STAGE 1- DESIRED RESULTS Understanding Goal: … of Allentown UbD UNIT PLAN & LESSON PLANS (Adapted...

Diocese of Allentown UbD UNIT PLAN & LESSON PLANS (Adapted from Wiggins & McTighe, Advanced Concepts in Creating and Reviewing Units: Forms & Facts, (2012).

TEACHER: Heavilon CLASS/SUBJECT: 7th/Language Arts DATE: 2015-2016

STAGE 1- DESIRED RESULTS

Understanding Goal: The students will understand:

How to use reading skills to aid in comprehension.

How literary elements and vocabulary aid in comprehension.

Standards:

TRANSFER: By the conclusion of the unit the student will independently use his/her learning to: Apply comprehension skills acquired from other novels to this novel and other future novels.

MEANING The student will understand that :

historical fiction is a type of genre

predictions aid in comprehension

vocabulary development is important to improve comprehension

literary elements are key components to any literary work

dialect is often used in literary works to help the reader visualize the setting

Essential Questions (Overarching/Topical) that drive the UNIT: Why read historical fiction? What do good readers do? What do they do when they don’t understand? How can this story be applied to current social concerns (or even my life)? What is the author saying and why did he/she write the text?

Is a “good read” always a good book?

ACQUISITION of KNOWLEDGE ACQUISITION OF SKILLS

What facts and basic concepts should the student know and be able to recall/use?

Vocabulary terms

Setting

Reading comprehension skills

Literary elements

Author’s craft

What discrete skills and processes should the students learn and be able to use?

Recognize and appreciate historical fiction as literary genres

Read and analyze a literary classic

Apply reading skills: Make predictions, author’s purpose, characters’ perspectives

Analyze literary elements: plot, conflict and resolution, mood, author’s style (flashback and foreshadowing), theme, characterization, point of view, setting

Build vocabulary

Apply text to self

How can Religion be incorporated into this unit? Social Justice will be discussed as part of this unit. Social conflicts exist today similar to those described in the book. The student will examine those depicted in the book and compare them to current social conflicts (such as religious discrimination, political differences, etc.)

STAGE 2 – ASSESSMENT

Identify all formative, performance, and summative assessments: CRITERIA What evidence will be collected to demonstrate student acquisition of knowledge and skills? What evidence will be collected to demonstrate that the student understands key concepts/Big Ideas in the Unit?

(1) Informal observation of all guided reading (2) Edmodo Responses (3) Chapter Question (responses) (4) Chapter quizzes (5) Unit test

(1) Holistic Rubric (2) Holistic Rubric (3) Assess for accuracy (4) 100 point grading system (5) 100 point grading system

What culminating assessment will demonstrate that the student has met the unit goal and can transfer that understanding to new situations? Students will write an informative essay based on the following prompt: As you read The Witch of Blackbird Pond,

you encountered many geographic locations, true-life people and events, colonial customs and lifestyles, ways of

speaking, religious beliefs, political struggles, legal practices. Choose a topic from the book that was discussed.

Research the topic. Write a 5 paragraph essay explaining the topic. Be sure to include an MLA citation page with

your essay.

OR

Oral Presentation (see Lesson 13)

Diocesan Informative Writing Rubric

STAGE 3 – LEARNING EXPERIENCES Lesson 1

Title: Chapter 1

Instructional Objective:

The students will be able to accurately identify some character traits of the main characters and the setting.

Introduction:

Introduce Author, Elizabeth George Speare (see Teacher Created Resources, p. 6)

Complete an anticipation guide using the following questions:

o Would you ever move away from your homeland?

o Would anyone today ever move alone to a foreign country to live with people that they only

knew through letters or email?

o Is marrying someone to escape a situation you don’t like a good idea?

o Would you ever risk your reputation to help a stranger?

o Would you ever risk your life to help a friend?

Build Background – discuss time period and setting of the book (1687, Barbados to Colonial

Connecticut). Look at a world map so that students can see where Barbados is in relation to Connecticut.

Discuss witchcraft (p. 5 Teacher Created Resources). In purposeful pairs have students research actual

witch trials. Present findings to the class. As a class view You Tube video – Welcome to Massachusetts

1627 and The Puritans; Salem Witch Trials: An Introduction

Introduce terms prejudice and conflict. Discuss Objectives for reading the book: (1) understand how

character and conflict are used in literature (2) understand how misunderstanding and

social/cultural/religious differences are at the root of prejudice and conflict. Misunderstandings and

conflict born from cultural, geographical, economic and religious differences can easily grow to become

prejudice and bigotry.

Provide students with the vocabulary list (p.8 Teacher Created Resources). Put students into cooperative

groups. Each group will take 1 column vocabulary words for section 1. Define the words and use them

in a sentence. All groups will share their definitions

Teaching Procedure:

Read chapter 1 aloud to the class. Discuss the language that is used and why.

Create a T-Chart on the board. Discuss the differences between Barbados and Connecticut colony (ie.

heathen/puritan, swimming/not-swimming, warm/sunny/tropical vs. cold/gray/temperate,

southern/northern, open/fiery vs. guarded/stern.

Discuss the characters (and their character traits) that have been introduced: Kit, John Holbrook,

Goodwife Cruff, Nat, Prudence, Captain Eaton and Mrs. Eaton

In groups have students answer the follow text dependent questions:

o Where is Kit moving from?

o Has she ever been to America before? What is her impression of America compared to her

homeland of Barbados

o What kind of relationship does Kit have with Mrs. Eaton (the captain’s wife)?

o Why were people staring at Kit when the boar docked in Saybrook? Why wasn’t she used to

that? Draw a conclusion about her life in Barbados.

o Why was Goodwife Cruff’s daughter crying after the boat departed for Wethersfield? What did

Kit do to help? What was the reaction of everyone on the boat?

o Kit is used to getting her way and not being ignored. Draw a conclusion how women were

treated in America? In Barbados?

o Why is Barbados considered a Heathen island?

o What is a Puritan?

o Why do the people on the boat think Kit is a witch?

o Predict what Kit’s secret is...p. 12

Respond independently to discussion questions on Edmodo:

o What event foreshadows trouble for Kit?

o How might it be connected with the title of the story?

Closure:

Review discussion questions – whole class.

Include higher-level thinking question by asking:

Are there differences between characters that might cause conflict to arise?

Evaluation:

Direct observation, monitoring of student’s progress, and peer observation will be used while providing

corrective feedback during the lesson. Peer observation will be informal as members of the group

provide feedback to the teacher as the teacher scaffolds each group.

Students who did not comprehend the story thus far will work with teacher in a small group.

Accommodations:

Students with fine motor skill issues can dictate observations to another student or teacher.

Cooperative groups and cooperative pairings will be used effectively so that all students can participate.

Visuals will be used when appropriate.

Rephrase higher level thinking questions for ease of understanding.

Answers to all chapter questions will be provided to those students that have writing difficulty

Enhancement/Enrichment Activities:

Students may research more about the time period and the witch trials.

Lesson 2

Title: Chapter 2


The students will be able to accurately identify some character conflicts.

Introduction:

Discuss some the conflicts among the characters revealed thus far. Predict future conflicts.

Teaching Procedure:

Read chapter 2 in cooperative groups.

Add to T-Chart on the board. Discuss the differences between Barbados and Connecticut colony (use of

slaves, women reading/not reading, types of books read in each)

Discuss the following text dependent questions (review as a class):

o Why did it take so long to travel to Wethersfield? Why did they blame Kit?

o How was Prudence treated by her mother? p. 16

o What happened to Kit’s parents – p. 19

o Why is John Holbrook going to Wethersfield?

o How did Nat feel about slaves (p. 23)?

o Why is John surprised that Kit can read? Why doesn’t he approve of the books Kit has read?

What is the only book that should be read in America?

o What is Kit’s secret? (p 27-28)


o Predict what might happen when Kit meets her aunt and uncle for the first time. Will they be

more like Kit or more like Goodwife Cruff?

Closure:



Will any of the characters become Kit’s friend or will they just cause problems later?

Evaluation:





Accommodations:


Cooperative groups will be used effectively so that all students can participate.






Lesson 3

Title: Chapter 3



Introduction:


Using chrome books have students research the term: Toast of a regiment

Teaching Procedure:


Discuss new characters/traits: Aunt Rachel, Judith, Mercy, Matthew Wood


o What does Kit think of Wethersfield?

o Who does Aunt Rachel think Kit is when she first sees her?

o What is Wood family reaction to her “visit”?

o Is Kit really just visiting? What happened to her Grandfather and his wealth?

o p. 32 – How does Kit see Judith? Why does the author say she could have been the toast of a

regiment?

o Why does Kit think having water for breakfast seems strange? Another difference between this

new land and her homeland.

o Why does Kit’s uncle make a comment about her 7 trunks? p. 38


o What does Kit’s uncle think about the royalists and the King of England? Could this be another

reason that her uncle is weary of Kit?

Closure:



Would you ever think of moving to entirely different culture? Do you think you might experience

some of Kit’s fears and disappointment?

Evaluation:





Accommodations:








Lesson 4

Title: Chapter 4



Introduction:


Using chrome books have students research: Puritan Meetings, petticoats

Teaching Procedure:


Groups will label the Map (see page 13 of Teacher Created Resources) to better understand the locations

and travels in the novel.


o What does Judith think about her mother helping others?

o Why are Judith and Mercy so interested in Kit’s clothes?

o What is meeting on Sundays? Why can’t the girls wear Kit’s clothes to the meeting?

o What does Matthew think of Kit’s generosity of giving his daughters her clothes?

o What does Judith think of Kit living with her and the family?

o p. 47 – Kit reveals to Mercy the real reason she left Barbados. Why did she really leave?

o Why wasn’t Kit able to really help with the chores around the house?


o Would Kit’s life have been easier if she had stayed in Barbados and married that older man? Do

you think she regrets coming to America?

Closure:



Kit is having a difficult time finding people with whom she feels comfortable, and she feels disturbed

by others’ reactions to her. Have you ever found your self in a similar “outcast” situation? Have you

ever felt the same way?

Evaluation:





Students will complete a lesson Quiz – see page 10 of Teacher Created Resources.

Accommodations:








Lesson 5

Title: Chapter 5


The students will be able to accurately identify some conflict among the characters.

Introduction:

Provide students with the vocabulary list (p.8 Teacher Created Resources). Put students into groups.

Each group will take 1 column vocabulary words for section 2. Define the words and use them in a

sentence. All groups will share their definitions

Research the following terms: pillory, whipping post, stocks

Teaching Procedure:

Read chapter 5 aloud to the class.

Discuss the new Character: Dr. Bulkeley


o What was wrong with Kit’s clothes?

o Why was Judith upset – p. 51

o Why was there no real town with shops (like Barbados) – p. 52?

o What does Kit think of the meeting?

o Why does John Holbrook act so cool around Kit?

o What is William Ashby’s reaction to Kit?

o About whom is Dr. Bulkeley speaking when he prays “and bless our sister in her weakness and

affliction”?


o Why does Kit think Wethersfield is hateful – p. 59

Closure:


Include higher-level thinking question by asking: How was Kit’s religious upbringing different from

the Wood family? Do you think she can conform to their way of living?

Assign: Read chapters 6 – 8 at home!

Evaluation:





Accommodations:








Lesson 6

Title: Chapter 6 - 8



Introduction:

Research the following: loyalists vs. puritans in early America, whited sepulcher, viewer of fences

Teaching Procedure:

Students were to have read chapters 6 – 8 prior to class.

Discuss the new Character: Dr. Bulkeley, Widow Tupper

In cooperative groups have students answer the follow text dependent questions:

o What differing views did Kit’s uncle have with Dr. Bulkeley?

o Who wants to “call” on Kit?

o Who is Judith interested in?

o Why is William so enthralled with Kit?

o In chapter 7 what were William and Kit arguing about?

o Why was Kit both flattered and annoyed with William’s calling p. 73-74

o How does Kit like her new ay of life in Wethersfield (all the hard work)? p. 74

o p. 76-77 what doe you think is being foreshadowed?

o What does Kit think of Judith – p. 78

o Why does Kit want to escape her hard new life? and who may be the ticket to her freedom – p.

79?

o What is the dame school and how is Kit going to help Mercy with it?

o What does Mercy explain to Kit as to why Judith said that she wished Kit was a boy?

o Why does Kit say she will be more understanding of Matthew?


o Would marrying William be a good decision for Kit and why?

Closure:


Include higher-level thinking question by asking: What are Kit’s political views? How are they

different from Matthews?

Assign: Read chapters 9 & 10

Evaluation:





Students will complete a lesson Quiz – see page 15 of Teacher Created Resources.

Accommodations:








Lesson 7

Title: Chapter 9 & 10



Introduction:




Research the following terms: hornbook, Quaker

Teaching Procedure:


o Who is Mercy teaching at the school? Who is Kit teaching? What is the difference in their

teaching styles?

o What book are they using?

o What does Kit start doing instead of using the bible – p. 84

o What causes the head school master to want to cancel school?

o What happens when Kit meets Hannah Tupper?

o How does Hanna help Kit – p. 97?

o Who does Kit go and visit after she leaves Hannah?

o What does Kit tell the school master? Why do you think he gives her a second chance?

o Why do the people of Wethersfield think Hannah is a witch? Does Aunt Rachel think she’s a

witch?

o How does Kit feel in the Meadow and with Hannah at her house as opposed to the Wood House?

p. 100

o What is Kit’s opinion of John – p. 102

o Why does Hannah have to pay fines?

o Who comes to visit Hannah while Kit is there?

o Compare Nat’s first meeting with Hannah to Kit’s.

o Why does Kit find Nat contradictory? – p. 110


o Why do you think both Kit and Nat feel so comfortable with Hannah? Is she casting a spell on

them?

Closure:


Include higher-level thinking question by asking: Would you rather live with Hannah or the Wood

family and why?

Assign: Read chapters 11-12 at home!

Evaluation:





Accommodations:








Lesson 8




Introduction:

Discuss sequence of events thus far in the book. Ask students to identify any foreshadowing that has

occurred.

Teaching Procedure:


o Why does Kit keep referring to Mercy’s patience? p. 111-112

o Why does Kit think it’s a waste to teach the kids to read? p. 112

o Who come to visit Kit? What does Kit do for her? Why can’t Prudence go to school?

o How does Prudence feel about Hannah?

o What is the invisible ingredient in Hannah’s cake?

o Why is Kit worried about bringing Prudence into her secret world with Hannah? Why does she

do it anyway?

o What does Kit discover about Mercy? p. 121-122

o What does Aunt Rachel give Kit to take to Hannah and why? p. 124

o Why does Kit like to visit Hannah? p. 126 How are her feelings different here than at home?

o Why does Nat compare Kit to a bird? p. 127

o What does Nat tell Kit about being a loyalist? p. 129-130

o Nat tells Kit about Hannah’s past and why she lives there – explain – p. 130

o What is Kit’s Uncle’s reaction to Kit coming home so late, especially when she tells him where

she was been?

o What does Mercy think of Nat?

o Predict what may happen between Nat and Kit.


o The colonists came to America to find religious freedom, yet they are very judgmental about

Hannah and her Quaker religion. Why do you think that is?

Closure:


Include higher-level thinking question by asking: Should people answer to some sort of authority,

like a King/President?

The students will complete a quiz on Chapters 9 – 12 (see p. 20 Teacher Created Resources)


Evaluation:





Accommodations:








Lesson 9




Introduction:

Provide students with the vocabulary list (p.8 Teacher Created Resources). Put students into cooperative

groups. Each group will take 1 column vocabulary words for section 4. Define the words and use them

in a sentence. All groups will share their definitions

Research the following terms: Husking Bee

Teaching Procedure:


o What does Kit tell William when he discusses marriage with her? Why do you think she really

wants to wait?

o What happens between Judith and John?

o What does John confess to Kit before Judith approaches him?

o What does John warn Kit about – p. 137-138?

o Why are Kit’s feelings changing about New England? p. 147

o Why is Kit excited to see Nat?

o What is his reaction when he sees her and why?

o What is happening with the government? p. 152


o Was it right for John to keep his affection for Mercy a secret? Why do you think he did that?

Closure:


Include higher-level thinking question by asking: Women held no significant place in society, yet

Judith forced John’s hand into a betrothal. Why do you think that is? Do you think women were

more in charge than what is revealed?


Evaluation:





Accommodations:








Lesson 10




Introduction:

Research the following terms: Church of England, Sir Edmond Andros

Teaching Procedure:


o What was going on in the meeting at the Wood House?

o After the men left, Rachel tried to comfort Matthew. What was his reaction? p. 156

o Why was the disappearing charter a small victory for the Puritans?

o Why does William know the charter is safe?

o Why was Kit proud of her uncle? p. 163

o Why was Nat put in the stocks?

o Why don’t the Puritans celebrate 10/31 or 11/1?

o Why do you think Kit was so upset when she saw Nat in the stocks? p. 167

o What advice does Hannah give Kit about William? p. 170

o Why was Kit fearful now of Prudence going to see Hannah? p. 172

o What premonitions do you think Kit could be having? p. 175

o Why did John enlist in the militia? Compare the reactions of Judith and Mercy of this news.


o Why does William change his political views?

Closure:


Include higher-level thinking question by asking: Do you think placing people in the stocks was an

effective form of punishment? Is this type of punishment still used today?

The students will take a quiz on chapters 13 – 16 (see p. 25 of Teacher Created Resources)


Evaluation:





Accommodations:








Lesson 11




Introduction:




Teaching Procedure:


o What happened to Judith and Mercy? Why did Kit get well so quickly?

o Who does the town blame for the illness? and what do they do?

o Why doesn’t Matthew want Dr. Bulkely’s help at first?

o What does Kit do to help Hannah?

o Why won’t Kit leave on the boat with Hannah?

o Why does Hannah insist on taking her cat?

o Why did Kit thank Uncle Matthew – p. 195 What was his response?

o Why do the townspeople arrest Kit? Who leads the change and why?

o Who visits Kit in the shed? and why?


o Were the townspeople justified in arresting Kit? Explain.

Closure:


Include higher-level thinking question by asking: What type of prejudice exists among the people of

Wethersfield?


Evaluation:





Accommodations:








Lesson 12

Title: Chapter 19 – 21



Introduction:

Review sequence of events thus far in the book

Teaching Procedure:


o What happened in the courtroom?

o Who saved Kit? and why...

o What made Goodman Cruff finally stand up to his wife?

o Why do you think Kit didn’t want to press charges against Goodwife Cruff?

o Do you think Prudence will be punished?

o Why did Nat come to help Kit?

o How did Kit react when William finally came to visit her after the trial? What was his excuse?

o Why did Kit breakup with William?

o After the break, what was Kit’s resolve?

o Who did John go to when he returned from the army?

o p. 237 – what is happening between Judith and William?

o Who eventually plans to get married? Do you think these are the right matches and why?

o Who does Kit realize that she is in love with?

o What is Nat’s Ketch?

o Why does Nat want to see Uncle Matthew?


o What events in the book foreshadowed the eventual union of Kit and Nat?

Closure:


Include higher-level thinking question by asking: John resolves to work with Dr. Bulkely, but he

will not take on his political views. Is it possible to disagree with your boss, teacher, parent without

incident?

The students will complete a quiz on chapters 17 – 21 (see p. 30 Teacher Created Resources)

The students will also complete a unit test on the book.

Evaluation:





Accommodations:








Lesson 13

Title: Culminating Activity


The students will be able to demonstrate knowledge gained through the novel.

Introduction:

Review the detail writing chart. Also review MLA format for citations.

Provide choices of activities from Teacher Created Resources

Teaching Procedure:

Provide activities (p. 18 – The Right to Rights (p. 18), Play Acting (p. 22), The Husking Bee (p. 27),

Mock Trial (p. 32), Book Report Ideas (p. 36), Colonial Day (p. 38).

Writing Prompt: Students will write an informative essay based on the following prompt: As you read

The Witch of Blackbird Pond, you encountered many geographic locations, true-life people and

events, colonial customs and lifestyles, ways of speaking, religious beliefs, political struggles, legal

practices. Choose a topic from the book that was discussed. Research the topic. Write a 5 paragraph

essay explaining the topic. Be sure to include an MLA citation page with your essay.

The students will choose to write a 5-paragraph essay OR make a presentation to the class using the

activities listed above

Evaluation:

Writing or oral Presentation Rubric will be used

Accommodations:

Choice of activity will be offered

STAGE 1- DESIRED RESULTS Understanding Goal: … of Allentown UbD UNIT PLAN & LESSON PLANS (Adapted...

Documents

Transcript of STAGE 1- DESIRED RESULTS Understanding Goal: … of Allentown UbD UNIT PLAN & LESSON PLANS (Adapted...