about the essential question and share with peers. All students should have the same access point to begin the unit. PowerPoint PowerPoint Booklet Slide #1 Bellringer: Present essential question to students. ‘Why do people want to make a difference in other’s lives?’ Ask if any of the words need to be clarified. After the students have been given think time, ask them to predict and discuss what the essential question is referring to? Students will open their folders and remove their booklets to respond with a prediction sentence. Allow the students time to write their prediction sentences to be shared orally. Allow the students to share about someone they personally know or someone they admire that would fit the question. Have the students share why they think the person they mentioned fits the question? Slide #2 Unit Vocabulary: Introduce the three terms that will be used throughout the unit. Students may not know or may have a working knowledge of all these words as they have multiple meanings: difference, character, trait. First, the student looks at the word and tries to identify how well they know the word using the strategy, Fist of Five (each student rates their word knowledge by showing a 1-5 fingers on their hands). If the words need clarification, then the can be used to explore the meanings of the words. If not, the students will enter each word on a Frayer Model in their booklets so that they have 3 pages of vocabulary after their prediction page. Class discussion: Character Traits
Day 6: Major Idea/Topic #2: Man Changes Lives in Sudan Day(s) and Desired Outcome(s) Texts and Resources Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments) Days 7-10: Desired Outcome(s): Lexile Growth Continued exploration of ways different people have made a difference to another group of people. This article TeenBiz PowerPoint Booklets Day 7 (Slides 20-25) Article #2: Salva Dut (day 1 of article) Slide #20 Bell Ringer: The article title ‘Man Changes Lives in Sudan’ is posted on the board that provides instructions for the students to predict what they think the article will be about. They are to write the sentence citing the title and giving a valid topic of the article. Each student reads their response to the others. (Booklet) Class discussion: The essential question will be reviewed and students are reminded that as they are working through the article they should be thinking about how Salva Dut is making a difference. Students are given an article checklist that helps them move through the process and as each task is completed it is signed off by an adult. This encourages positive interactions with an adult and allows the students to see their progress.
Day 21 Day 22-24: Desired Outcomes: Awareness through a different medium that allows the students interact differently. Allows students that are behind to complete the assignments for the unit. Video “Little Red Wagon” Oct 2012 1 hr 44 minutes (May be purchased from: Little Red Wagon Foundation or Amazon) Day 1: Video of Zack Bonner’s story Video and side story: There is a second fictional story told throughout the video to illustrate the process of homelessness and how Zach’s journey impacted the family. During the video, it helps to remind students to look at this literary device that can be done better in a video. Observe the first 35 minutes to be introduced to Zach visually. Write 5 characteristics you noticed about Zach, his sister, and his mother that matches the people we have read about. Day 2 Observe 35 minutes of the video to learn how Zach’s desire to help others grew. Write 3 details you noticed that encouraged Zach to continue his drive. Day 3 Observe 35 minutes of the video and pay attention to the actual walk. List 5 facts that made you respect Zach and his desire. What did you think about the second story told throughout the video? Students turn in their lists.