Literacy Unit

based on the novel: The

Tale of Despereaux
Susu, Pam, and Julia
ELED 306A
Spring 2015

SEHAM SABA - Reflection

In my group, we chose to read and create a literacy unit plan based on the novel, The Tale of
Despereaux. The novel is a fictional story about a mouse and how he gained courage to save the
princess from a rat, who wanted revenge. The story is told through a narrator that speaks to the
reader. This book describes the importance of moral values and how crucial it is for someone to do
what is right. I chose to read and create a unit on this book because Ive heard great reviews of the
novel. I have seen the movie, but never read the book. After reading the novel, I fell in love with the
story. The features of the book were interesting, the way it was written out was engaging, and the
themes in this book were countless. The characters were fascinating to read about, especially the
talking mouse and rat.
Because this book had so many great themes to discuss, we chose to focus on 4 major themes:
courage, revenge, hope, and forgiveness. We wanted the students to understand the meaning of
these words and why they were so vital in the novel. The lessons and activities we created
contributed to the process of making meaning by having lessons and activities correspond to the
comprehension strategies of learning. Throughout this lesson students will be able to read, connect,
define, interpret, analyse, question, discuss, and create different works.

Reflection
I felt that my group worked very well together. During our class time, we worked hard to complete as
much as we can, and came prepared on Mondays writing workshops. We all shared significant and
great ideas, and contributed to the project as a team! As a team member, I learned I liked to take the
role of the leader, but not in a way to tell my group members what to do, or in a way to do all the work.
Instead I felt, I did a good job organizing and laying out what has to be done and what materials we
still need to work on. When my group members got bored or confused, I was there to support and
change their mood to feel excited and relaxed. Ive also noticed I like to design the backgrounds for
the google docs! Working on the lessons were my strengths, only because I had so many ideas about
the novel that I wanted to teach. I learned when the novel you read is interesting and connects well
with your personality and interests, it makes it easier to create a unit that is worthwhile where
students and teachers can enjoy learning about it novel and creating great projects.

Essential Ideas or Questions

What motivates us?

Why do we do things we
do?
Are we born a certain way
or do we learn to be that
way?

Unit Goals/ Learning Outcomes

At the end of this unit, students will...

1. Recognize and identify different text features

2. Identify and interpret themes in the novel.
3. Recognizing supporting details that are evident to the themes in the novel by using evidence flagging.
4. Identify and describe literary and story devices.
5. Make a variety of text connections and themes via journal prompts.
6. Articulate their perception of the big ideas of the text as well as their feelings towards the novel.
7. Categorize the order of events during the novel and then create a class storyboard.
8. Define and create a sentence using the vocabulary words.
9. Create opinions about and questions for a character from the book.
10. Analyze the text and describe the different symbols found within the novel.

Reading

Common Core
State Standards
5th grade
Writing

CCSS.ELA-LITERACY.RL.5.1: Quote accurately

from a text when explaining what the text says
explicitly and when drawing inferences from the
text.

CCSS.ELA-LITERACY.W.5.2.A: Introduce a
topic clearly, provide a general observation
and focus, and group related information
logically; include formatting (e.g., headings),
CCSS.ELA-LITERACY.RL.5.2: Determine a theme illustrations, and multimedia when useful to
of a story, drama, or poem from details in the text, aiding comprehension.
including how characters in a story or drama
respond to challenges or how the speaker in a
CCSS.ELA-LITERACY.W.5.2.B: Develop the
poem reflects upon a topic; summarize the text.
topic with facts, definitions, concrete details,
quotations, or other information and examples
CCSS.ELA-LITERACY.RL.5.4: Determine the
meaning of words and phrases as they are used in related to the topic.
a text, including figurative language such as
metaphors and similes.

CCSS.ELA-LITERACY.W.5.2.D: Use precise

language and domain-specific vocabulary to
inform about or explain the topic.

CCSS.ELA-LITERACY.RL.5.5: Explain how a

series of chapters, scenes, or stanzas fits together
CCSS.ELA-LITERACY.W.5.3.B: Use narrative
to provide the overall structure of a particular story,
techniques, such as dialogue, description,
drama, or poem.
and pacing, to develop experiences and
events or show the responses of characters
CCSS.ELA-LITERACY.RL.5.6: Describe how a
to situations.
narrator's or speaker's point of view influences
how events are described.
CCSS.ELA-LITERACY.W.5.3.C: Use a variety
of transitional words, phrases, and clauses to
manage the sequence of events.

Speaking and Listening

CCSS.ELA-LITERACY.SL.5.1.A: Come to
discussions prepared, having read or
studied required material; explicitly draw on
that preparation and other information
known about the topic to explore ideas
under discussion.
CCSS.ELA-LITERACY.SL.5.1.C: Pose and
respond to specific questions by making
comments that contribute to the discussion
and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D: Review
the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.
CCSS.ELA-LITERACY.SL.5.3: Summarize
the points a speaker makes and explain
how each claim is supported by reasons
and evidence.

Pre-reading: Lesson 1

Purpose: To familiarize students with fiction text features: the cover, the
title, the illustrations, how the chapters are split it up, the different books
in the book, etc.

Teacher will...Have a mini-lesson introducing text features. Then the

teacher will introduce the book to the class and show the students the
cover of the book. Teacher will ask students to use their previous skills to
predict, infer, and make creative observations as they look at at the text
features of the novel.Teacher will write down their thoughts on a huge postit sheet to keep in front of the board.

Students willShare their observations, inferences, and predictions in a

class discussion. In their journals, students will write down their thoughts
leaving space at the end of the page to see if their predictions were right
after they finish reading the book.

Pre-reading:
Lesson 2

Purpose: to interpret and define the key moral value terms of the book and introduce
themes.

Teacher will...scaffold questions, by asking What do the words hope, courage, revenge,
and forgiveness mean to you? Teacher will have these words printed out and taped on
the whiteboard, so students can visually see the words. The words will be in different
colors: Hope-PINK, Courage-GOLD, Revenge-RED, Forgiveness-BLUE. Teacher will give
time for students to discuss with their partner the meaning of these words. Afterwards
teacher will explain, with a partner students have to pick one of these words and use it
in a sentence. When they write their sentence, students will act out their scenario in
front of the class.

Students will look at the color of the word to help interpret and define the meaning.
Students will share their definitions to their partner. Students will then discuss as a class
what the words mean. Students will work with their partner to write a sentence for one
word and act out their sentence to the class.

Reading: Lesson 3
Purpose: To answer the essential question, while using the evidence flagging method throughout their
reading process. Evidence flagging allows students to identify and interpret themes in the book.

Teacher will... teach students how to evidence flag and the importance of them. Teacher will read
chapters out loud some days and ask essential questions to help guide students in the chapter. Teacher
will also split students into their literature reading groups. explain what evidence flagging is and why
it is important to do while reading the book. Teacher will send students a google doc to evidence
flagging where students will be able to edit and add their ideas. Teacher will monitor students work
through google docs.

Students will... read in their literature groups the days the teacher doesnt read aloud. Students will
also fill out and use the evidence flagging chart every time they come upon the themes (hope,
courage, revenge, forgiveness) and new themes they come with as they read the book.

Evidence Flagging
Throughout the duration of this book, you will be looking for the recurring themes of Hope, Courage,
Revenge, Forgiveness. Only look for themes occurring in a moment, or brought up in a moment in the book
where it applies.

New theme

Reason for theme and

Comparing theme

Do you connect to this

with page #

character associated

to other

theme, or have you

with theme (with

characters

experienced a similar

evidence from text)

stories

situation?

Reading: Lesson 4

Purpose: To make connections in the novel while identifying

different types of story devices: flashbacks, suspense, cliffhanger
and foreshadowing. Option B: Teach literary devices: metaphor,
simile,

Teacher will Introduce the different types of story devices in a

mini lesson over the course of 4 lessons. Teacher will read
several short stories and teacher will model how to identify the
four story devices. Teacher will give each literature group a
poster board and divide it into four sections. Each section will be
labeled: flashbacks, suspense, cliffhanger and foreshadowing.
Students will be able to design their posters any way they like.
Differentiation: Provide students with a list of examples from the
book with page numbers of the different story devices.

Students will... read in their literature groups while looking for

the story devices. When students find an example of the story
device, they will write it on their poster board.

Responding: Lesson 5

Purpose: Students will practice to make Text-to-Text, Text-to-Self and

Text-to-World connections while responding to their journal prompts.

Teacher will...review and model the process of making different text

connections. The teacher will write down and explain the difference
between T-to-T, T-to-S, and T-to-W connections. The teacher will assign
journal assignments after every few chapters. The prompts will be open
ended questions, so students are able to make connections to the novel.
The teacher will not grade their journals because its the students free
writing time; however, teacher will give points for effort.

Students will write down the definition T-to-T, T-to-S, and T-to-W
connections. Students will write in their journals, making text
connections based on the prompts the teacher has given.

Responding: Lesson 6

Purpose: To have students discuss the text, the big

ideas, and their feelings about the book with their
classmates. Students will participate in a grand
conversation.

Teacher will ... Provide students with a mini lesson on

how to conduct a grand conversation. Teacher will also
provide students with a list of several discussions
questions that will get the conversation started. Teacher
will monitor the conversation and only intervene when
necessary.

Students will... sit in a circle on the floor and

participate in the grand conversation. Each student must
contribute to the conversation at least twice before
someone else can have a third chance to speak. They
will have a meaningful and in depth conversation about
the text, the big ideas, and their feelings.

Sample Questions:
1. What is unusual about Despereaux? Do you
think the author gave Despereaux these
unusual traits for a reason? What might
these features symbolize about
Despereauxs character?
2. Imagine you have broken a rule and have
been banished from your community. What
would you miss the most? If you could return
to the community, would you say you were
sorry, even if you felt you did nothing wrong?
3. If you were a character in the novel, what
advice would you give Despereaux?
4. If you were a character in the story, what will
you tell the council to convince them not to
send Desperaux to the donjon?
5. What is the difference between the light and
the darkness?

Exploring: Lesson 7

Purpose: to summarize the story in sequential order by creating a class storyboard. This
will take a few days to complete.

Teacher will ... Assign students into 4 groups. Each group will be assigned a Book (Book
the First p.9, Book the Second p. 83, Book the Third p. 123 and Book the Fourth p. 173).
Teacher will explain what a storyboard is and will a model how to to identify the genre,
text structures, and literary devices the author used to sequence the events in the story.
For struggling learners, students can look for the beginning, middle, and end for that part
of the Book, or find a set of important events that lead from one to the other to help
signify the sequence. Teacher will also explain how to create a graphic organizer to help
students as they create their storyboard. Once students finish creating their pictures for
the storyboard, the teacher will attach them on a clothesline and hang it up on the wall, or
underneath the white board for students to see.

Students will...First, create a graphic organizer to highlight the plot, characters, and other
elements of the story structure. Then, students will draw out their pictures and make their
storyboard for their section of the novel.

Exploring : Lesson 8 Vocabulary

Purpose: to define and describe the meanings of the vocabulary words in a kid friendly definition by playing a game of Heads
Up-7 Up

Teacher will play a review game with the vocabulary words. The teacher will have already identified and discussed the
meanings of the words. Teacher will ask several students to come up to the front of the class. Teacher will say a vocabulary
word, then ask a student to define the word for us, the students will also write the definition in their journals. The teacher
will give time for students to think of a sentence using the vocabulary word and write it in their writing journals, underneath
the definition. After the students write down their sentences (even the students who are pushing down others thumbs should
write the sentences as well). Then allow the students who are in front of the class to pick a student and push their thumbs
down. Once the children who pushed down the thumbs all come back to the front of the room, ask the students who were
chosen to stand up, say their sentence then pick a student who they thought pushed their thumb down. If the student guessed
correctly then he/she is now able to go to the front of the room and pick another student and push their finger down. Repeat
this process for several rounds.

Students will Listen for the vocabulary word and think of a definition of the word and write it down. Students will then
volunteer to define the vocabulary word to the class. After ALL students will write a sentence using the vocabulary word.
When students finish writing their sentence they will put their head down and put their finger up so the standing students can
pick them to read their sentence and guess which student picked them. Once all the standing students picked ONE person, the
sitting students will all sit up and the ones with their thumbs down will stand up and read their sentence and then guess who
they thought picked them. If the student got it right then they can go to the front of the room and become a picker/thumbspusher-downer until someone else guesses correctly.

Exploring Lesson 8- Vocabulary Words

ESSENTIAL

VALUABLE

ACCESSIBLE

IMPORTED

Brilliant
Indulge
Abyss
Quest
Despair
Prophecy
Flawless
Conform
Courtesy
Thimble
Tapestry
Clout
Swoon
Empathetic
Vengeful

Perfidy
Egregious
Devotion
Aspirations
Disappointment
Adhere
Aspiration
Renounce
Obscene
Diminishment
Institute
Monstrosity
Defiance
Repent
Dismay
Cornucopia
Revelation
Infringe
Consigned

Scurrying
Encompassing
Staccato
Infringe
Ominous
Tribunal
Fervent
Ascertaining
Comeuppance
Beleaguered
Inordinate
Solace
Astute
Merriment
Beckoning
Cocked
Unsavory
Scrupulously
Portentous ascertaining
Thwart
Meditative
Beatific
Dispel

oscuro (roscuro)
Desperaux
Moral
Values
Sympathy
Revenge
Acceptance
Compassion
Desperate
Friendship
Devotion
Neglect
Sorrow
Doubt
Spite
Malicious
Admiration

Applying: Lesson 9

Purpose:

to apply their knowledge of the

themes and characters from the book to write a letter
to one of the characters from the book

Teacher will

teach a mini lesson on how to write a letter, including the

format and structure, as well as the style of informal writing.

Students will

choose any character from the book to whom they would

like to write a letter. Within the letter, students may ask questions and pose
opinions about the characters thoughts, characteristics, and actions.

Applying: Lesson 10

Purpose: To define symbolism and interpret symbolism within the novel.

Teacher will Introduce symbolism through a mini lesson by teaching students about literal and
figurative language. Teacher will model how to analyze a text and identify a symbol. Teacher will identify
the most prominent symbols in the book, which are Light and Dark. Teacher will give an example of how
each one symbolizes something in the context of the novel. For example, Light may represent happiness,
desire, etc., while Dark may represent sadness, hate, etc. The teacher will have student think about the
Light and Dark symbols and their meaning in relation to the novel, and then do a quick think-pair-share
activity. Teacher will ask for volunteers to discuss their opinions. Teacher will have the students to draw a
picture with a short description with their own interpretation of the Light and Dark symbols in relation to
the novel. Students should refer to a scene from the book to support their interpretation. Once the
students finish, the teacher will put the drawings together, creating a paper quilt and hang it up in the
classroom.

Students will...Discuss their opinions about the Light and Dark symbols within the book and draw out and
describe their interpretation of the symbols using contexts from the book.

Differentiation: students may be given page numbers in which incorporate the Light and Dark symbols.
Students also are able to utilize their own views and interpretations of the story within this activity as
well as portray their personal abilities and creativity.

Culminating Project
Purpose: To demonstrate how well students have met the unit goals, to demonstrate their learning
of thematic material and strategies learned during the unit, and to explore the features and
characteristics of the main characters from the story.

Teacher will Split students into 8 groups, where each group will be assigned one of the main
characters, Despereaux, Roscuro, The Princess, or Mig. The character names will be put in a hat
(two of each character), and each group will choose a character from the hat. Teacher will provide
large 5-foot blank sheet of paper for each group.
Students will Engage in a discussion about their characters features and characteristics. Then,
they will have to trace a students body on the paper (or draw their own large character outline).
Each part of the characters body will represent different aspects of the character. Students will use
the book to find details to help them complete their character posters. Students will be encouraged
to try and incorporate the themes of the book to their specific characters as well. Students may
color in the character and create flaps with other paper in order to write in their ideas about the
character on each necessary body part.

Culminating Project continued...

Students will need at least four characteristics in each body part.

Eyes: what the character desires or what they see

Mouth: what the character said (quote)

Ears: what the character heard or what was said about the character

Brain: what the character thought

Heart: the characters feelings

Thighs: who supported the character, who was their friend

Left foot: Any similes throughout the story

Right foot: Any metaphors throughout the story

Right arm: Good/right actions

Left arm: Bad/wrong actions

Community Connections

Throughout this book, students learned about different themes that describe moral values. The
teacher will ask students to come up with questions to ask a policeman, firefighter, or soldier.
Students will focus on themes of being brave, courageous, and strong as the main character of
the book was able to be.
Students will go on a field trip to visit a police station or a fire department (option B: teacher can
bring in a veteran/soldier). Students will have the chance to ask their questions and interact with
the heros! Students will also expand their learning and compare Despeareauxs bravery and
courage to the policemen, firemen, or veterans/soldiers.
Guiding Questions:
What it means to be a hero?
What does a hero mean to you?
Were you ever scared?
What made you brave enough to do it?
What do you fight for?

Additional Texts

Unlikely Heroes by Jennifer S. Holland: Is a story about 37 inspiring

stories of courage and heart from the animal kingdom.
Books That Build Character: A Guide to Teaching Your Child Moral
Values Through Stories by Robert Coles: has over 300 stories to choose
from telling different stories about the difference between what is right and
what is wrong. It includes classic novels, contemporary fiction, myths and
legends, fantasy, folktales, etc.
After students read the book, the teacher can let students watch the movie
The Tale of Despereaux. The students can create a Venn diagram and
describe the similarities and differences between the movie to the book.

Assessments
Informal:
Student will be assessed on how well they articulate, comprehend, and discuss in the grand conversation
Students will not be graded on their journal for accurate spelling or complete sentences, but will be given
points to see if they completed the journal prompts and if they comprehended the journal prompt.
Students will be assessed on their completed descriptions and drawings of their interpretation of the Light
and Dark symbols throughout the novel.
Students will be assessed on how well they can complete their evidence flagging chart by using proper
details in the book and how they write in complete sentences.
Students letters: teacher will observe students ability to formulate questions and opinions about the
characters and writing the letter in a correct format.
Formal:
Students will be assessed on how well they created their storyboard and kept it in sequential order.
Students will be quizzed on the definitions of the different literary and story devices that were taught when
reading the novel.
Students will be assessed on how well they can write a sentence using the new vocabulary words as they
play head-up.

Unit Resources

Tompkins, G.E. (2006). Literacy for the 21st Century: A Balanced Approach(6th
ed.). Upper Saddle River, NJ: Pearson Education/Merrill?Prentice Hall.
DiCamillo, K., & Ering, T.B. (2003). The Tale of Despereaux: Being the story of a
mouse, a princess, some soup, and a spool of thread. Cambridge, MA:
Candlewick Press.
The idea of evidence flagging was taken from Pams cooperating teacher from
clinical.