2-WEEK UNIT PLAN TEMPLATE

Teacher Candidate: Iris Wigley

UNIT OVERVIEW

Unit Title: Facing Adversity

Grade Level:7th Subject Area: ELA
Date range: Feb 12-23

UNIT LEARNING GOALS AND EXPECTATIONS:

Academic standards and links to their sources:

Kansas State Standards
RL 7.6 Explain how an author develops the point of view of the narrator or speaker in a text. Analyze
how an author develops and contrasts the points of view of different characters or narrators in a text.
W 7.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

ASL Standards

1.Sign arguments to support claims with clear reasons and relevant evidence.

2.Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

3.Produce clear and coherent signing in which the development, organization, and style are appropriate
to task, purpose, and audience.

Learning objectives:
Week One:
1Student will learn the background information of Holocaust before reading the Diary of Anne Frank.
2. Students will analyze and comprehend the Anne Frank book.

Week Two
1. Student will analyze and comprehend the Anne Frank book.
2. Students will answer some comprehension questions

Rationale:
This unit on facing adversity with “The Story of Anne Frank-A biography” immerse the students in
diverse cultures, empathy, and awareness. The unit encourages critical thinking, reading
comprehension skills. Students will do literacy analysis through the lens of facing adversity. Through
Anne Frank’s words students are exposed to the harsh reality of discrimination and resilience of a
human spirt when facing an unimaginable adversity.
Class composition & learner characteristics:
There are 5 students in the classroom they are on level reader, advanced and under level. There is
three female students and three male students.
I teach 7th-grade English Language Arts with five students daily for 45 minutes. Below is an overview
of my diverse seventh-grade English Language Arts class composition, encompassing demographics,
learning styles, and accommodation for each student, which are essential to creating an inclusive and
supportive learning environment. Here is a snapshot of five students in my class:
Jean: Demographics: Jean, a thirteen-year-old African American student. She is very creative, and she
is never in a bad mood. Her adoptive parents are very motivated to learn ASL to be able to help her
read and communicate with her better.

Learning Style: Jean’s learning style is a lot of auditory support with signing. She doesn’t take abstract
information very well. Information will need to be concrete and literal.
Accommodation: Provide additional time to complete assignments and test. Leveled assignment to
the level that she can do.
Haley:
Demographics: Haley a 13-year-old student who is very shy and quiet. She has a strong interest in
comics book. She identifies as Caucasian.
Learning Style: Haley is a visual learner she often needs pictures to connect to word she is not familiar
with. She appreciates ASL before reading English it helps her understand and visualize before she read
in English.
Accommodation: Provide additional time to complete assignment and test. I leveled the assignment
to the level that she could do. Provide ASL as an option instead of written English assignment.

Iris:
Demographics: Iris is very outgoing; she has a sense of humor. She is always motivated to learn. She is
trilingual with Spanish, English, and ASL.
Learning Style: Iris’ learning style is visual learner and kinetic. She learns better when there is a hands-
on activity to help her understand.
Accommodation: To support Iris’s success, she needs additional visual aids. She learns better when it
is hands-on (Kinesthetic learner). She benefits a lot from having those accommodations.
Alex:

Demographics: Alex, a 13-year-old, is from a bilingual household. He identifies as Hispanic.

Learning Style: Alex learns better when there is some critical thinking involved. He likes to have some
challenges in his assignments. He is a very fast learner.
Accommodation: Alex doesn’t have any accommodation; the only thing is had is have an assignment
on a bit higher level.
Adam:
Demographics: Alex, a 13-year-old student is from a trilingual household. He knows Spanish, English,
and ASL. He brings a rich language experience to the classroom.
Learning Style: Adam is a visual and kinetic learner. Sometimes he will need some additional language
support in ASL.
Accommodation: Adam have some issues with his fingers making it hard for him to do certain things.
Sometimes we offer to write for him while he signs the answers.

Differentiation, accommodations, and modifications for this unit:

Provide a lot of visual aid for all of my students.
Language support for a few of my students.
Materials, resources, and technology:
Materials and resources needed for this unit.
1. ELA Notebook
2. Pencil
3. “The Story of Anne Frank” By Emma Carlson Berne
4. Graphic Organizer
5.
Technology resources needed for this unit.
6. Ipad
7. Clear Touch TV
8.
Web Addresses needed for this unit: Website name (e.g. Yahoo), followed by the site’s complete web
address http://www.yahoo.com,
9. Edpuzzle
10. Flip.com
11. Google Classroom

Formative and summative assessments:

Students will take a multiple-choice exam by the end of the book. (Summative).

Students will write a summary of every 4 chapter. There is 8 chapter all together (Summative)

Students will have exit ticket twice a week. (Formative)

PLANNING MATRIX:

Monday Tuesday Wednesday Thursday Friday

February 12 February 13 February 13 February 14

Background Background Background Background No School

Week One: knowledge knowledge knowledge
Topic
 The students The students will The students The students
will learn the learn the will learn the will learn the
background background background background
information information of information of information of
of holocaust holocaust before holocaust holocaust
before reading Anne before reading before reading
Learning reading Anne Frank Anne Frank Anne Frank
Objectives Frank.

Students will Students will Students will Students will

learn the watch ASL video fill out KWL have review
history of about Anne chart. day recap of
Holocaust Frank’s life. everything they
Students will have learn this week.
discussion
Key
Activities

No School Text Analyze Text Analyze Text Analyze Library Day

Week Two:
Topic

Student will Student will Student will

analyze and analyze and analyze and
comprehend the comprehend comprehend
Anne Frank book. the Anne Frank the Anne Frank
book. book.
Students will
Learning answer some Students will Students will
Objectives comprehension answer some answer some
related questions. comprehension comprehension
related related
questions. questions.
 Students will work Students will Students will .
on Ed puzzle of work on Ed have
Chapter 1 and puzzle of opportunity to
answer Chapter 2 and catch up on
comprehension answer chapter 1&2.
questions. comprehension
Key questions. Students will
Activities work on Ed
puzzle of
Chapter 3 and
answer
comprehension
questions.