Karen Marzolf #7577
February 4, 2014
Unit Plan: 5 days (spread over the course of 2 weeks)
Unit Focus: Bridge to Terabithia by Katherine Paterson
Grade Level and Subject: Fifth Grade Language Arts
Unit Goal: Students will demonstrate good comprehension strategies for reading through study
and analysis of Bridge to Terabithia by Katherine Paterson.
Content Standards:
GLE 0501.8.1 Use previously learned comprehension strategies before, during, and after
reading.
GLE 0501.8.2 Experience various literary genres, including fiction and nonfiction, poetry,
drama, chapter books, biography/autobiography, short stories, folk tales, myths, science
fiction.
Checks for Understanding:
0501.8.1 Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to
understand, to enjoy, to solve problems, to locate specific information/facts}, utilize
reference sources to build background for reading, preview text features).
0501.8.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring
reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}).
0501.8.3 Check for understanding after reading (e.g., summarize, identify the author’s
purpose).
0501.8.4 Build vocabulary by reading from a wide variety of texts and literary genres.
0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and
theme in narration.
0501.8.7 Explore the various kinds of conflict (e.g., person vs. person, person vs. self,
person vs. environment, person vs. technology).
Assessment Types: Short essay, comprehension quizzes, and informal assessment through
classroom discussion.
DAILY LESSON PLAN: Day 1
I.
Concept(s) to be taught: Katherine Paterson and introduction to Bridge to Terabithia
II.
Instructional objective(s): Students will predict what they think will happen in Bridge to
Terabithia based on information about the author and her book.
This goal meets Content Standard 8 of the Tennessee Curriculum Standards: 0501.8.1 Use
a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to
solve problems, to locate specific information/facts}, utilize reference sources to build
background for reading, preview text features).
III.
Materials and media needed: Computers; at least one copy of the book.
IV.
Classroom teaching strategies and procedures:
A.
Anticipatory Set: Students will be divided into groups and sent to the computers
to look up information on terabithia.com, Katherine Paterson's website. They will find and write
down five interesting facts about the author to share with the class.
B.
Student learning activities: Have students share their interesting facts with the
class, and then add any facts about the author that they might have missed. Explain the story
behind Bridge to Terabithia and talk about some of the major themes in the book. Read the
dedication page and talk about why the author might have chosen to dedicate it to the people that
she did, and why the word "banzai" might be included on the page as well.
C.
Conclusion: Have the students make some predictions about the book in the form
of a written paragraph.
D.
Activity extension: Read aloud from the first chapter to raise student interest in
the book.
V.
Evaluation:
A.
How student learning will be measured: Students will predict what they think
will happen in Bridge to Terabithia based on the information received in class.
B.
Re-teaching procedures, if necessary: Print up a short list of facts about
Katherine Paterson and Bridge to Terabithia to go over as a class if it seems like there might be
confusion as to what the book is about.
C.
Possible changes to lesson plan to increase effectiveness: Talk about friendship
and what makes a good friend in order to get the students thinking about one of the major themes
in the book.
DAILY LESSON PLAN: Day 2
I.
Concept(s) to be taught: Characters in Bridge to Terabithia
II.
Instructional objective(s): Students should be able to identify and describe the main
characters in Bridge to Terabithia.
This goal meets Content Standard 8 of the Tennessee Curriculum Standards:
0501.8.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring
reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}).
0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and
theme in narration.
0501.8.7 Explore the various kinds of conflict (e.g., person vs. person, person vs. self,
person vs. environment, person vs. technology).
III.
Materials and media needed: Copies of the book; Text-a-character printout sheets
IV.
Classroom teaching strategies and procedures:
A.
Anticipatory Set: Ask the students to share and questions or thoughts that they
have about the book so far in their reading.
B.
Student learning activities: Talk about the main characters, and have the
students help you create a list of main characteristics of some of the most prominent people.
Have students create point of view circle maps to show how different characters perceive events
from the story like Jess's running and going to school. Use evidence from the book to back up
these viewpoints. Talk about what happens when the characters' perspective differ, and discuss
conflicts that Jess might have with himself or with other people in the story.
C.
Conclusion: Use the text-a-character printout sheets to have the students write a
text that they would send to Jess at this point in the story.
D.
Activity extension: Discuss some of the struggles that Jess is facing at this point
in the story.
V.
Evaluation:
A.
How student learning will be measured: Students will characterize Jess and
other main characters through writing their circle maps and text-a-character sheets.
B.
Re-teaching procedures, if necessary: Talk about other main characters and
how they relate to Jess in the story.
C.
Possible changes to lesson plan to increase effectiveness: Read portions of the
story to help showcase each character.
DAILY LESSON PLAN: Day 3
I.
Concept(s) to be taught: Jess and Leslie's Friendship
II.
Instructional objective(s): Students will examine the relationship between Leslie and
Jess and discuss its elements.
This goal meets Content Standard 8 of the Tennessee Curriculum Standards:
0501.8.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring
reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}).
0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and
theme in narration.
III.
Materials and media needed: "Getting to Know You" bingo cards.
IV.
Classroom teaching strategies and procedures:
A.
Anticipatory Set: Have students create a ven diagram showing differences and
similarities between our school and Jess and Leslie's school.
B.
Student learning activities: Talk about whether or not Leslie and Jess might
have become friends at our school, and discuss why setting might be important. Talk about how
friendships are made and maintained and play "Getting to Know You" bingo, which requires
students to get up out of their chairs and find people to whom certain statements apply. First
person to get bingo wins a small prize. Ask if any of the students learned something new about
their classmates, and invite them to share and discuss their findings.
C.
Conclusion: Take a short quiz to measure comprehension and knowledge of the
story so far.
D.
Activity extension: Play "Getting to Know You" bingo again, requiring people to
find someone different for each of their bingo spaces.
V.
Evaluation:
A.
How student learning will be measured: Student learning will be measured
informally through observation of the "Getting to Know You" game and resulting discussions
and formally through use of the comprehension quiz.
B.
Re-teaching procedures, if necessary: Discuss main points of the book so far.
C.
Possible changes to lesson plan to increase effectiveness: Go outside (if
possible) and have races like Jess and his classmates do in the story.
DAILY LESSON PLAN: Day 4
I.
Concept(s) to be taught: The bridge into Terabithia as a symbol
II.
Instructional objective(s): The students will illustrate the symbolic meaning of the
bridge into Terabithia through construction of their own bridge and its accompanying
description.
This goal meets Content Standard 8 of the Tennessee Curriculum Standards:
0501.8.2 Derive meaning while reading (e.g., use metacognitive and self-monitoring
reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}).
0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and
theme in narration.
0501.8.3 Check for understanding after reading (e.g., summarize, identify the author’s
purpose).
III.
Materials and media needed: Twigs, glue, construction paper, string.
IV.
Classroom teaching strategies and procedures:
A.
Anticipatory Set: Ask the students to find things around the room that they think
might be a symbol for something. Examples include: the American flag, smiley faces, company
logos, etc.
B.
Student learning activities: Talk about what each of the symbols the students
found stands for. Talk about how the bridge into Terabithia might stand for something as well,
and take a moment for students to write down what they think the bridge might mean in the
story. Look for evidence in the text to support these theories.
C.
Conclusion: Give the students twigs, string, glue, to construct their own bridge
into Terabithia on top of a piece of construction paper, and ask them to write a brief description
of what the bridge symbolizes on the paper.
D.
Activity extension: Talk about why Jess felt the need to build a bridge to
Terabithia.
V.
Evaluation:
A.
How student learning will be measured: Students will be informally assessed
based on their discussion of symbolism and their participation in constructing a bridge.
B.
Re-teaching procedures, if necessary: Give more examples of symbolism in
popular culture, and then relate symbolism to the story.
C.
Possible changes to lesson plan to increase effectiveness: Create a pretend
"Terabithia" in the classroom and construct some sort of bridge into it.
DAILY LESSON PLAN: Day 5
I.
Concept(s) to be taught: Dealing with death.
II.
Instructional objective(s): Students will explore the concept of death through Jess's eyes
and evaluate Paterson's ending to the story.
This goal meets Content Standard 8 of the Tennessee Curriculum Standards:
0501.8.3 Check for understanding after reading (e.g., summarize, identify the author’s
purpose).
0501.8.6 Understand the meaning of plot, character, setting, conflict, point of view, and
theme in narration.
III.
Materials and media needed: Stationary for letter-writing
IV.
Classroom teaching strategies and procedures:
A.
Anticipatory Set: Discuss students' reactions to the ending of the book. Ask if
this is what they predicted would happen, and if not, what was different than they expected.
B.
Student learning activities: Students will write a letter to Leslie from Jess's point
of view, telling her how much he misses her. Discuss why the students think the author chose
the ending that she did, and have them talk about whether or not they would have chosen to write
it the same way.
C.
Conclusion: Have the students write a short essay evaluating the book's ending,
including elements that they liked and those that they would have changed.
D.
Activity extension: Have students write an epilogue or an alternate ending to the
book.
V.
Evaluation:
A.
How student learning will be measured: Student learning will be measured
through their evaluation essay, which should include at least one element that they liked and one
element that they would have changed. The essay should use proper spelling and punctuation,
and be at least two paragraphs in length.
B.
Re-teaching procedures, if necessary: Give a list of key events and have the
students help you write a summary for the book based on the list.
C.
Possible changes to lesson plan to increase effectiveness: Discuss deaths that
the students have experienced. This could either be a good discussion or a really dangerous one,
depending on the traumatic nature of their experiences.