the war with grandpa - mrs. potter's teaching...

The War With Grandpa

Unit Plan

Olivia Schreiber

Spring 2013

I. IntroductionA. Title

1. The War with Grandpa by Robert Kimmel Smith2. Contemporary Realistic Fiction

B. Grade Level1. This novel is intended for Mrs. Cooper’s fourth grade class at Hillview

Intermediate Center.C. Duration

1. Ten days, one hour language arts periods each day2. See attached block plan for pacing

D. Context1. This novel is to be taught during the last marking period of the 2012-2013

school year.2. This unit will take place two weeks after taking the PSSAs, incorporating the

eligible content that will be reviewed once more through this unit.II. Content

A. Goals1. Through this novel, the students will learn and practice reading and writing

skills, specifically through finding the main idea of a written text, and summarizing a given text.

2. Students will also learn to define unknown vocabulary through various strategies, such as using context clues and deciphering the meaning of affixes.

3. Students will read the entire novel through individual, partner, and group reading, as well as listening while the teacher reads aloud.

4. Students will manage time inside and outside of class; reading, completing homework, and working on projects.

B. Concepts1. Students will review and study narrative elements: characters, conflict,

resolution, theme, plot, and setting.2. Students will discuss and observe how characters change throughout the novel.3. Students will practice inferencing throughout the novel as characters evolve and

make choices.4. Students will compare and contrast characters, settings, and attitudes present in

the novel.5. Students will learn new vocabulary by deciphering context clues in the text.6. Students will summarize and find the main ideas in a specific section of the

novel, identifying events crucial to the plot of the novel.7. Students will sequence events that occur in the story to showcase their

comprehension abilities.8. Students will use prefixes and suffixes to create meanings for unknown words.

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9. Students will identify synonyms and antonyms of various vocabulary words found within the novel.

10. Students will identify and describe the theme of the novel, using a project to present their interpretation of the theme.

C. Important Vocabulary1. Solemn: noble and serious in manner or character2. Tyranny: a form of government in which the ruler is not restricted by a

constitution or laws3. Strategy: a complicated plan of action4. Kin: relatives/family5. Truce: an agreement of peace between two enemies6. Grudge: not forgiving someone for an offense/resentment7. Diabolical: evil8. Retaliation: revenge

D. Skills1. Narrative Element Comprehension2. Using Context Clues3. Character Development4. Identifying Theme5. Summarizing/Finding the Main Idea6. Sequencing Events7. Creating Meaning using Affixes8. Making Inferences9. Identifying Synonyms and Antonyms10. Comparing/Contrasting Character and Events

E. Objectives1. Overall

a. Given direct instruction from the teacher, comprehension questions, and homework assignments, TSWBAT read The War with Grandpa during the ten day unit completely.

b. Given mini lessons, discussions, activities, and other materials, TSWBAT display and present their knowledge of The War with Grandpa in a Final Project to at least 85% accuracy.

c. Given guided readings, teacher modeling, discussion, and completion of comprehension questions, TSWBAT write and describe their own “Special Place” to teacher satisfaction.

2. Day Onea. Given an interactive poster review and direct instruction from the teacher,

TSWBAT identify and explain narrative story elements to 100% accuracy.

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b. Given modeling and direct instruction from the teacher, TSWBAT write and explain inferences about the novel based on its cover and short summary to teacher satisfaction.

3. Day Twoa. Given an interactive prop activity, TSWBAT identify similarities and

differences of the costumes of two of their classmates to teacher satisfaction.b. Given partner reading and completion of the comprehension questions,

TSWBAT identify and write similarities and differences between Peter’s old and new bedroom to teacher satisfaction.

4. Day Threea. Given actual experience deciphering unknown words in a conversation,

TSWBAT create correct meanings of unknown words using context clues to teacher satisfaction.

b. Given a worksheet with nonsense words in context, TSWBAT identify the meaning of the nonsense word using context clues to 100% accuracy.

c. Given a specific vocabulary word from the novel, TSWBAT explain the word’s meaning using context clues to teacher satisfaction.

5. Day Foura. Given direct instruction and visual cues from a poster, TSWBAT define

synonym and antonym correctly.b. Given an interactive headband activity, TSWBAT identify and decode the

meaning of their secret word to teacher satisfaction.c. Given modeling and directions from the teacher, TSWBAT independently

participate in an interactive headband activity to teacher satisfaction.6. Day Five

a. Given the opportunity to reflect upon past inferences, TSWBAT categorize inferences into those that have come to pass and those that turned out to be incorrect to 100% accuracy.

b. Given time to present their individual projects, TSWBAT present and discuss their writings and drawings regarding their “Special Place” to teacher satisfaction.

7. Day Sixa. Given time for independent reading and comprehension questions, TSWBAT

summarize and reflect upon the important events that occurred in a passage to teacher satisfaction.

b. Given practice creating a Narrative Pyramid, TSWBAT summarize and identify the main idea of a read passage to teacher satisfaction.

8. Day Sevena. Given a paper strip sequencing activity and a partner, TSWBAT put events

from the book in the correct sequence to at least 85% accuracy.

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b. Given partner reading and teacher help with comprehension questions, TSWBAT list and sequence the order of Grandpa’s final attack to teacher satisfaction.

9. Day Eighta. Given direct instruction with the magnetic word work, TSWBAT create

meaning from prefixes and suffixes in context correctly.b. Given practice using prefix and suffix flip manipulative, TSWBAT create and

manipulate prefixes and suffixes to form new words to teacher satisfaction.10. Day Nine

a. Given a safe and open environment, TSWBAT participate in discussions of theme and character development actively to teacher satisfaction.

b. Given discussions with peers and the teacher, TSWBAT identify the theme/message of the novel The War with Grandpa to teacher satisfaction.

c. Given time to review the content of the book, TSWBAT verbally support their identified theme with quotes and sections of the novel to teacher satisfaction.

11. Day Tena. Given a safe and support learning environment, TSWBAT present and explain

their Final Projects to teacher satisfaction.b. Given a Final Project assignment, TSWBAT display and describe their

knowledge of The War with Grandpa in a creative and effective way to teacher satisfaction.

F. Eligible Content1. Key Ideas and Details: Identifying narrative elements, identifying theme, and

making inferences2. Craft and Structure: Comparing and contrasting an event/character, sequencing

events in a text3. Vocabulary Acquisition and Use: Determining meaning of unknown words

through antonyms/synonyms, context clues, and affixes4. Key Ideas and Details: Finding the main idea of a text, drawing conclusion,

making inferences based on a textG. Standards

1. PA CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences.

2. PA CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

3. PA CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

4. PA CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

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5. PA CC 1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for ‐literature and informational texts

6. PA CC.1.1.4.E Read with accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

7. PA CC.1.2.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

8. PA CC.1.1.4.D Know and apply grade level phonics and word analysis skills in ‐decoding words. Use combined knowledge of all letter sound correspondences, ‐syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.


10. PA CC.1.2.4.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.

11. PA CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

12. PA CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

13. PA CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

14. PA CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

15. PA CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

16. PA CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.

17. PA CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

18. PA CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

19. PA CC.1.1.4.D Know and apply grade level phonics and word analysis skills in ‐decoding words. Use combined knowledge of all letter sound correspondences, ‐syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.

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21. PA CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

22. PA CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

23. PA CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

24. PA CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.

25. PA CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

III. Learning ExperiencesA. Day One

1. Before Readinga. Anticipatory Set to Entire Unit (5 minutes)

i. Teacher will enter classroom as “Grandpa” moving in (suitcase, mustache, large sweater, hat, etc.), and talk out loud about how this is “his room” now. Setting up pictures and knick knacks to make it “his space,” enticing students to protest and explain that this is their classroom!

ii. Teacher will then take off disguise and give introduction to the novel, explaining that someone in the book is unhappy about Grandpa moving in, and that we are going to learn why that is.

b. Judging the book by its front and back cover (5 minutes)i. Students will receive their copies of the novel, and teacher will lead them

in making predictions regarding what the book is about based on the poster of the cover.

ii. Students will take turns writing inferences on the laminated poster.iii. Teacher will then read the back cover of the novel aloud and ask students

which inferences they had were correct/incorrect and why.c. Mini Lesson: Reviewing Narrative Story Elements (10 minutes)

i. Teacher will ask students to discuss with a partner the aspects of a story (Teacher will give setting as an example).

ii. Students give ideas and when they get one correct, the student is permitted to come up and rip off the set of questions that goes with that story element.

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iii. Once all six have been named and explained, students will receive a narrative elements worksheet to fill out for The War with Grandpa after the first few chapters.

iv. Teacher asks students to be looking for story elements as they read the first three chapters together.

2. During Reading [CHAPTERS 1-3] (30 minutes)a. Students participate in popcorn style reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout

reading.c. Teacher stops students intermittently to discuss different parts of the

book/points of interest, as well as seeking to gauge if students are following the action in the novel.

3. After Reading (10 minutes)a. Review Narrative Story Elements

i. Students work in partners to fill out the narrative story elements of The War with Grandpa (except the solution to the problem and theme).

ii. Teacher reviews the answers with students.b. Introduce Character Development Poster

i. Students are to use the post it notes in the back of their Battle Book to come up with traits of Peter and Grandpa.

ii. Teacher explains that as the story moves on the students will add to the middle and the end sections, then at the end they will discuss how both Peter and Grandpa have changed over the course of the book.

iii. Students will add one note to this poster at the beginning of each lesson.iv. Teacher models this procedure for students.

c. Introduce “Think Tank”i. Students will add inferences into the “Think Tank” at the beginning of

each lesson, just like the post its on the character development poster.ii. Students will use the white cards in in the back of their Battle Book to

write an inference based on what they read that night for homework.iii. Teacher reminds students that they did this earlier with the book cover,

only now they will be writing it down and putting it inside the “Think Tank.”

iv. Teacher models this procedure for students and explains that at the middle and end of the book they will look at the inferences they made and see which ones came true.

d. Assign Homeworki. Students will read chapters 4-5 and complete the comprehension

questions in their Battle Book.

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ii. Students will also complete a bookmark (to hand in to teacher) located in the back of their Battle Book.

4. Adaptationsa. Extra Time

i. Students will be permitted to start their homework assignment or ask additional questions.

ii. Students will be permitted to add to the Character Development Poster or “Think Tank.”

b. Not Enough Timei. Teacher will wait to introduce the Character Development Poster until

next class day, and model procedure along with students.ii. Teacher will adjust reading schedule for students if chapters 1-3 are not

completed in class.c. Student Problems

i. Teacher will create assigned seats for students during class time to separate students who may be distracted by their peers.

ii. Teacher will provide visual/aural scaffolds for students who do not grasp the concepts easily.

5. Evaluation/Reflectiona. Student Evaluation: How do I know that the behavioral objective was met?b. Teacher Evaluation: How did I demonstrate preparedness, classroom

management, and engagement of learners? How did I demonstrate professionalism?

c. Other notes/Reflection:B. Day Two

1. Before Readinga. Collect/Review Homework (10 minutes)

i. Teacher collects homework bookmarks from each student and records their participation grade.

ii. Whole group reviews the answers to the comprehension questions from the homework assignment.

iii. Teacher reviews specific big events that occurred in the last reading assignment… leading into inferences for the day’s reading.

b. Routine Student Tasks (5 minutes)i. Students add to Character Development Poster based on homework

reading assignment.ii. Students add to “Think Tank” based on homework reading assignment.

c. Mini Lesson: Compare/Contrast (10 minutes)i. Teacher will select two students to go into the hall and put on the

costume items in two different bags.

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ii. The students will return to the classroom and the teacher will ask students what is different about these two students while making a list on a large piece of paper.

iii. The teacher will then ask students to name some things that the students have in common and list their answers on the same large piece of paper.

iv. The students will then take their items off and the teacher will discuss the process they just went through: comparing and contrasting.

v. Teacher will pose questions like; Was it easier to focus on the things they had in common, or the things that were different about them?

vi. Teacher will ask students why we compare and contrast things in books. Why do we learn this? What is the point?

vii. Teacher tells students to think about what is different about Peter’s old room and his new room as they read today.

2. During Reading [CHAPTERS 6-8] (25 minutes)a. Students participate in partner reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout

reading with partner they are reading with.c. Teacher stops students intermittently to discuss different parts of the


d. Teacher stops at the vocabulary word (solemn) and leads students through the “Visual Vocabulary” worksheet as a group.

3. After Reading (10 minutes)a. Review Compare/Contrast

i. As a group, students compare and contrast Peter’s old and new bedrooms.

ii. Students will be given an opportunity to write on a large Venn diagram poster their own ideas.

b. Introduce “My Special Place Assignment”i. Teacher asks students how Peter feels about his original bedroom, and do

they have places that are special to them.ii. Teacher explains that they will each complete an assignment (due Friday)

in which they will write about and draw that place that is most special to them. (Modeled by teacher here.)

iii. Teacher will give students some time in class to work on this project.c. Assign Homework

i. Students will read chapters 9-10 and complete the comprehension questions in their Battle Book.


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iii. Students will begin to work on “My Special Place” Assignment4. Adaptations

a. Extra Timei. Students will be permitted to start their homework assignment or ask

additional questions.ii. Students will be permitted to add to the Character Development Poster or

“Think Tank.”b. Not Enough Time

i. Teacher will wait to introduce “My Special Place” assignment until next class day, and model procedure along with students.

ii. Teacher will adjust reading schedule for students if chapters 4-6 are not completed in class.

c. Student Problemsi. Teacher will move students with behavioral problems so that the

students are closer to him/her and more easily observed and kept on track.

ii. Teacher will provide visual/aural/tangible scaffolds for students who do not grasp the concepts easily.



c. Other notes/Reflection:C. Day Three







c. Mini Lesson: Using Context Clues (5 minutes)i. Teacher starts telling a story, and includes a nonsense word (“torix”) in

place of the word wrist.

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ii. Teacher continues to tell the story of how they broke their “torix,” mentioning the word repeatedly until students ask what that word means.

iii. The teacher then describes a “torix,” putting it in several different contexts for the students.

iv. The teacher eventually asks students what a “torix” is, and once they respond correctly, informs them that they used context clues to decipher the meaning of the unknown word. **Teacher should be sure to tell students that the word is nonsense and does not actually mean wrist.

v. Teacher then discusses with students how they knew what a “torix” was. What clues were most helpful?

vi. Teacher explains to students that context slues are a great way to figure out the meaning of words they may not know. Teacher tells students to stay on the lookout for words in today’s reading that they may not know, but can figure out based on the context, and the words around them.

2. During Reading [CHAPTERS 11-13] (30 minutes)a. Students participate in individual reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout



d. Teacher stops at the vocabulary word (tyranny) and leads students through the “Get Clued In” worksheet in partners.

3. After Reading (10 minutes)a. Review Context Clues

i. Teacher goes over the partner work done on the “Get Clued In” worksheet.

ii. Students complete a nonsense word “Context Clues” worksheet in partners, teacher circulates to guide and assist as needed.

iii. Teacher collects Context Clues worksheet to check for comprehension.b. Assign Homework

i. Students will read chapters 14-15 and complete the comprehension questions in their Battle Book.


iii. Students will work on “My Special Place” Assignment

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ii. Students will be permitted to work on “My Special Place” assignment.iii. Students will be permitted to add to the Character Development Poster or


i. Teacher will eliminate the additional “Context Clues” worksheet and look at vocabulary worksheet to check for concept comprehension.


c. Student Problemsi. Teacher will move students with behavioral problems so that the

students are closer to him/her and more easily observed and kept on track.

ii. Teacher will provide visual/aural/tangible scaffolds for students who do not grasp the concepts easily.



c. Other notes/Reflection:D. Day Four






reading assignment.ii. Teacher takes time to direct students’ attention to this poster and

observe how the characters are already changing.

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iii. Teacher asks students to talk to a partner about what changes (if any) have they seen in the characters since the beginning of the novel? What has stayed the same?

iv. Students add to “Think Tank” based on homework reading assignment.c. Mini Lesson: Synonyms and Antonyms (10 minutes)

i. Students in pairs will be presented with a bag full of words (either all meaning the same thing or pairs of antonyms).

ii. Students will be asked to try and figure out why all of the words are grouped together. What do they have in common?

iii. Once students give their ideas, the teacher will introduce the topic of the lesson today: synonyms and antonyms.

iv. The teacher will use two posters to present the information about synonyms and antonyms to students.

v. Students will then be asked to give their own examples of both synonyms and antonyms.

vi. Teacher will remind students to be looking for words in the section of reading today that have both simple and complex synonyms and antonyms.

2. During Reading [CHAPTER 16-19] (20 minutes)a. Students participate in partner reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout

reading with partner they are reading with.c. Teacher stops students intermittently to discuss different parts of the


d. Teacher stops at the vocabulary words (strategy, kin, and truce) and leads students through the “Word Map” and “Visual Vocabulary” worksheets in partners.

3. After Reading (15 minutes)a. Review Synonyms/Antonyms

i. Students are each given a headband that contains a word and a worksheet called ”Vocab on the Move.”

ii. Students will then put their headbands on and use the worksheet to go around asking classmates questions about their word.

iii. Teacher will model this procedure to students before “letting them loose.”iv. Students will complete the activity with teacher circulating for

clarification/assistance when needed.b. Assign Homework

i. Students will read chapter 20 and complete the comprehension questions in their Battle Book.

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iii. Students will finish “My Special Place” Assignment and be ready to share with the class!



ii. Students will be permitted to work on “My Special Place” assignment.iii. Students will be permitted to add to the Character Development Poster or


i. Teacher will do an abbreviated version of the “Vocab on the Move” activity (only questions 1, 2, 3).


c. Student Problemsi. Teacher will give students who are not behaviorally ready for this activity

will do a regular worksheet.ii. Teacher will provide visual/aural/tangible scaffolds for students who do

not grasp the concepts easily.5. Evaluation/Reflection

a. Student Evaluation: How do I know that the behavioral objective was met?b. Teacher Evaluation: How did I demonstrate preparedness, classroom


c. Other notes/Reflection:E. Day Five







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iii. Teacher spends time sifting through past inferences.iv. Students help to decide whether or not the inferences have come true or

not. (Teacher keeps correct ones in a ziplock bag and incorrect ones in another ziplock bag inside the “Think Tank.”)

2. During Reading [CHAPTERS 21-23] (30 minutes)a. Students participate in popcorn style reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout



d. Teacher stops at the vocabulary word (grudge) and leads students through the “Visual Vocabulary” worksheet in partners.

e. Teacher briefly goes over the vocabulary worksheet with group.3. After Reading (15 minutes)

a. “My Special Place” Presentations i. Students present their own “My Special Place” assignments, reading their

paragraph about their place as well as explaining the various aspects of their picture.

ii. Teacher gives immediate positive feedback to presenters.b. Introduce Final Project to students

i. Students will have four choices of projects, due next Monday, that showcase what they’re learned about the novel.

ii. Teach explains each option in detail.iii. Students must decide what type of project they are doing and tell the

teacher by Wednesday.c. Assign Homework

i. Students will start to think about what type of project they would like to do for next week!



ii. Students will be permitted to brainstorm for their final projectiii. Students will be permitted to add to the Character Development Poster or


i. Teacher will wait to introduce the final project to students until the next class time.

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c. Student Problemsi. Teacher will sit close to students with behavioral problems during the

presentations to keep them respectful and attentive.ii. Teacher will help students who are shy to present their “My Special

Place” assignments with them.5. Evaluation/Reflection



c. Other notes/Reflection:F. Day Six

1. Before Readinga. Review Reading from last class (5 minutes)

i. Teacher reviews specific big events that occurred in the last reading assignment… leading into inferences for the day’s reading.

ii. Teacher asks students to look over their comprehension questions from last week to refresh their memory of the most recent events that occurred in the novel.

b. Routine Student Tasks (5 minutes)i. Students add to Character Development Poster based on last reading

assignment.ii. Students add to “Think Tank” based on last reading assignment.

c. Mini Lesson: Main Idea/Summary (15 minutes)i. Teacher will give an introduction to the “Narrative Pyramid” assignment,

modeling and explaining the steps to creating one.ii. Students are given a choice between Grandpa Jack and Peter as the topic

for their pyramid, then they must create a five line summary of the character and his actions, as shown in the teacher example.

iii. Students are given time to complete this brief assignment, then the teacher brings the class back together to talk about their responses, and how they create a focus around the main characteristics and purpose of this character in the novel.

iv. The teacher then moves into a discussion of main idea and summarizing, and how good readers and writers effectively do this, while asking for suggestions from the class.

v. The teacher asks students to be thinking about how they would summarize the section they are reading today during class.

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2. During Reading [CHAPTERS 24-26] (25 minutes)a. Students participate in individual reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout



3. After Reading (10 minutes)a. Review Main Idea/Summary

i. With large piece of paper (or white board), allow students to help teacher create a summary of the chapters read in class.

ii. Teacher encourages students to include the main ideas; eliminating fluff.iii. Each student gets to come up and contribute to the summary.

b. Explanation of Final Projecti. Teacher gives a more thorough explanation of the project options,

modeling each one.ii. Teacher allows students to ask any questions they may have about the

project.iii. Students are given time to brainstorm/talk to partners about what they

are thinking about doing for their project.c. Assign Homework

i. Students will read chapter 27-28 and complete the comprehension questions in their Battle Book.


iii. Students will think about/work on their Final Project for next Monday.4. Adaptations


additional questions.ii. Students will be permitted to brainstorm for their final project.iii. Students will be permitted to add to the Character Development Poster or


i. Teacher will guide the summary of the read section of the book more instead of having students raise their hands one at a time for summary points.


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c. Student Problemsi. Teacher will carefully watch the partners to make sure that students are

working effectively and productively with one another; eliminating any problem groupings.

ii. Teacher will help students who struggling to decide which project type they would like to do.



c. Other notes/Reflection:G. Day Seven







c. Mini Lesson: Sequencing Events in Narrative Text (10 minutes)i. Groups of three receive bags of paper strips that are to be arranged into

their correct order as fast as they can. The paper strips contain key scenes/parts of the novel that the students have read about thus far.

ii. The students must check their work by flipping each of the strips over, and if they are in the correct order, they should form a picture.

iii. Students work together to finish this activity and check their own work.iv. Once all the groups have completed the task correctly based on their

knowledge of the book, the teacher will go over the correct answers.v. The teacher will then ask students why it is important to understand the

order in which events happen in a story.vi. The teacher gives an example of an event out of place in the book and

asks students how this would affect the plot/characters/etc.vii. Students are told to be aware of the order in which events occur in the

story, specifically in today’s reading.

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2. During Reading [CHAPTER 29-32] (25 minutes)a. Students participate in partner reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout



d. Teacher stops at the vocabulary words (diabolical, retaliation) and leads students through the “Get Clued In” and “Word Map” worksheets in partners.

3. After Reading (15 minutes)a. Review Sequencing

i. Play telephone Pictionary with students using Grandpa’s final attack as the event to make a sequence out of.

ii. Teach and classmates check that each written part is the next big event that happens in the sequence, before the board is passed for the next student to draw.

iii. Students write and draw the events in the sequence on a white board.iv. Teacher facilitates this game until the entire scene has been shown in

words and pictures by the students.b. Assign Homework

i. Students will read chapter 33 and complete the comprehension questions in their Battle Book.


iii. Students will work on their Final Project due next Monday.4. Adaptations


additional questions.ii. Students will be permitted to work on their final project.iii. Students will be permitted to add to the Character Development Poster or


i. Teacher will guide the opening activity with the paper strips, doing it as a full group activity instead of partners.


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c. Student Problemsi. Teacher will help students who are unable to play telephone Pictionary

due to behavioral issues to remain focused and engaged during the game without getting out of hand.

ii. Teacher will help students who struggling with their project.5. Evaluation/Reflection



c. Other notes/Reflection:H. Day Eight

1. Before Reading (5 minutes)a. Collect/Review Homework






c. Mini Lesson: Creating Meaning through Prefixes and Suffixes (15 minutes)i. Teacher will show students an example of a word (kind) and asks what

the meaning of that word is using word magnets and a magnet board.ii. Teacher will then add the prefix “–un” to the word, and asks students how

this affects the word’s meaning. iii. Teacher then asks what the students believe the prefix “–un” means after

seeing how it changed the meaning of “kind.”iv. Teacher then does the same procedure, but with the suffix “–ness.”v. Once students grasp that prefixes and suffixes change the meaning of

words and that each prefix/suffix has a meaning they will be given a bag of magnet words and a magnet board to work on in groups of three.

vi. The teacher will go around and ask students what the word means alone, what it means with the suffix, and what it means with the prefix (thus asking what each affix means).

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vii. The teacher will relate this back to their vocabulary word from yesterday, retaliation (prefix “–re”). Teacher tells students to be watching for words with affixes in their reading today.

2. During Reading (25 minutes)a. Students participate in popcorn style reading, as well as teacher read aloud.b. Students fill out comprehension questions in Battle Books throughout



3. After Reading (10 minutes)a. Review Sequencing

i. Each student will be given an affix flip that models the meaning of given affixes.

ii. Students will read through the first two flaps that model the procedure, then fill out the final one (or two) flaps, creating their own word that contains that prefix or suffix.

iii. Students will have their flip checked by the teacher then share the word they created with the class.

b. Assign Homeworki. Students will work on their Final Project due next Monday.ii. Students will begin to study for their test on Monday, covering the whole

content of the book, including vocabulary.4. Adaptations


additional questions.ii. Students will be permitted to work on their final project.iii. Students will be permitted to add to the Character Development Poster or


i. Teacher will do the opening magnet word work activity as a full group activity instead of small groups, to speed up the process.


c. Student Problemsi. Teacher will select the students for group work if there are behavioral

problems.ii. Teacher will help students who are struggling with the affix flips by giving

them visual/aural scaffolds on a one-on-one basis.

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c. Other notes/Reflection:I. Day Nine


i. Teacher reviews specific big events that occurred in the last reading assignment… leading into inferences for the day’s reading.

ii. Teacher asks students to look over their comprehension questions from last week to refresh their memory of the most recent events that occurred in the novel.



c. Mini Lesson: Searching for a Themei. Teacher asks students what a theme is. Can you give an example of a

theme?ii. Teacher takes several student responses, then pulls out a poster that

already contains the definition of theme and gives examples of common themes in novels.

iii. Teacher asks students to close their eyes and try to let the whole book flash before their eyes. What events stick out? Why?

iv. Teacher takes responses then moves to the Character Development poster.

v. Teacher leads students into a discussion about theme: How has Peter changed? Why? What has he learned? Who affected him?

vi. How has Grandpa Jack changed? Why? What has he learned? Who affected him?

vii. What moments did the reader see the biggest change in the characters? Can you find it? How did the solution come about for the characters?

2. During Reading (20 minutes)a. Students are asked by teacher to search through the book with a partner for

quotes/sections of the books where the characters were changing and their attitudes were different than at the start of the book.

b. Students give examples in a circle environment of the characters changing through events/speech/actions.

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c. Teacher pulls these ideas together to help students formulate a word for the theme of the novel (talking it out is better than fighting, peer pressure, overcoming loss, compromising is better than fighting, etc. **This is left open ended for however the students interpret the text as a group.)

3. After Reading (30 minutes)a. Review Theme

i. Students are given a “Searching for Theme” worksheet to complete that encourages them to support their theme with evidence, relate the theme back to the narrative elements, and convey the message of the novel.

ii. Students will complete this worksheet individually and hand in to the teacher for participation points.

b. Review Vocabulary i. Teacher will review the eight vocabulary words that will be on the test

(Monday) with students.ii. Students will participate in a vocabulary game (Around the World) using

their vocabulary words.iii. Teacher tells students that there is a “quizlet” website that has online

flashcards for their vocabulary, should they like to use it. The link is listed in their Battle Book.

c. Time to work on Final Projects (if applicable)d. Assign Homework

i. Students will work on their Final Project due next Monday.ii. Students will study for their test on Monday, covering the whole content

of the book, including vocabulary.4. Adaptations

i. Students will be permitted to or ask additional questions.ii. Students will be permitted to work on their final project.

b. Not Enough Timei. Teacher will eliminate the vocabulary game at the end of the lesson, but

still mention the interactive flashcards online that are available.ii. Teacher will complete the “Searching for Theme Worksheet with

students.c. Student Problems

i. Teacher will allow students who are easily distracted to pull out slips/categorize slips from “Think Tank” to keep them engaged.

ii. Teacher will work closely with students who are struggling to understand the abstract concept, providing visual/aural scaffolds.

5. Evaluation/Reflectiona. Student Evaluation: How do I know that the behavioral objective was met?

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b. Teacher Evaluation: How did I demonstrate preparedness, classroom management, and engagement of learners? How did I demonstrate professionalism?

c. Other notes/Reflection:J. Day Ten

1. Collect Projects (5 minutes)a. Teacher checks that each student has brought in their project.b. Teach collects projects until it is time for each student to present.

2. Test on The War with Grandpa (20 minutes)3. “Think Tank” in Review (10 minutes)

i. Teacher will go through the rest of the inferences from the “Think Tank” with the class, classifying them into the two categories: those that occurred, and those that did not.

ii. Students will give thumbs up/down based on the correct response.iii. Students give examples why some of the incorrect inferences wouldn’t

work/what the book would be like if that actually did happen!4. Project Presentations (10 minutes)

a. Students present their own Final Project, giving a brief 1-minute overview of what they did, and what it means to them.i. Teacher gives immediate positive feedback to presenters.ii. Students clap and are respectful of each classmate.

5. Peace Party! (15 minutes)a. “Think Tank” in Review

i. Teacher will go through the rest of the inferences from the “Think Tank” with the class, classifying them into the two categories: those that occurred, and those that did not.

ii. Students will give thumbs up/down based on the correct response.b. The War with Grandpa Bingo

i. Students play pre-made Bingo game.ii. Prizes are given for winners.iii. Each student at the end gets a “Jaw Breaker” to say thank you for being

great students.6. Adaptations

a. Extra Timei. Students will be able to play more games of Bingo.ii. Students may give a presentation of their project personally to the

teacher, if they’d like.b. Not Enough Time

i. Teacher will give additional time for the student to finish the test later in the day/tomorrow.

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ii. Students will not present their projects to the class, just the teacher.c. Student Problems

i. Teacher will sit close to students with behavioral problems during the presentations and Bingo to keep them respectful and attentive.

ii. Teacher will help students who are shy to present their Final Projects with them.



c. Other notes/Reflection:K. Extension Activities for Advanced Learners

1. Letter to the Author: a. Allow students to write personal letters (or emails to incorporate

technology) to the author, telling him what they liked about the book, what their favorite parts were, and asking him questions about the book, or his life as an author. This would be a great additional writing experience in teaching letter writing format to students.

2. Read additional books by Robert Kimmel Smith:a. In the teaching space, place some other books written by Robert Kimmel

Smith, so that if a student really resonates with his writing, the student doesn’t have to stop reading once this book is over. Encourage students to compare and contrast between his other books and The War with Grandpa.

3. Create a Timeline of the “War”:a. Have students go through the book and mark the various attacks that Peter

and Grandpa have against one another. Then, take a long piece of paper and allow each student to have an event to put on the timeline. Make sure students include the time, the attack, and a drawing of what is happening. This gives students a good visual that shows the passing of time and the sequence of events, and it could be a great in-class activity.

L. Evaluation Instruments and Methods1. Formative Evaluation

a. Student preparedness and completion of assignmentsb. Student participation in activities and discussionsc. Observation of partner and independent work daily

2. Summative Evaluationa. “My Special Place” writing assignmentb. Test on whole bookc. Final Project

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M. Evaluation of Objectives1. See evaluation sections of daily lessons

N. Evaluation of Daily Lessons1. See evaluation sections of daily lessons

O. Resources1. Upper/Middle Literature class lectures2. Professors: Dr. Nichols, Dr. Culbertson3. Voicethread: http://www.voicethread.com/share/748591/4. Pinterest: Various Activity Ideas: http://www.pinterest.com/5. Quizlet: http://www.quizlet.com/

P. Materials1. Whole Unit (used throughout the ten days)

a. The War with Grandpab. Suitcasec. Character Development (poster laminated)d. “Think Tank” Inferencing Boxe. Student Daily “Battle Books”

i. 3-prong pocket folderii. 2 Page protectorsiii. All worksheets (Daily Comprehension Questions, “Visual Vocabulary,”

“Get Clued In,” “Word Map”)iv. Ziplock bag stapled to backv. Post-itsvi. Homework bookmarksvii. 1/2 index cards for inferences

f. Online Flashcards: Quizlet2. Day One

a. Disguise props: Dressing as Grandpa (hat, sweater, mustache, suitcase, etc.)b. Poster of Book Coverc. Dry Erase Markersd. “Rip-Off” Narrative Story Elements Postere. “Narrative Elements” Worksheet

3. Day Twoa. Compare/Contrast costume bags full of similarities and differencesb. Large piece of paper/markerc. Venn Diagram Posterd. “My Special Place” Book

4. Day Threea. Visual scaffolds for nonsense words (pictures)b. “Context Clues” Worksheet

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http://www.quizlet.com/

http://www.pinterest.com/

http://www.voicethread.com/share/748591/

c. “My Special Place” Book5. Day Four

a. Bags of Synonymsb. Bags of Antonym Pairsc. Antonym Acronym Posterd. Synonym Acronym Postere. Word Headbandsf. “Vocab on the Move” Worksheetsg. “My Special Place” Book

6. Day Fivea. Two Ziplock Bagsb. Information/Models for Final Project

7. Day Sixa. “Narrative Pyramid” Worksheetb. Large piece of paper/marker

8. Day Sevena. Ziplock Bagsb. Sequencing Stripsc. Small White Boardd. Dry Erase Markere. Tissue (eraser)

9. Day Eighta. Bags of Magnet Wordsb. Magnet Boardsc. Paper Affix Flips

10. Day Ninea. Theme Posterb. “Searching for a Theme” Worksheetc. “Around the World” Vocabulary Game (cards)

11. Day Tena. Novel Testb. The War with Grandpa Bingo Cardsc. Markers (beans) for Bingod. Bingo Prizese. Peace Party Snacksf. “Jaw Breaker” Candy for each student

Q. Appendix1. Teacher Materials

a. Unit Plan, Lessons, Block Planb. Examples of completed projects/assignments

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c. Props/Activity Pieces/Gamesd. Assessment Answer Keys

2. Student Materialsa. Battle Book (Reading Schedule, Comprehension Questions, Vocabulary

Worksheets, Activity Worksheets)b. Bookmarks/Post its/ Inferencing cardsc. “My Special Place” Bookd. Project Info Sheets

3. Sketchesa. Book Cover Posterb. Character Development Postersc. Venn Diagram Posterd. Synonym/Antonym Postere. Theme Poster

4. Assessment Toolsa. Participation Pointsb. Novel Testc. “My Special Place” Writing Assignmentd. Final Project

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