Themed Literature Unit

Running head: THEMED LITERATURE UNIT 1
Themed Literature Unit
Determination: Magic Tree House- Enrichment Reading Group
Angela Graziano
Northern Arizona University

Teacher’s Name: Angela Graziano

Subject: Language Arts
Grade Level: First Grade (Enrichment Reading Group- 4 students)
State Standards: (Listed in each specific lesson)
 1.RL.1- Ask and answer questions such as who, what, where, why, when, and how about
key details in a text.
 1.RL.2- Retell stories, including key details, and demonstrate understanding of their main
idea, central message, or lesson.
 1.RL.9- Compare and contrast the adventures and experiences of characters in stories.
 1.RF.3- Know and apply phonics and word analysis skills in decoding one-syllable or
two-syllable words.
 1.RF.4- Read with sufficient accuracy and fluency to support comprehension.
 1.W.3- Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event
order, and provide some sense of closure.
Book Selected: Magic Tree House: Sunset of the Sabertooth

Osborne, M. P. (1996). Magic Tree House: Sunset of the Sabertooth. Random House Books for Young Readers.
Theme of Unit: Determination
Unit Essential Questions:
1. What are the key story elements in Sunset of the Sabertooth, including characters, setting,
main events, and details?
2. What are ways you can show you are determined?
3. What is the opposite of determination?
4. Explain how Jack and Annie exhibited determination in Sunset of the Sabertooth.
5. Why is it important to finish what you start?
6. How do you feel after you succeed at something difficult or win a close game?
7. What should you do if you discover you are failing or heading in the wrong direction?
STAGE 1 – DESIRED RESULTS
Unit Title: The Magic Tree House- Determination
Established Goals:
The students will read and understand the Magic Tree House: Sunset of the Sabtertooth. With the
knowledge and learning of the text selection, the students will complete activities relating to the
key story elements (characters, setting, main events, and details). They will also learn about the
theme of the text: determination. The students will explore examples and non-examples of being
determined and connect that to specific events in the text. At the end of the themed unit, the
students will create their own short narrative of a magic tree house with Jack and Annie being
determined to complete a mission.
Understandings: Students will Essential Questions: (Story Elements & Theme-

understand that… Determination)
The librarian in charge of the books in the 1. What are the key story elements in Sunset of
Magic Tree House was under a spell from
the Sabertooth, including characters, setting,
King Arthur and to free her, Jack and
Annie must find four special things. In main events, and details?
Sunset of the Sabertooth, they are both
2. What are ways you can show you are
determined to find the third thing. By the
conclusion of the themed lesson, the determined?
students will understand how Jack and
Annie displayed determination
throughout the text (through many of the 4. Explain how Jack and Annie exhibited
main events) to find the last item. The
determination in Sunset of the Sabertooth.
students will create their own magic tree
house and narrative, explaining how the 5. Why is it important to finish what you start?
characters are determined to complete a
6. How do you feel after you succeed at
mission.
something difficult or win a close game?
7. What should you do if you discover you are
failing or heading in the wrong direction?
Students will know: Students will be able to:
 The key story elements within the  Answer questions to show their
text such as the characters, setting, understanding of the text.
problem, solution, main events,  Recall the main event in each chapter of the
and details. text.
 The definition of determination,  Sort events into determination and non-
along with examples and non- determination.
examples.  Relate to the characteristic of being
determined to complete a task.
 Create their own narrative story of Jack and
Annie determined to finish a job.
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:

Authentic Learning Experiences
 Student-led discussions
 Student debrief  Peer-to-peer learning
 Summative assessment (completed  Thumbs up/down
during the “you do”)  Sharing findings, work, and answers
o Oral recordings with the whole-group
o Written assignments
o Creations
Key Criteria:
The students will be assessed throughout the themed unit by formative and summative
assessment measures. The students will have multiple opportunities in each lesson to think, pair,
share. This allows the students to think independently, share their thoughts and gather ideas with
a partner, and then report out to the group. The students will also use the thumbs up/down
assessment measure and share their findings/answers for certain activities. For the
comprehensive endings, the students have the chance to show their learning through an exit
ticket or share their learning during a student debrief. It is important to have students constantly
discussing ideas and answers with their peers. This provides the transfer of knowledge with peer-
to-peer learning. Each lesson plan culminates with a summative assessment. The summative
assessment was the activity/task that the students were working on through the independent
practice. This was a perfect item to take as an assessment because it not only aligned with the
standards and objectives, but also was explained and practiced through gradual release of
responsibility (I do, we do, you do).
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
 Lesson #1: QR Codes

o Answer comprehension questions by scanning QR codes and recording their
answers orally on the Seesaw app
 Lesson #2: Story Mapping

o Select the main event/details from each chapter in the text
 Lesson #3: Scavenger Hunt

o Sort important events in the text by examples and non-examples of determination
 Lesson #4: Write a Letter

o Put yourself in the character’s shoes- write a letter to a friend explaining how you
will be determined to finish the mission
 Lesson #5: Build a Tree House

o Design and create a tree house that travels to a destination of your choice. Dress
Jack and Annie up in order to complete a task. Write a narrative explaining the
key story elements and what the characters are determined to do.
Lesson Plan #1
Grade Level: First Subject: Language Arts Date/Time: February 12 2018 @ 9:40am
Concept and/or Topic QR Comprehension Codes

Title
Pre-Assessment
The students were assessed using the Houghton Mifflin Phonics
Screener and Dibels- Oral Reading Fluency. This group of students
have been identified as the enrichment group. During interventions,
these students just completed a literature discussion on the text Magic
Tree House: Sunset of the Sabertooth. The students were able to
independently (popcorn) read the selection and work together with
asking and answering questions by having a discussion, completing
comprehension questions geared to each chapter, and various journal
responses and story element diagrams. Their previous knowledge of
the book series, characters, and working together as a team, will guide
them through this themed unit. In addition, their reading abilities will
ensure that this is an appropriate text selection level from them.
AZCCRS
ANCHOR STANDARD:
 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.
Analyze how and why individuals, events, or ideas develop
and interact over the course of a text.
Grade Level Standard(s):

 1.RF.4- Read with sufficient accuracy and fluency to support
comprehension.
 1.RL.1- Ask and answer questions such as who, what, where,
why, when, and how about key details in a text.
 1.RL.2- Retell stories, including key details, and demonstrate
understanding of their main idea, central message, or lesson.
 1.RL.9- Compare and contrast the adventures and experiences
of characters in stories.
Lesson Plan Overview

(Mini-lesson) The students will scan QR codes and use Seesaw to record their
answers orally for comprehension questions.
Set Up
Teacher Resources The teacher needs to:
- Create QR codes for "right there" comprehension questions/page
number on the back for differentiation

- Create QR codes for “critical thinking” comprehension questions
(extension)
- Create a portfolio folder for each student on the website/app Seesaw
Materials Needed
 iPads (4)
 Apps downloaded on each iPad (QR Scanner & Seesaw)
 QR code question cards
 Computer/Smartboard connection
Essential Questions
1. What are the key story elements in Sunset of the Sabertooth,
including characters, setting, main events, and details?
Student/I CAN…
I can answer “right there” questions about Sunset of the Sabertooth, by
recording my answers orally in my Seesaw portfolio.
Hook (Whole Group)

Ask students to think, pair, share their favorite part of the Sunset of the
Sabertooth. Then, inform the students that they will be furthering their
knowledge this week by recalling information and completing
activities to display their understanding of the text.
Explicit
Instruction/Modeling The teacher will model how to use the iPad to scan the QR code and
(Whole Group to answer the question. The teacher will select a question from chapter 1
Small Group) and put it on the floor in the middle of the circle. Then, the teacher
will use the QR Scan app to hover over the card and scan the code.
The iPad will then automatically bring you to a question. The
comprehension question will be read aloud. The teacher will use the
Seesaw app to record her voice answering the question orally. The
teacher will show the students how the QR code card has a number.
The students will find that number in their Seesaw portfolio to ensure
they are answering the correct question.
The teacher will remind the students that these are all “right there”
questions, which means the answers can be found directly in the text.
The teacher will encourage students to check back in the story for
additional information to help/answer to the question.
Check for
Understanding The teacher will circulate the students to ensure that each student
recorded an answer for the sample question in chapter 1 (what we all
just did during the modeling portion).
Guided Practice
(Small group) The students will split into pairs of two. The pairs will answer another
question from chapter 1. The partners will work together to scan the
QR code, open the Seesaw app, and record both of their answers in
their own folders.
Check for
Understanding As the students are working with their partner, the teacher will again
circulate between the two groups. The teacher will ask each group
what the question is and have them talk about the answer. The teacher
will also make sure all of the students know how to scan the QR codes
and record their answer in the Seesaw app.
Then, the students will all come together and the teacher will play
each students recorded answer on the board. The students will have
the opportunity to listen to how their peers answered that question.
Independent Practice
Each student will get their iPad. The QR codes will be spread out on
the front table. The student will select a card, scan it, and record their
voice answer into their Seesaw portfolio. When the student is done
with that QR question card, they will return it to the table and select
another one. This process will repeat until students have had the
opportunity to answer several comprehension questions.
Check for
Understanding The teacher will be moving around to different students, observing
them working. If students have questions or need assistance, the
teacher will provide scaffolding. The teacher will also be there to help
with any technical difficulties.
Comprehensive
Ending The students will come together and share one of their question
responses in their Seesaw portfolio. The student will first play the
question aloud using the QR code and then will play their oral answer
in their portfolio folder. This will allow the students to listen to
questions they may or may not have answered and different answer
responses from their own.
Summative
Assessment The teacher will access all of the students Seesaw portfolios and listen
to their individual responses for the questions they answered.
Depending on the student’s responses, the teacher will assess whether
their answer was correct or not. Some of the questions were
opinionated, so as long as the student’s response was on task and
appropriate, their answer will be considered correct.
Extension
To extend the learning: The students will continue using the QR codes
and Seesaw app to answer more critical thinking/higher level
questions. For these questions, the students will not be able to find the
answer written right in the text. Instead, they will have to use the
content from the text and their background knowledge to formulate an
answer.
To fill in any gaps: These comprehension questions were the

introduction for the next lesson in the book study- identifying
important events. The students will look at the comprehension
questions they became stumped on to ensure they understand that
portion of the text. This will then help them with identifying details
within each chapter, for further lessons.
Special Accommodations/Differentiation Strategies:
Because this unit is geared toward an enrichment group, it is differentiated to meet their unique
needs. For the benefit of the group, on some cards, the page number will be provided on the
back. These will be written on the more advanced comprehension questions. If a student selects
this card and needs help finding information in order to answer the question, the page number
will guide them to the specific part of the book.
Follow-Up Reflection
Content: What should I teach next or re-teach? Students: Who still needs help with this
content?
For the students who mastered the lesson
objective, they will continue to extend their Two students struggled with one question in
learning with answering higher-order thinking particular about chapter 4. The teacher
questions. These students will still use the QR worked with these students. First, she spent
scans and Seesaw to listen to the question and time to play the QR code for that question.
record their answer. This was a more advanced type of question,
so the teacher guided the students to the page
For the students who have not yet mastered the number on the back of the card. The teacher
lesson objective, they will re-look and analyze re-read that specific page to the students,
those questions with the teacher. For any while they listened. After, the teacher led the
comprehension questions answered incorrectly, students in a discussion about the question.
the teacher will pull those specific students Without stating the answer, the teacher had
aside to replay the questions and talk about an the students separate and use their latest
answer. The teacher may help the student go learning to record a new answer. When the
back into the text to re-read or find details to teacher re-played the answers, the students
support their answer. recorded a correct response.
Lesson Plan #2
Grade Level: First Subject: Language Arts Date/Time: February 13, 2018 @ 9:40am
Concept and/or Topic Story Mapping

Title
Pre-Assessment
During the book study and lesson 1, the students completed
comprehension questions geared toward each chapter to ensure their
understanding of the text.
AZCCRS
ANCHOR STANDARD:

 1.RL.1- Ask and answer questions such as who, what, where,
why, when, and how about key details in a text.
 1.RF.3- Know and apply phonics and word analysis skills in
decoding one-syllable or two-syllable words.

(Mini-lesson) Students will write a summary with characters, setting, and events by
using a story map.
Set Up
 Obtain a copy of the story map for each student
 Provide an individualized color stack of post-it notes for each
student
Materials Needed
- Magic Tree House: Sunset of the Sabertooth (5 copies)
- Computer/Smartboard Connection
- Story map for each student
- Post-it notes
- Crayons/colored pencils
Essential Questions
1. What are the key story elements in Sunset of the Sabertooth,
including characters, setting, main events, and details?
2. What are ways you can show that you are determined?
3. Explain how Jack and Annie exhibited determination in Sunset

of the Sabertooth?
Student/I CAN…
I can create a story map with the key elements from Sunset of the
Sabertooth.
I can point out a characteristic that show how Jack and/olr Annie were
determined to find the “third thing for the librarian.”
Hook (Whole Group)

Ask the students to think, pair, shair the two main characters of Magic
Tree House: Sunset of the Sabertooth. Tell the students that the Magic
Tree House series guides the reader through all different places and
time periods, but Jack and Annie are always determined to explore.
Play the beginning prologue of the Magic Tree House: Sunset of the
Sabertooth by using the following link: (Only play until 1:45)
https://www.youtube.com/watch?v=TiZevjOpUCM
Explicit
Instruction/Modeling We will generate ideas of what it means to be determined. The teacher
(Whole Group to will lead this discussion around the definition of determination (to
Small Group) accomplish a goal/finish what you start, despite running into
obstacles).
Check for
Understanding The teacher will monitor ideas as the students share them and write
them on the smartboard. If students state something that needs more
explanation, provide prompting and questioning.
Guided Practice
(Small group) Display a copy of the story mapping on the smartboard. Have students
fill in the characters and setting of the story independently. Then have
them share with a partner, and report out to the entire group.
Explain to the students that they will go through chapters 3-10 and
sticky note the important events. Starting at chapter 3, guide the
students into finding the first main event. Have students agree on the
first event and add it to their story map.
Check for
Understanding Have the students turn to chapter 4 and sticky note the next main event
independently. Circulate the students and provide assistance if needed.
Then, have the students share out the event that they found. Determine
the most important event to the overall story and add that to the story
map.
The students will sticky note the rest of the book (chapters 5-10)
finding one main event in each chapter. After sticky noting, they will
record their findings on their story map.
Check for
Understanding The students will go around the circle and share an event they noted
and added to their story map. Each student will share one from a
different chapter. While students are listening, they will add/delete
things from their map if necessary.
Comprehensive
Ending Students will select one event on their story map and provide a 1-2
sentence explanation as to how Jack and/or Annie showed
determination at that point in the text.
Summative
Assessment Students will turn in their individually filled out story map, along with
their sentence explanation on determination. I will look at those to
check for understanding. This will be used to determine what the
second lesson for this themed unit begins with. I am looking for
students to have the story map completely filled out with the two
characters, setting, and one important event that happened in each
chapter. For the sentence, I am looking for one event to be chosen and
the students to explain how Jack and/or Annie showed that they were
determined.
Extension
To extend the learning: We will watch a short video clip on
determination found at
https://www.youtube.com/watch?v=hS5CfP8n_js . We will discuss
ways in which the cartoons in the video displayed the characteristic of
being determined.
To fill in any gaps: Throughout the book study, we will be coming

back to the important events that happened throughout the book.
Students will have an opportunity to add to their story map during the
“sharing” after the independent practice. This gives all students an
opportunity to look over what they have and make any necessary
changes or ask questions for understanding.

needs. All four of the students were able to read the text selection independently, helping each
other on any unfamiliar words. The students also completed oral and written comprehension
questions related to the text, which led them to this point with analyzing and “digging a little
deeper”.
content?
objective, they can choose another important Most students were able to master the concepts
event that they recorded to write more of this lesson. One student struggled with
information of how Jack and/or Annie explaining how Jack and Annie displayed
exhibited determination. determination. She selected an event, but was
unable to describe her reasoning due to the fact
For the students who have not yet mastered the that she forgot what it meant to be determined.
lesson objective, I would like to do a peer-to- This particular student will need a quick
peer learning experience. Students who review on the word determination and what it
mastered the concepts can share why they means. Then, she should be able to add to her
selected the events they did and what it had to sentence a short explanation.
do with the overall story line. The teacher will
need to work with students on the definition of
determination and different examples/scenarios
of how one can show that they are determined.
Lesson Plan #3
Grade Level: First Subject: Language Arts Date/Time: February 14, 2018 @ 9:40am
Concept and/or Topic Scavenger Hunt

Title
Pre-Assessment
In the previous lesson, students re-read and selected the important
events throughout the text. The students will now work with these
events to sort the characteristics of Jack and Annie into examples and
non-examples of determination.
AZCCRS
ANCHOR STANDARD:
Read and comprehend complex literary and informational texts
independently and proficiently.

 1.RF.3- Know and apply phonics and word analysis skills in
decoding one-syllable or two-syllable words.
 1.RL.9- Compare and contrast the adventures and experiences
of characters in stories.

(Mini-lesson) The students will sort important events in Sunset of the Sabertooth, by
listing them in a t-chart as examples or non-examples of
determination.
Set Up
- Create event cards by using the important events in the text (one for
each chapter. The teacher can even use the events that the students
included on their story map from lesson #2.
- Distribute the event cards into pre-arranged areas of the classroom
that are noticeable.
Materials Needed
 Event cards for each chapter (10 total)
 Computer/Smartboard connection
 T-chart worksheet
Essential Questions
1. What are ways you can show you are determined?
Student/I CAN…
I can sort events, from Sunset of the Sabertooth, in a t-chart according
to examples and non-examples of determination.
Hook (Whole Group)

Display a t-chart on the board. The chart will be separated into
examples of determination and non-examples/opposite of
determination. Have the students think, pair, share for each column.
Begin with the examples of determination- what it means or what it
looks like to be determined. Then, move onto the non-examples of
determination- what it means or what it looks like if one is not
determined.
Explicit
Instruction/Modeling The teacher will inform the students that they will be going on a
(Whole Group to scavenger hunt. The students will be looking for story cards for each
Small Group) chapter. When they find a story card, it will have a number on it for
the chapter it aligns with. The teacher will model for the students what
they will do as they find a story card. First, you will read the
sentence(s) summary. Second, you will ask yourself- during this
moment in the book, did Jack and/or Annie exhibit the characteristic
of being determined? Or was this a time where they made a comment
or action that may not have shown determination? If you believe they
were determined during this event, you will add it to the determined
column on the chart. If not, you will add it to the non-determined
column. The teacher will model the summary from chapter 1 where
Jack states that he is too cold and wants to go home. The teacher will
discuss why that is a negative comment and at that time it seemed as if
he might give up. Therefore, chapter 1 will be written under the non-
determined column. The students will add this to their scavenger hunt
guide.
Check for
Understanding The teacher will circulate the group to ensure all students are
following along, understand, and recorded chapter 1 under the right
side of their t-chart for a non-example. The teacher will have the
students buddy share why that event was categorized as a non-
example of determination.
Guided Practice
(Small group) The students will work together to find the story card for chapter 2.
When the students find it, one student will read the sentence summary
aloud. The students will discuss whether or not the characters were
determined. Then the students will add chapter 2 into the appropriate
column of their chart.
Check for
Understanding The students will explain as a group where they sorted chapter 2 on
their examples and non-examples chart. Each student will make a
comment about the summary and how it does/does not exhibit
determination.
Students will move around the classroom, in no particular order,
participating in a scavenger hunt. The students will have the scavenger
hunt guide to lead them through recording their answers. Around the
room are story cards with important events from the text. On each
story card, there is a 1-2 sentence summary about a chapter. When a
student comes across a sorry card, they will independently read the
summary. After reading, the student will decide if that event was an
example of Jack and/or Annie being determined or a non-example of
them being determined. They will then write that story card numb on
their scavenger recording sheet under the correct t-chart column. The
students will repeat this process until they have found the 8 other story
cards, one for each chapter of the text (except the the two chapters
done during modeling and guided practice).
Check for
Understanding As the students are working, the teacher will move around to each
student and observe their reading and thinking processes. If a student
becomes stuck on a chapter card, the teacher will be there to further
question and/or scaffold. The teacher will also pose questions and
think aloud with the individual students to get them thinking further.
Comprehensive
Ending The students will come together to debrief. The teacher will select a
story card that displayed determination and a story card that did not
display determination. The teacher will retread the story card and
number and ask the students in a thumbs up/down routine what
column they put that specific chapter in. The students will think, pair,
share to explain their decision.
Summative
Assessment The teacher will collect the student’s scavenger recording sheets to
assess. The teacher will be looking for the chapters to be under the
correct category of either determination or non-determination.
Extension
To extend the learning: The students will participate in a music move
to connect with the text. First, the students will think about a time in
their life when they were determined to complete or accomplish
something. The teacher will play music and when the music stops,
each student will find a partner. They will explain their life experience
to their buddy. Then, the students will think of a time when they were
not determined or almost gave up. The teacher will play music and
when the music stops, each student will find a different partner. They
will explain their life experience to their buddy.
To fill in any gaps: Throughout the book study, specifically in the next
lesson, we will be opening with the discussion and review of examples
and non-examples of determination. These students will have another
opportunity to learn, listen, and contribute to ensure they understand
or ask questions for clarification.
All of the students in this enrichment group are capable of completing this lesson with no
differentiation needed. It created with these student’s abilities in mind.
content?
objective, they will complete a fun, icy, science All four students were able to master this
experiment on determination. Each student will lesson’s objectives. After looking through the
be given an ice cube with a penny in it. The summative assessment scavenger guides, all of
teacher will explain that the goal is to be the the students wrote the correct chapter number
first person to get the penny out of their ice under the appropriate category of either an
cube (without putting it in their mouth or example of determination or a non-example of
hitting it with another object). After experiment determination. Therefore, all students
discussion questions include: participated in the science activity. The
1. How does melting the ice cube compare students really enjoyed completing this
to reaching your goals? inquiry. They also discussed some interesting
2. Did you ever feel like quitting? Why points and shared great information when
might some people quit before finishing answering the discussion questions. They were
what they start? able to tie Jack and Annie’s characteristics
3. Could you have gotten the penny out into their own while they were completing this
quicker if you had broken the rules? challenge.
4. Would you feel as good as
accomplishing the goal if you broke the
rules while doing it?
For the students who have not yet mastered the

lesson objective, they will participate in review
time with the teacher. Any students who may
have put a chapter in the wrong category
column, the teacher will pull those specific
story cards. The teach will read the story card
aloud to he student and ask them again whether
that sentence shows or does not show
determination. If the student is still coming to
the incorrect answer, the teacher will ask the
student to explain their reasoning. The teacher
and student will work together to ensure that
the student unrest ands the scenario and what
being or not being determined looks like.
Lesson Plan #4
Grade Level: First Subject: Writing Date/Time: February 15, 2018 @ 9:40am
Concept and/or Topic A Letter Home

Title
Pre-Assessment
In the previous lesson, the students identified the key story elements in
Magic Tree House: Sunset of the Sabertooth. By doing that, students
selected important events that happened within the text and a reason
how Jack and/or Annie displayed that they were determined in finding
the “third item”.
AZCCRS
ANCHOR STANDARD:
 CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details and well-
structured event sequences.

 1.W.3- Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.

(Mini-lesson) Students will write a letter (expanding their determination sentence)
by using the provided sentence stem sentences.
Set Up
 Create the letter format (sentence stems)
 Create a teacher-made letter as an example with one important
event in chapter 1
 Provide each student with a copy of their determination
sentence from lesson #1
Materials Needed
- Letter template for each student
- Individually completed determination sentences
- Computer/Smartboard connection
- Pencils
Essential Questions
1. Why is it important to finish what you start?
2. How do you feel after you succeed at something difficult or

win a close game?
3. What should you do if you discover you are failing or heading
in the wrong direction?
Student/I CAN…
I can write a 5-sentence letter recalling information from an important
event in Sunset of the Sabertooth.
I can state an example and non-example of determination.

Hook (Whole Group)
Quickly have students think, pair, share what determination is
(completing a task without giving up) and what the opposite of it
would be (giving up).
Display the teacher-created letter to use as an example. Have the

students go around the circle and popcorn read the letter aloud.
Hi Everyone!
We are in the Ice Age. You will never believe what just happened! We saw
snow falling from the gray sky, beautiful mountains, and a family hunting
for food. I feel so cold because we don’t have any warm clothes with us. I
am determined because we have to find the third “M” thing before we can go
home. If I wasn’t determined I would have agreed with Jack when he said
we should just leave, but I convinced him to finish our mission.
Love, Annie
Explicit
Instruction/Modeling The teacher will share the letter with the students that she created and
(Whole Group to inform them that today they will be writing their own. First, the
Small Group) teacher will share her main event on her story map for chapter 1 and
the determination sentence she created.
Main event- Up in the Magic Tree House, Jack had the book was open again
and this time Jack and Annie had landed themselves in the Ice Age.
Determination sentence- Annie convinced Jack that even though they were
cold and far from home, they could not leave until they found the third “M”
thing.
Second, the teacher will highlight ways she included that information
in her letter.
Third, the teacher will hand out the student’s story maps and
determination sentences from the previous lesson. She will tell the
students to reread the important event they circled that they chose to
write their determination sentence on. The teacher will guide the
students in expanding their sentences by using more detail from the
chapter.
Check for
Understanding The students will create a short bulleted list (3-4 points) on details that
happened within their important event that they chose. When doing
this, the students will go back into the specific chapter of the event
they selected. As the students are working on their list, the teacher will
circulate and help if needed.
Guided Practice
(Small group) The teacher will provide each student will a letter template. This
template has sentence starters that the students will use to help them
create their letter.
We are in _________.
You will never believe what just happened! We saw ___________.
I feel __________.
I am determined because ___________.
If I wasn’t determined, I would have _________.
Using the template, have students create the first two sentences of
their letter. (We are in _____. We saw _____.) While students are
working, provide assistance and questioning to further knowledge
when necessary.
Check for
Understanding The students will share out the beginning of their letters with the
group. Going around in a circle, have each student share the first two
sentences of their letter. Make positive comments when appropriate.
Have the students complete the remainder of their letter- the last three
sentences. (I feel ____. I am determined because ____. If I wasn’t
determined, I would have _____.)
Check for
Understanding The students will go around the circle and share the sentences they
created about determination. All students will read the sentence “I am
determined because ______. If I wasn’t determined, I would have
_____.” As the students are sharing, the teacher will make positive
comments when appropriate and compare and contrast each student’s
creativity.
Comprehensive
Ending Students will complete an exit ticket with an example and non-
example of determination.
Summative
Assessment Students will turn in their individually created letter. I will look at
those to check for understanding. This will be used to determine what
the second lesson for this themed unit begins with. I am looking for
students to have 5 sentences with the provided sentence stems. Their
letter should expand on the important event from their story map and
explain how the character showed determination and what the
opposite of determination would be.
The students will also turn in their exit ticket stating an example and
non-example of determination. This will allow me to note who still
needs further instruction and re-teaching on what the theme of
determination means.
Extension
To extend the learning: We will discuss a time in our lives when we
were determined. This will be a whole-group oral discussion using the
same sentence starters that were used in the written letter (I was
determined because ____. If I wasn’t determined, I would have
_____.) This conversation will allow the students to make text-to-self
connections.
To fill in any gaps: Throughout the book study, we will be coming

back to the many events where Jack and Annie exhibited
determination. Students will have an opportunity to hear what event
their peers chose as displaying determination and what the characters
would have done or said if they were not determined. This gives all
students an opportunity to add these ideas and knowledge into their
learning memory.
needs. All four students write similarly. Being that this is a first grade group, I thought all of the
students would benefit from having sentence stems. These sentence starters help ensure that they
are on-task and are including all of the information to lead them to mastery of the content.
content?
objective, they can discuss with a partner All students were able to master the concepts
another chapter in the book where Jack and of this lesson. The four students completed a
Annie displayed determination. They will also correct and descriptive letter using the 5
share with each other what would have sentence stems. On the exit ticket, all of the
happened to the character and/or the story line, students explained what determination was
if Jack and Annie gave up and went home. This and what the opposite of it would be. Most of
exercise can be done orally or written. the students wrote that determination was
finishing a job and that not being determined
For the students who have not yet mastered the meant that you were giving up.
lesson objective, the teacher will work with the
students on examples and non-examples of
determination. Then the teacher will give the
student(s) his/her letters back and go over the
chapter in which they chose to write about. The
teacher will guide them in a conversation as
how Jack and/or Annie showed that they were
determined in that chapter. Then, the teacher
will bring back the non-examples in a
conversation on what they would have done if
they weren’t determined. These students will
edit and add information to their letters to make
them complete.
Lesson Plan #5
Grade Level: First Subject: Language Arts/STEM Date/Time: February 16, 2018 @9:40am
Concept and/or Topic Forests of Magic Tree Houses

Title
Pre-Assessment
The students have been working all week on story elements
(characters, setting, events, and details). They have also been working
on the theme around the text, determination. Now it is their turn to
create their own Magic Tree House and show how they would show
determination in getting the job done.
AZCCRS
ANCHOR STANDARD:
 CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details and well-
structured event sequences.
 CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.

 1.W.3- Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.

(Mini-lesson) The students will create an individual Magic Tree House.
The students will decorate the tree house according to where it lands
in that particular adventure.
The students will make text-to-self connections to explain how they
would show determination.
Set Up
 Gather all materials for each tree house (tissue boxes, toilet
paper rolls, craft popsicle sticks, scissors, hot glue gun, tissue
paper, construction paper, and pipe cleaners)

 Using the scholastic lesson, find photographs of student made
tree houses to use as examples.
 Create a rubric for the final narrative writing piece
Materials Needed
- Tissue boxes (4)
- Toilet paper rolls (4)
- Craft popsicle sticks (box)
- Scissors (4)
- Hot glue gun
- Tissue paper sheets
- Construction paper
- Pipe cleaners
- Jack and Annie character cut outs
- Brainstorm paper
- Computer/Smartboard connetction
Essential Questions
1. How do you feel after you succeed at something difficult or
win a close game?
2. What should you do if you discover you are failing or heading
in the wrong direction?
Student/I CAN…
I can build an individualized Magic Tree House.
I can decorate the tree house according to where it lands, depicting
historical content.
I can decorate Jack and Annie cut-outs with time period clothing.
I can explain how the characters would exhibit determination in order
to find their way home.
Hook (Whole Group)

Tell the students that they have been working extremely hard this
week studying the key elements and theme in Sunset of the
Sabertooth. Ask them to think, pair, share what our overall theme of
the text and unit is (determination). Inform them that to end the book
study they are going to be creating a project and writing a short story.
Display the example photographs of student-made magic tree houses.

Allow the students a few minutes to look at them and the different
settings/time period clothing that they depict. Tell the students that
they will be building their own tree house to a setting of their choice.
They are going to decorate Jack and Annie according to where the tree
house takes them. They are also going to explain the adventure that
Jack and Annie are on and how they are going to stay determined to
complete the task.
Explicit
Instruction/Modeling Select one example tree house creation to display larger. For example,
(Whole Group to one was built to travel to the moon. Guide the students in the
Small Group) discussion of how that tree house was decorated to show that it was
traveling to outer space. Then, have the discussion about what the Jack
and Annie “cut outs” are wearing to show that they are reading to go
to the moon.
Check for
Understanding Have the students brainstorm the setting in which their tree house will
travel too. Have them think about the clothing that people would wear
during that time period or in that weather. After a few minutes of
silent thinking, have the students share their thoughts. As each student
is sharing, write their name on the board along with the setting they
have selected. If a student is struggling to come up with a place, the
peers in the group can assist.
Guided Practice
(Small group) Have students use the brainstorm paper to record their ideas. They will
first draw a quick sketch of what their tree house would look like in
their selected setting. Then, they will draw the appropriate clothing
that Jack and Annie would be wearing in order to travel. Last, they
will write a sentence on what they would be determined to find or do
while in this new setting. As the students are working, curriculate and
post questions/share ideas with them individually.
Check for
Understanding Have the students share with the group their brainstorming sheet. They
will remind their peers where their tree house is going, what
appropriate clothing Jack and Annie will be wearing, and what their
job is to do.
Now students will complete the building process. Students will
individually create their own tree house. They should use their
brainstorming sheet as a guide to help them. The teacher will have to
help with construction and the hot glue. After the structure is built, the
student should do the decorating independently.
After the students complete the building of their tree house, they will
move on to the Jack and Annie cut out page. They will draw and
design the appropriate clothing on both of the characters, cut out, and
paste them in the tree house.
The students will then create a short narrative writing piece about their
tree house. In that writing, the students will share:
- Setting (where the tree house is traveling).
- What Jack and Annie are wearing.
- The made-up job they have to complete.
- How they are going to show they are determined to complete
the task.
Check for
Understanding The teacher will walk around the table to assist with building. The
students should be creating the diagram that was shared from their
brainstorming sheet. The teacher will assist with any spelling of
unfamiliar words or direct them to the word wall.
Comprehensive
Ending The students will present their diagram and narrative story. Each
student will share what they built and read the writing piece that they
wrote. The peers will have the opportunity to share any comments or
questions that they may have.
Summative
Assessment The teacher will collect and assess the tree house creation, character
cut outs, and narrative piece. The tree house building portion will be
given full credit if it aligns with the clothing choice of the characters
and the written response of where they are traveling. The character cut
outs need to have appropriate clothing/dressed like they have a job to
complete. The narrative piece will be assessed on the four components
from the teacher-created rubric.
Extension
To extend the learning: Using the ladder that the students built for
their tree house, they will turn it into a vocabulary ladder. Students
will write synonyms for the theme of determination. On each ladder
step, there will be a word that means the same as being determined.
To fill in any gaps: The students who may need assistance will work
with the teacher. The teacher will pose questions to them as to what
people may be doing in a specific setting, what would be appropriate
to wear, and what problems they may run in to that they would have to
stay determined to finish.
needs. All four students will be able to design a tree house. The teacher is to help the students
glue parts together, as they may need assistance so it is stable. These students can use their
background knowledge to create a story line for their creation.
content?
objective, they will move on to another book All students were able to master the concepts
study. The text that is selected may be another of this lesson. Each student used their
sequel to the Magic Tree House, but focus on a brainstorming sheet to guide them through the
different overall theme. The students will read STEM and writing process. The teacher had to
the text together and answer “right there” and help the students assemble certain parts of the
critical thinking comprehension questions for tree house, so it was stable. All students
each chapter. designed clothing for the characters to depict
the setting of choice. In the writing pieces, all
For the students who have not yet mastered the students included all four components/details
lesson objective, the teacher will work with the to share the story of their tree house. Two
student given the tree house he/she created. students in particular, decided to write many
The teacher will break apart the components of descriptive sentences describing Jack and
the rubric and ensure that the student writes Annie’s adventure. They did a great job using
(with assistance) at least a sentence for each their imagination to think of many scenarios
category. that they could run into that they would have to
stay determined to get through.

Themed Literature Unit

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Running head: THEMED LITERATURE UNIT 1

Themed Literature Unit

Determination: Magic Tree House- Enrichment Reading Group

Northern Arizona University

Teacher’s Name: Angela Graziano

Book Selected: Magic Tree House: Sunset of the Sabertooth

STAGE 1 – DESIRED RESULTS

Unit Title: The Magic Tree House- Determination

Understandings: Students will Essential Questions: (Story Elements & Theme-

Students will know: Students will be able to:

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

 Lesson #1: QR Codes

 Lesson #2: Story Mapping

 Lesson #3: Scavenger Hunt

 Lesson #4: Write a Letter

 Lesson #5: Build a Tree House

Concept and/or Topic QR Comprehension Codes

Grade Level Standard(s):

Lesson Plan Overview

number on the back for differentiation

Hook (Whole Group)

appropriate, their answer will be considered correct.

To fill in any gaps: These comprehension questions were the

Special Accommodations/Differentiation Strategies:

Concept and/or Topic Story Mapping

Grade Level Standard(s):

Lesson Plan Overview

3. Explain how Jack and Annie exhibited determination in Sunset

Hook (Whole Group)

To fill in any gaps: Throughout the book study, we will be coming

Special Accommodations/Differentiation Strategies:

Concept and/or Topic Scavenger Hunt

Grade Level Standard(s):

Lesson Plan Overview

Hook (Whole Group)

Special Accommodations/Differentiation Strategies:

For the students who have not yet mastered the

Concept and/or Topic A Letter Home

Grade Level Standard(s):

Lesson Plan Overview

2. How do you feel after you succeed at something difficult or

I can state an example and non-example of determination.

Display the teacher-created letter to use as an example. Have the

To fill in any gaps: Throughout the book study, we will be coming

Special Accommodations/Differentiation Strategies:

Concept and/or Topic Forests of Magic Tree Houses

Grade Level Standard(s):

Lesson Plan Overview

paper, construction paper, and pipe cleaners)

Hook (Whole Group)

Display the example photographs of student-made magic tree houses.

complete the task.

Special Accommodations/Differentiation Strategies:

background knowledge to create a story line for their creation.

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