Kristin Bieri
EDU 415
Mrs. Bixler
13 December 2021
This Unit Lesson is part of a whole novel study for The Wingfeather Saga, Book One. I chose this book
for a tenth grade class because although it is not a challenging read, it is FUN, and as a first whole novel, I
didn’t want the students to be stuck on complicated material. I also wanted to choose a book that would have
inspiring and complex characters. In this short Unit study, my students would only cover up to Chapter 5 in the
book. We start with the whimsical and ironic language of the narrator from the very beginning of the book,
taking notice of parallel statements and a detailed and creative made-up world. We even study folk songs and
my students have a chance to create one of their own! Students will be reading, writing, discussing, and
analyzing throughout this study. I want to acknowledge that I was struggling with the supplemental worksheets
and materials-primarily I need more practice with design, alignment, and finding worthy existing documents.
Also, disclaimer, I have no idea what is going on with some of my page breaks. I tried to get rid of the
formatting, to no avail. Thank you!!
Geneva College: Beaver Falls, PA
Lesson Plan
Name: Kristin Bieri
Subject: Novel Unit-The Wingfeather Saga
Date: 11/8/2021
Grade level: 10
I.
Topic: Today the students will begin a novel unit, exploring literary constructs such as character, setting,
plot, structure, language, and the fantasy genre. In the following lesson, students will be introduced to
the characters and setting.
II.
PA Common Core Standards
● CC.1.3.9–10.C Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
● CC.1.3.6.E Analyze how the structure of a text contributes to the development of theme, setting,
and plot.
III.
Learning Objectives:
● Students will identify the characters in the book and be able to describe how they relate to one
another.
● Students will create a family tree for the Wingfeather Family.
● Students will be able to describe the setting of the book.
IV.
Materials
● Enlarge the map of Aerweare Appendix A
● Large Sticky notes - one per table discussion group
● The Wingfeather Saga book
V.
Lesson Development
A. Introduction
● Hook: What is an origin story? Where do we see one in the first chapter? What did you think of
that? (Here we will also discuss the fact that this is a fantasy style fictional book, and why we
know this).
B. Lesson Development (activities, procedures)
1. Setting: The large map of Aerweare will be pulled up onto the screen. The students will take out their
sticky notes and share what they noticed about the setting from the text in the book. As they share their
observations, they can place their sticky note onto the projection on the white board.
2. Characters: Students can design their Family Tree or Family Tracking sheet. Students will once again
pull out the sticky notes that they wrote new characters on. We will fill out the family tree together,
identifying who belongs to whom, and who is related to whom. (Students will continue to use this
throughout the reading of the book as new characters arrive)
3. Plot: Students will be asked, “Based on what you learned in pages 1-20, can you determine the plot of
this book yet, and what do you think might happen?” Please discuss in your table groups, and write a
short answer on the large sticky note on the wall designated for your group.
C. Evidence of differentiated instruction: Students may listen to an audio book rather than read, and may
type their notes rather than use sticky notes if that works better for them.
D. Closure
● In closing, students will be asked whether the origin story seems to be integral to the story up to
this point.
● Students will be encouraged to read chapter two and encouraged to continue using sticky notes.
In particular they should be tracking new characters and new vocabulary.
VI. Assessment/Evaluation
● Formative assessment will be done through observation of the sticky notes, or annotations
completed by the students as well as their discussion participation.
VII. Modifications or accommodations
● Students with visual accommodations may need to use a computer to read on so that they can
make the print a larger size.
● Another student may be given the family tree pre-filled out if dexterity and writing is an issue.
VIII. Self-Evaluation
Geneva College: Beaver Falls, PA
Lesson Plan Format
Name: Kristin Bieri
Subject: Novel Unit-The Wingfeather Saga
I.
Date: 11/9/2021
Grade level: 10
Topic and general Goal: Students will identify evidence from the narrative that creates a detailed picture
of each character. Students will work together to gather evidence and then describe two of the characters
in detail, using any and all evidence they’ve read about the characters in the first five chapters.
II.
PA Common Core Standard(s):
● CC.1.4.9–10.M
Write narratives to develop real or imagined experiences or events.
● CC.1.4.9–10.S Draw evidence from literary or informational texts to support analysis, reflection,
and research, applying grade-level reading standards for literature and literary nonfiction.
III.
Learning Objectives:
● Students will be able to cite at least ten descriptors of each Igiby child in the book.
● Students will write a detailed description of each child.
IV.
Materials
● The Wing Feather Saga-Book 1
● Writing material-pen and paper or ipad
● Large Sticky Notes in Class
V.
A.
B.
C.
D.
Lesson
Introduction: Students will begin class in groups of three, with each group sharing a large sticky note.
They will be instructed to go through the first five chapters of their annotations, listing characteristics of
each of the Igiby children. There should be a column for each child and the group will list as many
pieces of evidence from the book that they can find, describing the characters.
Lesson Development: The rest of the class will be a discussion about each group's character traits, and
complexities. Students will always need to back up their opinions and statements with something in the
text.
Evidence of Differentiated Instruction: Students can work on their own, or in groups of two if working
in larger groups is difficult. Students may also use a tablet to type their character lists into.
Closure and Assessment
● Students will be asked to complete the same task at home for two additional characters. and will
then write up a character description about two of their favorite characters. They must give me a
detailed and evidence based description of these characters. The paper should be 1 to 2 pages per
character.
Geneva College: Beaver Falls, PA
Lesson Plan Format
Name: Kristin Bieri
Date: 11/10/2021
Course: Literary Tools
Grade level: 10
I.
II.
Topic and General Goal: Novel Unit-Using Mentor Texts: Today the students will compare a portion of
Chapter one from The Hobbit to “An Introduction to the Igiby Cottage” in The Wingfeather Saga. The
goal today is for the students to write a short fictional story of their own using some of the elements
found both in their book and the mentor text.
PA Common Core Standard (s):
● CC.1.4.9–10.M Write narratives to develop real or imagined experiences or events.
● CC.1.4.9–10.O Use narrative techniques such as dialogue, description, reflection, multiple
plotlines, and pacing to develop experiences, events, and/or characters; use precise words and
phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, settings, and/or characters.
III.
Learning Objectives
● SWBAT identify telling details, sensory language and description in chosen texts.
● SWBAT model source texts to create a new fictional short story.
IV.
Materials:
● The Wingfeather Saga
● Printed section of The Hobbit Appendix B
V.
Lesson:
A. Introduction:
● What makes a (good) story? Why do we want to keep listening? What elements are common to
stories that keep your interest? Which one is more vivid?
● Compare two sentences-ask the class which sentence is more interesting to read:
1. The house was brick, with two windows on each side, and had trees all around. One time
when I looked outside, I saw the eyes of an animal.
2. Looking outside from one of two cloudy windows, my eyes rested on the decaying brick
making up the old walls of the house, but soon began to wander into the endless forest.
Deep into the silent layers of moss, mushrooms, fallen trees, and crunchy leaves, I saw
two glowing eyes.
● Ask the students to underline one example of description, circle one example of telling details,
and to highlight one example of sensory details. Discuss how these details create a more vivid
sentence.
B. Lesson Development
● Teacher led: Review “Telling Details, Description, and Sensory Details. Review and clarify if
the concepts are not clear.
● Together: Read The Hobbit and The Wingfeather Saga sections outloud. Discuss examples of
Telling Details, Description, and Sensory Details. Write them down.
● On their own: Students will write a fictional paragraph introducing their own home, or
hometown, implementing telling details, description and sensory details into the story.
C. Evidence of Differentiated Instruction:
● Students may use their tablet to read along, and take notes.
● Give students a list of JUICY adjectives, sensory words, and vivid vocabulary examples to work
from if necessary.
D. Closure: (Summary):
● Students will begin their story in class, meeting with the teacher to discuss if needed.
VI. Assessment/Evaluation
● Formative: Teacher will review students' responses in class.
● Summative: Students produced a short story complete with telling details, description, and
sensory details to create a vivid picture.
Creative Writing Short Story: Guidelines and Rubric
The Wingfeather Saga/The Hobbit “Inspiration Text”
Instructor: Kristin Bieri
1. Your short story should be double spaced, 12 point font, on one-two pages, approximately 250-500
words. This Writing Assignment is worth 30 points.
2. Every student will be meeting with the teacher for revision and review. Edit your story for capitalization,
grammar, sentence structure and formatting.
3. Without copying, you will use the two texts to inspire a new fantastical fictional story introducing your
home, or hometown.
4. You may write from a first person point of view. (You are the narrator)
5. Like in both “Inspiration texts,” you will not be introducing characters or including dialogue.
6. I will be looking for JUICY description words, telling details, and sensory language creating a vivid
picture of your fictional home or hometown. (You may use your actual home or hometown as a starting
point, but this should not be a recognizable place).
7. Watch your sentence starters and transitions-I’ll be looking for creativity and smooth flow between
paragraphs.
8. Keep all the senses in mind-you will need to include at least three sensory references.
9. Convention and “normal” are not required, so if your home is upside-down, show me how that works in
your world.
10. The rubric is attached and will be used to grade your paper. You will get this back with comments and
your score.
Creative Writing Short Story Rubric
Introduction to the story is clear and well defined with details (3)
Introduction to the story may be clear but is not well defined with details. (2)
Introduction to the story is unclear, there are few details (1)
Section TOTAL_____
Rich sense of detail creates a vivid authentic picture of environment (3)
Moderate sense of detail creates a vague picture of environment (2)
Lack of detail, environment unclear (1)
Section TOTAL_____
Sequencing of details is effective (3)
Sequencing of details is inconsistent, hard to follow (2)
Details are not in sequence, and do not flow (1)
Section TOTAL_____
Transitions effectively tie the ideas together (3)
Transitions may tie ideas together, but inconsistent throughout (2)
Transitions are non-existent (1)
Section TOTAL_____
Writer’s personality is expressive and confident (3)
Writer’s personality may be expressive, but lacks confidence and consistency (2)
Hard to determine the writer’s voice and personality (1)
Section TOTAL_____
Precise, vivid and natural language creates a clear and complete picture (3)
Vague and generalized language creates a lackluster picture (2)
Writer does not create a vivid picture through language (1)
Section TOTAL_____
Consistent use of powerful verbs, JUICY adjectives, and adverbs (3)
Use of a few powerful verbs, JUICY adjectives, and adverbs (2)
Verbs, adjectives and adverbs used are ordinary and overused (1)
Section TOTAL_____
There are two sensory details within the story (2)
There is one or no sensory details within the story (1)(0)
Section TOTAL_____
The final draft has been carefully revised and edited (3)*
Section TOTAL_____
There are no errors punctuating, capitalizing, or spelling (3)
There are some errors but effort was obviously made (2)
There was little effort made to use correct standard grammar (1)
Section TOTAL_____
TOTAL SCORE_________
*All students have the opportunity to meet with me to review and revise.
Geneva College: Beaver Falls, PA
Lesson Plan Format
Name: Kristin Bieri
Date: 11/11/2021
Course: Literary Tools
Grade level: 10
I.
II.
Topic and General Goal: Novel Unit-The Wingfeather Saga: Today we will study “A Slightly Less
Brief Introduction to the Land of Skree” in the Wingfeather Saga as a demonstration of parallelism in
creative writing.
PA Common Core Standard (s):
● CC.1.4.9–10.M Write narratives to develop real or imagined experiences or events.
● CC.1.4.9–10.Q Write with an awareness of the stylistic aspects of writing. Use parallel structure.
Use various types of phrases and clauses to convey meaning and add variety and interest.
III.
Learning Objectives
● SWBAT identify parallelism in an existing work.
● SWBAT model source texts to use parallelism in an original short paragraph.
IV.
Materials:
● The Wingfeather Saga
● Sticky Notes
● Parellelism Notes Appendix C
V.
Lesson:
Introduction:
● Teacher will read “A Slightly Less Brief Introduction to the Land of Skree,” outloud to the class
while students read along. Students will be asked to notice anything interesting about the
language patterns, descriptions, or anything that stood out to them. They will be asked to write
down, or note anything that they notice on sticky notes.
A. Lesson Development
● Teacher led: Review Parellelism, using the worksheet.
● Together: Students will be asked to work in groups of two to identify parallelism in the passage.
Once they have them, they should write them down on the board for the class to see.
● On their own: Students will write a paragraph about their own home, or hometown,
implementing parallelism into each sentence. They can copy the style of parallelism we’ve read,
or create a new form.
B. Evidence of Differentiated Instruction:
● Students may use their tablet to read along, and take notes.
● Give students a list of parallelism examples to work from if necessary.
C. Closure: (Summary):
● Students will begin their paragraph in class, working together if needed.
VI. Assessment/Evaluation
● Formative: Teacher will review student examples of parallelism in class.
● Summative: Student produced paragraph exhibiting appropriate use and form of parallelism.
Geneva College: Beaver Falls, PA
Lesson Plan (1)
Name: Kristin Bieri
Date: 11/12/2021
Subject: Novel Unit-The Wingfeather Saga
Grade level: 9
I.
Topic and General Goal: Today the students are going to learn about folk songs, and the role they play in
story telling historically, and in the context of the Wingfeather Saga. They will look at the song in the
Wingfeather Saga, and compare it to two American folk songs. Students will construct and write a folk
song of their own.
II.
PA Common Core Standards:
● CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.
● CC.1.2.9-10.G Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are emphasized in each
account.
III.
Learning Objectives
● SWBAT describe the role of the song in the Wingfeather Saga.
● SWBAT articulate the key elements of folk songs.
● SWBAT write a folk song based on one we studied in class.
IV. Materials
● Folk Song Worksheet Appendix C
● Handout with two folk songs Appendix D
● Youtube video of a folk song being sung
● Wingfeather Saga
V. Lesson:
A. Introduction: Students will listen to a few different types of music, rock, opera, folk, and classical. We
will discuss what they heard, and how each of them is different. We will also discuss which samples
they thought were folk music and why. Students will be asked to take out their annotated Wingfeather
folk song from Chapter 10.
B. Lesson Development
● Students will be given a hand-out on folk music and we will review.
● Students will read Leeli’s song in the Wingfeather Saga and discuss their annotations.
● Students will read two additional folk songs and spend some time annotating Wade in the Water,
by Ella Jenkins.
● Students will listen to Wade in the Water
C. Evidence of Differentiated Instruction:
● Rather than writing a draft folk song, students can choose to find a new folk song, annotate, and
write a paragraph about it’s significance and word patterns.
D. Closure:
● Students will write their own folk song, using one of the folk songs we looked at as a model.
VI. Assessment/Evaluation:
● Formative: Students will read the article and respond with one paragraph.
● Summative: Students will create a folk song using one of the folk songs, emulating the rhythm
and repetition of the mentor text.
Folk Song Rubric
1
2
3
4
5
Lyrics are not
memorable. Lyrics do
not flow naturally.
Lyrics do not rhyme.
The organization of
the lyrics is difficult
to track.
Lyrics are
sometimes
memorable. Lyrics
sometimes flow
naturally and
sometimes
rhyme. The
organization of
the lyrics is not
consistent
throughout.
Lyrics are
somewhat
memorable.
Lyrics flow
somewhat
naturally and
rhyme for most
sections. The
organization of
the lyrics is
somewhat
consistent.
Lyrics are
memorable.
Lyrics flow
naturally and
rhyme. The
organization of
the lyrics is
consistent from
verse to verse
and flows well
into the chorus.
Lyrics are
memorable.
Lyrics flow
naturally and
rhyme. The
organization of
the lyrics is
consistent from
verse to verse,
& flows well into
the chorus. The
folk song has
been set to a
proposed tune.
Appendix A
Map of Aerweare
Appendix B
The Hobbit
Chapter I
Chapter I
AN UNEXPECTED PARTY
In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the
ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to
sit down on or to eat: it was a hobbit-hole, and that means comfort.
It had a perfectly round door like a porthole, painted green, with a shiny yellow brass
knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a
very comfortable tunnel without smoke, with panelled walls, and floors tiled and
carpeted, provided with polished chairs, and lots and lots of pegs for hats and
coats-the hobbit was fond of visitors. The tunnel wound on and on, going fairly but not
quite straight into the side of the hill-The Hill, as all the people for many miles round
called it-and many little round doors opened out of it, first on one side and then on
another. No going upstairs for the hobbit: bedrooms, bathrooms, cellars, pantries (lots
of these), wardrobes (he had whole rooms devoted to clothes), kitchens, dining-rooms,
all were on the same floor, and indeed on the same passage. The best rooms were all
on the left-hand side (going in), for these were the only ones to have windows,
deep-set round windows looking over his garden, and meadows beyond, sloping down
to the river.
Appendix C
Parallelism
Parallelism, also known as parallel structure, is when phrases in a sentence have similar or the
same grammatical structure. In its most basic usage, parallelism provides a phrase with balance
and clarity. Parallelism also serves to give phrases a pattern and rhythm.
For example:
That’s one step for man, one giant leap for mankind.
When Neil Armstrong first stepped foot onto the moon, he said what would become a famous quote.
In this example, parallelism occurs in the repetition of “one … for ….” Both phrases also follow the
same grammatical structure:
One step (action) for (preposition) man (noun)… one leap (action) for (preposition) mankind (noun).
This parallelism gives it a memorable rhythm and repetition.
For a first example of parallelism, read this excerpt from Martin Luther King, Jr.’s famous speech:
I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We
hold these truths to be self-evident, that all men are created equal.
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of
former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice,
sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
This, too, is an example of parallelism, as each paragraph begins with the evocative phrase “I have a
dream,” and is followed by a noun phrase and the verb “will.” The shared grammatical structure from
phrase to phrase gives this speech a rhythm that makes it more powerful, inspiring, and memorable.
Appendix D
What is Folk Music?
Where Folk Came From
Folk music takes its name from the German word volk, which essentially means 'the people.'
Folk music came to be used derisively to refer to the music of the uncultured class of people.
This differentiates folk music from the traditional European concert music, establishing the
class conflict between the folk and the elite.
What Is Folk?
The contemporary folk music genre is defined as a primarily English genre utilizing
traditional, acoustic instruments. Commonly the topics involve the plight of the common people
(folk), including depression, oppression, and war. As the genre developed from traditional folk
music, the music came to be known more for its storytelling, regardless of instrumentation and
musicality.
Traditional folk music was commonly associated with folklore and was transmitted orally.
There is a strong nationalist component to the music, as it is largely associated with the national
culture, rather than the artistic elite. Typical instrumentation includes acoustic guitars, banjo,
fiddle, and accordion, accompanying a voice. More exotic (though equally common)
instruments may include the dulcimer (a simple stringed lap instrument), the zither (another
stringed lap instrument), and various percussion instruments.
ARTICLE: American Folk Music History
https://www.history101.com/the-rise-and-fall-of-american-folk-music/
Works Cited
“Parallelism: Definition and Examples.” Literary Terms, 1 Oct. 2017,
https://literaryterms.net/parallelism/
. "What Is Folk Music? - Definition, Artists & History." Study.com, 11 December 2019,
study.com/academy/lesson/what-is-folk-music-definition-artists-history.html
http://www.teacherjet.com/rubrics/music/FolkSongCompositionRubric.html