Sarah D’Audney

TED 530

Inquiry Based Unit

Come up with a plan for an inquiry based unit that you hope to teach this year. Your unit should
include at least four readings of a variety of genres. Complete the following charts with as much
detail as possible about your unit:

Topic of the Unit: Love

Essential Question: What is “real” love and how do we know it
when we see it?
We will answer this question by exploring
these additional questions:
 What types of love are there?
 In what ways (both positive and negative)
do we show love?
 What characteristics does “healthy” love
have?
 What characteristics does “unhealthy”
love have?
 Have you ever been in love?
 What types of love do you see the people
around you experience? In what ways do
they express love?
Students will finish this unit with a better
understanding of how to express love in
healthy ways in the their current and future
relationships.
Identify a Final Project(s):  Creation (love letter, video, piece of art,
etc.) that student makes to show their
love for someone in a positive way
 Reflection on their creation (see prompt
at the end of this unit for project details)
Students will be encouraged to give their
creation to the person they made it for after
the unit is over.
Language Arts Concepts to be Included: Inference, symbolism, paraphrasing, imagery,
comparison/contrast, cause/effect,
prediction, supporting an opinion
Reading Materials: Romeo & Juliet; The Fault in Our Stars; Hey,
Kiddo; selected poems from Amante
(collection of love-themed poems self-
published by one of the students at my high
school); choice of Holes, Lean on Pete, The
One and Only Ivan or Thunder Over
 Sarah D’Audney
TED 530
Kandahar; choice of song lyrics from pre-
selected list (to ensure clean lyrics)
Time Frame: 8 weeks
Frontloading Activities: Students will work with their ABCD* group to
create a poster illustrating their idea of “what
love is” as a word cloud made up of words
they associate with “love.” Posters will be
displayed and groups will have a chance to
view them and determine common
words/phrases. A class word cloud will be
created and displayed for the unit with the
10-15 most important words that the class
agrees are related to love. This will be
referred back to and modified throughout
the unit as understanding evolves.

*Note about working groups: At the start of the unit, each student will be assigned a letter A-
D. Students will get into groups of four that contains all four letters. This will be their ABCD
group for the unit. When students are asked to pair off, it will be with someone from their
ABCD group. Sometimes students will be asked to pair off AB/CD, AC/BD, or AD/BC, or they will
have the opportunity to choose their partner from their group.

For each reading to be included in the unit, describe before, during, and after
prompts/questions/activities:

Reading Before During After

Romeo & Juliet Opinionaire: students will Using graphic Students will write
(play) rank (best to worst) organizers, students journal entries that
descriptions of three will note down the look at Romeo’s and
types of relationships actions of Romeo Juliet’s actions. They
found in the play (details and Juliet that show will determine—
will be changed enough to their love for one based on the class
not make it immediately another at various word cloud,
obvious who is points in the play; discussions about
described); students will students will discuss love and the play,
discuss in their ABCD in partners (AB/CD, and what they know
groups what they or AC/BD) why they about Romeo and
answered and why noted those actions, Juliet—whether or
what events (if any) not they believe
caused those actions, Romeo and Juliet
and whether or not exhibited “real” love
they believe those and why or why not.
actions were good
choices

The Fault in Our Students will participate
Stars (novel) in a gallery walk with their
ABCD groups and use
pictures related to the
novel to try and predict
what will happen in the
novel. They will have to
include how they think
the novel ties into love.
Selections from Students will create
Amante (poetry) poster that lists
characteristics they
believe show love in
“good ways” on one side
and “bad ways” on the
other side. Posters will be
displayed around the
room and groups will
review all posters and
discuss what they
agree/disagree with and
why. Reponses will be
shared out and discussed
with whole class. Class
will develop definition of
Sarah D’Audney
TED 530
Students will stop at Students will work
various times during with a partner
the story to respond (AD/BC) to complete
to the question “does a graphic organizer
‘real’ love always that compares the
have a happy characters in this
ending?” Students novel with Romeo
will discuss with theirand Juliet. They will
ABCD group, and answer the
include how their questions:
response changes  What type(s) of
over time. Students love are in this
will continue to make story?
predictions about  In what ways (both
what will happen positive and
next. negative) do Hazel
and Augustus show
love?
 In what ways are
Hazel and Augustus
similar to or
different than
Romeo and Juliet?
Results will be shared
with the ABCD group
and shared out to the
class.
Students will choose Students will create
a poem and work journal response to
with a partner reflect on the
(AB/CD) to identify following question:
words or phrases in Based on our
the poem that earlier discussion,
illustrate the idea of does your poem
love. They will discuss love in a
choose the three healthy (good) way
most effective word or unhealthy (bad)
choices in their poem way? Support your
and explain why they response with
most effectively evidence from the
illustrate love. poem and class
definitions.

“healthy” love and
“unhealthy” love.
Hey Kiddo Students will be asked to
(graphic novel) do a quick write on their
family: who they live with,
what their guardians do
(work, take care of the
house, travel, etc.), and
what challenges may exist
in their family unit. At the
end of the quick write,
they will be asked to
respond with their
thoughts on the quote
“families may love each
other, but can’t always
show it.”
Choice of song Students will brainstorm
lyrics (list in their ABCD groups
provided by songs that they’ve heard
teacher) that talk about love.
Groups will need to
choose one of the songs
they come up with and
provide details on how
the song discusses love.
What phrases are used?
Does the song seem to
show love as being good
or bad, and how do you
know? They will be able
to look up lyrics on a
chromebook if necessary.
Sarah D’Audney
TED 530
Students will choose Students will choose
short scenes showing two characters from
a type of love the story and write a
between two letter as one of the
characters from the characters and
story and act it out address it to the
within their ABCD other. They will need
group. They will to include a topic and
record their scene write with the tone
and share the video and language that
with the class. A class character would use.
library of videos will The letter will need
be compiled. to include something
Students will choose related to love either
a video other than explicitly or implicitly
theirs and analyze (since we don’t
what type of love is always outright
evident in the video. acknowledge our
love).
Students will Students will write a
“translate” the song journal entry about
they chose by their song addressing
paraphrasing it and the following
re-writing it with questions:
different words.  Does the song
Students will need to portray love as a
determine the point good or bad thing?
that the song is trying How do you know?
to make about love. Support your
What is the main response with
message? How do details from the
you know? The song.
rewritten songs and  What aspects of
analysis will be healthy or
shared and discussed unhealthy love are
in their ABCD group. included in the
song?
 Do you agree with
the song’s
message? Why or
why not?
 Sarah D’Audney
TED 530
Choice of novel Students will examine the Students will read Students will review
(Holes, Lean on covers of the novel they the same novel in their poster and
Pete, The One chose (including any their ABCD group. discuss any incorrect
and Only Ivan or review excerpts and plot Students will choose and correct
Thunder Over description) and make circle group roles to predictions. They will
Kandahar) predictions about the stay on task and finish their poster
type(s) of love they will assist with story with responses to the
see unfold in the story. analysis. At the end following:
Predictions will be noted of each chapter,  What type(s) of
on a poster that will be students will come love did you find in
added to as they read the up with 140- your novel?
book. character “Tweets”  How did this type(s)
that summarize the of love affect the
chapter or note one characters
important event that involved?
happened. Tweets  Note down any
will be added in healthy or
succession to the unhealthy ways you
same poster that has saw love shown in
the predictions. in your novel.
 Describe any areas
in your life where
you see this type(s)
of love.
 Sarah D’Audney
TED 530
Final Project

Now that we have looked at multiple sources addressing love and have explored types and
characteristics of love, you are tasked with creating something that shows your love for
someone in your life. You may also choose a character from one of our readings this unit and
create something you would give to them if you actually knew and loved them. Examples of
what you can create include a love letter, a video, a song, a poem, or a picture. You are not
limited to only these choices and can come up with another type of creation, but check with me
to make sure it’s appropriate. Whatever you choose, it should show your love in a positive,
healthy way. You will have class time to complete part of your project, but you will need to
complete some work outside of class time. You will be sharing this item with your ABCD group
on November 4.

The second piece of the project will be submitted for a grade on November 8. You will be
writing a reflection of at least 350 words discussing your creation. Your reflection will need to
address the following questions:
o Who you chose to create something for and why you chose that person or character
o Why you chose that creation to express your love (i.e. its significance)
o How our readings and discussions may have influenced your project
o How your creation shows love in a positive way
Please make your reflection double-spaced. This will count as a test for this unit, so no late
work can be accepted. Make sure to plan accordingly!