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Madison Martin

ENG 405

Mrs. Bixler

12 December 2022

Final Unit Plan

For my unit plan, I wrote five lessons pertaining to Jaqueline Woodsen’s book, If You Come

Softly. Ideally, this unit would be taught to ninth or tenth grade students after they have read

William Shakespeare’s Romeo and Juliet, which If You Come Softly is a modern-day retelling of.

While the simplicity of the text itself caters to struggling readers, the content is rich enough to

keep more advanced readers entertained. This text is brief and engaging, with many characters

and events that my students can hopefully relate to. It is also a text written by a woman of color.

This unit will focus heavily on building skills that will improve the students’ reading and writing.

They will work on identifying literary terms like foreshadowing and theme.
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Lesson One

LESSON PLAN

Name: Madison Martin Date: sometime Lesson Start and End Time: 10;:00-
10:45
Academic Area: English Grade Level:10 Co-op initials with date:
Pre-Instruction Planning
Topic If You Come Softly introductory lesson
PA Anchor/Standard or CC.1.3.9–10.A Determine a theme or central idea of a text and
Eligible Content analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Lesson Objectives The students will be introduced to the text and asked to take a
brief pre-reading quiz. They will compare answers and discuss
what they believe the book will be about based on the cover and
blurb.
Materials Copy of the novel, pre-reading quiz, student Prezi example
(linked in Self- Evaluation box)Post-It notes
Planning for Learners Differentiation: Each group/ class period will spend a different
amount of time working on each assignment depending on their
needs. The text will be available for all students to begin reading
if time permits.
Modifications/Accommodations: All materials will be available
either digitally or in print depending on student needs. I will
always also be willing to read aloud to students/ meet any
specific IEP accommodations that a student may require.
Lesson Presentation
Introduction The text will be passed out to students. I will give them the pre-
reading quiz before anything else, but they are free to look
through the book as they receive it.
Sequence of activities 1. The pre-reading quiz will be passed out and completed. I
including assessments will allow about 15 minutes for this. In order to get
complex answers, it will be graded.
2. After the quizzes have been returned to me, we will view
the student Prezi together as a class. I will emphasize
that it is student-created. This will give the students an
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idea of what the text is about and what to expect/look out

for as they read. Approximately 10-15 minutes.
3. Students will be given 5 minutes to leaf through the text,
look at the cover, read the blurb, etc. They will be asked
to bookmark anything with a Post-It note (which I will
have available) that they think looks interesting, want to
understand the context of, or just that sticks out to them.
They must bookmark at least one thing. A timer will be
set to go off after 5 minutes.
4. After 5 minutes, students will work together in pairs or
small groups. They will share their “juicy quote” with
the group and why they picked it. Each student will also
have to share what they expect will happen in the book.
Approx.. 10-15 minutes.
5. If there is time left over, students can begin reading the
book independently. The first two chapters will be
assigned as homework.
Lesson Wrap-up At the end of this lesson, the students should be able to
understand what the general idea of the novel is. The pre-
reading questions will get them thinking/ “preheat” them to
some of the main themes explored in the book. They should
have at least one passage bookmarked that they will analyze
once we read it.
Self-Evaluation Prezi: If You Come Softly by Kareen Topdjian (prezi.com)
(Since this is a student example, I would leave the errors)

Pre reading quiz:

What is a cause that you would be willing to die for?

How does love change the way we view things?

What is more important; family or friends?

Is school or athletics more important to you? Why?

Is there a quote, poem or song that means something to you?

What is it?
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Lesson Two

LESSON PLAN

Name: Madison Martin Date: sometime Lesson Start and End Time: 10;:00-
10:45
Academic Area: English Grade Level:10 Co-op initials with date:
Pre-Instruction Planning
Topic If You Come Softly mentor texts
PA Anchor/Standard or CC.1.3.9–10.A Determine a theme or central idea of a text and
Eligible Content analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Lesson Objectives The students will read the poem “summer, somewhere” or the
final scene of “Romeo and Juliet” and be able to complete a
graphic organizer comparing and contrasting with If You Come
Softy.
Materials Copy of the novel, copy of the poem (digital), Venn diagram
chart (digital or paper), blank document OR KWL chart (paper
or digital)
Planning for Learners Differentiation: The students are able to chose what “mentor
text” they want to work with- either the poem or the act from the
play.
Modifications/Accommodations: All materials will be available
either digitally or in print depending on student needs. I will
always also be willing to read aloud to students/ meet any
specific IEP accommodations that a student may require.
Lesson Presentation
Introduction I will present the two options of mentor texts to my students and
have them complete a KWL Chart about the text they choose to
analyze. I will also explain to them what a mentor text is and
their purpose.
Sequence of activities 1. After completing KWL charts, the students will break off
including assessments into groups depending on what text they chose.
2. They can read together or independently, or with my
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help/my aid/Special Education teacher’s help.

3. They will be given either a paper or digital copy of their
Venn Diagram chart after about 10 minutes of silent
reading to begin to fill out. One side should say If You
Come Softly and the other should say the name of their
mentor text.
4. The Venn diagram should be completed to compare and
contrast the two texts. If they have trouble generating
these ideas on their own, I can always give examples of
questions for them to ask themselves while they’re
reading. GIST chart questions like the 5 W’s or character
analysis/plot analysis/major themes, etc. As always, I am
a resource available to help them answer these questions.
5. If time allows, we will do a modified Think Pair Share
activity where they partner with someone who chose the
opposite text and share their findings with their mentor
text group.
6. As a homework assignment, they will have to write a
two-page analysis of their comparison. Assignment and
rubric will be in “Self-Evaluation” box.
Lesson Wrap-up At the end of this lesson, the students should be able to compare
and contrast the original text with the mentor text they analyzed.
This lesson will implement different strategies like KWL, Think
Pair Share, and Venn diagram charts. These will help students
learn different strategies to help them analyze complex texts. I
will tell them all of these things, because we cannot always
expect our students to intuit what we are expecting of them
without explicitly stating it. I will encourage students to make
connections and find mentor texts on their own to help them
understand more complex texts.
Self-Evaluation Assignment: Based off of today’s activity in class, you will
write a two-page (approx. 500 words) formal paper comparing
your mentor text with If You Come Softly. Your paper should
have a proper MLA heading and formatting. You should include
at least one similarity and one difference between the two texts.
Two quotes must be included- one from each text.
This paper will be graded holistically- were the requirements all
met? MLA Format and heading? One compare? One contrast?
Two quotes? They will receive 10 points for each requirement
that is met, for a total of 60 possible points.
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Lesson Three

Name: Madison Martin Date: whenever Lesson Start and End Time:
whenever
Academic Area: English Grade Level: 10 Co-op initials with date:
Pre-Instruction Planning If You Come Softly informal writing/ infographics assignment
Topic Informal writing exercises
PA Anchor/Standard or Write informative/explanatory texts to examine and convey complex
Eligible Content ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Lesson Objectives The students will be able to analyze an infographic and explain
the information presented
Materials Infographic, writing utensils and journal, iPad/computer
Planning for Learners Differentiation: Different infographics provided
Modifications/Accommodations:
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Lesson Presentation
Introduction I will explain to the students what an infographic is and why we
need to know how to use them before presenting them with 3
different charts to analyze. (Cost of condos in Manhattan,
Visualizing America through Race or Rec League Basketball)
Sequence of activities 1. The students will decide which infographic to analyze.
including assessments 2. They will glue the infographic in their journals.
3. They will complete the What’s Said/What’s Not Said T-
Chart- at least 3 items on each side
4. They must write one paragraph explaining what the
infographic is telling.
5. Think-Pair-Share with someone who analyzed a different
infographic.
6. They must find an infographic from a reliable source
about something relating to the book- race, New York
City, sports, private schooling vs. public schooling, etc.
7. We will discuss what everyone found and why it’s
relevant.
8. As a larger assignment, the students will be asked to
create their own infographic that will represent the book.
They must include at least 4 images, a quote from the
book, and a one-line review that would entice the viewer
to read the novel. In-class time would be given to
complete this assignment within the same week. They
must use Canva to complete this assignment.
Lesson Wrap-up The students will learn what an infographic is, why we use
them, and how to analyze the information they are presenting.
They will be able to find reliable infographics on their own.
They will also be practicing writing skills.
Self-Evaluation
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Lesson Four

LESSON PLAN

Name: Madison Martin Date: sometime Lesson Start and End Time: 10;:00-
10:45
Academic Area: English Grade Level:10 Co-op initials with date:
Pre-Instruction Planning
Topic If You Come Softly foreshadowing activity
PA Anchor/Standard or CC.1.3.9–10.A Determine a theme or central idea of a text and
Eligible Content analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Lesson Objectives The student will understand the concept of foreshadowing and
be able to recognize it in this novel.
Materials Copy of the novel, iPad/computer, Foreshadowing presentation
from slide share (linked in Self-Evaluation box) ELA textbook,
journals
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Planning for Learners Differentiation: The length of time we spend on each activity
will depend on the students’ previous knowledge. This activity
could be completely replaced with a chapter and worksheets
from their ELA textbook if that is required due to learning style
or behavioral issues.
Modifications/Accommodations: All materials will be available
either digitally or in print depending on student needs. I will
always also be willing to read aloud to students/ meet any
specific IEP accommodations that a student may require.
Lesson Presentation
Introduction Tell students that we will be learning about foreshadowing. Pass
out their daily writing journals. Ask them what they think this
means they will be doing? Journaling.. Boom, foreshadowing.
Sequence of activities 1. We will work through the PowerPoint presentation
including assessments together; stopping to discuss the questions, listening to
the music, and answer any questions students may have.
2. The students will use their iPads to find an example of
foreshadowing from something they are familiar with- a
TV show, book, movie, etc.
3. They must write down where they find their example,
what the foreshadowing is, and what eventually ends up
happening for an online discussion post via a blog site.
They must also include an image, text excerpt, or video
clip that shows their example. This can be in the format
of a film/book review.
4. Their final activity/exit tickets will be to answer the
journal prompt: Are there any examples of
foreshadowing in IYCS? If yes, what are they? What do
you predict will happen at the end of the novel?
Lesson Wrap-up The students will review what foreshadowing is and why it is
important. They will learn more about making inferences based
off of what the test is and is not saying.
Self-Evaluation Slide Share: PPT - FORESHADOWING PowerPoint
Presentation, free download - ID:9493488 (slideserve.com)
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Lesson 5

LESSON PLAN

Name: Madison Martin Date: sometime Lesson Start and End Time: 10;:00-
10:45
Academic Area: English Grade Level:10 Co-op initials with date:
Pre-Instruction Planning
Topic If You Come Softly exam
PA Anchor/Standard or CC.1.3.9–10.A Determine a theme or central idea of a text and
Eligible Content analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Lesson Objectives The students will complete a brief (20-25 questions @ 2 points
each) multiple choice exam about events in the novel.
Afterwards, they will complete an essay assignment as well.
Materials Multiple choice exam and essay- either digitally or on paper
depending on district’s requirements.
Planning for Learners Differentiation: The students have a choice between three essay
options.
Modifications/Accommodations: All materials will be available
either digitally or in print depending on student needs. I will
always also be willing to read aloud to students/ meet any
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specific IEP accommodations that a student may require.

Lesson Presentation
Introduction The students will be presented with the exam. We will walk
through the directions and answer any questions briefly. The
remainder of the period will be spent completing the exam.
Sequence of activities Multiple choice exam will be completed first, then essays.
including assessments
Books will be allowed for use on essay but not multiple choice;

hence, they must turn in their multiple-choice portion and

receive a book from me before they write their essays.

For my “end of unit” formal assessment, I would like my

students to write an essay answering one of the following

prompts:

1. Pretend you are a witness to Miah’s death at the end of

the novel. Write an essay as if you were completing a

police report about what happened. Use a quote from the

novel at some point in this essay. Recount the events that

you witnessed in detail, state why you were in the park,

and whether or not you think Miah’s death was justified.

Must be at least 3 paragraphs.

2. Pretend you are a friend of Miah or Ellie. Write three

brief journal entries (1 paragraph each; 3 paragraphs

total) about events that occurred throughout the novel.

You should use at least one quote from the novel to

describe how you or another character feel about the

events you are recounting.

3. Write an epilogue to the story about what you believe

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happened next. You can write as a character (Ellie,

Carlton, one of the parents or siblings) or as a third-

person narrator. Your epilogue should make sense with

what we have learned about the characters throughout

the novel . For example, does Carlton go on to become a

professional basketball player? Use a quote from the

novel to justify the actions of at least one character. Must

be at least 3 paragraphs

This may be accompanied with a multiple choice/fill-in-the-

blank objective, comprehension type exam. I think that I would

give them an analytic rubric to give them more concrete

feedback about their performance on the exam portion. It would

probably look something like this:

Was a quote Yes- 5 points No- 0 points

included?

Was the Yes- 5 points No (1-2 No- (1

prompt paragraphs) paragraph or
answered in 3 3 points less) 1 point
paragraphs?
Was your Yes- 5 points Maybe- 3 No- 1 point
essay relevant Clear and points Little to no
to the novel? thoughtful Base-level connections
connections connections to the novel;
to the novel to the novel, minimal
not very demonstratio
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thoughtful n of thought
Mechanics- Excellent- 5 Acceptable- 3 Needs work-
Grammar, points points 1 point
spelling, 0-3 errors in 4-6 errors in >6 errors in
punctuation mechanics mechanics mechanics

TOTAL /20 points

SCORE:

Lesson Wrap-up At the end of this lesson, the students should have completed
their final formal assessment for the unit. They will hopefully
have learned about foreshadowing, and improved their reading
and writing skills.
Self-Evaluation Multiple choice exam would most likely be purchased from
Book Rags- I did not purchase it for the sake of this assignment;
however I did review the free sample which can be found here:
If You Come Softly Multiple Choice Test Questions
(bookrags.com)