Web viewThey involve issues with both family and friends. ... A resource that may be ... They want the teacher’s story of what happened close enough that they can write

Amanda Lloyd: Nine, Ten: A September 11 Story

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Fifth Grade, ELA, Nine, Ten

How do we persevere through adversity?

Unit Developed by Amanda LloydEndeavor Elementary, Nampa

Nampa, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education

An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story

Universal Design for Learning (UDL)

Multiple Means of RepresentationProvide options for perception

✓ Offer ways of customizing the display of information

✓ Offer alternatives for auditory information

✓ Offer alternatives for visual information

Provide options for language, mathematical expressions, and symbols

✓ Clarify vocabulary and symbols

✓ Clarify syntax and structure

❏ Support decoding text, mathematical notation, and symbols

❏ Promote understanding across languages

✓ Illustrate through multiple media

Provide options for comprehension

✓ Activate or supply background knowledge

❏ Highlight patterns, critical features, big ideas; and relationships

❏ Guide information processing, visualization and manipulation

✓ Maximize transfer and generalization

Multiple Means of Action and ExpressionProvide options for physical action

✓ Vary the methods for response and navigation

❏ Optimize access to tools and assistive technologies.

Provide options for expression and communication

✓ Use multiple media for communication

❏ Use multiple tools for construction and composition

❏ Build fluencies with graduated levels of support for practice and performance

Provide options for executive functions

✓ Guide appropriate goal-setting

✓ Support planning and strategy development

✓ Facilitate managing information and resources

✓ Enhance capacity for monitoring progress

Multiple Means of EngagementProvide options for recruiting interest

❏ Optimize

Provide options for sustaining effort and persistence

❏ Heighten salience

Provide options for self-regulation

❏ Promote expectations and beliefs that

1 Original unit development sponsored by The Idaho Coaching Network

An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyindividual choice and autonomy

✓ Optimize relevance, value, and authenticity

❏ Minimize threats and distractions

of goals and objectives

❏ Vary demands and resources to optimize challenge

✓ Foster collaboration and communication

✓ Increase mastery-oriented feedback

optimize motivation✓ Facilitate personal

coping skills and strategies

✓ Develop self-assessment and reflection

Webb's Depth of Knowledge - Level 1 (Recall)✓ Who, What, When, Where, Why ✓ Label ❏ Recite✓ Define ✓ List ✓ Recognize✓ Identify ✓ Match ❏ Report✓ Illustrate ❏ Measure ✓ Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)✓ Categorize ❏ Estimate ✓ Observe✓ Classify ❏ Graph ❏ Organize❏ Collect and Display ✓ Identify Patterns ❏ Predict✓ Compare ✓ Infer ✓ Summarize✓ Construct ✓ Interpret

Webb's Depth of Knowledge - Level 3 (Strategic Thinking)❏ Assess ✓ Differentiate ❏ Hypothesize✓ Construct ✓ Draw Conclusions ✓ Investigate✓ Critique ❏ Explain Phenomena in Terms of Concepts ✓ Revise✓ Develop a Logical Argument ❏ Formulate ❏ Use Concepts to Solve Non-


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryRoutine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)✓ Analyze ✓ Create ❏ Prove✓ Apply Concepts ❏ Critique ❏ Synthesize✓ Connect ✓ Design

Idaho Coaching Network Unit Plan

Unit Title: Nine, Ten: A September 11 Story

Created By: Amanda Lloyd

Subject: ELA

Grade: Fifth

Estimated Length: Six weeks

Unit Overview:

During this unit students will consider how others and themselves overcome adversities. The class will read Nine, Ten: A September 11 story, analyzing how the characters in the book persevere through adversity. Each individual character has their own back story that contains adversity and they all experience the challenge of 9/11 differently. Students will write about adversities of their own and possibly how they overcame them. Following the book, the class will read informational text about what happened during this time and about the people that were there. The reading of this unit will be completed during a period of 50 minutes per day for 6 weeks. The writing will be during increments of 40 minutes of time per day. Adding up to each day needing at minimum 90 minutes in order for the unit to be successful. While this is an ELA designed unit it is a historical fiction book and there are many opportunities to make connections to social studies standards.

Unit Rationale:Students will build knowledge and academic language through a balance of content rich, complex nonfiction and literary texts.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryStudents will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum. It is important for students to read a fifth grade level text and understand it. They need to be able to dig deep in the text and learn something important from it.

Essential Question:● How do we persevere through

adversity?

Enduring Understandings:● Students will be able to relate to

others challenges in life, empathize with them and realize they are not alone in facing challenges and that everyone has their own battle to fight. In the end, they will be able to think of how they can best overcome any adversity that life throws their way.

Measurable Outcomes:Learning Goals Success Criteria:

● I can determine the meaning of figurative language in a text.○ Success Criteria: I can identify similes, personification, metaphors, hyperboles,

onomatopoeia, and idioms.○ Success Criteria: I can explain the meaning behind common figurative language

sentences and analyze the meaning for less common figurative language.● I can write a high quality narrative about a real event using descriptive details.

○ Success Criteria: I can write a narrative story that has descriptive details, dialogue, expands the moment, and teaches a lesson.

● I can describe how a character’s point of view or perspective influences the events of the story.

○ Success Criteria: I can identify the perspective of a story and compare the events of that perspective.

Targeted Standards:Idaho English Language Arts/Literacy Standards:

● R.L.5.4 Determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes.

● RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

● W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Supporting Standards:

● RL.5.1 Quote accurately from a text

when explaining what the text says

explicitly and when drawing inferences

from the text.

● RL.5.3 Compare and contrast two or

more characters, settings, or events in a

story or drama, drawing on specific

details in the text (e.g., how characters

interact).

Targeted Standards:Optional Content standards:

● 5.SS.2.1.1 Develop and use different kinds

of maps, globes, graphs, charts, databases,

and models to display and obtain

information.

● 5.SS.2.1.4 Name and locate the 50 States

and their Capitals, and U.S. Territories.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story● RI.5.9 Integrate information from several

texts on the same topic in order to write

or speak about the subject

knowledgeably.

Summative Assessment:● Summative Assessment Description:

o Students will interview a family member about what they recall about where they were during September 11. They will take the details that their family member gave them and they will create a narrative retelling their family member’s story. Turning their family member that they interview into a character.

▪ Scaffold: If students do not have a family member that recalls 9/11 and where they were, students can choose between two different options. They can interview a teacher in the school or they can be given an article that is a non-fiction text that tells about someone during the attacks and they will turn them into a character for their story.

● Formative Assessment:○ Write a narrative story that compares the adversities of a character from Nine, Ten and yourself. Prompt: Imagine you were to meet a

character from the story, What would you say and do? How would you relate to the adversities they faced in the book? Would you and the character discuss it? Or how could you advise them to overcome their challenges?

● Culminating Task:o Write thank you letters to local First Responders.

● Depth of Knowledge (DOK) Explanation:o DOK 3-4 students will create a writing project after interviewing their family. They will collect the information themselves and

making sure they get as many details as possible from their family member. Once students begin writing, they will have to create a plan for their story on their own and revise. Students will need to pull all of their knowledge from the course of the unit into this writing.

● Rubric or Assessment Guidelines:o Narrative Story Rubric o Figurative Language assessment - figurative language must be quoted accurately, with quotation marks and a page number, and the

meaning behind the figurative phrase must be explained.

Primary Text:● Nine, Ten: A September 11 Story by Nora Raleigh Baskin



Supplemental materials/resources:● Silent Video used for perspectives● “Kid president’s Guide to Making a New Friend” ● Michael Wright September 11th story● Jeremy Lin Basketball player’s story of adversity● Boys Trapped Beneath Snow article● Emergency Response Interactive● Article about fireman, A Hero of 9/11 ● https://www.911memorial.org/ ● Dogo News recap ● https://www.911memorial.org/interactive-911-timelines ● https://www.911memorial.org/interactive-museum-experience ● https://www.911memorial.org/sites/default/files/Museum%20Guide%20for%20Visitors%20With%20Children.pdf

Text Complexity Analysis of: Nine, Ten: A September 11 StoryAuthor: Nora Raleigh BaskinText Type: Historical Fiction

Text Description Recommended Complexity Band LevelThe text goes back in time to September 9th through the 11th. It tracks these days in the life of 4 different kids, all from different parts of the United States and from different backgrounds. It tells their story of the things going on in their lives prior and how they experience 9/11. Each kid has their own challenges that are happening throughout the story.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?I recommend this book for upper elementary to middle school. While the 730L level is in the middle of the 4-5 band, it is at least a moderately complex text when looking at the Qualitative Measures. There is a lot of background that students will need to have in order to better understand the story. It becomes more complex due to the style of writing in one character’s story that contains multiple flashbacks and figurative language phrases.

Mark all that apply:Grade Level Band: K-5 ☒ 6-8 ☒ 9-12 ☐

Content Area: English/Language Arts (ELA) ☒ Foreign Language (FL) ☐General (G) Health/Physical Education (HPE) ☐ ☐


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryHistory/Social Studies (HSS) ☒ Humanities (H) ☒ Math (M) ☐Professional Development (PD) Professional/Technical Education (PTE) ☐ ☐Science (S) ☐

Quantitative MeasureQuantitative Measure of the Text:730L

Range:640L-850L

Associated Grade Band Level:4-5

Qualitative MeasuresText Structure (story structure or form of piece):Exceedingly complex- Nine, Ten follows four characters story lines. In the first chapter it switches perspectives between the characters with only a line break. After the first chapter, it switches using chapter breaks. It is also exceedingly complex because each character has flashbacks to tell about something that happened previously before September 9th. Since the book only takes place during approximately 3 days, the author places the flashbacks into the story in order for readers to better understand the characters. The flashbacks are a bit stronger in Sergio’s chapters than in others.

Language Clarity and Conventions (including vocabulary load):Moderately Complex- The vocabulary is fairly easy to understand. There are moments of figurative language and some complex compound sentences. However, the language is mostly conversational and not academic or archaic.

Levels of Meaning/Purpose:Moderately Complex- Theme is clear but is subtle. It will take some analysis, by students, of the story to clarify the theme.

Knowledge Demands (life, content, cultural/literary):Very/Moderately Complex- Experiences portrayed by the characters are very relatable. They involve issues with both family and friends. There is a part in the story for every student to relate to. There are references to another culture that may be unfamiliar to some students, but this will broaden student’s ideas of the world.

Considerations for Reader and TaskPossible Major Instructional Areas of Focus for this Text:

CCSS.ELA-LITERACY.RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).CCSS.ELA-LITERACY.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.CCSS.ELA-LITERACY.RL.5.5Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.CCSS.ELA-LITERACY.RL.5.6Describe how a narrator's or speaker's point of view influences how events are

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

The biggest challenge is the switches in perspective and time. In the first chapter the perspective of who the story is following seems to switch at the drop of a hat and can be difficult for students to follow.

Another challenge might be the cultural reference of someone different than the students culture.

Differentiation/Supports for Students:


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storydescribed. Whole class scaffold- Instruction on perspectives prior to starting the story.

IEP/Struggling Reader- Reading with students that need extra support. Partner reading of the text. Audio version of the reading. Small group reading/comprehension

ELL- Small group instruction. Vocabulary focus.

Scaffolds and ExtensionsUDL Components:Optimize relevance, value, and authenticity

✓ Foster collaboration and communication

✓ Guide appropriate goal-setting

✓ Support planning and strategy development

✓ Vary the methods for response and navigation

✓ Activate or supply background knowledge

Support for students who are ELL, have disabilities or read well below grade level text band:

➢ Supported by a partner during reading. Having checklists for feedback. A place to self reflect on their own writing with the feedback.

➢ Scaffolded by beginning together. Gradual release. Choice in setting goal that is appropriate for their skill level. Small group goals.

➢ Gradual release of flow map strategy.

➢ Technology and paper options. When using technology, choice in writing, drawing, voice recording.

➢ Scaffolding vocab words prior to reading. Showing pictures of clueless and O’Hare airport prior to reading. Discussing culture and doing a culture web comparison.

Extensions for advanced students:

➢ Supporting a partner during reading. Collaboration during socratic seminar, focus on helping and listening, making sure there is equity of voice.

➢ Choice in setting a goal that will challenge them.

➢ Adding more events and details to the flow map.

➢ Technology and paper options. When using technology, choice in writing, drawing, voice recording, or combining all three.

➢ Scaffolding vocab words prior to reading. Showing pictures of clueless and O’Hare airport prior to reading. Discussing culture and doing a culture web comparison.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story✓ Offer alternatives for auditory information

✓ Offer alternatives for visual information

➢ Audio of book. Creating audio responses.

➢ Paper and technology copies. Pictures, videos and audio recordings.

➢ Creating audio responses.

➢ Paper and technology copies. Pictures, videos and audio recordings.

Vocabulary

Targeted Academic Vocabulary

AdversityPersevereCulture

Targeted Content Area VocabularyHijackHijab

Ground ZeroFigurative Language

IdiomOnomatopoeia

SimileMetaphorHyperbole

Personification

Instructional Sequence

Days and Desired Outcomes

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day 1:

Desired Outcome:

Unpacking the Essential Question

Connect to vocab

Animated short film by Dolby called Silent, A Short Film

Example Letter from another teacher

Essential question

Reading:Hook- Teacher will read aloud a letter written by another teacher in the school. This teacher will write about how because this class is filled with kids there is no way that they can do what an adult might be able to. The letter will use a school activity as an example of what it is that they cannot accomplish. The letter will give reasons leading to why because they are kids they can’t complete the task ahead. The letter will be enough to get them fired up about overcoming the challenge of being a kid.

Introduce the Essential Question. How do we persevere through adversity? Unpack the meaning


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storywords adversity and persevere

Unpacking Narrative Learning Target

Understanding different perspectives

posted on board or other visible place for it to stay throughout the unit.

Circle map

Double Bubble map

together as a whole class. Focusing on the words persevere and adversity and determining their meaning, making connections to words that students already know.

Circle map- Refer back to the Essential Question. Using a circle map, Teacher will write adversity in the center and on the outside write some examples (2-3) of adversity in the teacher’s own life. The teacher will also list the adversities that the letter had told as well. The teacher may decide to put these in different circle maps so they have two visuals, the teachers circle map and the class circle map. Creating a map as an example will allow the teacher to participate in some quick story telling and allow students to make connections. Ask students for a couple other examples from their life and add these to the circle map until an understanding of adversity is accomplished. All the adversities should relate to different pieces of their lives not only the activity in the letter. Instruct students to create their own circle map that contains any challenges they may have experienced. This will allow students to connect the vocabulary word Adversity to their own lives. After a couple minutes if there are some students that need extra support in coming up with ideas, pull them into a small group and brainstorm together. Once most of the students have a couple examples, teacher will instruct students must pick one to focus on, one that they remember the details of a moment they experienced the adversity really well. They will star the one that they chose and get ready to share it.

Think Pair Share- After students have had the chance to narrow down their adversities to one that they feel they remember vividly, students will find a partner and orally retell the story of their own adversity. Students will need to use as many details as possible. The other partner will listen without commenting for 2 minutes and then it will switch.

Writing:Introduce Narrative learning target to students. Determine success criteria together. Teacher will tell students that while working on Narratives during this unit we will practice writing different stories in shorter periods of time. This will allow us to practice reaching our learning target multiple times. This may mean that some of our stories will be left unfinished and that is okay. With each writing students hardest job will be to recall what has already been learned and how to incorporate that into their new writing. Tomorrow students will start with the adversity they picked today to retell to their partner.

Perspectives- In our story Nine, Ten it switches perspectives between the characters. Students will


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyneed instruction on perspectives to better scaffold for the story. Using the video Silent, A Short Film, students will watch and write from the perspective of the old man and then of the young girl. Leading to a discussion on what would be different based on the different characters perspectives but still the same based on the storyline. Watch the video a couple times to get the plot enough for students to write it. Compare the differences and similarities in perspective together as a class using a double bubble map. This is meant to be a quick write, students will be given time to write from both perspectives. It is not important that the stories are completed just that students have written including some of the similarities and differences. When students are finished writing, ask for some share outs and check off the similarities and differences that came up during whole group, that the student hit in their story.

Day 2:

Desired Outcome:

Introduction for a narrative writing piece

Analyze story as a reader and as a writer

Nine, Ten-Introduction pg 1-2

● Paper copy

Annotating text symbols

Paper with 2 sunglass lenses to write on for their reading and writing lense

Narrative Learning Target

Ipad- Skitch (annotation app)

Reading:Annotate Text- Read Introduction of Nine, Ten as a class. Teacher will provide each student with their own paper copy of the introduction (not the book). Students will read with two lenses. First lense, a reader's lense. Have students read the passage solely as a reader. Teacher will show annotating text symbols to students and pass out lenses note catcher for students to write their thoughts and ideas on. Have them write down questions, connections or even important parts of this introduction to the story. The teacher will give the students time to think and read this section just as a reader. Teacher should pull a small group that need extra support in reading the text as well as annotating. Then, the second lense is a writer's lense. Have students read the passage again. This time they look at it as a writer. They will write down what it is that this author did while writing the introduction to this narrative story that makes it a great one. Their focus should be on the build up it creates for the story, the suspense, and how these two pages are just a description of the day, not an introduction to the characters.

● Students may have the choice to annotate right onto the introduction or they may capture a picture with their Ipad and annotate on the app Skitch.

Writing:Mentor Text- Have students refer back to their paper copy of the introduction and their lenses paper, discuss together what students noticed during their writing lense of the introduction, have students share their ideas on things that the author did specific to the writing. Students are going to attempt to use some of the pieces that they notice to write their own introduction. Create a class goal that matches both something that can be a learned strategy from the introduction as well as uses the


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storylearning target. Before students write, teacher will model the attempt at using the mentor text and goal to write by choosing an adversity from their own life and writing an intro. After modeling, students will take the adversity that they explained to their partner the day prior and write using the introduction as a mentor to write their own introduction. They will strive to reach the goal that was set as a class.

Goal examples;I can write a narrative introduction that adds five sentences of descriptive detail about the day.I can write a narrative introduction that builds up to a suspenseful statement.

Day 3 and 4:

Desired Outcomes:

Understanding that everyone has their own culture and may face adversities because of it

Empathy for characters

Analyzing two characters perspectives and how they come together

Publishing a small piece of writing

Nine, Ten-chapter 1 pg 5-12

Bubble Map

Character books

O’Hare Airport picture

Ipads- Seesaw (Interactive whiteboard app)

Double Bubble map

Reading:Culture web- Discuss the word culture with the class. Creating a Bubble map of the meaning to the word culture. Teacher will ask students what they know about the word culture and its meaning. Adding each student’s idea and posting it around the web. Students will be making connections to the word culture.

Merriam-Webster defines culture as the customary beliefs, social forms and material traits of a racial, religious, or social group. Also, the characteristic features of everyday existence shared by people in a place or time. The set of shared attitudes, values, goals, and practices that characterize an institution or organization.This definition can be shared with the class, and broken down, after they have generated some of their own ideas on what culture means. Some ideas may need to be revised to the web after reading the definition.

Based off of their ideas, refer back to the essential question, and ask students if they think some areas of culture could lead to adversity. Have students think about their own culture with a partner they will create a double bubble of the two of them and compare their cultures (and their adversities because of their culture). They will then take these adversities and return to their Circle map and add to it.

Character book- Begin a character book, as we meet our 4 main characters in the story we will have a section, 2 pages, of the book dedicated to each one. On one side we will put things that we know and learn about the characters on the other we will create a Circle map to put things that we learn about the adversity that this character experiences during the story. The circle map will look similar to the one created on day one that was the students, just now it will be for the character. Each student will have their own book and be able to add to their own throughout the reading. The character book should have several extra pages in the back to use later.



Scaffold- Airport. Not every student has been to an airport. Some may have been only to a local Airport. Show pictures of the O’Hare airport. Activate background knowledge by discussing as a class what students already know about airports before reading.

Read part of chapter 1 of Nine, Ten, pages 5-12, adding to the character book. During this part of the chapter read together as a class. You will meet the first two characters. Enter things that we learn about the characters into our character book. Point out the switch in perspective on page 9. Ask students to identify the switch and what clues the author shows us in that switch.

Words teacher may want to clarify during reading: Discman, Muslim, escort, plaque, and immodest.

Discuss as a class, after finishing page 12, What are some of the challenges Naheed might face because of her culture? How would you feel or react if you faced similar challenges? Add to Naheed’s adversity page in the character book.

As a model, compare Sergio and Naheed’s perspectives of the airport, with student input. Use a Double Bubble to compare the differences and similarities. This should look similar to the comparison that was done during the silent video on day 1.

Writing:Students will continue working on their introduction. They will have time to write on their own because they most likely did not finish on day two. The teacher should announce different areas that they see students modeling from the introduction of Nine, Ten. These announcements will help other students focus on more that they could be doing with their intro and will make them strive to be noticed as well. Comments from teacher could revolve around suspense, details, stretching out the moment, etc.

When they are finished writing this piece, they will type their introduction into the Seesaw app.

Student work examples- introduction

Social Studies:The social studies is optional in this unit. As the unit was developed connections were made between social studies standards (such as maps and the names of 50 states) and the story, Nine, Ten. Some of the social studies ideas are included into the unit but it is here for teachers to adapt as they please


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storywith ideas of resources.

Anticipatory Set for beginning the learning process of the 50 states.Day 5:

Desired Outcome:

Feedback on Introductions

Ability for students to recognize perspective switches and how they may be similar and different

Comprehension of chapter 1

Nine, Ten-Chapter 1 pg 13-19

Ipad- Seesaw (Interactive whiteboard app)

Character book

Double Bubble map

Nine, Ten Introduction

Time Zone online map

Reading:Recall what was read yesterday in the story and where you left off as a class by having students summarize verbally to a turn and talk partner. Then, share out as a class. Students should discuss both Sergio and Naheed’s parts of the story and what problems/adversities were introduced for these two characters.

Vocab: bat mitzvah- discuss bat mitzvah before students read. This may be an unfamiliar word to many. This vocab can be just a quick discussion of how it will show up when they are reading and here is what it means. It isn’t necessarily important to the story line, other than providing a reason why the character, Aimee, is at the airport. It is an important piece to understanding her culture and the effect the bat mitzvah has on her starting school late.

Partner Read pages 13- 19, adding to character book the two characters not met the day before. Pull a small group of students that need some extra support in comprehension.

Formative assessment: In the first chapter it gives different perspectives of the characters in the airport, how are these perspectives different? How are they similar? Using this question as a guide, student’s will create a double bubble thinking map in order to compare two different perspectives of the same time. Students may pick from the characters which two they compare. Students can not compare Naheed and Sergio though because that was modeled on day 4.

Writing:Students have posted their writing on the app Seesaw. Teacher will model giving feedback using the author’s introduction in Nine, Ten. Feedback should be focused around the goal that was made as a class. Feedback should be, “Did their partner reach the goal? Does it need more work?”, a strength, and where there is room for improvement.Scaffold-Teacher will provide students with sentence frames to better help them give feedback. The sentence structures can be “I really like ___________” and “I wonder if___________” or adapted to the class/student that needs them.

Model of Think Aloud, if the class goal was about adding descriptive details to create suspense, to the author the teacher could say “I really like that Nora adds suspense to her story by saying ‘but that hasn’t happened yet’” then “I wonder if Nora took out the part about nine eleven would that have


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyadded even more suspense”. Teacher will also model deciding if the author met the class goal or how close they were, providing evidence of where the goal was met or not.

Have students share out other ideas for feedback to the author, Nora. Instruct them to be specific about what they really like and how she is meeting the class goal. They could offer a wondering that they think might better help the author strive to reach the goal further or better reach the Narrative Learning Target.

Students will log into the app Seesaw and will give feedback to their classmates focusing on the goal created as a class. Students will also give feedback on if the author met the class goal or if it needs a little more work. Afterward, students will go back and read their comments that others left for their writing.

Social Studies:Time zones- At the beginning of chapter 2 in Nine, Ten it states the time, location and date for the chapter. Direct students to go back to chapter one and notice that it has a different time, date and location. Ask students why this is important to our story. Share with students the time zone map that is across the whole world. Analyze why we need the time zones as a class. Discuss EDT, PDT, and CDT specifically, these will continue to show up for every chapter.

Day 6:

Desired Outcome:

Ability to write a narrative goal and analyze if meeting the goal.

Give accurate feedback that is goal driven

Different time zones across the United

Nine, Ten- chapter 2, pg 23-29

Character Book

Flow map

Sticky notes

Narrative learning target

Circle map

Writing:Mentor text- Using the first chapter as a guide, go back and reread using a writer’s lense, viewing the text as a writer instead of a reader. What did this author do that we can mimic in our own writing? Discussing with students how a small moment in an airport turned into a whole chapter. What did the author do in order to create that? What moments did they stretch out in order to describe these minutes in the airport. Students will create a goal with their partner, again pulling from ideas from the mentor text and our narrative learning target. They will try to apply the goal they set with their partner as they go to write their own story. Students will have two options, the can write using the same adversity they did their introduction or they can go back to their Circle map and choose another adversity. Before they begin writing, the teacher will model going back to his/her circle map and choosing another adversity. The teacher will demonstrate using a flow map to show the progress of their story. Students will begin with a Flow map as well. They will write a flash draft of their own story while working toward the goal they set with their partner.

After giving them some time to write have students meet with the same partner. They will focus on


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryStates and how they impact us.

Recognizing the adversities of Will and being able to communicate them.

the goal they created together and give feedback to their partner if they met the goal or if they have more work to do in order to meet the goal.

Scaffold- The partner can use the sentence starters for the strength and room for improvement. “I really like__________” and “I wonder if ___________”.

Formative (on goal reaching)- Students will decide with their partners on how closely they met their goal. On the board the teacher will create a line that starts with “Haven’t met my goal yet” and goes to “Goal was met”. Students will place a sticky note on where they feel that they fall on the line.

Reading:Read pages 23-29, chapter 2, together as a class in order to discuss the different things that happen in the chapter. This chapter is from Will’s perspective. Have students then turn in their character book to Will’s page. Teacher will remind students what is already known about Will. Discuss what clues the author gives us in order for the reader to realize the chapter is from Will’s perspective.

Words to clarify meaning as teacher comes upon them during reading: Ironic and residence.

On page 26, Will has a flashback to his dad, with this jump in time, discuss with students why it is important to the story. Discuss what the writer did to create this flashback. Did the author leave any clues that he was jumping in time? How as readers would we know that this has happened in the past, before our story?

Character book- go back to the character book after reading and add to Will’s page any trait that is newly learned about him and any new adversity that arose in the chapter for Will. Teacher may also want to make sure that student’s have Will’s adversity of losing his dad in their adversity circle for Will, it should have been put in when reading chapter 1.

Social Studies:Create a map that shows the time zones throughout the USA. Place into character book for reference.

A resource that may be used is this Interactive time zone map.

Day 7: Nine, Ten Reading:



Desired Outcome(s):

Students understand the importance of dialogue in a narrative text and how to transfer that to personal pieces of writing

Identify flashbacks within a story and analyze how to transfer this strategy

-Chapter 3, pg 30-35

Clueless pictures (optional)

Dialogue examples in different pieces to post for gallery walk

Character book

Sticky notes

Writing Binder or Notebook


Before students read chapter 3 discuss that Aimee is going to refer to her new school as similar to the movie Clueless. Teacher may choose to scaffold with pictures or a description of what the clueless school was like, i.e. big, students that have a lot of money.

Read chapter 3 with a partner. This chapter is from Aimee’s perspective. Notice the Time and Location change from the previous chapters.

Words Teacher may want to clarify before students read to help them better understand the story: succession and nauseating.

Students will look for a similar flashback compared to chapter two. Again answer the same questions. What is the flashback to? What clues as readers can we notice in order to understand that this is a flashback? Why is this flashback important to the story? How could you (student) use this in your own writing of your adversity?

Writing:Gallery walk- Chapter 3, pages 32-33, has dialogue that can be used as an exemplar of how to write dialogue into a narrative. Post different sections of the Dialogue examples around the room that allow for good mentoring. Teacher could also pull from dialogue exemplars from chapter 1 and 2. Students walk around the room and write notices of what the author has done with the dialogue. Students will need to come to the consensus that dialogue must be separated as paragraphs as new characters speak, as well as, that they need to use many synonyms for the word said so the writing is not repetitive.

Students will create their own goal for narrative writing that they want to work on. Teacher will review the narrative learning target. Students will create their goal by thinking about what it is that they struggle with and that they really want to push themselves to work on. Students will write their goal on a sticky note and they will place it in their writing binder/notebook.Scaffold: pull a small group of students that need extra support in creating a goal.

Instruct students to go back to their circle map and choose a different adversity to write about today. Their focus should be to meet their goal that they wrote for themselves, as well as the teacher will attempt to push students thinking by asking them to try including a flashback like Nora does in chapters 2 and 3.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StorySocial Studies:Conversion Math using the time zones is an option to help students continue to think about the change of time.

Day 8, 9, and possibly 10:

Desired Outcome:

Understanding differences in figurative language types

Classifying figurative language phrases by the definition

Recognizing meaning of figurative language phrases

Adding figurative language to narratives as a descriptive detail

Nine, Ten-Chapter 4, pg 36-45


Figurative language envelopes

Character book

Figurative language Learning target poster

Reading:Teacher will introduce learning target for figurative language. Unpack the meaning together as a class, making connections to things that we already know. The different figurative language focuses are simile, personification, and hyperbole because they appear most often in the story. However, onomatopoeia, metaphor and idioms should also be taught because they will appear as well, only less often.

Sort- Teacher will pass out multiple examples of each piece of figurative language in envelopes. There will be three rounds, each round will have two of the types of figurative language in them. Students in small groups must sort the cards into two piles with similarities then come up with a definition for that type of figurative language. The first round will have onomatopoeia and hyperbole examples. Round two will be simile and metaphor. Round three will contain examples of personification and idioms. Allow students to productively struggle. They may not automatically know the correct answers. After all groups have completed the 3 rounds, come back together as a class and decide on a combined definition (with the name of the type) to post around the classroom and reference throughout the unit.

Words to clarify while reading aloud the text: Metro, turnstiles, Port Authority, commemorate.

Read chapter 4 together as a class. This one is Sergio’s perspective and has a switch at the beginning in time and location. This chapter contains multiple figurative language pieces. As the class comes across these, together with the teacher they will quote them and add them to the back of their character book. After the quote they will write what the type of figurative language is in that sentence.

At the end of the chapter, students will turn to the page about Sergio in their character book and add new things that we learned about him from this chapter and add to his adversity circle map.

The teacher will log into the app Seesaw and show an example post to students of figurative language. Students will have the choice on how to present the figurative language phrase. What they will need to


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyshow is the literal meaning verse the figurative meaning of the figurative language from the chapter. They could draw a picture on paper and take a picture of it, they can draw on the app Seesaw, they can record their voice or they can type it out. Whatever they choose, they must show that they understand the meaning of the phrase.After teacher models, students will get with a partner and choose a different sentence of figurative language from the chapter and together they will record their understanding of the meaning for the figurative language sentence.

Figurative language from this chapter:"All the muscles in his body were tight, wound up, like twisted wires about to break" pg 36."Sitting in a classroom wasn't going to cut it"pg 36."Fresh air to blow away the sight of his father -- of Paul standing with his hands in his pockets, standing in the doorway" pg 36."He was Paul Kinkaid, and somehow he had gotten wind of Sergio's math award and the trip to Chicago" pg 36."Sergio told his heart to be quiet, but instead his rebellious heart quickened with anticipation" pg 38. "His brain braced itself for certain disappointment, but his heart was ready to be evacuated of all previous sadness and make plenty of room for everything to be good, and real, and safe" pg 38."He felt a chill ripple down his spine, as if trying to shake itself loose from the past, even though the day was starting to get warm and sticky, like it was going to rain any minute, though it hadn't so far" pg 39."It was picking up the memories and sending them off into the blue sky" pg 39."Sergio felt his heart constrict with a terrible rage, a blackness that clogged his ears, like being underwater" pg 44."Her eyes were speaking" pg 45."And now, ironically, here was the law, with its hand on Sergio's shoulder" pg 45.

Writing:Students will work on adding figurative language to a story of an adversity. They will continue writing the story they began on day 7. Have students, before they begin writing, tell their Turn and Talk partner what their writing goal is and how they are going to meet it today.

After they have had 1-2 days to write, students will share their writing with a feedback partner. The feedback partner will have two focuses, what they like that the student did to meet their goal and what


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storythey wonder that their partner might do differently in order to reach this goal and possibly beyond it.

● Scaffold- sentence frames.

Students will take the feedback their partner gave them and revise/edit their story, making it even better.

Social Studies:Optional Learning Target- I can name and locate the 50 states and their capitals.Unpack the learning target as a class. What does it mean? How will we know when we can reach it? Discuss the adversity of learning the states and capitals and how we might best learn them.

Introduce road trip. Have students pile into an imaginary car. Play music. Then drive around the classroom. This will be the beginning of our road trip through the states. Place car picture on Idaho (or your own state) because that is our starting point. Discuss some of the things a visitor might see if they visited Idaho.

Day 11:

Desired Outcome(s):

Understanding of how to be respectful to others differences

Identify meaning, both literal and figurative, from a figurative language phrase/sentence

Classifying Figurative language phrase

Nine, TenChapter 5, pg 46-57

Character book

Video:“Kid president’s Guide to Making a New Friend”

Ipad-Seesaw (Interactive whiteboard app)

Reading:Before reading chapter 5, Review with students that when they first met Naheed we discussed how culture can lead to adversity. Discuss how part of Naheed’s culture is her own religion. Different people and religions show their faith in different ways. In this chapter, we will learn a bit more about Naheed and how she must face adversity because of her religion. Many students might not be able to relate to this adversity so discuss beforehand on how to best respect Naheed’s differences and try to learn about how these differences make her who she is.

Show students clip from Kid President, “Kid president’s Guide to Making a New Friend”This clip is Kid President making friends with a girl that is muslim. She tells him that she can be friends with people that aren’t muslim and hopes that everyone can respect each others differences. Discuss with student how to show respect to someone that is different than us. If someone has different beliefs or culture than us how should we act toward them?

Read chapter 5 together. Teacher should ask students to keep a lookout for figurative language and add it to their character books. They will also need to add to Naheed’s character description and adversity circle map in their Character book.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryWriting a new conclusion to a fictional published story

As the teacher comes across these words in chapter 5, he/she may want to clarify the meaning with the students to better support their understanding of the story. Futile, Allah, jockeying, connoted, Hebrew, Islam, and skein.

After finishing the chapter, lead students through another figurative language post with a sentence from chapter five. Allow students to help you determine the meaning, more of a We Do, teacher and students working together. Use the app Seesaw to post the meaning, students may pick the representation.

Figurative language from this chapter:"For some reason, even though Naheed and Eliza had never been friends before, Eliza had attached herself to Naheed this year, sort of like a ‘new puppy’" pg 47."Now this year there was a whole batch of new kids from different elementary schools combined, and Naheed swore she could feel everyone jockeying for positions, like “horses on a racetrack" pg 49."It wasn't that Naheed was ashamed of her religion or her family, but she didn't need to wear her beliefs on her sleeve-- or her head-- any more than she already did" pg 51."Naheed looked up at the clock over the doorway, the second hand snapping in rhythm" pg 54."The boys said it in unison and repeated it a few times for good measure, like a Greek chorus" pg 56.

Have students quick write about this chapter. The class discussed before reading how to be respectful to other’s differences, How did Eliza and Naheed respect or disrespect each other's differences?

Writing:Discuss Naheed’s story, have students reread their own quick write to themselves. Naheed feels pressured to talk about her hijab when she doesn’t want to. How did you feel during this part of the story? Did you sympathize more with Naheed or Eliza? Is there a way Naheed could have handled the situation better? Using how the class decided to be respectful of others differences before the chapter, did Eliza follow this? How could she have been more respectful? How could Naheed have been more respectful to Eliza?

Formative- Students will rewrite an ending to this chapter in order for the characters to show more respect to each other’s differences. They will change the ending to a better outcome of what Naheed


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storycould have done differently. They must incorporate some of the things that they have taken from the book as writers, such as dialogue and figurative language, into their new ending. They must continue from the text and stick to the realistic fiction of the genre. Students will need to keep their narrative goal in mind as they write this switch in styles from a personal story to a fictional one.

Social Studies:Optional*Continue moving across the United States through each state, learning about different places one would visit if there. This can be spread out through the rest of the unit, with other strategies for learning the 50 states incorporated.

Day 12:

Desired Outcome(s):

Determine the meaning of figurative language statements


Provide helpful feedback to peers

Speak in front of peers to share their hard work

Nine, Ten-Chapter 6, pg 58-64-Chapter 7, pg 65-70

Author’s Chair

Character book



Reading:Read chapters 6 and 7 with a partner. These chapters are from Will and Aimee’s perspective. Students will find their Will and Aimee pages in their character book in order to add to as they read.

Words that will appear in this chapter that may need clarifying: reverie, bickering, stucco, guru.

Formative- Students will pick one piece of figurative language from these chapters and create their own meaning in the Seesaw app. This means while students read they must be identifying pieces of figurative language and writing it in their character book. This should be made easier by finding them with a partner while reading together. It is only the meaning of the figurative language quote on the Seesaw app that they must do on their own. Students can choose either a figurative language from either chapter 6 or 7. There are about 4 figurative language phrases per chapter, allowing them 8 sentences to choose from in order to explain the meaning behind.Examples of past student work.

Figurative language from these chapters:"After so many weeks and months, most people had stopped telling him how sorry they were to hear about his dad, stopped looking at him like he had a toad on his head or something equally as unfortunate" pg 59."He just thought he might want to ride his bike one of these days, before it got cold, before winter swooped in and hung around till March or April" pg 60.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story"Across the way a loud shriek of girly voices flew up into the room" pg 62."Their faces lit up with laughter at something one of them had just said" pg 62."The inside of the school looked like a maze of stucco walls, each hall exactly like the one she had just come down, or turned around in and walked back the other way" pg 65."Aimee shook the memory out of her head and tried to concentrate on algebra" pg 66."Either way, her mother would have remembered to pack Aimee a snack before sending her off to school, as she was now most likely going to starve to death" pg 70."But her stomach spoke instead, with a loud grumbling roar, and there was still a whole afternoon left of school" pg 70.

Reread a section of page 61- Begin reading at “‘What do you feel like doing, Will?’ Ben asked.” and stop on page 61 where it says “But that’s not the way things were.” Discuss with students how this section of the text makes them feel. Does it pull at your heart as Will is missing his father? Discuss what did the author do to make this so powerful? Why when you read it do you feel sadness for Will?

Writing:Author’s chair. Students will get the opportunity to share their writing so far. Students may share any of the pieces that they have written thus far. Many of them might say that the story that they want to share is not finished, let them know it is okay to share even if their story is not complete. Student’s will give feedback after listening to the story, giving feedback on both a strength and a room for improvement. Students should refer back to the Narrative learning target in order to give better feedback.

Day 13:

Desired Outcome(s):



Nine, Ten-Chapter 8,Pg 71-77

Character book

Adversity Circle map

Double Bubble map

Reading:Read Chapter 8 together as a class. Sergio struggles a lot during this chapter with his culture and how he feels his culture leads to many injustices for him to face. He becomes very angry toward police and the men around him that he feels treat him unfairly because of his differences. Discussing this moment with students will be powerful. Discuss judgements and how we can be reflective on our own and notice our own judgements of people. Sergio automatically judges the people around him before knowing them but are they just as guilty? Just because the author shows us Sergio’s thoughts we see his judgement and not the other perspectives. Discuss the perspective of the men on the train, how might they be judging Sergio? What might make a person feel like they are judged by those around them? Discuss with students if they ever experience judgement based on how they look? Teacher will



Identifying internal thoughts

Analyzing the story from another character’s perspective

Understanding that everyone has a culture but they impact people in different ways

explain some times that they have felt judged by how they look. These challenges can be added to their adversity circle map. Teacher will model adding while talking about judgements he/she has faced.

While reading, teacher will tell students that when they see/hear a figurative language phrase they should raise their hand to share it with the class. We will identify the type of figurative language as a class. The statement will then be written in the character books, quoted accurately, and the classification of type will follow.

Figurative language from this chapter:"There was rage lingering on the surface that rippled like a wave awakened into motion" pg 71. "Sergio lifted his eyes from the concrete platform" pg 73."The roar of the distant train whooshed into the station" pg 74."The subway hummed along, rocking rhythmically, like the washers in the basement did" pg 74."The tone of his voice was like a volt of electricity in Sergio's body, unpleasant, familiar" pg 77.

Words that will come up during the chapter to clarify while reading: turnstile, hooky, yearning, girders

At the end of the chapter, instruct students to turn back to Sergio’s character page. Ask students for new things that we learn about Sergio that we can add to our description of him.

Compare Sergio and Naheed’s adversities based on their culture and how they react to them using a Double Bubble map. We have learned a lot about their cultures by chapter 8, focusing on the idea, how do these cultures affect their lives? They both wear their culture “on their sleeve”. They both are nervous towards other people’s judgements. Naheed can take hers off if she chooses but Sergio must live with his always.

Writing:Internal thoughts. Discuss with students what internal thoughts are, how we can think something in our minds but not say it out loud. Using chapter 8 as an example, students will go back and reread looking for internal thoughts from Sergio. Students will be in teams and it will be a competition of who can find the most of Sergio’s internal thoughts. Each team gets a point for correctly identifying one. However, they lose a point if they write a sentence that is not an internal thought of Sergio’s. The points will force them to focus on really analyzing if a sentence is his thought or if it is just part of the


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storystory.

Day 14:

Desired Outcome(s):

Productive discussion on the story, focusing on personal opinions

Determine a physical representation of themselves



Nine, Ten-Chapter 9,Pg 78-82

Character book

Circle map

Reading:Teacher will read chapter 9. Student’s will add to Naheed’s character page as they read.

Figurative Language from chapter 9,"Then her mother lifted up the long, lovely scarf and gently folded it around and around, enveloping her daughter in tradition and love" pg 78."'Now you have your thinking cap on, Naheed,' her mother said" pg 79.

Naheed claims that when she sees her hijab that it reminds her of who she is and that it represents many pieces of her life/personality. Teacher shall have students brainstorm objects that represent them. Before brainstorming objects, students will create a quick circle map of themselves. It will say their name in the center and things that are characteristics of them in the outer circle. Teacher should model their own circle map of who they are. Then using those characteristics, brainstorming an object that can represent more than one characteristic (but it does not have to cover all of them). Make sure that students choose something that represents who they are as a person and not just something that they like to do. They need an object with a story behind it and a hidden meaning that might not be know by just looking at it. Teacher will show a drawing that she/he created to represent themselves. Then together as a class they will brainstorm an object that represents them as a class so that they see the brainstorm happen. Teacher can write a couple ideas down and cross off until only one is left. After that they will decide on their own individual object and they will create a drawing of this object.

Words to discuss as they come up in the story: Hijab, counterclockwise, nimbly, zeal, Azizam, convert, third prayer, wudu

Writing:Students will begin collecting evidence to support their opinions to questions that refer them back to the text and to some of the challenges that the characters face, focusing back toward adversity with our characters. They will use the questions and their evidence to guide a socratic seminar, discussion, the following day. Description of Socratic Seminar is on Day 15. Students will need to have evidence to express their thoughts or opinions. They can pull evidence from the text or from other resources. Teacher will front load the reason that we collect evidence to support our opinions. (evidence to show


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storywhy, Taylor Swift and Kanye Famous debacle) The five questions that will be a part of the discussion are as follows;

1. In chapter 9, Naheed’s uncle believes she should go to an all muslim school. Why would this be a good decision or why might it be a bad one for Naheed? Why would this be a good or bad decision for all of us to go to specialized schools?

2. In chapter 10, Will explains why he doesn’t believe his dad is a hero. What makes a hero? How does/doesn’t Will’s dad meet the description of a hero? (Student’s haven’t read chapter 10 yet, they may wait to collect evidence, specific to Will, until the following day when they read the chapter)

3. In chapter 8, Sergio explains the story of his cousin Ralph and how this is one reason he doesn’t like the idea of police officers. Why might someone trust or distrust the people that are supposed to protect them? Is his mistrust justified?

4. Which character in the story faces the worst adversity?5. Which character has shown the most signs of perseverance?

Day 15:

Desired Outcome(s):

Explain why a piece of figurative language is figurative language

Sharing ideas and opinions with peers

Respectfully disagreeing with a peer

Sharing in speaking time and allowing others to share ideas while actively

Nine, Ten-Chapter 10Pg 83-88-Chapter 11Pg 89-94

Character book

Index cards

Reading:Students may partner or self read 10 and 11.

Words that appear in chapters 10 and 11 that teachers may want to clarify before students read: draglines, strip mine, loamy, ostensibly, hypochondriac, meandering, nonsensical, monosyllables, Yiddish

Add to book Character page, as well as the figurative language from the chapter.

Figurative Language from chapter 10 and 11,"They look like two knights bowing to each other" pg 84."The two huge machines faced each other, with their tall metal booms stretched out at an angle, like two medieval horsemen with their long swords tipped forward" pg 84."If she didn't move, she'd end up right in the middle, like a monkey, like a hot roasted monkey" pg 90. "And slowly, like the realization that you've just cut yourself on that seemingly harmless piece of paper, it did make sense what Vanessa was saying" pg 93.

Students will have a supply of several figurative language statements from chapters 8-11. Students


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storylistening will take an index card, they will quote the figurative language statement, and write below it what type

of figurative language it is and why. Once they have the card completed they will do a quiz, quiz, trade. The student will read the quote of figurative language and the other person will have to tell them what type it is and why. Then it switches to the other student reading the statement on their card and the student that read first explaining what kind and why they know. They then trade cards and move to another partner. Some students may write the same sentences, that is okay.

Writing:Students will add more evidence to their questions for the socratic seminar after finishing chapter 10.This will be extra time to gather evidence for the question, In chapter 10, Will explains why he doesn’t believe his dad is a hero. What makes a hero? How does/doesn’t Will’s dad meet the description of a hero?

A Socratic Seminar will be held, using the questions and evidence from day 14. There will be an inside and outside circle.The students that are inside the circle are the ones discussing the question and using evidence to support.The outside circle students will be listening. They will write down some of their thoughts while the inside circle is speaking. This will help encourage them to stay quiet instead of shouting out their opinions.There will be an empty chair, called the hot seat, that students can jump into and present their thoughts if they can’t hold back any longer. After they present their point or follow up question, they will jump back to the outside and allow the inside circle to continue the discussion.Each of the five questions will be presented one at a time. After each question, inside circle will switch with students from the outside to allow for every student to have been on the inside for one question.

Scaffold-For students that love to dominate the conversations use talking chips/cards. They get only 3 chips and once they have used all three they must listen.For students that struggle with the speaking in front of others, allowing them to collect and write down their ideas beforehand may be enough of a scaffold.If they need more,

● they can instead write their opinions in paragraphs


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story● record some of their answers using Seesaw or Explain Everything on their Ipads● they can be the designated person that begins the conversation/reads aloud the question that is

being discussed. This may take the pressure off them because they will not have their ideas already said by someone else and may lessen their fear of talking in front of their peers.

Day 16:

Desired Outcome(s):

Identify figurative language independently

Explaining figurative language

Take a real person and turn them into a character, following the information provided

Using two word sentences to create drama within writing

Nine, Ten-Chapter 12Pg 95-103

Character book


Jeremy Lin article

Flow map

Reading:Students will read chapter 12 independently.

● Scaffold- Audio of chapters for struggling readers and Reading IEP, follow along in book while listening

Words that will appear in this chapter that may need clarifying: futile, incoherent, gurney, vague.


Figurative Language from chapter 12,"Now that the man was sitting upright, the blood ran freely from his head like a freaking river, covering his face in a red mask" pg 97."New T-shirts were like gold, especially Ralph Lauren V-necks" pg 97."Like the parting of the Red Sea, everyone moved out of their way" pg 98."He felt his heart pumping, adrenaline rocking his body" pg 100."At the same time it was as if a door had been cracked open, letting in light from the other side, from a hallway he had never seen before" pg 101."He didn't want the door to shut just yet. He wanted to know more about what lay on the other side" pg 101."She never saw her daughter, but she held on to Sergio like a fierce hawk with tremendous talons" pg 103.

Students will create a new figurative language entry into the Seesaw App. This time they will still quote the phrase from the story but they will then need to explain what type of figurative language that it is and why they know it is that type. Students will still have a choice in how to show this. They can type, record their voice, draw, or do it on paper and upload a picture.

Writing:


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryTeacher will ask students to reflect on the goal that they wrote for their narrative writing. Students may choose to create a new goal at this point because they may have met their original goal, or they might choose to leave their goal the same. Remind students of what the focuses for writing have been so far; dialogue, internal thoughts, stretching moments, perspectives, figurative language, and flashbacks. Students may expand out of this but those pieces will help scaffold for students that may struggle for a new idea for them to set their goal for.

Students will read the Jeremy Lin article, who has faced an adversity in his life. Students must first identify what the adversity is that he struggles with. As a class, the teacher will lead a discussion of the text and how we can turn this person into a character in a story, retelling this moment but as a narrative. Students have written mostly about only themselves up until now so the concept will need some scaffolding. Teacher will work on breaking down the learning target into pieces so that as a class they can figure out what they need to pull from the article.

Teacher will lead creating a Flow map of the story, based on the article. Students will look for pieces of our flow map. Firstly, what may be the events that we capture from the article and what descriptive details can we take from the article. As a class fill in some of the blanks. Let students know that it is okay to make some things up but that we can’t fully stray from the flow map. After some ideas have been generated about how we can make Jeremy Lin the main character of our story, allow student to begin drafting. Students will use their writing goal to guide them. Scaffold- Writing from another person’s perspective can be difficult to imagine. Teacher may choose to have students act out a basketball game with a partner, where one of them is Jeremy and the other an opposing player.

Mentor text- In chapter 12, Sergio explains his memories of his mom by using short sentences that are only a couple words. Read back through page 102 with students in order to discuss. Why would the author use only short word sentences? What does this make the reader do? Are these sentences good descriptive details? How might we use something like this in our Jeremy Lin story?

Day 17:

Desired Outcome(s):

Take a real person and


Reading:Students will read chapter 13 and 14 independently.



An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyturn them into a character, following the information provided

Teaching a lesson through a narrative writing



Character book Words that will appear in this part of the book that may need clarifying: Wudu, trundle bed, muffle, hysterical.


Figurative Language from chapter 13 and 14,"But alone, it was a tsunami" pg 105."The sun was already painting colors low in the sky" pg 109."He looked like a tree himself, tall and strong, like nothing could ever hurt him" pg 112.

Writing:Mentor text- Teaching a lesson through the story. In both chapters 13 and 14, the author teaches us a lesson to the characters story. Reread these parts to the students."People don’t understand, and it's your job to show them that you are proud of who you are" pg 106."He only knew that he had to do something, because doing nothing would feel worse" pg 111.Discuss as a class why the author included these pieces. Discuss how the author shows this lesson. She shows the lesson, not by saying “the lesson I learned is…”, it is more subtle. Portrayed more as a form of dialogue or internal thought. Discuss how we can use this in our writing. Brainstorm some ideas together as a class of different moral lessons that students may choose to add to their Jeremy Lin writing.

Students will continue writing their story about Jeremy Lin from day 16, they will still be working on reaching their individual goal, and they will try to conclude with a lesson similar to both these chapters.

Day 18:

Desired Outcome(s):

Feedback on their individual goal for writing


Character book



Words that will appear in this chapter that may need clarifying: neurologist, pediatrician, eshgham, azizam, smug, redeemed, excursion.



Using Feedback to revise and edit





Figurative Language from chapter 15 and 16,"She would have never gotten herself into this jam" pg 118."'There was nothing to tell,' Naheed went on, but she was beginning to see her story growing wings and feathers and flying away, too far for her ever to catch again" pg 119."And all of the sudden Will felt like crying, the way that kind of sorrow would swoop in and punch him in the gut" pg 124."He'd never let someone else's hands get dirty but not his" pg 125.

Writing:Students will meet with their feedback partner. Students will share their goal that they set for themselves and their story. Feedback partner will look for their goal in their writing that was started on day 16 and give feedback on whether they reached this goal and feedforward on how to reach the goal better or beyond the goal. Students will revise their Jeremy Lin writing based on feedback.

● Scaffold-○ Feedback sentence starters○ Feedback note catcher

Day 19:

Desired Outcome(s):



Take a real person and turn them into a


Character book

Boys Survive 7 Hours Trapped Beneath the Snow

Ipad- Skitch



Words that will appear in this chapter that may need clarifying: blanched, composed, hemorrhage, respective, eagerness, hijacked


Figurative Language from chapter 17 and 18,"Her insides wrenched up into a knot" pg 129."Aimee felt tears burning behind her eyes and that sharp, knifelike twinge in her throat that always


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storycharacter, following the information provided

(annotation app)

Flow map

signaled a flood of tears" pg 129."Possibly Sergio was still riding the wave of his math award, giving the school a good name" pg 132. "Next time I can't cut you any slack" pg 132.

Writing:Students will read the article, Boys Survive 7 Hours Trapped Beneath the Snow. With a partner, students must decide what the adversity is and how they can turn these boys into characters in a story, retelling this moment but as a narrative. Students will read and annotate the article, looking for moments of big pieces of the plot and for where there are descriptive details. Students will use two different colors to underline the text. One color for the pieces of the plot that will need to go on a Flow map and one color for descriptive details. Students will be able to write on the text directly or they can choose to use Skitch, the app, to annotate.With their partner they will create a flow map of the story that they are going to write.

Day 20:

Desired Outcome(s):





Character book

Flow map



Vocab: deviated, instinctually, veil, amends, Bunsen burners, frantic, preempted

Add to book Character page, as well as the figurative language from the chapter.Figurative Language from chapter 19 and 20,"It was her thinking cap" pg 137."It was like the lunchroom on a Friday afternoon before school vacation when the cafeteria monitors weren't paying attention" pg 138."Bears and camels and an imaginary creature sewn from patchwork scraps, all holders of hugs and kisses, friends and family soaked into the fabric, the fur, and the stuffing" pg 142.

Writing:Students will draft their story about the boys stuck in snow. They will reference the flow map that they made with their partner on day 19 but will be writing their own story.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryDay 21:

Desired Outcome(s):




Use feedback to help revise and edit writing

Nine, Ten-Chapter 21Pg 145-151

Character book


Flow map

Read together chapter 21. This is the chapter where you really learn about the first airplane. Point out the time of day of this chapter.

Words that will appear in this chapter that may need clarifying: Fourth dimension, Euclidean plane, lemmings, primitive instinct, loiteringAdd to book Character page, as well as the figurative language from the chapter.

Figurative Language from chapter 21,"Flames were leaping from the two towers now, reaching into the blue sky" pg 145."Gray smoke formed a giant cloud that hung over the buildings and expanded outward like paint slowly being spilled onto an empty canvas" pg 145."It was an old and far away, but very familiar, feeling of loss that leaped into his gut" pg 145."There was fear in the classroom now. It fed off itself, from one body to another, like heat shimmering off asphalt in the summer, undefined and blurry" pg 146."He struggled to stay inside his body. To focus and push away the fear" pg 147."One of the TV reporters said there were giant, gaping holes in the sides of the Twin Towers, like a cartoon explosion. Someone else said it was the end of the world" pg 147."Fear was like a cloud itself, threatening to suffocate him" pg 148."The world was on fire, fierce yellow and angry red" pg 148."Fifty-six minutes after the second plane crashed, with only a few kids- Sergio being one of them- still left in the classroom staring out the window, there was a horrible, cracking, popping bang-bang-bang-bang booming sound that lasted forever. He could hear it in his head, and like a crack in the fourth dimension, a fracture of the Euclidean plane, Sergio could watch it happening on the television" pg 148."Cracking. Popping. Exploding. Bang, bang, bang, as if each floor was falling onto the other, and when it finally ended, there was nothing but smoke" pg 148."Everyone started pouring out into the streets, some running away, and some headed, like lemmings to the sea, toward the waterfront" pg 149."He knew he should run home, and he listened to his footsteps hitting the sidewalk pavement, loud thumping, one after the other, in rhythm with his breathing, like he was inside of a wind tunnel" pg 150."The world was screaming out loud" pg 150."Too much panic and fear, spilling into the streets and rising up into the sky" pg 150."And more fire trucks, all speeding toward the bridge in a blur of red and white, a deafening, endless


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyribbon" pg 150."Even the black folks were white. White like powder. White like ghosts" pg 151.

Students will create another post on the app Seesaw to show the literal and figurative meaning of a chosen figurative language statement in this chapter.

Writing:Mentor text- Chapter 21 has a lot of powerful figurative language. Discuss with students how this chapter is different because of these figurative statements. Discuss why the author made the decision to use that much figurative language. Have students share some of the quotes that they wrote in their character book for this chapter. Emphasize the drama of these phrases. Have students brainstorm where in their writing about the 2 boys stuck in snow they could add some powerful figurative language.

Students will meet with their feedback partner. Students will share their goal that they set for themselves and their writing. Feedback partner will look for their goal in their writing about the boys stuck in snow and give feedback on whether they reached this goal, how they may reach the goal better or reach beyond the goal. Partner will also check that they followed the flow map that they made together. Student will go back to their draft after the feedback and edit/revise.

Day 22:

Desired Outcome(s):

Students can independently use writing skills that we have been working on during the unit



Character book

Reading:Students will read chapters 22 and 23 independently.


Words that will appear in this chapter that may need clarifying: hubbub, conspiratorially, crystalline, discordant, rivets, debris, unfathomably, plume, solemn, podium, unprecedented, septic, ambient, idling


Figurative Language from these chapters:"Will shook his head back and forth in the grass, shaking the thoughts out of his mind" pg 153.




"A smile grew across his face as the warm memory took hold in his mind and then his whole body" pg 154."He wanted to lean over and press his lips against Claire's, because he knew hers would be soft, and warm, and that it would be perfect. Like the crystalline blue sky over their heads, and the gentle wind that cooled them, and the expanse of green lawns that he had known all his life" pg 156."Tiles in the ceiling of the elementary school would shift like they were made of paper, and for weeks after, debris would be discovered scattered across nearby backyards, roped off with yellow police tape" pg 156."The plane dug a trench more than thirty feet deep into the spongy earth of the old strip cuts on Skyline Drive, directly between two hushed, abandoned pieces of mining equipment. It scorched the pine trees standing by in witness" pg 157."There suddenly wasn't enough air in the library for everyone to breathe" pg 163."As soon as the principal walked away from the podium, the noise level in the room rose, like a boiling kettle that suddenly started to steam" pg 163."It seemed like a silly speck of sand in a sandbox that was getting bigger and bigger with every frightful story that flew from parent to kid, from brother to sister, from friend to friend, from one kid to another" pg 165."Naheed could hear her own exaggerated breathing inside her head like she was inside a wind tunnel" pg 166

During this chapter, Naheed’s school tells students that they are not allowed to discuss the plane attacks. Was this fair or unfair for the school to do? Why?

Writing:Assessment- Write a narrative story that compares the adversities of a character from Nine, Ten and yourself. Prompt: Imagine you were to meet a character from the story, What would you say and do? How would you relate to the adversities they faced in the book? Would you and the character discuss it? Or how could you advise them to persevere through their challenges? Would the character be able to give you advice on your adversities? Student work examples- Meet the character.

Day 23: Nine, Ten-Chapter 24

Reading:Read chapter 24 together. Add to adversity page for each character inside the character book. This


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryDesired Outcome(s):

Students can independently use writing skills that we have been working on during the unit



Pg 171-188

Character book


chapter is a year later. What adversities have they been experiencing? Have some of them persevered through their adversity?

Words that will appear in this chapter that may need clarifying: morbidly, obliterate, interlopers, Ground Zero, entreaty, pilgrimage, Sikh/turban, stilted, gruff, menacing

Figurative Language from chapter 24,"And then there were the families and friends of the victims of 9/11 and Flight 93, who came almost immediately after the crash, whose swollen eyes were ringed with black circles, whose hearts were cracked open and torn apart" pg 171-2."They tied their objects, their hearts, their sorrow, to the forty-foot-long chain-link fence that had been installed at the crash site; they wrote things on the tall white boards that had been put up for that purpose" pg 172."They took turns sitting there for weeks, until the grass under their chair turned brown, until even they got overwhelmed by all the people, the endless stream of lost, brokenhearted, patriotic, curious people. So much pain it wore a path in the streets and across everyone's hearts, threatening to obliterate everything else" pg 172-3."The city became a giant scrapbook, a living, breathing, weeping album of the missing; every telephone pole, the side of every building, every tree, had become a collage of faces, an entreaty to understand, to share, and to find answers and mourn" pg 176-7."They finally found a spot and stood for a while on the platform on Fulton Street, with the other people who had also stopped walking, who had come to be part of something larger than they were, something that drew them to this place even though they knew no one personally who had vanished into the white-clouded air that day" pg 180-1."The warm air blew persistently, as if trying to drive away the sunshine" pg 181."Anger sends out a strange energy, like a force field in a science fiction movie. It repels" pg 184. "And what she could hear, releasing into the air with the sounds of the flute, were the names of those who had died, in this very spot, remembered always, floating on the music of a warm September wind" pg 188.

After finishing the chapter have students go back and search for figurative language from the chapter to add to their character book. There are 8 pieces listed above. The teacher could turn this into a competition or give a reward to students that find all 8.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryWriting:Continue working on the narrative that students started on day 22. Review Narrative learning target so students will remember their focus prior to writing. After reviewing the learning target have students turn to their Turn and Talk Partner and share one thing from the learning target that they felt they did a really good job at yesterday and one thing from the learning target that they need to work some more on today.

Day 24:

Desired Outcome(s):

Understanding the vocabulary Persevere and creating a physical representation

Finding descriptive details from a story

Recognizing the essential pieces of the plot in a story

Michael Wright Article

Ipad- Skitch (annotation app)

Flow map

Reading:Discussion of the book. In groups of 5-6 students will discuss the adversity that was September 11. What pieces of September 11 were an adversity? Who was affected by this adversity? How were our characters affected? How did our characters persevere? How do we learn from the story on how we as people persevere?

Students will create a representation of perseverance with their group.● Students can create this representation in different ways. They can build something using art

supplies, create a poster, or use their Ipad to create a multimedia representation.After students will share what they created and why it represents Perseverance.

Writing:As a class, read the story of Michael Wright. This is a true story of someone’s experience of 9/11, someone that was inside the building. It was written by an author of Esquire who heard Michael’s story and turned it into a narrative. Teacher will explain to students that while the book was historical fiction, this narrative is a real moment in someone’s life.

● Original copy ● Adapted version in order to be fifth grade appropriate.

Recreate a flow map from this article with students. Have students read back through the article and look for moments of big pieces of the plot, and also for where there are descriptive details. Students will use two different colors to underline the text. One color for the pieces of the plot that will need to go on a flow map and one color for descriptive details. Students will be able to write on the text directly or they can use Skitch, annotation app, to annotate.

For a third read, students will focus in on a smaller amount of the text, cutting it in half. Instruct


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storystudents to focus on page 3. Students will answer text dependent questions on the story from here to the end of page 5.Questions:

1. Michael uses the word Pompeii to describe how he would die. What clues from the text would help you determine the meaning of Pompeii?

2. Michael sees a camera man while running. Why does he say it’s one of the weirdest things he’s ever seen?

3. Quote a piece of figurative language from the text and explain it’s meaning.4. Michael talks to his reader during this section. Quote where you see him talk to his reader and

explain why he does this. How does talking to the reader add to the story?5. Why does Michael never wonder “Why me?” ?6. Why does Michael call his brother at the pay phone? Cite evidence from the text.7. Why does the author mention that Michael’s Wife’s Father is on his way with a black suit?

Cite evidence from the text.8. Does Michael persevere through his adversity? How do you know?

Day 25:

Desired Outcome(s):

Pulling details from media


Ipads- https://www.911memorial.org/interactive-911-timelines

Flow map of 9/11 events

Flow map

Reading:As a class explore the interactive timeline. (Be careful of what pieces you show, some are not fifth grade appropriate.) Students will follow along on their own Ipad so they can see the pictures up close.

● https://www.911memorial.org/interactive-911-timelines

Sections to be mindful of● 8:59 “Am I going to have to jump?” clip● 9:03 “Another Plane just hit?” video- woman discusses a man jumping● 10:28 “Oh my god” clip- not appropriate fifth grade language

While teacher helps work through the timeline, students will be working with a partner to pull details from the timeline. They will be given a Flow map that has space for them to write descriptive details. While exploring the timeline, student’s may pull details from what people said or come up with their own details of the videos and pictures. These details students will hold onto for writing because their next tasks will be writing about 9/11. Teacher will model pulling details/creating details, then will model as a class together, before allowing students to try it as partners.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryWriting:Many people experienced 9/11 whether they were near or far and can retell where they were on that day. Teacher will retell their story of where they were on that day while modeling note taking. When finished, as a class together create a flow map of the teacher’s story. Teacher will model writing an introduction using the Flow map, then together with the class ask for help with the body and conclusion.

Day 26:

Desired Outcome(s):


Understanding a fireman’s job during 9/11

Creating interview questions to obtain the accurate events and details

Ipads- Interactive

Article about fireman, A Hero of 9/11

Reading:Ask students to remember back to when they had the socratic seminar and they discussed what made someone a hero. Have students list some of their ideas again and discuss who may have met the description of a hero during 9/11. Students will read the scholastic article about a fireman during 9/11 http://magazines.scholastic.com/Top-News/2016/09/a-hero-of-9-11

Show students the interactive, http://www.nytimes.com/packages/html/nyregion/20020707_wtc_FIRE/index_FIRE.htmlAllow them to explore on their own for a bit. On the board create two different sections, one for notices and one for wonderings (questions). As students explore the interactive they can come up to the board and write questions that they think of while looking at the interactive and also important things that they notice. Ask students to really think hard about what they put on the board. The class does not need to post “I notice the twin towers”. They should notice more important things from the interactive, inferencing on information not provided. For example, “I noticed that there were firemen on the 78th floor, trying to help people, just minutes before the building fell. This means that they were still there during the fall of the tower.”After about 10-20 minutes bring class together and pick a couple from each section on the board to share and discuss.

Discuss with the class, Why would we look at firemen during 9/11? What’s the purpose of learning about them? Why was a fireman’s job hard that day? Is their job that hard everyday?

Writing:The day before the teacher told her story. Tomorrow students will hear another teacher’s story. Before that can happen students will work to create some interview questions. Using the pieces for writing how can we get the details that we need? Students will need to think as a writer for their interview.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 StoryThey want the teacher’s story of what happened close enough that they can write about the teacher as a character for the story.

Day 27:

Desired Outcome(s):


Using interview questions to obtain the accurate events and details

Inferring meaning behind objects

Anchor chart paper

Guest Speaker

Ipads- https://www.911memorial.org/

Flow map

Reading:The 9/11 Memorial has some amazing things to share, teacher should explore and decide what to share with students.

Students will read about some of the artifacts that are in the memorial. This pdf is meant for teachers so might have to be tweaked to show to students.After getting a bit of background knowledge, students will explore two different ways to view the museum without being there. An interactive and google’s 360 degree view can be found on the 911 memorial website.

Students will participate in a scavenger questionnaire. It will ask questions like, Find a representation of perseverance in the museum. What is it and why does it show perseverance? What is the real meaning behind memorial hall? What does the memorial make you think of? Why is this museum important? Explain some ways that it pays tribute to the event that took place that day.

Writing:A teacher will come into class and tell their story of where they were during September 11. Students will use the interview questions that they came up with on day 26 in order to obtain more information. Students will practice note taking while listening to the guests story.

In a small group, students will use their notes from the interview to help create a flow map of the teacher’s story. They will put their flow maps on anchor paper and hang them up around the classroom.

Day 28:

Desired Outcome(s):

Using interview questions to obtain the accurate events and

Dogo news article- https://www.dogonews.com/2016/9/6/commemorating-the-fifteenth-anniversary-of-the-september-11th-

Reading:Up to teacher discretion, play CNN live coverage of the day on mute. Many children during 9/11 experienced it in this way. This will recreate a sense of reality and will bring it closer to them so it doesn’t seem so disconnected. Day will continue as normal while the video plays in the background. In order for kids to better focus on school work at the same time, post timeline so they can know when important pieces will happen. Point out the clock on the bottom of the video that will play through the timezones.


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storydetails terrorist-attacks

Cnn live video-https://www.youtube.com/watch?v=j_P6omf6G3I

Flow maps

Students will read Dogo News recap of September 11. After reading, teacher will ask students to discuss at their table group, What is worth us remembering about 9/11? Why should it be important to us today? Students will create a list of reasons with their table group, pulling some examples from this article as well as other resources that we have read as a class the past couple days.

Writing:Students will do a gallery walk of the Flow map anchor charts so that they can see what some of the other groups put on their flow maps and they will get a chance to be reminded of their own. Students will then proceed to draft a 9/11 story using the teacher as a character.

When there is about 10 minutes left. Have students share with their feedback partner. Feedback partner will look for the student’s goal but will also give feedback on if the student is reaching the learning target. This will be their last chance to get feedback on their writing before the summative.

Instruct students to take their Interview questions home tonight and ask their parents where they were during 9/11.

Day 29:

Desired Outcome(s):

Using interview questions to obtain the accurate events and details

Writing a meaningful letter

Circle map Reading:Refer back to day 26, when students read about a fireman and as a class we discussed heros. Create a circle map together as a class that will show reasons that firemen are heroes. This brainstorm should have plenty of options to pull from and use, the more the merrier.

Teacher will model writing a thank you letter to a local fireman station, thanking the firemen for being first responders. The letter will pull from the things we have learned throughout this unit and will be important and meaningful. Teacher will create an exemplar of a letter to show how it should look.

Students will begin to write their own letter to a local fire station.

Writing:Summative: Students will interview a family member about what they recall about where they were during September 11. They will take the details that their family member gave them and they will create a narrative retelling their family member’s story. Turning their family member that they


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Storyinterview into a character.

● Scaffold: If students do not have a family member that recalls 9/11 and where they were, students can choose between two different options. They can interview a teacher in the school or they can be given an article that is a non-fiction text that tells about someone during the attacks and they will turn them into a character for their story.

Students will receive two 40-50 minute periods in order to finish their writing. 40-50 minutes will be given to them today in order to begin writing their story.

Day 30:

Desired Outcome(s):

Students will mail their own thank you letter, taking pride in the work they have done

Students will finish their summative writing to show all that they have learned.

Mailbox, stamps, and envelops

Reading:Students will finish writing their own letters to local firemen. The teacher will have addresses of local fire stations. Students will put the address on the envelope, put a stamp on it, and the whole class will walk to the mailbox and one by one put their letters inside.

Writing:This will be the second 40-50 minute writing period for students to finish their summative story. Make sure that students know that they will need to turn in their writing by the end of this time.

Other: There are many amazing resources out there for students. Here is a list of ones that were not used in this unit but could be essential to turning this unit into your own.

● CNN different stories about Americans who were heroes during 9/11

● CNN Look back at how September 11 Unfolded short video that shows all 9/11 events in order

● Youngzine article about how America has changed because of 9/11 and a memorial video ● Scholastic article- Girl tells the story of how she found out about September 11 in 6th grade


An Idaho Core Teacher Program Unit Developed by Core Teacher: Amanda Lloyd Unit Title: Nine, Ten: A September 11 Story● ABC news article on first responders exposed to debris and them suffering 15 years later

● http://crafting-a-life.com/911_student.php#Razvan Hotaranu○ Teacher had students write during September 11

● Scholastic article- Firefighter discusses how September 11 makes them stronger

● http://www.nytimes.com/2011/09/08/us/sept-11-reckoning/firehouse.html ○ Letters to firefighters

● Video and audio stories of people involved in 9/11

● Firemans story of escaping the tower- short 3 minute video

● Survivor Tree Video Poem

● Towers falling by Jewell Parker Rhodes

● Eleven by Tom Rogers

● Somewhere Among by Annie Donwerth-Chikamatsu ○ Poetry story

● I Survived The Attacks of September 11, 2001 by Lauren Tarshis

● Fireboat- The Heroic Adventures of the John J. Harvey by Maira Kalman ○ Video of book

● America is Under Attack: September 11, 2001: The Day the Towers Fell by Don Brown

● The Survivor Tree by Cheryl Somers Aubin

● 14 Cows for America by Carmen Agra Deedy ○ Video reading



● The Little Chapel That Stood by A.B. Curtis

● September Roses by Jeanette Winter ○ Video Read Aloud

● The 9/11 Report by Sid Jacobson and Ernie Colon ○ Graphic novel

● The Man Who Walked Between the Towers by Mordicai Gerstein ○ Video Read Aloud

● Just a Drop of Water by Kerry O’Malley Cerra

● 10 True Tales Heroes of 9/11 by Allan Zullo

● Saved by the Boats: The Heroic Sea Evacuation of September 11 by Julie Gassman

● What Were The Twin Towers? By Ted Hammond


Documents

Web viewThey involve issues with both family and friends. ... A resource that may be ... They want the teacher’s story of what happened close enough that they can write