Unit Plan Freak The Mighty

UNIT PLAN
Freak the Mighty

a. Student A is a 13 year old, seventh grade female student. She is part of the general education
class and she is extremely bright. Her writing and verbal skills have scored above average on
her quarterly assessments. Student A is extremely vocal in class and participates in classroom
discussion. Student A is a great partner to work with and is always offering to assist others in
the classroom. Student A received As on both unit exams, and an A on her graphic organizer
and final group project. Her critical analysis skills continue to improve and she is proficient
in vocabulary study and using context clues to figure out the meaning of unknown words.
After looking through her journal and folder, and through conversation, Student A is able to
identify the authors purpose and the theme of a text, showing that she can dig deeper into a
text to pull out important information. She has mastered the skill of using evidence to support
her claims, because her chapter questions are supported by evidence that proves her answers.
She has strengthened her character analysis skills, by being able to pull quotes from the story
that support her claims about a character and she has successfully identified the parts of
Freytags Pyramid throughout the unit.
b. Student B is a 13 year old, seventh grade female student. She is part of the general education
class, but has ADHD. She is extremely bright, and her writing is very accurate when it comes
to the answer, but she usually has trouble giving her answer in an organized, clear, and
concise manner. In order to minimize her distractions, she was put in a team with students
who are focused and could keep her on task. She is able to show her understanding verbally,
which is why I wanted to focus on helping her take those thoughts and put them into words in
writing. As shown in her journal and folder, Student B has the ability to achieve and
successfully answer critical thinking and comprehension questions, when she is focused and
has an organized way of writing. I feel that the organizers really helped her to keep her
thoughts focused and organized. Also, she loves to read aloud, so I made sure that she was
chosen as one of our readers each day, so that she would be engaged and refrain from drifting
off. She was very successful during this unit and it proved that it is not her capability or
academic ability that hinders her performance, but that it is her lack of being able to organize
and focus her thoughts. Through this unit, I feel she was able succeed because she was
engaged throughout each lesson and each lesson included a packet or organizer that allowed
her to focus her thoughts. She was able to score above 90% on both of her take-home exams,
which showed her reading comprehension and analysis skills continue to be test proficient.
2. Title: Freak the Mighty Unit Plan
3. Essential Question(s):
a. This unit plan is about the novel, Freak the Mighty. I am teaching this unit for students to
practice unpacking a novel through close reading strategies and reading for comprehension as
well as vocabulary development. I am teaching this lesson for students to practice answering
critical thinking questions and reflecting on how their own experiences connect to the content
of the novel. This unit is also being taught for students to identify the authors purpose of
writing the novel and developing the theme of the novel.
4. Content:
a. The information knowledge being taught is the novel, Freak the Mighty. The unit includes
strategies and skills for Character Analysis, Freytags Pyramid, Critical thinking and analysis,
vocabulary study, and making connections.
5. Standards:
Reading Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
Writing Standards:
CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Speaking and Listening Standards:

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
Language Standards:
Conventions of Standard English:

CCSS.ELA-LITERACY.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.L.7.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
1. Instructional Objectives:
Objectives for each lesson and/or activity are provided in each breakdown of
individual/daily lessons and activities.
2. Time Necessary:
a. This unit was introduced on March 27th and was completed on April 5th, wrapping
up with the walk-through presentations of their final projects. This unit included
seven days of instructional learning and one wrap-up day for final project
presentations.
3. Sequence of Learning Activities:
**Full lesson plans and class activities for the eight days are provided at the end of the
Unit Plan.
4. Differentiation of Instruction:
Differentiation for instruction is provided in each individual lesson breakdown. There are
eight students in this class that are classified with a Specific Learning Disability and have
an IEP. These students are extremely high-functioning and will soon be integrating into a
general education classroom. There needs are mostly extra time to complete critical
thinking questions, which was provided to them as needed throughout each lesson. There is
a combination of individual, group, and whole class instruction throughout the unit, for
students who need extra assistance and reading along with the audio read-aloud helped
students who are auditory learners, while the film adaption helped visual learners
understand the novel more clearly.
5. Appropriate Use of Technology:
a. There were several different forms of technology implemented into this lesson.
Along with students taking turns reading pages of the novel, students also listened
to some of the novel being read on an audio cassette player. The cassettes audios
were read by the actor who voiced the main character of the story, Max, in the
adapted movie version of the novel. This helped to engage students who are
auditory learners, because they were able to hear the novel being read aloud, and
follow along with their paper copy of the novel. At the end of the unit, students
watched the adapted movie version of the novel, which helped to engage students
because they were able to see the novel come to life. Students who are visual
learners were able to see the story happening with their eyes, rather than only being
able to imagine the events and characters in the story. Students also researched
online for pieces of their cereal box project and were able to use technology to help
construct their cereal boxes. This allowed students to be creative with their projects
and use different resources to apply their knowledge to their final project.
6. Connections:
a. Students made connections from the novel to the real world every day of this unit.
Students were provided with a journal that they kept in their Freak the Mighty
folder, and every day, a new journal question would be displayed on the board for
them to answer. These questions linked the text to students lives, so that they could
see how they related to the characters and the events in the novel. For instance, one
of the journal questions from March 30th asked students to answer the following
question: Think about a time when you had to make a difficult decision. What
decision did you ultimately make and how did you come to make this decision?
Students were able to reflect on their own experiences and then share their journal
entries with the class. These journal entries sparked collaborative, meaningful
discussions for our class to make connections not only with the novel, but with one
another, because they connected with experiences that their peers shared.
7. Assessment/Evaluation:
Individual assessments for each lesson are provided in the lessons. Students will be formatively
assessed throughout the unit through oral and written questions and responses. Their folders
and journals will be collected and graded for completion at the end of the unit. Students will
have three summative assessments for this Unit: Chapters 1-9 Take-home test, Final unit take-
home exam (given at the very end of the unit on April 5th and due on April 8th), and their
individual graphic organizer grade and group grade for the cereal box project based on the
Rubric and points provided on the Directions packet given to the students.
*Sequence of learning Activities (Lessons):
Lesson/Activity:1
March27,2017
Lesson Focus This lesson will introduce the novel and the unit, Freak the Mighty. Students
A.Essential will infer what the novel will be about based on different covers of the book
Questions and practice identifying the important facts about the book. The content is
B.Content
Freak the Mighty Chapters 1-4. This lesson will take the first full class period
C.TimeNecessary
of day one of the unit.
Instructional Students will make inferences based on different covers of the book,
Objectives Freak the Mighty, to think about what the novel will be about.
Students will examine the book and pull the important information
from the text to make generalizations and inferences.
Students will practice close reading and analysis of Chapters 1-4
CCSS CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure:
CCSS.ELA-Literacy.RI.6.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
Integration of Knowledge and Ideas:
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
Writing:
Write arguments to support claims with clear reasons and relevant evidence.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
Speaking and Listening:

Comprehension and Collaboration:
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.
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Language:
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies.
Materials Freak the Mighty novel

Journals / folders
PowerPoint slide of four different FTM book covers
Wait, dont start reading yet! handout
Chapter Questions packet
Vocabulary packet
Procedures: How will you begin your lesson?

Hook/Prior 1) Set the stage (the hook): How many of you enjoyed the novel we
Knowledge read together in class earlier in the year called, Walk Two Moons?
2) Activate prior knowledge: As your read that novel, what are some
the things you learned about the story? What are some of the
important elements of any story? Whats the first thing we have to do
before even opening to Chapter 1?
Teaching Point Today,wewillbeginourunitonthenovel,FreaktheMighty,throughoutwhichwe

(repeat) willbepracticingcriticalthinkingandclosereadinganalysis!
Development of Begin by passing out folders (which are labeled already with each students
Lesson name and the name of their team) and have students move to sit with their
(Teaching) teams of four. Then, pass out a copy of the Freak the Mighty novel to each
student. Ask students to open their folder and take out their journals. Ask
students to label the inside left flap of the folder, Homework and the right
inside flap, In-Class work, where they will keep their journals and their
first handout. Explain that these journals are their writing journals for the
unit and that every day, they will begin by answering the Journal Entry
Question provided on the board in the journal, which we will then discuss as
a whole class. Put the PowerPoint slide up on the projector and explain to
students that these are four different covers for the novel, Freak the Mighty.
Ask students to choose one of the four covers, and answer the questions in
their journal provided on the board based on the cover that they picked. Ask
students to label their first entry with the title Journal Entry 1 and Date:
March 27, 2017.
Questions:
1. Whatistheimageonthecoveryouchose?
2. Whenyoulookattheimageyouchose,whatdoyouthinkishappening?
3. Whatdoestheimagetellyouaboutthenovel?
4. Ifyouhadtochooseonewordtodescribethecoveryouchose,whatwoulditbe
andwhy?
Active Once students have completed these questions, they will be given five
Engagement/ minutes to discuss their answers with their team members and then one
Connections student for each image (four total) will share their answers to the four
questions to the class, and students will be asked to raise their hand if they
made the same connections as the ones being shared aloud. Students will
then be asked to take out the worksheet in their folder titled, Wait, dont
start reading yet! For the next seven minutes, students will answer the
questions provided on the worksheet. Then, students will be given five
minutes to share their answers with their team members and fill in or correct
any answers that were incorrect or missing. A whole class discussion of each
answer will then ensue. (See IMAGE 3 for Worksheet questions)
Closing/Share Once students have shared their answers to the questions, ask students to take
out their Vocabulary packets that are in their folder that will be put in the In-
Class work section. Ask students to take a look at the vocabulary words and
page numbers for Chapter 1-4. At the end of each chapter, we will fill in the
vocabulary words that we come across in each chapter. Begin reading as a
whole class. Ask for volunteers to read and write their names on the board in
order of which they will be reading. Begin Chapter 1, and have the
designated volunteers take turns reading as they read through Chapter 4.
*At the end of each chapter, ask critical thinking questions to gage students
understanding and engagement, and to unpack the novel by chapters.
1. Who are the main characters? Who is the narrator of the story?
2. What are the some of the characteristics about Max? About Kevin?
3. What are some important facts or events that we know so far already?
4. What do you the authors purpose is for making Max and Kevin so
different?
5. Infer, do you think Max is really a bully like his nickname implies?
At the end of each chapter, give students roughly 3 minutes to fill in the
definitions for the vocabulary words, using the context clues and/or prior
knowledge.
Closure:
Lets go back to our first journal entry when we made inferences about the
novel based on the different book covers. In your teams, discuss what you
now think the cover of the book is showing now that weve read the first four
chapters. What inferences can you make about the rest of the story? Give
students eight to ten minutes to discuss their answers in their teams, and then
have one student be the spokesperson for each team and share the teams
answers with the rest of the class.
Differentiation/ Becausethisisateamteaching,inclusiveclassroom,theeightteamswere
Grouping madespecificallybasedonstudentslanguageartsskills.Eachteamwas
createdwithabalanceoflowerlevelandhigherlevelstudents,andstudents
withIEPswereputingroupswithstudentswhoareveryfocusedandare
skilledathigherlevelthinking,sothatwhenwehaveteamdiscussions,
studentsaresharingdifferentlevelsofanswersandstrugglingstudentscan
bepushedtothinkdeeper.
Assessment PassoutFreaktheMightyChapterQuestionspackettoeachstudent.
Explaintostudentsthatattheendofeachclassperiod,theywillindividually
beginworkingonthechapterquestionsforthechapterwereadinclass.
Whateverisnotfinishedinclass,willbecompletedforhomework.Students
willbeassessedbasedontheirabilitytoanswercriticalthinkingquestions
andtheiranswerstothebookcoveractivity.Studentswillalsobeassessed
ontheirabilitytoanswertheChapterQuestionsandprovideevidencefrom
thetextwhennecessary.Studentsoralandwrittenresponsescanbeassessed
forabilitytothinkcritical,analyzeatext,andidentifykeycharactersand
eventsinatext.
Lesson/Activity 2
March 28, 2017
Instructional Objectives:
Students will practice making text to self, text to text, and text to world connections.
Students will practice critical thinking skills through close reading and discussion of the novel.
Students will continue identifying and defining vocabulary words using context clues.
Introduction: Journal Entry #2, dated March 28, 2017
Question: To you, what is a hero?
Supporting activities: Students will volunteer to take turns reading through Chapters 5-8 of Freak
the Mighty. At the end of each chapter, students will add to their Vocabulary packets and will
discuss the important events of each chapter, and make inferences for what will happen next. At
the end of the four chapters, students will receive the Making connections handout. They will
be asked the following questions: What is a text-to-self connection? What is a text-to-text
connection? What is a text-to-world connection? Students will be asked to make two connections
from the reading we did today and then identify the type of connection they made on their
worksheet (SEE IMAGE INSERT IMAGE). Students will be told that they will make at least one
connection from now on, at the end of every reading for each class.
Closure: Students will share some of the connections they made with the class and be asked to
make further connections with one another based on their peers responses by collaborating with
their team members. Closing questions: What connections can you make to these chapters
personally? Is there an event or character that you relate to? Do the events or characters in this
story remind you of a different novel or text youve read? Do the events or characters in this
story make you think of something that has happened or is happening in our world? Students will
then be given the remainder of the class period to work on Chapter Questions for Chapters 5-8
that will be finished for homework.
Lesson/Activity:3
March29,2017
Lesson Focus This lesson will focus on critical thinking and close reading analysis, with a
A.Essential focus on character analysis. Students will begin digging deeper into the
Questions analysis each major character in the novel. Character analysis is a critical
B.Content
component of text analysis, and the exposition of Freytags Pyramid (plot
C.TimeNecessary
diagram). This lesson will take part of the classroom duration to introduce, and
will be continued throughout the unit. As new characters are introduced,
students will add onto their character analysis. What is the physical description
and important personality traits of each character? What are his/her inner
desires? What is his/her role and importance/impact in the story?
Instructional Students will practice character analysis by identifying the important
Objectives physical/personality traits and importance of characters in the novel.
Students will learn and practice how to provide text evidence to support
their claims about each character.
Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
topic or issue.
Writing:

Language:
Materials Freak the Mighty novel.

Journals/Folders
Chapter Questions
Vocabulary packet
Characters handout
Freak the Mighty Study Questions: Chapters 1-9
Making Connections handout

Hook/Prior 3) Set the stage (the hook): Students will answer their first journal entry
Knowledge labeled Journal Entry #3 and Dated: March 29, 2017.
Journal Question: What do we learn about Freak when he throws his
crutches? (Give students eight minutes to complete their journal entries
and then have volunteers share with their answers with the class. Ask
students to share any connections they made to their classmates
answers.
2) Activate prior knowledge: So far we have read up to Chapter 8 in our
novel. Take a minute or two to refresh your minds on what we have read so far
in your teams. Where did we leave off in the novel? What important events
have happened so far? After team discussion, open the discussion to the whole
class and discuss their answers to these questions.
Teaching Today, we will be diving into character analysis and discussing what we
Point (repeat) should look for when analyzing characters in a story. You will continue
close reading and critical thinking, focusing on the purpose for the authors
specific portrayals of each character and their importance to the story.
Development Ask students to think about the major characters we have been introduced to so
of Lesson far in the story. Ask different students to share some of the main characters
(Teaching) aloud. Hand out the Character Analysis worksheet for to each student (See
Appendix: Character Analysis). Explain to students that an important aspect
of close reading is Character Analysis and ask students when they have used
this skill before in class (Answer: When we watched the Arthur documentary
in class).
Active Ask students: What are some of the important things you need to look for when
Engagement you are analyzing a character? (Answers: Physical traits, inner desires
(personality traits), and importance/role in the story). As we continue reading,
you will be introduced to new characters, and given the opportunity at the end
of each class reading, to add a new characters analysis or ADD ON to the
analysis of a character you have already begun analyzing. Take a look at the
first character on your Character Handout: Maxwell Kane. Take the next eight
minutes to fill in Maxs character analysis. What do we always need to include
when supporting our claims? (Student answer: evidence from the text). Make
sure that you provide at least one quote from the text and the page number for
each of the three areas of analysis. Once individually completed, give students
5-7 minutes to discuss their answers in their teams. Then, open the floor for a
whole class discussion about Max. Ask students: So far, what other characters
can we begin analyzing? (Answers: Kevin, Grim, Gram, Fair Gwen). As we
are reading, keep character analysis in your head as we learn more about the
story. If you hear an important piece of evidence for character analysis, just
write the page number down next to the character on your handout, so you can
go back to this evidence when you are filling in your packet.
Ask for volunteer readers (if the same readers raise their hands, ask students
who have not read yet to volunteer). Write these names on the board in order,
and have students begin the whole class read aloud from Chapters 9-12. At the
end of each chapter, ask a volunteer to share what has happened in that chapter,
pulling out the key events.
Closing/Share At the end of Chapter 12, ask students to discuss in their teams what they have
now learned about the story in these four chapters. Ask students to discuss the
answers to the questions and complete their Chapter Questions for Chapters 9-
12 in their teams and add one new connection to their Making Connections
handout. Also, ask students to work in their teams and choose another major
character, besides Max, to analyze in the Character Analysis packet. Assign
each team one of the Chapter questions that will be the one they read their
answer to aloud to the rest of the class. Give students 15-20 minutes to
complete these questions and then have the Closing discussion be facilitated by
each teams answer to their assigned question and review Character Analysis
by having students share the character their group chose and the analysis they
made. If students have differing answers then the one read aloud, ask students
to share their additional answers. Students will also share the connections they
made.
Hand out Freak the Mighty Study Questions: Chapters 1-9 and explain to
students that this will be their first take-home test for the unit and is their
homework for tonight. They can use their books, and should use them when
providing evidence for their answers.
Differentiation Becausethisisateamteaching,inclusiveclassroom,theeightteamswere
/Grouping madespecificallybasedonstudentslanguageartsskills.Eachteamwas
createdwithabalanceoflowerlevelandhigherlevelstudents,andstudents
withIEPswereputingroupswithstudentswhoareveryfocusedandare
skilledathigherlevelthinking,sothatwhenwehaveteamdiscussions,
studentsaresharingdifferentlevelsofanswersandstrugglingstudentscanbe
pushedtothinkdeeper.
**Forstudentswhoneedextraassistance,theywillbegivenalistofcharacters
fromthestoryandpagenumbersforeachcharacterwheretheycanfind
evidencetohelpthemwithcharacteranalysis.
Assessment Students will be assessed on their ability to answer critical thinking questions
by oral and written response. Students will be assessed at the end of the unit on
their Character Analysis packet, and if they were able to provide accurate
evidence to support their claims. Students will be assessed on their first take-
home test of the unit, and if they are able to accurately answer surface and
higher level thinking questions about the novel.
Lesson/Activity: 4
March 30, 2017
Students will practice making text to self, text to text, and text to world connections.
Students will practice critical thinking skills through close reading and discussion of the novel.
Students will continue identifying and defining vocabulary words using context clues.
Students will continue character analysis of major characters in the novel.
Introduction: Journal Entry #4, dated March 30, 2017

Question: What was a difficult choice you had to face? What was the problem? What decision
did you end up making and why?
Supporting activities: Students will volunteer and take turns reading Chapters 13-16 aloud. At the
end of each chapter, students will be given time to add to their Vocabulary packets. Students will
also discuss important events and characters in these chapters. What problem do Max and Freak
face on Fourth of July? Why do you think Kevin nicknames Max and himself, Freak the Mighty?
What characters are we introduced to and who do we learn more about in these chapters? At the
end of the class reading, students will be given fifteen minutes to add to their Character analysis
packets, and then share their answers in their teams.
Closure:
We will discuss some of the major character developments as a whole group and make
connections with the characters and inferences about what will happen or what actions the
characters will take in storys future. Students will be asked to add a new connection to their
Making Connections worksheet and then volunteers will share with their responses with the
class, identifying the connection and what type of connection they made. Students will be given
the remainder of the class period to complete the Chapter questions for Chapters 13-16 and will
complete these questions for homework.
Lesson/Activity: 5
March 31, 2017
Lesson Focus This lesson will focus on Freytags Pyramid, which is the proper name for a plot
A.Essential diagram. The components of this pyramid are extremely important for students to
Questions know and apply to not only this novel, but to any story they read. This lesson will take
B.Content most of the class period, with time for reading the next chapters of the novel
C.TimeNecessary afterward. What is the exposition? What is a conflict? What is a rising action? Falling
action? Climax? Resolution?
Instructional Students will review the meaning of each part of Freytags Pyramid and
Objectives apply this pyramid to the novel, Freak the Mighty.
Students will identify the exposition, conflict/resolution, rising/falling
actions, and climax of the novel and how each piece contributes to the
overall storytelling.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.

quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
Writing:
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1-3 above.)
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.
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language:
Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
Materials Freak the Mighty novel

Freytags Pyramid handout
Journals/Folders
Chapter Questions
Vocabulary packet
Character Analysis Packet
Freytags Pyramid PowerPoint
Making Connections handout

4) Set the stage (the hook): Students will answer their journal entry
Hook/Prior labeled Journal Entry #5 and Dated: March 31, 2017.
Knowledge Journal Question: Think of a nickname youve been given. Who gave it
to you and why? If you do not already have a nickname, what is a
nickname youd like to be called and why? (Give students eight
minutes to complete their journal entries and then have volunteers share
with their answers with the class. Ask students to share any connections
they made to their classmates answers.
2) Activate prior knowledge: Yesterday, we read the short story, The True
Story of the 3 Little Pigs. Can anyone recall the different literary terms we
identified throughout the story? (Answer: Characters, setting,
conflict/resolution, rising/falling actions/climax). Can someone tell me the
proper name for this plot diagram that you learned about at the beginning of
the year? (Answer: Freytags Pyramid).
Teaching Today, you will be reviewing Freytags Pyramid and applying it to our
Point (repeat) novel, Freak the Mighty!
Development Students will be given a blank Freytags pyramid handout. As we go over each part,
of Lesson we will discuss the components together aloud. Using yesterdays short story, lets go
(Teaching) over each element of Freytags pyramid together (use the PowerPoint) and fill in the
definition for each component on our blank handout. What is the exposition of a
novel? What is a conflict? What is rising action? What is the climax of a story? What
is a falling action? What is a resolution? Students will be filling in the definitions on
their blank pyramid handout and the definitions for each element will be up on the
board. Now that we have the definitions of each part of the pyramid and have applied
the Pyramid to our short story, The True Story of the 3 Little Pigs, we will now listen
to Chapters 17-20 on the audio player and following along in our books. As we follow
along, mark page numbers on your Freytags Pyramid handout that you can come
back to when you go to fill in the pyramid for our novel.
Active Discuss the important events and details in these four chapters of the story after they
Engagement/ are read aloud. Give students ten minutes to work in their groups to complete the
Connections Chapter Questions for Chapter 17 and 18, and that 19 and 20 will be for homework
tonight. (Questions will be reviewed at the start of the next class).
Next, students will be given ten minutes to fill out their Freytags Pyramid, giving one
example from the novel for each part of the pyramid. You should go back in the
novel when necessary to help you fill in each part.
Closing/Share At the end of their group work, students will share different parts of their Freytags
pyramid that they completed in class for Freak the Mighty.
Closing/Review questions:
What is the exposition of a story? What is the exposition in Freak the Mighty? What is
a conflict? What is the conflict in Freak the Mighty? What is a rising action? What are
some rising actions in Freak the Mighty? What is the climax of a story? What is the
climax of Freak the Mighty? What is a falling action? What are some falling actions in
Freak the Mighty? What is a resolution?
Differentiation PassoutFreaktheMightyChapterQuestionspackettoeachstudent.Explainto
/Grouping studentsthatattheendofeachclassperiod,theywillindividuallybeginworkingon
thechapterquestionsforthechapterwereadinclass.Whateverisnotfinishedin
class,willbecompletedforhomework.Studentswillbeassessedbasedontheir
abilitytoanswercriticalthinkingquestionsandtheiranswerstothebookcover
activity.StudentswillalsobeassessedontheirabilitytoanswertheChapter
Questionsandprovideevidencefromthetextwhennecessary.Studentsoraland
writtenresponsescanbeassessedforabilitytothinkcritical,analyzeatext,and
identifykeycharactersandeventsinatext.
Assessment The assessment for this lesson will be when students hand in their folders and their
completed Freytags Pyramid is assessed at the end of the unit. The Freytags Pyramid
will also be part of students final project for the unit, so they will be assessed based
on the information given in their project. Students will be assessed for critical thinking
and analysis skills through oral and written responses.
Lesson/Activity:6
April3,2017
Lesson Focus This lesson is being taught to introduce my students to their final project for
A.Essential their novel, Freak the Mighty. I am introducing this lesson with over a week
Questions left of reading the actual novel, because I want students to already be thinking
B.Content
about what they can include and add to their cereal boxes as we continue
C.TimeNecessary
reading together in class. The purpose of this lesson is for students to show
what they have learned about the novel as well as show their ability to identify
important, key components of a story, such as characters, plot, summary,
climax, rising/falling actions, and problem/resolution. Once students have
finished the novel, they can show what they know and how each element of a
story fits together.
Instructional Students will be introduced to their group project, creating and

Objectives designing a cereal box for Freak the Mighty
Students will identify the main characters and their traits/roles in Freak
the Mighty
Students will review the elements of a story according to Freytags
pyramid and illustrate their understanding of each element by filling in
their pyramid for the novel, Freak the Mighty
Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
topic or issue.
Writing:

Language:
Materials Cereal Box Project Directions and Graphic organizer packet

Freytags Pyramid worksheet
Character Analysis packet
Freak the Mighty novel
Cereal box (one per group)
Construction paper
Markers, colored pencils, crayons
Classroom computers (optional)

Hook/Prior 5) Set the stage (the hook): Students will be introduced to an example
Knowledge cereal box project that has already been done to engage them in the
activity.
2) Activate prior knowledge: What are some of the concepts we have been
practicing as we read our novel? (Answer: character analysis, Freytags
Pyramid, critical thinking).
Teaching Today, you will be introduced to your final project for our Freak the Mighty
Point (repeat) unit plan! Your final project will be a group project that you will have time in
class to complete and will be doing in your teams!
First, students will listen to the cassette tape of the reading for Chapters
21-23 (Give students fifteen minutes to add to their Character Analysis
packet and their Vocabulary words for Chapters 21-23) Then, open class
discussion for students to share some of their additions to their Character
Analysis and Vocabulary packets.
Development I will now go over each section of the cereal box by using the model cereal box
of Lesson and the graphic organizer to show students how each of the parts should be
(Teaching) included on their cereal box. As we go over each part, we will discuss the
components together aloud. When we get to the Ingredients of the project,
we will review each of the story elements and what should be included in each
characters analysis on their cereal box. (In this section, students will take out
their Freytags Pyramid and Character Analysis packet for reference). As
students follow along in their Directions/Graphic Organizer handout, use the
model cereal box to show students what a finished product will look like.
Directions for each side of the cereal box are included on the rubric (See
Appendix: Cereal Box Project Rubric).
Active Once the directions for each side have been given, stop to ask students if they
Engagement have any questions about what is expected of them for each side of their cereal
box. Tell students that they will have the rest of the class period to begin
working on their projects by brainstorming in their graphic organizers. Ask
students to focus on the front of their box and the Ingredients section for their
box (which is the Character Analysis and Freytags Pyramid). Tell students that
they should use their completed Freytags Pyramid and their Character
Analysis packet to help them complete this section of their graphic organizer.
Tell students that they will not be able to provide the falling actions or
resolution yet, but that they will have time tomorrow to add to their graphic
organizers once they we have finished reading the novel.
Closing/Share Leaveeightminutesattheendofclassforwholeclassdiscussion.Repeatan
overviewofeachsideofthecerealboxandopenthefloorforanyclosing
questionsabouttheproject.Tellstudentsthattheyshouldbringinonecereal
boxpergroupfortomorrowsclass,becausetheywillbetakingmostofthe
classtoworkontheirprojectsafterwefinishlisteningtotheendofthenovel
onthecassettetapes.TellstudentsthattheyshouldcompletetheStudy
QuestionsforChapters2123tonightforhomework.
Differentiation Studentscanuseseveraldifferentmediaoutletstocompletetheirfinal
/Grouping projects.Theycanusethecomputertotypetheirwords,createdesignsand
researchinformationfortheircerealboxesandcanalsohanddrawandneatly
writetheirinformationfortheirprojects.Studentsaregiventheopportunityto
becreativeanddifferentiatetheirprojects,basedontheirstrengths.
Assessment Students will be assessed individually, based on their completed graphic

organizers and receive a group grade for their final project. Students will
receive an individual grade for their graphic organizer and a group grade for
their cereal box project. Students will be assessed on their ability to follow
directions as well as their ability to think critical and analyze the novel,
through each component of the cereal box.
Lesson/Activity: 7
April 4, 2017
Students will apply Character Analysis, Freytags Pyramid, and Vocabulary study skills to Freak
the Mighty.
Students will practice close reading, including making generalizations and inferences.
Students will answer critical thinking questions, supported with evidence from the text.
Students will make text to self, text to text, and text to world connections.
Procedure:
Introduction: Journal Entry #7, dated April 4, 2017.
Question: When Freak tells Max, No one stays like thiseveryone is always changing, what
does he mean?
Supporting activities: Students will listen to the audio of Chapters 24 and 25 and following along
in their books. We will discuss the ending of the novel. What surprised you about the ending?
What would you change about the ending? Discuss these questions in teams first, and then open
the class for whole group discussion. Students will have the next fifteen minutes to complete the
vocabulary for Chapter 24 and 25, make one new connection on their Making Connections
worksheet, and complete the Chapter Questions for Chapter 24 and 25. Students will collaborate
in their teams to discuss their answers for these sections for seven minutes.
Closure:
Students will share their connections and answers to chapter questions as a whole class, thinking
critically about the end of the novel. Students will be given the remainder of the class to work on
their cereal box projects. Students will now complete their Freytags Pyramid, able to add falling
actions and the resolution now that they have completed the novel.
Lesson/Activity: 8
April 5, 2017
Students will identify the authors purpose for writing Freak the Mighty.
Students will identify the theme(s) of Freak the Mighty.
Procedure:
Introduction: Journal Entry #8, dated April 5, 2017.
Question: Think of a time in your life when youve been in a scary or challenging situation like
Max is currently in. Who helped you get out of this situation? Explain.
Supporting activities: Students will have the first forty minutes of class to complete their cereal
box projects in their teams. Each team will be presenting their cereal box to the rest of the class
in the form of a walk through. This means that each team will have their cereal box presented on
their groups desk and students will walk around to each desk and look at one anothers cereal
boxes. There will be a Comments Sheet on each groups desk, where students can leave a
comment about the cereal box, such as what they liked most about each groups cereal box.
Remind students that comments should be kept positive! With twenty minutes left, we will
reconvene for a class discussion to wrap up our unit.
Closure:
Wrap Up Questions:
1. Have students volunteer to read some of the positive comments that were left for them by
their peers about the cereal box.
2. What are some interesting things you found on your walk through?
3. Why did you choose the title you chose for your cereal box?
4. What are some quotes you used for characters in your Character Analysis section under
Ingredients?
5. Raise your hand if you enjoyed the novel, Freak the Mighty? What did you enjoy about
it?
6. Raise your hand if you did not enjoy the novel? Why? What would you have changed or
liked to have seen done differently by the author?
ESSENTIAL QUESTION:
On a piece of white lined paper, students will individually answer the final two questions:
1. What do you think the authors purpose was for writing Freak the Mighty?
2. What is the theme or message you received from the novel?
Once students have answered their questions, they will have five minutes to discuss their
answers with their teams. Finally, open class discussion and have students share their answers to
these two questions with the rest of the class.
*Because we had two half-days leading up to Spring Break, students watched the film adaption
of the novel after the unit closed. Their take-home final exam should be handed out on the last
day of the unit, April 5th, and due on April 7th before Spring Break.
Reflection:
I was able to document students learning because I believe I really planned out this unit
very concisely. I created a folder for each student where they kept everything for this unit, so
they were kept organized, even for those students who struggle with organizer. This made it very
easy for me to access a students work at any time during the unit, and when it came to the final
assessment, I was able to collect each students folder, including their journal, and go through
each students work. My students learned different strategies for analyzing and close reading a
novel. Up to this point, we had only done one other novel in this class, so I wanted to break
down the novel as much as possible. I believe my lessons were successful in doing just that,
because I was able to give my students a purpose for reading each day, so they knew what they
were looking for as they read. My students were able to learn how to pull important information
from a novel, which is most often more challenging than reading a non-fiction article full of
facts. In order for my students to be able to successful unpack the novel, I wanted to give them
literary hats that they could place on the strategies they were learning. By giving each skill its
literary term, character analysis, Freytags Pyramid, vocabulary study, and so on, students were
able to identify these important parts of the novel through each focused lesson. I believe I was
successful in motivating my students because they were very engaged in the novel and I believe
the cereal box project was very fun and exciting for them. Even for those students who said they
did not like the book or disliked the ending, they provided strong reasons and thought-provoking
ideas that showed they were very much in tune with the novel. I believe that creating teams for
my students to work in throughout the unit was one of the most successful strategies I
implemented. Unpacking a novel can be very overwhelming, but my students were able to
collaborate and have meaningful discussions with one another, which helped them to stay
engaged and have more participation, rather than only having whole-class discussion.
The biggest struggle may have been the class size, because 32 students were at times,
difficult to manage. It was very helpful that there were three teachers in the room, because we
were able to collaborate and also maintain class focus. I am wondering how this unit will go
when I am the only teacher in the room. Throughout this unit, we only read in class as a whole
class, so I may switch up the reading the next time I teach this unit, and have students read
individually at some points. I think I want to implement a larger writing piece at some point in
the unit. I enjoyed reading my students journal entries and I feel that this free writing gave them
the creativity to really make connections to their own experiences. I may want to implement a
short narrative writing piece at some point in the unit next time, with a writing prompt along the
lines of, Think of the adventures of Freak the Mighty from the novel. If you had a superhero
nickname, what would it be? Create a narrative about one of your quests as a superhero like
Freak the Mighty.
APPENDIX:
1: Folder and Journal

2: Wait, dont start reading yet
3: Chapter Questions
4: Making Connections
5: Vocabulary Study
6: Character Analysis Packet
7: Freytags Pyramid Organizer
8: Cereal Box Project Rubric
9: Study Questions Take-Home Test Chapter 1-9
10: Final Exam
Student A Samples:
Student B Samples:

Unit Plan Freak The Mighty

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UNIT PLAN

Freak the Mighty

2. Title: Freak the Mighty Unit Plan

Key Ideas and Details:

Speaking and Listening Standards:

Conventions of Standard English:

3. Sequence of Learning Activities:

5. Appropriate Use of Technology:

*Sequence of learning Activities (Lessons):

Speaking and Listening:

Materials Freak the Mighty novel

Procedures: How will you begin your lesson?

Teaching Point Today,wewillbeginourunitonthenovel,FreaktheMighty,throughoutwhichwe

Speaking and Listening:

Materials Freak the Mighty novel.

Procedures: How will you begin your lesson?

Introduction: Journal Entry #4, dated March 30, 2017

Craft and Structure:

Integration of Knowledge and Ideas:

Integrate information presented in different media or formats (e.g., visually,

Speaking and Listening:

Comprehension and Collaboration:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Conventions of Standard English:

Demonstrate command of the conventions of standard English grammar and usage

Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and

Materials Freak the Mighty novel

Procedures: How will you begin your lesson?

Instructional Students will be introduced to their group project, creating and

Speaking and Listening:

Materials Cereal Box Project Directions and Graphic organizer packet

Procedures: How will you begin your lesson?

Assessment Students will be assessed individually, based on their completed graphic

Introduction: Journal Entry #7, dated April 4, 2017.

Students will identify the theme(s) of Freak the Mighty.

Introduction: Journal Entry #8, dated April 5, 2017.

1: Folder and Journal

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