Thematic Unit

Madison Niksich
Lauren Brink
Amanda Nesseth
Madison Young
T&L 322
December 2016
Thematic Unit Plan
Unit Title: A Thematic Unit on Disabilities
Grade level: 6th grade
Rationale and Purpose

The goals for our thematic include the following:
We want our students to become more aware of the different disabilities that exist in the
world.
As we learn about many different types of disabilities, we also want our students to learn
about empathy and how to treat others who may not be similar to you. We believe that
empathy is a very important life skill that all students need to learn. With the skills
learned in this lesson, students will be better prepared for how to treat others with
various disabilities.
We would like to help students learn what their implicit biases are and how they can
overcome those biases.
We would like our students to learn the history about people with disabilities and how
people with disabilities are treated all over the world.
Unit Content Standards:
Common Core Literacy
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.
CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 6 here.)
c.CCSS.ELA-LITERACY.SL.6.1.C: Pose and respond to specific questions with
elaboration and detail by making comments that contribute to the topic, text, or issue
under discussion.
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CCSS.ELA-LITERACY.SL.6.4 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.
CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,
text, or issue under study.
CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and
relevant evidence.
CCSS.ELA-LITERACY.W.6.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.CCRA.W.8: Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.RI.6.7: 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.
CCSS.ELA-LITERACY.RI.6.8: Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and evidence from claims that
are not.
CCSS.ELA-LITERACY.L.6.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
English grammar and usage when writing or speaking.
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 5 topics and
texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the discussions.
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CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.6.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate. (See grade 6
Language standards 1 and 3 for specific expectations.)
CCSS.ELA-LITERACY.W.6.8 Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
Common Core Math

CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
CCSS.MATH.CONTENT.5.NBT.B.5 Fluently multiply multi-digit whole numbers using
the standard algorithm.
CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their
context.
Grade Level Expectations
GLE 4.2
Understands and analyzes causal factors that have shaped major events in history.
GLE 5.3.1 Evaluates ones own viewpoint and the viewpoints of others in the context of
a discussion.
Health
H2.W4.5 Analyze how family, peers, media, culture, and technology influence health
decisions and behaviors.
NCTE Standards
NCTE Standard 5. Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with different audiences
for a variety of purposes.
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NCTE Standard 12. Students use spoken, written, and visual language to accomplish
their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
Civics
Standard 11: Understands the role of diversity in American life and the importance of
shared values, political beliefs, and civic beliefs in an increasingly diverse American
society
Standard 25: Understands issues regarding personal, political, and economic rights
Life Skills (Working with Others)

Standard 3: Works well with diverse individuals and in diverse situations
Standard 4: Displays effective interpersonal communication skills
Science
In multicellular organisms, the body is a system of multiple interacting subsystems. These
subsystems are groups of cells that work together to form tissues and organs that are
specialized for particular body functions. (MS-LS1-3)
LS1.D: Information Processing
Each sense receptor responds to different inputs (electromagnetic, mechanical,
chemical), transmitting them as signals that travel along nerve cells to the brain. The
signals are then processed in the brain, resulting in immediate behaviors or
memories. (MS-LS1-8)
Physical Education
PE Standard 2: Students will apply knowledge of concepts, principles, strategies, and
tactics related to movement and performance.
Art
Art EALR 3 The student communicates through the arts; Component 3.1: Uses the arts
to express feelings and present ideas.; Component 3.2: Uses the arts to communicate
for a specific purpose
Materials:
Books:
Wonder by R.J. Palacio
Wonder tells the story of August Pullman, a 12 year old boy who was
born with a severe facial abnormality. August is starting middle school
and going to public school for the first time in his life. Wonder tells the
story of his first year of middle school through his eyes and through the
eyes of people close to him.
Different Just Like Me by Lori Mitchell
Different just like me tells the story of young April who meets a lot of new
people while preparing to visit her grandmother. April notices how
different all these new people are from her, but she also recognizes how
many similarities they have.
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Thank You, Mr. Falker by Patricia Polacco
This story goes through Patricia Polaccos personal experiences trying to
learn to read while suffering from undiagnosed dyslexia. When she gets a
new teacher who finally sees her as smart, she learns to read.
Mama Zooms By: Jane Cowen-Fletcher
This story is about a son and his mom who is in a wheelchair. The son
loves to ride in his moms wheelchair with her, and finds it to be an
adventure everywhere they go.
Each Kindness by Jacqueline Woodson
Each Kindness tells the story of a young girl named Maya who moves to
a new school. Told in the perspective of another little girl, Maya is seen as
an outcast and is bullied. Maya eventually moves again after the class
conducts a very special lesson. The main character realizes how awful
she treated Maya and seeks for her forgiveness, only to realize Maya is
never coming back.
Be good to Eddie Lee by Virginia Fleming
This book is about a boy with down syndrome who wants to befriend this
young girl named Christy. Christys mother encourages Christy to be
accepting of Eddie Lee and be his friend unlike any of the other kids

Videos
Understanding Unconscious Bias
https://www.youtube.com/watch?v=dVp9Z5k0dEE
This short video talks about the ways our brains make associations and
biases unconsciously and how they may affect our decisions without our
knowing.
Unpacking and Transforming Your Biases For A Better Community | Denise
Hernandez | TEDxSanAntonio
https://www.youtube.com/watch?v=FU4CDFFy77g
This Ted Talk discusses ways to recognize and begin to eliminate ones
biases to help create a better community. Denise Hernandez connects
her talk to an experience at an eighth grade leadership camp.
10 Commandments of How to Speak with People with Disabilities
http://www.specialolympics.org/Responsive/10_Commandments_How_to_Speak
_with_People_with_Disabilities.aspx
This video teaches the viewer how to speak with people with disabilities --
the same way they would with anyone else.
Articles
Teachers, Parents, and Students: Lets Talk About Ableism by Mardra Sikora
http://www.huffingtonpost.com/mardra-sikora/teachers-parents-and-students-lets-
talk-about-ableism_b_9033256.html
This article discusses the prevalence of ableism that goes unnoticed in
our everyday lives. The author calls out some examples of ableism, and
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suggests an ableism hierarchy. This author claims that the novel Wonder
purveys ideas of ableism.
Puget Sound Personnel, Inc. Participant Success Stories:
http://www.pspwork.com/SuccessStories.asp
This article provides testimonies of people with disabilities for students to
read for the empathy lesson on Day 8. These stories are success stories
of people who have a disability and now are successfully working at a job.
Kids Health Article: Visual Impairment http://kidshealth.org/en/teens/visual-
impairment.html?WT.ac=p-ra#
This article provides information to the students about vision
impairments.The article provides information to the students about what
visual impairment is, what causes visual impairment, and what doctors do
for visual impairment. The students will read this article in sections and
report back to the class.
Disability Rights Movement Handout
http://dariusgoeswest.org/school-
program/teachers/lessons/plans/Social_Studies_1.pdf
This article provides insight to the events that occurred during the
Disability Rights Movement. The Handout discusses important people
that impacted the movement as well as laws that were passed because of
this particular movement. The article also compare this movement to the
Civil Rights movement and how they coexisted.
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Overview of Unit
Day 1 Day 2 Day 3 Day 4 Day 5

-Introduction to Unit -Bias Journal -Wonder p. 1-34 -Wonder p. 34-80 -Wonder p. 80-117
-Anticipation Guide Write -Ableism Lesson -Disability Rights -Autism
-What is a disability? -Recognizing Bias Movement Lesson -Art as activism
-Disability Brainstorm Game -Agree/Disagree
-Understanding -Harvard IAT Game
Disabilities Questionnaire -Civil Rights
Discussion -Bias v. Prejudice Movement
-Math: Disabilities Comparison
Statistics
-Social Studies:
Disability History

-Wonder p. 117-154 -Wonder p. 155- -Wonder p. 185- 205 -Wonder p. 205-230 -Wonder p. 230-272
-Communication 185 -Empathy Lesson -Intellectual -Physical Disabilities
Disorders -Learning -Read and discuss Disabilities -Mama Zoom
-Start Disability Disabilities Disability success -Be good to Eddie -Physical Disability
Project -Math:Dyscalculia testimonies Lee Stations
-Health: Learning -Participate in -Journal Entry -Journal Entry
disorders reading Disability Empathy -Act it; Dont Say it -Work on project
-Learning Walk activity
disabilities -Create empathetic -Abstract Shape
Simulation poems Drawing Activity
-Share poems -Class discussion
-Work on Project
-Wonder p. 272-End -Hearing -Anticipation Guide -Each Kindness -Disability Project

-Vision Impairments Impairments -Game Day with Lesson Presentations
-Visual Impairments -Ear Plugs special education -Penny in a bucket
article and group classes activity
poster presentations -Students write a
-Document Camera kind letter to
Activity someone
-Blindfold Activity
-Braille Activity
-Work on project if
time allows
Week One
Day 1: Unit Introduction
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Goal:
The goal of today is to orient students to the unit on disabilities and implicit biases. We want
students to start thinking about what their current ideas are about disabilities are, and what
disability means to them. We then want to begin the destigmatization process, by educating
students about disabilities. Students should aim to begin to assess their own thoughts and
perspectives they have towards disabilities while opening their mind to new ideas.
Overview:
Today will begin with an introduction to the unit. We will start by completing the anticipation
guide. The students will complete a journal write regarding an anticipatory statement of their
choosing. We will then come together in a class meeting to talk about what we will be learning
about for the following three weeks. We will talk about what we know about disabilities and what
we hope to learn. Students can share out what they talked about in their journal writes and what
makes them feel that way. We will then transition our discussion to begin discussing what a
disability is. Students will be in charge of creating a definition. This can be written on the board
and modified as we progress through the unit. After a definition is created, we will begin
brainstorming disabilities that we are aware of. Students will record this brainstorm in their
journals. After we complete the brainstorm, we will transition into a read-aloud of Different Just
Like Me by Lori Mitchell. Students will get a chance to add to their disability brainstorm after the
reading. Students will then write a few sentences about an experience where they had many
differences and similarities with someone. They will then illustrate this experience into a comic
strip. As they illustrate their comic strips, students will watch The 10 Commandments How to
Speak with People with Disabilities. After lunch, students will transition to Math. For math
today, students will research the number of people living with disabilities. Groups of students will
be challenged to find the statistics for people in the whole world, the U.S., for just children, and
also for different types of disabilities. Students will then create a graphic representation of their
data they found. Dependent on time, students will research statistics on a disability of their
choice. After math has concluded, we will transition into social studies. Students will read
through a printout of the Disability History timeline on ncld-youth.info. After reading through the
timeline, students will go back through and use a highlighter to color code the timeline by
category of disability (physical, intellectual, learning, and communication). They will then write a
short summary on the history of either general disability history or the history of one category of
disabilities.
Standards:
CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and
relevant evidence.
CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
8
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
Materials:
Anticipation Guides (attached)
Student Journals
Different Just Like Me by Lori Mitchell
http://www.ncld-youth.info/index.php?id=61# Timeline Printout
Math Recording Sheet (attached)
The 10 Commandments How to Speak with People with Disabilities
http://www.specialolympics.org/Responsive/10_Commandments_How_to_Speak_with_
People_with_Disabilities.aspx
Instructional Strategies:
Small group inquiry, small groups, whole class discussion, independent work.
Acknowledgements:
Understanding Disabilities Lesson http://www.tolerance.org/supplement/understanding-
disabilities-middle-grades
Disability History Timeline http://www.ncld-youth.info/index.php?id=61#
Day 2: Bias
Goal:
Todays goal is to help students understand what bias is and to understand that sometimes we
have biases without being aware of them. We want students to understand what biases they
may have had without being aware of so that they may begin to work to eliminate these biases.
We also aim to help students gain an understanding of the difference between bias and
prejudice.
Overview:
Today when students come in, the word Bias will be written on the board. This will be left
without acknowledgement until after we finish through the regular morning routine. We will then
come to a whole class discussion, sitting in a circle. Before beginning the discussion, the
teacher will orient the students by warning them that today we will be facing harsh truths. We
may learn things about ourselves that we do not like, but these truths are not permanent. Part of
growing up is working to become a better person. We will have a discussion regarding What is
bias?. Students will have the opportunity to share their background knowledge, perceived
definitions, and thoughts. Students will then do a quick-write in their journals exploring their
knowledge about bias. Students are asked to explore the questions, What is bias? Are you
biased? What can you be biased about?. Following the quick-write, students will pair up to do
research to create a definition of bias. The research will have a timed progression of sources
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available. At first students will only be allowed to research print sources in the library (including
pieces selected by the librarian), then they will be allowed to use online encyclopedias, and
finally other educational websites. Before allowed a new resource, students must write a new
definition that accommodates the new information they gained from the last resource. After
students have constructed definitions in pairs, they will find a pair to join. The two pairs must
work together to construct a new definition that they can all agree on. That group of four must
join another group of four, and so on until we come to a whole class discussion and the whole
class is able to wholly agree on one definition that will be written on the board. After lunch, we
will look at dictionary definitions of bias, to gain a better understanding of the generally accepted
definition of bias. We will have a class discussion regarding the difference between bias and
prejudice. The aim is for students to understand that bias is a belief while prejudice is an action
on that belief. Students will then watch the video Understanding Unconscious Bias. After a
short discussion on reactions, students will take the Disability Harvard IAT through Project
Implicit. After students finish, they will write a journal write about how they feel after taking the
assessment. They will not have to report or share their results with anyone. We will come back
to a group discussion afterwards to debrief, so students may share their feelings. Following the
discussion we will watch the Ted Talk Unpacking and Transforming Your Biases For A Better
Community After a short discussion following the video, we will transition into the recognizing
biases game.
Standards:
CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.CCRA.W.8: Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.RI.6.7: 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.
CCSS.ELA-LITERACY.RI.6.8: Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and evidence from claims that
are not.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)
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English grammar and usage when writing or speaking.
English capitalization, punctuation, and spelling when writing
NCTE Standard 5. Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with different audiences
for a variety of purposes.
NCTE Standard 12. Students use spoken, written, and visual language to accomplish
their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
PE Standard 2: Students will apply knowledge of concepts, principles, strategies, and
tactics related to movement and performance.
Materials:
Understanding Unconscious Bias https://www.youtube.com/watch?v=dVp9Z5k0dEE

Unpacking and Transforming Your Biases For A Better Community | Denise Hernandez
| TEDxSanAntonio https://www.youtube.com/watch?v=FU4CDFFy77g
Recognizing biases game instructions (attached)
Library resources
Student Journals
Whole Group Discussion, Independent work, inquiry/research, video
Acknowledgements:
Understanding unconscious bias https://www.youtube.com/watch?v=dVp9Z5k0dEE
Unpacking and Transforming Your Biases For A Better Community | Denise Hernandez |
TEDxSanAntoniohttps://www.youtube.com/watch?v=FU4CDFFy77g
Recongizing Biases Game https://www.learningtogive.org/units/character-education-
fairness-grade-6/recognizing-bias
Day 3: Ableism
Goal:
The goal of today is to elaborate on the concept of prejudice that was introduced on day 2. We
aim to make students aware of the prejudice and discrimination that people with disabilities
face. Students should aim to collect knowledge on prejudice and discrimination against people
with disabilities, also known as ableism. We aim for students to understand that people with
disabilities are undeserving of this discrimination and suffer from it.
Overview:
Today we will start our day with ableism written on the board just as bias was written
yesterday. It will be left up for students to think about as they move through the morning routine.
When we come to our morning meeting discussion, students will talk with their elbow partners to
think about what ableism could mean and come up with predictions as to what the definition
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could be. We will then talk as a whole group about what ableism could mean. Students will be
encouraged to debate their ideas and fully explore their predictions. This will be followed by a
mini-lesson on the reading strategy of writing down our thoughts as we read. Students will then
be asked to read the Huffington Post Article, Teachers, Parents, and Students: Lets Talk About
Ableism by Mardra Sikora. Students will be expected to use the strategy featured in the mini-
lesson to keep track of their thoughts as they read through the article. After students finish
reading, students will talk to a partner to talk through the article and what their reactions were.
After a brief discussion, students will be directed to write a summary of their reactions to the
article in their journals. Following this, we will come back to a whole group discussion. Students
will discuss their new definitions of ableism and how the article affected the creation and
accommodation of that definition. Students will then be encouraged to debate and reason their
definitions further. If there are large discrepancies between definitions, students will be asked to
further research and create a definition in a similar process as done with bias yesterday. If
students are able to more easily come to an accurate definition, we will move on to introduce
our anchor text for the unit. We will read the back cover and thumb through some of the pages
to make predictions about what we think the text will be about. This will transition into a read
aloud of the first 34 pages of Wonder, followed by a discussion using the corresponding
questions (see materials). After lunch, we will transition into how to deal with ableism. This will
start with a brainstorm of what to do if they see or experience ableism. We will orient students to
think about it in a similar way of how they would deal with bullies, and make the connection that
ableism is a form of bullying. After a class brainstorm of solutions, students will get into groups
of four or five and create a skit that acts out a solution that was brainstormed during the class
discussion. Students will then present their skits to the rest of the class. After all skit
presentations have been completed, we will transition into anti-ableism art. Students will be
challenged to create ads that could be placed around the school to remind students to not
discriminate based on ability or what to do if they see or experience ableism. This will be
followed by a gallery walk to see others art pieces.
Standards:
CCSS.ELA-LITERACY.SL.6.1.C: Pose and respond to specific questions with
under discussion.
CCSS.ELA-LITERACY.W.6.7:Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when appropriate.
Visual Art GLE: 1.2.1 Analyzes and applies the skills and techniques of visual arts to
create original works of art in two and/or three dimensions.
Visual Art GLE: 1.4.1 Analyzes the conventions and responsibilities of the audience and
applies the conventions that are appropriate given the setting and culture.
Theatre GLE: 1.2.3 Creates a character that can identify tactics to overcome obstacles
and achieve objectives within a script.
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Theatre GLE: 3.2.1 Applies the elements of theatre that communicate for a specific
purpose and to a specific audience. Uses the elements of theatre (with
Materials:
Wonder Questions
Teachers, Parents, and Students: Lets Talk About Ableism by Mardra Sikora
http://www.huffingtonpost.com/mardra-sikora/teachers-parents-and-students-lets-talk-
about-ableism_b_9033256.html
Skit Directions (attached)
Anti-Ableism Ads Directions (attached)
Whole group discussion, debate, paired discussion, independent work, small group activities.
Day 4: Disability Rights Movement Lesson
Prior to this lesson we will discuss questions related to last nights reading of wonder. These can
be found under materials for day 3.
T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Madison Young, Madison Niksich, Amanda Nesseth, and Lauren
Brink
Date: December 1st, 2016
Cooperating Teacher: Kelli Cox Grade: 6th
School District: Pullman School District School: Lincoln Middle School
University Supervisor: Barbara Ward
Unit/Subject:Disability Rights Movement
Section 1: Planning for Instruction and Assessment
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a. Instructional Plan Purpose:
1. State/National Learning Standards: Teacher candidates identify relevant grade

level concepts/content and align them to Content StandardsCommon Core
Standards or Washington State EALRs, or National.
CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
GLE 4.2
GLE 5.3.1 Evaluates ones own viewpoint and the viewpoints of others in the context
of a discussion.
1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:
1. SWBAT explore the history of people with disabilities
GLE 4.2
2. SWBAT Explain 5 similarities and 5 differences between the Civil Rights

Movement and the Disability Rights Movement
CSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
GLE 4.2
3.SWBAT take a stance on statements relating to the Disability Rights Movement
GLE 5.3.1 Evaluates ones own viewpoint and the viewpoints of others in the context
of a discussion.
Language Objectives:
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1. SWBAT define the Disabilities Education Act as well as the Americans with
Disabilities Act
CCSS.ELA-LITERACY.RH.6-8.4
vocabulary specific to domains related to history/social studies.
1. Previous Learning Experiences:

Before this lesson students have learned and participated in activities about what a
disability is and how these disabilities affect people. Students have also became
familiar with what a implicit bias is and the prejudices that those with disabilities face.
Students also have experience with making compare/contrast charts and are aware
of what is expected of them when they are working within a group setting. Students
have had plenty of practice presenting their work in front of the class and organizing
their ideas in a professional way.
1. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
Accommodations for ELL students

ELL students will be placed in classroom desks near someone who speaks their native language and
English, and can help the ELL student with unfamiliar vocabulary.
English proficient student can answer questions when needed
Teacher will go around to students for one-on-one assistance when class begins independent work.
ELL students will have sticky notes on their desk to write questions about what does not make sense or to
place on handout instructions when they cannot understand the text.
Students will have access to a multilingual dictionary to help with writing
Instructions will be given aloud to ensure comprehension
Teacher will have handouts printed in native language if needed
Accommodations for Gifted/Talented Students

Gifted students have the option to read a more challenging book for their homework assignment.
If completed with their work, gifted students will be asked to read their independent books, or find a
nonfiction article online to practice using more context clues.
Teacher can ask the student to use as many context clues as they can. Teacher can ask the student how
many times they used context clues in their reading.
Gifted students have the option to research more context clues and try to find those in their reading.
Accommodations for Special Education Students

Accommodations will adjust to each students individual IEP/504 plans.
Students with learning disabilities related to literacy may be paired with a non-special needs students
If needed, students will be given more time to work on the activity.
15
Students with learning disabilities related to writing will be given special accommodations, such as using
verbal communication to answer questions, and having teacher write their response while they copy the
teacher writing.
Teacher will walk around the classroom during individual work time to provide students with one-on-one
assistance.
f. Assessment Strategies
Content/Language Objectives Assessment Strategies
1. SWBAT explore the history of Formative: Students will be asked to read

people with disabilities the handout and discuss with their table
group as well as partners questions that the
teacher will pose at the end of sections of
reading. The teacher will walk around to
ensure that students are talking about these
questions as well as ask students to share
their discussions with the entire class. The
teacher will decide if she believed that the
students have grappled and understood
these questions to her discretion. Once a
topic is fully understood by students the
entire class will move one.
2. Explain 5 similarities and 5 Summative: Students will turn in their

differences between the Civil Rights compare/contrast chart at the end of the
Movement and the Disability Rights lesson. The teacher will mark off that
Movement students have at least 5 similarities and 5
differences on their chart. The teacher will
also lister while groups are presenting to
check off that every student speaks and that
they have adequate reasoning on why they
chose specific similarities and differences. If
only a couple of groups are lacking
examples they will be asked to add more in
their own time and turn back into the
teacher. If the entire class does not pass this
portion of the lesson will be retaught.
3. SWBAT take a stance on Formative:

statements relating to the Disability While playing the Agree/Disagree game
16
Rights Movement students will show how they feel about a
statement by picking a side and having
reasoning behind why they chose that side.
The teacher will make sure to call on as
many students as she can to explain their
reasoning. By having everyone participate
the teacher can make sure that all students
are thinking about their own opinions and
thoughts about the Disability Rights
Movement.
4. Define the Disabilities Education Summative:

Act as well as the Americans with Students will be asked what these two Acts
Disabilities Act are from their reading. Once students have
the answer they will give the teacher a
thumbs up. This lets the teacher know that
all students are comfortable answering this
question. Two students will be called on and
asked to explain their answer. The teacher
will ask students if they agree with this
answer. Once the teacher sees that all
students are on the same page she will
move on. If students are opposing that
definition the classroom will have a
discussion to ensure everyone has a proper
understanding on these acts.
g. Student Voice:
Student-based evidence to Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)
1. Explain student An exit slip will be

learning targets and what Exit Slip handed out at the end
is required to meet them of the lesson. On this
(including why they are exit slip the student
17
important to learn). will be asked to write
something new they
learned, what they still
have confusion about,
and how confident
they feel about
reaching the learning
targets on a scale
from 1-10.
2. Monitor their own Before the lesson

learning progress toward Self-Assessment Checklist starts students will be
the learning targets using handed a
the tools provided checklist of what they
(checklists, rubrics, etc.). need to accomplish to
meet the learning
targets. Students will
share out why they
think these targets are
important to learn. As
the lesson proceeds
students will circle yes
if they think they have
reached the learning
target and no if they
think they need more
time to master the
target.
3. Explain how to access The charts that

resources and additional students made will be
support when needed (and Compare/Contrast Chart hung up in the
how/why those resources classroom. As we
will help them). continue to discuss
disabilities they can
refer back to these
charts and how the
movement shaped
how those with
disabilities are treated
18
now.
h. Grouping of Students for Instruction:

Students will be at their table groups while they read the Disability Rights Movement
Handbook. This allows students to be able to read silently without distractions as well
as be able to have partner and group discussions at their table group. By sitting at
their table groups the teachers are easily able to walk around the class and listen in
on conversations or ask questions.
Students are then in a large group at the front of the room for the Agree/Disagree
game. So students have equal access to the statements being read in addition to
being able to move from one side on the room to the other.
For the final part of the lesson, students are put into groups of four to work together or
their compare/contrast chart. These are in groups to allow for ideas to be inputted
from all members. Students will need to work together to agree on how to make their
chart and what to include on their chart. Students are also in groups so they can
prepare a short group presentation at the end of the lesson.
Section 2: Instruction and Engaging Students in Learning
A. Introduction:
Good afternoon students. We have been making great advances in our disability
unit so far and we are very proud of what we have accomplished. However, we can
assure you that there is much more to learn!
This week we have discussed a lot about what a disability is and we have also
became aware of our own possible bias. With this being said we must be aware of
the history of disabilities and how this affected those who came before us
With your group I want you to discuss certain movements in history that have
occurred and we will come back and share as a class (Question 1)
*Call on 2 or 3 students to share for their table groups
You have all shared examples of some very powerful movements that have
occurred in history, thank you!
19
Now we are going to talk about a movement that many of you may have not heard
of. Its called the Disability Rights Movement and it dramatically changed the lives of
those who have disabilities.
B. Questions:
1. What are some movements in history that you know of? (Knowledge)
2. What type of activities did people of disability have to fight for in order to
gain their rights? Why was this important? (Comprehension)
3. What is the Individuals with Disabilities Education Act? (Knowledge)
4. What is the Americans with Disabilities Act? (Knowledge)
5. Do students with disabilities at our school get to be in classes with those
who do not? Do those students participate in activities with you? If not, what
can you do to include them into our school routine? (Synthesis)
6. What role did people with disabilities have in getting the ADA passed?
(Comprehension)
7. What are the similarities and differences of the Civil Rights Movement and
the Disability Rights Movement? (Analysis)
8. Did the similarities and differences between the Civil Rights and Disability
Rights Movement suprise you? (Evaluation)
C.Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
Example: Transition from introduction Supports multiple means of

by asking students to look at inputs engagement, and allowing students to
and in pairs, create a list of additional generate their own inputs from
community assets/contributions (inputs) experience; is more culturally
for social change diagram. Circulate responsive than teacher generated
around groups to observe students ideas only.
progress.
Introduction:
Good afternoon students. We have been

making great advances in our disability
unit so far and we are very proud of what
we have accomplished. However, we can
assure you that there is much more to
learn!
20
This week we have discussed a lot about
what a disability is and we have also
became aware of our own possible bias.
With this being said we must be aware of
the history of disabilities and how this
affected those who came before us
With your group I want you to discuss

certain movements in history that have
occurred and we will come back and
share as a class (Question 1)
*Call on 2 or 3 students to share for their

table groups
You have all shared examples of some

very powerful movements that have
occurred in history, thank you!
Now we are going to talk about a

movement that many of you may have not
heard of. Its called the Disability Rights
Movement and it dramatically changed
the lives of those who have disabilities.
Part 1:
Before we start we are going to handout
a self-assessment checklist and we
would like you to check off the standard
when you feel as if you have met these
standards. (Student Voice 2)
We are going to pass out this Student

Handout (Attachment 1) and we would
like you to read silently to yourself until
you get to the section that says Leaders
in the Disability Rights Movement.
When you are finished please look up to
the front of the room so we know you are
finished
21
Piaget: Schema
*Walk around while students are reading Planning instruction that activates
and answer any points of confusion or students prior knowledge will help
questions that may occur. students relate to the subject and
build onto their existing knowledge.
The first question we would like to pose
to the group after we have read is what
type of activities did people of disability
have to fight for in order to gain their
rights? Why was this important?
(Question 2)
Please discuss this question with your

group
*Walk around listening to discussions to

ensure students are on the correct track.
Redirect students if they are stuck or
confused.
Students will be asked to read the

handout and discuss with their table
group as well as partners questions that
the teacher will pose at the end of
sections of reading. The teacher will walk
around to ensure that students are talking
about these questions as well as ask
students to share their discussions with
the entire class. The teacher will decide if Vygotsky: Importance of
she believed that the students have Language
grappled and understood these questions Students are allowed to share their
to her discretion. Once a topic is fully ideas with partners, and then whole
understood by students the entire class
class, in order to come to different
will move one. (Assessment 1)
conclusions and compare their ideas
to each other.
Alright we will now have a
representative from each group please
share what they discussed
*Every table group will share. Teacher

will ask clarifying questions if needed
22
Great, I agree with many of your
examples. This article made it clear that
those with disabilities had to go through
a lot of struggles to ensure they had the
same rights as those who did not. It is
clear now that those who have a
disability have certain rights. We would
like you to read onto the end of this
handout. We would like you to pay
special attention to the two acts that this
handout explains; The Individuals with
Disabilities Education Act and The
Americans with Disabilities Act
When you are finished please look up to

the front of the room so we know that
you have completed the reading
*Watch as students finish their reading
Okay it looks as if everyone is done

reading. First can someone explain what
the Individuals with Disabilities
Education Act is? (Question 3)
*Call on one student to answer
Correct, the Individuals with Disabilities

Act says that students with disabilities
can no longer be segregated in school
and should be allowed to be in classes
with those who don't have a disability.
What about the the Americans with

Disabilities Act? Can someone explain
that one? (Question 4)
*Call on one student to answer
Yes, the Americans with Disabilities Act
23
protects the civil rights of all individuals
with a disabilities. These individuals
must be treated equally and fairly in all
circumstances
Students will be asked what these two
Acts are from their reading. Once
students have the answer they will give
the teacher a thumbs up. This lets the
teacher know that all students are
comfortable answering this question. Two
students will be called on and asked to
explain their answer. The teacher will ask
students if they agree with this answer.
Once the teacher sees that all students
are on the same page she will move on. If
students are opposing that definition the
classroom will have a discussion to
ensure everyone has a proper
understanding on these acts (Assessment
4).
Now, The two questions that we want to

discuss as a group have to do with the
two acts that were presented in the
reading. Please discuss these questions
with only a partner instead of your table
group
The first question is do students with

disabilities at our school get to be in
classes with those who do not? Do those
students participate in activities with
you? If not, what can you do to include
them into our school routine? (Question
5)
*Walk around as students are discussing
Okay we loved the conversation that we

heard. Can we have a few students
share out
24
*Call on students to share. Ask clarifying
questions if needed.
Those are amazing ideas and I hope

that we can all make a pact to stick
these ideas and include students who
have disabilities in our classroom
activities and out of classroom activities.
The last question we will be discussing

is, what role did people with disabilities
have in getting the ADA passed?
(Question 6) Please discuss this
question with one other person
*When conversation dies down call on

two people to share their ideas
Yes I think that all your examples on the

role those people played are very
accurate
Thank you for you participation in this

discussion. We are now going to get up
and do an activity that involves moving
around. Please stand up and go to the
front of the room!
Part 2:
We will now be playing a game called

Agree/Disagree
We will say a statement to all of you and

you will need to go to the left side of the
room if you agree and the right side of
the room if you disagree with that
statement. For example if I said Broccoli
is disgusting you must choose if you
agree or disagree with that statement.
There are no right or wrong answers.
25
The only thing we ask is that you have a
reason behind why you chose that side
incase we decide to call on you.
Remember that everyone is entitled to
their own opinions and that we don't
judge people based on what they chose.
This is a safe and secure classroom for
everyone to share their thoughts. Any
Questions?
Alright, if there are no questions we will

start
The first statement is civil disobedience

is the best way to make change. Do you
agree or disagree with this statement
*Let students walk to their sides.
Okay no that everyone picked their

sides can a few people from each side
share their reasons why they chose this
side?
*Call on three students from each side
Thank you for sharing, our next

statement is students with disabilities at
our school are treated equally as those
who do not have a disability?
*Repeat the process (Pick a side, ask

questions) with the following statements.
Our school and community gives
proper accommodations such as
a wheel chair ramp to those who
need them.
If I was living during the Disability
Rights Movement I would feel
comfortable standing up for those
who had a disability.
26
The Disability Rights Movement
is more important than the Civil
Rights Movement
*The teacher will make sure to call on as

many students as she can to explain
their reasoning. By having everyone
participate the teacher can make sure
that all students are thinking about their
own opinions and thoughts about the
Disability Rights Movement.
(Assessment 3)
Thank you all for being honest during

our Agree/Disagree game. I appreciate
you all participating. I think that we can
all see that that game really made us
think about the Disability Rights
Movement and how it applies to the way
we think about those with a disability.
Part 4:
The last statement that we discussed

was comparing the Disability Rights
Movement to the Civil Rights Movement.
These movements happened in the
same time period and out reading
explained how they really impacted one
another.
For our last activity we are going to go

back to our table groups and make a
compare/contrast chart of the Civil
Rights Movement and the Disability
Rights Movement. (Question 7). You
may organize this chart any way you
would like but we ask you to come up
with at least 5 similarities and 5
differences. You many use any
resources in the classroom you want
including our classroom computers. You
27
will all share out when you are finished
and then we will hang our posters up in
the classroom. Everyone is expected to
talk during the presentation
Please get started and we will be

walking to ensure that everyone knows
what they are supposed to be doing
*Walk around and make sure students

know what is expected of them.
It looks like everyone has finished their

chart and now I would like each group to
come to the front of the room and share
what they come up with.
*Have each group share their

comparison chart. Let students ask
clarifying questions and point our parts
of their chart that are similar to other
charts
Students will turn in their

compare/contrast chart at the end of the
lesson. The teacher will mark off that
students have at least 5 similarities and 5
differences on their chart. The teacher will
also lister while groups are presenting to
check off that every student speaks and
that they have adequate reasoning on
why they chose specific similarities and
differences. If only a couple of groups are
lacking examples they will be asked to
add more in their own time and turn back
into the teacher. If the entire class does
not pass this portion of the lesson will be
retaught (Assessment 2)
The charts that students made will be

hung up in the classroom. As we
28
continue to discuss disabilities they can
refer back to these charts and how the
movement shaped how those with
disabilities are treated now. (Student
Voice 3)
Thank you all for sharing your ideas.

From your posters it is clear that these
two movements are similar in fighting for
their peoples rights. Did this surprise
anyone? (Question 8)
*Call on two students
Thank you for your input, we hope this

activity helped you all see these
movements in a different way than you
have previously.
Conclusion: Piaget: Schema

We recap on what we have learned
Today we learned a whole lot more and how we will continue discuss
about the Disability Rights Movement. disabilities. This allows students to
We learned a lot about the different Acts continue building on their prior
that this movement brought about and knowledge. Exit slips help us
we also got to compare this movement recognize what skills still need to be
to the Civil Rights Movement focused on in the future.
We will continue to apply this

knowledge as we advance in our
disability unit. As you all can see rights
of those who have a disability have
come a long way.We hope that as we
continue you acknowledge the trial these
people had to go through
For an extra activity tonight we ask you

all to research and come up with more
movements that have happened in our
history and right down similarities and
differences they have to the Disability
Rights Movement. Ask family members if
29
they were alive during these movements
and how they made them feel.
Tomorrow we will share what we found
out!
We will also be passing out an exit slip for

you to all fill out and turn into us.
An exit slip will be handed out at the end

of the lesson. On this exit slip the student
will be asked to write something new they
learned, what they still have confusion
about, and how confident they feel about
reaching the learning targets on a scale
from 1-10. (Student Voice 1)
Thanks again for your hard work. Your

ideas really inspired us and we hope you
are just as inspired to learn more about
disabilities.
D.Closure:
Today we learned a whole lot more about the Disability Rights Movement. We
learned a lot about the different Acts that this movement brought about and we also
got to compare this movement to the Civil Rights Movement
We will continue to apply this knowledge as we advance in our disability unit. As

you all can see rights of those who have a disability have come a long way.We
hope that as we continue you acknowledge the trial these people had to go
through
For an extra activity tonight we ask you all to research and come up with more
movements that have happened in our history and right down similarities and
differences they have to the Disability Rights Movement. Ask family members if
they were alive during these movements and how they made them feel. Tomorrow
we will share what we found out!
We will also be passing out an exit slip for you to all fill out and turn into us.
30
An exit slip will be handed out at the end of the lesson. On this exit slip the student will
be asked to write something new they learned, what they still have confusion about,
and how confident they feel about reaching the learning targets on a scale from 1-10.
(Student Voice 1)
Thanks again for your hard work. Your ideas really inspired us and we hope you are
just as inspired to learn more about disabilities.
E.Independent Practice:
Students will be asked to go home and research more movements by talking with
their families about those movements. Students will be told to write down the
similarities and differences to the Disability Rights Movement and then share with
the entire class the next day. Students will include their families in this discussion as
they are encouraged to ask family members if they remember any of these
movements and if they had an experiences during these movements.
F.. Instructional Materials, Resources, and Technology: Attach a copy of ALL

materials the teacher and students will use during the lesson; e.g., handouts,
worksheets, multi-media tools, and any assessment materials utilized.
Disability Rights Movement Handout for each student and one copy for the
teacher (Attachment 1)
Exit Slip (Attachment 2)
Self-Assessment Checklist (Attachment 3)
Poster Boards
Markers
Document Camera
G. Acknowledgements:
Disability Rights Movement Handout

http://dariusgoeswest.org/school-
program/teachers/lessons/plans/Social_Studies_1.pdf
Instructional Plan Template provided by Barbara Ward
31
Day 5: Autism and Art as Activism
Goal:
The goal of this lesson is for students to have a better understanding of autism and how autism
affects the brain of someone who is diagnosed with it. Students will understand that autism is a
spectrum disorder and that those who have autism are sometimes bothered by things that most
people don't notice.
In addition this lesson will have students critique disability stereotypes presented by images
seen in everyday society. Students will gain a better understanding of the power of social media
and art and how this power can negatively portray those with a disability. Students will be given
the opportunity to consider how visual arts can help fight for equality and social change.
Overview:
At the beginning of this lesson we will first start of by briefly discussing the previous nights
reading of Wonder p. 80-117 by talking about questions related to last nights reading of wonder.
These can be found under materials for day 3. after spending an adequate amount of time with
the book we will move onto talking about our next disability which is Autism. Students will listen
as the teacher explains what autism is and how it is diagnosed. Student will then get into groups
of four. Each student will be assigned a task and switch that task when instructed to do so.
The first student will be assigned to be the student who has autism and will be told to try
to listen to what student four is reading in order to take a test afterwards.
The second student will take a playing card and rub it against the back of the neck of
student number one over and over
The third student will read a book very loud next to person number one the entire time
The fourth student is responsible for reading a paragraph to student number one and
asking them questions about the paragraph.
After everyone has had the chance to play each role the classroom will have a discussion on
what it felt like to be person number one and what it may be like to be a student who has
autism.
The last part of this lesson starts off by having student read over the Using Art for Activism
Handout. Student will discuss with their table groups about what activism is and how images in
our society display stereotypes about those who are disabled. Student will then design with their
group an image in which people who have disability are actually shown to have agency. Once
they are done with their sketches they will make a final draft, share that draft with the class, and
hang them around the school for all to see.
Standards:
CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images,
music, sound) and visual displays in presentations to clarify information.
32
CCSS.ELA-LITERACY.RI.6.4
figurative, connotative, and technical meanings.
Materials:
Discussion Questions Handout
Wonder by: R.J Palacio
Handout: Using Art for Activism
Paper
Markers
Small group work, whole-class discussion, small group discussion, group presentations
Acknowledgements:
Disability Awareness Activity Packet
http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/1318/Disability
%20Awareness%20Packet%202.pdf
Using Art for Activism
http://www.tolerance.org/lesson/lesson-3-how-art-can-be-activism
Week Two
Day 6: Communication Disorders and Introduction to Disability Project
Goal:
The goal for today is to talk about communication disorders and how those who have this
disorder may have trouble speaking or being understood. Student will get the opportunity to
experience what it is like to have trouble communicating effectively to others.
Overview:
At the beginning of this lesson we will first start of by briefly discussing the previous nights
reading of Wonder p. 117-154 by talking about questions related to last nights reading of
wonder. These can be found under materials for day 3..After spending an adequate amount of
time with the book we will move onto talking about our next topic which is communication
disorders.The lesson will begin by having students who speak a different language come to the
front of the class and recite something they know from that language. After, the class will have a
discussion on how if feels to not understand what another person is saying and how this may be
similar to those who can not communicate to others. Next, we will write down short sentences
on a piece of paper and pass them out to each student. The students will come up one by one
and communicate the sentence to the rest of the class without writing or speaking. A discussion
33
will follow in which questions such as what was difficult about communicating without words?
And How can we help those who can't communicate with words?
Next we will discuss our disability project..The goal of this project is for students to gain a
greater understanding of people with disabilities. Students should gain knowledge about the
different types of disabilities and the impairments they cause. Students should also aim to
understand that there is more that makes us alike than different. We will talk about the different
components of the project: Research paper, data display, and artistic response. Students will
get to talk in groups to discuss what they think they want to do and any questions they might
have. We will then come back as a group and students will get the opportunity to discuss any
questions they have. Following this we will assign students to disabilities to research. How this
is done is dependent on the classroom. Some teachers may choose to assign, others may let
students pick. Do whatever works best for your classroom. After this, students will get to go to
the library to start their research.
Standards:
context.
for a specific purpose.
Materials:
Paper
Pen
Project Instructions (attached)
Whole-group discussions, Individual work
Acknowledgements:
34
Day 7: Learning Disabilities
Goal:
Todays goal is to educate students about learning disabilities and the affects that they have on
peoples education. Students should aim to gain perspective on what it is like to have a learning
disability and how it interrupts their day to day lives.
Overview:
We will begin our day by discussing the last reading of Wonder. Students will have read pages
155 through 185. As a whole class, we will discuss questions (x).We will then transition to a
read aloud of the book Thank You, Mr. Falker by Patricia Polacco to help orient students to
learn about learning disabilities today. After the reading, students will write a diary entry from the
perspective of someone dealing with a learning disability. Students will then get into groups to
share their diary entries and brainstorm a list of insults that people with learning disabilities hear.
The class will then come back as a whole to discuss discrimination and prejudice associated
with learning disabilities. This will be followed by a reflection written in students journals about
how this discussion has affected their mindset towards people with disabilities. After this, we will
transition to math where students will practice quick math facts, though students will substitute
other numbers as directed. For example, every time there is a three, they may have to
substitute a seven. Students will fight to race against each other and against the clock. After
completing these math problems, students will research the prevalence of learning disabilities in
their state and compare them to the number or learning disabilities in the country. After lunch,
the students will read about learning disabilities on KidsHealth.org. This will be followed by a
learning disabilities simulation from understood.org. After the simulation, students will get into
groups and do brief research on a learning disability to present to the class.
Standards:
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
35
H2.W4.5 Analyze how family, peers, media, culture, and technology influence health
decisions and behaviors.
Materials:
Thank You, Mr. Falker by Patricia Polacco
Math worksheets
Instructional Strategies: Whole class discussion, group inquiry, individual work
Acknowledgements:
KidsHealth Article http://kidshealth.org/en/teens/learning-
disabilities.html?WT.ac=ctg#catlearning
Learning Disabilities Simulation https://www.understood.org/en/tools/through-your-
childs-eyes
Fighting Learning Disabilities Prejudice Lesson Plan
http://www.tolerance.org/lesson/fighting-prejudice-and-discrimination-against-people-
learnin
Day 8 Empathy Lesson Plan
Prior to starting the lesson:: For today students have read pages 185-205 of Wonder. For
today we are going to discuss questions correlated to these page numbers. Questions can be
found on materials for day 3..

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Lauren Brink, Madison Niksich

Date: 12/09/16_
Cooperating Teacher: Kelli Cox Grade: 6th Grade
Unit/Subject: Writing
Instructional Plan Title/Focus:
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The purpose of this lesson is to teach students about empathy and allow them to express their
feelings through poems. Throughout this unit students have been learning about a variety of
different disabilities, and their bias towards people with disabilities. Throughout this unit we are
trying to minimize these biases and allow students to put themselves in others shoes. This
lesson falls in the middle of the second week. In the beginning of this week students have
learned about communicative disabilities and learning disabilities. They also have just been
introduced to their unit project where each of them will be researching a specific disability. This
lesson will allow the students to start to take the role of their assigned disabilities, and feel for
what people with disabilities deal with on a daily basis. Tomorrow and Friday students will
continue to learn about new disabilities. Tomorrow they will focus on intellectual disabilities, and
Friday the focus will be on physical disabilities.
For this lesson, students will first be able to read and discuss a variety of testimonies from
people who have a disability and have successfully gotten a job. This will set the mood for our
lesson with a good feeling. Then, students will participate in an empathy walk around the
classroom where pictures of people with a variety of different disabilities will be hung. Students
will be able to record their feelings, as well as what the different people are feeling in the picture.
To finish the lesson students will create poems by focusing on one of the pictures around the
room. In this poem students will create a story for this person by putting themselves in their
shoes.
B. State/National Learning Standards:
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including
grade 6 here.)
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.
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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.
C. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBATdiscuss with classmates how they feel after reading success testimonies from
those with disabilities
Aligned standard: CCSS.ELA-LITERACY.SL.6.1
2. SWBATexamine pictures of people with disabilities and record the emotions felt in the
pictures as well as their personal feelings.
Aligned standard:
3. SWBAT write a poem illustrating their feeling of empathy towards someone with a
disability.
Aligned standard: CCSS.ELA-LITERACY.W.6.4
4. SWBATemploy all steps of the writing process to produce a published poem.
Aligned standard: CCSS.ELA-LITERACY.W.6.5
5. SWBATpresent individual poems to the class using eye contact, loud voices with emotion,
and clear pronunciation
1. SWBATverbally discusses the definition of empathy and what it means to be empathetic.
D. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.
Throughout this unit students have been learning about various disabilities, and have explored
their biases towards people who have a disability. We have portrayed disabilities positively, and
have encouraged students to always treat people with disabilities with respect. Prior to this
lesson students have participated in many class discussions just like they will be doing during
this lesson. Likewise, students have written many poems and are familiar with the purpose of a
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poem. Students have also participated in presentations this year, as well as previous years in
school.
E. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Accommodations for ELL students

ELL students will be placed in classroom desks near someone who speaks their native language and
English, and can help the ELL student with unfamiliar vocabulary.
Teacher will go around to students for one-on-one assistance when class begins independent work.
ELL students will have sticky notes on their desk to write questions about what does not make sense or to
place on handout instructions when they cannot understand the text.

Gifted students have the option to read a more challenging book for their homework assignment.
If completed with their work, gifted students will be asked to read their independent books, or find a
nonfiction article online to practice using more context clues.
Teacher can ask the student to use as many context clues as they can. Teacher can ask the student how
many times they used context clues in their reading.
Gifted students have the option to research more context clues and try to find those in their reading.

Students with learning disabilities related to literacy may be paired with a non-special needs students
Students with learning disabilities related to writing will be given special accommodations, such as using
verbal communication to answer questions, and having teacher write their response while they copy the
teacher writing.
Teacher will walk around the classroom during individual work time to provide students with one-on-one
assistance.
f. Assessment Strategies (Informal or formal) (Formative or Summative)
SWBATdiscuss with classmates Formative: When students are finished

how they feel after reading success reading the testimonies they will discuss in
testimonies from those with their table groups the success of these
disabilities writing. testimonies and how they felt after reading
and talking about the testimonies. During this
time we will walk around the classroom and
listen in on student conversations. We will
also have students share out what the table
groups thought.
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SWBATexamine pictures of people Formative: Students will participate in an
with disabilities and record the empathy walk around the classroom and
emotions felt in the pictures as well record both their feelings about the pictures
as their personal feelings as well as what the person in the picture is
feeling. During this time we will also walk
around to observe what students are writing
down. Additionally, after students are finished
we will have them share out and record
under the document camera what the
students came up with.
SWBAT write a poem illustrating Formative: While students are writing we will
their feeling of empathy towards walk around the classroom to see what each
someone with a disability student is writing about. This will allow us to
see if students are on the right track and to
help them in the right direction if they are not.
Students will present their poems to the class
allowing us to make note whether or not they
have created a poem that illustrates their
feeling of empathy.
SWBATemploy all steps of the Summative: Students will complete a writing

writing process to produce a process checklist and turn it in when they are
published poem. finished with their lesson. This is a way for us
to track that they are going through each step
of the writing process, as well as a tool for
them to make sure they do not forget a step.
SWBATpresent individual poems Summative: Students will be graded on a

to the class using eye contact, loud presentation rubric (Figure 6).
voices with emotion, and clear
pronunciation
SWBATverbally discusses the Formative: While students discuss in table

definition of empathy and what it groups about what they think empathy and
means to be empathetic being empathetic means we will walk around
and listen to student conversations. Likewise,
students will share out what they think
empathy means and we will write this down
on the board.
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g. Student Voice:
Student-based evidence to Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
assessments, work samples,
projects, papers, etc.)
1. Explain student learning Checklist Before the lesson starts

targets and what is required students will be handed
to meet them (including why a
they are important to learn). checklist of what they
need to accomplish to
meet the learning
targets. Students will
share out why they
think these targets are
important to learn. As
the lesson proceeds
students will circle yes if
they think they have
reached the learning
target and no if they
think they need more
time to master the
target.
2. Monitor their own Exit Slip An exit slip will be

learning progress toward the handed out at the end
learning targets using the of the lesson. On this
tools provided (checklists, exit slip the student will
rubrics, etc.). be asked to write
something new they
learned, what they still
have confusion about,
and how confident they
feel about reaching the
learning targets on a
scale from 1-10.
3. Explain how to access Word Wall After we discuss as a
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resources and additional class the definition of
support when needed (and empathy we will write
how/why those resources this vocabulary word
will help them). and definition on a
blank piece of paper.
The paper will be added
to our word wall located
on a bulletin board in
the classroom so
students can refer to it
when they need a
reminder. The word will
be easy to access and
visible to all students.

In the beginning of the lesson students will be grouped as a table group. Students will be
working individually when reading testimonies, but this grouping allows the students to
discuss amongst each other when they are finished. Additionally, students will work
individually during the empathy walk, but will return to their table groups once again to
participate in group discussions, and then whole class discussions. Students will then
work individually at their group once again when creating poems, but will choose a
partner to peer edit their work with.
a. Introduction:
Teacher says:
Good morning boys and girls, this week we have been learning about different disabilities. Can
somebody raise their hand and remind us of a disability we have talked about and explain what
it is?
*Call on someone raising his or her hand
Thats right, can anyone think of another one?
*Call on someone raising his or her hand.
Wow you guys have been great listeners this week. Now we want you all to close your eyes.
We want you to think about a time you saw someone treating someone else unfairly because of
his or her disability. Think about what you could have done to stop this from happening. Think
about how you would feel if you were in the person being treated unfairly shoes. Now everyone
open your eyes. Can someone tell me what it felt like when you put yourself in their shoes?
*Call on 2-3 students.
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Thats right, it doesnt feel good to be treated unfairly for something that is out of our control.
Today we are going to explore more of these feelings that we feel when we put ourselves in
others shoes.
B. Questions:
1. Can someone tell me what it felt like when you put yourself in his or her shoes? (Applying)
2. Can someone tell me what a testimony is? (Understanding)
3. Can someone share with the class a testimony of someone they read about, and what they
feel when they look at the picture of this person? (Applying)
4. Can anyone tell the class what they think empathy means? (Understanding)
5. Compare and contrast the emotions you found in the pictures around the room versus the
emotions you all felt when viewing these pictures. (Analyzing)
C. Learning Activities:
Teacher says: Piaget: Schema

Good morning boys and girls, this week Planning instruction that activates
we have been learning about different students prior knowledge will help
disabilities. Can somebody raise their students relate to the subject and
hand and remind us of a disability we build onto their existing knowledge.
have talked about and explain what it is?
Thats right, can anyone think of another
one?
*Call on someone raising his or her hand.
Wow you guys have been great listeners
this week. Now we want you all to close
your eyes. We want you to think about a
time you saw someone treating someone
else unfairly because of his or her
disability. Think about what you could
have done to stop this from happening.
Think about how you would feel if you
were in the person being treated unfairly
shoes. Now everyone open your eyes.
Can someone tell me what it felt like when
you put yourself in their shoes?
(Question 1)
*Call on 2-3 students.
Thats right, it doesnt feel good to be
treated unfairly for something that is out of
our control. Today we are going to
explore more of these feelings that we
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feel when we put ourselves in others
shoes.
Now, we are going to hand out Multiple means of

testimonies of people with various representation (UDL principle)
disabilities. Can someone tell me what a By giving students a checklist of
testimony is? (Question 2) the Learning Targets and then
*Call on 1-2 people
asking students if they have any
Yes thats right, a testimony tells
questions is a way to provide
somebodys story. These people you are
going to read about are successfully
accommodations for all students
working at different jobs, and the with learning needs or those
testimonies will explain to you what these students that are ELL.
are. Each testimony includes a picture of
the specific person. At your table groups Vygotsky: Importance of
each of you will receive a testimony of a Language
different person. We are also going to Students are allowed to share
pass out a checklist for each of you to their ideas with groups, and
record your mastery of the learning then whole class, in order to
targets throughout the lesson. Once you
come to different conclusions
feel you have mastered a learning target
and compare their ideas to
circle yes, if by the end of the lesson you
have a blank learning target circle no for
each other.
that specific learning target. This is a way
for you and I to keep track of what you
understand during the lesson and what
we still need to work on. (Student Voice
1).
*Pass out testimonies and checklists
After each of you have had time to read
your specific testimony I want you to tell
your group about your person, and
discuss the different jobs each of these
people are able to work at.
*Allow students 10 minutes to read and
share in their table groups. During this
time we will walk around and listen to
student conversations. We will be
assessing formatively for the first learning
objective during this time.
Okay so it seems like everyone has
finished sharing. We love the
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conversations we heard when we were
walking around. Now we want you to
discuss with your group about the
different emotions each of your people
portray in the picture correlated with their
testimony. Go ahead and do this now.
*Give students 2-3 minutes to discuss.
We will listen in on student conversations
and continue to assess formatively for the
first learning objective.
You all are having great conversations by
really digging deep into the feeling of the
pictures. Can someone share with the
class a testimony of someone they read
about, and what they feel when they look
at the picture of this person. (Question
3).
*Call on someone to share
We also noticed that when looking at the
testimonies all of the people seem happy
and successful. Did anyone else want to
share a story they read?
*Call on anyone raising his or her hand.
If no one else has anything they want to
share go ahead and put your testimonies
in the middle of your table groups and we
will come by and pick them up.
*Pick up testimonies from all table groups
Now we are going to switch gears a little Vygotsky: Importance of

bit. We just read success stories of Language
people with disabilities who have jobs and Students are allowed to share
seem to be very happy. Now, we are their ideas with groups, and then
going to participate in an empathy walk.
whole class, in order to come to
Does anyone know what empathy
different conclusions and
means? Discuss with your elbow partner
what you think it means to be
compare their ideas to each
empathetic. other.
*Students will discuss for 30 seconds.
During this time we will walk around and Constructivisim (Vygotsky,
listen to student conversations about what Piaget, Wertsch, John-Steiner,
they think empathy means. During this Mahn): Learners construct their
time we will be assessing for the first own knowledge: Students actively
language objective. participate in adding ideas so they
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Can anyone tell the class what they think can come to their own conclusions
empathy means? (Question 4) about the importance of the new
*Call on 2-3 students information learned.
Thats right, empathy means to
understand and feel others feelings. Or in
other words, to put yourself in someone
elses shoes. We are going to write this
on a piece of paper and add it to our word
wall so you all can reference it whenever
you need to (Student Voice 3).
For this empathy walk we have pictures
of various people with different disabilities
hung around the classroom. You all are
going to go around the classroom looking
at each of these pictures. The pictures are
numbered 1 through 15. While you walk
around you are going to record TWO
things in your journal for every picture.
FIRST, you are going to write down what
you think the person in the picture is
feeling. SECOND, you are going to write
down how the picture makes you feel.
Make sure to keep track in your journal
what you are writing for each specific
picture, you can do this by writing down
the number of the picture. Also, while
doing this think about which picture spoke
to you the most because we are going to
be doing something after this that relates
back to all of these pictures. Does anyone
have any questions? Turn and talk to your
table group about what you are going to
be doing and come up with any questions
you may have.
*Give students time to take in information
and talk with each other about what they
are going to be doing.
Did any group come up with a question
to ask?
*Wait to see if there are any questions
and answer them before proceeding.
Okay so it looks like we are ready to get
started. These pictures may spark
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emotions in you that you werent
expecting. This is normal. I am going to
play soft music in the background while
you all go around and look at the pictures.
This is a quiet time; no one should be
discussing anything they see. Everyone
get out their journals and go ahead and
get started. Once you are finished writing
down both things for each picture sit
quietly at your seat so we know you are
ready to move on.
*Play quiet music in the background and
observe as students walk around the
classroom. This should take about 15-20
minutes, or until everyone is back in his or
her seats sitting quietly ready to move on.
We will walk around during this time to
examine what students are writing down
in their journals to assess formatively for
the second learning objective.
Now that everyone is finished, discuss in
your table groups about the different
emotions you saw portrayed in the
different pictures around the room.
*Walk around the room and listen to
student conversations.
I want each table group to share out
some of the emotions they found in the
different pictures.
*Call on each of these table groups and
write down emotions under the document
camera as they read. While different table
groups are sharing out we will continue
assessing formatively for the second
learning objective.
So according to this paper there are a lot
of different emotions you all found through
just a picture. Now in your table groups I
want you all to discuss the different
emotions you felt as you looked at each of
these pictures.
student conversations.
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Now I want a different person from your
table group to share out the emotions you
were feeling while looking at these
different pictures.
*Call on each table group. Draw a line
under the other emotions previously
shared and record these emotions
underneath under the document camera
for everyone to see.
Now I want you all to compare and
contrast the emotions you found in the
pictures around the room versus the
emotions you all felt when viewing these
pictures. (Question 5). Talk with your
table groups about this.
student conversations
Can somebody share what their group
came up with?
to share.
Thats right, the emotions you saw and
felt are the same. This means you all
were being empathetic towards to people
you saw in the pictures. You all put
yourself in their shoes as if you were
them. Now remember how we told you to
think about the picture that stood out to
you the most. I want you to think about
this picture more and write down any
other adjectives or emotions about this
picture you may have forgotten.
Now we are going to move onto our next Vygotsky: Zone of Proximal
activity. Although we dont know anything Development/Scaffolding: Teacher
about the people we have just looked at, provides encouragement and
we were able to explore many emotions vocalizes reminders to help students
that they may be feeling. With the picture achieve their task and support their
that stood out to you most, you are going learning along the way.
to write this persons story through a
poem.
*Pass out directions for poem (Figure 5)
and go over directions with the students.
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Now that you all have a copy of the
directions for this assignment I am going
to go over them with you. In this poem
your purpose is to portray the feeling you
felt when viewing the pictures to your
audience. You can make up anything you
want in this poem, you can choose a
name for your person, an age, a
profession, hobbies, etc. Or, you can
simply state the feelings of this person
throughout your poem. Aside from these
guidelines you should be going through
each step of the writing process to
produce your poem as well. The empathy
walk counts as your experience for the
writing process. Once you have finished
your rough draft find someone to share it
with to peer edit it, then make sure you
revise and edit for punctuation. Once you
have gone through all of these steps go
ahead and grab a final draft paper (Figure
4) to record your final draft. Attached with
the directions there is a checklist of the
writing process. After you have finished
each step make sure to check it off. You
will be turning this in so both you and I
know you went through every step (This is
how we will be assessing for summative
assessment for the fourth objective).
Once you have finished your final draft go
ahead and start practicing presenting your
poem quietly at your desk or in the back
of your room because once everyone is
finished everyone will present theirs to the
class. You can pick up the rubric (Figure
6) that you will be graded on for your
presentation at the back of the room by
the final draft paper. Look over this rubric
on your own when practicing.
Okay so we know that was a lot of
information given to you at once. Talk with
your elbow partner about any questions
you have or anything that you need
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clarified.
*Give about 2 minutes for students to
discuss questions with their elbow
partners. Walk around during this time to
listen to any repeated questions that
should be brought to the entire class
attention.
Does anyone have any questions they
need clarified?
*Call on all students with hands raised to
clarify any part of the assignment where
there is confusion.
Okay if there are no further questions go
ahead and get started writing your rough
draft of your poem. This is a quiet time, no
one should be talking unless you are peer
editing or practicing for your presentation.
If you have a question raise your hand
and I will come to you to answer it.
*Allow students about one hour to
complete this process, and extend time if
needed.
Now that we all have finished our final

drafts we are going to present them to the
rest of the class. You all will present in
order of your last name. Everyone make
sure you have picked up a rubric (Figure
6) and put your name at the top. Make
sure when you come up to read your
poem you tell us what picture you chose
to write your poem on.
*Go over rubric with students
Does anyone have any questions about
the rubric?
*Give students time to think about
questions and answer any questions
students have.
Okay if there are no further questions
lets go ahead and get started. When it is
your turn to present please bring me your
rubric. You will all receive your grade
back at the end of all of the
presentations.
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*All students will present poems to class,
during this time we will be assessing for
summative assessment for the third and
fifth learning objectives.
Wow you all did such a great job on your
poems. I loved all of the stories you came
up with to portray the picture you chose.
We are going to pass back all of your
grades. You can take these home along
with your poems to share with your
family.
Conclusion: Piaget: Schema

We learned a lot today about empathy We recap on what we have learned.
and putting ourselves in others shoes. Exit slips help recognize what skills
You all did a great job collaborating in still need to be focused on in the
group and class discussions, and future.
recognizing how you all are empathetic
towards others. You all wrote beautiful
poems capturing someone elses story
and presented them beautifully. We are
going to pass out an exit slip for you all to
record what you have learned, and what
you still are struggling with. You can leave
this exit slip on your desk flipped over
when you are finished (Student Voice 2).
After you have finished your exit slip we
want you all to think about and write
something on the sticky note I give each
of you about how someone has been
empathetic towards you. This sticky note
should be anonymous and you will stick it
on the back wall when you are finished.
Tomorrow we will come back and read
someone elses sticky note.
D. Closure:
We learned a lot today about empathy and putting ourselves in others shoes. You all did a great
job collaborating in group and class discussions, and recognizing how you all are empathetic
towards others. You all wrote beautiful poems capturing someone elses story and presented
them beautifully. Before you leave class today I want you all to think about and write something
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on the sticky note I give each of you about a time you wish someone would have been
empathetic towards you. This can be a time where someone put you down, or when someone
didnt see your side. This sticky note should be anonymous and you will stick it on the back wall
when you are finished.
E. Independent Practice:
After everyone has finished putting a sticky note on the back wall each student will choose a
sticky note that is not his or her own to take home. On the back of this sticky note the student
will illustrate empathy by writing a positive note to the anonymous student. The next day we will
come back and the students will place the sticky note they took home on the back table. The
original owner will then be able to find his or her own and read the inspirational note written to
them at the beginning of class the next day. This is a great way to get students to start thinking
about one anothers feelings.
Additionally, students will be able to take their published poems home to share with their
families that night. The student will be encouraged to explain to their family what they did in
class today, and what this poem means to them.
F. Instructional Materials, Resources, and Technology:
Success testimonies printed from http://www.pspwork.com/SuccessStories.asp

Printed empathy Pictures found from Google pictures (Figure 1)
Student Journals
Document Camera
Whiteboard
Checklist (Figure 2)
Exit Slip (Figure 3)
Poem Directions (Figure 5)
Final Draft Paper (Figure 4)
Presentation Rubric (Figure 6)
Sticky Notes
G. Acknowledgements: Acknowledge your sources
Puget Sound Personnel, Inc.: http://www.pspwork.com/SuccessStories.asp
Day 9 Intellectual Disabilities

Goal:
The goal for this lesson is to introduce intellectual disabilities to students. Students will be able
to understand an intellectual disability as a disability that limits intellectual functioning which
affects everyday social and practical skills. Students will learn about down syndrome and
understand that it is a genetic disorder that creates difficulty learning, thinking, solving problems,
and developing everyday life skills.
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Overview:
For today students have read pages 205-230 of Wonder. For today we are going to discuss
questions correlated to these page numbers. Questions can be found on materials for day 3..
After our classroom discussion about the book we will move into discussing our next section of
disabilities which is intellectual disabilities. We will first read the book Be good to Eddie Lee as a
read aloud to the class. This book is about a boy with down syndrome who wants to befriend
this young girl named Christy. Christys mother encourages Christy to be accepting of Eddie Lee
and be his friend unlike any of the other kids. By reading this book aloud it will illustrate to
students that they can learn things from people with disabilities, as well as how being accepting
of people with disabilities can be rewarding. The book does a great job at illustrating what down
syndrome is, and how it looks which is why it is a great way to introduce intellectual disabilities.
After reading the book students will begin working on a journal entry about whether or not they
have ever judged someone at first, with a disability or without a disability, and then once they
got to know the person their outlook on them changed. Students will explore why they made the
assumptions they did about this person, and what changed their mind about the person later on.
Students will be given about 15 minutes to complete this entry, and more time if needed. After
everyone is finished with their entries we will discuss the different reasons why students made
their assumptions. We will then move onto talking more deeply about down syndrome. We will
start an activity called Act it; Dont Say it. For this activity students will work in partners and be
given the Act it; Dont Say it worksheet. Partner 1 will act out the first 5 boxes while partner 2
has to try to guess what partner 1 is trying to say. Once partner 1 has done the first 5 the
partners will switch roles and partner 2 will act out the remaining boxes while partner 1 guesses.
This illustrates to students the struggles people with down syndrome have when trying to
communicate a variety of things and people dont understand them. Once everyone is finished
we will come back as a group and discuss the challenges the students had with the activity. We
will then transition into another activity to explore what down syndrome feels like. This activity is
called Abstract Shape Drawing. Students will work with the same partners as before during this
activity. Students will sit back to back, one student will have the Abstract Shape Drawing
Worksheet and will have to verbally explain to their partner how to draw this shape. The other
partner will attempt to draw the shape based on the directions that are given to them, and then
will compare the two pictures afterward. Students will then switch roles with the second abstract
drawing picture. When everyone is finished we will discuss as a class the challenges students
had while completing this activity. We will then go into discussing how we can help someone
with down syndrome now that we understand their struggles. We will write these ideas on the
whiteboard, and students will copy them down in their journals. Students will be given time at
the end of class to work on their research disability project.
Standards:
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under discussion.
Materials:
Be good to Eddie Lee By: Virginia Fleming
Journals
Pencils
Act it; Dont Say It worksheet
Abstract Shape Drawing Worksheet
Second Abstract Shape Drawing
Whiteboard
Whole class discussion, partner work, individual work.
Acknowledgements:
Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Learning-About-
Disabilities-Activity-booklet-1754335
http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/1318/Disability%20Aw
areness%20Packet%202.pdf
Day 10 Physical Disabilities

Goal:
The goal for this lesson is to introduce physical disabilities to students. Students will learn that
physical disabilities impair a persons mobility and limits the ability to function in daily life
activities. Students will be introduced to the following physical disabilities, loss/deformity of arms
or legs, cerebral palsy, and muscular dystrophy. Students will gain understanding of how people
with these disabilities function in everyday life. Additionally, students will journal and discuss
ideas on how to be a helping hand to people with physical disabilities.
Overview:
This day will begin by having a discussion on pages 230-272 of Wonder. For today we are going
to discuss questions correlated to these page numbers. Questions can be found on materials for
day 3. Following this discussion we will move into asking students what they think a physical
disability is. During this time we will discuss the daily consequences people with physical
disabilities face, as well as different physical disabilities such as loss/deformity of arms or legs,
54
cerebral palsy, and muscular dystrophy. After discussing these disabilities we will read Mama
Zooms by Jane Cowen-Fletcher which is a book about a son and his mom who is in a
wheelchair. The son loves to ride in his moms wheelchair with her, and finds it to be an
adventure everywhere they go. Prior to reading the book we will tell students to think about what
message the art is sending us throughout the illustrations of the book. After reading this book to
the students we will have a group discussion about the artwork, and how the mom in the book is
like most moms, and also how she is different from most moms. After our discussion students
will be broken up into three groups to work in stations. These stations are set up to allow
students to experience what having a physical disability is like. The first two stations are focused
on loss/deformity of arms, and the third one is focused on muscular dystrophy and/or cerebral
palsy. The first station is called jar with a lid. During this stations students will pass around jars
and attempt to remove the lid from the jar by using one hand. After all the students have taken a
turn to do this, students will then discuss the struggles they encountered during this activity.
Students will also discuss what would have made this activity easier. The next station will be a
bean bag toss. Students will stand in a circle and toss the bean bag to one another with one
hand behind their back. Students will have to throw the bean bag with one arm, as well as catch
the bean bag with one arm. After everyone in the group has had a chance to do both of these
actions students will discuss the challenges they faced. At the third station students will put the
socks on their hands and attempt to open the wrapped candy. Once each of the students have
attempted to do this they will discuss the struggles they faced, and what would have made the
process easier for them. Once each group has gone through each of the stations we will meet
back together as a class. Together we will discuss the challenges each of them faced during the
stations, which station they thought was the easiest, and which station they felt was the hardest.
This will lead into our next activity which is a journal entry on how they can help people with
physical disabilities. After they are finished with their journal entries we will have one final
discussion about what they came up with. Students will then have time to work on their disability
research projects.
Standards:
under discussion.
Materials:
Jar with lid
Bean bag to toss
55
Pairs of socks
Wrapped candy
Journals
Pencils
Computers for research projects
Mama Zooms By: Jane Cowen-Fletcher
Individual work, student group discussions, whole class discussions, stations.
Acknowledgements:
Week Three
Day 11 Vision Impairments

Goal:
The goal for this lesson is to introduce vision impairments to students. Students will learn that
visual impairments consist of any vision loss. Visual impairments can include blindness, but also
includes any loss of vision. Students will gain understanding of how people who are blind, as
well as who have vision loss function in their everyday lives. Students will also become familiar
with braille and be able to practice uncovering braille riddles.
Overview:
This day will begin by having a discussion on the end of the book Wonder. Throughout the
weekend students were assigned to finish the book by reading pages 272-End. For today we
are going to discuss questions correlated to these page numbers. Questions can be found on
materials for day 3.. To begin our visual impairments day students will be broken up into four
groups to read a section of the article Visual Impairment found from Kids Health website. The
four groups will be assigned a section of the article to read and report on. These four sections
consist of 1. What is visual impairment, 2. What causes visual impairment Part 1, 3. What
causes visual impairment Part 2, and 3. What do doctors do. We will skip the section on What
its like to be Visually Impaired because we will be teaching this later on in the day. Each of the
groups will read these sections together and create a poster on a large piece of construction
paper to report back to the class the main points of their section. This will allow students to
become involved in their learning. After each group is finished they will present to their poster to
the class and we will hang them around the room. After everyone in the class understands what
visual impairment is and the causes of it we will move onto our next activity. For our next activity
students will sit at their desks. Under the document camera we will put an article (this can be
56
done with any article) and make the focus on the document camera poor so it is blurry for
students. Students will try to read the article individually and write down any words and/or
phrases they can read in their journals. Students will turn and talk to their elbow partners and
discuss the difficulties they encountered while trying to read the blurry text. Before discussing as
an entire class we will complete a blindfolding activity next so the students can compare the two
visual impairments. Students will decide on a partner A and a partner B with their elbow
partners. Partner A will be the first to be blindfolded. We will move out into the hallway so
students have more space to walk around. Student B will give Student A directions on where to
go while they are blindfolded. After a couple of minutes the partners will switch places and
Partner B will then be blindfolded. After each partner has had a chance to be blindfolded we will
go back into the classroom and discuss the two activities. We will compare and contrast the two
activities, and discuss the challenges of both. After our discussion we will transition into our last
activity on braille. We will give a short overview on braille and then students will be given Fun
with Riddles and Braille worksheet where they are able to uncover braille riddles. This is a fun
way for students to become familiar with the braille alphabet. Once students have finished their
riddles they have an option to make and wear a name tag with their name written in braille. If
there is more time in the day students will be given time to work on their research projects.
Standards:
under discussion.
Materials:
Visual Impairment Kids Health Article
Large Construction Paper
Markers
Blindfolds
Document Camera
Projector
Fun with Riddles and Braille Worksheet
My name is braille name tag
Journals
Pencils
Computers for research projects
57
Group inquiry, whole class discussion, individual work, partner work.
Acknowledgements:
Kids Health Article: http://kidshealth.org/en/teens/visual-impairment.html?WT.ac=p-ra#
Fun with Riddles and Braille Worksheet
https://www.royalblind.org/sites/www.royalblind.org/files/Braille_Riddles%20%281%29.p
df
Day 12- Hearing Impairment Lesson
Goal:
The goal for this lesson plan is to introduce students to what a hearing impairment is.
Going along with our disabilities unit, hearing impairments is another disability to add to
the list of disabilities we are learning about. The goal for this lesson is that we want
students to actually understand what it is like to have a hearing impairment so they can
relate easier to those who do actually have one. We hope students gain a better
understanding of what everyday life is like for people who do have a hearing
impairment.
Overview:
This lesson will begin with the teacher passing out earplugs to every student. The
teacher will explain to students that today they will be learning about what it is like to
have a hearing impairment. The teacher will explain that they will read a story aloud to
the class while they have earplugs in and with static, white noise in the background. The
goal for all of the students is to be able to listen to the story being read aloud and to
answer follow up questions at the end of the reading The teacher will then demonstrate
to every student how to put earplugs in. Once all earplugs are in, the teacher will turn on
static noise, either from the T.V or from the radio to have playing in the background. The
white noise should be loud enough to where it is distracting. Then the teacher will read
an article about the inner, middle, and outer parts of the ear. While reading, the teacher
will read in a soft reading voice to make it difficult for students to hear. After done
reading, the teacher will pass out a worksheet that has questions on them about the
reading. Students will be asked to answer the questions based on how well they
understood the story. After students complete the questions, the teacher will have
students journal for 10 minutes in their writing journals about their experience with a
temporary hearing impairment and what they felt when trying to understand the story
58
the teacher read aloud. Then, the teacher will open up the floor for discussion. The
teacher will ask students how they felt, what the most challenging part of this activity
was, and how they think a hearing impairment can impact someones daily life. The
teacher will also mention how a hearing impairment does not mean that sounds are not
loud enough for someone, a hearing impairment also means that sounds could be
unclear or static, which is why the T.V and/or radio was on during the reading.
Science: Students will be learning about the middle, inner, and outer portions of the ear.
The teacher will pass out the article they read for the hearing impairment activity, as
well as a worksheet where students will construct their own ear. (See materials list at
the end of this document for worksheets.)
Math: Students will complete a bar-graph about how many people have hearing
impairments. STudents can choose to differentiate their graphs by states, countries,
schools, etc. Students will get to choose how they want to organize their graphs.
Social Studies: Students will research famous people who have had disabilites by
exploring this website https://www.disabled-
world.com/artman/publish/article_0060.shtml. Students will be asked to choose one
person, take notes on them, and give a short summary of their life, what disability they
had, and how it affected their life the next day in class.
Standards:
In multicellular organisms, the body is a system of multiple interacting subsystems.
These subsystems are groups of cells that work together to form tissues and organs
that are specialized for particular body functions. (MS-LS1-3)
LS1.D: Information Processing
Each sense receptor responds to different inputs (electromagnetic,
mechanical, chemical), transmitting them as signals that travel along nerve
cells to the brain. The signals are then processed in the brain, resulting in
immediate behaviors or memories. (MS-LS1-8)
Materials:
Earplugs for each students
Inner, outer, middle ear article
T.V or radio
Ear Construction worksheet
Whole group read-aloud, individual work, whole group discussion.
Acknowledgements:
59
Hearing Impairment lesson
Day 13:Game Day With special Needs Class
Goal:
The goal for this lesson plan is that we want students to retake the Anticipation guide to
see how their thinking has changed throughout the course of the unit. Another goal for
this unit is that we want students to have real life experiences interacting with students
with disabilities. This is why we will be hosting a game day with the Special Education
classes for one-hour.
Overview:
This day will begin with students first re-completing the anticipation guide sheet they
filled out on the first day of the Unit ( See Day 1). Students will have the opportunity to
see how their thinking has changed throughout the course of the unit. After filling out the
Anticipation Guides, our class will then host a game day with the special education
class. The special education students will come down to our classroom with their
special education teachers and paraeducators. Around the room, we will have games
setup that students can play with their peers. Students will first begin by pairing up with
a Special Needs student to complete the Classmate Bingo worksheet. Together, each
pair will walk around the room to find other pairs who they have something in common
with. If they find another pair with something in common, they will exchange sheets,
sign their names, and return their sheets. The teacher will allow 15-20 minutes for
students to complete this activity. Once a student gets a Bingo, as the group to get 4-
corners or a blackout on their game boards. For the remainder of this class period,
students will go around and play various games with our class guests. The teacher will
have class games set up all over the room so there is a wide variety of games and
activities for students to do.
Math: Students will be learning about adding mixed number fractions. They will
complete the worksheet as a comprehension check in the materials portion of this
document.
Science: Students in science class today will be learning about parts of the eye, and will
also be constructing a replica of an eyeball in class. See Day 13 materials below for
instructions.
Social Studies: Students will present their summaries of the one famous person with
disabilities they found from the previous day.
60
Standards:
Life Skills (Working with Others)
Standard 3: Works well with diverse individuals and in diverse situations
Standard 4: Displays effective interpersonal communication skills
Materials:
Paper
Colored pencils/markers
Board games (such as Sorry, Candy Land, Monopoly, etc.)
Card Games (Such as Go Fish, Crazy 8s, Uno, etc.)
Classmate Bingo game
White boards/ markers for students to draw
Instructional Strategies: For this day, the teacher will walk around the classroom
monitoring that all students are being inclusive and friendly to our guests. The teacher
will try to actively engage with all of the students by playing games with everyone. Prior
to the Special Education class coming, the teacher will ask the students to remember all
they have learned about students with disabilities thus far and to make sure they act
respectful and caring when our guests come into the classroom.
Acknowledgements:
Bingo Activity Sheet https://www.teacherspayteachers.com/Product/Classmate-
BINGO-Ice-Breaker-Activity-344574
Day 14- Each Kindness and Letter Writing

Background Information
Teacher Candidate: Madison Young, Madison Niksich, Amanda Nesseth, and Lauren
Brink
Date: December 1st, 2016
Cooperating Teacher: Kelli Cox Grade: 6th
Unit/Subject: Writing
Instructional Plan Title/Focus: Each Kindness and Kindness Friendly Letter Writing
Lesson
61
The purpose of this lesson is to teach students about empathy and how to treat others
with kindness. Throughout this unit, students have been learning what their biases are
relating to people with disabilities. Similarly, students have also been learning about
various types of disabilities and how they affect those who have them. Prior to this
lesson, students have completed an Anticipation Guide, which allows them to fill out
what their beliefs are about those with disabilities. Going along with the Anticipation
Guide, students learned what a bias is, and they completed a journal entry about what
biases they may have towards people with disabilities. Additionally, students have
learned about several types of disabilities prior to this lesson, including autism,
communication disorders, learning disabilities, vision impairments, hearing impairments,
physical disabilities and intellectual disabilities. Prior to the lesson we are doing today,
students will know how to recognize certain disabilities and the traits that go along with
each disability.
In this lesson, we will read aloud the book Each Kindness by Jacqueline Woodson.
Students will also have the chance to perform the drop in a bucket activity the students
in the book do, and students will practice their writing skills by writing a kind letter to
someone else. After this lesson, students will have a better understanding of what it
means to express empathy and kindness. Additionally, students will also develop their
writing skills by practicing how to develop a friendly letter. Throughout this lesson,
students will have the chance to compare a business letter to a friendly letter.
Previously, students have learned the components of a business letter, and today they
will learn what friendly letters are composed of, including the greeting, signature, and
addressing of friendly letters. Students will then compose a friendly letter to a friend,
family member, or staff member.
b. State/National Learning Standards:
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.)
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
62
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
c. Content Objectives (to be copied in Assessment Chart below) and

alignment to State Learning Standards:
SWBAT: write a letter in friendly letter format to a friend, family member, or staff
member.
Aligned Standard:
NCTE 5
SWBAT- employ all the steps of the writing process to create a polished and
publishable piece.
Aligned standard:
SWBAT: adjust their use of writing conventions, style, and vocabulary for a variety of
audiences and purposes.
63
Aligned Standard:
NCTE 5
NCTE 12
SWBAT-Define the differences between a friendly letter and a business letter
Aligned Standard:
NCTE Standard 12
NCTE Standard 5
d. Previous Learning Experiences:
For this past unit, students have learned about various types of disabilities, and have
also learned what their biases are towards others with disabilities. Much of the current
unit is learning about how to treat others, focusing on those with disabilities, with
kindness and respect. Students in the past have learned how to create a business
letter, but have not yet written a friendly letter. This is why we are comparing the two
different formats in this lesson. Students previously learned that business letters follow
a strict format with your address and the recipient's address at the top. They have also
learned that business letters need respectful greetings and signatures. Students will
learn today how business letters differ from friendly letters.
e. Planning for Student Learning Needs

ELL students will be placed in classroom desks near someone who speaks their
native language and English, and can help the ELL student with unfamiliar vocabulary.
Teacher will go around to students for one-on-one assistance when class begins
independent work.
ELL students will have sticky notes on their desk to write questions about what does
not make sense or to place on handout instructions when they cannot understand the
text.
64
Gifted students have the option to write more than one letter for this assignment.
If completed, the teacher could ask the student to write a kind letter to someone with
special needs and deliver it to them in the special needs classroom, or write a whole
letter to the class to deliver.
If completed with their work, gifted students will be asked to read their independent
books, or asked to write a reflection in their writing journals how it felt to write something
kind about someone else. The student could also choose to brainstorm a list of acts of
kindness they can use on a day-to-day basis.
Gifted students have the option to continue working on their Disability Research
project when finished with their letter.

Students with learning disabilities related to literacy may be paired with a non-special
needs students
Students with learning disabilities related to writing will be given special
accommodations, such as using verbal communication to answer questions, and having
teacher write their response while they copy the teacher writing.
Teacher will walk around the classroom during individual work time to provide
students with one-on-one assistance.
For James, our student with a hearing impairment, the teacher should wear a
microphone around their neck, which amplifies the teachers voice.
Additionally, we will have James sit right next to us when we read Each Kindness.
f. Assessment Strategies (Informal or formal) (Formative or Summative)
Content Objective 1 Formative: Friendly Letter Rubric

SWBAT: write a letter in friendly Students will practice what we learned in
letter format to a friend, family todays lesson by writing a friendly letter of
member, or staff member. their own to a student from the Special
Education class that came to Game Day
yesterday. To assess if students
understood the lesson, the teacher will
assess each students letter using the
Friendly Letter Rubric. The rubric has a
65
portion for the following; presentation, so
checking to see if students followed the
friendly letter format;content to make sure
the student includes enough writing and is
acceptable for their audience; and finally
for conventions to make sure students
used correct spelling and grammar.
If it is clear students do not understand
how to write a friendly letter, I will create a
friendly letter of my own while students
watch me create one. To model, I would
show them where my greeting goes, what
details to include in my body, and how to
close my letter.
(see attached- Figure 5)
Content Objective 2 Formative:Complete Writing Process

SWBAT: employ all the steps of the Checklist
writing process to create a polished As students complete all portions of the
and publishable piece. writing process, they will also complete a
checklist that makes sure they do every
step of the writing process. When students
turn in their final drafts, they will also turn
in all portions of their writing process,
including prewriting, drafting, revising,
editing, and final draft portions of the
writing process. The checklist assesses
students to see if they completed the
whole entire writing process, and the
teacher will also use the checklist when
grading students to see if they employed
all parts of the writing process.
Content Objective 3 Formative: Friendly Letter Rubric

SWBAT- adjust their use of writing Students will practice what we learned in
conventions, style, and vocabulary todays lesson by writing a friendly letter of
for a variety of audiences their own to a student from the Special
66
Education class that came to Game Day
yesterday. To assess if students
understood the lesson, the teacher will
assess each students letter using the
Friendly Letter Rubric. The rubric has a
portion for the following; presentation, so
checking to see if students followed the
friendly letter format;content to make sure
the student includes enough writing and is
acceptable for their audience; and finally
for conventions to make sure students
used correct spelling and grammar. There
is specifically a conventions portion on the
rubric to go along with this standard, and
also the content portion of the rubric
makes sure students are writing to the
correct audience.
Language Objective 1 Formative:Letter Questionnaire

SWBAT- Define the differences Students will be able to expressed what
between a friendly letter and a they have learned about the differences
business letter between a business letter vs. a friendly
letter in the Letter Questionnaire. In the
questionnaire, there is a portion for
students to list the characteristics of each
type of letter, and also, there is a question
that asks how a friendly letter is different
than a business letter. Students will be
able to demonstrate their knowledge on
this worksheet.
(Add rows as needed)
g. Student Voice:
67
Student-based evidence Description of how
K-12 students will be to be collected (things students will reflect
able to: produced by students: on their learning.
assessments, work
samples, projects,
papers, etc.)
1. Explain student Exit Slip After the lesson is

learning targets and complete, students
what is required to meet will complete an exit
them (including why slip. The exit slip will
they are important to ask students about
learn). the learning
objectives, and what
it looks like to meet
them. The exit slip
will also ask students
the questions, why
are the learning
targets are
important?
(see attached-
Figure 6 )
2. Monitor their own Exit Slip Students will use the

learning progress rubric to assess
toward the learning where they feel they
targets using the tools are in relation to the
provided (checklists, learning targets.
rubrics, etc.). (Scale of-;I Need
Some Help, Im
Getting There, and
I Got It!)
(see attached-
Figure 6)
3. Explain how to Exit Slip The exit slip will also

access resources and ask students what
additional support when resources or tools
needed (and how/why could help them, and
68
those resources will how these resources
help them). will help them
improve. The
prompts will be,
Resources or tools
that could help
me and These
will help me by
(see attached-
Figure 6)

The teacher will begin the lesson with whole group instruction while the teacher reads
aloud Each Kindness. The teacher can gauge how well students understand the lesson
on empathy by asking questions and keeping students accountable for paying attention.
After reading aloud as a whole class, the students will be asked to gather around the
center table for the Drop in a Bucket activity. Once done with this activity, students will
go back to their desks where the teacher will give a lesson on business letter format vs.
friendly letter format. This will also be whole group instruction/ discussion. Students will
receive a Letter Questionnaire which they are to fill out themselves, as this is a form of
assessment for understanding the first portion of the lesson. Students will also complete
their friendly letter by themselves. We want to make sure that all students comprehend
this lesson, so they will write their letters individually. The teacher will walk around to
check student comprehension. Individual work is best for this lesson because all
students read at various paces and levels, so the teacher wants to make sure their
students are able to understand how to write a friendly, thoughtful letter.
a. Introduction:
The teacher will say:

Good Morning, Students! Would you please all join me at the carpet?
This week we have learned about many different disabilities, and started working to
eliminate our biases towards people will disabilities. Can someone tell me what a bias
is? Do you remember two weeks ago when we wrote a formal business letter? Good!
Well today we will be comparing a formal business lesson to a friendly letter. You will
69
even have the chance to write a friendly letter of your own! Before we start writing our
letters, though, I want to read you a book that has touched my heart. Do you
remember how along with our disabilities unit, we have talked about how important it
is to be nice to others, regardless if they are different from us? Well, this book has a
very important message for us about treating others with kindness. Lets read it!
b. Questions:
1. Can someone repeat to me what a business letter format includes? (Knowledge)

2. Can anyone describe why it is important we would write a friendly letter?
(Comprehension)
3. Who can demonstrate what the layout looks like in a friendly letter? (Application)
4. Can you compare and contrast between a friendly letter and a business letter?
(Analysis)
5. Can you create your own letter using friendly letter format? (Synthesis)
c. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
Teacher will have the days learning Multiple means of representation

targets written on the board so all (UDL principle)
students are aware of what they will Writing the Learning Targets on the
be learning. board and then asking students if
they have any questions is a way to
Teacher says: Good Morning, provide accommodations for all
Students! Would you please all join students with learning needs or
me at the carpet for reading those students that are ELL.
practice?
*Allow students time to gather on the
carpet. Teacher sits in the reading
chair.
Teacher says:
This week we have learned about -Taxonomy of Thinking (knowledge)
many different disabilities, and started - this discussion time will help
working towards eliminating our biases students reflect on what they know
towards people with disabilities. Can and have learned in the past (Bloom)
someone tell me what a bias is?
70
*Allow time for 2-3 responses
Teacher says:
Do you remember two weeks ago
when we wrote a formal business letter? - Zone of Proximal Development
*Allow students to nod their heads* - Students prior knowledge can help
Who can tell me what the parts of a or hinder learning. If students are
formal business letter are? (Question making connections between
1) previously learned vocabulary to the
*Allow students time to answer terminology used in the lesson today
Teacher says: then there is a higher possibility for
Those are all great details in a learning and students connecting
business letter. Well today we will be prior knowledge to their working
comparing a formal business letter to a memory, thus allowing the
friendly letter. You will even have the knowledge to be stored and
chance to write a friendly letter of your maintained.
own! Before we start writing our letters,
though, I want to read you a book that
has touched my heart. Do you
remember how along with our
disabilities unit, we have talked about
how important it is to be nice to others,
regardless if they are different from us?
Well, this book has a very important
message for us about treating others
with kindness. Today, we will be reading
the book called Each Kindness by
Jacqueline Woodson.
*Show students the cover of the book.
As I read this book aloud to you, I
want you to think about the characters
feelings in this story.
Teacher transitions from introduction to

read aloud. (20 min).
Teacher begins reading Each

Kindness and stops on page 4.
Teacher says: Hmm I just noticed that - Introduction is an example of
71
this page said it was Mayas first day of modeling. Students learn from
class. How do you think she feels on the teachers modeling of what
her first day? they are expected to do.
*Allow students to answer (Bandura, Observational
Teacher says: Are there any clues we Learning)
can use from the text as to why she
would feel that way?
*Allow time for student response
Teacher says:
I also noticed that this page says that
Mayas clothes were worn and ragged. - Zone of Proximal Development
By looking at the picture, I can see just We will model and scaffold our
how tattered Mayas clothes are. She teaching so that all learners have an
is even wearing spring shoes in the opportunity to make connections and
winter. I might make the inference that problem solve throughout the lesson.
Maya cannot afford new clothes. What (Vygotsky)
other inferences can we make about
Mayas home life? -Dual coding
*Allow time for response. - teacher uses visuals to assist the
oral instruction to help students better
Teacher keeps reading throughout the understand the information presented
rest of the book and stops occasionally (Paivio)
to ask the students how Maya must
feel after she is being bullied.
After finishing the book, the teacher

will ask the students:
Do you think the Drop in the Bucket
Activity was significant in this story?
*Allow time for response
What do you think the teacher was
trying to teach her students
Do you think that the main character
would have known she was treating
Maya poorly if they hadnt done the
Drop in the Bucket activity?
*Allow time to respond
Do you think this is an activity that
could help a real life class understand
72
how important it is to be kind to one
another?
Teacher says:
Well, it just so happens that I have a
bucket and 26 pennies waiting for us to
complete this activity, too.
Teacher transitions from read aloud - Zone of Proximal

to Drop in a Bucket activity (20 Development- The range of skill
minutes) that is created with teacher
guidance is greater than the
Teacher says: We saw just how big range students could achieve on
of an impact the Drop in a Bucket their own. By modeling and
activity had on the main character in scaffolding our lesson, students
Each Kindness. Today, we are going will have greater access to the
to have an opportunity to do the same information being taught because
activity. I am going to hand you all having teacher guidance helps
each a penny, and I want you to think students have more access to the
carefully about a time when you information, rather than students
expressed kindness towards just learning on their own.
someone else. I would like you all to (Vygotsky)
pay attention to the ripples that
happen once we drop our pennies.
Just remember, one simple small act
of kindness can go a long way, and
can send waves of happiness to
someone else. I will begin and then
we will go counterclockwise. Voices
should be off while one person
speaks, and I expect you all to be
listening to your other classmates.
Teacher first says something kind

they have done for someone else,
then allows all of the students to have
a turn dropping their penny into the
bucket full of water, meanwhile saying
a time they did something kind for
73
someone else.
Teacher transitions from Drop in a

Bucket Activity to discussion on a
business letter vs. a friendly letter (20
minutes).
Teacher says: Thank you all so

much for sharing your kindness
stories. I really appreciate you being
brave and courageous to tell us your
story. I would like you all to please go
back and sit down at your desks,
quietly.
*Gives time for students to transition
Teacher says: Two weeks ago, we

completed a business letter. Today,
we will be writing a friendly letter to
someone else. Right now, I am going
to pass out a handout that has both a -Social Interactions are Important in
business letter and friendly letter the Knowledge Construction
format. Process
*Teacher passes out Business/ -By personally interactive with the
Friendly Letter Comparison students, the teacher will be able to
Worksheets help students understand their
Teacher says: existing knowledge and learn the
I would like you and your elbow new strategy on a deeper level.
partner to turn and talk. Discuss some
of the differences you notice while
looking at a business letter and
friendly letter.
While students turn and talk, the

teacher creates a t-chart on the -Dual coding
board. One side has business letter, - teacher uses visuals to assist the
the other has friendly letter. After 2 oral instruction to help students better
minutes, bring the class back understand the information presented
together. (Paivio)
74
Teacher says:
After talking to your partner, who can
tell me some of the characteristics of - Learners construct their own
the business letter? knowledge
*Allow students to answer and write -Taxonomy of Thinking (Analysis)
responses on the t-chart - Students are distinguish what
What about for the friendly letter? makes business letters and friendly
*Allow students to answer and write letters alike and different.(Bloom)
responses on the t-chart
Looking at our t-chart, can you -Taxonomy of Thinking (application)
compare and contrast between a - Students apply what they learned
friendly letter and a business letter? about friendly letter format to
(Question 4) demonstrate what it looks like.
*Allow students to answer (Bloom)
Teacher says: Who can demonstrate

what the layout looks like in a friendly
letter? (Question 3)
*Teachers calls on student to write on
the board what the layout looks like
without using notes.
Teacher reiterates:
Those are all great examples. Yes,
the difference between a friendly
letter and a business letter is that the
friendly letter is more casual. You can - Zone of Proximal
be more casual in your greeting and Development- The range of skill
your signature. Additionally, you do that is created with teacher
not need some of the formatting that guidance is greater than the
a business letter needs. range students could achieve on
their own (Vygotsky)
Teacher says:
To check our understanding of a
business letter vs. a friendly letter, we -- The Letter Questionnaire is
will be taking a letter questionnaire. activity is an activity that allows
Please complete this task by yourself students to actively engage with new
and put away your notes. concepts rather than passively
75
absorbing information.
*Teacher passes out Letter (Constructivism, learners construct
Questionnaire worksheet and allows their own knowledge)
students 10-12 minutes to complete
this assessment.
Teacher transitions from business vs.

friendly letter discussion to -- The Letter writing activity is an
independent letter writing work time activity that allows students to
(40 minutes). actively engage with new concepts
rather than passively absorbing
Teacher says: Now that we have information. (Constructivism,
completed our mini-assessment, can learners construct their own
you create your own letter using knowledge)
friendly letter format? (Question
5)Taking the lesson we learned from
Each Kindness, your writing prompt -Taxonomy of Thinking (Synthesis
today is to write a to one of our and application)
special education friends who joined - Students combine and apply the
us for game day yesterday in friendly what they learned about friendly letter
letter format expressing a fond format to create a friendly letter of
memory you share with them, why their own (Bloom)
you appreciate them, or what you
admire about them. I will pass out a
check list, letter paper, and a rubric,
and complete writing checklist for you
to use as your tools. Please use all
steps of the writing process. You will
be turning in all portions of your
writing process so make sure to
complete each step. I included a
writing process checklist for you to
follow and check off as you go along.
You may begin.
*Teacher passes out Letter Writing
Checklist, Letter Format, and Friendly
Letter Rubric worksheets.
Teacher allows time for students to
76
write their letters. While students are
independently working, teacher will
walk around the classroom asking
students what they are writing about
and checking to make sure students
are following friendly letter format.
*If students are still struggling,
teacher can stop the class to explain
more what each portion of their letter
should look like.
As students begin to finish their

letters, teacher will collect each
students letter.
Teacher will say: If you could please

slide all of your letters to the center of
your table, our paper collector, (say
student name whom is paper collector
for class job), will go pick them up
and set them on my desk to turn in. I
will grade them tonight and score
them with the rubric so we can deliver
them tomorrow to our friends! Our
goals for today were to compare the
differences between a business and
friendly letter. Today, we learned -Taxonomy of Thinking
about the formatting and (comprehension)
characteristics of a friendly letter, and - this discussion time will help
you even had the chance to write one students reflect on what they have
yourself! Can anyone describe why it learned in this lesson. (Bloom)
is important we would write a friendly
letter? (Question 2)
Tomorrow, I want you to remember
that we will be having our game day
with the Special Education class.
Remember the lesson we learned
today, and how important it is to be
kind to others. Lets practicing
77
kindness tomorrow when our guests
come! Before we go to lunch, I am
passing around an exit slip that I need
everyone to fill out. This just checks
to see how youre feeling with todays
lesson. Also, for homework tonight, I
want you to practice saying
something kind to someone else, and
then write about it in your writing
journal. Also, I want you to find an
example of a persuasive letter online
and bring it into class tomorrow. We
will examine all the different examples
we have. Tomorrow, we will begin to
how we can write persuasively and
what characteristics make up a
persuasive letter.
*Teacher passes out exit slips and

writes homework on the board.
(Add rows as needed)
b. Closure: : I will conclude the lesson by bringing the class back together and
saying, Our goals for today were to compare the differences between a business and
friendly letter. Today, we learned about the formatting and characteristics of a friendly
letter, and you even had the chance to write one yourself! Tomorrow, I want you to
remember that we will be having our game day with the Special Education class.
Remember the lesson we learned today, and how important it is to be kind to others.
Lets practicing kindness tomorrow when our guests come! Before we go to lunch, I
am passing around an exit slip that I need everyone to fill out. This just checks to see
how youre feeling with todays lesson. Also, for homework tonight, I want you to
practice saying something kind to someone else, and then write about it in your
writing journal. Also, I want you to find an example of a persuasive letter online and
bring it into class tomorrow. We will examine all the different examples we have.
Tomorrow, we will begin to how we can write persuasively and what characteristics
make up a persuasive letter.
c. Independent Practice:
78
For homework, students will be asked to perform an act of kindness and journal about
how it made them feel. Additionally, students will be asked to find an example of
persuasive writing and bring it into class tomorrow. Our goal as teachers is to help
students recognize different styles of writing, and be comfortable writing in those styles
when asked. For different standardized test questions, many prompts have been to
write a letter, or write a letter persuading. We want to make sure students have all the
materials they need to feel comfortable writing in these styles. Also, letter writing is a
very common task that all humans do. Letters are sent for many different reasons, and
we want our students to know how to write a letter for when they actually need to write
one in real life. Aside from the literacy portion of this lesson, we also want students to
practice being kind to others. This past unit, we have learned about people with
disabilities, and we want students to understand that it is important we treat everyone
with kindness, regardless if they are not similar to you. Students need to practice this
skill at home in order to grow. Students will be told to be ready to discuss or share their
examples the next day in class. As teachers, we would send home an email or a
newsletter earlier in the week informing families of this homework. Families will be given
notification that students are practicing these writing and life strategies, and it would be
beneficial if family members discussed these writing styles at home with their students.
Parents or guardians could ask what elements are in a friendly letter, business letter, or
persuasive letter, and how each one is specifically used. Additionally it would be
beneficial for the parents to talk about what it means to be kind with their students so
they are also being reminded at home that this is an important life skill. Ideally, teachers
want students to talk about what they learned in school at home.
d. Instructional Materials, Resources, and Technology:
1. Letter Writing Checklist worksheet

2. Each Kindness by Jacqueline Woodson
3. Letter Format worksheet
4. Letter Questionnaire worksheet
5. Letter Rubric worksheet
6. Business/ Friendly Letter Comparison Worksheets
7. Exit Slip
8. Whiteboard and marker
9. Bucket filled with water
10. 26 pennies (or one penny for every student and teacher)
11. Complete Writing Process Checklist
e. Acknowledgements:
79
Friendly letter rubric http://www.mnhuntingcalendar.com/wp-
content/uploads/2016/06/friendly-letter-rubric-friendly-letter-rubric.jpg
Friendly letter checklist
http://www.readwritethink.org/files/resources/lesson_images/lesson85/LetterChe
cklist.pdf
Woodson, J. (2012) Each kindness. Penguin Young Readers Group:
Westminster, London.
Friendly letter vs. Business letter worksheet
http://www.readwritethink.org/files/resources/lesson_images/lesson1083/lettersa
mples.pdf
Writing Process Checklist http://2organizedapples.blogspot.com/2013/10/writing-
checklist.html
80
81
Figure 3- Business/ Friendly Letter Comparison Worksheets
82
83
Figure 4- Letter Questionnaire
Figure 5- Letter Rubric
84
Figure 6
Exit Slip
Learning Targets I Need Some Im Getting There I Got It!

Help
I can write a Im not sure I I can sort of I can confidently

letter in friendly know how to write understand how to and correctly write
format to a friendly letter. write a friendly a friendly letter.
someone else. letter.
85
I can use all the I dont know what I can use some of I can correctly use
steps in the the steps in the the steps in the all of the steps in
writing process to writing process writing process to the writing process
create a are. create a to create a
publishable piece publishable piece. publishable piece.
I can adjust my I dont know how I can change my I can confidently

writing to alter my writing writing somewhat demonstrate how
conventions, to make it suitable between different to change my
style, and for my audience. audiences, but I writing to suit my
vocabulary for need some help. audience in my
the audience of friendly letter.
my friendly letter.
I can identify the Im unsure of any I can tell you some I can confidently
differences of the differences differences tell you the
between a between a friendly between a friendly differences
friendly letter and letter and a letter and a between a friendly
a business letter business letter. business letter. letter and a
business letter.
Todays learning targets were important because
Resources or tools that could help me...
These will help me by...
Figure 7- Complete Writing Process Checklist
86
87
Day 15: Disability Project Presentations
Goal:
The goal of today is for students to gain general knowledge of the different disabilities
that exist. Students should aim to educate each other and be receptive to new
information.
Overview:
Today, the majority of the time will be spent on presentations and conversations. For
the first part of the day, students will conduct a short presentation summarizing their
paper and explaining to the class what the disability they researched is, what some of
the causes are, and how the disability impacts the individual. There will be an extended
amount of time for question and answer after each student who studied a different type
of disability presents. For example, after all the students who studied a physical
disability presented, they would all participate in a question and answer session. This
will be followed by a gallery walk wherein students will view each other's data posters.
This will end with a group discussion where students explain their reactions to the
amount of people living with a disability. For lunch, students will participate in a disability
lunch. Prior to this, students will be briefed on what this will be like and how to
participate. Students participating in a mocking manner will not be tolerated. Each
student will be given a card that has a disability written on it. The disabilities for this
activity are: blindness, deafness, mute, loss of limb, and paralysis. The students will
stay in these roles for 10 minutes. Then students will be released for regular lunch and
recess. After students return, we will discuss how it felt to roleplay those disabilities. We
will discuss how sometime people get made fun of because of their disabilities. After the
discussion, students will individually present their art projects and explain the
connection to their research.
Standards:
88
CCSS.ELA-LITERACY.SL.6.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate. (See grade 6
Language standards 1 and 3 for specific expectations.)
context.
for a specific purpose.
Materials:
Student Projects
Cards with a disability written on them.
Whole group discussion, student presentations, simulation.
89
Materials for Day 1
Anticipation Guide
Before Reading After Reading
1-2-3-4-5-6-7-8-9-10 Everyone with a disability is 1-2-3-4-5-6-7-8-9-10

not smart.
1-2-3-4-5-6-7-8-9-10 You can see all disabilities. 1-2-3-4-5-6-7-8-9-10
1-2-3-4-5-6-7-8-9-10 Its okay to make fun of 1-2-3-4-5-6-7-8-9-10

people with disabilities
because they dont know
what youre talking about.
1-2-3-4-5-6-7-8-9-10 People with disabilities are 1-2-3-4-5-6-7-8-9-10

just like everyone else.
1-2-3-4-5-6-7-8-9-10 Its not that hard to live with a 1-2-3-4-5-6-7-8-9-10

disability.
1-2-3-4-5-6-7-8-9-10 I am not biased. 1-2-3-4-5-6-7-8-9-10
1-2-3-4-5-6-7-8-9-10 I always treat everyone with 1-2-3-4-5-6-7-8-9-10

respect.
1-2-3-4-5-6-7-8-9-10 People with disabilities dont 1-2-3-4-5-6-7-8-9-10

need an education.
1-2-3-4-5-6-7-8-9-10 People with disabilities 1-2-3-4-5-6-7-8-9-10

should not be in regular
school classes.
1-2-3-4-5-6-7-8-9-10 You should be weary when 1-2-3-4-5-6-7-8-9-10

around people with
disabilities.
90
Disabilities by the Numbers
Number of people in the world:
Source:
Number of people in the world living with a disability:
Source:
Number of people in America:
Source:
Number of people in America living with a disability:
Source:
Number of Children living with a disability: ____________________in
America/the World. (Circle one)
Source:
_________________ people live with ________________________ in
Source:
91
Source:
Source:
Source:
After you feel that you have found a sufficient amount of data, create a graphical
display of data that presents what you learned through your research.
Graphical Representation Plan:
92
Materials for Day 2
Recognizing Biases Game Instructions
Anticipatory Set
Play a game called "Find the Common Trait." In this game, the students
mingle around the room slowly, until the teacher says a number between 2
and 5. Upon hearing the number, the students quickly join into groups of the
named number. In that group, they need to talk among themselves until they
find something they all have in common. It may be something physical such
as eye color or type of shoes, or it may be something related to an interest, a
practice, or their family. When they find a commonality, they raise their hand
and tell the teacher. When the teacher hears from all the groups, the students
mingle again. They form a new group of a different number named by the
teacher. In the new group, they look for a common trait again. After playing
two or three times, debrief with the class. Ask them if it is difficult to find
something that they have in common. Discuss why it is easy to find
differences with others. Then ask them how finding things in common
between diverse people helps them in a conflict.
Tell the students that they are all diverse individuals with different perspectives. Their
experiences and personalities form who they are and what they believe. Introduce
the word bias. [Abias is a point of view influenced by experience.]Tell the students
that we all have biases, but we aren't always aware of them.Since people have
different experiences, we all develop different biases.Tell the students that the
following example shows how a bias can create an unfair situation.
Read or have a student read the following paragraph:
When a big-city symphony wants to hire musicians, they do not judge
the applicants on their appearance; they judge them only on their
musical ability. That seems fair, doesn't it? But that hasn't always been
the case.At one time, more men than women were hired to play in
symphonies. For some reason, the judges preferred male musicians.
Today, however, most symphonies listen to the musician applicants
from behind a screen so they can't see what they look like. Sometimes
the musicians even have to take off their shoes so the judges can't get
hints from their footsteps about whether they are listening to a man or
woman. Although that may seem unnecessary, it has been proven to
be the fairest way to hire. Now, because of the practice of "blind
auditions,"the balance of men and women is more equal. This is how
the symphony overcame a bias. It wasn't enough just to be aware they
had a bias; they had to guarantee it with a "blind audition"so they
wouldn't let their bias toward male musicians influence their decisions.
Ask the students why blind auditions are a fair way to hire musicians.
Have students come up with more examples of bias. Explore implicit and explicit bias
Materials for Day 3
93
Wonder Questions
Topics
1. Dont judge a boy by his face
What do you think of the line Dont judge a boy by his face which appears on the back
cover of the book?

Did this affect how much you wanted to read the story?

How much did this line give away about the story you were about to read?
2. Auggies appearance
Throughout Wonder, Auggie describes the way that many people react to seeing his
face for the first time: by immediately looking away. Have you ever been in a situation
where you have responded like this to seeing someone different? Having now read
Wonder, how do you feel about this now?
Auggies face is not fully described until quite far on in the story, in Vias chapter
August: Through the Peephole. How close was this description to your own mental
picture of Auggie? Did you have a picture of his face in your mind while reading the
book? Did this description alter that picture?
3. Auggies personality
How would you describe Auggie as a person in the first few chapters of the book? What about
the final few chapters? Has he changed significantly? Are there any experiences or episodes
during the story that you think had a particular effect on him? If so, how?
4. The astronaut helmet
In the chapter Costumes Auggie describes the astronaut helmet that he wore constantly as a
younger child. We later learn that Miranda was the one to give Auggie the helmet, and is proud
of the gift, but that it was Auggies father who threw it away. What do you think the helmet
signifies to each of these characters and why do you think they all view it so differently?
5. Star Wars
Star Wars is one of Auggies passions. Why do you think this is? Do you see any
reasons for Auggie to identify with these characters, or to aspire to be like them?
What do you think of the line "Dont judge a boy by his face" which appears on
the back cover of the book? Did this affect how much you wanted to read the
story? How much did this line give away about the story you were about to read?
94
Throughout Wonder, Auggie describes the way that many people react to seeing
his face for the first time: by immediately looking away. Have you ever been in a
situation where you have responded like this to seeing someone different?
Having now read Wonder, how do you feel about this now?
Auggies face is not fully described until quite far on in the story, in Vias chapter
"August: Through the Peephole." How close was this description to your own
mental picture of Auggie? Did you have a picture of his face in your mind while
reading the book? Did this description alter that picture?
How would you describe Auggie as a person in the first few chapters of the
book? What about the final few chapters? Has he changed significantly? Are
there any experiences or episodes during the story that you think had a particular
effect on him? If so, how?
In the chapter "Costumes" Auggie describes the astronaut helmet that he wore
constantly as a younger child. We later learn that Miranda was the one to give
Auggie the helmet, and is proud of the gift, but that it was Auggies father who
threw it away. What do you think the helmet signifies to each of these characters
and why do you think they all view it so differently?
Auggies parents bring Auggie around to the idea of attending school by joking
with him about Mr Tushmans name, and telling him about their old college
professor, Bobbie Butt. To what extent is humour used as a tool throughout
Wonder to diffuse difficult or tense situations, or to convey a part of the story that
would otherwise be depressing or sad? Look at the chapter, "How I Came To
Life."
What did you think of Via as a character? Did you empathise with her? Why do
you think Via was so angry to learn that Auggie cut off his Padawan braid? Do
you think Vias own attitude towards her brother changes throughout the story?
Look at the emails between Mr Tushman, Julians parents and Jacks parents in
the chapter "Letters, Emails, Facebook, Texts." Up to this point in the story we
have seen how the children at Auggies school have reacted to him. Is Mrs
Albans attitude towards Auggie different? What do you make of her statement
that Auggie is handicapped? Do you think she is correct in saying that asking
"ordinary" children, such as Julian, to befriend Auggie places a burden on them?
The author has explained that she was inspired to write Wonder after an
experience at a local ice cream parlour, very similar to the scene described in the
chapter "Carvel," where Jack sees Auggie for the first time. In this scene, Jacks
babysitter Veronica chooses to get up and quickly walk Jack and his little brother
Jamie away from Auggie, rather than risk Jamie saying something rude or hurtful.
What do you think you would have done, if put in that position?
6. The use of humor in Wonder
95
Auggies parents bring Auggie around to the idea of attending school by joking with him about
Mr Tushmans name, and telling him about their old college professor, Bobbie Butt. To what
extent is humour used as a tool throughout Wonder to diffuse difficult or tense situations, or to
convey a part of the story that would otherwise be depressing or sad? Look at the chapter, How
I Came To Life.
7. Via
What did you think of Via as a character? Did you empathise with her?
Why do you think Via was so angry to learn that Auggie cut off his Padawan braid?
Do you think Vias own attitude towards her brother changes throughout the story?
8. Mrs Albans
Look at the emails between Mr Tushman, Julians parents and Jacks parents in the
chapter Letters, Emails, Facebook, Texts. Up to this point in the story we have seen
how the children at Auggies school have reacted to him. Is Mrs Albans attitude towards
Auggie different?
What do you make of her statement that Auggie is handicapped?
Do you think she is correct in saying that asking ordinary children, such as Julian, to
befriend Auggie places a burden on them?
9. At the ice cream parlor:
The author has explained that she was inspired to write Wonder after an experience at a local
ice cream parlour, very similar to the scene described in the chapter Carvel, where Jack sees
Auggie for the first time. In this scene, Jacks babysitter Veronica chooses to get up and quickly
walk Jack and his little brother Jamie away from Auggie, rather than risk Jamie saying
something rude or hurtful. What do you think you would have done, if put in that position?
10. The precepts (rules to live by)
1. "When given the choice between being right or being kind, choose kind." Dr.
Wayne Dyer
2. "Your deeds are your monuments." Inscription on ancient Egyptian tomb
3. "Have no friends not equal to yourself." Confucius
4. "Fortune favors the bold." Virgil
5. "No man is an island, entire of itself." John Donne
6. "It is better to know some of the questions than all of the answers." James
Thurber
7. "Kind words do not cost much. Yet they accomplish much." Blaise Pascal
8. "What is beautiful is good, and who is good will soon be beautiful." Sappho
96
9. "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 Wesley
10. "Just follow the day and reach for the sun." The Polyphonic Spree
11. "Everyone deserves a standing ovation because we all overcometh the world."
Auggie Pullman
Questions
1. What qualities does Auggie's family have that help support him as he struggles to fit in at
school?
2. Do you think Auggie ultimately sees himself as ordinary, or extraordinary? Do other
people in his life think about this differently?
3. How about his parents? How about Via? How do his friends at school think of him? How
about his teachers?
4. Why all the narrators? Why does R.J. Palacio include so many different points of view?
What do we learn from different narrators that we wouldn't get from Auggie? Who is your
favorite narrator, and why?
5. What role do masks play throughout the story? How do masks help or hurt Auggie?
6. What's the difference between kindness and just being nice, and why does it matter?
7. What does Jack learn through his friendship and betrayal of Auggie?
8. Which characters do you think change the most from the beginning to the end of the
story, and why do you think so?
9. How does Auggie overcome his crippling shyness and self-loathing? By the end of the
story, do you think he is comfortable with how he looks? Which characters help him with
this, and how?
10. Pages 3 to 23
Why do people look quickly away when they first see August?
In this section August discusses the issue of him going to school. Why has he
never gone to school? Do you think he should?
11. Pages 24 to 42
August goes on the tour of the school and meets three students. In your opinion
which one would turn out to be a bully?
How would you describe the other students reaction to August in homeroom?
12. Pages 42 to 60
What does Septembers precept, When given the choice between being right or
being kind, choose kind, mean?
Why does August uses a simile to compare himself and Summer to Beauty and
the Beast?
13. Pages 61 to 80 7.
Why is Halloween a positive thing for August?
What were Jack and Julian talking about?
14. Part Two- Via Pages 81 to 99
Do you think Via is jealous of all the attention August gets?
Did Via have a good first day of high school?
15. Pages 100 to 117
97
Who is Miranda and why did she call?
August decided to change his costume. How do you think mom reacted to this?
16. Part Three- Summer Pages 118 to 132
Would you describe Summer as a good person? Why or why not?
Do you think Summer thinks Jack is a good friend?
17. Part Four- Jack Pages 133 to 150
Jack seems to struggle with how he feels about August. What are the positive
and negative reasons he gives about being ex- friends with him?
Who says Sometimes you dont have to mean to hurt someone to hurt them,
and what does he or she mean by that?
18. Pages 151 to 185
Who does something to the class picture and what does character traits does it
show about that person?
What is the war that is beginning? What role does Julian play in it?
19. Part Five- Justin Pages 186 to 204
While at dinner Justin has a lot of tics. What are tics and why do they stop?
Justin and Olivia are in a play, but Olivia(Via) has not told her parents about it
yet. Why do you think she hasnt told them?
20. Part Six- August Pages 205 to 234 .
August gets hearing aids in this section. How does he feel about them in the
beginning and towards the end of pages in this section?
Daisy is Augusts dog, who has been sick for awhile. Why hasnt August noticed
this?
21. Part Seven- Miranda Pages 235 to 248 .
Miranda and Via used to be good friends. Why did their relationship change?
What does Miranda miss about having Via as a friend?
Miranda pretends to be sick on opening night. In your opinion why do you think
she did that?
22. Part Eight- August Pages 250 to 270
How does August feel about going on the 5th Grade Nature Retreat?
Jack and August find themselves in trouble. What is the trouble and who helps
them?
23. Pages 271 to 309
August lies to the teachers about not being able to remember the 7th graders
faces. Why do you think he did this?
What animal does August use to represent himself? Do you think it is a good
choice?
There is a ceremony at school, what happens at the ceremony that shows a
change from the beginning to the end of the school year?
Mr. Tushman says Always try to be a little kinder than necessary. What does
that mean to you? In your opinion what character shows this the best?
Themes
Family Relationships
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Discuss Auggies relationship with each of his family members. How does Via react to Auggies
deformity? How is Vias life affected by Auggies deformity? She says, Im always going to be
the sister of a kid with a birth defect; thats not the issue. I just dont always want to be defined
that way. (p. 91) What does Via mean by this statement? How could her parents help Vias life
be more normal even though Auggies isnt? What sacrifices does Via have to make in her
relationship with her parents? What qualities do Auggies parents possess that help them to be
good parents to Auggie? How do respect and trust play a role in their family dynamics?
Friendship
Discuss the characteristics of a good friend. Which of Auggies friends demonstrate these
qualities? What characteristics of a good friend does Auggie possess? How does Auggie help
his friends see him as an ordinary kid? How does Auggies ability to be comfortable in his own
skin make it easier for his friends and family to relate to him? Share examples from the book to
support your responses.
Overcoming Challenges
Auggies attendance at Beecher Prep creates issues for students, parents, teachers, and the
principal. What are some of the challenges that arise? How does each group of individuals
overcome the challenges? What role does Auggie play in either helping or hurting the situation?
What lessons are learned because of Auggies attendance at the school? In Mr. Tushmans
speech at the end of the year, he shares this quote, Always try to be a little kinder than
necessary. How does being kind help someone overcome challenges?
Bullying
Kids that are different are almost always bullied in some way. How does Auggie know the first
time he meets Julian that he will be a bully? In what subtle ways does Julian bully Auggie? What
purpose does Julian have in bullying Jack? What power does Julian have to force the other
students to join in his cruelty toward Auggie and Jack? What prompts the seventh graders to
attack and bully Auggie? In general, what is Auggies response to the bullying? Betrayal
Auggie and Jack are great friends; they laugh together, they talk about anything and everything,
and they feel comfortable together. So why does Jack betray Auggie by talking badly behind his
back? How does Auggie feel when he hears what Jack has said? At the same time Auggie is
experiencing betrayal by his friend, Via is also feeling betrayed by her two best friends, Miranda
and Ella. How do Miranda and Ella betray Via? What is Vias response? How do Via and Auggie
resolve their individual conflicts and cope with the pain of betrayal?
Acknowledgements
R.J. Palacio Website http://rjpalacio.com/for-teachers.html
Shmoop Editorial Team. (2008, November 11). Wonder Questions. Retrieved December 8,
2016, from http://www.shmoop.com/wonder/questions.html
Random House Publishing http://www.randomhouse.com/teachers/wp-
content/uploads/2012/05/Wonder_EG_WEB.pdf
Lit lovers Wonder Questions http://www.litlovers.com/reading-guides/17-elementary-
fiction/9555-wonder-palacio?start=3
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Lake County Schools, Wonder Reading Packet
http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/7742/Wonder%20Readin
g%20Packet.pdf
Materials for Day 4
(Attachment 1)
100
101
102
(Attachment 2)
Circle Yes or No based on the learning targets

you think you have accomplished while working
on this lesson
1.I have explored the history of people with disabilities
YES/NO
103
2. I can explain 5 similarities and 5 differences between the Civil
Rights Movement and the Disability Rights Movement
YES?NO
3. I can take a stance on statements relating to the Disability

Rights Movement
YES/NO
4. I can define the Disabilities Education Act as well as the

Americans with Disabilities Act
YES/NO
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(Attachment 3)
EXIT SLIP
1. What is something new you learned during this lesson?
2. What are still confused about?
3. On a scale from 1-10, how confident do you feel about reaching the
learning targets? (1 being not confident and 10 being extremely
confident)
105
Materials for Day 5
106
107
Materials for Day 6
Disability Research Project
Students will each be assigned a disability to research. They will have
approximately two weeks with time in and out of class to work on their
project.
Goal: The goal of this project is for students to gain a greater
understanding of people with disabilities. Students should gain knowledge
about the different types of disabilities and the impairments they cause.
Students should also aim to understand that there is more that makes us
alike than different.
Objectives:
SWBAT: research a disability using different, credible print and digital
sources.
Aligned Standard: CCSS.ELA-LITERACY.W.6.8 Gather relevant
information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic information for
sources.
SWBAT: accurately incorporate information from a source into their writing.
Aligned Standard: CCSS.ELA-LITERACY.W.6.8 Gather relevant
information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic information for
sources.
SWBAT: Write and informative essay on a disability based on the research
they conducted.
Aligned Standard: CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis
of relevant content.
SWBAT: create and explain a graphical representation of data related to
the disability they are researching.
Aligned Standard: CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical
data sets in relation to their context.
SWBAT: Create an artistic response to their research
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Aligned Standard: Art EALR 3 The student communicates through the arts;
Component 3.1: Uses the arts to express feelings and present ideas.;
Component 3.2: Uses the arts to communicate for a specific purpose.
Components:
This cumulative project for this unit will be multifaceted. It will include a
written report, a graphic representation of data, and an artistic response.
Written Report
o For the written report, students will research their assigned disability.
Their report should summarize what the disability is, causes, and impacts.
Graphic Representation of Data
o This data should show what amount of Americans live with this disability
compared to the whole population, how many people in the world live with
this disability compared to the world population, and the answer to one
numerical question they devised while researching. Students may use any
graph to show their data as long as it properly shows their data.
Artistic Response
o The artistic response may be anything the student chooses, it must be
accompanied by a paragraph explaining the connection between their art
and the disability they researched.
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Disability Student
Communication Disorders
Expressive Language Disorder
Speech Sound Disorder
Hearing Impairments
Hard Of Hearing
Deafness
Learning Disabilities
Dyslexia
Dyscalculia
ADD/ADHD
Auditory Processing Disorder

(APD)
Dysgraphia
Language Processing Disorder

(LPD)
Intellectual Disabilities
Fragile X Syndrome
Down Syndrome
Autism
Vision Impairments
Blindness
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Color Blindness
Physical Disabilities
Absent Limb/Reduced Limb

Function
Cerebral Palsy
Muscular Dystrophy
Tourette Syndrome
Multiple Sclerosis
Epilepsy
Acquired Brain Injury
Paraplegia
Quadriplegia
Polio
Cystic Fibrosis
Spina Bifida
Psychiatric Disabilities
Schizophrenia
Psychosis
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Part 1 Written
I am researching: ____________________________________________.
While we do not have the time to learn about all the disabilities that exist,
we will learn about a lot through research. Each person is assigned to
research a different disability. The last day of the unit, each person will
present the disability they researched.
For part 1, you must write an informative essay about the disability you are
researching. You want to tell the reader all about the disability and what
some of the causes and impacts are. You must use at least 3 resources, at
least one of which must be print.
Your paper should follow this format:

Introduction
o Hook
o Thesis (tell me what you are going to talk about in your essay)
Summary of the disability
o Topic Sentence
o At least 3 supporting sentences
Causes
o Topic Sentence
Impact
o Topic Sentence
Conclusion
o Restate what the essay was about
o Concluding statement
This will be due on _____________, the last day of the Disability Unit.
Part 1 Checklist
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Research/Bibliography
I have used at least 3 sources
o At least 1 print source
o At least 1 electronic source
I can support all my claims with facts
I have cited all my sources in MLA format
I have NOT plagiarized.
Introduction
I have an interesting hook
I tell you what my paper will be about
I introduce the disability
There are no spelling or grammatical errors.
Body Paragraphs
I give an overview of the disability
I explain what things may cause this disability
I tell what impacts of this disability are
Each paragraph has a topic and closing sentence
There are no spelling or grammatical errors
Conclusion
I restate what I said in my introduction
I provide a closing statement that brings my whole paper together
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Part 1 Rubric
Needs Work At Standard Above & Beyond
SWBAT: research a I did not use both I used at least three I used more than
disability using print and digital sources and cited three sources and
different, credible sources and/or I did them all correctly. I cited them correctly. I
not have at least used both print and incorporated other
print and digital
three sources. My digital sources. types of sources.
sources. sources may have
not been correctly
cited.
SWBAT: accurately I regugitated the I was able to I was able to

incorporate information from the incorporate what the incorporate
information from a source into the paper. source said in my information from my
own words without sources and draw
source into their
changing the conclusions and
writing. meaning. inferences based off
that information.
SWBAT: Write and My essay included I included all the I included all the
informative essay on opinion or did not required components required components
a disability based on include all the and incorporated and more, all done
required components. information that I thoroughly.
the research they
learned from my
conducted. research.
Grammar and Multiple Grammatical Just a handful of No errors!

Conventions. and spelling errors grammatical or
spelling errors
Comments:
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Research Notes
I am researching:
______________________________________________________________________
Summary of the disability:
Source:
It is caused by:
Source:
Impacts of this disability:
Source
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Part 2 Graphical Representation
Now it is time to talk about your disability by the numbers. For part 2, you
need to research the following:
How does the number of people living with this disability in the US
compare to the total US population?
How does the number of people living with this disability in the
whole world compare to the total world population?
How does the number of people living with disability in the US
compare with the number of people living with this disability in the
world?
You must also form your own question related to the disability you are
studying. The question must be able to be answered with data. For
example: How many people living with this disability are children?
After you have collected data and recorded your sources, you must create
a graphical representation of your data. This display must be on a poster
and may not be completed electronically.
This is also due _______________, the last day of the Disability Unit.
1 2 3 4
Not fully Fully Fully Fully

completed completed but complete, completed,
No sources some math is missing small asked and
Poster is incorrect. details such answred more
missing or Sources for as units than one
incomplete most data Sources for all question
Poster is data Sources for all
incomplete Poster is data and cited
complete Poster shows
extra care and
detail
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Part 2 Recording Sheet
Number of people in the United States: ____________________________.
Source:
Number of people living with ______________________________ in the

United States:_____________________________.
Source:
Number of people in the world: __________________________________.

Source:
Number of people living with ____________________________ in the
world: _____________________________.
Source:
My Question:
Answer:
Source:
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Part 3 Artistic Response
This part is very much up to you. After you completed your research,
complete an artistic response about the disability you researched. You may
choose to write a poem, sing a song, create a painting, diorama, etc. Any
artistic representation you may like. It must, however, clearly connect back
to the disability you researched. To show this connection, you must write a
brief paragraph outlining the connection.
1 2 3
Artistic Response Incomplete and Fully completed, may Shows much care
makes thin look rushed. and thought, clear
connection to Connection to connection to
disability. disability understood disability researched.
after reading
paragraph
Connection The paragraph Connects the art and Fully outlines a clear
Paragraph displays a thin the disability connection between
connection between researched, could be the artistic response
the art and the further expanded. and the disability
disability resarched. researched.
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Materials for Day 7
Name:
Complete the all the math facts. But 7s are actually 9s. And 2s are actually 8s.
Substitute correctly.
7 6 3 2
+9 +1 +5 +4
2 9 7 8
+3 +6 +1 +4
4 2 5 9
+1 +9 +3 +7
2 9 6 7
+7 +4 +8 +6
8 4 3 5
+8 +3 +7 +9
7 2 3 4
+4 +7 +9 +6
8 7 4 8
+1 +8 +2 +9
4 5 9 3
+6 +8 +7 +2
5 8 7 9
+4 +2 +4 +9
8 4 7 7
+7 +4 +2 +4
Name:
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Complete the following problems. Except substitute every 4 for 3, 8 for 9 and 9 for 4.
You have a minute!
7 6 3 2
x9 x1 x5 x4
2 9 7 8
x3 x6 x1 x4
4 2 5 9
x1 x9 x3 x7
2 9 6 7
x7 x4 x8 x6
8 4 3 5
x8 x3 x7 x9
7 2 3 4
x4 x7 x9 x6
8 7 4 8
x1 x8 x2 x9
4 5 9 3
x6 x8 x7 x2
5 8 7 9
x4 x2 x4 x9
8 4 7 7
x7 x4 x2 x4
Materials for Day 8
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Figure 1
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Figure 2
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Figure 3
Figure 4
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Final Draft Paper
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Figure 5
Empathy Poem Directions
Today you are going to write an empathetic poem about one of the pictures you saw during your
empathy walk. The purpose of this poem is to portray the feeling you felt when viewing the
pictures to your audience. For this poem you can create a story for this person, or you can
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simply describe the feelings you saw in person. For this assignment you can choose a name,
age, profession, hobbies, etc. for your selected person.
FIRST: You need to choose a picture to write about
SECOND: Decide if you are giving them a story or writing about their feelings
THIRD: Look at notes taken during empathy walk
FOURTH: Start prewrite/drafting. Complete all steps of writing process.
Writing Checklist (bubble in each circle once you have completed this step):
o I completed the prewriting process

o I completed the Drafting
o I shared my writing with a partner for peer editing. My partner was_______________
o I revised my work
o I edited my work
o I published my piece by creating a final draft
Figure 6
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Materials for Day 9
130
131
132
Materials for Day 11
133
134
135
136
137
138
139
140
Hearing Impairment Reading Activity Questions
1. How many sections is the ear divided into?
2. What are the three sections of the ear?
3. The inner ear sends signals where?
4. Why is the Eustachian tube important?
5. What is the cochlea lined with?
Anticipation Guide
141
Before Reading After Reading
1-2-3-4-5-6-7-8-9-10 Everyone with a disability is 1-2-3-4-5-6-7-8-9-10

not smart.
1-2-3-4-5-6-7-8-9-10 You can see all disabilities. 1-2-3-4-5-6-7-8-9-10
1-2-3-4-5-6-7-8-9-10 Its okay to make fun of 1-2-3-4-5-6-7-8-9-10

people with disabilities
because they dont know
what youre talking about.
1-2-3-4-5-6-7-8-9-10 People with disabilities are 1-2-3-4-5-6-7-8-9-10

just like everyone else.
1-2-3-4-5-6-7-8-9-10 Its not that hard to live with a 1-2-3-4-5-6-7-8-9-10

disability.
1-2-3-4-5-6-7-8-9-10 I am not biased. 1-2-3-4-5-6-7-8-9-10
1-2-3-4-5-6-7-8-9-10 I always treat everyone with 1-2-3-4-5-6-7-8-9-10

respect.
1-2-3-4-5-6-7-8-9-10 People with disabilities dont 1-2-3-4-5-6-7-8-9-10

need an education.
1-2-3-4-5-6-7-8-9-10 People with disabilities 1-2-3-4-5-6-7-8-9-10

should not be in regular
school classes.
1-2-3-4-5-6-7-8-9-10 You should be weary when 1-2-3-4-5-6-7-8-9-10

around people with
disabilities.
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143
144
145
Materials for Day 14 (See Day 14)
Reflections
146
Maddy Young
Thematic Unit Reflection
December 6th, 2016
I really enjoyed the Thematic Unit project. Working with my group, we decided that we
would like to do our thematic unit on people with disabilities because we were inspired by the
book Wonder by R.J Palacio. When reading Wonder in class, we were all inspired by Auggies
story, and we knew we wanted our thematic unit to revolve around informing students about
different types of disabilities and how to treat those who are different than you with kindness.
After deciding our overall theme, our lesson plans came easily to us.
Personally, I was very inspired when Dr. Ward read to us Each Kindness in class. This
childrens book left a major impact on me, and I knew I wanted to include this book into our
thematic unit. I decided to create a literacy lesson plan that tied in the lessons learned in Each
Kindness with our disabilities unit. In my lesson, I had all of the students do the drop in the
bucket activity that the student did in Each Kindness. Then, I tied in a literacy lesson by
teaching my students to create a friendly letter. The students task was to learn about writing a
friendly letter, and then write one to a friend in the disabilities class at our school. Prior to this
lesson, we had our class have a game day with the disabilities class, so they were able to
interact with students with disabilities. My other day I planned, was the hearing impairment
lesson, which I really enjoyed completing. I found so many great resources online, and I was
truly excited about the earplug activity I found! I think all our lessons were very interactive, and
learning about disabilities to this depth will help our students become more empathetic to those
who may be different than them.
Overall, I really enjoyed this project because I actually felt like a teacher. Yes, I must
admit this project was challenging and a lot of work, but in the end I feel very rewarded. Now I
have 15 days worth of lessons I can complete with my class. In addition to teaching students
about those with disabilities, we were also able to incorporate many curriculum standards that
related to our grade level. Essentially, while we are teaching our students how to become better
citizens and more empathetic, we are also meeting curriculum requirements, which is exciting to
me because I used to think that in order to teach each curriculum requirement, teachers had to
teach generic lessons that the curriculum wanted you to follow. By teaching a unit on
disabilities, we were also able to include really fun science lessons on the ear, eyes, and other
parts of the body. For example, when teaching about people with a hearing impairment, I was
able to include a lesson on the inner, middle and outer parts of the ear for that day, as well.
Students had the opportunity to create a representation of the ear, too. Now, I do not feel as
nervous going into teaching because I know I have 3 weeks of lesson plans I can use in my
classroom.
Lauren Brink
147
12/07/16
The Thematic Unit Project was long, and sometimes stressful, but I would be lying if I
didnt say I enjoyed working on it. When my group started to decide a topic that we would
pursue for this project it was a no brainer that we wanted to focus on disabilities after reading
the book Wonder by R.J. Palacio. At first we thought we would focus on bullying and disabilities,
but as we started looking further into it we found a passion for educating students about
disabilities instead. At first we didnt know how we were going to cover all of the disabilities, but
then we came up with a unit project idea to have the students take on a disability throughout the
unit to research. I think this is one of my favorite additions to our unit plan because it allows
students to put themselves in someone elses shoes and understand what it means to have a
variety of disabilities.
When we first started our planning process for the Thematic Unit I knew I wanted to
make sure we incorporated an empathy walk. When we participated in the empathy walk in
class I felt like it was very beneficial towards our learning and allowed us to be empathetic
towards others. This is what I wanted for students when we started learning about disabilities.
Therefore, I took on this lesson plan for our disability unit (Day 8). When thinking about what I
could incorporate into this empathy walk, I thought at first that I could have the students write
letters to students in our school special education program, but after thinking more about it I
thought it would be valuable to have the students take on a role of one of the people pictured,
and create a poem to express the feeling felt throughout the picture. This is something that I
want to bring into my future classroom. I think this lesson would be beneficial to my students
and would allow them to explore emotions in the classroom that they arent used to expressing.
In addition to this lesson I also had the privilege to create lesson overviews for intellectual
disorders, physical disorders, and visual impairment. By working on these lessons I was able to
learn things that I was unaware of before. All of the activities I brought into each of these
lessons are interactive and will be fun, as well as useful for our students learning. One of my
favorite activities falls under physical disabilities. Students have to use one arm to open a jar
and participate in a beanbag toss. Prior to reading about these ideas I had never thought about
the challenge someone may have to open up a jar. Thinking about this made me feel grateful for
the small things, and I think it will also make our students feel this way.
Overall, I enjoyed this project much more than I imagined I would. By the time my group
was finished I felt proud of the hard work we put into this unit plan. We all discussed how each
of us could use this unit plan in our future classrooms someday, no matter the grade level.
Obviously we would have to adjust small things here and there, but this unit is definitely
beneficial for all elementary and middle school aged students. Not only will this unit plan allow
us to educate our students on biases, empathy, and disabilities, but it will also allow us to meet
many common core standards, as well as GLE standards. This allowed me to realize that not
every lesson has to be taught from the curriculum the school gives you. As a teacher I do have
the freedom to incorporate important lessons like this in my classroom to teach students about
subjects that matter.
Although I am proud of our final product, there are always things that could have been
done better if restarting from the beginning. If I were to alter our process and project I would
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have started the planning process earlier. We knew for a long time what we wanted to do our
Thematic Unit on, but there was definitely procrastination involved before we got started.
Additionally, I also would have focused more on the book Wonder, especially because this was
our inspiration for the unit. However, no final piece is ever perfect and as I use this unit plan in
my future classroom I can alter my focus for the different days as needed.
Amanda Nesseth
December 6th, 2016
After reading Caring Hearts and Critical Minds by Steven Wolk, I was very excited to
start working on the thematic unit. Cohesive units, such as Wolks were my favorites when I was
in school. I could not wait to get started on my own. Getting started, however, was the very
hardest part. Trying to come up with a strong focus for a unit is hard when there are so many
great things you can study. All I knew was that I wanted to teach more than content. I wanted
my students to start thinking about the world around them.
For my professional reading, I read Bullying Hurts by Lester Laminack and Reba
Wadsworth. This book was essentially a literacy unit plan on bullying. I thought this would be a
good starting point for me, and my feedback on my professional reading review told me the
same thing. Soon after, I read Wonder by R.J. Palacio for the disability text set -- and I fell in
love. I havent loved a book that much since elementary school. Right away, I knew I wanted to
anchor my unit with Wonder. I started playing around with some theme ideas in my head. I knew
I did not just want to leave it at disabilities, I wanted the theme to be stronger than that. After
discussing with the group, we settled on Disabilities and Implicit Bias. We wanted students to
learn about disabilities while also learning to eliminate biases they may have not been aware
they even had. Students could develop a caring heart through this unit.
Still, getting started was very hard to do and I do not think I could have done this project
on my own. Trying to formulate ideas in my head for the unit, my ideas were all over the place
and I was thinking far too deeply into it. However, when we finally were able to sit down with
each other and discuss where we could take the unit, the ideas flowed easily throughout the
whole group. Everyone brought great perspectives and ideas to the table. We quickly had an
outline for all three weeks. We split up the work, giving everyone the material they felt most
comfortable teaching. After completing the work individually we came back together to make
sure our lesson aligned together.
If I was to do this process again, I would work more on building it up day by day. Our
process became more of a related series of activities culminating in a project, rearranging them
as we saw fit. When I create more unit plans for my own classroom, I plan to go day by day
building and expanding on my students knowledge. I think this will help the unit come together
even further. But dont get me wrong, I am so happy with how this unit turned out. I feel
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achieved, and feel the most prepared for regular lesson planning than I ever have before. I will
definitely use this unit plan in my own classroom and will use it as a basis for creating more.
Madison Niksich
December 6th, 2016
As I reflect back on our journey throughout this thematic unit I can tell that we have
came such a long way from where we began. We had a very rough outline from the beginning
and we didn't quite have a handle on the direction we wanted to go until we all sat down and
discussed how we wanted this unit to look overall. Once we decided to do a unit on disabilities
the possibilities were endless. Right away we started bouncing ideas off one another and going
online to research different lessons or activities we could incorporate. As we sat down and
discussed the direction we were headed I believe that we started to really envision how we
wanted this lesson to shape up.
I think that our group did a great job at incorporating all different aspects of disabilities to
our unit. We strived to make sure all disabilities were represented and made sure that students
in our class were experiencing a glimpse of what it would be like to have a disability and how
they could learn from that experience. I am also very proud of our ability to incorporate empathy
into our lesson. It is one thing to learn about disabilities and another thing to be empathetic
towards those with a disability. I think that the lessons that really brought in empathetic feeling
were the ones that we succeeded on the most. I think that we tied in so many elements into our
lesson but did it in a way that made a lasting impact to our students.
I have a passion for teaching history so I decided to take on the part of making our
Disability Rights Movement lesson. I think that this was a time in which i could write a lesson on
something that I don't usually get to write lessons on. I enjoyed this lesson and thought that it
gave such a different perspective on disabilities. It allowed students to think about disability in
history and how far things have come since then. We really wanted students to acknowledge
the importance of this movement and consider how they could be active in their own community.
I think that if I were to do this part of the lesson again I would make it a two day lesson. There is
so much more that I could have included and I believe that only having one day on this lesson
really robbed students of their opportunity to learn more about the history of disability rights.
Overall, I am very happy with our outcome and efforts on this assignment. We all worked
very well together and I believe that our passion on this subject really shows. I would love to use
this lesson in my classroom someday and although I am happy that we are finished the process
was extremely beneficial to my learning throughout this semester.
150

Thematic Unit

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Madison Niksich

Unit Title: A Thematic Unit on Disabilities

Grade level: 6th grade

Rationale and Purpose

Unit Content Standards:

Common Core Literacy

CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions

Common Core Math

Grade Level Expectations

Life Skills (Working with Others)

Day 1 Day 2 Day 3 Day 4 Day 5

Day 6 Day 7 Day 8 Day 9 Day 10

Day 11 Day 12 Day 13 Day 14 Day 15

-Wonder p. 272-End -Hearing -Anticipation Guide -Each Kindness -Disability Project

Day 1: Unit Introduction

Understanding Unconscious Bias https://www.youtube.com/watch?v=dVp9Z5k0dEE

Day 4: Disability Rights Movement Lesson

T&L Instructional Plan Template

Section 1: Planning for Instruction and Assessment

1. State/National Learning Standards: Teacher candidates identify relevant grade

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

1. SWBAT explore the history of people with disabilities

2. SWBAT Explain 5 similarities and 5 differences between the Civil Rights

3.SWBAT take a stance on statements relating to the Disability Rights Movement

1. Previous Learning Experiences:

1. Planning for Student Learning Needs (accommodations, student experiences,

Accommodations for ELL students

Accommodations for Gifted/Talented Students

Accommodations for Special Education Students

Content/Language Objectives Assessment Strategies

1. SWBAT explore the history of Formative: Students will be asked to read

2. Explain 5 similarities and 5 Summative: Students will turn in their

3. SWBAT take a stance on Formative:

4. Define the Disabilities Education Summative:

1. Explain student An exit slip will be

2. Monitor their own Before the lesson

3. Explain how to access The charts that

h. Grouping of Students for Instruction:

Section 2: Instruction and Engaging Students in Learning

*Call on 2 or 3 students to share for their table groups

Example: Transition from introduction Supports multiple means of

Good afternoon students. We have been

With your group I want you to discuss

*Call on 2 or 3 students to share for their

You have all shared examples of some

Now we are going to talk about a

We are going to pass out this Student

Please discuss this question with your

*Walk around listening to discussions to

Students will be asked to read the

*Every table group will share. Teacher

When you are finished please look up to

*Watch as students finish their reading

Okay it looks as if everyone is done

*Call on one student to answer

Correct, the Individuals with Disabilities

What about the the Americans with

*Call on one student to answer

Yes, the Americans with Disabilities Act

Now, The two questions that we want to

The first question is do students with

*Walk around as students are discussing