Table 2

Day 1 Day 2 Day 3 Day 4 Day 5

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:

(7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the
interactions interactions interactions interactions interactions
between between between between between
individuals, events, individuals, events, individuals, events, individuals, events, individuals, events,
and ideas in a text and ideas in a text and ideas in a text and ideas in a text and ideas in a text
(e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas
influence influence influence influence influence
individuals or individuals or individuals or individuals or individuals or
events, or how events, or how events, or how events, or how events, or how
individuals individuals individuals individuals individuals
influence ideas or influence ideas or influence ideas or influence ideas or influence ideas or
events). events). events). events). events).

(8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze
how a text makes how a text makes how a text makes how a text makes how a text makes
connections among connections among connections among connections among connections among
and distinctions and distinctions and distinctions and distinctions and distinctions
between between between between between
individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas,
or events (e.g., or events (e.g., or events (e.g., or events (e.g., or events (e.g.,
through through through through through
comparisons, comparisons, comparisons, comparisons, comparisons,
analogies, or analogies, or analogies, or analogies, or analogies, or
categories). categories). categories). categories). categories).

Learning Learning Learning Learning Learning

Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson, students will lesson, students will lesson, students will lesson, students will lesson, students will
know what social know how their know various know the know the
influence is. They identity is similar or perspectives of connections among distinctions
will understand different from other identity. They will individuals, ideas, between
how society people’s identity. understand how or events in a text. individuals, ideas,
influences the They will individuals They will or events in a text.
identities of others. understand how influence ideas and understand how They will
They will be able to ideas influence events. They will be those connections understand how
connect what they individuals. They able to analyze the are made through those distinctions
have learned about will be able to interactions comparison, are made through
social influence on analyze the between analogy, or comparison,
their own identity. interactions individuals, events, category. They will analogy, or
between and ideas in a text. be able to identify category. They will
Essential Question individuals, events, Essential Question how and what be able to identify
for Student and ideas in a text. for Student makes one identity how and what
direction: direction: similar to another. makes one identity
Essential Question different from
What is social for Student What are the Essential Question another.
influence? direction: perspectives of for Student
How does society identity that are direction: Essential Question
influence other How are other new to you? for Student
people’s identities? people’s identity How do individuals What are the direction:
How does society different or similar influence ideas or connections among
affect your own to yours? events? the individuals, What are the
identity? How do ideas How are the ideas, or events in distinctions among
influence individuals, events, the text? the individuals,
individuals? and ideas in the text How are those ideas, or events in
How are the related to each connections made the text? How are
individuals, events, other? through those distinctions
and ideas in the text comparison, made through
connected? analogy, or comparison,
category? analogy, or
How and what category? How and
makes one identity what makes one
similar to another? identity different
from another?
Learning Learning Learning Learning Learning
Activities Activities Activities Activities Activities
The learning (This project comes I will provide Based on the Same as Day 4,
activities that the after we have read students the perspectives given except students will
students will The Hunger Games) perspectives of all the previous day, discuss the
participate in I will provide the characters in students will work distinctions among
include, watching a students with slips The Hunger Games in groups of four, the individuals,
video, completing of paper with a (i.e. their backstory, each with a ideas, or events
an observation character and an who they are, their different that they have and
worksheet, excerpt from the mission, their view perspective. They how those
providing feedback, book with the of the society they will watch clips distinctions are
completing an character in it. The live in, etc.). Then, I from The Hunger made. They will also
identity chart, and students will be will let students Games movie about discuss how and
making reflections. placed in groups of choose which their different what makes their
four, each with a perspective is the characters and how characters’
The instructional different character. most different from their perspective is identities and
strategies used in They will first theirs (i.e. different shown in the film. perspectives
connection to the examine how their from their After, they will different.
learning objective character’s identity personality, their discuss the
include individual is different or characteristics, or connections among
work, cooperative similar to their way of thinking). the individuals,
learning, hands-on identity individually. After, they will ideas, or events
learning, and self- Then, they will it share with a partner that they have and
reflection. share to their about how that how those
group. After, they perspective may be connections are
will discuss how the different or new to made. They will also
ideas of the society them. With that discuss how and
their characters live same partner, they what makes their
in influence their will discuss how characters’
 characters. They their characters identities and
will also discuss influence the ideas perspectives
how their of the society or the similar.
characters connect events that take
to the ideas and place in the book. The instructional
events of the text. They will also strategies used in
discuss how their connection to the
The instructional characters are learning objective is
strategies used in related to ideas and cooperative
connection to the events in the text. learning and visual
learning objective is learning (watching
individual work, The instructional film clips).
cooperative strategies used in
learning, and connection to the
differentiation (in learning objective is
terms of choosing individual work,
characters for the partner work, and
students). differentiation
(since students can
choose the
perspective they
want).
Assessment Assessment Assessment Assessment Assessment
A formative The formative The formative The formative Same as Day 4,
assessment strategy assessment assessment assessment except they will use
that I will use to strategies that I will strategies that I will strategies that I will the same graphic
measure the use to measure the use to measure the use to measure the organizer and Venn
learning objective learning objective learning objective learning objective diagram worksheets
and offer students and offer students and offer students and offer students to write how the
an opportunity to an opportunity to an opportunity to an opportunity to distinctions are
measure daily measure daily measure daily measure daily made and the
success in reaching success in reaching success in reaching success in reaching differences
the goal is a goal will be a goal is think-pair- goal include, between their
reflection paragraph response share with their discussion with characters.
assessment in the about how their partners, discussion their groups,
beginning and at identity is different with their partners graphic organizers
the end of the or similar to their and the class, and a for students to
lesson. Other character’s identity, journal entry about write how the
assessment discussion along what they learned connections are
strategies that I will with a graphic from their new made, and Venn
use are observation organizer to help perspective and diagram worksheets
worksheets, guide discussion, how society for students to fill
feedback and peer/self- influences our out the similarities
opportunities, and assessments identity and the between their
identity charts. following the choices we make. characters.
discussion.
Technology Technology Technology Technology Technology
I will use Padlet, I will use Padlet for I will use an online I will use an online Same as Day 4.
Google Classroom, them to submit graphic organizer to graphic organizer to
and Flipgrid within a their one paragraph show all the show all the film
hyper-doc. response, Google perspectives, Padlet clips and another
Classroom to for their think-pair- online graphic
ISTE Standards for submit their group’s share activity with organizer for
Teacher: graphic organizer, their partner, and students to fill out.
-Citizen (3a) and Google Forms Google Docs for
-Designer (5a & 5b) to submit their their journal entry. ISTE Standards for
peer/self- Teacher:
ISTE Standards for assessments. ISTE Standards for -Designer (5a & 5b)
Students: Teacher: -Facilitator (6a)
-Empowered ISTE Standards for -Designer (5a & 5b) -Analyst (7b)
learner (1c & 1d) Teacher: -Facilitator (6a)
-Digital Citizen (2b -Designer (5a & 5b) -Analyst (7b) ISTE Standards for
& 2c) -Facilitator (6a) Students:
-Analyst (7b) ISTE Standards for -Empowered
Students: Learner (1b)
ISTE Standards for -Empowered -Digital Learner (2b
Students: Learner (1c) & 2c)
-Empowered -Digital Learner (2b -Knowledge
Learner (1c) & 2c) Constructor (3b)
-Digital Learner (2b
& 2c)
Day 6 Day 7 Day 8 Day 9 Day 10
Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:

(7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the
interactions interactions interactions interactions interactions
between between between between between
individuals, events, individuals, events, individuals, events, individuals, events, individuals, events,
and ideas in a text and ideas in a text and ideas in a text and ideas in a text and ideas in a text
(e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas
influence influence influence influence influence
individuals or individuals or individuals or individuals or individuals or
events, or how events, or how events, or how events, or how events, or how
individuals individuals individuals individuals individuals
influence ideas or influence ideas or influence ideas or influence ideas or influence ideas or
events). events). events). events). events).

(8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze
how a text makes how a text makes how a text makes how a text makes how a text makes
connections among connections among connections among connections among connections among
and distinctions and distinctions and distinctions and distinctions and distinctions
between between between between between
individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas,
or events (e.g., or events (e.g., or events (e.g., or events (e.g., or events (e.g.,
through through through through through
comparisons, comparisons, comparisons, comparisons, comparisons,
analogies, or analogies, or analogies, or analogies, or analogies, or
categories). categories). categories). categories). categories).
Learning Learning Learning Learning Learning
Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson, students will lesson, students will lesson, students will lesson, students will lesson, students will
know what a role know the final know the know how to be a know what it was
model is. They will product of this characteristics of role model in the like to be a role
understand the project. They will the role models I community. They model in the
characteristics of a understand the bring into the will understand the community. They
role model. They expectations and classroom. They will actions role models will understand that
will be able to grading for the final understand how do to be considered being a role model
determine how product. They will those role models role models. They is important in
they may become be able to start act in the will be able to be society. They will be
role models. their final product. community to be role models able to answer the
(Final product: role models. They themselves in the driving question:
Essential Question Students will will be able to think community. how does society
for Student interview role about how they can influence our
direction: models in the be role models in Essential Question identity and the
community and the community. for Student choices we make?
What is a role determine the direction:
model? actions they do that Essential Question Essential Question
What are the make them role for Student How can people be for Student
characteristics of a models. Then, the direction: role models in the direction:
role model? students will create community?
How may you a list of actions that What are the What actions will What was it like to
become a role are similar to those characteristics of you take to be a be a role model in
model? and go onto the the role models? role model? the community?
school grounds to How do the role How will you be a Why is being a role
do them. They must models act in the role model in the model important in
complete all their community to be community? society?
tasks on their list role models? How does society
and explain their How can you influence our
experience with perform similar identity and the
being a role model actions and be a choices we make?
All of this role model in the
information will be community too?
formatted in a
presentation).

Essential Question
for Student
direction:

What is the final

product of this
project?
What are the
expectations and
grading for the final
product?
How you will start
your final product?
Learning Learning Learning Learning Learning
Activities Activities Activities Activities Activities
From everything Students will follow Students will Students will create The students will
that they have along with my interview the role their list of actions present all of the
gathered about the presentation about models that I bring to be role models in information they
characters from The the final product. into the classroom the community. gathered from the
Hunger Games, the Then they will from the They will have the interview with the
students will discuss with a community. The opportunity during role models, their
individually decide partner about the role models will first class to be role list of actions, and
which character is a ideas they have introduce models within their experience
role model for their about the final themselves and school grounds. with being a role
community. product. They will explain who they They will be given a model.
Afterwards, they receive feedback on are and what they list of places where
will discuss with a their ideas before do for the they can be role The instructional
partner why they deciding their final community. Then, models in the strategies used in
think their ideas. the students will school and which connection to the
character is a role have an opportunity teachers are learning objective is
model. Then, they The instructional to ask them available for them individual work and
will discuss with the strategies used in questions about to be good role presenting.
same partner about connection to the being a role model models to. They will
how they can be learning objective in the community. be paired up with a
role models in the will be partner work partner and will
community. and feedback The instructional have time to come
opportunities. strategies used in back to class before
The instructional connection to the class ends.
strategies used in learning objective is
connection to the interviewing, The instructional
learning objective is cooperative strategies used in
individual learning, and connection to the
reflection, partner feedback learning objective is
work, and opportunities. hands-on learning,
differentiation cooperative
(students choose learning, and
which characters differentiation.
are role models)
Assessment Assessment Assessment Assessment Assessment
The formative The formative The formative The formative The formative
assessment assessment assessment assessment assessment
strategies that I will strategies that I will strategies that I will strategies that I will strategies that I will
use to measure the use to measure the use to measure the use to measure the use to measure the
learning objective learning objective learning objective learning objective learning objective
and offer students and offer students and offer students and offer students and offer students
an opportunity to an opportunity to an opportunity to an opportunity to an opportunity to
measure daily measure daily measure daily measure daily measure daily
success in reaching success in reaching success in reaching success in reaching success in reaching
goal is think-pair- goal include, fill-in- goal will be goal is their goal is a rubric to
share for their blank notes to questioning, completed list of grade their
partner work, follow along with discussion, actions, and a presentations.
discussion with my presentation, observation paragraph response
their partners and think-pair-share to worksheets for about their
the class, and an discuss ideas with a them to write their experience with
exit ticket about partner, and answers, and a being a role model.
how they may peer/self- feedback inquiry.
become role assessments.
models.
Technology Technology Technology Technology Technology
I will use Padlet for I will use Google I will use Google I will use Padlet for I will allow students
their think-pair- Slides for my Slides for the role them to submit to use Google Slides
share activity and presentation and models to use and their paragraph or PowerPoint to
Google Forms for Google Forms for present themselves, response. present their
their exit ticket. the peer/self- and I will use presentation, and I
assessments. Google Forms for ISTE Standards for will use an online
ISTE Standards for students to give Teacher: rubric to grade
Teacher: ISTE Standards for their feedback -Designer (5a & 5b) them.
-Designer (5a & 5b) Teacher: about the role -Facilitator (6a)
-Facilitator (6a) -Designer (5a & 5b) models that ISTE Standards for
-Facilitator (6a) presented. ISTE Standards for Teacher:
ISTE Standards for -Analyst (7b) Students: -Designer (5a & 5b)
Student: ISTE Standards for -Empowered -Facilitator (6a)
--Empowered ISTE Standards for Teacher: Learner (1c) -Analyst (7b)
Learner (1c) Students: -Collaborator (4a) -Digital Learner (2b
-Digital Learner (2b -Empowered -Designer (5a & 5b) & 2c) ISTE Standards for
& 2c) Learner (1c) -Facilitator (6a) Students:
-Digital Learner (2b -Digital Learner (2c)
& 2c) ISTE Standards for -Knowledge
-Knowledge Student: Constructor (3a)
Constructor (3a) -Empowered
Learner (1c)