Maniac Magee Unit

Overview
Students will be reading Maniac Magee by Jerry Spinelli throughout the unit.
This particular write up focuses on ten lessons, about two weeks but the entire book will
take a month to read. Maniac Magee is rich with figurative language, heavy themes, and
humor. The students will be focusing on reading comprehension, writing a five-sentence
paragraph with quotes, peer editing, and collaborative discussions. The more exact
learning goals are listed below.
CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA- Writing.W.6.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice
on meaning and tone
CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into
the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building
on others ideas and expressing their own clearly.

The students will be assessed on their written paragraph, writers notebooks,
quizzes, and tests. During the unit students will keep a writers notebook, which will
include a figurative language dual entry journal, in which the teacher will collect at the
end and grade. They will also be writing a formal paragraph in which the students
explicitly answer a question with citations. Another form of assessment will be
bookmarks where students write main ideas and events that happen in the book in order
to test their skills of summarization.
Class 1

Length: 45 minutes

Standards: CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.

Lesson Title: Introduction of Maniac Magee

Lesson Objective: The students will be able to write a response about prejudice in their
writing journals.

Instruction Procedure: The teacher will assign a survey to have the students complete
about prejudice, one of the books themes. Then lead a discussion on prejudice and
answers from the survey. The students will journal about what prejudice means to them
and share.

Assignment/Assessment: The students will complete the journal entry and share with the
rest of class and partners as the teacher circulates to hear.

Class 2

Length: 55 minutes

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Lesson Title: Bookmarks and Discussion on Homelessness

Lesson Objective: The students will be able to discuss themes such as homelessness and
survival. The students will be able to create a semantic map of the plot in the first two
chapters. The students will be able to create a bookmark summarizing the main ideas in
the book.

Instruction Procedure: The teacher will review the theme of homelessness in the book
with a survey and hold a discussion. Then the teacher will model how the students pick
main details from chapters 1 and 2 to create the map, students will think-pair-share their
answers. Then the class will create a bookmark together summarizing the main details.

Assignment/Assessment: The students will write in their writing journals, complete a
semantic map, and a bookmark.

Class 3
Length: 55 minutes

Standards: CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone

Lesson Title: Maniac Magee Chapters 2,3

Lesson Objective: The students will identify figurative language and complete a dual
entry journal. The students will be able to popcorn read chapter three as a class.

Instruction Procedure: The teacher will model the correct way to read with analyzing,
summarizing, and predicting through a think aloud read. Then the teacher will introduce
a dual entry journal that the students will complete every few chapters analyzing
figurative language. Then the class, will popcorn read and summarize the chapter at the
end.

Assignment/Assessment: The students will complete a dual entry journal using figurative
language. The teacher will listen to the students read and identify who needs more
support.

Class 4

Length: 40-30 minutes

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Lesson Title: Reading Chapter 4

Lesson Objective: The students will be able to read chapter five using the fish bowl
technique and post its with a partner. The students will use the RAP technique to
analyze chapter five and ask questions to help better comprehend the text. R- what the
passage reminds the students of, A- always ask questions, and P- predict what happens
next.

Instruction Procedure: The teacher will use a fish bowl technique and read chapter four
with a student and explain dramatic irony. Then the teacher will teach the RAP song, R-
what the passage reminds the students of, A- always ask questions, and P- predict what
happens next. The students will then be in partners and use the rap to help them complete
the post it.

Assignment/Assessment: The students will write down three things on the post it that
corresponds with the song.

Class 5
Length: 40-30 minutes

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Lesson Title: Reading Chapter 5

Lesson Objective: The students will be able to read chapter five using the fish bowl
technique and post its with a partner. The students will use the RAP technique to
analyze chapter five and ask questions to help better comprehend the text. R- what the
passage reminds the students of, A- always ask questions, and P- predict what happens
next.

Instruction Procedure: The teacher will teach the RAP song, R- what the passage
reminds the students of, A- always ask questions, and P- predict what happens next. The
students will then be in partners and use the rap to help them complete the post it.

Assignment/Assessment: The students will write down three things on the post it that
corresponds with the song for chapter five.

Class 6

Length: 30 minutes

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Lesson Title: Chapter 6 Maniac Magee

Lesson Objective: The students will be able to read chapter six as a class popcorn style.
The students will be able to brainstorm about what makes a legend with a word map.

Instruction Procedure: The teacher will oversee popcorn reading of chapter six. Then
hold a class discussion about what makes a legend and have the students turn and talk to
a partner about their ideas. Then brainstorm with a word map on the board guided by the
teacher.

Assignment/Assessment: The students will write a journal entry what makes a legend in
their writers notebook.

Class 7

Length: 40 minutes

Standards: CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a text and contributes to the development
of the theme, setting, or plot.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others ideas and expressing their own clearly.

Lesson Title: Chapter 7 Maniac Magee

Lesson Objective: The students will be able to identify figurative language throughout
chapter seven. The students will be able to write quotes and an explanation in their dual
entry journals. The students will be able to create a web centering on Magee as a legend.
The students will be able to read chapter seven in popcorn style and identify vocabulary
and figurative language.

Instruction Procedure: The teacher will begin the lesson with explaining the rules of
baseball and drawing a diamond on the board. Then the teacher will frontload with the
vocabulary stipulated above by holding a discussion and letting the students define the
words together as a class. Then the class will popcorn read chapter 7 and be looking for
figurative language to add to their dual entry journals and ways Magee becomes a legend.
The teacher will pause during the class reading and ask probing, summative, predicting
questions. The teacher will pause during any possibly awkward hyperboles and make it
fun and exciting. After reading chapter 7 the students will add two examples of
figurative language to their dual entry journals with talking to their table partners. Then
the class will follow the teacher make an example word web and brainstorm ideas of how
Magee is becoming a legend.

Assignment/Assessment: The teacher will circulate, ask questions, and call on students
without hands raised to assess learning. The students will write in their journals and add
figurative language to the dual entry. The teacher will observe the dual entry journal and
word web in the journals during class. The teacher will also circulate during class
conversations and listen to what students are discussing.

Class 8

Length: 1 hour

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA- Writing.W.6.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
CCSS.ELA- Writing.W.6.5.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content.
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.

Lesson Title: Chapter 8 and Writing a Paragraph with Quotations

Lesson Objective: The students will be able to write a five-sentence paragraph citing
evidence of why Maniac is a legend. The students will be able to create a word map that
provides examples of how Maniac is a legend.

Instruction Procedure: The teacher will read chapter 8 popcorn style, which reveals the
different examples of how Maniac is a legend. Then the teacher will guide the students
through a word map brainstorm of examples of him being a legend. Then scaffold the
students with a prompt, how does the author build the idea that Jeffrey is a legend? The
students will all copy down the first sentence and use the example to create their own
paragraph citing evidence from the book.

Assignment/Assessment: The teacher will assess how much they have learned from their
paragraphs.


Class 9

Length: 30 min

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA- Writing.W.6.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
CCSS.ELA- Writing.W.6.5.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content.
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.

Lesson Title: Peer Edit

Lesson Objective: The students will be able to edit their peers paragraphs

Instruction Procedure: The students will peer edit the paragraphs and highlight the places
the two quotes are written. The rest of the students will be finishing their paragraphs.

Assignment/Assessment: The five-sentence scaffold paragraph in the writers journal.

Class 10

Length: 30 minutes

Standards: CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Lesson Title: Chapter 9 and 10 Maniac Magee

Lesson Objective: The students will be able to read chapter 9 and 10 as a class popcorn
style. The students will identify the authors style and sentence structure.

Instruction Procedure: The teacher will oversee popcorn reading of chapter nine and ten.
Then hold a class discussion about style and how the author slows down and speeds up
the pace with his writing style.

Assignment/Assessment: The students will verbally identify where the sentence structure
varies in small groups.



















Reflection
Overall, the unit took a month and a half to complete but the first two weeks
outlined here were completed in accurate time. Some of the strengths of the unit were the
writing portions. I was shocked when students struggled with writing a paragraph with
correct citation but once I realized it was their first time to write with quotes I slowed the
pace of the lesson. The paragraph helped to prepare them for middle school and future
essays. It was a successful way to weave in Common Core writing standards and high
expectations. The writers notebook was also a success because it kept students
accountable everyday along with the daily bookmark. The RAP song allowed students to
access previous knowledge and apply it to the reading. It also allowed students to make
predictions and asks questions about the text. Partner and whole class reading gave nice
variation and kept students eager to read.
Next time I would like to incorporate a worksheet thats mission is to teach
students how to read a chapter and create a title for the chapters. This helps students learn
how to condense a chapter into a few words and condense all of the information into the
most important ideas. I would like to expand the paragraph writing assignment into a full
essay with a least five sentences for each of the five paragraphs. The essay would
include an introduction, three body paragraphs, and conclusion. If I had the opportunity
to teach this unit again I want to come up with other ways to read a book with a whole
class and maybe have a certain style for each day of the week. I have learned from this
unit that I cannot include everything but I need to focus on s few specific goals I want my
students to learn.