Unit Title: Small Choices, Big Impacts
Unit Overview
DAY #1: A Friend Like Simon
Objective a. Students will agree on the
theme of A Friend Like Simon by
Kate Gaynor by discussing the
point of view of the narrator,
mood, tone, and text.
b. Students will apply the theme
of A Friend Like Simon by Kate
Gaynor by creating their own
stories of inclusion.
Standards IAS: (6.RL.3.2) Explain how an
author develops the point of
view of the narrator or speaker
in a work of literature and how
the narrator or speaker impacts
the mood, tone, and meaning of
a text.
(6.RL.2.2) Determine how a
theme or central idea of a work
of literature is conveyed through
particular details; provide a
detailed, objective summary of
the text.
Materials A Friend Like Simon by Kate
Gaynor, regular M&M’s, Peanut
M&M’s, “Respectful Thinker”
bucks.
Management I will be using Park Elementary’s
Behavior Matrix system, as well
as “Respectful Thinker” bucks to
reward thoughtful and respectful
responses.
Anticipatory I will pass out one M&M’s to
Set each student and one Peanut
M&M to an individual student.
Students will separate according
to what they have.
Purpose “I am going to read A Friend Like
Simon by Kate Gaynor. I want
you to figure out what the big
theme is by observing the
characters and their
interactions.”
Lesson I will read the story to them
Presentation using different voices for
the characters in A Friend
Like Simon by Kate
Gaynor.
Closure or I will open it up to students to
Conclusion share their stories with the rest
of the class.
Formative Students will respond to the
Assessment book by answering a
writing prompt. I will then
collect their stories and
look for how they shared
they would include the
other.
Adaptations To help students who
struggle with spelling, I
will post a list of
vocabulary that is related to
our in class discussion:
Inclusion, Excluded,
Summative
Assessment
(as needed)
DAY #2: The Renaissance Man
Students will identify a key
contributor during the Renaissance
in Europe and analyze their impact
on today’s society.
IAS: (6.1.8) Compare the diverse
perspectives, ideas, interests and
people that brought about the
Renaissance in Europe.
NCSS: (2.b) Compare and contrast
different stories or accounts about
past events, people, places, or
situations, identify how they
contribute to our understanding of
the past.
PowerPoint, Mystery Bag
(Helicopter, Paintbrush, Foam sun,
Poem, Apple, and Pendulum),
Investigation sheets, “The
Renaissance Man” worksheets;
red, blue, and yellow circle stickers,
“Respectful thinker” bucks, Index
cards.
I will be using Park Elementary’s
Behavior Matrix System,
“Respectful Thinker” bucks,
Colored stickers
I will use a mystery bag to
introduce common or familiar
objects such as a helicopter,
paintbrush, sun, poem, apple, and
pendulum to the class.
Every object I pulled from the bag is
connected to a contribution an
individual made during the
Renaissance. Today we are going
to investigate key people during
the Renaissance that have
influenced their society, and have
changed how we live today.”
The instruction will start off with a
mini lesson using a PowerPoint.
We will complete guided
instruction by investigating
Michelangelo and his contribution
and impact. Then students will
complete their own worksheet on
another key figure.
Students will share their findings
for each figure. They will also
complete an exit ticket.
Students will use an index card as
an exit ticket. One these cards
students will write one of their
takeaways from the lesson.
Students will be given the choice to
use a hard copy of the
investigation sheets to complete
the “The Renaissance Man”
worksheet.
Name: Delaney Nuckols
DAY #3: Explorers
Using a quick write in the form of a
letter, students will identify the
reasons and purposes European
explorers had in exploring and
colonizing the Americas.
IAS: (6.1.10) Examine and explain the
outcomes of European colonization
on the Americas and the rest of the
world.
NCSS: (III.b) interpret, use, and
distinguish various representations of
the earth, such as maps, globes, and
photographs.
ISTE: (3.3a) Students plan and employ
effective research strategies to locate
information and other resources for
their intellectual or creative pursuits.
Chromebooks, 4 premade flags,
instructional sheets, pre-printed
maps, board game and cards, who’s
all involved Worksheets, “Respectful
Thinker” bucks, Globes
I will be using Behavior Matrix,
“Respectful Thinker” bucks, “Ask
Three Before Me”, and pre-selected
groups.
I will lead students through a
brainstorming activity. Within this
activity, students and I will
brainstorm the ideal place we would
like to explore and colonize
“Just as we have created our ideal
land to explore and call our own, we
are going to go back into time and
look at the exploration and
colonization of the Americas.”
I will walk students through a mini
lesson and then send them on their
own to complete four centers.
To close out the lesson, I will have
students take on the persona of an
explorer and write to someone back
home on their mainland. This letter
must address who they are exploring
for, transportation, resources they
found to trade, and characteristics of
the ideal land we discussed at the
beginning of class.
Students will write a letter as an
explorer that addresses who they are
sailing for, what form of
transportation they are taking,
resources they found, and
characteristics of the land.
Students will be separated into
preselected groups. Tangible maps
will be out at each station for
students to use.
DAY #4: Choosing Kindness
Students will identify the choices and
their impact made by the characters in
Wonder.
IAS: (6.RL.2.3) Explain how a plot
unfolds in a series of episodes as well
as how the characters respond or
change as the narrative advances and
moves toward a resolution.
Wonder, Stationary, Pre-made Action
Plan Worksheets, Photos of me in fifth
grade.
I will be using Behavior Matrix,
“Respectful Thinker” bucks, and pre-
selecting groups.
For the anticipatory set, I will share a
personal story of how an act of
kindness impacted me.
Today we are going to talk about how
we have a choice to be kind to others
and the grand impact it has on those
around us.”
I will read preselected and marked
chapters from the novel Wonder to
the class. Afterwards, students will
respond by writing a letter of
encouragement to someone and
creating a grand act of kindness action
plan.
. I will have groups go around and
share their action plan with the rest of
the class.
Each group will share their action plan
with me and the rest of the class. The
action plan entails what the group is
CHOOSING to do, the materials
needed to carry out the plan, and
what they believe the impact will be
on the community. I will assess the
groups through the use of a checklist.
For students who need further
adaptations within the lesson I will
have them work with me on their
letter and grand kindness act.