Among the Hidden Unit PlanEmily Marcellus

Among the Hidden Unit Plan

I. IntroductionA. Title

a. Among the Hidden by Margaret Peterson Haddixb. Modern Fantasy

B. Grade Levela. This novel unit was created for use in Mr. Bell’s sixth grade class at Grove

City Middle School. It will be used in a small group setting.b. Reading Level 5.9, Guided Reading Level Z

C. Durationa. Ten daysb. See block plan for pacing.

D. Contexta. This unit will take place in late April, during the last grading period.b. Other books read in this grade include: Wonder, The Lightning Thief, The

One and Only Ivan, Hatchet, Diary of Anne Frank, The Book Thief.II. Content

A. Goalsa. Through small group and independent reading, students will read the

whole book during the timeframe of this unit (10 days). b. Students will improve fluency while reading aloud and silently both

inside and outside of class.c. Students will understand the concept of theme and write a theme summary

of the book.d. Students will empathize with characters in the novel and try to put

themselves in another’s place. B. Concepts

a. Students will examine the narrative elements of theme and characterization.

b. Students will build vocabulary throughout the unit.c. Students will use a three-part method to summarize text.d. Students will write journal entries of different genres (compare/contrast,

opinion, informational).C. Vocabulary

a. beckoned (chapter 2, page 11): to appear inviting b. reciprocity (chapter 5, page 25): mutual exchange of favors or privilegesc. hangdog (chapter 6, page 27): ashamed or guilty; discouragedd. sanctuary (chapter 13, page 55): place of safety e. propaganda (chapter 16, page 68): spreading of information in order to

influence public opinion and to manipulate other people's beliefs

f. infiltrator (chapter 16, page 71): someone who passes secretly into enemy territory

g. flippantly (chapter 17, page 78): with disrespectful casualnessh. revelation (chapter 19, page 92): discovery of a surprising fact i. genocide (chapter 19, page 93): planned massacre of an entire groupj. preponderance (chapter 21, page 100): excess in number or quantity k. domesticity (chapter 21, page 102): devotion to the activities of home life l. totalitarian (chapter 28, page 135): government in which the political

authority exercises absolute control over all aspects of lifem.cynicism (chapter 28, page 136): an attitude of mocking negativityn. guerrilla (chapter 29, page 140): member of a rebel group working in

small groups to harass the enemy, as by surprise raidso. lackey (chapter 29, page 145): servant; attendantp. persona non grata (chapter 29, page 145): unwelcome person

D. Skillsa. Characterization and Theme b. Making Connectionsc. Summarizationd. Compare and Contrast e. Opinion Writingf. Making Inferences (Vocabulary) g. Vocabulary Development

III. ObjectivesA. Objectives:

1. Overall1. Given time in class and group discussion, TSWBAT read Among

the Hidden within the time frame (10 days). 2. Given instruction in inferring and classroom definitions, TSWBAT

fill out their vocabulary journal to completion. 3. Given instruction in theme identification, TSWBAT write a

summary of their theme including at least one text quotation to teacher satisfaction (rubric).

4. Given vocabulary journal, class discussion, and teacher-provided definitions, TSWBAT define their vocabulary words to 85% accuracy.

2. Day One1. Given an introduction to class activities, TSWBAT infer the

definitions for vocabulary words and identify thematic passages in the text to teacher satisfaction.

3. Day Two

1. Given a genre study and class discussion, TSWBAT identify elements of dystopian fiction in Among the Hidden and other dystopian texts to teacher satisfaction.

2. Given teacher conferencing and introduction to assignment, TSWBAT begin to write a one- to two- paragraph journal response to teacher satisfaction (in a rubric).

4. Day Three1. Given station activities and a minilesson, TSWBAT make at least

one text-to-world connection with Among the Hidden while reading today.

5. Day Four1. Given class discussion and a Venn Diagram, TSWBAT write a

compare/contrast journal response to teacher satisfaction (rubric).6. Day Five

1. Given a minilesson on opinion writing, TSWBAT write an opinion journal response to teacher satisfaction (rubric).

7. Day Six1. Given a minilesson on summarization, TSBAT independently

complete two three-part summarization pages to completion. 8. Day Seven

1. Given a class discussion on Questioning the Author, TSWBAT analyze the author’s decisions in text to teacher satisfaction.

2. Given an introduction of the assignment and reading of the book, TSWBAT write a journal response to teacher satisfaction (rubric).

9. Day Eight1. Given a minilesson on characterization and materials, TSWBAT

identify the qualities of characters in the book in a chart format to 80% accuracy.

10. Day Nine1. Given a theme share, TSWBAT identify the three main themes of

the text and explain them to teacher satisfaction. 2. Given an introduction and time to work in class, TSWBAT write

and answer interview questions for an interview with a shadow child to teacher satisfaction (rubric).

11. Day Ten1. Given reading of novel and group discussion, TSWBAT add

material to the character sketch to completion. B. Bloom’s Taxonomy

a. Knowledge1. Students will be responsible for the knowledge of vocabulary

definitions.

2. Students will recall basic information from the text. b. Comprehension

1. Student discussions and quizzes will guide student comprehension of the novel.

2. Students will summarize chapters of the text. c. Applications

1. Students will relate to the characters through class discussions and journal entries.

2. Students will apply their knowledge of character traits to assign characters certain “types.”

d. Analysis1. Students will compare and contrast Luke and Jen in a Journal

entry. 2. Students will analyze their assigned theme in the novel.

e. Synthesis1. Students will create a character sketch as a group.2. Students will react to journal prompts of different genres

(Informational, Opinion, Compare-Contrast). 3. Students will create interview questions and answers as a shadow

child. 4. Students will synthesize material in order to make Text-World

connections. f. Evaluation

1. Students will evaluate the author’s decisions using Questioning the Author.

2. Students will evaluate texts based on the characteristics of dystopian literature.

C. Eligible Contenta. Text-World Connectionsb. Opinion Writingc. Summarizationd. Questioning the Author

D. Standardsa.PA CC E06.A-K.1.1.2: Determine a theme or central idea of a text and

how it is conveyed through relevant details; provide a summary of the text distinct from personal opinions or judgments.

b. PA CC E06.B-C.2.1.1: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

c. PA CC E06.B-C.2.1.2: Analyze how a particular sentence, paragraph, chapter, section, or text feature fits into the overall structure of a text and contributes to the development of the ideas.

d. PA CC 06.B-V.4.1.1: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies…Use context as a clue to the meaning of a word or phrase.

e. PA CC E06.A-C.3.1.1: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

f. PA CC.1.5.6.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

g. PA E06.E.1.1.1: Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

h. PA E06.E.1.1.2: Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

i. PA R6.A.1.3: Make inferences, draw conclusions, and make generalizations based on text.

j. PA R6.A.1.6: Identify and describe genre of text.k. PA R6.B.1.1.1: Identify, explain, interpret, compare, describe, and/or

analyze components of fiction and literary nonfiction.IV. Learning Experiences

A. Day One/Introductory Lesson (20 minutes): April 20a. Anticipatory Set:

1. Introduce self; have students introduce themselves.2. Hand out books and packets.3. Anticipation Guide: Students will read statements that deal with

themes from Among the Hidden and note whether they agree or disagree with the statement.

b. Development:1. Introduce Theme Sightings to students. Assign theme to each

student. While you read, use these sticky flags to mark lines that relate to your theme. Later, you will write a summary of your theme including a quote or two that exemplifies the theme and share it with your peers. At the end of our unit, you will write a summary of your theme with some supporting quotes to share with our group.

Learning Experiences Key:Italics: Words I will sayBold: Materials needed

2. Introduce Vocabulary Journal: Do you know what it means to infer? When you infer, you make a well-informed guess. It is also called “reading between the lines.” You take what the text gives you and try to make meaning of a word based on the context. Every so often, there will be a vocabulary word in the book for which I would like you to infer a definition. I will then give you our classroom definition in class and you will draw a picture that will help you remember the word.

c. Guided/Independent Practice:1. Read chapters 1-2. I will read the first chapter. We will read the

second chapter in a circle. 2. Stop at the end of chapter 2 and go over the word beckoned, which

is my vocabulary example. Think aloud an inference. d. Closure:

1. T-P-S (Think-Pair-Share): Can you relate at all to Luke? How? 2. Assign homework: Read chapters 3-7. There will be a quiz! Infer

definitions for two vocabulary words (reciprocity, hangdog). e. Adaptations:

1. Extra time left over: Students may read for their homework tonight.

2. Run out of time: Add more reading for homework. 3. Unmotivated learners: Scaffold inferring for struggling learners.

Show them more examples and do another think-aloud. 4. High Achievers: Challenge students to mark only passages for

theme sightings that they believe truly exemplify the theme. f. Evaluation:

1. Were the students engaged throughout the whole lesson?2. Did the students understand inferring vocabulary and their theme

assignment?3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?B. Day Two (20 minutes)

a. Anticipatory Set:1. T-P-S: Did you find any quotes related to your theme last night?

Share them with a friend. b. Development:

1. Quiz: Chapters 3-72. Any questions from last night’s reading? How do you feel about

Luke now? Is he being whiny? Do you relate to him? 3. Genre Study: Dystopian Fiction Minilesson

a. What dystopian novels have you read?b. Read through What Makes a Novel Dystopian? Stop at the

end of each section and connect the information to books they have read or what they already know about Among the Hidden.

i. What is the backstory of _____? How did this society come to be?

ii. Have you seen these two types of heroes in any novels? (Katniss & Gale; Luke & Jen)

iii. Where have you seen some of these elements of dystopian conflict?

iv. What types of climax have you seen? Any unresolved plots?

4. Vocabulary Words from last night (reciprocity, hangdog): Who thinks that they have a good definition for these words? How did you come up with these definitions? Was one easier to infer than the other?

a. reciprocity: mutual exchange of favors or privilegesb. hangdog: ashamed or guilty; discouraged

c. Guided/Independent Practice:1. Read Chapters 8-10. Read Chapter 8 around the circle. Read

Chapters 9-10 silently. Use Questioning the Author while reading. 2. Start work on Journal 1. Only 1-2 paragraphs needed.

d. Closure:1. Homework: continue to work on Journal 1 if they have not

finished. 2. Exit Ticket: Name and describe one aspect of dystopian literature

in one sentence. e. Adaptations:

1. Extra time left over: Students may read complete Journal 1.2. Run out of time: Finish reading chapters 8-10 for homework. 3. Unmotivated learners: Inform students that they will have to

connect new information with a dystopian book they have already read. Give them time to think through the book and how it relates to the aspects of dystopian literature.

4. High Achievers: Challenge students to write three sentences in their exit ticket, delving into how the aspect of dystopian literature relates to Among the Hidden so far.

f. Evaluation:1. Were the students engaged throughout the whole lesson?

2. Were students able to connect their knowledge of dystopian fiction with the aspects introduced in class?

3. Were students able to write their journal responses with this much freedom?

4. If I were to teach this lesson again, what would I change?5. Do I need to change anything about classroom management or unit

set-up for tomorrow?C. Day Three (20 minutes)

a. Anticipatory Set:1. China vs. Among the Hidden Stations: split students into two

groups. One group will watch the youtube video China’s Secret Children while the other group reads Understanding China’s One Child Policy with me. While doing these activities, students will fill out a compare/contrast chart. Switch groups.

b. Development:1. Text-to-World Connections Minilesson: What do you know about

making connections to the novels you read? There are 3 types of connections: text-self, text-text, and text-world. Our stations on China today were an example of text-world connection. We were connecting out knowledge of Among the Hidden to the real life problems in China. We can make connections while we read, too. While we are reading today, let’s try to make some text-world connections. Anchor Chart

c. Guided/Independent Practice:1. Read Chapters 11-14. Read Chapters 11 and 12 aloud and stop to

make connections. Read Chapters 13-14 silently and conference with students to see if they are making connections.

2. Enter sanctuary into vocabulary journal.3. Introduce Journal #2- we will work on this tomorrow. Allow

students to start brainstorming with Venn Diagram. d. Closure:

1. Homework: Read Chapters 15-17. There will be a quiz! Fill out journal for 3 vocabulary words: propaganda, infiltrator, flippantly.

2. Exit Ticket: Where you able to make a text-world connection today while reading? If so, what was it?

e.Adaptations:1. Extra time left over: Students may continue working on Journal 2

or begin reading for homework tonight. 2. Run out of time: Finish Venn Diagram for homework. 3. Unmotivated learners: Conference with these students while

reading to pull out a text-world connection.

4. High Achievers: Ask students to come up with text-text and text-self connections as well as text-world.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to make a text-world connection with the book? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?D. Day Four

a. Anticipatory Set:1. T-P-S: Share last night’s inferred definitions with a partner. Who

thinks they have a good definition? 2. Provide classroom definitions; students will draw pictures to

remember. b. Development:

1. Quiz: Chapters 15-172. Any questions from last night’s reading? What do you think about

Jen and her plan to protest? Why do you think the author included a character like Jen? How about Jen cutting her hand?

c. Guided/Independent Practice:1. Read Chapters 18-19. Read Chapter 18 in a group- each person as

a character (Luke, Jen, Narrator, Carol, Sean, Yolanda). Read chapter 19 independently.

2. Enter inferred definitions into vocabulary journal: revelation, genocide. Provide classroom definition and have students draw picture.

3. Journal Workshop: Finish Journal 1 if not yet finished. Start Journal 2. Go around and conference.

d. Closure:1. T-P-S: Did you have any theme sightings last night? Share one

with your partner.2. Assign Homework: Read Chapters 20-22. Infer definitions for two

vocabulary words: preponderance, domesticity. e. Adaptations:

1. Extra time left over: Students may work on Journals or begin reading for homework tonight.

2. Run out of time: Cut journal workshop short and give them more time another day.

3. Unmotivated learners: Conference with these students during journal workshop and encourage them to continue writing by helping them to organize their thoughts for the rest of the journal.

4. High Achievers: Challenge these learners to add detail and try something new in their journal.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to fill out the Venn Diagram and transfer that

information to prose? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?E. Day Five

a. Anticipatory Set:1. Vocabulary Crossword exercise; this is how students will receive

the classroom definitions for last night’s words. b. Development:

1. Quiz: Chapters 20-222. Any questions from last night’s reading? Have your feelings

changed at all about Jen or Luke? Do you think Jen’s scheme will work?

3. Minilesson on Opinion Writing: Have you written any opinion pieces before?

a. Elements of an opinion piece: Anchor Charti. Purpose- to persuade; your thesis statement should

be an argument ii. Voice- 1st person

iii. Make it personal- try telling a storyiv. Acknowledge other arguments

b. Share a paragraph of my opinion writing and point out different techniques used

c. Guided/Independent Practice:1. Journal Workshop: Finish up past journals; start work on Journal 3

a. Conference with students during workshopd. Closure:

1. Whip around- what did you learn/enjoy doing today?2. No Homework!

e. Adaptations:1. Extra time left over: Students may work on journals or work on

tasks for other classes. 2. Run out of time: Finish journals 1 & 2 for homework. 3. Unmotivated learners: Conference with learners and remind to

look at characteristics of opinion writing anchor chart.

4. High Achievers: Encourage these students to tell a story in their opinion piece, a text-self connection.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to apply the aspects of opinion writing to their

journal assignment? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?F. Day Six

a. Anticipatory Set:1. Let’s review what just happened in our book the last time we left

off. Who remembers? What we just did is a form of summarizing, and today we are going to go deep into summarization.

b. Development:1. Minilesson on Summarization: Anchor Chart

a. Who knows what it means to summarize? Do you summarize in school a lot? Summarizing is helpful because it allows you to pull out the big, important parts of a story.

b. Read aloud Chapter 23. Think-Aloud Big Summary, Little Summary, and Chapter Title.

i. Big Summary: At the beginning of this chapter, Luke is really mad at Jen. But then he realizes that Jen could get shot at her rally and gets really scared. Luke’s mom comes home, and he decides that he can’t tell her about Jen.

ii. Little Summary: Luke is really worried about Jen’s safety at the rally.

iii. Title: Luke’s Breakdownc. Guided/Independent Practice:

1. Read chapters 24 & 25 around the table in turns. Do 3-part summary as a group for each chapter.

2. Students will read chapters 26 and 27 independently. They will fill out summarization sheets for these chapters independently.

3. Work on Journal 3 until everyone is finished.4. Allow students to meet with others who are covering the same

theme as them and go over what they have found so far. Go around to each group and make sure they are on track while writing their summaries. Remind students that they must have at least one quote from the book in their summary!

d. Closure:

1. Exit Ticket: Write a one-sentence summary of our lesson. 2. Homework: Read Chapters 28-30. There will be a quiz! Infer

definitions for 5 vocabulary words: totalitarian, cynicism, guerrilla, lackey, persona non grata.

e. Adaptations:1. Extra time left over: Students may read for homework or continue

work on theme summary.2. Run out of time: Start in-class work on theme sightings

summarization tomorrow. 3. Unmotivated learners: Teacher will spend conference time with

students that need direction and assistance. 4. High Achievers: Encourage this group to go deep into their theme.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to summarize the text in the three-part format? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?G. Day Seven

a. Anticipatory Set:1. Think about a book that made you mad. Maybe the ending did not

turn out the way you wanted or the book had some annoying character that you wish the author would have left out. Think about a book that you love. Everything the author did you think was perfect. Anyone want to share either of these books? As readers, sometimes we question the author’s decisions made with their books. This strategy is called Questioning the Author. It helps us to understand what we are reading. Today we are going to talk about Margaret Peterson Haddix’s decisions in Among the Hidden. But first we have a quiz!

b. Development:1. Quiz- Chapters 28-302. Class Discussion (Questioning the Author): So now we have all

finished our novel! Let’s talk about the author’s decisions in this book.

a. Did you like the ending? Why do you think the author ended the book this way? (Keep in mind there are sequels).

b. Why did the author have Jen die? Would any other ending have been realistic for Jen?

c. Why did Luke have to leave? (Besides the obvious reason that the population police were on to him)

3. Vocabulary: T-P-S definitions. Who has a good definition? Provide class definitions. Totalitarian, lackey, and persona non grata are critical to understanding the form of government in the book. What do these words in context tell you about the government?

c. Guided/Independent Practice:1. Finish writing theme summaries. Make sure students have at least

one quote from the book in their summary! Conference with students.

2. Continue work on Journal 3 if not finished. 3. Introduce Journal 4 and have students start writing. Conference

with students. d. Closure:

1. 3-2-1 – Students write down on a note card 3 things they learned from today’s lesson, 2 questions they have about the topic and 1 thing want the teacher to know from today’s lesson.

2. Homework: Finish Theme Summary- we are presenting them tomorrow! Study for Vocabulary Quiz- matching, multiple choice

e. Adaptations:1. Extra time left over: Students may work on Journals or finish

theme summary. 2. Run out of time: Introduce Journal 4 tomorrow. 3. Unmotivated learners: Conference with these learners during group

and individual work time. Encourage them to continue their hard work.

4. High Achievers: Encourage these learners to try something they have not done before in their writing.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to use the Questioning the Author technique to

expand their understanding of the novel? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?H. Day Eight

a. Anticipatory Set:1. Ask Students: Who is your favorite character in all of literature?

Why do you like them so much? Who is your favorite character from Among the Hidden? Why do you like him/her? Today we are going to study what makes a great character.

b. Development:

1. Vocabulary Review Game: Charades a. Words on index cards and a poster with all words

2. Vocabulary Quiz3. Minilesson on Characterization: Read through information on

worksheet about protagonist/antagonist, round/flat, and dynamic/static characters together. Share example of Luke.

c.Guided/Independent Practice:1. Characterization Minilesson continued: Fill out the first few blocks

of characters together and have students fill out the rest.2. Work on Journal 4. Conference. 3. Introduce “Interview a Shadow Child” Project. Form pairs. The

pairs will write questions and answers as interviewer and shadow child. Look at rubric for more information.

4. Students may work on the Interview Project with their partner while I conference.

d. Closure:1. Exit Ticket: Which character do you connect most with and why?2. Homework: Finish Journal 4. Also make sure Theme Summary is

completed- we are presenting them tomorrow! Give me the theme summaries so that I can make copies for everyone in the group.

e. Adaptations:1. Extra time left over: Students may work on Journal 4 or homework

for other classes. 2. Run out of time: Begin Interview Project for homework. 3. Unmotivated learners: Continue to do think-alouds with this group

until they can complete the characterization chart independently. 4. High Achievers: Ask these students to delve deeper into the

characters by determining which characters are most relatable, unrelatable, and realistic.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to “type” the characters in the book?3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?I. Day Nine

a. Anticipatory Set:1. Today we are going to share our theme project we have been

working on! Our themes for Among the Hidden are honestly, loneliness, and courage. Let’s hear from our group members what they learned about their theme!

b. Development:1. Theme Share! Each child will share their summary with the class

and take questions from the group. c. Guided/Independent Practice:

1. Work on “Interview a Shadow Child” Project with partner. I will move around and conference. Remind students to check the rubric if they have questions about grading.

d. Closure:1. Exit ticket: Summarize a theme other than your own. 2. Remind students that our novel celebration will be tomorrow! 3. Homework: None (unless they have not finished interview project)

e. Adaptations:1. Extra time left over: Students may work on Interview project or do

homework for other classes. 2. Run out of time: Provide more time tomorrow for students to work

with their partner. 3. Unmotivated learners: Encourage students to take on responsibility

in their Interview project and make sure they are accountable through observation.

4. High Achievers: Ask these students to create bigger, deeper questions for the shadow child to answer.

f. Evaluation:1. Were the students engaged throughout the whole lesson?2. Were students able to summarize the themes presented? 3. Are students appropriately working on their interview project and

writing good questions and responses? 4. If I were to teach this lesson again, what would I change?5. Do I need to change anything about classroom management or unit

set-up for tomorrow?J. Day Ten/Final Lesson

a.Anticipatory Set:1. Welcome students to the novel celebration! List all of the great

work we have been doing these past two weeks (theme summarizations, journal entries, learned about China, genre study, vocabulary journal, and minilessons on summarization, opinion writing, and characterization)! Explain what we will be doing today.

b. Development:1. Allow students to meet with their Interview partner briefly to go

over any final details.

2. Shadow Child Interview Presentations! Pass out snacks to eat during presentations.

c. Guided/Independent Practice:1. Character sketch: Using butcher paper and coloring utensils, the

group will trace a member of the group to use as a Luke’s shape. Students will color in what Luke is wearing and write favorite quotes, character traits, and facts about him around his body.

2. Complete Anticipation Guide again. Did any of your opinions change after this unit? Why?

d. Closure:1. Thank students for all of their hard work these past two weeks and

tell them how much I enjoyed teaching them. e. Adaptations:

1. Extra time left over: Students may work on homework for other classes.

2. Run out of time: Ask students to complete discussion guide individually.

3. Unmotivated learners: Verbally encourage all students to participate.

4. High Achievers: Ask high achievers to take on the higher-order tasks for the character sketch (character traits, growth as a character).

f. Evaluation: 1. Were the students engaged throughout the whole lesson?2. Did all students participate in the character sketch activity? 3. If I were to teach this lesson again, what would I change?4. Do I need to change anything about classroom management or unit

set-up for tomorrow?V. Evaluation Instrument and Methods

A. Formative Evaluation: a. Student work checked for completionb. Participation in group discussionc. Exit Tickets/3-2-1/Whip Aroundd. Think-Pair-Sharee. Conferencing/Observation during reading, writing, and small

group/partner work B. Summative Evaluation:

a. Journal Entriesb. Quizzes for comprehension and vocabularyc. Theme Presentation and Summary d. Interview a Shadow Child Presentation

VI. Evaluation of ObjectivesSee evaluation sections of daily lessons.

VII. Evaluation of Daily LessonsSee evaluation sections of daily lessons.

VIII. ResourcesA. Bibliography:

a. Among the Hidden by Margaret Peterson Haddixb. Sample unit plans on VoiceThread and in the curriculum library.c. Mosaic of Thoughtd. Writing Workshop e. Among the Hidden Literary Guide by Kathleen Wokon-Rowley

http://blogs.wsd1.org/riverheights42/files/2011/12/Among-the-Hidden-Study-Guide1.pdf

f. Bright Hub Education Teaching Ideas and Discussion Questionsg. https://www.teacherspayteachers.com/Product/Among-the-Hidden-vs-

Real-Life-Common-Core-Activities-586318B. Materials:

a. Whole Unit:1. Among the Hidden book set2. Sticky flags 3. Among the Hidden packet 4. Setting Poster 5. Word Wall Poster 6. Collection Basket7. Bookmarks 8. Laptop

b. Day One: 1. (none)

c. Day Two:1. Quiz: Chapters 3-72. China’s Secret Children Video (youtube)3. Making Connections Anchor Chart4. Exit Ticket

d. Day Three:1. Exit Ticket

e. Day Four: 1. Quiz: Chapters 15-17

f. Day Five:1. Vocabulary Crossword2. Quiz: Chapters 20-223. Opinion Writing Anchor Chart

g. Day Six:1. Summarization Anchor Chart2. Exit Ticket

h. Day Seven:1. Quiz: Chapters 28-302. 3-2-1 Notecard

i. Day Eight:1. Vocabulary Quiz2. Exit Ticket

j. Day Nine:1. Exit Ticket

k. Day Ten: 1. Snacks2. Butcher Paper3. Coloring Utensils

IX. AppendixA. Student Materials

a. Anticipation Guideb. Vocabulary Journalc. Journal Packet (Journals 1-4)d. What Makes a Novel Dystopian? Articlee. Understanding China’s One Child Policy Articlef. Comparing China and Among the Hidden Chartg. Venn Diagramh. Vocabulary Crosswordi. Summarization Worksheetsj. Theme Sighting Summary Pagesk. Characterization worksheet l. Interview a Shadow Child Explanation

B. Sketchesa. Setting Postersb. Making Connections Anchor Chart c.Opinion Writing Anchor Chartd. Summarization Anchor Chart

C. Assessment Toolsa. Quizzes and keys b. Rubrics