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The Cay Unit Plan

Allison Haynes
I. Introduction
A. Title: The Cay by Theodore Taylor (1969), a historical fiction novel
B. Grade Level: this unit has been planned for a group of five 5th grade boys.
C. Duration: this is a 9 day unit plan, planned for 50 minutes of instructional time.
D. Context: This novel is being taught after the class read Hatchet by Gary Paulsen. This
unit is taking place in the spring. Students have covered all standards that they needed
to prior to this unit.
II. Content
A. Goals
a. Through individual and group readings, the students will finish and enjoy
reading The Cay in nine days.
b. Through reading, discussion, and instruction, the students will be able to
analyze the characters in The Cay.
c. Students will practice and develop their writing and reading skills through
summarizing, journal entries, discussion, and characterization.
B. Concepts
a. Students will gain background knowledge about World War II.
b. Students will gain knowledge of specific vocabulary terms pertaining to
World War II and The Cay.
c. Students will study characters in the novel and point of view. They will
analyze multiple perspectives and points of view of different characters in the
novel.
d. Students will practice summarizing parts of the story both as a group and
independently.
e. Students will learn about different types of conflict and be able to identify
examples in the text.
C. Vocabulary
a. Submarine ship that is able to travel underwater
b. U-boat German submarine
c. Refinery factory where substances are made pure
d. Oil refinery factory where oil is made pure and often made into gasoline,
kerosene or diesel
e. Schooner ship with two or more masts
f. Tanker ship, aircraft, or truck build to carry liquids or gases
g. Torpedo bomb that travels under water and explodes when it hits
something
h. Aviation aircraft; flying, designing, and producing aircrafts or
i. Ballast heavy material used to make a ship heavier
j. Freighter a large ship or aircraft carrying goods
k. Stern back end of a ship
l. Bow front end of a ship
m. Bahss bass term used for young man
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n. Racism belief that a race is better than other races and treating people
unfairly because of their race
o. Malaria a disease caused by an infected mosquito bite
p. Tempest violent storm, hurricane
D. Skills
a.
b.
c.
d.
e.
f.
g.
h.
i.

Predicting what they think the story is going to be about


Using a map to better understand the story
Characterization direct and indirect information found in text
Compare and contrast character perspective/point of view
Conflict
Discussing
Summarizing
Sequencing
Connections: text-to-text, text-to-self, text-to-world

III. Objectives
A. Day One Introduction Lesson
a. Given a discussion about qualities of good readers, TSWBAT discuss and
list at least 2 qualities of good readers.
b. After looking at the cover and flipping through the pages of The Cay,
TSWBAT make a prediction of what they think the story is going to be about.
c. After group discussion and use of maps, TSWBAT understand the
background information to The Cay including its historical context set during
WWII, and the students will also be able to locate places in the novel on a map
100% accurately.
B. Day Two
a. With vocabulary review and discussion, TSWBAT play a review game
describing 11/12 vocabulary words correctly.
b. With mini lesson and class discussion, TSWBAT identify examples of
direct and indirect characterization in the novel 100% accurately.
c. After reading, TSWBAT complete a journal entry from Phillips
perspective using details and describing words with 7/8 accuracy.
C. Day Three
a. With class discussion and brainstorming, TSWBAT work in small
groups/pairs to write a summary of the events from chapters 1-4 to 4/5 accuracy.
b. After reading and group discussion, TSWBAT independently compare and
contrast Phillip and Timothy 100% completion.
D. Day Four
a. After a conflict mini lesson and group discussion, TSWBAT identify
different types of conflict in the story including man vs. man, man vs. nature, and
man vs. self, 100% accurately.
b. After reading chapter 9, TSWBAT complete a journal entry from
Timothys point of view with detail and describing words with 7/8 accuracy level.
c. Following completion of reading chapter 9, group discussion, and journal
entry completion, TSWBAT predict how they think Phillips character may
change using evidence from the text.
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E. Day Five
a. After reading chapter 10 for homework, TSWBAT participate in group
discussion of the chapter at least commenting or questioning something twice
during the discussion.
b. Following reading of the chapter, TSWBAT illustrate a picture of the
island based off Phillips description.
c. After reading chapter 11, TSWBAT predict how Timothy and Phillips
luck will change and explain why they think this.
F. Day Six
a. After reading chapter 13 for homework, TSWBAT 100% accurately
sequence events from the chapter as a group.
b. After reading and group discussion, TSWBAT write a journal entry from
Phillips perspective using meaningful sentences and descriptive words with 7/8
accuracy level.
G. Day Seven
a. After a review of summarizing, TSWBAT summarize the events of the
two chapters they read for homework, chapters 15-16, with 4/5 accuracy.
b. With group discussion, participation and teacher guidance, TSWBAT
participate fully in reviewing for their quiz by 100% completing their review
guide.
H. Day Eight
a. Following days of discussion and review, TSWBAT complete a
comprehension quiz 4 out of 5 students will get 90% or above.
b. After reading chapter 17, TSWBAT write a journal entry from any
characters perspective to a 7/8 accuracy level.
I. Day Nine
a. Given discussion questions, TSWBAT participate in a group discussion of
the entire novel contributing a minimum of 4 times during the course of the
discussion.
b. After a peers reading of a journal entry, TSWBAT ask a question or make
a comment for every students piece.
IV. Standards: Reading Language Arts PA Common Core
a. A-K.1.1.3 Compare and contrast two or more characters, settings, or
events in a story, drama or poem drawing on specific details in the text (e.g., how
characters interact)
b. A-C.2.1.1 Describe how a narrators or speakers point of view influences
how events are described; describe an authors purpose of a text and explain how
it is conveyed in the text.
c. A-V.4.1.1a. Use context (e.g., cause/effect relationships and comparisons
in text) as a clue to the meaning of a word or phrase.
d. B-K.1.1.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences and/or making generalizations from the
text.

V. Learning Experiences
A. Day One/Introduction
a. Introductions:
i. Introduce myself: tell the student that I am a student at Grove City College
who is studying to be an elementary school teacher. I am here to read a
8 mins
novel with them and hope to teach them and that they enjoy reading the
book. My favorite book is Walk Two Moons by Sharon Creech. I love
reading. After telling about myself, have each student say their name, their
favorite subject in school, and their favorite book (or a book that they have
recently read and enjoyed)
ii. Introduce good reader qualities: Have the students brainstorm what they
think are qualities that make someone a good reader. Make a list of these on
5 mins
a white board or chalk board.
Be sure to direct the students to the ideas that good readers have
positive attitudes, they are engaged and asking themselves questions
while they read.
Remind them that we really want to enjoy reading this book and have
discussions about it. Being a good reader will help us enjoy this book
more.
iii.
Introduction to the book, The Cay:
Pass out copies of the book The Cay
5 mins
Pass out journals explain that these journals are going to be used
throughout the two weeks we are working together. These are for
students to use to write in, ask questions, make observations, etc. We
will be using these in class.
You will see a chart that has all of the assignments and what days you
will be required to read for homework. This will be helpful for you if
you are absent, you will know what we read in class each day and what
is expected to be read at home.
Have the students take a look at the cover of the book and flip through
some of the pages what do they think this book is going to be about?
Start with something important talking about the title does anyone
know what cay means?
Cay = a very small island
Have the students write this in their journals on the first page.
Discuss what it means to predict use the information you have to
make an observation or a guess
Students will fill out a prediction of what they think this story is going
to be about by looking at titles and from flipping through the book.
Have students share their predictions with the group.
If you turn to the next page, you will see a vocabulary chart. The first
page is a chart of words we will talk about today and tomorrow. These
are words that are very specific to the book.
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2 mins

30 mins

iv.

i.
ii.
iii.

iv.
v.

vi.

I have included the definitions and you will fill in the word and a
picture.
The next page is a blank chart. This chart is space for extra words that
you come across and find interesting. If you come across a word, write
it in the chart and we can talk about it in our group when we have extra
discussion time. I want to challenge you to find interesting words while
you are reading.
Introduce our main goal for the unit: during this unit while we are reading,
we are really going to be focusing on the characters and point of view. I will
ask you to think about what characters point of view from which the story
is being told and I will also challenge you to think about the events from
another characters perspective. I will also ask you to think about conflict
throughout the story. There are different types of conflict which we will
discuss while reading this novel.
b. Background information to The Cay:
Read from page 9 (the first page of chapter 1) to the top of page 10 only
reading 2 paragraphs.
Ask the students: does anyone have an idea of when and where this story is
taking place?
Show the students the maps be sure to highlight the relationship these
places have to the United States so they can picture it better give each
student a copy of map 1 to keep in the front of their books so they can refer
back to it.
The author gives us a lot of information about where things are happening.
These maps will help us visualize where things are taking place.
Have the students get with a partner and reread the first two paragraphs. As
they read, they should find the places on the map.
Willemstad
Curacao
Venezuela
Aruba
Lake Maracaibo
Germany
Discuss the historical context using PowerPoint:
This novel is set during World War II which took place 1939 through
1945.
The Cay beings in 1942, during the war.
2 major sides to the war: the Soviet Union, United States of America,
United Kingdom, and China against German, Japan, and Italy
The important thing we need to understand in order to have an
understanding of what is taking place during the novel is that Germany
was very mad about losing World War I.

The leader of Germany is Adolf Hitler who is part of the Nazi party.
The Nazis are expanding and killing many innocent people. They are
trying to rid the world of races they think are inferior.
In the first few paragraphs that we read, we learn that our main
character is living in Willemstad, on the island of Curacao and German
submarine have attacked during the middle of the night.
vii. Discuss important vocabulary words.(Show pictures of and discuss words
from pages 9 and 10) see PowerPoint
Submarine
U-boat
Schooner
Refinery
Oil refinery
Tanker
viii.
Now that we have talked a little bit about some of the background of The
Cay, I want you to read chapter 1 for homework. As you are reading,
remember to think about some of the vocabulary words we talked about,
there is a lot of ship terms. Also, think about the characters and the
perspective the story is told from.
ix. (If extra time have students start reading chapter 1)
c. Materials
i. PowerPoint of WWII background and vocab words with pictures
ii. Journal packets for students
iii.
Maps for each student
iv. The Cay
v. White board or chalk board
vi. Marker/chalk
d. Adaptations
i. Unmotivated learner: ask them about what they are interested to know about
this books background and bring them information the next day.
ii. Struggling learner: work with this student one-on-one to discuss issues they
are having and help them with their learning.
iii.
High achiever: start to read independently before the rest of the group
e. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Did students engage in discussion?

ii.

Did students make predictions that were logical?

iii.

Did I clearly explain the background of the novel and make the vocabulary
easy to understand?

B. Day Two
10 mins

i.
ii.
iii.
iv.

v.

vi.
10 mins

i.
ii.

a. Review Discussion:
Review the reading assignment from the night before chapter 1.
Ask the students if they have any questions about the reading.
What do you like or dislike so far?
Show pictures of and discuss these vocab words, also review words from
yesterday:
Torpedo
Aviation
Ballast
Freighter
Stern
Bow
Play vocabulary review game
Use phone app Charades to play heads up game with vocabulary
words
Use the self-made deck that contains these words
Students have to try to explain vocabulary words to their peers without
saying the word.
Ask students if there are any questions before moving on.
b. Characterization Mini-lesson
Today we are going to discuss more about characters.
What are some ways we can think about the things the author tells us about
characters in the text that help us learn about characters? Look at chapter 1
to see examples of direct and indirect characterization:
Indirect characterization: learning about a characters personality from
the things that character says, thinks, and acts.
Page 10 it was very hard to finish my breakfast because I wanted to
go to Punda, the business district, the oldest part of town, and to Fort
Amsterdam where I could look out to sea.
Page 16 My mother came in from the kitchen to say, Stop asking so
many silly questions, Phillip. I told you not to do that. Father looked at
her strangely. He had always answered my questions. He has a right to
know. Hes involved here, Grace.
Direct characterization: learning about a characters personality
directly from the author
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20 mins

10 mins

Page 12 description of Henrik: His face was round and he was


chubby. His hair was straw-colored and his cheeks were always red.
Henrik was very serious about everything he said or did.
Page 14 she seemed very nervous. But then she was often nervous.
c. During reading
i. Now, we are going to read chapter 2 together. I will start reading and
popcorn to someone else. We all need to be paying attention while we are
reading so we dont lose our spots. I will choose who is next to read and
when a student will stop.
Read chapter 2 aloud together
As we are reading, stop and point out direct and indirect
characterization:
Indirect - Thoughts Page 19 - Phillip cannot sleep. What does this tell
us about Phillip? He is afraid his perspective of the war has changed
some. Actions of getting the hatchet, his only weapon option
Indirect - Dialogue Page 19 mother and fathers conversation,
overheard by Phillip, their words and tone of voice
Direct Page 19-20 - my father sounded miserable
ii. While reading on page 22-23 pause right after the ship explodes and
discuss how Phillips perspective has changed on war. I was no longer
excited about the war; I had begun to understand that it meant death and
destruction.
iii.
Finish reading the entire chapter ask students if they have any thoughts or
questions they want to share with the group open the floor for all students
to respond and discuss
d. After reading
i. Explain to the students that you want them to write a journal entry from
Phillips perspective. They are going to pretend they are Phillip and write a
journal entry. They need to use meaningful sentences when they write.
Really think about how Phillip may be feeling and put that into words. Be
good writers by using describing words. Try to explain the types of things
Phillip would be feeling, hearing, seeing, smelling. Explain who, what,
when, where, how, and why. Use your words to create a picture in the
readers mind of what you/Phillip are feeling and experiencing.
ii. Have students work independently to write a journal log from Phillips
perspective at the end of chapter 2.
Phillip is feeling hollow, angry (pg. 24)
iii.
When students are finished, assign reading chapters 3 and 4 for homework.
Tell them to focus on the characters and what we learn about them. Also,
focus on their relationship. How does Phillip treat Timothy? We will be
having a discussion tomorrow about this.
e. Materials
i. Phone with charades app
ii. Journals
8

iii.
The Cay
f. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student, give extra
time to work on the assignment
iii.
High achiever: students can begin working on their journal entries and
reading the homework assignment, pair this student with a struggling or
unmotivated learner to help them.
g. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Did students understand the difference between direct and indirect
characterization? Were they able to find examples in the text?

ii.

Did the students complete Phillips journal entry with details, describing
words, and writing on a 5th grade level?

iii.

Was I clear in my explanation of direct and indirect characterization? Were


the examples I used clear?

C. Day Three
a. Review Discussion
i.
Have a blue tarp or sheet set out on the floor with a cardboard built raft for
5 mins
students to sit on (ocean and a raft) have cut outs of sharks in the water and
a stuffed cat (preferably black and gray) to be on the raft. [sharks and cat are
not as important if not able to get them]
ii. Ask students to respond to the reading from the night before
iii.
Be sure to talk about the meaning of bahss = bass, young boy
b. Before Reading
i. Discuss summarizing: gathering the main ideas and points of what was read.
20 mins
9

ii.

iii.
iv.

Have students turn to summary journal page. Ask them to think about what
they have read so far in the book. Have them jot down some of the main
points as the group discusses
Next they will work in small groups/pairs to write a summary of the events.
Discuss Characters
Talk about Timothy
Think about what you read for homework, what did we learn about
Timothy? What did the author tell us about Timothy? What did Phillip
tell us about Timothy?
Page 31 black, white teeth, pink-purple lips, welt on his left cheek,
West Indian, big man
Page 31 Phillip is scared of Timothy, but then when he smiles he is
less terrified
Page 32 Timothy is old, but also powerful, big muscles

How does Phillip act toward Timothy? How does Phillip treat Timothy?
(theme of racism)
Page 36 Although I hadnt thought so before, I was now beginning
to believe that my mother was right. She didnt like them. She didnt
like it when Henrik and I would go down to St. Anna Bay and play near
the schooners. But it was always fun. The black people would laugh at
us and toss us bananas or papayas. Shed say, when she knew where
wed been, they are not the same as you, Phillip. They are different
and they live differently. Thats the way it must be.
Page 40 Once, our bodies touched. We both drew back, but I drew
back faster.
Page 46 - Timothy lets Phillip take his anger out on him
Discuss theme of racism someone who is racist thinks that their race
is better than any other race.
v. Blind simulation activity (chapter 4 when Timothy goes blind)
Ask students what they thought of Timothy going blind did they think
this would happen? It definitely caught me off guard.
Ask students to recall what they read about in chapter three and/or four.
Have them turn and talk to a partner to recall some of the events that
they read about and we have not yet talked about.
Students will write in their journal entries as if they were Phillip think
about how he is feeling.
For this simulation they will be blindfolded (blind) like timothy and
will try to write their journal entry.
After trying to write while being blindfolded, students can share some
of their feelings and frustrations. They will also complete the journal
without being blind folded. How might Phillip feel??
c. During reading
15 mins

10

i.
ii.

10 mins

Students will read chapter 5 out loud with a partner/group of three


They should take turns reading and every one should follow along. If this
gets out of hand, bring the group together to read aloud like we did the day
before (popcorn style as before Teacher choosing the stopping place and
the next reader).
iii.
Remind students to observe how the characters interact. Think about how
Timothy and Phillip react to situations they are in. They will be completing
a Venn diagram to compare and contrast Timothy and Phillip.
iv. Students will read chapter 6 as well. This chapter they should read
independently
d. After reading:
i. When the students are finished, turn to the journal page with the Venn
diagram to compare and contrast Phillip and Timothy.
ii. Students can start this on their own.
iii.
Finish discussing the Venn diagram a group, encourage students to lead and
discuss among themselves.
iv. Assign chapters 7 and 8 for homework. Give the students four sticky notes.
Have them write down at least two questions or observations for each
chapter. This could be something they want to know more about, a question
they have, something they thought was interesting, or a connection they
have to the text (self/world/text).
e. Materials
i. Journals
ii. The Cay
iii.
Blue tarp
iv. Sticky notes
v. Cardboard for a raft
vi. Stuffed cat
vii. Cut out sharks
viii.
5 blindfolds
f. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
iii.
High achiever: allow students to work ahead on their journal entries, ask
them to review previously written entries to add more details, ask them to
work with a struggling or unmotivated student
iv. If a student does not want to participate in the blind simulation activity,
allow them to observe and write things they observed in their journal
v. If reading in small group/pairs gets out of hand, bring the group together to
read aloud like we did the day before (popcorn style as before Teacher
choosing the stopping place and the next reader), or have students read
independently.
11

g. Evaluation/reflection: did the students meet the objectives? What should I


change?
i. Did students understand how to summarize and successfully write a
summary of chapters 1-4?

ii.

Did students make comparisons of Timothy and Phillip?

iii.

Did students participate in the activities?

iv.

Did I explain summarizing in a clear way?

v.

Was the blind simulation helpful?

vi.

Was I clear with my instructions and expectations?

D. Day Four
5 mins

i.
ii.
iii.

15 mins

i.
ii.

iii.

a. Discuss student sticky notes


Talk about the questions and connections students wrote on their sticky
notes
Encourage students to answer and comment on the things other students
share
Have students stick their sticky notes in the journal packet
b. Before Reading - Conflict mini lesson
Discuss conflict: ask students who is conflict? = disagreement, argument.
As the discussion is taking place, have students fill out the conflict chart in
their journals. This is where they should write down examples of conflict
from the book
Ask students to think about conflict that has already happened in the book so
far: Phillips parents, conflict of war, Phillip and his mother when he doesnt
want to leave, Timothy and Phillip when Timothy wont give Phillip more
water, Timothy and Phillip when Phillip falls overboard,
12

iv.

15 mins

15 mins

So these are all conflicts between two people or groups of people, right?
These are man verses man conflict.
v. There are some other types of conflict as well. Man verses self and man
verses nature.
vi. Man verses self is a type of conflict when someone may be really thinking
about something and they are at conflict with themselves. Can you think of
any examples where someone in our novel is in conflict with themselves?
Timothy struggles with his own self because he is blind
Father conflicts with himself whether or not he should let his family
leave
vii. Do you think we have seen any man verse nature conflict yet?
Weather is really cold when they are on the raft? Struggle against the
weather and the ocean.
viii.
There will be more conflict to come. I will continue to remind you of the
different types of conflict as we encounter conflict in our novel.
ix. As we read the next chapter and the rest of the book, I want you to think
about conflict. How does conflict impact our characters and their
relationships?
c. During reading
i. Read chapter aloud 9 as a whole group. Popcorn reading (teacher choosing
stopping place and the next reader) or read in a circle.
ii. Encourage students to use emotion while reading set this example for
them.
d. After reading
i. Students complete a journal entry from Timothys point of view after
reading chapter 9 when Timothy and Phillip fight.
ii. After students have finished their journal entry, discuss their entries and the
conflict we read about in chapter 9
iii.
What type of conflict is this? (Man vs. man, man vs. self?)
iv. Timothy and Phillip argue and have a conflict
v. What about Phillip? Is he having a conflict within himself?
vi. Have students talk with a partner: why would this event make Phillip
change? What is the author telling us about Phillip in this chapter?
vii. Have students complete the next page in their journal which asks them to
think about what ways Phillip may change.
Discuss their answers
viii.
Assign students reading homework to read chapter 10.
e. Materials
i. Journals
ii. The Cay
f. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
13

iii.

High achiever: have student work with a struggling or unmotivated student,


allow student to start to read the homework.
g. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Were students able to identify different types of conflict found in the text?

ii.

Did students write a journal entry from Timothys point of view?

iii.

Did I clearly explain different types of conflict?

iv.

Were my examples of conflict clear and helpful to students?

E. Day Five
a. Before Reading
i. Discuss chapters 10
What does Phillip find out about Timothys life/family (page75):
15 mins
Timothy never went to school, was working by age 10,
How does Phillips opinion of timothy change? Phillip no longer sees
him as so different because of his skin color. He sees him as an
individual (page 75 and 76)
How does timothy describe the island?? page 78 outrageous,
hombug, island
b. During Reading
i. Start to read chapter 11 out loud together.
20 mins
When you get to the end of page 80 stop
Have students look at Philips description of the island and draw a
picture in their journals based off his description (page79-80)
ii. Continue to read chapter 11
Have students predict what ways their luck will change and write it
down in the space provided in the journal packets (page 87) talk about
what they wrote down when they are finished
iii.
Start reading chapter 12 aloud together
14

10 mins

10 mins

Stop when you get to the top of page 89 when Timothy tells Phillip he
has malar.
Malaria = a disease from a mosquito bite that causes fever
iv. Let students finish reading chapter 12 in small groups (pair and group of
three)
c. After reading
i. When finished reading chapter 12 discuss what implications it may have that
Timothy never regains his strength. How do you think their relationship may
change? What evidence do we have in the text?
ii. How did Phillip respond when Timothy was sick? Discuss Phillip taking
care of Timothy while he is sick they have traded roles
d. During reading
i. Have students start to read chapter 13 independently
ii. Stop then when there is 1 minute left.
iii.
Assign finishing chapter 13 for homework.
e. Materials
i. Journals
ii. The Cay
iii.
Crayons or markers
f. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student, ask the
student what they need to be motivated
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student to help
them
iii.
High achiever: ask this student to lead a group discussion or ask a question
to the group, pair this student with a struggling or unmotivated learner.
iv. If a student is ahead, let them read on, ask them to lead a discussion, or ask
them questions about the book.
g. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Did students participate in discussions?

ii.

Did students successfully illustrate an accurate picture based on Phillips


description of the island?

iii.

Did I stop to have discussion while reading? Was this better than waiting
and discussing at the end?

15

F. Day Six
a. Before Reading:
i. Review game: Fishing
Students will use magnetic fishing poles to go fishing. They will catch
20 mins
magnetic fish that have events from chapter 13 on them.
As a group, students will work together to sequence the events in the
pond.
Repeat the simulation now the person fishing must keep their eyes
closed. One person will instruct them on where to drop their pole and
where they should put the events at. Have one student catch fish while
one person directs. The other three students will rotate in. After the
blindfolded person catches a fish, they will take their fish back to be
sequenced. The director will now fish and one of the other students will
be the director. Keep rotating until each student has had a turn catching
a fish. Then they will sequence the events together.
b. During reading
i. Have the group read chapter 14 aloud.
ii. Stop when you get to page 102 to explain the term tempest = hurricane
20 mins
iii.
Stop at the top of 103 what does the author tell us about Timothy and
Phillip when Phillip says Everyday, I learned of something new Timothy
had done so we could survive.
iv. Why does Phillip say, If something bad happened on the cay, I wanted it to
happen to all of us. What does this tell us about Phillip?
c. After Reading
i. Students will complete journal entry #3 from Phillips perspective. Remind
10 mins
them to think about how to use meaningful sentences and write in a
descriptive way.
ii. Homework: read chapter 15 and 16
d. Materials
i. Journals
ii. The Cay
iii.
Fish with events from chapter 13
iv. Magnetic fishing poles
v. Blue tarp as water
vi. Blindfolds
e. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student

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iii.

High achiever: student can begin to read the homework assignment, ask
them to improve journal entry three, have them write an additional journal
entry from Timothys point of view.
f. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Were the students able to successfully work together to sequence events of
chapter 13?

ii.

Was the review game successfully in helping students review what they read
in chapter 13?

iii.

Was I clear in my instructions and questions?

G. Day Seven
a. Before reading
i. Review summarizing.
10 mins
ii. Have students summarize what they have read for homework (chapter 15
and 16) in their journal packets
b. Review for Quiz
i. Students can choose to work with pair/group of three or individually to
40 mins
complete the review guide to the quiz.
ii. Teacher needs to be monitoring student progress and available to answer
questions
c. Assign homework: study for quiz
d. Materials
i. Journals
ii. The Cay
iii.
Quiz review guide
e. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
iii.
High achiever: if the student finishes the review guide early, quiz them on
the material, have students quiz each other on the review guide material,
students can read ahead.
f. Evaluation/reflection: did the students meet the objectives? What should I
change?
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i.

Were students able to summarize the events of chapters 15 and 16, focusing
on main events?

ii.

Did students participate in the review for the quiz?

iii.

Did I clearly review summarizing? Was this necessary?

iv.

Was the review clear and helpful in guiding students to review for the quiz
material?

H. Day Eight
a. Students will take Quiz
15 mins
i. During quiz teacher can look over journals
b. During Reading
i. Students read chapter 17 independently as they finish their quizzes
10 mins
ii. I will be grading quizzes and looking over journals
c. After reading
i. Students will complete journal entry #5
20 mins
ii. This journal entry they can choose a characters point of view they want to
write from (preferably not from Phillips point of view)
Timothy, Stew Cat, Mom, Dad, Henrik
iii.
This final journal entry, students will choose what chapter and situation they
are writing from.
iv. Give students time to look over their journal entries and choose one that
they want to share aloud with the class tomorrow.
v. Assign finishing journal entry 5 if not already completed and reading
chapters 18 and 19 for homework
d. Materials
i. Journals
ii. The Cay
iii.
Quizzes
e. Adaptations
i. Unmotivated learner: pair this student with another student who is ahead for
encouragement and guidance, work one-on-one with this student
ii. Struggling learner: read the quiz aloud for the students, pair this student
with another student who is ahead for encouragement and guidance, work
one-on-one with this student
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iii.

High achiever: students can read ahead, have student lengthen journal entry
and provide evidence (page numbers/chapters) from where they found this
evidence.
iv. If students are done early, they can begin to work independently ahead. They
can read ahead as well.
f. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Did students complete the quiz achieving 90% accuracy?

ii.

I.

Were the quiz questions appropriate for students level?

iii.
Did I clearly explain expectations for the journal entry?
Day Nine Celebration
a. Students will read a chosen journal entry for the group each group
member should comment, make a connection, or ask a question when the group
member is done
b. Teacher will bring in snacks to eat while we share our work
i. Swedish fish
ii. Sand Pudding
iii.
Goldfish
iv. Palm tree fruit tray? (banana, kiwi, orange)
v. Twizzlers twisted rope kind
vi. Nerd rope?
vii. Coconut candy??
viii.
Hawaiian punch
c. Discuss the novel as a whole
i. What was your favorite moment? Were there any parts that really surprised
you? In what ways did Timothy help Phillip grow? Did Phillip help
Timothy? Why do you think Phillip said Henrik seemed very young? What
did you think of Phillip getting his sight back?
ii. Why do you think the book ends with: Ill say, Dis bdat outrageous cay,
eh, Timothy??
d. Materials
i. Graded journals
ii. Graded quizzes
iii.
The Cay
iv. Food pudding? Swedish fish?
e. Adaptations
f. Evaluation/reflection: did the students meet the objectives? What should I
change?
i. Did the students participate in reading their chosen journal entries, asking
questions, and discussing as a group?
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ii.

Were students actively engaged?

iii.

Did I give students enough time to comment and encourage their


participation?

VI. Evaluation Instrument and Methods


A. Formative evaluation
a. Student participation in group discussions and activities
b. Students coming to class with chapters read
c. Independent, partner, and group reading and working
d. Completion of journal entries and worksheets
B. Summative evaluation
a. Check journal entries and worksheets will be scored
b. A comprehensive quiz will be given on the 8th day.
VII. Evaluation of Objectives
A. See daily lessons for evaluation of objectives.
VIII. Evaluation of Daily Lessons
A. See daily lesson for evaluation of lessons.
IX. Resources
A. Bibliography
a. The Cay by Theodore Taylor
b. Upper Literature class lecture notes
c. Professor: Dr. Nichols
d. Classroom teacher: Mr. Nichols
e. Unit plan examples: The Pinballs Unit Plan by Holly Shipman, Top
Secret Unit Plan by Natalie Miller, Stone Fox Unit Plan on voice thread
(http://voicethread.com/share/748591/) by Heather Brown, Pinterest
B. AV/Sensory Aides
a. http://www.worldatlas.com/webimage/countrys/namerica/caribb/lgcolor/c
uracao.htm
b. https://www.clipartool.com/free-clipart-images/clipart-black-and-whitefish-clipart-image-2954/
c. http://www.archives.gov/research/military/ww2/photos/#navy
d. www.visualdictionaryonline.com

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X. Appendix

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