Fulbright TGC Fellow Unit Plan Template

Prepared by: Lynn O’Brien School/Location: Lebanon High School, Lebanon, Indiana

Subject: Language Arts Grade: SN 9-12 (non readers/writers to third grade reading/writing ability)
Interdisciplinary Unit Title: Purposeful Reading, Writing, and Learning About the World
Time Needed: One semester

Unit Summary: By studying the book “I Will Always Write Back,” by Alifirenka and Ganda with Welch, Global Competencies:
students develop an interest in writing to audiences outside of the school. The book will provide investigate the world, recognize
enthusiasm for writing and inspiration. They will learn about another culture through their study of letters, perspectives, communicate
geography, and develop deeper understandings of the similarities and differences among people. Hook:
ideas, take action
Introduce Postcrossings, showing students how they can get cards from all over the world. We’ll have
people to write to that want to hear about what we’re doing, who we are, and where we live. We’ll be Global Goals: quality education,
learning the same about them! Show photos of Caitlin and Martin, penpals, and give them penpal of zero hunger, no poverty, good
their own to write to. health and wellbeing, clean water
and sanitation,reduced
inequalities,peace, justice and
strong institutions,

STAGE 1: Desired Results

ESTABLISHED GOALS: Transfer

9-10.RL.1 and 11-12.RL.1: Read
a variety of literature within a
range of complexity appropriate Students will be able to independently use their learning to
for grades 9-10. By the end of research a topic of interest that ties to what they are learning in
grade 9, students interact with class.
texts proficiently and
independently at the low end of
the range and with scaffolding as
needed for texts at the high end
of the range. By the end of grade
10, students interact with texts
proficiently and independently.
9-10.RL.2.1 and 11-12.RL.2.1 :
Cite strong and thorough textual
evidence to support analysis of
what a text says explicitly as well
as inferences and interpretations
drawn from the text.
9-10.RL.2.2 and 11-12.RL.2.2:
Analyze in detail the
development of two or more
themes or central ideas over the
course of a work of literature,
including how they emerge and
are shaped and refined by
specific details.
9-10.RL.2.3and 11-12. RL 2.3:
Analyze how dynamic
characters(e.g., those with
multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.
9-10.RL.3.2 and 11-12.R.L. 3.2:
Analyze how the author creates
such effects as suspense or
humor through differences in the
points of view of the characters
and the reader (e.g., created
through the use of dramatic
irony)
9-10.RL.4.2 and 11-12 RL.4.2:
Meaning
UNDERSTANDINGS
Students will understand that
they are a small part of the
world population.
Students will understand that
they have a responsibility to
help others.
Students will understand that
being able to read and write
have useful purposes.
Acquisition
Students will know: where
Zimbabwe is located and be
able to list at least five
similarities and five
differences between the lives
of the people and those from
the USA.
Students will know: where
Pennsylvania is located on a
USA map and be able to list
some similarities and some
differences between
ESSENTIAL QUESTIONS:
How are the needs of others
around the world different and
similar to mine?
Can I communicate using
reading and writing to express
an idea?
How do other countries differ
in their languages, food, and
customs?
Students will be able to:
recognize that poverty can be
an indicator in determining the
educational success of a
group.
Students will be able to: write
three or four sentences giving
their own thoughts and
opinions from a given quote.
Students will be able to list
five differences and five
similarities between
Analyze and evaluate how works themselves and a character. Zimbabweans ( Martin’s life)
of literary or cultural significance and their own.
(American, English, or world) Students will be able to
draw on themes, patterns of contribute knowledge of their
events, or character types from community by suggestions for
myths, traditional stories, or
writing to their Postcrossing
religious works, including
describing how the material is penpals.
rendered new.
9-10.RN.1 and 11-12. RN.1: Students will be able to
Read a variety of nonfiction respond to a writing prompt.
within a range of complexity
appropriate for grades 9-10. By
the end of grade 9, students
interact with texts proficiently and
independently at the low end of
the range and with scaffolding as
needed for texts at the high end
of the range. By the end of grade
10, students interact with texts
proficiently and independently.
By the end of grade 12, students
interact with texts proficiently and
independently.
9-10.RN.2.1 and 11-12.RN. 2.1:
Cite strong and thorough textual
evidence to support analysis of
what a text says explicitly as well
as inferences and interpretations
drawn from the text.

9-10.RN.2.2 and 11.12. RN 2.2:

Analyze in detail the
development of two or more
central ideas over the course of a
text, including how they interact
and build on one another to
provide a complex analysis.
9-10.RN.2.3 and 11-12. RN. 2.3:
Analyze how the author unfolds
an analysis or series of ideas or
events, including the order in
which the points are made, how
they are introduced and
developed, and the connections
that are drawn between them.
9-10.RN.4.2 and 11-12. RN 4.2:
Analyze various accounts of a
subject told in different mediums
(e.g., a person’s life story in both
print and multimedia),
determining which details are
emphasized in each account.
9-10.RN.4.3 and 11-12. RN. 4.3:
Analyze seminal U.S. and world
documents of historical and
literary significance, including
how they address related themes
and concepts.
9-10.RV.1 and 11-12. RV.1:
Acquire and use accurately
general academic and content-
specific words and phrases at
the college and career readiness
level; demonstrate independence
in gathering vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
9-10.RV.2.1 and 11-12. RV. 2.1.:
Use context to determine or
clarify the meaning of words and
phrases.
9-10.RV.3.1 and 11-12. RV 3.1:
Analyze the meaning of words
and phrases as they are used in
works of literature, including
figurative and connotative
meanings; analyze the impact of
specific word choices on
meaning and tone, including
words with multiple meanings.
9-10.W.1 and 11-12. W.1: Write
routinely over a variety of time
frames for a range of tasks,
purposes, and audiences; apply
reading standards to support
analysis, reflection, and research
by drawing evidence from
literature and nonfiction texts.
9-10.W.3.3 and 11-12. W.3.3:
Write narrative compositions in a
variety of forms that – • Engage
and orient the reader by setting
out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters.
9-10.W.4 and 11-12. W.4: Apply
the writing process to – • Plan
and develop; draft; revise using
appropriate reference materials;
rewrite; try a new approach,
focusing on addressing what is
most significant for a specific
purpose and audience; and edit
to produce and strengthen
writing that is clear and coherent.
• Use technology to generate,
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically (e.g., use of
publishing programs, integration
of multimedia).
9-10.W.5 and 11-12. W.5:
Conduct short as well as more
sustained research assignments
and tasks to build knowledge
about the research process and
the topic under study.
9-10.SL.2.1: and 11-12. SL2.1:
Initiate and participate effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led) on
grade-appropriate topics, texts,
and issues, building on others’
ideas and expressing personal
ideas clearly and persuasively.
9-10.SL.2.5: and 11-12. SL 2.5:
Respond thoughtfully to multiple
perspectives, summarize points
of agreement and disagreement,
and, when warranted, qualify or
justify personal views and
understanding and make new
connections in reference to the
evidence and reasoning
presented.
9-10.SL.3.1: and 11-12. SL 3.1:
Integrate multiple sources of
information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) evaluating
the credibility and accuracy of
each source.
9-10.SL.4.1 and 11-12 SL. 4.1:
Present information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and
style are appropriate to purpose,
audience, and task.
9-10.SL.4.2 and 11-12. SL 4.2:
Create engaging presentations
that make strategic and creative
use of digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) to add
interest and enhance
understanding of findings,
reasoning, and evidence.
9-10.M.1: and 11-12. M. 1:
Critically analyze information
found in electronic, print, and
mass media used to inform,
persuade, entertain, and transmit
culture.
9-10.M.2.1: and 11-12. M. 2.1:
Analyze how media include or
exclude information from visual
and verbal messages to achieve
a desired result.
OBJECTIVES:
To learn about the world
around them.
To establish a need to be able
to communicate more
effectively all areas of the
Language Arts, but especially
in writing.
To develop empathy for
people who live in poverty.
To become independent
learners by researching and
presenting on a related topic.

GLOBAL COMPETENCY:

To investigate the world, to

recognize perspectives, to be able
to communicate ideas, and to take
action.

TECHNOLOGY USED: MAC

Books

RESOURCES:
Blow up Globe
Pretest/post test survey
Postcrossings.com:
correspond with others around
the world
“I Will Always Write Back,” by
Alifirenka and Ganda with
Welch
USA, Africa, and World Maps,
Salt Map/ cooking activities
Precepts (Quotes)
You Tube: Quote clip
correlations

Anonymous Question
Board/Submit a Question
United Way Poverty
Simulation Power Point and
game
Journals
Handouts: KWL chart, Cloze
Hook chapters, semester
project outlines and rubric,
character traits and stations
( geography)
“Kobu the Lion,” National
Geographic video lesson
Padlet.com: character
comparison
NewspapersGlobal.net: read
local news PA/Zimbabwe
Mentimeter.com: main idea
voting
Skype/Classroom: Zimbabwe
classroom
Prezi: student project self
evaluation/character
evaluation
360 and /or Virtual Reality
Smart Board Lessons on Main
Idea and “I Will Always Write
Back,” novel
Kindness Report
Socratic Seminar:
Kid World Citizen: student
testimonials and photos
Gapminder.org: what poverty
and wealth looks depicted in
photos from around the world
Zimbabwe music from
YouTube
Oxfam.org: Young Lives
activity
Jaxon Buckley Activity “The
Fairest Teacher of them All?”
GoNoodle.com: short clips on
character development and
brain breaks
Iwitness. Empathy Lesson
End of semester project:
Topics include: history,
geography, comparing
themselves to a character,
customs, food, local penpal,
and poverty.
Take Action Project:
Brainstorm list of ideas to help
curb hunger, or other positive
impact projects in our
community
-collect can goods for the
pantry
- create posters to encourage
recycling
- field trip to volunteer at a
center
-raise $$ to make blankets for
the homeless, etc.

Stage 2 - Evidence

Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments FOR Learning:
Pre unit survey topics:
Poverty: looks different around the
world
Geography: USA, PA, and Africa,
Zimbabwe
Education: every child has a right to
a free appropriate education vs
Zimabwe’s no pay no education
Writing: letter writing a purpose for
Can I apply what I have learned over the unit to create an
independent project based on an area of interest?
Can I communicate with others about my chosen topic? ( via a
share fair/science fair format, rubric)
Can I communicate in writing or drawings about a new place for
me to visit and to explore?
Do I know how poverty can affect people differently in different
parts of the world?
it
Friendship: Qualities needed for it
Kindness Report: List tangible things

Assessments OF Learning: Student is able to complete all of the requirements of the

Post survey: same questions as independent end of semester project and are able to communicate
from the pre unit survey. Look for through a visual display and where they can talk about their area
growth of expertise. Students completed the survey that they took as a
Individual Projects: Viewing fair, self
pre test indicating knowledge gained.
assessment form/interview
Exit Quizzes: periodically used to
assess comprehension of read
material

Stage 3 - Learning Plan

Fulbright TGC PARTICIPANTS UBD Lesson Template

Lesson Title: Exploring the USA/Africa/ and Analysis of Characters Subject: Certificate Track
Language Arts Prepared by: Lynn O’Brien

Materials Needed: Stations One, Two, and Three Handouts, Map of USA online with state names,
physical flat map of the world with countries labeled, character chart and descriptions of characters,
journals, precept, Smart Board, “I Will Always Write Back, “ by Alifirenka and Ganda, copies of the novel
for each student, summary squares, Alphaboxes

Global Competency: Investigate the world, recognize perspectives, and communicate ideas.
Where is the lesson going?
(Learning Target or SWBAT)
Students will be able to find Zimbabwe, PA, bordering states and
countries, and oceans on two different maps.
Students will be able to discuss and then write from a prompt.
Students will be able to listen and follow along to a chapter from the
novel.
Students will be able to write a short summary of the chapter.
Students will be able to recall previous events.
Students will be able to analyze which character trait belongs to a
character.

Hook: Tailored Differentiation:

Show the American dollar from the Smart Board Powerpoint. Does Non readers will be paired with
anyone recall what the Zimbabwe dollar was called, and how much higher ability students. They will
it is worth comparing to our dollar? (24-1) Why was the main turn in one sheet for their pair.
character’s mother upset about? (She thought that the main
character asked for money from his penpal….this is a matter of Higher ability group will have
pride.) less adult support.( no support
unless they are not able to
problem solve on their own.)
Equip:

Smart board
Mac
Books
Student binders

Rethink and revise:

Evaluate:

Exit quiz: Topic: Why was Martin’s mom so upset with the father?

Were the students able to complete each station with minimal

adult help? ( Enter a grade score for each completed station
activity.)
Were they able to recall where the main characters are from
different social classes, and did they understand what poverty in
Africa could mean for a family?
Notes:
Procedure:
Precept Organization:
Hook
Read Martin chapter page 49? Seating: Individually, then
Summary squares move to groups, then back
Divide the group into three and complete the stations individually
Debrief activity in whole group setting
If time, add three more vocabulary words to the Alphaboxes