SRPINGBOARD UNIT ONE
WEEK ONE
MONDAY
ELA ½
I can determine the
unit theme and
assessment.
AM: Students will view
the Iron Man vs.
Terrorists video clip.
They will answer the
following question on
colored chart paper in
their group: What do
you picture when you
hear the word hero?
What words and
images come to mind?
Groups will share out
to the class. Students
will then view the unit
vocabulary and
learning targets in
their data folders and
answer the BEFORE
questions.
PM: Students will
unpack the embedded
assessment.
TUESDAY
ELA ½
I can determine the
meaning of words
and phrases. (RL 8.4)
AM: The vocabulary
word synonym should
be placed on the QHT
chart. Students will
create a chart with the
letter H in groups. They
will find synonyms for
the word hero using
thesauri. Students will
also find synonyms for
the word challenges
using thesauri in
groups (this can be on
a smaller paper and
attached to the large
chart). Give the groups
time to share their
information. The
vocabulary word
synonym needs to be
reviewed. Students will
need to add this word
and definition to their
vocabulary cards in
their journal.
WEDNESDAY
ELA ½
I can write using
imagery. (W 8.3)
AM: Complete a show,
not tell writing (walk
in and demand writing
while you act ‘crazy’).
Introduce the word
imagery on the QHT
chart and have
students add it to their
vocabulary cards.
Model an example
revision of show, not
tell writing. Students
then need to partner
within their groups
and revise each other’s
paragraphs. Give time
for sharing.
PM: Place an image of
identical houses on the
board. Read the first
excerpt “A Wrinkle in
Time” as a whole class.
Ask students to mark
examples of imagery
with their highlighters
and create a key.
THURSDAY
ELA ½
I can explain the
effect of imagery used
in the text. (W 8.3)
AM/PM: Chunk off the
reading for each group.
Each group needs to
create an image of their
section with an
explanation at the
bottom. They need to
present in order.
Groups then need to
answer the after
reading questions on
page ten in their
journals. Go over the
questions as a class.
Students need to
individually respond to
the following questions
on a notecard (collect
upon exit): Think about
the opening of
Madeleine L’Engle’s
novel A Wrinkle in
Time. What would be
the effect if it were
written from a
FRIDAY
ELA ½
I can identify the
parts of the plot. (RL
8.3)
AM: Use the Frayer
model graphic
organizer for the word
‘archetype.’ Explain
that the word helps us
understand how a hero
develops. Show the
scenes for Iron Man
and have students
complete the chart on
page 17 as they watch.
Allow time for groups
to share information
before reviewing.
PM: Introduce the
vocabulary word ‘plot’
on the QHT chart. Add
the word to vocabulary
card in journals. Read
the story Sylvester and
the Magic Pebble.
Create a plot diagram
with the class. Have
students then use the
information on the
SRPINGBOARD UNIT ONE
WEEK ONE
ELA 4
I can determine the
unit theme and
assessment.
Students will view the
Iron Man vs. Terrorists
video clip. They will
answer the following
question on colored
chart paper in their
PM: Students will
complete the chart on
page six. Model the
first quote. Students
will then complete a
gallery walk around
the room. As they view
the pictures and
descriptions of the
heroes, ask them to
take notes in their
journal. Introduce the
paragraph format.
Model an example
paragraph. Groups will
then need to complete
one paragraph under
their modeled example.
Each group member
must write.
ELA 4
I can determine the
unit theme and
assessment.
Students will unpack
the embedded
assessment.
Review the word infer
and answer the
following question in
journals: What can you
infer about the
neighborhood from the
details and images that
are included in the
text?
different point of view?
organizer on page 17
to create a plot
diagram within their
groups on chart paper.
ELA 4
I can determine the
meaning of words
and phrases. (RL 8.4)
The vocabulary word
synonym should be
placed on the QHT
chart. Students will
create a chart with the
letter H in groups. They
ELA 4
I can determine the
meaning of words
and phrases. (RL 8.4)
Students will complete
the chart on page six.
Model the first quote.
Students will then
complete a gallery
walk around the room.
ELA 4
I can write using
imagery. (W 8.3)
Complete a show, not
tell writing (walk in
and demand writing
while you act ‘crazy’).
Introduce the word
imagery on the QHT
chart and have
SRPINGBOARD UNIT ONE
WEEK ONE
group: What do you
picture when you hear
the word hero? What
words and images
come to mind?
Groups will share out
to the class. Students
will then view the unit
vocabulary and
learning targets in
their data folders and
answer the BEFORE
questions.
will find synonyms for
the word hero using
thesauri. Students will
also find synonyms for
the word challenges
using thesauri in
groups (this can be on
a smaller paper and
attached to the large
chart). Give the groups
time to share their
information. The
vocabulary word
synonym needs to be
reviewed. Students will
need to add this word
and definition to their
vocabulary cards in
their journal.
As they view the
pictures and
descriptions of the
heroes, ask them to
take notes in their
journal. Introduce the
paragraph format.
Model an example
paragraph. Groups will
then need to complete
one paragraph under
their modeled example.
Each group member
must write.
students add it to their
vocabulary cards.
Model an example
revision of show, not
tell writing. Students
then need to partner
within their groups
and revise each other’s
paragraphs. Give time
for sharing.