Unit Plan

Unit Title: You Are More Than Your Size

Content area/grade/SES: ELA/8th grade/School District of Philadelphia
Objectives
o Guiding questions
In what ways can we combat the negative stigma surrounding certain body
images in order to create a community that will increase the self-esteem of
both ourselves and others?
o SWBAT (Core tasks)
Have self-knowledge of the various prejudices that exist surrounding the
physical appearance of an individual.
Empathize with those facing body image issues and encourage people to
view themselves in a positive manner.
Identify and explain various sources that discriminate against certain body
figures.
Interpret and apply relevant information from various texts in order to
create pieces that will speak against the negative stigma around particular
body figures.
Standards
o CCSS.ELA.RL.2.8
Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
o CCSS.ELA.RL.5.8
Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning and style.
o CCSS.ELA.RL.6.8
Analyze how differences in the points of view of the characters and the
audience or reader (e.g. created through the use of dramatic irony) create
such effects as suspense or humor.
o CCSS.ELA.RI.7.8
Evaluate the advantages and disadvantages of using different mediums
(e.g., print or digital text, video, or multimedia) to present a particular
topic or idea.
o CCSS.ELA.W.1.a-f.8
Write arguments to support claims with clear reasons and relevant
evidence.
o CCSS.ELA.W.2.a-f.8
Write informative /explanatory texts to examine a topic and convey ideas,
concepts and information through the selection, organization, and analysis
of relevant content.
o CCSS.ELA.W.3.a-e.8

Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event
sequences.
CCSS.ELA.W.4.8
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA.W.5.8
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
CCSS.ELA.W.6.8
Use technology, including the internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well
as to interact and collaborate with others.
CCSS.ELA.W.7.8
Conduct short research projects to answer a question including a selfgenerated question drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
CCSS.ELA.W.8.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
CCSS.ELA.W.10.8
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA.SL.1.8
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly.
CCSS.ELA.SL.2.8
Analyze the purpose of information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its presentation.
CCSS.ELA.L.2.a-c.8
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA.L.3.8
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.

Procedures
Day
Number
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15

Lesson Title
How Does Size Shape Us?
Its Not Easy to Be Skinny: A Lesson on Obesity
Being Skinny Isnt Always Fun: A Lesson on Eating Disorders
The Outside Doesnt Necessarily Reflect the Inside
Dear Diary
How Does Society Shape Us?
Myth or Fact: Young People Are Affected By Body Image Issues
Research Day!
Informing Others Through Infographics
Letter to the magazine cover with unrealistic expectations
Outlining: What Do We Want Them To Know?
Lets Write
Peer Suggestions
Writing Conferences
Positivity Quilt

Materials
o Future Perfect by Jen Larsen
o Potential worksheets
o Internet/computer access
o Projector/SMART Board
o Writing utensils
o Writers notebook
o Highlighters
o Post-It notes
o Tape
o Index cards
o Colored pencils
o Markers
o Crayons
o Printer paper
Integration of Technology
o There are numerous occasions throughout this unit that students will be utilizing
technology within the classroom. I am not going to ask students to access the
internet at home, because this unit is taking place in an area that has a low
socioeconomic status. The digital poster that students will be creating is definitely
one of the big assignments where internet access is essential. While students are
completing this assignment I will either assign time in a computer lab or request
iPads/laptops depending upon what is available within the school. Students will

also be using the internet to find a magazine cover in order to develop their
proposal. Lastly, I will be using PowerPoint presentations in order to present any
material to students; however, if the school does not provide me with those
materials I can easily improvise.
Differentiation
o In order to differentiate and accommodate to all students it is important to know
them as learners. With that being said, I cannot specify exactly how I would
differentiate this unit; however, I will indicate various points throughout the unit
where I believe some students would need differentiation for. I can easily adjust
the length of the diary entry in order to make it more manageable or challenging
for students depending upon their specific needs. I can also differentiate the
proposal assignment by adjusting the number of claims they must make. Peer
edits are also another component of the unit that I have some control over. I can
effectively pair the struggling and thriving students in order for everyone to
benefit during this time. These differentiation strategies are extremely vague, but I
will adjust or accommodate to the needs of all learners as we go along the unit.