Mairead Greaney - EDSP 575 FINAL
Understanding by Design Unit
ESTABLISHED GOALS
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from personal
opinions or judgments.
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.6.6
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
The deeper learning
competencies addressed in this
unit are
- Cooperative learning
- Learn how to learn
- Communicate
effectively
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
- Understand the theme of the book Wonder by RJ Palacio
- Determine the point of view of a text.
- Make predictions on what is going to happen next.
- Demonstrate empathy and have mature conversations about
uncomfortable situations.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will What makes you a Wonder?
understand
- What can we do to be more
how to determine a accepting/celebrate our differences?
theme or main idea - What makes me unique?
how to draw What kind of person am I?
inferences from text
- How do our actions represent our character?
how to analyze theme, - How can we show others respect?
setting and plot - What is important to me?
- What is my mindset?
how to explain the
narrator's point of
view.
Acquisition
Students will know Students will be skilled at
different types of writing about the theme in a text.
themes
explaining in their own words the message the
how to work author is trying to send.
cooperatively
creating their own symbolic representation of
how to define a themself
symbol in a literary
text discussing the difference in perspectives of
characters.
the importance of a
character's comparing and contrasting characters point of view
perspective in a novel
 Mairead Greaney - EDSP 575 FINAL

interpreting figurative language

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

Cumulative project will be PERFORMANCE TASK(S):

assessed based on a rubric that
will measure the level of quality Students will show that they really understand by evidence of
(4 excellent, 1 unsatisfactory)
- creating their own original precepts.
of:
Option 1 : students use critical thinking to write a paragraph explaining their
- Presentation
point of view. (This paragraph will be attached to the bottom and folded up,
- Preparation
that way those who see the visual representation of the precept displayed
(explanation of point of
they can interpret it their own way, but then view the author's perspective as
view)
well.
- Visual representation
- Original precept Option 2: students choose any medium of their choice to represent their
thinking/ explain their unique precept. Must have a visual representation and
at least one paragraph of writing incorporated somehow.

- presenting their precept through the outlet of their choice, such poster
with illustrations, Canva, or any other graphic design application of
their choice.
- explain their precept orally, or through assisted technology such as
Voki.
- giving positive feedback to their peers via google classroom.

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by

- making connections
- journals
- class discussions/ google classroom discussion boards
- critical thinking questions/ worksheets
- text based questions/worksheets
- homework assignments
- Kahoot quizzes
- GoFormative (exit tickets/ self evaluation/ group evaluation)
- participation

Stage 3 Learning Plan

In this unit the goal is to have each lesson incorporate the following...
- Whole class instruction/ discussion
- Individual work
- Group work (either in pairs or small groups of 3 or 4.)
 Mairead Greaney - EDSP 575 FINAL

- Individual work (final product for the day)

The major learning activities of this unit are flexible and work fluidly throughout the unit
Day 1: Introduction to theme, think pair share, video, short discussion, introduction to Wonder by RJ Palacio
Day 2: Shared reading, group discussion, preview homework assignment (article related to theme), Go Formative
- create critical thinking question for your peers based on what has been read so far.
Day 3: Journal question, think pair share, group discussion, independent reading
Day 4: Close reading, share with your partner, socratic seminar, GoFormative - exit ticket questions.
Day 5: Shared reading, mini lesson, analyzing precept, journal writing, think pair share

Learning activities will alternate day by day depending on the current topic, theme, and problem arising in the
story. Since this unit will take approximately 2 -3 months to complete there is a lot of flexibility in the best way
for the students to learn the intended takeaways.

At a glance:
Week 1-2 Theme
Week 3-4 Point of view
Week 5-6 Figurative Language
Week 7-8 Symbolism
Week 9-10 Theme
Week 11- 12 Point of view

For example:
- Monday we might do an introduction to theme, think pair share, video, short discussion, introduction to
Wonder by RJ Palacio.
- Tuesday we might do a shared reading, mini lesson, analyzing precept, journal writing, think pair share.
- Wednesday we might pick up where we left off and review the previous lesson then break into groups
and continue with what they are working on.
- -Thursday they may write a response to a journal question, think pair share, group discussion, followed
by independent reading.
- Friday we will do a close reading, share with your partner, socratic seminar, GoFormative - exit ticket
questions. The following Monday, we would revisit the takeaways from the socratic seminar as a review,
before doing a shared reading of the next chapter.
 Mairead Greaney - EDSP 575 FINAL

UDL Lesson plan

Lesson Overview
Title: Precept Perception
Author: Mairead Greaney
Subject: Humanities
Grade Level(s): 6th grade
Duration: 1 hour
Subject Area: English Language Arts
Unit Description: Students will read the novel Wonder by R.J Palacio in-class
and independently. Students will participate in a wide
variety of activities such as socratic seminars, oral
presentations and google classroom discussion boards.
Lesson Description for Day: During this lesson students will learn what a precept is.
Students will brainstorm independently, and then in groups
on the 1 of 5 precepts provided. In groups students will
create a visual representation of the precept using Canva, as
well as answer critical thinking questions.
State Standards: 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

Goals
Unit Goals: By the end of this unit students will complete a variety of
activities that surround the novel Wonder by RJ Palacio.
Students will know how to determine a theme or main idea,
draw inferences from text, analyze theme, setting and plot
and explain the narrator's point of view.
Lesson Goals: By the end of this lesson students will choose a precept from
Wonder by RJ Palacio that resonates with them. Then in
groups they will brainstorm the meaning and important
ideas/visual representations. Last, they will create a creative
Canva/Poster.
IEP Goals: Area of Need: Social Skills
Baseline: During group activities, TA will often isolate
himself/ withdraw from others. Often, even if he gets to
chose the group he will not participate within it and will be
argumentative. Currently TA demonstrates these behaviors
on 2 of 5 opportunities over two consecutive school weeks.
Goal: By May 18, 2018 TA will demonstrate improvement in
his group interactions with peers (participating, offer

Methods
Anticipatory Set:
Introduce and Model New
Knowledge:
Provide Guided Practice:
Provide Independent Practice:
Mairead Greaney - EDSP 575 FINAL
feedback, demonstrate a regulated/non-argumentative state
in 4 out of 5 trials over two consecutive weeks as indicated
by observations, self evaluation and teacher report.
CCCS:
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.
Review what we have read thus far in the book Wonder by RJ
Palacio.
- Shared reading of Wonder by RJ Palacio; page 45
Choose Kind
- Mini lesson presentation on precepts:
- Precepts are words to live by. Statements you
believe to be always true. Lessons that can
guide your decisions. As far as what each one
means, I'll leave that to you. Each person will
get something different from each precept -
Mr.Browne
- Teacher asks students What are some really
important things? Mr. Browne's students mention
Family, Parents, Pets, Sharks. Mr. Browne writes
Who we are.
- Teacher will make a list of the things that are
important to students on post it easel. We will later
revisit this when students are creating their own
precept
- Together we will analyze September's precept When
given the choice between being right or being kind.
Choose kind.
First, Students will write a reflection in their journal for the
September Precept.
Then, Students will choose one of the first 5 of Mr. Brownes
Precepts listed below
- Students will be grouped based on their choice
- In groups students will use brainwritingto
brainstorm ideas without interruptions. During this
brainstorm each student will have 2 minutes with
each question. After 8 minutes the answers will be
shared and discussed.
 Mairead Greaney - EDSP 575 FINAL

- Students will develop ideas on the precept given

using the following questions
- What does this precept mean?
- What pictures could be used to help show the
meaning?
- How can we apply this method in our day to
day lives? (school, home, community)
- What is the theme of this precept? (respect,
character)
- Students will create a Canva or poster to create a
visual representation of the precept they chose.
- Students will be shown the two images below as an
example
- Students will present their poster and collaborative
answers from the questions listed above upon
everyone's completion. The posters will be printed
and displayed in the classroom.
 Mairead Greaney - EDSP 575 FINAL

SEPTEMBER: When given the choice between being right

or being kind, choose kind. Dr. Wayne Dyer

OCTOBER: Your deeds are your

monuments.Inscription on an Egyptian tomb

NOVEMBER: Have no friends not equal to yourself."

Confucious

DECEMBER: "Fortune favors the bold." Virgil

JANUARY: "No man is an island, entire of itself." John

Donne
 Mairead Greaney - EDSP 575 FINAL

( The precepts listed below will be saved for when we get

further into the book : )
FEBRUARY: "It is better to know some of the questions
than all of the answers." James Thurber

MARCH: "Kind words do not cost much. Yet they

accomplish much." Blaise Pascal

APRIL: "What is beautiful is good, and who is good will

soon be beautiful." Sappho

MAY: "Do all the good you can, by all the means you can,
in all the ways you can, in all the places you can, at all the
times you can, to all the people you can, as long as you
ever can." John Wesleys Rule

JUNE: "Just follow the day and reach for the sun!" The
Polyphonic Spree

Assessment
Formative/Ongoing Assessment: - Questions
- Journal
- Homework
Summative/End Of Lesson - Progress/development/completion of Canva activity
Assessment: - Individual reflection in Journal to be shared via
Google classroom. (If unavailable, notebooks to be
checked upon leaving class.)
- Brainwriting notes

Materials

Printed precepts
Computers or Ipads
Wonder by RJ Palacio
Post it poster paper
Markers
Pencils
Paper