DAY #1
The student will
state how the
character
influences the plot
by applying it to an
authentic situation.
DAY #2
Students will be
able to define and
give examples of
the 5 civic virtues
through a in class
discussion after
completing a
foldable.
Standards
4.RL.2.3 Describe
a character,
setting, or event in
a story or play,
drawing on specific
details in the text,
and how that
impacts the plot.
NCSS: INDIVIDUAL
DEVELOPMENT AND
IDENTITY
IAS: 4.2.6 Define
and provide
examples of civic
virtues* in a
democracy.
Materials
The book, Each
Kindness by
Jacqueline
Woodson
Stones
Bowl with water
in it.
-PowerPoint
-foldable
-pencil
-poster paper
-colored pencil
Managemen
t
Each person who
talks will receive a
DoJo point or Colt
bucks, and if they
act up they will get
a DoJo taken away.
Story about
childhood and a
question about
what they think a
stone could
represent.
Remind students
about raising hands
when they have a
question and what
being a good group
member looks like.
Picture of Mrs.
Richards
Describe her in a
one word
description.
Remind students
about raising hands
when they have a
question and what
being a good group
member looks like.
Ask question
regarding their
prior knowledge on
slavery and the
underground
railroad.
Purpose
I am going to read
the story Each
Kindness by
Jacqueline
Woodson. I want
you to observe how
the new student
affects the plot of
the story.
Today we are going
to talk about civic
virtues.
Today we are going
to learn about the
Underground
Railroad and some
key people who
helped
Lesson
Presentatio
n
Read book.
Ask Questions
about the book and
being kind
Go through each
PowerPoint slide
and explain what
each civic virtue
means
Go through
PowerPoint and talk
about each aspect
of the underground
railroad and the
important people
that helped
Closure or
Conclusion
Ask questions
Have them write a
kindness and let
them drop a stone
in the water
Students will do a
poster that
represents their
groups chosen
word. They will
present when done.
Have tem create a
cootie catcher and
write questions on
the front flaps and
the answers on the
inside of the flaps.
Formative
Assessment
Students respond
while the Grand
Conversation and I
will be listening
when they talk to
each other
The foldable and
the poster.
Adaptations
In the Grand
Conversation
students will
discuss experience
that they have had
about people
treated them
different because
of how they dress
or what they did.
The response will
give the
opportunity of all
levels to engage at
Remediation:
Students are in
groups that have
high and low
students in them so
the high students
can help the lower
students. (Ethan,
Jar, Ken, Meg)
Enrichment: If a
group gets down
before another I
would ask them to
reflect on
Asking question
during the lecture
and activity,
observing students
while they are filing
out their fill in the
blank paper and
cootie catcher and
listen to what the
students answer
when asked
questions.
Remediation
Student will be
given a time where
they can talk about
answer to a
questions or
something they
didnt understand
Enrichment If
they finish have
them write
questions that
came from the
video that we did
Objective
DAY #3
Students will be
able to
demonstrate their
knowledge of the
Underground
Railroad and the
Coffin Family
through an
authentic activity
and a writing
prompt at the end
of the lesson.
NCSS: Individual
Development and
Identity
IAS: 4.1.7 Explain
the roles of various
individuals, groups,
and movements in
the social conflicts
leading to the Civil
War.
-Fill in the blank
worksheet
-Square piece of
paper
- Pencil
-PowerPoint
Impacting groups in a positive way
Anticipator
y Set
DAY #4
Students will be
able to
demonstrate their
knowledge of a
person with civic
virtues by creating
a collage that
represents how
they see those
qualities.
4.6.2 Create
artwork that
communicates
personal ideas,
experiences, or
emotions
- Magazines
- Scissors
- Glue
- Construction
paper
- Pencil, crayons,
markers, paint,
paint brushes.
Remind student
about safety with
the scissors, and
raising hand when
asking a question
I want you to close
your eyes and think
about a time when
you meet a person
that you thought
was good. What
qualities did this
person have?
Respectful, good
listener, helpful?
These are all great
qualities
Today we are going
to talk about how
you see a person
who has good
qualities as a
person. I want you
to think about
people in your life
that have shown
them and how they
made you feel
being around them.
Talk about civic
virtues then have
them create a
collage that shows
virtues that happen
on the inside and
ones that happen
on the outside.
Students will
present their
collages and
explain their
experiences with
the characteristic
they chose
I will be going
around the class
during the project
asking questions
about why they
choose a certain
picture. Also will be
asking how that
impacts
themselves.
Name: Abby White
Unit Overview
