Dotson Unit Plan - Final

1
COEPD UNIT PLAN TEMPLATE

Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Unit:
English Language Arts “St. Lucy’s Home For Girls Raised by Wolves” by 15 days
Karen Russell
INSTRUCTIONAL OUTCOMES
Unit Big Idea:
In this unit, students will be assessed on their ability to critically analyze and apply literary concepts in a narrative, particularly in a
short story. Students will both read the story and partake in it auditorily via audiobook. During this unit, students will complete a foldable
book they craft in class with assistance, which will serve as both their notebook and as formative assessment tools. This book contains a
variety of tools, such as comprehension questions, summary prompts, and artistic activities wherein students showcase their understanding
of the short story, its literary elements, and themes. By the end of this unit, students will be able to define and effectively assess literary
concepts, as well as be able to respond effectively to questions regarding the content and vocabulary of the short story.
Unit WV Standard(s):
ELA.9.2
Determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.
ELA.9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact
with other characters, and advance the plot or develop the theme.
ELA.9.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 9 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, or
presentation of alternate views); set clear goals, deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement and, when warranted, qualify or
2
justify views and understanding and make new connections in light of the evidence and reasoning presented.
ELA.9.34
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
ELA.9.36
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- Use parallel structure.
- Use various types of phrases (noun, verb, adjectival, participial, prepositional, and absolute) and clauses (independent, dependent,
noun, relative, and adverbial) to convey specific meanings and add variety and interest to writing or presentations
ELA.9.5
Determine a central idea of an informational text and analyze its development over the course of the informational text, including how it is
developed and refined by specific details; provide an objective summary of the informational text.
ELA.9.6
Analyze how the author unfolds an analysis or series of ideas or events in an informational text, including the order in which the points are
made, how they are introduced and developed, and the connections that are drawn between them.
ELA.9.7
Determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place or how it
sets a formal or informal tone).
Unit Learning Objective(s):

1. Students will be able to determine the meaning of words, phrases, and literary concepts used in short stories.
2. Students will be able to define lycanthropy.
3. Students will be able to discuss characteristics, qualities, and a brief history of werewolves with their instructor and peers.
4. Students will be able to apply their new knowledge on werewolves to effectively and accurately make predictions about the text they will be
reading.
5. Students will be able to determine the theme or central idea of a “St. Lucy’s Home for Girls Raised by Wolves.”
3
6. Students will be able to analyze the development of complex characters over the course of “St. Lucy’s Home for Girls Raised by Wolves.”
7. Students will be able to effectively participate in collaborative discussions and create writings about symbolisms, ideas, and themes within “St.
Lucy’s Home for Girls Raised by Wolves.”
8. Students will be able to determine the central idea of an informational text and analyze its development over the course of the text.
9. Students will be able to analyze the series of ideas in an information text by successfully answering the question that coincide with the Newsela
articles.
10. Students will be able to effectively participate in collaborative discussions regarding symbols “St. Lucy’s Home for Girls Raised by Wolves.”
11. Students will be able to initiate and effectively participate in group discussion regarding the crafting, filming, and representation in the film
trailer.
12. Students will be able to create a digital trailer making strategic use of digital media wherein they demonstrate their understanding of the themes
and plot of “St. Lucy’s Home for Girls Raised by Wolves.” Students will be able to demonstrate the conventions of the English language when
speaking and writing.
13. Students will be able to define vocabulary words based on context clues.
Summative Assessment:
Students will complete a post-test wherein they demonstrate their knowledge of literary concepts, werewolf facts, and vocabulary words.
This test will be no more than 15 questions long and will be taken electronically.
Students will also complete a post-unit group project wherein they demonstrate their understanding of “St. Lucy’s Home for Girls Raised
by Wolves” by creating a short iMovie trailer to represent the short story.
PREPARATION
Materials/Resources:
- Pencils
- Paper
- Chromebooks
- Google Classroom access
- Apple TV
- Internet Access
- Scissors
- Stapler
- Staples
4
5
COEPD LESSON PLAN – DAY 1

Teacher Candidate:
Brittany Dotson
Content Area: Lesson Topic: Length (timing) of Lesson:
English Language Arts Vocabulary Monday 50 minutes
WV Standard(s):
ELA.9.7
Determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place or how it
sets a formal or informal tone).
Learning Objective(s):
Students will be able to determine the meaning of words, phrases, and literary concepts used in short stories.
Students will be able to define vocabulary words based on context clues.
Students will be able to demonstrate the conventions of the English language when speaking and writing.
Formative Assessment:
Students will be formatively assessed via a ticket-out-the-door wherein they respond to the new-found vocabulary from the day and
attempt to form a complete sentence using at least one of the vocabulary words.
PREPARATION
- Pencils
- Paper
- Chromebooks
- Google Classroom access
- Apple TV
- Internet Access
- Scissors
- Stapler
- Staples
- Booklet creation handout
6
- Student folders
- Dictionary link – found at: https://www.dictionary.com/
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction

Activating Time Students will be welcomed into class and get their Igniter*: Correct the Students with visual
Strategy/ folders from the appropriate shelf located at the following sentence – “He impairments will be given
Introduction front of the room. They should also get a run quick to the beach for a the opportunity to sit at the
Chromebook from the cart located at the front of awesome day.” front of the room.
the room as well. They will find their assigned seat
and begin working on the igniter that is displayed “How do we correct this The igniter will be
9:00- on the Apple TV*. The igniter will be completed sentence? What did you displayed on the Apple TV
Igniter 9:07 either on a blank piece of notebook paper, or on write?” in large text.
the provided document on Google Classroom. The
igniter should be displayed on the Apple TV at the Students with physical
front of the classroom when students enter the impairments will be given
room. the opportunity to have a
During this time, the instructor will quickly take peer get their assigned
roll while simultaneously ensuring that students folder and Chromebook
are on task and working on their igniter. from the front of the room.
They will have five minutes to complete the
igniter and a short discussion should occur
afterwards. During this discussion, 3-5 students
should share what they have written.
Core Time
Instruction Students will be given the pieces of paper required A text-to-speech option
to make the booklet and instructed to individually “Can everyone clearly see will be available for
fold each piece in half, hamburger style. Once this how I’m folding these students if they require it.
is completed, students should cut along the center papers in order to make our Headphones are located
7
9:08- line on pages that require it This is where they booklet?’ under each student’s desk.
Foldable/Not 9:19 should staple the book. They should then put the
ebook name of the short story – “St. Lucy’s Home for “Do I need to repeat this Students with physical
Creation Girls Raised by Wolves” at the top of the book and step?” disabilities or mental
their name at the bottom. Ensure students that this impairments can choose to
will be used at a later date. “Does everyone have what partner with a peer in order
Students should return to Google Classroom and they need?” to effectively and
follow the provided link. At this link, they will successfully create their
find the functional definitions of all 10 vocabulary “Does anyone else need the foldable.
words for the unit. They will use these definitions stapler?”
to fill out the vocabulary worksheet, either written
on paper or done via Google Classroom. The
instructor should also be available to drift around
Vocabulary 9:20- the room, answering questions, assisting, and
Definitions 9:45 redirecting students when necessary.
Closure Time “Write a sentence using Students who require
Students will take a half-sheet of paper and be one of our new vocabulary additional time will be
Ticket-Out- 9:45- given a few minutes to craft a sentence using one words correctly. Ensure given the half sheet of
The-Door 9:48 of the new-found vocabulary words. This half- that it is at least 6 words.” paper early and guided by
sheet of paper should be given to the instructor the special education co-
when they leave the room. This is their ticket-out- teacher.
the-door assignment.
Clean-up 9:49 Students will get to the next stopping point in their
9:50 vocabulary definitions and log out of the
Chromebooks. They should close the
Chromebooks and leave them sitting on the desk
for the following class. They should return their
folders to the appropriate shelf at the front of the
class. Students should leave their foldable in their
folder. Students should not line up at the door.
Contingency If something in the above plan does not go as
intended or if students finish the assignment with
8
class time still remaining, they will log back into

their Chromebooks and complete pre-assigned
Kahn Academy lessons. These can be found by
following the link located on Google Classroom.
These lessons should be completed by Friday at
the latest.
9
Name________________________________________________
Vocabulary -Term Part(s) of speech Synonyms
1. Lycanthropy
Definition:
2. Werewolf
Definition:
3. Bilingual
Definition:
4. Barbarity
Definition:
5. Culture Shock
10
Definition:
6. Identity
Definition:
7. Purgatory
Definition:
8. Tone
Definition:
9. Mood
Definition:
11
10. Foreshadow
Definition:
12
13
14
15
16
17
18
19
20
21
22
COEPD LESSON PLAN - DAY 2

Teacher Candidate:
Brittany Dotson
English Language Arts “Pre-Reading and Activating Prior Knowledge about 50 minutes
Werewolves and Lycanthropy”
WV Standard(s):
ELA.9.6
Learning Objectives:
Students will be able to apply their new knowledge on werewolves to effectively and accurately make predictions about the text they will
be reading.
Students will be able to define lycanthropy.
Students will be able to discuss characteristics, qualities, and a brief history of werewolves with their instructor and peers.
Students will be formatively assessed via a small quiz on Kahoot. This will take place after students work through the Nearpod lesson
alongside their peers and teacher, and it will assess their newfound knowledge on werewolves.
PREPARATION
- Classroom set of Chromebooks
- Internet Access
- Nearpod lesson – Create by Brittany Dotson and titled “Werewolves”
- Pencils
- Paper
- Apple TV
- Formative Assessment of Kahoot – found at
https://create.kahoot.it/share/werewolf-review/5aa93999-a26c-40b0-9f18-f6b4cc03e928
23
- Google Classroom Access
Procedural Steps Questions Differentiated

Instruction
Activating Time Students will be welcomed into class and get their Igniter*: Correct the Students with visual
Strategy/ folders from the appropriate shelf located at the following sentence – “Me and impairments will be
Introduction front of the room. They should also get a Gavin is walking to school given the opportunity to
Chromebook from the cart located at the front of ‘cause we missed the bus.” sit at the front of the
the room as well. They will find their assigned seat room.
Igniter 9:00- and begin working on the igniter that is displayed “How do we correct this
9:07 on the Apple TV*. The igniter will be completed sentence? What did you The igniter will be
either on a blank piece of notebook paper, or on the write?” displayed on the Apple
provided document on Google Classroom. The TV in large text.
igniter should be displayed on the Apple TV at the
front of the classroom when students enter the Students with physical
room. impairments will be
given the opportunity to
During this time, the instructor will quickly take have a peer get their
roll while simultaneously ensuring that students are assigned folder and
on task and working on their igniter. Chromebook from the
front of the room.
They will have five minutes to complete the igniter
and a short discussion should occur afterwards.
During this discussion, 3-5 students should share
what they have written.
Core Time “What’s something that you Students who require
Instruction Once the igniter activity has been completed, already know about one-on-one assistance
students should be directed to get out their werewolves?” will be given the
9:08- foldables that they created the day before. They opportunity to sit in a
24
Crafting the 9:14 should be shown how to craft a KWL (Know, Want “What’s something you want desk close to the special
KWL to Know, Learned) chart. The instructor should to know about werewolves?” education co-teacher
model it and show students the example booklet. and/or placed near a peer
mentor.
Once the chart is crafted, students should take a
Filling Out 9:15- minute to write at least four things about Things presented on the
The KWL 9:20 werewolves that they already know. They should Apple TV will be read
also write at least 3 things that they want to know. aloud for students who
are visually impaired and
After that, students should tune into the Nearpod for students who are at a
Nearpod 9:21- Lesson titled “Werewolves” on their Chromebooks. lower reading level.
Lesson 9:35 The instructor will lead students through the lesson,
guiding them as the lesson progresses. Students
should simultaneously fill out at least five things
that they learn from the lesson on their KWL Chart
in their foldable.
Once the lesson concludes, students should tune

Kahoot! 9:36- into Kahoot and enter the game pin displayed on
Formative 9:47 the Apple TV. Students should join and partake in a
Assessment short formative quiz to test their newfound
knowledge of werewolves.
Closure Time Students will log out of the Chromebooks. They “Has everyone returned their Students with physical
should close the Chromebooks and leave them folder to the appropriate bin?” impairments will be
9:48- sitting on the desk for the following class. They given the opportunity to
Clean-up 9:50 should return their folders to the appropriate shelf “Do we have any final have a peer return their
at the front of the class. Students should leave their questions regarding today’s assigned folder to the
foldable in their folder. Students should not line up lesson?” front of the room.
at the door.
Students with physical
disabilities or
social/emotional
disabilities will be
25
permitted to leave class

five minutes early.
(There are two students
who have this
modification)
Contingency Time If something in the above plan does not go as

These lessons should be completed by Friday at the
latest.
If students have already completed their Kahn

Academy lessons for the week, students will be
asked to take out their personal D. E. A. R. book
and participate in sustained silent reading.
26

Teacher Candidate:
Brittany Dotson
English Language Arts Begin Reading SLHFGRBW – Stage One & Book 50 minutes
Activities
WV Standard(s):
ELA.9.2
Determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.
ELA.9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact
with other characters, and advance the plot or develop the theme.
Students will be able to determine the theme or central idea of a “St. Lucy’s Home for Girls Raised by Wolves.”
Students will be able to analyze the development of complex characters over the course of “St. Lucy’s Home for Girls Raised by Wolves.”
Students will be formatively assessed via their ability to craft a “6 Word Summary” of the reading that occurred in today’s lesson. Students
will complete this in their foldable and give the foldable to the instructor as they leave the room. They will also be given the opportunity to
orally share their summary.
PREPARATION
- Pencils
- Paper
- Apple TV
- Class set of Chromebooks
- Internet Access
27
- Printed copy of “St. Lucy’s Home For Girls Raised By Wolves” for each student – found at:
http://www.standardsinstitutes.org/sites/default/files/material/st._lucys_wolves_9m1.pdf
- Read aloud of SLHFGRBW Stage 1 – found at: https://www.youtube.com/watch?v=Kr-9jRK4gg8
- Highlighters
- Teacher’s digital copy of the story, already highlighted and with notes – to be projected on the Apple TV at the front of the classroom
- Students’ premade foldables
- Stapler
- Staples

Instruction
Activating Time Students will be welcomed into class and get their Igniter*: Students with visual
Strategy/ folders from the appropriate shelf located at the Open your foldable and impairments will be given
Introduction front of the room. They should also get a turn to the prediction page. the opportunity to sit at
Chromebook from the cart located at the front of Freewrite using a the front of the room.
the room as well. They will find their assigned seat vocabulary word from this
and begin working on the igniter that is displayed week and make a brief The igniter will be
Igniter on the Apple TV*. The igniter will be completed prediction of what you think displayed on the Apple
9:00- either on a blank piece of notebook paper, or on the will happen in the story we TV in large text.
9:05 provided document on Google Classroom. The will be beginning today.
igniter should be displayed on the Apple TV at the Students with physical
front of the classroom when students enter the “What predictions did you impairments will be given
room. make about the story we are the opportunity to have a
starting today?” peer get their assigned
During this time, the instructor will quickly take folder and Chromebook
roll while simultaneously ensuring that students are from the front of the
on task and working on their igniter. room.
28

Core Time
Instruction Once students finish the igniter activity, the “Can everyone hear the When reading the story
instructor will log out of the Chromebooks and shut audiobook?” aloud via the audiobook,
Prep 9:06- them, leaving them on their desk. Students should the instructor will ensure
9:09 get a highlighter from the bucket at the front of the “What six-word summary that the story is also
room and ensure that it works. did you write?” displayed in large text on
the Apple TV.
The instructor will guide the students through the “How does this summary
first section of the short story. The story will be represent the story thus When grading questions
read aloud through the Apple TV and found at the far?” and six-word summaries,
Reading the 9:10- above web address. The instructor will stop the students who require a
Story 9:25 recording periodically and instruct students to modified grading scale
annotate things and make notes. These notes and will be given such. When
highlights should be already present in the teacher looking at this, the focus
copy of the story, the one that is displayed for should be on quality not
students the students on the Apple TV. quantity and grammar and
spelling mechanics should
The instructor will have students turn to the final not be the main focus.
pages of their book, flipping to the page that says,
Comprehensi 9:26- “Stage One.” The instructor will orally go over the
on Question 9:35 first two questions with students, before allowing
them to finish the remaining three on their own.
Once students complete the comprehension

Character 9:36- questions in their booklet, students should turn to
Chart & 6 9:48 the character chart, located towards the front of
Word their book. Students should take this time to begin
Summary filling out the chart with characters that were
29
introduced in this stage. They should write the

name and a brief “who are they?” about each
character. They should also turn to the page labeled
“6 Word Summaries” and craft a summary of six
words, summarizing the events that occurred in
stage one. A few minutes should be taken towards
the end of this time in order for students to
voluntarily share their summaries aloud.
Closure Time Students will log out of the Chromebooks. They “Has everyone returned Students with physical
should close the Chromebooks and leave them their folder to the impairments will be given
9:49- sitting on the desk for the following class. They appropriate bin?” the opportunity to have a
9:59 should return their folders to the appropriate shelf peer return their assigned
at the front of the class. Students should leave their “Do we have any final folder and Chromebook to
foldable in their folder. Students should not line up questions regarding today’s the front of the room.
at the door. lesson?”
disabilities or
social/emotional
five minutes early. (There
are two students who have
this modification)

latest.
30

31
32
33
34
35
36
37
38
39
40
41

Teacher Candidate:
Brittany Dotson
ELA Stage Two of SLHFGRBW – Booklet Activities 50 minutes
WV Standard(s):
ELA.9.2
Determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.
ELA.9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text,
interact with other characters, and advance the plot or develop the theme.
Students will be able to analyze the development of complex characters over the course of “St. Lucy’s Home for Girls Raised by
Wolves.”
Students will be formatively assessed via their ability to craft a “6 Word Summary” of the reading that occurred in today’s lesson.
Students will complete this in their foldable and give the foldable to the instructor as they leave the room. They will also be given
the opportunity to orally share their summary.
PREPARATION
- Pencils
- Paper
- Apple TV
- Internet Access
42
- Read aloud of SLHFGRBW Stage 2 – found at: https://www.youtube.com/watch?v=NqAkqg2fs24
- Highlighters
- Teacher’s digital copy of the story, already highlighted and with notes – to be projected on the Apple TV at the front of the
classroom
- Stapler
- Staples

Strategy/ folders from the appropriate shelf located at the Use a vocabulary impairments will be given
Introduction front of the room. They should also get a word from week the opportunity to sit at the
Chromebook from the cart located at the front of 5to make freewrite front of the room.
the room as well. They will find their assigned seat about:
9:00- and begin working on the igniter that is displayed Halloween The igniter will be
Igniter 9:05 on the Apple TV*. The igniter will be completed Costumes displayed on the Apple TV
either on a blank piece of notebook paper, or on the in large text.
provided document on Google Classroom. The “What did you
igniter should be displayed on the Apple TV at the write for the Students with physical
front of the classroom when students enter the igniter?” impairments will be given
peer get their assigned
roll while simultaneously ensuring that students are from the front of the room.
on task and working on their igniter.

43

Core Time
Instruction Once students finish the igniter activity, the “Can everyone When reading the story
instructor will tell them to log out of the hear the aloud via the audiobook, the
Preparation 9:06- Chromebooks and shut them, leaving them on their audiobook?” instructor will ensure that
9:09 desk. Students should get a highlighter from the the story is also displayed in
bucket at the front of the room and ensure that it “What six-word large text on the Apple TV.
works. summary did you
write?” When grading questions and
The instructor will guide the students through the six-word summaries,
second section of the short story. The story will be “How does this students who require a
Reading Stage 9:10- read aloud via the audio book found at the above summary represent modified grading scale will
2 Via 9:25 web address. The instructor will stop the recording the story thus far?” be given such. When
Audiobook periodically and instruct students to highlight things looking at this, the focus
and make annotations. These notes and highlights should be on quality not
should be already present in the teacher copy of the quantity and grammar and
story, the one that is displayed for students the spelling mechanics should
students on the Apple TV. not be the main focus.
The instructor will have students turn to the final

Comprehensi 9:26- pages of their booklet, flipping to the page that
on Questions 9:35 says, “Stage Two.” The instructor will orally go
over the first two questions with students, before
allowing them to finish the remaining two on their
own.

Character 9:36- questions in their booklet, students should turn to
List & 6 9:48 the character chart, located towards the front of
Word their book. Students should take this time to update
Summary the chart with new characters that were introduced
44
in this stage. They should write the name and a

brief “who are they?” about each character. They
should also turn to the page labeled “6 Word
Summaries” and craft a summary of six words,
summarizing the events that occurred in stage two.
A few minutes should be taken towards the end of
this time in order for students to voluntarily share
their summaries aloud.
Closure Time Students will log out of the Chromebooks. They “Has everyone Students with physical
should close the Chromebooks and leave them returned their impairments will be given
Clean-up 9:49- sitting on the desk for the following class. They folder to the the opportunity to have a
9:50 should return their folders to the appropriate shelf appropriate bin?” peer return their assigned
at the front of the class. Students should leave their folder and Chromebook to
foldable in their folder. Students should not line up “Do we have any the front of the room.
at the door. final questions
regarding today’s Students with physical
lesson?” disabilities or
social/emotional disabilities
will be permitted to leave
class five minutes early.
(There are two students who
have this modification)

latest.

45

46

Teacher Candidate:
Brittany Dotson
English Language Arts Stage Two of SLHFGRBW – Comprehension 50 minutes
Activities
WV Standard(s):
ELA.9.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, or presentation of alternate views); set clear goals, deadlines, and individual roles as needed.
- Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement and, when warranted, qualify
or justify views and understanding and make new connections in light of the evidence and reasoning presented.
ELA.9.2
ELA.9.3
47
Wolves.”
Students will be able to effectively participate in collaborative discussions and create writings about symbolisms, ideas, and
themes within “St. Lucy’s Home for Girls Raised by Wolves.”
Students will be formatively assessed via various activities in their booklet. They will partake in activities wherein they retell a
scene from the story via a doodle and create a symbol to symbolize something in the most recently read stage. These activities
assess student comprehension of both the plot progression and underlying themes and symbolisms.
Students will also orally be assessed via participating in a kinesthetic retelling/recap of Stage Two.
PREPARATION
- students’ premade booklets
- Pencils
- paper
- Internet Access
- Apple TV
- Beach ball
- Colored Pencils
- Crayons
- Musical Chair Song – found at: https://www.youtube.com/watch?v=LJDWKvsmhss

48
Activating Tim Students will be welcomed into class and get their Igniter*: Each Students with visual
Strategy/ e folders from the appropriate shelf located at the front picture below impairments will be given
Introductio of the room. They should also get a Chromebook represents a common the opportunity to sit at the
n from the cart located at the front of the room as well. phrase/saying/word. front of the room.
They will find their assigned seat and begin working Figure them out!
on the igniter that is displayed on the Apple TV*. The igniter will be
9:00 The igniter will be completed either on a blank piece displayed on the Apple TV
Igniter - of notebook paper, or on the provided document on in large text.
9:05 Google Classroom. The igniter should be displayed
on the Apple TV at the front of the classroom when Students with physical
students enter the room. impairments will be given
During this time, the instructor will quickly take roll the opportunity to have a
while simultaneously ensuring that students are on peer get their assigned
task and working on their igniter. folder and Chromebook
from the front of the room.
1.
2.
3.
4.
“What are the
answers?”
49
Core Tim “Would anyone like When grading certain

Instruction e me to get out colored students’ work completed
Students will be asked to stand, and the instructor pencils and/or crayons regarding these activities, a
will explain the rules. Students will toss around the for today’s activities?” modified grading scale
beach ball gently while music is played. When the should be used.
Recap of 9:06 music stops, the student holding the ball will “How does your
Stages 1 & - summarize something that happened in the reading symbol represent a If needed, certain students
2 9:15 from the previous day. If students cannot act like scene from the last will be given the choice to
humans during this activity, they will lose the two stages?” orally complete
privilege of the fun and instead write down the recap assignments, relaying their
on loose leaf paper and turn it into the instructor. answers to the instructor
and/or special education
Once a recap of stages one and two has been co-teacher.
Retell Via complete, students will be instructed to spend the
Doodle 9:16 rest of class time working in their booklets on
- activities. Students will first turn to the page titled
9:25 “Retell Via Doodle.” On this page, in the top square,
students will be instructed to choose a scene from
stage one or two and retell it in a simple doodle.
Artistic ability does not count, but effort and
creativity do!
Symbolize Once students complete that portion of the booklet,

That they should turn to the page labeled “Symbolize
Activity That.” On this page, students should take some time
9:26 to create a symbol that represents a moment or scene
- from Stage Two. Like abovementioned, artistic
9:35 ability does not count, but effort and creativity do.
Venn Once students complete this portion of the booklet,

Diagram they should turn to the chart labeled “Werewolf
Fill-Ins Traits.” At this point, they should be able to fill in
one side of the diagram. They should do that in
50
9:36 preparation of filling in the rest of it after

- completing the story.
9:47
Closure Tim Students will log out of the Chromebooks. They “Has everyone Students with physical
e should close the Chromebooks and leave them returned their folder to impairments will be given
sitting on the desk for the following class. They the appropriate bin?” the opportunity to have a
should return their folders to the appropriate shelf at peer return their assigned
Clean-up 9:48 the front of the class. Students should leave their “Do we have any final folder and Chromebook to
- foldable in their folder. Students should not line up questions regarding the front of the room.
9:49 at the door. today’s lesson?”
disabilities or
social/emotional
this modification)
Contingenc Tim If something in the above plan does not go as

y e intended or if students finish the assignment with
their Chromebooks and complete pre-assigned Kahn
Academy lessons. These can be found by following
the link located on Google Classroom. These lessons
should be completed by Friday at the latest.

asked to take out their personal D. E. A. R. book and
participate in sustained silent reading.
51

Teacher Candidate:
Brittany Dotson
ELA Stage Three Reading 50 minutes
WV Standard(s):
ELA.9.2
Determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.
ELA.9.3
Wolves.”
Students will be formatively assessed via various activities in their booklet. They will partake in activities wherein they retell a scene
from the story via a doodle and create a symbol to symbolize something in the most recently read stage. These activities assess
student comprehension of both the plot progression and underlying themes and symbolisms.
PREPARATION
- Pencils
- Paper
- Apple TV
- Internet Access
52
- Highlighters
classroom
- Stapler
- Staples

Instruction
Activating Time Students will be welcomed into class and get their *Igniter: Students with visual
Strategy/ folders from the appropriate shelf located at the impairments will be
Introduction front of the room. They should also get a Correct the following given the opportunity
Chromebook from the cart located at the front of sentence: to sit at the front of
9:00- the room as well. They will find their assigned seat the room.
Igniter 9:05 and begin working on the igniter that is displayed Jim and me’s dogs is the
on the Apple TV*. The igniter will be completed happiest boys ever. The igniter will be
either on a blank piece of notebook paper, or on the displayed on the
provided document on Google Classroom. The “How did you correct the Apple TV in large
igniter should be displayed on the Apple TV at the sentence?” text.
front of the classroom when students enter the
room. “Are there any other ways Students with
to correct the sentence?” physical impairments
During this time, the instructor will quickly take will be given the
roll while simultaneously ensuring that students are opportunity to have a
53
on task and working on their igniter. peer get their

assigned folder and
They will have five minutes to complete the igniter Chromebook from
and a short discussion should occur afterwards. the front of the room.
Core Time
Instruction Once students finish the igniter activity, the “Can everyone hear the When reading the
instructor will tell them to log out of the audiobook?” story aloud via the
9:06- Chromebooks and shut them, leaving them on their audiobook, the
Preparation 9:09 desk. Students should get a highlighter from the “What six-word summary instructor will ensure
bucket at the front of the room and ensure that it did you write?” that the story is also
works. displayed in large text
“How does this summary on the Apple TV.
The instructor will guide the students through the represent the story thus
third section of the short story. The story will be far?” When grading
9:10- read aloud via the audio book found at the above questions and six-
Reading Stage 9:25 web address. The instructor will stop the recording word summaries,
3 Via periodically and instruct students to highlight things students who require
Audiobook and make annotations. These notes and highlights a modified grading
should be already present in the teacher copy of the scale will be given
story, the one that is displayed for students the such. When looking
students on the Apple TV. at this, the focus
should be on quality
The instructor will have students turn to the final not quantity and
9:26- pages of their book, flipping to the page that says, grammar and spelling
Comprehensio 9:35 “Stage Three.” The instructor will orally go over mechanics should not
n Questions the first two comprehension questions with be the main focus.
students, before allowing them to finish the
remaining two on their own.

9:36- questions in their booklet, students should turn to
54
Character List 9:48 the character chart, located towards the front of
& 6 Word their book. Students should take this time to update
Summary the chart with new characters that were introduced
in this stage. They should write the name and a
brief “who are they?” about each character. They
should also turn to the page labeled “6 Word
Summaries” and craft a summary of six words,
summarizing the events that occurred in stage two.
A few minutes should be taken towards the end of
this time in order for students to voluntarily share
their summaries aloud.
Closure Time Students will log out of the Chromebooks. They “Has everyone returned Students with
should close the Chromebooks and leave them their folder to the physical impairments
Clean-up 9:49- sitting on the desk for the following class. They appropriate bin?” will be given the
9:50 should return their folders to the appropriate shelf opportunity to have a
at the front of the class. Students should leave their “Do we have any final peer return their
foldable in their folder. Students should not line up questions regarding assigned folder and
at the door. today’s lesson?” Chromebook to the
front of the room.
Students with
physical disabilities
or social/emotional
permitted to leave
class five minutes
early. (There are two
students who have
this modification)
55

latest.

56

Teacher Candidate:
Brittany Dotson
ELA Stage 3 – Booklet Activities 50 minutes
WV Standard(s):
ELA.9.2
ELA.9.3
ELA.9.30
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement and, when warranted,
qualify or justify views and understanding and make new connections in light of the evidence and reasoning presented.
Wolves.”
Students will be able to effectively participate in collaborative discussions and create writings about symbolisms, ideas, and themes
within “St. Lucy’s Home for Girls Raised by Wolves.”
57
Students will be formatively assessed via various activities in their booklet. They will partake in activities wherein they retell a
scene from the story via a doodle and create a symbol to symbolize something in the most recently read stage. These activities
assess student comprehension of both the plot progression and underlying themes and symbolisms.
Students will also orally be assessed via participating in a kinesthetic retelling/recap of Stage Two.
PREPARATION
- Pencils
- paper
- Internet Access
- Apple TV
- Beach ball
- Colored Pencils
- Crayons
- Musical Chair Song – found at: https://www.youtube.com/watch?v=LJDWKvsmhss

Instruction
Activating Time Students will be welcomed into class and get their *Igniter: Students with visual
Strategy/ folders from the appropriate shelf located at the front impairments will be given
Introduction of the room. They should also get a Chromebook Use a vocabulary the opportunity to sit at
from the cart located at the front of the room as well. word from week 5 to the front of the room.
58
They will find their assigned seat and begin working freewrite about a
Igniter 9:00- on the igniter that is displayed on the Apple TV*. circus. The igniter will be
9:05 The igniter will be completed either on a blank piece displayed on the Apple
of notebook paper, or on the provided document on TV in large text.
Google Classroom. The igniter should be displayed “What did you write
on the Apple TV at the front of the classroom when for the igniter?” Students with physical
the opportunity to have a
During this time, the instructor will quickly take roll peer get their assigned
while simultaneously ensuring that students are on folder and Chromebook
task and working on their igniter. from the front of the
room.
Core Time “Would anyone like When grading certain
Instruction Students will be asked to stand, and the instructor me to get out colored students’ work completed
will explain the rules. Students will toss around the pencils and/or crayons regarding these activities,
beach ball gently while music is played. When the for today’s activities?” a modified grading scale
Recap of 9:06- music stops, the student holding the ball will share a should be used.
Stage 3 9:15 summary of something that happened in the reading “How does your
from the previous day. If students cannot act like symbol represent a If needed, certain students
humans during this activity, they will lose the scene from the last will be given the choice to
privilege of the fun and instead write down the recap two stages?” orally complete
on loose leaf paper and turn it into the instructor. assignments, relaying
their answers to the
Students should then return to the page in their instructor and/or special
Symbolize 9:16- booklet labeled “Symbolize That.” They should education co-teacher.
That 9:22 think of a scene or theme present in stage 3 and
create a symbol to symbolize it.
9:23- Students should then turn to the page labeled “Retell

59
Retell Via 9:33 via Doodle.” They should create the second symbol,
Doodle creating it in regard to symbolizing something either
a scene or a theme in Stage 3.
Bumper 9:34- Once students have completed the entirety of the

Sticker 9:48 other assignments, students should be given the
remainder of class time to create a bumper sticker.
The instructor should guide students on how to
approach this and offer examples on the Apple TV.
should close the Chromebooks and leave them returned their folder to impairments will be given
9:49- sitting on the desk for the following class. They the appropriate bin?” the opportunity to have a
9:50 should return their folders to the appropriate shelf at peer return their assigned
the front of the class. Students should leave their “Do we have any final folder and Chromebook to
foldable in their folder. Students should not line up questions regarding the front of the room.
at the door. today’s lesson?”
disabilities or
social/emotional
this modification)

60


61

Teacher Candidate:
Brittany Dotson
ELA Stage Four and Five 50 minutes
Readthrough
WV Standard(s):
ELA.9.2
ELA.9.3
Analyze how complex cvharacters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact
with other characters, and advance the plot or develop the themes
Wolves.”
Students will be formatively assessed via their ability to craft a “6 Word Summary” of the reading that occurred in today’s lesson.
Students will complete this in their foldable and give the foldable to the instructor as they leave the room. They will also be given the
opportunity to orally share their summary.
PREPARATION
- Pencils
- Paper
- Apple TV
62
- Internet Access
- Highlighters
classroom
- Stapler
- Staples

Instruction
Activating Time Students will be welcomed into class and get their Igniter: Students with visual
Introduction of the room. They should also get a Chromebook Correct the following the opportunity to sit at
from the cart located at the front of the room as well. sentence: the front of the room.
9:00- They will find their assigned seat and begin working
Igniter 9:05 on the igniter that is displayed on the Apple TV*. Bill, Jim, Meg, and toby The igniter will be
The igniter will be completed either on a blank piece rided there bikes to displayed on the Apple
of notebook paper, or on the provided document on school. TV in large text.
Google Classroom. The igniter should be displayed
on the Apple TV at the front of the classroom when “How did you correct Students with physical
students enter the room. the sentence?” impairments will be given
63

room.
Core Time
Instruction Once students finish the igniter activity, the “Can everyone hear the When reading the story
instructor will tell them to log out of the audiobook?” aloud via the audiobook,
9:06- Chromebooks and shut them, leaving them on their the instructor will ensure
Preparation 9:09 desk. Students should get a highlighter from the “What six-word that the story is also
bucket at the front of the room and ensure that it summary did you displayed in large text on
works. write?” the Apple TV.
The instructor will guide the students through the “How does this When grading questions
fourth and fifth sections of the short story. The story summary represent the and six-word summaries,
9:10- will be read aloud via the audio book found at the story thus far?” students who require a
Reading Stage 4 9:25 above web address. The instructor will stop the modified grading scale
& 5 Via recording periodically and instruct students to will be given such. When
Audiobook highlight things and make annotations. These notes looking at this, the focus
and highlights should be already present in the should be on quality not
teacher copy of the story, the one that is displayed quantity and grammar and
for students the students on the Apple TV. spelling mechanics should
not be the main focus.
The instructor will have students turn to the final
9:26- pages of their book, flipping to the pages that say,
Comprehension 9:35 “Stage Four” and “Stage Five.” The instructor will
Questions orally go over the first two questions with students,
before allowing them to finish the remaining two on
their own.

64
9:36- questions in their booklet, students should turn to the

Character List 9:48 character chart, located towards the front of their
& 6 Word book. Students should take this time to update the
Summary chart with new characters that were introduced in
this stage. They should write the name and a brief
“who are they?” about each character. They should
also turn to the page labeled “6 Word Summaries”
and craft a summary of six words, summarizing the
events that occurred in stage two. A few minutes
should be taken towards the end of this time in order
for students to voluntarily share their summaries
aloud.
Clean-up 9:49- sitting on the desk for the following class. They appropriate bin?” the opportunity to have a
disabilities or
social/emotional
this modification)

65


66

Teacher Candidate:
Brittany Dotson
ELA Stage 4 & 5 Activities and Final Work 50 minutes
Time
WV Standard(s):
ELA.9.2
ELA.9.3
interact with other characters, and advance the plot or develop the themes
Wolves.”
Students will be formatively assessed via various activities in their booklet. They will partake in activities wherein they retell a scene
from the story via a doodle and create a symbol to symbolize something in the most recently read stage. These activities assess
student comprehension of both the plot progression and underlying themes and symbolisms.
PREPARATION
- Pencils
- paper
67
- Internet Access
- Apple TV
- Beach ball
- Colored Pencils
- Crayons
Musical Chair Song – found at: https://www.youtube.com/watch?v=LJDWKvsmhss


Instruction
Introduction of the room. They should also get a Chromebook Freewrite using a word the opportunity to sit at
from the cart located at the front of the room as well. from week five about the front of the room.
9:00- They will find their assigned seat and begin working the following topic:
Igniter 9:05 on the igniter that is displayed on the Apple TV*. The igniter will be
The igniter will be completed either on a blank piece New York City displayed on the Apple
of notebook paper, or on the provided document on TV in large text.
Google Classroom. The igniter should be displayed “What did you write
on the Apple TV at the front of the classroom when for the igniter?” Students with physical
room.
68

Core Time “Would anyone like me When grading certain
Instruction Once students finish their igniter, they should be to get out colored students’ work completed
instructed to get out their foldable. They should pencils and/or crayons regarding these activities,
spend the entirety of class finishing the Venn for today’s activities?” a modified grading scale
Venn 9:06- Diagram they began earlier in the unit. They should should be used.
Diagram, 9:35 use their copies of the story, the notes taken on it, “How does your
Book Review, and the other activities in the book as guidance on symbol represent a If needed, certain students
Work Time this. The instructor should be available throughout scene from the last two will be given the choice to
the class to drift, assisting students and redirecting stages?” orally complete
them as needed. If they complete all of the above assignments, relaying
included assignments for the day, remind students their answers to the
that all activities in their booklet should be instructor and/or special
completed. If all activities are completed, the education co-teacher.
instructor should refer to the day’s contingency.
Introduce 9:36- Once students have had time in class to complete

Final Project 9:48 their booklets, the instructor should pass out the
handout for the unit’s final project. Students should
remain quiet while the instructor reads the handout
to them. Students should be given time after
explanation from the instructor to ask questions.
Clean-up 9:49- sitting on the desk for the following class. They appropriate bin?” the opportunity to have a
69

disabilities or
social/emotional
this modification)

70
Movie Trailer Project

100 points
Due: Oct. 4th
You will be working alongside your peers to create a movie trailer for the short
story “St. Lucy’s Home for Girls Raised by Wolves.” Be creative and have fun
with this. It does not have to be perfect! Enjoy yourself with this project. You will
have ample time in-class to complete this project if you work diligently.
Rules and Requirements:

1. Use a premade trailer template on the iMovie app. Yes, you may choose any
template. However, keep in mind the story we just read and the themes.
2. Fill out the Credits appropriately. All group members must be named.
3. You may not use any pre-made film clips! You have to film everything that the
trailer requests!
4. All group members must make an appearance in the trailer.
5. On the final day of the project, students will fill out a group evaluation sheet and
complete a self-reflection wherein they discuss group cooperation and
collaboration.
6. There will be an official showing of all trailers during class. There will be an
Oscars ceremony to follow!
You will be graded on:

1. Completion of overall project
2. Creativity and effort shown in the trailer
3. Collaboration and cooperation in group
4. Completion of group evaluations
Please note that you will be graded individually. If you do not participate and
fulfill all requirements, you will not get full credit.
Attached is the rubric that will be used to grade your project. Please keep
these things in mind when creating your project!
71
Movie Trailer Rubric

Student Name: _________________________________
0 pts. 5 pts. 10 pts. 15pts. 20 pts.
Student put forth Student put forth Student put forth a Student put forth Student put forth
no effort minimal effort fair amount of good effort exceptional effort
regarding the regarding effort regarding regarding regarding
Effort collaboration in collaboration in collaboration in collaboration in collaboration in
group and filming group and filming group and the group and the group and filming of
of trailer. of trailer. filming of trailer. filming of the trailer.
trailer.
Student did not Student did not Student Student Student helped lead
participate in participate in group participated in participated in group discussions
group discussions discussions or the group discussions group discussions and collaborated
Participation or filming of the filming of the and filming of the and filming of the effectively when
trailer. They did trailer. They did trailer. They did not trailer. They did filming the trailer.
not appear in the appear in the appear in the appear in the They appeared in the
trailer. trailer. trailer. trailer. trailer.
The film trailer is The film trailer is The film trailer is The film trailer is The film trailer is
not complete. The barely complete. halfway complete. complete. The film complete, original,
Completion film credits have The film credits The film credits are credits are filled and creative. The
not been changed. have not been incomplete. out completely. credits are filled out
changed. completely.
The trailer has The trailer barely The trailer Student chose Student chose trailer
nothing to do with represents the short represents the short trailer template template excellently.
the short story. story. Students story. Students effectively. Clips Clips and
How Well Does Student poorly demonstrated some demonstrated some effectively symbolisms
The Trailer chose trailer understanding of understanding of represent the short effectively represent
Represent The template. Students the story. the story. story. Students the short story.
Short Story? demonstrated no demonstrated Students
understanding of understanding of demonstrated good
the story. the story. understanding of the
story.
None of the A few of the Most film clips All film clips are All of the fill clips
included film clips included film clips included are original. Student are original. Student
Originality,
are original. are original. original. Student showed some went above and
Enthusiasm, showed some enthusiasm and beyond regarding
Commitment enthusiasm and commitment. enthusiasm and
commitment. commitment.
Final Grade: ______________

72

Teacher Candidate:
Brittany Dotson
English Language Arts Newsela Friday 50 minutes
WV Standard(s):
ELA.9.5
Determine a central idea of an informational text and analyze its development over the course of the informational text, including how it is
developed and refined by specific details; provide an objective summary of the informational text.
ELA.9.6
Students will be able to determine the central idea of an informational text and analyze its development over the course of the text by
successfully read the provided Newsela articles and answering the included comprehension questions.
Students will be able to analyze the series of ideas in an information text by successfully answering the question that coincide with the Newsela
articles.
Students will be formatively assessed via three comprehension quizzes provided by the Newsela site that take place immediately after reading
each article. This site allows the instructor to accurately gauge student understanding of the article and the student’s perceived reading level.
PREPARATION
- Newsela Articles, found at: https://newsela.com/read/insect-ice-cream/id/56092/ and https://newsela.com/read/opioid-epidemic-
drugmakers/id/51442/ and https://newsela.com/read/doctors-dont-take-girls-as-seriously/id/49184/
- Printed copies of the above article
- Pencils
- Paper
- Apple TV
- Internet Access
73
- Chromebook Access

Strategy/ folders from the appropriate shelf located at the front of Solve the puzzles impairments will be given the
Introduction the room. They should also get a Chromebook from the below. What does each opportunity to sit at the front
cart located at the front of the room as well. They will picture mean? of the room.
find their assigned seat and begin working on the
igniter that is displayed on the Apple TV*. The igniter The igniter will be displayed
Igniter 9:00- will be completed either on a blank piece of notebook on the Apple TV in large text.
9:05 paper, or on the provided document on Google
Classroom. The igniter should be displayed on the Students with physical
Apple TV at the front of the classroom when students impairments will be given the
enter the room. opportunity to have a peer get
their assigned folder and
During this time, the instructor will quickly take roll Chromebook from the front
while simultaneously ensuring that students are on task “What do these pictures of the room.
and working on their igniter. mean? Who can tell me
what they figured out?”
They will have five minutes to complete the igniter and
a short discussion should occur afterwards. During this
discussion, 3-5 students should share what they have
written.
Core Time “Would anyone like to A printed-out copy will be
Instruction Once students have been completed their igniter, have a printed-out copy available for students who
students will be instructed to log into Google of the assignment?” work better this way. This
Classroom and begin working through the three allows students to highlight
Newsela 9:06- provided Newsela Articles. The instructor should offer important things as they read.
9:45 students a printed copy of the articles as well. Students
will have the rest of class time to work on reading Certain students will be given
74
through these articles and answering the accompanying the opportunity to have the
comprehension questions. If students complete the assigned articles read to them
articles, students should be instructed to work on Kahn by a peer or the special
Academy lessons, as provided by the instructor. education co-teacher. These
students will be given the
opportunity to complete the
assignment orally.
Closure Time Students will log out of the Chromebooks. They should “Has everyone returned Students with physical
close the Chromebooks and leave them sitting on the their folder to the impairments will be given the
Clean-up 9:49- desk for the following class. They should return their appropriate bin?” opportunity to have a peer
9:50 folders to the appropriate shelf at the front of the class. return their assigned folder
Students should leave their foldable in their folder. “Do we have any final and Chromebook to the front
Students should not line up at the door. questions regarding of the room.
today’s lesson?”
disabilities or
social/emotional disabilities
will be permitted to leave
class five minutes early.
(There are two students who
have this modification)
Contingency Time If something in the above plan does not go as intended

or if students finish the assignment with class time still
remaining, they will log back into their Chromebooks
and complete pre-assigned Kahn Academy lessons.
These can be found by following the link located on
Google Classroom. These lessons should be completed
by Friday at the latest.

Academy lessons for the week, students will be asked
to take out their personal D. E. A. R. book and
75

Teacher Candidate:
Brittany Dotson
English Language Arts Vocabulary Monday – Unit 50 minutes
Review Jeopardy
WV Standard(s):
ELA.9.30
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement and, when warranted, qualify
or justify views and understanding and make new connections in light of the evidence and reasoning presented
Students will be able to discuss characteristics, qualities, and a brief history of werewolves with their instructor and peers.
Students will be able to effectively participate in collaborative discussions regarding symbols in “St. Lucy’s Home for Girls Raised
by Wolves” unit.
Students will be able to define vocabulary words based on context clues.
Students will be formatively assessed and asked to demonstrate their knowledge of vocabulary, literary concepts, werewolf facts,
and “St. Lucy’s Home for Girls Raised by Wolves” by successfully participating an informal assessment of Jeopardy with their
peers
PREPARATION
76
- Apple TV
- Internet Access
- Class Set of Chromebooks
- Jeopardy Game created by Brittany Dotson
- 6 handheld whiteboards
- 6 whiteboard markers
- Tissues
- Vocabulary chart found on google classroom
- pencils
- paper
- Dictionary found at: dictionary.com
- Timer
- Student folders

Instruction
Introduction front of the room. They should also get a Correct the following given the opportunity to
Chromebook from the cart located at the front of sentence: sit at the front of the
the room as well. They will find their assigned seat room.
and begin working on the igniter that is displayed I seen chloe hit
Igniter 9:00- on the Apple TV*. The igniter will be completed Michael with a apple. The igniter will be
9:05 either on a blank piece of notebook paper, or on displayed on the Apple
the provided document on Google Classroom. The “How do we correct TV in large text.
77
igniter should be displayed on the Apple TV at the this sentence?”

front of the classroom when students enter the Students with physical
room. “What did you write impairments will be
for the igniter?” given the opportunity to
During this time, the instructor will quickly take have a peer get their
roll while simultaneously ensuring that students assigned folder and
are on task and working on their igniter. Chromebook from the
front of the room.
Core Time Each group of students will be given a small
Instruction whiteboard, a tissue, and a marker. Students will
be asked to make a team name. The name must be
Jeopardy! 9:06- school appropriate. Once students create a team
9:30 name. The instructor should set a timer for 20
minutes. The game will continue until the timer
goes off. This game is a Jeopardy review of
materials, concepts, and words covered thus far.
After the timer goes off, students will be asked to

Vocabulary 9:31- complete the new week’s vocabulary, filling out
9:48 the chart found on Google Classroom. Students
will have the remainder of class time to complete
this chart, using their Chromebooks as a resource.
Once the chart is completed, it should be kept in
their folders for use in the later week.
should close the Chromebooks and leave them their folder to the impairments will be
Clean-up 9:49- sitting on the desk for the following class. They appropriate bin?” given the opportunity to
9:50 should return their folders to the appropriate shelf have a peer return their
at the front of the class. Students should leave their “Do we have any final assigned folder and
78
foldable in their folder. Students should not line up questions regarding Chromebook to the front
at the door. today’s lesson?” of the room.

disabilities or
social/emotional
five minutes early.
who have this
modification)
the latest.

79
Name________________________________________________
Vocabulary -Term Part(s) of speech Synonyms
1. Abject
Definition:
2. Beguile
Definition:
3. Calamity
Definition:
4. Debauchery
Definition:
5. Eclectic
80
Definition:
6. Foil
Definition:
7. Grandiloquent
Definition:
8. Heterogenous
Definition:
9. Inoculate
Definition:
81
10. Knell
Definition:
82

Teacher Candidate:
Brittany Dotson
English Language Arts Final Project Work Day 50 minutes
WV Standard(s):
ELA.9.30
ELA.9.34
ELA.9.36
- Use various types of phrases (noun, verb, adjectival, participial, prepositional, and absolute) and clauses (independent,
dependent, noun, relative, and adverbial) to convey specific meanings and add variety and interest to writing or presentations
Students will be able to initiate and effectively participate in group discussion regarding the crafting, filming, and representation in
83
the film trailer.

Students will be able to create a digital trailer making strategic use of digital media wherein they demonstrate their understanding of the themes
and plot of “St. Lucy’s Home for Girls Raised by Wolves.”
Students will be able to demonstrate the conventions of Standard English grammar and usage when speaking and writing.
Students will be orally checked on in their groups wherein the instructor will check progress briefly.
PREPARATION
- Apple TV
- Chromebooks
- Internet Access
- iPads
- iMovie Trailer handout
- paper (lined and unlined)
- pencils
- Student folders

Strategy/ folders from the appropriate shelf located at the impairments will be given
Introduction front of the room. They should also get a Use a vocab word the opportunity to sit at the
Chromebook from the cart located at the front of from week 7 to free front of the room.
the room as well. They will find their assigned seat write on the
and begin working on the igniter that is displayed following topic: The igniter will be
Igniter 9:00- on the Apple TV. The igniter will be completed Your favorite soda displayed on the Apple TV
9:05 either on a blank piece of notebook paper, or on in large text.
84
the provided document on Google Classroom. The “What did you write
igniter should be displayed on the Apple TV at the for the igniter?” Students with physical
front of the classroom when students enter the impairments will be given
peer get their assigned
roll while simultaneously ensuring that students from the front of the room.
are on task and working on their igniter.

Core Time Each group of students should get one iPad and “What kind of Students with specific
Instruction every member should pull out their copy of the questions do you requirements will be placed
instructions for the final movie trailer project. have about the in a group with their peer
Recap 9:06- project?” mentor.
9:10 The instructor should quickly recap the directions,
requirements, and expectations for this project, “How can I help The special education co-
answering any questions that are requested. you?” teacher will drift around
the room, offering one-on-
At this point, students should begin working on one assistance to students
this project. Before filming, students should take as needed.
Work! 9:10- out a blank piece of paper (unlined) and write all
9:48 group member names at the top. On this page, they
should outline who is appearing in what scenes for
the trailer and create a checklist of the scenes they
need. They should also include what they want the
cut scenes of the trailer to say word-wise. This
should take considerable time. Remind students to
think about how they want their trailer to represent
the short story.
85
should close the Chromebooks and leave them returned their folder impairments will be given
Clean-up 9:49- sitting on the desk for the following class. They to the appropriate the opportunity to have a
9:50 should return their folders to the appropriate shelf bin?” peer return their assigned
at the front of the class. Each group should leave folder and Chromebook to
their iPad at their group table. Students should not “Do we have any the front of the room.
line up at the door. final questions
regarding today’s Students with physical
lesson?” disabilities or
social/emotional
this modification)
the latest.

86

Teacher Candidate:
Brittany Dotson
English Language Arts iMovie Trailer Work Day 50 minutes
WV Standard(s):
ELA.9.30
ELA.9.34
ELA.9.36
- Use parallel structures
the film trailer.
Students will be able to create a digital trailer making strategic use of digital media wherein they demonstrate their understanding
87
of the themes and plot of “St. Lucy’s Home for Girls Raised by Wolves.” Students will be able to demonstrate the conventions of
the English language when speaking and writing.
Students will be able to demonstrate the conventions of Standard English grammar and usage when speaking and writing.
PREPARATION
- Apple TV
- Chromebooks
- Internet Access
- iPads
- pencils
- Student folders

Instruction
Activating Tim Students will be welcomed into class and get their Igniter*: Students with visual
Strategy/ e folders from the appropriate shelf located at the front impairments will be given
Introduction of the room. They should also get a Chromebook Correct the following the opportunity to sit at
from the cart located at the front of the room as well. sentences: the front of the room.
They will find their assigned seat and begin working
on the igniter that is displayed on the Apple TV*. Lola and Mike are The igniter will be
Igniter The igniter will be completed either on a blank piece gonna get married displayed on the Apple
88
9:00 of notebook paper, or on the provided document on this weekend. There TV in large text.
- Google Classroom. The igniter should be displayed very excited.
9:05 on the Apple TV at the front of the classroom when Students with physical
students enter the room. “How did you correct impairments will be given
those sentences?” the opportunity to have a
while simultaneously ensuring that students are on “What did you write folder and Chromebook
task and working on their igniter. for the igniter?” from the front of the
room.

Core Tim Each group of students should have a few minutes to “What kind of Students with specific
Instruction e gather their thoughts and pick up where they left off questions do you have requirements will be
the previous day. During this time, the groups should about the project?” placed in a group with
Group discuss amongst themselves and decide what needs to their peer mentor.
Collection 9:06 be completed during this class time. “How can I help you?”
- The special education co-
9:10 Once students have had time to collect themselves teacher will drift around
within their group, students will be given the choice – the room, offering one-on-
pending the weather – to vote where to move about one assistance to students
the school for filming. Students will be permitted to as needed.
film outside as a whole class wherein students break
Filming & into their small groups and focus on their own
Working 9:11 trailers. The instructor should be available for
- guidance and redirection at this time. If the weather is
9:48 poor, students should stay within the classroom and
close hallway to film for the day. If the instructor
deems outside an acceptable situation, then students
should take all of their belongings.
Closure Tim Students should leave the iPads with the instructor “Has everyone Students with physical
89
e and prepare themselves to depart once the bell rings returned their iPads to impairments will be given
Clean-up for dismissal. At this time, students should return all me?” the opportunity to have a
9:49 of their paperwork to one group member’s folder. peer return their assigned
- “Do we have any final folder and Chromebook to
9:50 questions regarding the front of the room.
today’s lesson?”
disabilities or
social/emotional
this modification)
Contingency Tim If something in the above plan does not go as
e intended or if students finish the assignment with

Academy lessons for the week, students will be asked
to take out their personal D. E. A. R. book and
90

Teacher Candidate:
Brittany Dotson
English Language Arts iMovie Trailer – final day 50 minutes
WV Standard(s):
ELA.9.30
ELA.9.34
ELA.9.36
- Use parallel structures
the film trailer.
91
of the themes and plot of “St. Lucy’s Home for Girls Raised by Wolves.” Students will be able to demonstrate the conventions of
the English language when speaking and writing.
Students will be able to demonstrate the conventions of Standard English grammar and usage when speaking during their film
trailer.
PREPARATION
- Apple TV
- Chromebooks
- Internet Access
- iPads
- pencils
- Student folders

Instruction
Introduction front of the room. They should also get a Free write using a given the opportunity to
Chromebook from the cart located at the front of vocabulary word from sit at the front of the
the room as well. They will find their assigned seat week 7 on the following room.
and begin working on the igniter that is displayed topic:
92
Igniter 9:00- on the Apple TV*. The igniter will be completed The igniter will be
9:05 either on a blank piece of notebook paper, or on Scary Movies displayed on the Apple
the provided document on Google Classroom. The TV in large text.
igniter should be displayed on the Apple TV at the “What did you write
front of the classroom when students enter the for the igniter?” Students with physical
room. One iPad should be placed at each group. impairments will be
“What vocabulary given the opportunity to
During this time, the instructor will quickly take word did you choose to have a peer get their
roll while simultaneously ensuring that students use? Why that one?” assigned folder and
are on task and working on their igniter. Chromebook from the
front of the room.
Core Time Each group of students should have a few minutes “What kind of Students with specific
Instruction to gather their thoughts and pick up where they left questions do you have requirements will be
off the previous day. During this time, the groups about the project?” placed in a group with
Group 9:06- should discuss amongst themselves and decide their peer mentor.
Collection 9:10 what needs to be completed during this class time. “How can I help you?”
Remind students that this is the final day to work The special education co-
on the project. It must be completed by the end of teacher will drift around
class. the room, offering one-
on-one assistance to
Once students have had time to collect themselves students as needed.
9:11- within their group, students will be given the
Filming & 9:48 choice – pending the weather – to vote where to
Working move about the school for filming. Students will
be permitted to film outside as a whole class
wherein students break into their small groups and
focus on their own trailers. The instructor should
be available for guidance and redirection at this
time. If the weather is poor, students should stay
93
within the classroom and close hallway to film for

the day. If the instructor deems outside an
acceptable situation, then students should take all
of their belongings.
Closure Time Students should leave the iPads with the instructor “Has everyone returned Students with physical
and prepare themselves to depart once the bell their iPads to me?” impairments will be
Clean-up 9:49- rings for dismissal. At this time, students should given the opportunity to
9:50 return all of their paperwork to one group “Do we have any final have a peer return their
member’s folder. questions regarding assigned folder and
today’s lesson?” Chromebook to the front
of the room.

disabilities or
social/emotional
five minutes early.
who have this
modification)
the latest.

94

Teacher Candidate:
Brittany Dotson
English Language Arts Trailer Showing, Oscars, and Post-Test 50 minutes
WV Standard(s):
ELA.9.30
ELA.9.34
ELA.9.36
- Use various types of phrases (noun, verb, adjectival, participial, prepositional, and absolute) and clauses (independent, dependent, noun,
relative, and adverbial) to convey specific meanings and add variety and interest to writing or presentations
95
the film trailer.
of the themes and plot of “St. Lucy’s Home for Girls Raised by Wolves.”
Students will be able to demonstrate the conventions of Standard English grammar and usage when speaking during their film
trailer.
Summative Assessment:
Students will partake in the post-assessment, wherein they demonstrate their knowledge and understanding of literary concepts,
vocabulary words, and werewolf knowledge.
PREPARATION
- Apple TV
- iPads
- Chromebooks
- Internet Access
- Igniter
- Students’ turned-in trailers to show
- Post-test copies
- Oscar Ceremony nomination paper copies
- Oscar Ceremony award certificates
- Group and self-evaluation sheet copies
- pencils
- paper
96


Instruction
Introduction front of the room. They should also get a Solve the rebus puzzles given the opportunity
Chromebook from the cart located at the front of below. Each picture to sit at the front of
the room as well. They will find their assigned seat represents a common the room.
and begin working on the igniter that is displayed phrase/saying. Try your
Igniter 9:00- on the Apple TV*. The igniter will be completed best to answer all four! The igniter will be
9:05 either on a blank piece of notebook paper, or on displayed on the
the provided document on Google Classroom. The Apple TV in large
igniter should be displayed on the Apple TV at the text.
front of the classroom when students enter the
room. Students with
physical impairments
During this time, the instructor will quickly take will be given the
roll while simultaneously ensuring that students opportunity to have a
are on task and working on their igniter. peer get their
assigned folder and
They will have five minutes to complete the Chromebook from
igniter and a short discussion should occur the front of the room.
97
“What did you get for the

igniter?”
“How did you figure out

the answer?”
“What gave away the

answer?”
Core Time The instructor will quickly pass out the half sheets “Is the video playing at an Students who are
Instruction of nomination slips to students. After each student acceptable volume?” visually impaired will
9:06- has a slip, the instructor should briefly explain the be given the
Preparation 9:07 premise of the viewings, reminding students to “Does everyone have opportunity to sit in
have fun and be polite. copies of the papers they the front of the
need?” classroom, as well as
At this point, the instructor will share all of the watch the trailers on
Trailer 9:08- trailers with the class as a whole, displaying them an iPad.
Viewing 9:20 on the Apple TV located at the front of the room.
At this time, students will be asked to quickly and Students who are
quietly fill out the nominations slip and fold it in hearing impaired will
half. The instructor will pick them up from the be given the
students. opportunity to watch
the trailers with
9:26- The instructor will read the nominations to the subtitles on.
Awards 9:30 students and keep a running tally on the board. If
one student wishes to keep the tally while the In regard to the post
98
instructor reads the slips, that is okay too. Once a test, students who
final tally has been reached, the instructor will require a modified
announce a class winner for each category. The grading scale will be
winners will come to the front of the room and given one.
accept a certificate, presenting their winnings.
Students who would
After completing the ceremony, students will be benefit from having
asked to pull up Google Classroom on the the post-test to them
Post-Test, 9:31- Chromebooks and complete the brief post-test. will be given that
Group & 9:48 This should be completed in silence. Once the option.
Self- post-test is complete, students will be given the
Evaluations self and group evaluation form and asked to
complete it. At this time, the room should still be
silent, and all students should complete the form
before they leave the classroom. The instructor
should take up the forms as students complete
them
Closure Time Students will log out of the Chromebooks. They “Has everyone returned Students with
should close the Chromebooks and leave them their folders to the physical impairments
Clean-up 9:49- sitting on the desk for the following class. They appropriate bin?” will be given the
9:50 should return their folders to the appropriate shelf opportunity to have a
at the front of the class. Students should not line “Do we have any final peer return their
up at the door. questions regarding today’s assigned folder and
lesson?” Chromebook to the
front of the room.
Students with
physical disabilities
or social/emotional
permitted to leave
class five minutes
early. (There are two
99
students who have

this modification)
the latest.

100
101
102
103
104
105
106
107
108

Dotson Unit Plan - Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Dotson Unit Plan - Final

Uploaded by

Copyright:

Available Formats

1

COEPD UNIT PLAN TEMPLATE

Unit Learning Objective(s):

COEPD LESSON PLAN – DAY 1

Procedural Steps Questions Differentiated Instruction

class time still remaining, they will log back into

COEPD LESSON PLAN - DAY 2

- Google Classroom Access

Procedural Steps Questions Differentiated

Once the lesson concludes, students should tune

permitted to leave class

Contingency Time If something in the above plan does not go as

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 3

Procedural Steps Questions Differentiated

They will have five minutes to complete the igniter

Once students complete the comprehension

introduced in this stage. They should write the

Contingency Time If something in the above plan does not go as

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 4

Procedural Steps Questions Differentiated Instruction

They will have five minutes to complete the igniter

and a short discussion should occur afterwards.

The instructor will have students turn to the final

Once students complete the comprehension

in this stage. They should write the name and a

Contingency Time If something in the above plan does not go as

If students have already completed their Kahn

Academy lessons for the week, students will be

COEPD LESSON PLAN – DAY 5

Procedural Steps Questions Differentiated Instruction

Core Tim “Would anyone like When grading certain

Symbolize Once students complete that portion of the booklet,

Venn Once students complete this portion of the booklet,

9:36 preparation of filling in the rest of it after

Contingenc Tim If something in the above plan does not go as

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 6

Procedural Steps Questions Differentiated

on task and working on their igniter. peer get their

Once students complete the comprehension

Kahn Academy lessons. These can be found by

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 7

Procedural Steps Questions Differentiated

9:23- Students should then turn to the page labeled “Retell

Bumper 9:34- Once students have completed the entirety of the

Contingency Time If something in the above plan does not go as

Academy lessons. These can be found by following

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 8

Procedural Steps Questions Differentiated

while simultaneously ensuring that students are on folder and Chromebook

Once students complete the comprehension

9:36- questions in their booklet, students should turn to the

Contingency Time If something in the above plan does not go as

Academy lessons. These can be found by following

If students have already completed their Kahn

COEPD LESSON PLAN – DAY 9

Musical Chair Song – found at: https://www.youtube.com/watch?v=LJDWKvsmhss

Procedural Steps Questions Differentiated

and a short discussion should occur afterwards.