Two Week Unit Plan

Running Head: TWO WEEK UNIT PLAN
Two Week Unit Plan

Amanda Pierre- Louis
Jose Fiallos
LAE 3333
November 25, 2014
Unit Goal: Students will be able to identify and integrate cultural norms in the social context of
writing by writing an essay connecting the Zora Neale Hurstons background, cultural context,
and lens with Their Eyes Were Watching God
TWO WEEK UNIT PLAN
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Unit Plan Overview
My teaching philosophy as an educator is to bridge the gap by mentoring, enlightening,

and uplifting my students with a student centered approach in order for engaging success to take
part in the enriched community that my students and I will build in unity. I plan to work in a
Title I school for this very reason.
As for this unit plan, I am teaching 11th graders in a middle class environment in
Tallahassee where the demographics are 55% white, 33% African American, 10% Hispanic, and
2% Asian/Pacific Islander. As part of my yearly evaluation and because the school has recently
received poor writes-upon-request scores, I am writing this unit plan but most importantly I want
students to see life in a different lens and see how each lens shapes the story told. My goal is to
have my 19 students in my first period class, which also includes 6 IEPs, be able to write an
essay that connects Zora Neale Hurstons background, cultural context, and lens with the novel
Their Eyes Were Watching God
The purpose for this Unit Plan is for students to see through the lens of one with a
different culture and environment at a different time period. This brings out a scope on history,
cultural context, race, socioeconomic status, gender, and society. Students will be able to reflect
on their own situation and the situation of Zora Neale Hurston. They will be able to see that
although there are differences, there are also similarities. They will also get to see how
Hurstons life experiences made an impact on her writing and that they cannot be separated. In
the same way, their experiences shape their writing.
TWO WEEK UNIT PLAN
The students will also be able to incorporate things that they are accustomed to, such as
Facebook, for this unit plan. They will be engaged as school is not a separate dimension in their
life, but rather a part that uses what they are accustomed to learn and incorporate in their lives.
Students will get to discuss their experiences as a class which brings about a community.
They will get to see the different lens within their own class and are open to share their own.
In regard to the poor writes- upon- request- scores, this unit plan will allow them to
practice their analytical skills. The anticipatory set of bell ringers usually gets them to think,
write, and analyze how things tie in together. They have a short amount of time to do it; it has to
do with their lives; they get to share it with the class; and get participation points when doing so,
so students motivation will be increased.
This is a first period, and so some students may be very tired and may attempt to sleep in
my class. For this reason, upbeat music will always be on before the bell rings up to the first five
minutes of class. This is the moment they can get things together, talk, start their bell ringer, and
have a seat. Giving them a small amount of time to get themselves together in the morning
should be able to provide a great start to class and engagement. I give them 5 minutes and they
will give me 45 minutes.
For the group sections, the students will sit by groups, 5 in each group and one with 4.
The desks will be facing each other. Other than that, the seating arrangement will often be in a
semi-square.
Whats most important is engaging my students with something that can make a
difference in their lives and this is what my unit plan will do.
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Table of Contents
Lesson 1- Who is She?...................................................................................................................5
Lesson 2- Gossip................................................................................................................8
Lesson 3- Reflect on the Reflected...............................................................................................11
Lesson 4- Facebook Profile.......................................................................................................14
Lesson 5- Group Up..............................................................................................................16
Lesson 6- Create A Group.............................................................................................................19
Lesson 7- Facebook Status............................................................................................................21
Lesson 8- Draft Me Part ............................................................................................................... 24
Lesson 9- Draft Me Part 2..............................................................................................................27
Lesson 10- Draft Me Part 3............................................................................................................30
Reference List-...............................................................................................................................33
Appendix A-.Who is She Questionnaire........................................................................................34
Appendix B- Just to Get You Thinking Worksheet.......................................................................35
Appendix C- Group........................................................................................................................36
Appendix D- Directions and Prompt.............................................................................................37
Appendix E- Graphic Organizer....................................................................................................38
Appendix F- Research Rubric........41
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Lesson 1
Who is She?
*Lesson plan based on a 50 minute class
Purpose/rationale:
The students will have already read Their Eyes Were Watching God.It is important for
students to see that the experiences and the background of the author are reflected in the writing.
This is why the class will research who Zora Neale Hurston is in groups. The class will have a
chance to share who they are. The students will have learned about Zora Neale Hurston after this
lesson is done.
Common Core Standards:
LAFS.1112.RI.3.7
Integrate and evaluate multiple sources of information presented in different media or formats
(e.g. visually, quantitatively) as well as in words in order to address a question or solve a
problem.
LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
LAFS.1112.WHST.3.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.
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Objectives:
SWBAT:
Research and identify who Zora Neale Hurston is in terms of her experiences and background.
Materials:
Who is She Questionnaire
Tablets/Computer
Anticipatory set:
Bell ringer: Who are you?
Teaching Strategy/Procedure/Activity:
Time
10 minutes
Student is doing
Bell Ringer
10 minutes
Sharing Moment
(share what they wrote in
their bell ringer)
Research Zora Neale
Hurston
30 minutes
Teacher is doing
Passing Out Who is She
Questionnaire
Facilitate and ask guiding

questions
Summary/Closure:
The teacher will say homework assignment. Students will put the tablets away and leave class.
Assessment:
Formal Assessment- Turn in at least 3 research points about Hurston through Edmodo
Homework/follow-up assignment:
Write down at least three things that you believe/take value in
Accommodations/adaptations:
The teacher will help the remedial student by giving a dictionary and being ready to answer any
questions that the student may have. The student can be given certain websites to research
Hurston that does contain extensive vocabulary.
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Attachments/Appendices:
Who is She Questionnaire; See Appendix A
Plan B:
If we finish too quickly, we will share similarities and differences between the bell ringer (who
are you) and who they researched (Hurston).
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Lesson 2
Gossip
Purpose/rationale: The students will have already read Their Eyes Were Watching God.It is
important for students to see that the experiences and the background of the author are reflected
in the writing. The class will do a bell ringer based on the homework by analyzing what
experiences shaped their values. Each group will have a different color so that everyone can
differentiate between each group. In this way, the class can get together and share everything that
they found while researching. They also get to share what they wrote during their bell ringer.
Students as a group will point things out from the cultural context that may have influenced
writing. The students will learn who Zora Neale Hurston is after this lesson is done and be
introduced to how all of this may have impacted her writing.
LAFS.1112.RH.3.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Objectives:
SWBAT:
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Answer all the questions from the Who is She questionnaire and will be able to share information
with other student in regard to Hurston
Materials:
4 different colored markers
Huge Post It Posters around the room that has one of the questions from the Who Is She
Questionnaire
Anticipatory set:
Bell Ringer- What experiences have shaped the three beliefs/values that you wrote down?
Time
10 minutes
Student is doing
Bell Ringer
Teacher is doing
Stick the posters on the wall
25 minutes
Whip Around
(Each group will answer the
questions from the
Questionnaire on the
Posters using their marker.
They will go around in a
clockwise fashion.
Sharing Moment
(They can choose to share
their bell ringer or
something interesting they
learned)
Ensure order
15 minutes
Summary/Closure:
Teacher will say Be ready to analyze how her experiences impacted Their Eyes Were Watching
God. Make sure you bring your book. Students will put their markers away and leave the class.
Assessment:
Informal Assessment- Participation during the Whip Around activity and Sharing
Moment.
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none
The different color markers are not only for differentiation but to help the student that has
ADHD. The different colors will stimulate their minds and have them be a lot more focused than
dull colors. It also helps with color coding.
Who is She Questionnaire: See Appendix A (Same questions that will be put on the Post It
Posters)
Plan B:
If this lesson finishes too quickly, we will discuss what experiences happened in Hurstons life
that also occurred in Their Eyes Were Watching God.
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Lesson 3
Reflect on the Reflected

Purpose/rationale: The students will have already read Their Eyes Were Watching God. They
have already researched who Zora Neale Hurston is and have done Whip Around but now it is
time to discuss using the book and previous research. They will have the Just To Get You
Thinking worksheet with a few words that can help them analyze and think of ways that
Hurstons life is connected to Their Eyes Were Watching God.
LAFS.1112.SL.2.4
Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal
tasks.
LAFS.1112.SL.1.1
Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups,
and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision- making, set clear
goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
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Objectives:
SWBAT:
Explain and share what they have found and identify factors that are similar in both Hurstons
life and in Their Eyes Were Watching God.
Materials:
Just to Get You Thinking Worksheet
Finished Post It Posters
Anticipatory set:
What experiences of Hurston do you think shaped Their Eyes Were Watching God Bellringer
Time
5 minutes
Student is doing
Bell Ringer
5 minutes
40 minutes
Sharing Moment
Discuss research findings
with class-
Teacher is doing
Making sure computer is
prepared
Typing up what students are
saying
Summary/Closure:
We will be making a Facebook profile for Hurston tomorrow. Be ready!
Assessment:
Informal Assessment- Participation. Each student is required to speak at least once
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none
The student with Asbergers will be given the chance to write down what he would have said if he
were comfortable speaking in the discussion. In that way, he can still get participation points.
when turning in the paper.
Just To Get You Thinking Worksheet: See Appendix A
Plan B:
If they finish quickly, they can begin on the Facebook profile
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Lesson 4
Facebook Profile
Purpose/rationale: The students will have already read Their Eyes Were Watching God. The
students have researched Hurston and since they have discussed and done activities, they know
her well enough to do a Facebook profile. This portion is a class effort as we work on the smart
board to make Hurstons profile.
LAFS.1112.RI.3.7
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
LAFS.1112.WHST.3.8
for citation.
Objectives:
Students Will Be Able To:
Materials:
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Worksheet with questions by group (4 groups)
Tablets/Computer
Anticipatory set:
What does your Facebook say about you?
Time
5 minutes
Student is doing
Bell Ringer
Teacher is doing
15 minutes
Sharing Moment
Facilitate and tie in bell

ringer
30 minutes
Make a Facebook profile

for Zora-
Facilitate
Summary/Closure:
Be ready to look into depth the groups she was in and the cultural context she grew in
Assessment:
Informal Assessment- Participation
none
The Who is She Questionaire will be in 18 point font since I have a student with a visual
impairment that requires 18 point font on all handouts.
Facebook.com (It will be under private where no ine can even find it. I can only add friends and
so I will add my students)
Plan B:
If technology isnt working, well have to do it on a post it poster.
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Lesson 5
Group Up
in the writing. The class will now research groups and the cultural context Hurston was raised in
to properly asses how her experiences have impacted Their Eyes Were Watching God. They
have already learned about the different lens but now the students will also get to see different
cultures and lens through the groups that they research.
LAFS.1112.RI.3.7
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
LAFS.1112.WHST.3.8
for citation.
Objectives:
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Materials:
Groups Questionnaire
Tablets/Computer
Anticipatory set:
Write down groups Hurston was in Bell Ringer (You can refer to the large Post It notes if you do
not remember what groups she participated in)
Time
5 minutes
Student is doing
Bell Ringer
10 minutes
Sharing Moment
Voting for top four groups
Hurston did or would have
taken a part of
Each group researches one
of the chosen groups
35 minutes
Teacher is doing
Pass out Groups to
students
Tally up the votes

questions
Summary/Closure:
Have a great weekend! Relax and be ready to incorporate your research findings with the book.
Assessment:
Formal Assessment- Turn in at least 3 research points about your group through Edmodo
none
For my two English Language Learners, they will be able to use the tablet to translate and a
tangible dictionary that translates their language to ours and vise versa.
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Groups: See Appendix A
Plan B:
If students cannot choose the groups to research, I will choose for them.
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Lesson 6
Create a Group
in the writing. The class will speak of and discuss cultural norms at that time. Students as a group
will point things out from the cultural context that may have influenced writing. The students
will learn who Zora Neale Hurston is after this lesson is done and be introduced to how all of this
may have impacted her writing.
LAFS.1112.RI.2.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
LAFS.1112.WHST.3.8
for citation.
Objectives:
After researching their group, create a Group on Facebook by using the lens of their chosen
group
Materials:
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Tablets/Computer
Anticipatory set:
Bell Ringer: Write down 1 group youre in and what you do on it
Time
5 minutes
Student is doing
Bell Ringer
Teacher is doing
Prepare
10 minutes
Sharing Moment
Ensure order
35 minutes
Create A Group on
Facebook ensuring that the
settings is private and
cannot be seen by anyone
Facilitate and assist when

needed
Summary/Closure:
Students will put the tablets away and leave the class
Assessment:
Formal Assessment- A Group is created
What experiences have shaped the three beliefs/values that you wrote down?
none
5 Facebook Privacy Settings You Should Know
Plan B:
If the Internet decides to shut down or there are technological mishaps, we will just discuss our
findings and place it on Post It Posters
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Lesson 7
Facebook Status
in the writing. The class will speak of and discuss cultural norms at that time through the use of
writing a status and commenting one every other status as a group. This will help students group
point things out from the cultural context and different lens that Hurston was in that may have
influenced her writing.
LAFS.1112.RI.2.6
Determine an authors point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.WHST.3.8
for citation.
LAFS.1112.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 1112 Reading standards to literature (e.g. Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes or topics ).
b. Apply grades 1112 Reading standards to literary nonfiction (e.g., Delineate and evaluate the
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reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential
addresses] ). Cognitive)Complexity:)Level 3: Strategic Thinking & Complex Reasoning
Objectives:
Materials:
Tablets/Computer
Anticipatory set:
Write a status on Edmodo and comment on two others
Time
5 minutes
Student is doing
Bell Ringer
10 minutes
Sharing Moment
10 minutes
Writing a Status with Group Ensure that they are doing

this using the lens that the
group would have used
Commenting on other
groups status with own
questions
groups lens.
25 minutes
Teacher is doing
Passing Out Who is She
Questionnaire
Ensure order
Summary/Closure:
The teacher will announce Alright, next class we will be starting an essay that I will give you an
entire period to write to paragraphs or less. I will be there to help you. You can use everything
TWO WEEK UNIT PLAN
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that we have gone over and your notes so make sure you bring them next class. Students will put
the tablets away and leave the class.
Assessment:
Formal Assessment- A status is written along with comments on all other status
Bring your notes, if you have any, and Their Eyes Were Watching God
none
www.facebook.com
5 Facebook Privacy Settings You Should Know
Plan B:
If the students do not finish, I will allow them to work on it for the first 10 minutes of class and
they will have to take the bell ringer that was for tomorrow as homework today.
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Lesson 8
Draft Me 1
have researched Zora Neale Hurston. They have researched the groups she participated in or
what students thought she would have participated in along with the cultural context she was
raised in. It is important for students to see that the experiences and the background of the author
are reflected in the writing. It is now time for the class to be put to evaluation. They will do
drafting for this essay in which the teacher will walk around and assist with anything. They will
then turn in a final essay.
LAFS.1112.RI.1.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.W.1.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
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evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audiences knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
LAFS.1112.W.2.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
Objectives:
Write an essay that argues that Hurstons experiences, environment, and cultural context, and
lens impacted Their Eyes Were Watching God
Materials:
Tablets/Computer
Anticipatory set:
Write a thesis that ties Hurstons background to the book
Time
5 minutes
Student is doing
Bell Ringer
Teacher is doing
Passing Out Prompt
25 minutes
Graphic Organizer
Ensure order
20 minutes
Write 1st paragraph of essay
Facilitate and answer any

questions students have
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Summary/Closure:
Teacher says You will continue drafting your essay tomorrow and I will still be here to help. No
homework. Be good!
Assessment:
Informal Assessment- Attendance and writing paragraphs
none
The Prompt and directions (along with all other handouts for this lesson) will be in 18 point font
since I have a student with a visual impairment that requires 18 point font on all handouts.
Graphic Organizers
Plan B:
If they finish quickly, they can continue on to the next paragraph.
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Lesson 9
Draft Me 2
LAFS.1112.RI.1.3
LAFS.1112.W.1.1
evidence.
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presented.
LAFS.1112.W.2.5
Objectives:
Materials:
Notes
Anything we did in class (Post It Posters, Facebook)
Tablets/Computer
Anticipatory set:
Draw out your first two points
Time
10 minutes
Student is doing
Bell Ringer
Teacher is doing
20 minutes
Write 2nd paragraph
Walking around answering

questions
20 minutes
Write 3rd paragraph

questions
TWO WEEK UNIT PLAN
Summary/Closure:
Students will put the tablets away and leave the class
Assessment:
none
none
Graphic Organizers
Plan B:
If students finish quickly, they can start on the next paragraph
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Lesson 10
Draft ME 3
LAFS.1112.RI.1.3
LAFS.1112.W.1.1
evidence.
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presented.
LAFS.1112.W.2.5
Objectives:
Materials:
Notes
Anything we did in class (Post It Posters, Facebook)
Tablets/Computer (if desired)
Anticipatory set:
Draw out your last point
Time
10 minutes
Student is doing
Bell Ringer
Teacher is doing
20 minutes
Write 4th paragraph

questions
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20 minutes
32
Write 5th paragraph

questions
Summary/Closure:
The teacher will say You have finished the drafting process. Now you must turn the final paper
in by Friday night.
Assessment:
none
none
Graphic Organizers
Plan B:
If they finish early, they can begin typing their essay.
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References
Davies, Leah. (n.d.) 30 Ideas for Teaching Children with Attention-Deficit/Hyperactivity

Disorder. Kelly Bear. Retrieved from:
http://www.kellybear.com/TeacherArticles/TeacherTip49.html
Hurston, Zora Neale. (1990). Their Eyes Were Watching God: A Novel. New York: Perennial
Library:. Print.
Poh, Michael. (n.d.) 5 Facebook Privacy Settings You Should Know. Retrieved from:
http://www.hongkiat.com/blog/facebook-privacy-settings-you-should-know/
Rubistar. (2005) Retrieved from:
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&
Rubistar. (2014) Retrieved from
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1116770&
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Zuckerberg, Mark. (2004). Facebook. Retrieved from: www.facebook.com
Who is She?
We have read Their Eyes Were Watching God and now we
will learn more about Zora Neale Hurston. Who is she? As a
group, answer these questions. Turn in at least three
research points for a grade using Edmodo before class is
over. You have a number on top of your paper. Please meet
up with everyone who has the same number as you. You will
be a group for this unit plan.
When was she born?
What time period was she born in?
Where was she born?
What race is she associated with and how did it affect her?
Who was she raised with?
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What did she fight for?

What were her titles?
What type of education did she receive?
Just to Get You Thinking

Are any of these factors similar between any character in the
Their Eyes Were Watching God and Hurston? If so, how? How
do they tie together? Was there anything that stuck out to you
when comparing Hurston with the characters in her book?
Race?
Socioeconomic Status?
Location?
Education?
Marriage?
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Slavery?
Religion?
Occupation?
Love?
Gender?
Power?
Group
Your paper is again numbered and you will go with those that
have the same number as you. You guys are now a group that is
tackling problems and issues through the lens of the group you
choose. In order to do this, you must research these questions to
know more about your group that you are now a part of for these
next few lessons.
Did your group fight for anything? If so, what did they fight for?
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What was your group against?

What was the purpose of this group?
What was their motto?
What is its origin?
What time period was this group in?
Directions and Prompt

You will be writing a paper. We will be writing at least one
paragraph each day for the rest of the lesson. You have 25
minutes to plan out your essay. I have given you this much so
that you can take your time and actually analyze the
connections. The facts and opinion chart can include facts that
you found and opinions on how it may be connected to the
37
TWO WEEK UNIT PLAN
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novel. As long as you can argue your point, that is great. You
can make subjective observations as long as you can back it up.
You have several options of graphic organizers you may use.
You have 20 minutes for each paragraph. I am here to help you.
Write your name on the board and by that order I will help you
with any questions that you may have. The next page has a
graphic organizer that you may use.
Prompt: We have read Their Eyes Were Watching God. We

have researched who Zora Neale Hurston, the cultural context
she was raised in and how they are associated with each other.
Choose a part of the novel that is a reflection of Hurstons
background, culture, or lens and explain their relation. Analyze
and explain how her experiences impacted her novel, Their
Eyes Were Watching God. The final draft is due Friday.
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Research Report: Rubric

Teacher Name: Ms. Shamwoow
Student Name:
________________________________________
3
Amount of Information Topic is addressed and

argument is backed up
using information that
was researched with at
least 3 sentences for
each point.
Topic is addressed
and argument is
backed up using
information that was
researched with at
least 2 sentences for
each point.
Topic is slightly
Topic is addressed
addressed and has one with no information
sentence for each
backing up statements.
point.
Quality of Information Information clearly

relates to the main
topic. It includes
several supporting
details and/or
examples from
research.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples from
research.
Information clearly
Information has little or
relates to the main
nothing to do with the
topic. No details and/or main topic.
examples are given
from research.
CATEGORY
Mechanics
Consistently follows
rules for spelling and
correct use of
grammer. Uses
complete sentences
and consistenly
indicates paragraphs.
Generally follows rules

for spelling and correct
use of grammer. Uses
complete sentences
generally and indicates
paragraphs often.
Mostly does not follow

rules of spelling and
correct use of grammer.
Mostly exhibits errors in
sentence structure that
impede communication.
Generally does not
indicate paragraph
Does not follow rules

for spelling and correct
use of grammer. Uses
sentence stucture that
makes it quite difficult
to understand. Does
not use paragraphing.
Organization
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Paragraph
Construction
All paragraphs include

an introductory
sentence, thesis
explanations or details,
and concluding
sentence.
Most paragraphs
include introductory
sentence, explanations
or details, and
concluding sentence.
Paragraphs included
related information but
were typically not
constructed well.
Paragraphing structure
was not clear and
sentences were not
typically related within
the paragraphs.
Graphic Organizer
Graphic organizer or
outline has been
completed and shows
clear, logical
relationships between
all topics and
subtopics.
outline has been
completed and shows
clear, logical
relationships between
most topics and
subtopics.
outline has been
started and includes
some topics and
subtopics.
outline has not been
attempted.
TWO WEEK UNIT PLAN
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Two Week Unit Plan - Their Eyes Were Watching God

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Two Week Unit Plan - Their Eyes Were Watching God

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Running Head: TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

My teaching philosophy as an educator is to bridge the gap by mentoring, enlightening,

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Facilitate and ask guiding

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Reflect on the Reflected

TWO WEEK UNIT PLAN

LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a

Informal Assessment- Participation. Each student is required to speak at least once

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Their Eyes Were Watching God

Facilitate and tie in bell

Make a Facebook profile

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Students Will Be Able To:

Facilitate and ask guiding

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Facilitate and assist when

Formal Assessment- A Group is created

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Writing a Status with Group Ensure that they are doing

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Write 1st paragraph of essay

Facilitate and answer any

TWO WEEK UNIT PLAN

Informal Assessment- Attendance and writing paragraphs

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Write 2nd paragraph

Walking around answering

Write 3rd paragraph

Walking around answering

TWO WEEK UNIT PLAN

Informal Assessment- Attendance and writing paragraphs

TWO WEEK UNIT PLAN

TWO WEEK UNIT PLAN

Write 4th paragraph

Walking around answering

TWO WEEK UNIT PLAN

Walking around answering

Informal Assessment- Attendance and writing paragraphs

TWO WEEK UNIT PLAN

Davies, Leah. (n.d.) 30 Ideas for Teaching Children with Attention-Deficit/Hyperactivity

TWO WEEK UNIT PLAN

Zuckerberg, Mark. (2004). Facebook. Retrieved from: www.facebook.com