BRAIN-TARGETED TEACHING
LEARNING UNIT
Teacher: Zilma Oliver
Dates: 5/21/12
Unit Topic:/Title: Overcoming Obstacles: A study of the novel Gathering Blue by Lois Lowry Grade
Level: 7th
 Standard(s): 7.3.A.3.d Analyze characterization
 7.3.A.6.a Analyze main ideas and universal themes
 7.4.A.1.a Use a variety of self-selected prewriting strategies to generate, select, narrow, and
develop ideas
 7.4.A.1.b Select, organize, and develop ideas appropriate to topic, audience, and purpose
 7.3.A.6.c Summarize or paraphrase
 7.3.A.7.a. Analyze specific words and phrases that contribute to meaning
 7.1.E.4.c Draw inferences and/or conclusions and make generalizations
Brain Target #1
Emotional Connection: In an effort to make students comfortable, students will be allowed to work in groups
to complete tasks. I will also model that one doesn’t have to be an artist to create something artistic. I will do
this in an effort to help students tap into their individual skills to make group work.
Brain Target #2
Physical Environment:
Student work will be hung in the classroom. A word wall will be created listing character traits that one could
need to overcome a problem. Pictures of individuals that have overcome obstacles will be placed around the
classroom.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
Brain Target #3
Concept Map / Advanced Organizer:
Learning Goals:
Introductory “Big Picture” Activity/Assessment of Prior Knowledge
Overcoming
Adversities
Skills
characterization
summarizing
Identifying ways
to overcome
obstacles
theme
inferencing/drawing
conclusions
skits
creating robes
essay writing
class discussions
interviews
Brainstorm ways
to build courage,
perseverance,
and
determination
Brain Target #4
Activities for Teaching Declarative/Procedural Knowledge
 Students will first work in groups to write a summary of the completed portion of the novel. Once
they have finished the summaries, students will then turn summaries into skit. This will allow me to
review dialogue and stage directions with students. Once the skits have been written, students will
work to determine the characters each will represent in the skit. Students will be given class time to
practice skits, but they will be required to study lines at home.
 Students will create a singer’s robe. Students will use information from the text that discusses The
Gathering in order to create robe. They will have to draw their own conclusions as to where to put
the pictures on the robe.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
 I will review the writing process. We will then identify the characteristics the main character
demonstrates in the novel to overcome obstacles.
Brain Target #5
Activities for Extension and Application of Knowledge
Students will write an essay on the following topic: What characteristics are needed for someone to overcome
obstacles? (They will be using the character trait words in the essay.) They will have to cite examples of how
the main character overcame obstacles and how a person in the real world could use the same trait to
overcome an obstacle.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
Brain Target #6
Evaluating Learning
We created rubrics to evaluate the skits and essays. Students will also provide comments for the skit.
When evaluating students, I will take student feedback into consideration.
Skit Rubric
4
3
2
1
Content
The skit summarizes the important information from the
selection.
The information presented is accurate and in sequential
order.
The skit is interesting and easy for the audience to follow.
Dialogue supports the plot and advances the audience’s
understanding of important ideas.
Performance
The actors knew their lines and did not rely on written
scripts or notes.
The actors interacted with the audience and each other by
making eye contact. The audience could easily see and
hear the performers.
Total Points
24-20=
19-15=
14-10=
9-5=
Grade
90-99
80-89
70-79
60-69
The Brain-Targeted Teaching Model © Mariale M. Hardiman
Essay Rubric
Focus and Details
4
One clear wellfocused topic.
Main ideas are
clearly stated and
supported with
text information.
3
There is one clear,
well –focused
topic. Main ideas
are clear, but not
very well
supported by text
information.
2
There is one topic.
Main ideas are
somewhat clear.
1
The topic and
main ideas are not
clear.
Organization
The introduction
states the main
idea and provides
an overview of
what the essay is
about.
Information is
relevant and
presented in
logical order. The
conclusion is
strong.
The introduction
states the main
topic and provides
an overview of
what the essay is
about. Includes
information
relevant to topic.
Also includes
information not
relevant to topic.
A conclusion is
included, but not
strong.
The introduction
states the main
topic. Information
not presented in
logical order and
includes not
relevant to the
main topic.
No clear
introduction,
structure or
conclusion.
Word Choice
The author uses
vivid words.
The author uses
vivid language.
Vocabulary is very
limited. Uses
slang.
G.U.M.
Sentences are well
constructed. Very
few errors in
grammar, usage
and mechanics.
Most sentences
are well
constructed. The
author has a few
errors in grammar,
usage, and
mechanics, but
they do not
interfere with
understanding.
The author uses
words to
communicate
clearly, but lacks
variety.
Most sentences
are well
constructed. The
author has a few
errors in grammar,
usage, and
mechanics, that do
interfere with
understanding
Sentences poorly
constructed.
There a numerous
errors in grammar,
usage and
mechanics that
interfere with
understanding
Comments
The Brain-Targeted Teaching Model © Mariale M. Hardiman
Materials: The novel- Gathering Blue, paint, cloth, scissors, and large paper to construct patterns for
robes
The Brain-Targeted Teaching Model © Mariale M. Hardiman