Unit Title: The Individual Leaves a Mark
Unit Overview
DAY #1
Objective Students will use the
introduction to the novel to
gauge how actions of characters
can affect other characters.
Standards IAS: 6.RL.3.1
Materials • Wonder by R.J, Palacio
• “_____ is a wonder
because” handout
• Index cards
Management Students will listen quietly as
they sit on the floor in front of
the chair for the read-aloud. The
students will rotate through
every desk in their class for the
activity at a whisper level.
Anticipatory Share a time when a loving
Set gesture turned my day around.
Hand each student two pieces
of chocolate and ask them to
give them away as an act of
kindness.
Purpose “Today, I am going to read a few
chapters from the book
Wonder. I am sure that many of
you have heard this book or
seen the movie. I want you to
listen closely to how other
characters view and treat
Auggie.”
Lesson INPUT
Presentation Read-aloud chapters to whole
class.
OUTPUT
Students fill out affirmation
sheets for each other
Closure or Statement about how we only
Conclusion read a portion of what Auggie
experiences every day, but that
those who saw him as a normal
kid impacted him. In turn, we
should go out of our way for
those around us.
Formative Observe students during the
Assessment lesson presentation as they
interact and make connections.
Adaptations See Lesson Plan:
• Simple
encouragements
• Verbal processing
• Read-aloud
text/opportunities for
reflection
DAY #2
Students will identify key
contributions of historical figures
of the Scientific Revolution and
how they have impacted the
world
IAS: Social Studies 6.1.9
NCSS: Theme 8: Science,
Technology, and Society
• 22 brown paper bags
• Puzzle piece papers
• Scissors
• Notecards
• Items for “Me Bag”
• Powerpoint presentation
Students will remain in their seat
during the anticipatory set and
lesson input. They will sit around
the room for the lesson
output/and rotate to different
groups. Return to seats for the
closure.
Share “Who I am Bag” about
myself that contains a cut-up
puzzle with information that
shows who I am.
“Today, we are going to make
“Who Am I Bags” for major figures
of the Scientific Revolution. We
will learn about a few different
people from the Scientific
Revolution and some of their
greatest accomplishments. I know
many of you will have heard of the
people we are going to talk about,
and maybe already know a little
bit about them. As you saw from
my example, there are many
things that make me unique, and
ways that I have played a small
part in the world.”
INPUT
Review with the class what the
Scientific Revolution is and
identify the individuals that made
some of the biggest contributions.
OUTPUT
Split students into groups and
assign each group a figure from
the Scientific Revolution. They will
create a puzzle piece with
important info that goes in a bag,
and then switch bags with other
groups
“3-2-1” method on a notecard. 3
things they learned, 2 things they
found interesting and want to
know more about, 1 question they
still have
“3-2-1” method on a notecard
Remediation: peer support
EXNEEDS: small group help, read
out-loud
Enrich: Further details and
research
Name: Michaela Stoffel
DAY #3
Students will examine how Martin
Luther’s writing of the 95 Theses and
the trial at the Diet of Worms was
foundational to the Reformation
movement.
IAS: Social Studies 6.1.12
NCSS: Theme 6: Power, Authority,
and Governance
ISTE: Citizen
Station Materials (See Lesson Plan)
Station 1: Bingo
Station 2: Write Your Own “95
Theses”
Station 3: Diet of Worms Poster
Students will sit in their groups upon
entry of the classroom. They will
remain in that group for the
anticipatory set/ lesson input and
engage in discussion. They will
rotate stations.
Ask for a definition of “reform.”
Allow students to give examples of
reforms they know of. List and
discuss how ideas for reform are
communicated.
“Today, we are going to learn about
how Martin Luther reformed religion
by hanging his document of
complaints about the Roman
Catholic Church on a church door.
This step was a radical move, as he
took a stand against the control of
the Pope and the teachings he
believed pulled people away from
God. Even when he was questioned
and removed from the church,
Luther refused to hide his belief in
Christ. Eventually, his ideas spread
and gained support throughout
Germany. Western Europe split into
a largely Catholic south and a
Protestant north.”
INPUT
Introduce the Protestant
Reformation, explain the 95 Theses
and the Diet of Worms, gauge
students prior knowledge on the
topic
OUTPUT
Station #1: Bingo
Read article, use the information
from the article and lesson input to
answer Bingo questions
Station #2: Write Your Own “95
Theses”
List problems in your school that you
would like to see changed or
improved. Answer questions if time
allows.
Station #3: Diet of Worms Poster
Make a poster that depicts whether
your group believes Martin Luther
should be guilty or not
Write a “flag-it” which states a main
summary point from the lesson
today to remember
Creation of “flag-its” on a sticky note
Remediation: Peer support, redirect
and refocused students who need it
during the centers
EXNEEDS: place L & Z in groups away
from peers, allow students to use
Chromebooks for assistance
DAY #4
Students will track Harriet Tubman’s trip
through the underground railroad and
create their own corresponding journey.
IAS: 6.RL.2.3
• “Moses: When Harriet
Tubman Led Her People to
Freedom” by Carole Boston
Weatherford
• Poster board
• Markers
• Maps
Students will listen quietly as they sit
on the floor in front of the chair for
the read-aloud. They will return to
their seats for the lesson presentation
and remain at a level 1 (whisper) with
their groups and during individual
work time.
Students will list and brainstorm ways
that they can be a leader to those
around them.
“Today, I am going to read the book
“Moses: When Harriet Tubman Led
Her People to Freedom.” We will hear
from three different voices: the
narrator, God, and Harriet Tubman.
Harriet will demonstrate the strength
it took to live life as a slave looking for
a way out. As the story progresses,
put yourself in Harriet’s shoes.”
INPUT
Read-aloud the book to the class.
OUTPUT
Freytag’s Pyramid: Use a poster
board to outline the events and
actions within the story (Intro, rising
action, climax.. etc). Draw
pictures/decorate poster and hang
around room.
Mark Your Trip: Map a course to free
territory from a slave state to a free
state. Identify any setbacks.
Follow the activities with check for
understanding questions comparing
Harriet’s journey and theirs
Statement about how Harriet made
sacrifices to follow her heart through
fear/frustration. She trusted in God
and saw the hope in the end.
Observe students as they answer
questions, interact, and narrate how
the plot unfolds. Ask questions to
indicate the involvement of students.
See Lesson plan:
• Provide E-book/YouTube
version of the book for
students to look back on
• Use the internet as a guide,
not a crutch while mapping
• Times for reflection
Unit Title: The Individual Leaves a Mark Name: Michaela Stoffel
Enrich: Add detail or re-do the • Peer support in groups
activity, aide their peers
Summative Write an “exit slip” on a Invention project at the end of the Role-playing activity at the end of Grade students posters on a group
Assessment notecard unit on the Scientific Revolution the unit on the Protestant rubric
(as needed) Reformation