1

Justine Durham, Sarah Roadside, Jamie DiLetto, and Beth Jacobs

Dr. Pierce
SED 400
November 3, 2014
Unit Plan - Group

Small Group Unit/Lesson/Assessment Planning

Unit Title: Reading, Writing, and Empathizing: establishing skills of empathy to others, the
world, and to characters by working with True Notebooks, by Mark Salzman & Riding the Bus
with My Sister, by Rachel Simon; Grade 10; 45 minute period; General Education classroom;
October 2014
Essential Question: How do my differences help me empathize with others?
Content & Skills Graphic Organizer:

Learning Rationale: The rationale behind our unit is to have students concentrate on the theme
of empathy. The Essential Question of How do my differences help me empathize with
others? forces students to reflect on themselves and other members of society. Each lesson
allows students to communicate or identify with individuals that they previously would not
identify similarities with. Each lesson allows students to embrace the idea of understanding and
sharing the feelings of others. By connecting the diverse characters in the two books, students
immediately must identify connections between the very unique novels. Students can take the
many life lessons in this unit and apply them to their own lives; decreasing judgement and
stereotyping.

Objectives/ Outcomes Connected to NJCC/Common Core ELA Content Standards:

Lesson 1:
CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.SL.9-10.1.d: Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify
or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Lesson 2:
CCSS.ELA-LITERACY.SL.9-10.1.C: Propel conversations by posing and
responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and
audience.
Lesson 3:
CCSS.ELA-Literacy.SL.9-10.4: Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
CCSS.ELA-Literacy.W.9-10.3.d:Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Lesson 4:
CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience
CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.

Introductory Activity: By using whole class, small group, and individual instruction, this
introductory activity will begin familiarizing students with the important key terms of this unit
plan and pique their interest overall. Click here to for the introductory activity worksheet:
https://docs.google.com/document/d/1fPXyarRggus4Gn2iZwNI14oh1gZwu4sYAu4v09YC658/e
dit?usp=sharing
Developmental Activity/ Lesson Plan 1: Sarah Roadside
Developmental Activity/ Lesson Plan 2: Jamie DiLetto
Developmental Activity/ Lesson Plan 3: Justine Durham
Developmental Activity/ Lesson Plan 4: Beth Jacobs
Culminating Activity & Plans for Assessment: The final project for the unit will consist of
material that the students have worked on over the course of the unit. Students are required to
create a scrapbook, incorporating pieces that they have created throughout the unit. The
scrapbook must be creative and include images, descriptions, and writing pieces. Scrapbook
must include 4 aspects of the unit consisting of a choice of 1 interview, a choice of 1 journal
topic, a choice of 1 empathy video and connection, and the creative character conversation.
The final aspect of this assessment will be a writing piece in the end of the scrapbook in which
students will write a letter to one of the authors of Riding The Bus with My Sister or True
Notebooks that identifies a theme throughout their scrapbook and discusses how the author has
changed the way they see the world.
After all students have created their final product, there will be a gallery walk through the
classroom to highlight everyones hard work; this walk will furthermore demonstrate the EQ of
individual differences and the ability to create empathy with others as students see how other
students had interpreted lessons throughout the unit.
Culminating Activity - Directions Sheet & Rubric:
https://docs.google.com/document/d/1O-eZ-N8GFuEp03a-n4iXpAaf5mmRtj34Ej0h5I1UtM/edit
Opportunities for ALL Learners: This unit creates many opportunities for all learners because
much of the lessons are about self-reflection and imagination. Each lesson incorporates an aspect
of collaboration and interaction with peers as well as outside guests within the school
community. The five different types of lessons: reading, writing, speaking, listening and viewing
also reach the various ways students learn. One mode does not fit all students, so each lesson
incorporates many of these required aspects. Specifically, this unit gives movement for
kinesthetic learners, uses communication for interpersonal learners, uses cooperative learning,
and bases groups off of interest, and allows students to use both voice, written, and visual
languages to express their ideas. Students are able to take the lesson framework and really create

something of their own for the culminating activity. Students can chose from their work
throughout the unit and pick out activities that were prevalent to their lives and impacted their
idea of empathy.
Materials, References:
Introductory Activity:
True Notebooks
Riding the Bus with my Sister
Introductory activity worksheet:
https://docs.google.com/document/d/1fPXyarRggus4Gn2iZwNI14oh1gZwu4sYA
u4v09YC658/edit?usp=sharing
Large poster paper for students to write collective definition of empathy and for a
venn diagram
Referenced:
https://www.plymouth.edu/outreach/nwpnh/files/2013/07/Readingwritingempathy.
pdf

Lesson Plan 1:
Computer lab
Empathy collage Directions & Rubric:
https://docs.google.com/document/d/1fSeeA6Sic3Mdw_E7DG_uEMPS0G2JDZS68Sr2_9RqU0/edit
Construction paper
Glue sticks, stapler
Magazines, newspapers
Picture of selected person
Lesson Plan 2:
Interview Question - Directions & Rubric:
https://docs.google.com/document/d/10580j4RA6wmEznYZEbHKEpqQ7nxZxFPqN-YJa_0x3Y/edit?usp=sharing
Creating Empathy for Others and for Characters Worksheet:
https://docs.google.com/document/d/1z7WZjrAdCHQMFlcD90D7baByJAUMvb
StVIZNw_uHroQ/edit?usp=sharing
Reflective Writing Assignment (Letter to Your Past-Self) - Directions & Rubric:
https://docs.google.com/document/d/1qzSdSJMaH4wMmfJ6VshxUL5EFkHR3x4
iDiEuSk3WtCs/edit?usp=sharing
Classroom guests
Lesson Plan 3:
Writers Notebooks/ pens/ pencils
Handout about activity
True Notebooks

Riding the Bus with my Sister

Journal writing/ speaking rubric:
https://docs.google.com/document/d/1rIXXkGZY32NCxCY_UjhecsILvG8ftXxQ
ZmFXU5Cfj3w/edit?pli=1
Lesson Plan 4:
Writers Notebooks/pens/pencils
True Notebooks
Riding the Bus with My Sister
Journal Prompts and rubric:
https://docs.google.com/document/d/1Cj8WuQxNIbVrTI4q56qJtPa4oOdB_j8znmXI2LAsNY/edit

Developmental Activity/ Lesson 1: Sarah Roadside

Essential Question(s):
How do I empathize with other people who I am unfamiliar with?
Standards:
CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.SL.9-10.1.d: Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify
or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Instructional Objectives:
SWBAT Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the evidence and
reasoning presented.
SWBAT Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Sequence of Learning Activities:
Introduction/Anticipatory set
STUDENTS MEET IN COMPUTER LAB
-(5 minutes) DO NOW: Students will write a short piece on what it
means to empathize with someone.
-(3 minutes) Students will discuss what they have written aloud.
(END OF INTRODUCTION)
Middle (supporting activity)
Students will receive directions & worksheet on assignment
https://www.google.com/url?q=https%3A%2F%2Fdocs.google.co
m%2Fdocument%2Fd%2F1fSeeA6Sic3Mdw_E7DG_uEMPS0G2JDZS68Sr2_9RqU0%2Fedit
Students will first find three short documentaries and write two
paragraphs for each of the three documentaries.
Next, students will print pictures of each selected person.
Closure (7 minutes remaining of class)
Students will finish up their research. The two paragraphs, if not
completed in class, will be homework to bring in for DAY 2*.
DAY 2*
Introduction:

Students will be asked to have the two paragraphs and picture of each person on
their desks to be checked for homework. (4 minutes)
Middle (supporting activity)
-After all homework has been checked, students will be shown where the
supplies are kept to create their collages.
-Students will retrieve their supplies by row
-Students will begin to work on their collage with materials provided Teacher will be going around reading the paragraphs and assisting
students with materials and questions. (This will last for 20 minutes)
Closure: Students will be completed with their projects. (remaining class time)
-Each student will give a short description of one of the people he/she has chosen
to view a documentary on explaining how they empathize with that person.

Differentiation of Instruction:
Students who are spatial learners, auditory learners, linguistic learners, and
kinesthetic learners are all included within the lesson plan through graphics,
documentaries, writing, and presenting.
Appropriate Use of Technology:
Technology is used in this lesson plan by having the students use the computers in
the computer lab and view documentaries online.
Assessment/Evaluation:
Students have met the objective of the lesson if they are able to create a collage
that demonstrates their empathy for someone else
Students have met the objectives of the lesson if their writing clearly answers the
question of how the student empathizes with another person.
Materials/Resources:
Computer lab
Empathy collage Directions & Rubric:
https://docs.google.com/document/d/1fSeeA6Sic3Mdw_E7DG_uEMPS0G2JDZS68Sr2_9RqU0/edit
Construction paper
Glue sticks, stapler
Magazines, newspapers
Picture of selected person
Homework Assignment:

Students will finish their writing for homework to achieve clearly written
paragraphs with little to no grammar mistakes.

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Developmental Activity/ Lesson 2: Jamie DiLetto

Essential Question(s):
How do my differences help me empathize with others?
Standards:
CCSS.ELA-LITERACY.SL.9-10.1.C: Propel conversations by posing and
responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and
audience.
Instructional Objectives:
SWBAT propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas by creating a set of
interview questions to ask classroom guests in order to clarify, verify, or
challenge ideas and conclusions made through discussion.
SWBAT produce a clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience by writing a
reflective piece that is addressed to their past self in which they will be asked to
discuss their experience with the interview process, and draw connections and
support from the text(s).
Sequence of Learning Activities:
*DAY 1
Introduction/anticipatory set (5 minutes):
Students will be asked to get into their base groups and put away
everything but their interview questions, a pen, and blank paper to take
notes on.
Teacher will ask the students if there were any difficulties with their
interview question assignment before they begin.
Interview directions and rubric will have been handed out the
previous day and done for homework.
Click here for the Interview Questions direction and rubric page:
https://docs.google.com/document/d/10580j4RA6wmEznYZEbHKEpqQ7nxZxFPqN-YJa_0x3Y/edit?usp=sharing
Students will be introduced to the classroom quests.
This lesson requires people from the school and community to
come into their classroom and talk about their occupations.
Preferably, the guests will have jobs that arent liked very much

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because they are commonly misunderstood - i.e. a janitor, a vice

principal, a school security guard or cop, a lawyer, etc.
Supporting activities (30 minutes):
Students will stay in their base groups and each base group will have one
classroom guest.
Guests will be given the first few minutes to introduce themselves to the
students and then the students will begin conducting their interview.
Time will be divided up accordingly, allowing each base group to have
equal amounts of time with each guest.
An egg timer will be used to track time. After egg timer goes off,
students will get up and go to the next guest in a clockwise
manner.
Closure (10 minutes):
Guests will be asked to come to the front of the classroom and will be
thanked.
Students will turn their desks in a circular manner and will debrief.
Guiding questions will be:
What was our most shocking new point of view?
What was our most shocking connection to a guest?
How did we develop empathy for our guests?
Teacher will collect interview questions and notes for grading (reminding
students to have names on all papers -- stapling them all together if
possible).
*DAY 2

Introduction/ anticipatory Set (5 minutes):

Teacher will begin the day by handing back the students notes and
interview questions.
Teacher will ask students to talk about which guest they connected with
best from the day before.
Teacher will section off groups based on which guest they best connected
with.
Supporting Activities (25 minutes):
Now in their preference groups, students will be asked to discuss their
experience during the interview process and why they felt they connected
best with this particular guest.
Students will be given a worksheet to focus their discussion about their
experience.
Click here for Creating Empathy for Others and for Characters
Worksheet:

12

https://docs.google.com/document/d/1z7WZjrAdCHQMFlcD90D7
baByJAUMvbStVIZNw_uHroQ/edit?usp=sharing
The teacher will walk around and conference with each group as they are
working, monitoring for understanding.
Closure (15 minutes):
Students will return to their desks and begin individually writing their
letter to themselves about empathy.
Teacher will circulate and talk to each student about their work for the rest
of the period.
Click here for the Letter to Your Past-Self - Directions and Rubric
Sheet:
https://docs.google.com/document/d/1qzSdSJMaH4wMmfJ6Vshx
UL5EFkHR3x4iDiEuSk3WtCs/edit?usp=sharing
Differentiation of Instruction:
This lesson gives movement for kinesthetic learners, uses communication for
interpersonal learners, uses cooperative learning, and bases groups off of interest.
Assessment/Evaluation:
Students meet the objective if they are able to create a set of interview questions
by receiving 8 or more points out of 12.
Students will meet the objective if they are able to write a reflective piece that is
addressed to their past self by receiving 18 or more points out of 24.
Materials/Resources:
Interview Question - Directions & Rubric:
https://docs.google.com/document/d/10580j4RA6wmEznYZEbHKEpqQ7nxZxFPqN-YJa_0x3Y/edit?usp=sharing
Creating Empathy for Others and for Characters Worksheet:
https://docs.google.com/document/d/1z7WZjrAdCHQMFlcD90D7baByJAUMvb
StVIZNw_uHroQ/edit?usp=sharing
Reflective Writing Assignment (Letter to Your Past-Self) - Directions & Rubric:
https://docs.google.com/document/d/1qzSdSJMaH4wMmfJ6VshxUL5EFkHR3x4
iDiEuSk3WtCs/edit?usp=sharing
Homework Assignment:
Complete letter to your past-self.

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Developmental Activity/ Lesson 3: Justine Durham

Essential Question:
How do my differences help me empathize with others?
Standards:

CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Instructional Objectives:
SWBAT create letter correspondences between the characters in True Notebooks and
Riding the Bus with My Sister to illustrate their comprehension of the text and characters.
SWBAT recognize the importance of empathy throughout the two novels as they write to,
comparing and contrasting the different characters
SWBAT encompass the role of their character by speaking the letter aloud to the class.
Sequence of Learning Activities:
*Day 1
Introduction/ anticipatory set ( 10 minutes)
Students will be asked to get into their base groups and work on the journal entry
topic on the board.
A picture of a homeless person will be hung on the board with the question What
similarities do you share with this person?
Image: http://thewritepractice.com/wp-content/uploads/2012/07/PicturePrompt-1.jpeg
Although at first students will think they have nothing in common with this
person, I will probe them and suggest they discuss with their base group scenarios

14

that might make the two similar. Imagine this mans prior life or recognize that
everyone has struggles whether they are big or small.
Students will write 5-7 lines in journals.
Approximately 3-5 minutes will be given to respond to the topic.
Teacher will then review journal topic and the importance of empathy, linking to
todays lesson about character communication and empathy between two very
diverse characters ( 5 minute discussion/ sharing)
Supporting activities (30 minutes):
Students will pair up with members of their base group. Each pair should have
one member that read Riding the Bus with My Sister and one member that read
True Notebooks. (Distribute lesson rubric):
https://docs.google.com/document/d/1rIXXkGZY32NCxCY_UjhecsILvG8ftXxQZmFX
U5Cfj3w/edit?pli=1
Students will create imaginary correspondence between a character in Riding the
Bus with My Sister and a character in True Notebooks to illustrate their own
understanding of the text and characters.
2 letters from each character are required with 3 novel quotations in each letter.( 6
quotations total)
Teacher will probe students to include instances of empathy between the two
correspondences.
Students will be given the first few minutes to decide on what character from each
book they want to portray.
Students will then discuss a topic, scene, or use their imagination to decide what
their letters will be about so there will be coherence during the letter read aloud.
For the remainder of the period, students will collaborate on their letters ( writing
individually, however bouncing ideas, slang, or book references off of each other)

Closure ( 5 minutes):
Class will come back together and discuss where they are in the writing stage
Guiding questions will be:
How far have you gotten in the writing process?
Would it be beneficial to continue writing in class or for
homework?
How have you connected the topic of empathy into your letters?
Homework: Depending on student closure responses, students will work on or complete letters
from class depending on their feedback. Must come prepared to discuss on and work with partner
tomorrow.

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*DAY 2
Introduction/ anticipatory set (Tentative: 15 minutes)
Students will immediately get together with partners to finish up letter writing, fix any
discrepancies and prepare for class sharing.
Emphasize to students that the speaking of the letters and highlighting character stories,
slang, phrases or actions are a vital aspect of the speaking lesson.
Supporting Activities ( 35 minutes)
Students will return to seats, as pairs begin to share their letters. Students will go back
and forth with their letter responses, illustrating the connection and correspondence
between characters
Students will be required to pay attention because they will be asked to reflect on a letter
that struck them the most.
Teacher will ask questions after each letter and class will discuss and share what students
did well.
This speaking/ sharing activity will be worked on until the end of the period and if
needed, students will continue the following day.
Closure
Exit card question: Reflect on a letter correspondence that resonated the most with you
Differentiation of Instruction:
This lesson uses communication for interpersonal learners, uses cooperative learning and
allows students to use both voice and written language to express their ideas.
Appropriate Use of Technology
For this lesson, technology will not be needed.
Connections:
Using empathy as the basis for this lesson, through the character correspondence,
students will begin to recognize the similarities between individuals. Students will also
recognize that although there are many differences
Assessment/Evaluation:
Informal: student (class and pair) discussion and share out
Formal evaluation of students letters. Rubric will be used to grade student
letter writing and speaking performance.
Materials/Resources:

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Writers Notebooks/ pens/ pencils

Handout about activity
True Notebooks
Riding the Bus with my Sister
Journal writing/ speaking rubric
Homework Assignment:
Reflection paper: Has your understanding of the novel increased after the communication
between two very diverse characters from each of the novels? How was our theme of
empathy illustrated within this correspondence? Use examples from your own writing as
well as examples from your peers that you heard in class.

17

Developmental Activity/ Lesson 4: Beth Jacobs

Essential Question(s):
How can empathy help guide our influence as a character?
Standards:
CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience
CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Instructional Objectives:
SWBAT develop an emotional and empathetic connection to the characters in
order to write from the characters perspectives
SWBAT explore their own feelings in regards to the books read and prompts
given
SWBAT come to a concise and well written response to the prompts given
Sequence of Learning Activities:
Day 1:
Introduction/anticipatory set (15 mins)
Students will be asked to get into their base groups and put everything away
except for their writers notebooks and a pen or pencil
There will be a picture on the board and the students will be asked:
What similarities do you share with this person?
http://thewritepractice.com/wp-content/uploads/2012/07/PicturePrompt-3.jpeg
Students will be given 10 minutes to answer the prompt
The last 5 minutes will be a time to share some of the ideas and I will
write them on the board.
Supporting Activities (20 mins):
Students will be handed an assignment sheet
While the assignment is being passed out a prompting question will be
asked: What is a perspective?
This will launch a conversation covering what a perspective is and why
they are important

18

The assignment will then be explained as writing in another perspective

and that they will have time in class to discuss the prompts and
perspectives.
They may choose to have their own prompt but it must be related to the
books and be approved.
Closure (10 mins):
Students will pick a prompt and hand in an index card with their name and
prompt
Topics that are created will be submitted for approval
Day 2:
Introduction/ Anticipatory Set (5 mins):
Students will begin class with their prompts and writers notebooks
They will brainstorm for 5 mins about what to write with their prompts
Supporting Activities (30 mins):
Students will work on their prompts for the class period
Each student will meet with the teacher to see where theyre going with
their journals and if they have any questions
(10 minutes prior to the end) The teacher will stop them and explain that
they will finish for homework and talk with their base group members
tomorrow about their entries
Closure (10 mins):
Random recap questions at the door about perspectives and last minute
questions
Day 3:
Introduction/ Anticipatory Set (10 mins):
Students will pull out their writers notebooks
They will write for 10 minutes about how they thought the assignment
went
Supporting Activities (25 mins):
Students will share in their base groups and review what went well and
what could be better (constructive criticism)
Each student will have a chance to read
Teacher will monitor and sit in with groups
Closure (10 mins):
Students will write how their peer review went and what they think now of
the assignment
Students will hand in assignment as well as opinion writing from the
period as an exit slip
Differentiation of Instruction:

19

This lesson uses written communication for interpersonal learners, it allows

students to interact with one another and discuss their opinions verbally.
Appropriate Use of Technology:
This lesson will not be using technology
Connections:
Students will start to understand that everyone has their own perspectives on
situations and will take certain actions differently than others. Students will also
gain a better understanding of the use of empathy
Assessment/Evaluation:
Along with the collected and graded writing assignment, students will write a one
paragraph response to the assignment explaining their opinions of writing and
thinking in new perspectives.
Materials/Resources:
Writers Notebooks/pens/pencils
True Notebooks
Riding the Bus with My Sister
Journal Prompts and rubric:
https://docs.google.com/document/d/1Cj8WuQxNIbVrTI4q56qJtPa4oOdB_j8znmXI2LAsNY/edit
Homework Assignment:
Day 1:
N/A
Day 2:
Finish writing journal
Day 3:
N/A