activity.
o In the book Camilla break) to run five laps in the
with - -ID: These students will use
says _______. hallway and return to class
special these sentence frames to
ready to focus or five
needs verbally express to the teacher Students with special needs: actions of another physical
 Students their I think statements. activity.
- EBD: Take 5 (learning break)
with o She was __ at the start - ID: Students will be given
gifted to run five laps in the hallway
and ___ at the end. sentence stems/frame to
abilities and return to class ready to
o She changed when the support their writing. They
 Early focus or five actions of another
lady fed her _____. will have structured
finishers physical activity. sentences for support with
o She should like her - -ID: These students will use
(those fill in the blank. They will
lima beans because these sentence frames for
who finish also be given a list of
early and _____. support in their group adjectives and meanings to
may need Students with gifted abilities: Students discussion. help create new ideas of
additional will be challenged to use complete o Camilla thinks ______. details.
resources/ You said ______.
sentences with correct spelling and
support) Students with gifted abilities:
grammar. They also will be
© 2019. Grand Canyon University. All Rights Reserved
 encouraged to show their
understanding of a vocabulary word
from the lesson.
Early finishers (those students who
finish early and may need additional
resources/support): If the student
finishes early, the teacher will
encourage them to explain further
their I think statements by giving an
example using evidence in the text to
back up the information they found.
Extension 1. The students will be asked to go
Activity and/or home and create a new drawing of
Homework themselves on the second box of the
anticipatory set worksheet side two
Identify and
(see day one anticipatory
describe any
set/homework worksheet).
extension
activities or  They will be instructed to
show their likes and interests, important roles in the world).
homework tasks
similar to Camilla liking lima
as appropriate.
beans on the sections of face of
Explain how the
the worksheet.
extension activity
 Students will show five
or homework
different interest using the five
assignment
stripes provided.
supports the
© 2019. Grand Canyon University. All Rights Reserved
These ideas match!
o Camilla thinks ______.
You said ______.
These do not match.
Students with gifted abilities: Students
will be challenged to include evidence
from the text to support their
reasoning in the group discussion by
showing it on the pages in their
explanation.
Early finishers (those students who
finish early and may need additional
resources/support): If the group
finishes early, they will make any
corrections to their pre-writing based
on peer feedback.
1. As an extension to their learning of
the day, students will connect their
learning of empathy and putting
themselves in Camilla’s shoes through
their Social Studies lesson based off
the standard (2.C2.2 Explain how all
people, not just official leaders, play
- Students will be able to
connect understanding a
character’s perspective into
translating it into people of
different areas in the world and
the roles they play in society
including but not limited to
Students will be challenged to use
complete sentences on their
firework show and write more than
one sentence with details.
Early finishers (those students who
finish early and may need
additional resources/support):
Early finishers will start on the
extension activity homework and
the teacher will check in on them to
ensure the completed the first
worksheet with complete accuracy.
1. For the extension
activity/homework, students will
complete the adding details
worksheet (see day three
engagement/homework
worksheet below) for their own
writing (pre-writing) from the
previous day to add details to their
three reasons on how to overcome
their own stripes from Camilla’s
perspective. They will complete the
second and third reason for
homework on the worksheet. They
will write down their boring
sentence from the day before then
learning  Gifted learners will be
targets/objectives encouraged to include more
. As required by and explain with words as
your instructor, well.
attach any copies 2. Once their drawing is completed,
of homework at students will answer a sentence frame
the end of this to make a real-life connection and
template. explain how they would respond if
they were Camilla.
 Ex: I like _(hamburgers)____
just like Camilla likes ___
(lima beans) _.
 If people did not
like_(hamburgers)__
I would respond by __
(growing stripes or still eating
them because I do not care
what others think of me) _.
Differentiation:
 ELL’s: ELL’s can utilize
drawings for their sentence
frame rather than words.
 Students with special needs
(ID): Students can utilize
drawings for their sentence
frame rather than words. They
also can record their ideas on
any technology at home or
provided by the school.
 Gifted Abilities: See above.
The homework will help students in
showing how they understood how
Camilla responded to the major event
© 2019. Grand Canyon University. All Rights Reserved
teachers, businessman,
restaurant owners, waiters, and
fireman. Students will be able
to role play another person’s
perspective of why their role is
important in the world by
using what they learned about
Camilla.
fill out the worksheet as instructed
and done previously with other
sentences.
- However, if the student
finishes it prior to
homework, they can start on
drafting their letter with
adding in key details to be
published in the classroom
after peer editing later in the
week.
The extension/homework will
support students in completing the
writing process and in creating
better writing through revision,
editing, and publishing after the re-
write their pre-write as a draft. This
will help students not only be
accountable for their writing but in
being able to follow a checklist and
rubric of what is needed in their
writing after following the structure
of the pre-write. The rubric from
day two will be reviewed after
drafting for editing and revision
purposes by peers.
but emphasize a real-life connection in
support of understanding the response.

References

© 2019. Grand Canyon University. All Rights Reserved

Cox, C. (2014). Teaching language arts: A student-centered classroom (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Critchfield, M. (2019). Topic 1: Research-based methods and strategies of teaching English language arts [PowerPoint slides]. Retrieved from

https://lms-trad.gcu.edu/learningPlatform/user/users.lc?operation=loggedIn&classId=559fafb6-3233-400b-8f06-

2c313e39586b#/learningPlatform/announcement/announcement.lc?operation=getClassAnnouncementDetail&announcementId=420acef8-

d735-4ad9-8c33-a64a5c132431&classId=559fafb6-3233-400b-8f06-

2c313e39586b&c=prepareClassAnnouncementDetailForm&t=announcementMenuOption&tempDate=1575688161401

Critchfield, M. (2019). Topic 2: Instructional strategies for writing, spelling, and grammar [PowerPoint slides]. Retrieved from https://lms-

trad.gcu.edu/learningPlatform/user/users.lc?operation=loggedIn&classId=559fafb6-3233-400b-8f06-

2c313e39586b#/learningPlatform/announcement/announcement.lc?operation=getClassAnnouncementDetail&announcementId=49ee56b9-

80b8-48d2-84e4-9b5ebd2c9f72&classId=559fafb6-3233-400b-8f06-

2c313e39586b&c=prepareClassAnnouncementDetailForm&t=announcementMenuOption&tempDate=1569109517096

McTighe, J., & Wiggins, G. (2011). Improve curriculum, assessment, and instruction using the understanding by design framework. Retrieved from

http://www.ascd.org/ASCD/pdf/siteASCD/publications/ASCD_UBD_whitepaper.pdf.

Worksheets/Resources for Lessons

© 2019. Grand Canyon University. All Rights Reserved
Day One Anticipatory Set/Homework Worksheet

Side One (Front) – Anticipatory Set

Side Two (Back) – Homework

© 2019. Grand Canyon University. All Rights Reserved

Day One Engagement Worksheet

© 2019. Grand Canyon University. All Rights Reserved

Day One Expression Worksheet
© 2019. Grand Canyon University. All Rights Reserved
Day Two and Day Three Rubric

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Day Two Expression Worksheet
© 2019. Grand Canyon University. All Rights Reserved
Day Three Engagement/Homework Worksheet

© 2019. Grand Canyon University. All Rights Reserved

 Name:
addi ng det ai l s
Boring Sentence

Firework Excitement :
Record words that add details or a fun sentence to include.

_______________
_______________
Day Three Engagement/Homework Worksheet (Back Side)

© 2019. Grand Canyon University. All Rights Reserved

Day Three Expression Worksheet

© 2019. Grand Canyon University. All Rights Reserved

© 2019. Grand Canyon University. All Rights Reserved