Individual Unit Plan

1
Justine Durham
Dr. Pierce
SED 400
November 17, 2014
Unit Plan
Walter Dean Myers Monster: How do we express our identity to society?
2
Unit Title: How do we express our identity to society? Establishing Language Arts skills by
working with the themes of self-expression and identity in Monster by Walter Dean Myers ;
Grade 10; 45 minute period; General Education classroom; November 2014.
Essential question: How do we express our identity to society?
Content & Skills Graphic Organizer:
Learning Rationale:
The rationale behind this unit is to have students concentrate on the theme of identity. The
Essential Question How do we express our identity to society? forces students to not only
analyze Steve Harmons identity, but their own. Many of the aspects of Steves identity that
students analyze; they must then transition to their own identities. Each lesson allows students to
interact with their peers, and recognize that each of us expresses our identity in very diverse
ways.
3
Objectives/ Outcomes Connected to NJCC/ Common Core ELA Content Standards:
Lesson 1:
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Lesson 2:
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
CCSS.ELA-Literacy.W.9-10.1.c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
Lesson 3:
CCSS.ELA-Literacy.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content.
Lesson 4:
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
Lesson 5:
and style are appropriate to purpose, audience, and task
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
5
Introductory Activity:
Students will be placed in their base groups and each group will receive a slip of paper with the
juvenile delinquency scenario on it. Students will take 2 minutes to read over the scenario, and
then I will ask for 3 volunteers to act out the scene. The scenario will get students thinking about
juvenile delinquency and its impact on ones identity.
Culminating Activity & Plans for Assessment:
The final project for the unit will consist of a journal that the students create, similar to the novel
Monster which includes Steves own written thoughts. Students will also have the option of
creating a digital journal to express themselves. The teacher will take a headshot of every
student. Each student will be given their headshot, and like Steve, they must incorporate their
picture into their journal as well as at least 8 pictures from their own lives that express their
identity. Students must entitle their journal with a noun (that expresses and illustrates their
identity). Students will also have to incorporate activities that they have performed throughout
the lesson into their unit including the use of the song lyric, a choice of one journal topic, and a
moment from the chronological timeline. The journal must be creative and include images,
descriptions and writing pieces.
The final aspect of the assessment will be a writing piece at the end of their journal in which
students will reflect on who they are and how their identity has changed and grown throughout
their experiences. After all students have created their final journal, there will be a gallery walk
through the classroom to highlight students unique and wonderful identities and self-expression.
The gallery walk will demonstrate the EQ that each of us expresses our identities in very unique
and different ways. Although everyone will have some type of journal, each will look very
different from each other because they are specific to each students identity.
Opportunities for ALL learners:
This unit creates many opportunities for all learners because much of the lessons are about selfreflecting on ones identity. Each lesson incorporates an aspect of collaboration and interaction
with peers. The five different types of lessons: reading, writing speaking, listening and viewing
also reach the various ways students learn. One mode does not fit all students, so each lesson
incorporates many of these required aspects. Specifically this unit gives movement for
kinesthetic learners to act in front of the class, uses communication for interpersonal learners,
uses cooperative learning, and base groups for student interaction. Students can also use both
voice, written and visual language to express their ideas.
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Materials, References:
Monster
Scenario handout
Lesson Plan 1 ( Writing)
Writers Notebooks/ pens/ pencils
Monster
Activity Handout
Lesson Plan 2 ( Reading)

True Notebooks
Notebook/pen/ pencil
Laptops
Juvenile Delinquent articles
-
http://abcnews.go.com/US/story?id=93887
http://www.policeone.com/juvenile-crime/articles/7740209-Details-emerge-in-Washschool-shooting-3rd-student-dies/
http://www.huffingtonpost.com/2014/07/10/foster-mom-stabbing-death_n_5572825.html
Timeline Template ( homework)
Lesson Plan 3 ( Listening)

Monster
Notebooks/ pencils
Laptops
http://www.azlyrics.com/
http://www.songlyrics.com/
Lesson Plan 5 ( Viewing)

Monster
Notebooks/ pens
Poster paper
Markers/ Sharpies
https://www.youtube.com/watch?v=QtlkXnf3-vY (Walter Dean Myers discuss Monster )
Computer
Lesson Plan 4 ( Speaking)

Monster
http://www.youtube.com/watch?v=g8h6Z6e4-V0
http://bms2.westport.k12.ct.us/mccormick/rt/RTHOME.htm (Readers Theater handouts)
Readers Theater Rubric
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Students will be placed in their base groups and each group will receive a slip of paper with the
scenario on it. Students will take 2 minutes to read over the scenario, and then I will ask for 3
volunteers to act out the scene.
Kate is a high school student. Kate has a brand new stereo system with super cool speakers.
At school, she brags about this stereo system and tells many of her friends that her room is
so great now that she has this stereo to listen to whenever she likes.
Jimmy is a high school student who does not have a stereo system. He is jealous of Kates
stereo system and decides to break into her house and steal the stereo from her bedroom.
Since he does not have a car, he asks his friend Alex to participate in the robbery by being
the driver and lookout person.
Alex has a car and agrees to help Jimmy steal the stereo system from Kates house. During
the robbery, Alex will stay in the car at all times and honk to warn Jimmy if there are any
problems.
One night while Kate is sleeping in her bedroom, Alex drives Jimmy to Kates house.
Kates bedroom is on the second floor of the house, so Jimmy has to climb a ladder to
break in through her window. Alex waits in the car.
While in Kates bedroom, Jimmy trips in the dark and wakes Kate up. Jimmy tries to rush
out the window with the stereo, but Kate tries to stop him. They wrestle in front of the
window, and Kate accidentally falls to her death. Jimmy leaves the stereo in Kates room
and hurries down the ladder. He feels bad since he didnt mean for Kate to get hurt. Jimmy
runs to the car, and Alex, who is also very upset, drives them away.
After role play: Discussion Question: If you are a police officer, who do you arrest and
why? If you are a judge, what punishment, if any, do you give to Jimmy? To Alex? Explain.
(Have students discuss their responses in small groups then report these responses to the whole
group. After they have finished, go over the definition of FELONY MURDER. Explain that both
Alex and Jimmy could be charged with felony murdercommitting a crime that results in the
death of a person (even if that death is accidental)and both could receive the same punishment.
In some states, this punishment could be life in prison or even execution.
Then make the connection that in the novel Monster the protagonist will find himself on trial for
felony murder. The teacher will then introduce the text by saying, sixteen-year-old Steve
Harmon can scarcely believe what has happened to him. Somehow he has ended up incarcerated
in the Manhattan Juvenile Detention Center for his alleged role in the robbery of a neighborhood
drugstore in which the owner of the store was killed. Now hes been charged with felony
murder!
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Writing Lesson
Essential Question: How do we express our identity to society?
Standards:
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Instructional Objectives:
SWBAT correspond with the protagonist of the novel to generate better comprehension
of the novel through a letter writing activity.
SWBAT incorporate their own identities into the novel, expressing themselves in ways
that are very different than Steve Harmon.
Sequence of Learning Activities:

o Introduction/ anticipatory set ( 10 minutes)
Students will be asked to get into their base groups and work on the journal entry
topic on the board.
How does communication impact ones identity
Students will write 5-7 lines in journals.

Approximately 3-5 minutes will be given to respond to the topic.
Teacher will then review journal topic and the affects that communication has on
our self-expression and identity. This topic will then transition into the class
letter correspondence with Steve Harmon. ( 5 minute discussion/ sharing)
o Supporting activities (30 minutes):
Students will be required to pick a passage from Monster where Steve is writing
in his journal (the handwritten text). Students will then pretend that that section of
writing is a letter sent from Steve to one of his best friends from home (the
student). As his friend and pen pal, the students will reply to the letter, conversing
with Steve as well as sharing their own identities and struggles. Based on the
readings, it is clear that Steve likes to express his thoughts and identity through
his writing. Make sure that your identity and personal too shines through in your
letter to Steve.
One page minimum
Students must make reference in the letter to the passage they chose
o Closure ( 5 minutes):
Class will come back together and discuss where they are in the writing stage
Guiding questions will be:
o How far have you gotten in the writing process?
o How have you expressed your identity in your letter back to Steve?
The next day, students will volunteer to briefly share their chosen passages and
letters with the class.
o Differentiation of Instruction:
This lesson uses communication for interpersonal learners, uses cooperative
learning and allows students to use both voice and written language to express
their ideas.
o Appropriate Use of Technology
For this lesson, technology will not be needed.
o Connections:
In this lesson students are not only connecting with the character in the novel, but
are also connecting their personal life with Steve. This is the first opportunity
students have to really acknowledge who they are and how they express
themselves to society. A simple letter correspondence can show a lot about a
persons character and identity.
o Assessment/Evaluation:
Formal evaluation of students letters will be graded.
o Materials/Resources:
Writers Notebooks/ pens/ pencils
Handout about activity
Monster
o Homework assignment:
Reflection paper: Has your understanding of the novel increased after your communication with
Steve? Use examples from your own writing as well as examples from your peers that you heard
in class. How do you express your identity differently than Steve does in his letters? ( 1 page
minimum)
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Letter Writing to Monsters Steve Harmon

Imagine!
Imagine!
Imagine!
Pretend that you are writing a letter to your best friend, Steve Harmon.
You are required to pick a passage from Monster where Steve is writing
in his journal (the handwritten text). Pretend that this is a letter sent from
Steve to you. As his friend and pen pal, you must reply to the letter,
conversing with Steve about his situation, as well as share your own
identity and struggles throughout your life. Make reference to the
passage you chose in your letter. Letters must be at least 1 page, double
spaced.
Steve loves to express his thoughts and identity through writing, so now
you can too!
Make sure your personal and identity shine through in your letter to
Steve.
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Reading Lesson
Standards:
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
SWBAT read newspaper articles with their base groups about juvenile delinquency and
examples of it in throughout the United States.
SWBAT create newspaper articles that chronicle Steve Harmons trial.
SWBAT discuss and identify aspects of the criminals identities in comparison to Steve.

Students will write journal entry first five minutes of class.
Journal Topic: How can a persons decisions and actions change his/her life?

Students will pair and share with the person next to them, briefly sharing their
responses.
Teacher will then review journal topic and its correlation to the newspaper articles
that will be read during class. (5 minute discussion/ sharing)
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o Supporting Activities (Reading and Discussion 30 minutes)
Students will work with their base groups, reading newspaper articles aloud that I
hand out.
Groups will read varying articles on juvenile delinquents.
Within their groups, students will then talk about what they learn about the
juveniles identities
Teacher will probe students with the question Do these articles identify anything
about the young mens identities in comparison to Steves journal entries?
o Closure ( 5 minutes)
Teacher will debrief class discussion and ask students if they saw any similarities
or differences between the newspapers retelling of trials and Steves. Do we
learn anything about identity?
*Day 2
Students will use what they learned from the newspaper articles from the previous day to
collaborate and create newspaper articles that chronicle Steve Harmons trial. School laptops will
be brought in for students to collaborate their ideas. Students will be given the entire period to
create their newspaper articles and are expected to be creative with this assignment (including
pictures and headlines like a newspaper article) .
This lesson implements many different aspects of IRLA into one. Reading,
writing, discussion and self-reflection allow students to approach this task from
many different angles. Working with peers, allows students to express their
strengths and build off of each others talents.
o Appropriate Use of Technology:
School laptops will be used so students can access Google Drive to collaborate on
this assignment.
o Connections:
The class assignment is preparing students for their homework where they will
look at their own lives to identify a significant event in their lives. They will then
trace the stages of occurrence through a timeline to discover how this event, like
Steves significant day, impacted his identity.
Informal Assessment: Class discussion and participation with base groups
Formal Assessment: Newspaper articles putting the events from Steves trial in
chronological order with description will be collected and graded.
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o
Materials/Resources:
True Notebooks
Notebook/pen/ pencil
Laptops
Juvenile Delinquent articles
-
http://abcnews.go.com/US/story?id=93887
http://www.policeone.com/juvenile-crime/articles/7740209-Details-emerge-in-Washschool-shooting-3rd-student-dies/
http://www.huffingtonpost.com/2014/07/10/foster-mom-stabbing-death_n_5572825.html
Timeline Template ( homework)
o Homework Assignment:
Chronical an event in your life that has affected the person you are today
Students can use timeline template to describe the event and the leading events that
impacted the changing of identity.
14
Listening Lesson
Standards:
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content.
SWBAT discover music lyrics that display the theme of self-expression and identity
reflected by Steve in Monster.
SWBAT use technology responsibly in the classroom.
SWBAT connect and discuss the power of music and self-expression to their own lives.
SWBAT listen to and connect themes to the lyrics rather than admiring the music for its
beat.

Introduction/ anticipatory set (5 minutes)
Students will write journal entry first five minutes of class.
Journal Topic: Discuss your connection to music. Does the music we listen to impact our selfexpression or identity?

As a class we will briefly share out responses. Teacher will see if there are any
connections among genres of music and self-expression.
Teacher will then introduce the days activity and its connection to music and
self-expression. (5 minute discussion/ sharing)
15
Students will work individually to discover a song with lyrics that express Steves
identity. Song may include ideas such as juvenile delinquency, guilty vs.
innocent, reality vs. perception, stereotypes, self-perception, social justice,
prejudice, fairness, survival, freedom, empathy vs. sympathy, or whatever theme
the students find significant throughout the novel.
Teacher will list these ideas on the board as students grab laptops from school
laptop cart.
Students will be required to find one song. They must print out the lyrics and then
annotate the notes, making connections to Steves life and describe why they
chose this song.
o Closure ( 10 minutes):
Students will begin to present their song choses with descriptions informally to the class.
Students will explain why they chose the song and what lyrics are significant to Steves
situation and identity.
Students will continue to present their song lyrics during the next days introduction.
With this lesson, students have the opportunity to discover music that appeals to them,
but also can relate to the themes in the novel. Students will be able to choose from
multiple types of technology (song lyrics, music videos, poetry) whatever they think will
make the best connection. Providing students with options, allows them to find a source
that they can excel with.
o Appropriate Use of Technology:
Students will be required to responsibly use the school laptops to discover music lyrics.
o Connections:
Students can connect the music they listen to everyday to the themes found within the
Novel. Many times, we listen to music for the beat or sound that appeals to us, however
now students have the opportunity to dissect the words and apply it to literature or their
own lives.
Informal assessment: Students participation and effort during class
Formal assessment: Homework assignment and paragraphs with their chosen
representational song.
o
Materials/Resources:
Monster
Notebooks/ pencils
Laptops
16
http://www.azlyrics.com/
http://www.songlyrics.com/
o Homework assignment
Students will pick a song that represents their identity. Students will be required
to write a paragraph along with the song lyrics, explaining what lyrics express
ones identity the best.
Homework prompt will be:
Chose a song that represents your identity. Attach the lyrics as well as a one paragraph essay,
explaining what lyrics express your identity and why. How does the soundtrack to your life differ
from Steves song?
17
Speaking Lesson
Standards:
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
and style are appropriate to purpose, audience, and task.
SWBAT create a Readers Theater presentation for the class based on their response to the
EQ: How do we express our identity to society?
SWBAT collaborate on creating the script and program notes for the presentation
SWBAT use appropriate sound effects, props, and reading inflections to convey the
meaning in the scene.

*Day 1
Begin class with a Monster YouTube video created for a literacy class. This short 5 minute video
will generate ideas and the many possibilities of what students can create.
Class will take a few minutes to discuss what they liked (or didnt like) about the video.
18
This video is not Readers Theater; however it begins to get student minds moving
towards using technology, props, and quotes from the novel into their own presentations.
This will then transition into the days lesson on readers theater.

Day 1 will be more an informative class for students.
Teacher will print out handouts from website that provides a Readers Theater overview
(http://bms2.westport.k12.ct.us/mccormick/rt/RTHOME.htm)
Teacher will review Readers Theater components with the students, writing key
components on the board.
Students will break up into their base groups.
Students will be handed a rubric for the readers theater, and teacher will go over
step by step in what they are looking for in the presentation and program book.
For the first Readers Theater presentation, technology will not be used (props and
clothing will). As the semester goes on, more technology can be implemented.
Students will be given time to ask questions.
Students will begin discussing passages that they like within the presentation that
answer the EQ.
Students will be required to come to class prepared with ideas for the presentation
to bring back to their base groups.
Students really have creative control of how they want to portray their message of How
Steve expresses his identity to society.
Technology will be used in the introduction of the class to present the YouTube
video to the students.
o Connections:
Through the use of Readers Theater, students will be able to really connect with
the characters throughout the novel. Students will have to dig into character
personalities and identities, to create the presentation as well as answer the
Essential Question.
Informal Assessment: Student participation and collaboration
Formal Assessment: Final Readers Theater Presentation ( Rubric will be used to
assess student work)
19
Monster
http://bms2.westport.k12.ct.us/mccormick/rt/RTHOME.htm (Readers Theater handouts)
Readers Theater Rubric
Homework assignment
Students must come to class prepared with ideas, passages, and creative plans to
implement into their Readers Theater presentation. Teacher will be checking to
see if students are prepared with the homework.
*Day 2 and Day 3
Students will be given the next 2 class periods to complete their Readers Theater
projects.
Teacher will emphasize the need to select one (or a combination of scenes) to
enact as a readers theater performance.
Performance must be approximately 5 minutes.
Performance must have a title.
The scene must have a significant message that connects to the EQ.
Students must think about how they want to implement props and clothing to
express their message and to help enhance the performance.
Students will also be required to create a program notes booklet that they will
share with the class so viewers can follow along.
Program notes must include:

o
Performance title
Rationale for the scenes chosen
Annotated excerpts from the scenes
Who portrayed what characters
Both class periods will be dedicated to student collaboration. Teacher will frequently
circulate the room to assist students with their performances.
o Assessment:
Throughout the week, teacher will be assessing student collaboration and participation.
Each student will receive an individual grade based on their contribution to the group as
well as overall performance to the class.
o Homework: Students will work on the Readers Theatre presentations at home, using
Google Drive to collaborate with base group.
20
*Day 4
Teacher will begin class by commending the students on the hard work and dedication
that they have put into their performances.
Teacher will tell the class she is excited to see what messages they pulled from the novel
and how they created their final presentations.
The period will be dedicated to student presentations
After each presentation I will ask for a few volunteers to share what they liked from each
performance and what was effective about it ( 2 minutes)
The goal is to finish all presentations during this period, however time permitting;
presentations may have to be extended to the following day.
Exit Card: Have the Readers Theater presentations help you better understand the
storyline or characters identity?
21
Monster Readers Theater Presentation Rubric

Criteria for base
group Readers
Theater Response to
Monster by Walter
Dean Myers
Time: Performance is
approximately 5
minutes long
Program Notes are
completed
Unacceptable
Acceptable
Target
N/C
N/C
Each person in the

group has read the
book and contributes
to peer collaboration
to the overall group
performance
N/C
Performance has a
title
N/C
Performance uses
dramatic conventions
and props to convey
the message
N/C
Performance is
informative and
entertaining for the
audience
N/C
22
Viewing Lesson
Standards:
and style are appropriate to purpose, audience, and task
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
SWBAT watch the Walter Dean Myers Interview YouTube Video and begin to think
about the novel from the authors perspective.
SWBAT create ways they can assist their peers in breaking the delinquency cycle.
SWBAT present their problem solving ideas to the class.
SWBAT identify the impact of incarceration on Steves identity.

o Introduction/ anticipatory set (10 minutes)
Class will begin with the YouTube video played by the teacher of Walter Dean
Myers discussing his novel
Teacher will then ask students a few questions about the video to probe them for
the lesson such as What does Myers mean when he talks about breaking the
cycle? How was Myers inspired for his novel?
Students will break up into their base groups to discuss the video further
Students must create ways/ programs that can be implemented into schools or
within peer groups to help break the cycle of delinquency that Walter Dean Myers
discusses in the video
Students will also be required to focus on the ideas of:
- Is there anything in a school that we can do to help struggling students?
- How does delinquency impact ones identity (think about classmates who act
outdoes that impact their identity?)
23
How does Steves incarceration impact his personal view towards his identity?
Does society view him different? His parents?
Using large poster paper, students will create a poster that answers these questions
based on the video they viewed.
o Closure (10 minutes):
Through jigsaw method students will go to the various base groups to discuss the
different ideas and real life scenarios each group has to share
Time permitting, the class will come together to share overall findings and hang
their posters on the board to present them.
-
Many modes of learning are used in this lesson such as viewing, writing, and
speaking. The students are able to use the different types of learning to come
together and discuss the impact of delinquency on identity.
The computer will be used at the beginning of class to show class
YouTube video.
o Connections:
Students can bring the foreign concept of an adolescent boy on trial for his
life, into their personal school environment, making the situations Steve
faced much more real. Students can begin to evaluate the pressures of
adolescence and the familial cycle of delinquency and ways that they can
prevent it from occurring. Students can help their friends avoid ever being
placed in Steve Harmons situation.
Students will be assessed on their participation within their groups. The
teacher will circulate the classroom, noting student contribution and
knowledge of Monster based on their group interaction.
Monster
Notebooks/ pens
Poster paper
Markers/ Sharpies
https://www.youtube.com/watch?v=QtlkXnf3-vY (Walter Dean Myers discuss
Monster )
Computer
o
Homework assignment
Students will begin work on their Final Projects, identifying components that they
want to implement into the journals.

Individual Unit Plan

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1

Lesson Plan 2 ( Reading)

Timeline Template ( homework)

Lesson Plan 3 ( Listening)

Lesson Plan 5 ( Viewing)

Lesson Plan 4 ( Speaking)

Sequence of Learning Activities:

Students will write 5-7 lines in journals.

o Supporting activities (30 minutes):

Letter Writing to Monsters Steve Harmon

Sequence of Learning Activities:

Students will write 5-7 lines in journals.

o Appropriate Use of Technology:

Timeline Template ( homework)

Sequence of Learning Activities:

Students will write journal entry first five minutes of class.

Students will write 5-7 lines in journals.

Sequence of Learning Activities:

o Supporting activities (20 minutes):

*Day 2 and Day 3

Program notes must include:

Monster Readers Theater Presentation Rubric

Each person in the

Sequence of Learning Activities:

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