When You Reach Me Unit

I.

Introduction
A. Title

When You Reach Me

Written by Rebecca Stead
(Mystery, Science Fiction, Historical Fiction)

B. Grade Level

6th grade students in Mr. Bells class at Grove City Middle School
Publisher Reading Level: 4.9 (8-12)

C. Duration

10 days; April 20th- May 5th

D. Context

This unit takes place in the Spring during the fourth quarter; during
PSSAs; It does not specifically come before or after another unit.

II. Content
A. Goals

-The goal of this unit is for the students to learn how to identify and
analyze different parts of a novel in order to form conclusions about
the overall message that the author is trying to portray.
-The main idea that this book gets across is the idea that people should
not make assumptions about others, but instead be open to what
other people can offer to society.

B. Concepts

- The unit will cover concepts including internal and external conflict,
theme, setting, character traits, and making inferences through
analyzing the text.
-The themes that will be discussed include friendship, family, second
chances, fear, social class, and bullying.

C. Vocabulary
1. latchkey child (page 3): If you refer to a child as a latchkey kid, you disapprove of
the fact that they have to let themselves into their home when returning from school
because their parents are out at work.
2. omen (page 3): anything perceived or happening that is believed to portend a good or
evil event or circumstance in the future; portent.
3. Miranda Rights (page 8): the rights of all people who are under arrest/police
questioning to be represented by a lawyer before answering any questions. These
rights must be presented to each person as they are arrested and/or brought in for
questioning and must be affirmed by the person under arrest/questioning. (see chart
in detective notebook).
4. Paralegal (page 10): an attorney's assistant, not admitted to the practice of law but
trained to perform certain legal tasks.
5. Oak-tag (page 21): a strong cardboard suitable for posters.
6. Mimeographs (page 79): a printing machine with an ink-fed drum, around which a
cut waxed stencil is placed and which rotates as successive sheets of paper are fed
into it; a copy made from a mimeograph.

7. Oblivious (page 102): unmindful; unconscious; unaware

8. Teleportation (page 103): changing your position in time and space with nothing in
between point A and B.
9. Mystified (page 105): to perplex (a person) by playing upon the person's credulity
gullibility)
10. Terse (page 162): abruptly concise; curt; brusque.
11. Anesthesia (page 175): loss of feeling in a person's body or part of the body through
the use of medical drugs.
D. Skills
1.
2.
3.
4.
5.
6.

Independent reading
Comprehension of text
Using new vocabulary in a sentence
Making inferences based on textual evidence
Writing a letter from the perspective of a character
Analyzing a novel to discover themes

III. Objectives and Standards

A. Objectives
1. Overall:
a. Given teacher direction and group discussion, TSWBAT read the entire When
You Reach Me book over the ten day unit.
b. Given vocabulary instruction, TSWBAT identify the covered words in
context, to teacher satisfaction.
c. Given teacher led discussions and individual readings, TSWBAT complete
comprehension activities and assessments related to the theme to teacher
satisfaction.
d. Given teacher led discussion, TSWBAT correctly answer all parts of the
assigned writing prompts.
e. After class discussions and other assignments, TSWBAT identify and explain
the key ideas of the book to teacher satisfaction.
f. Given the book and assignments, TSWBAT actively participate in group
discussions to teacher satisfaction.
2. Day 1:
a. Given definitions and examples, TSWBAT identify the genres of mystery,
science fiction, and historical fiction correctly.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
3. Day 2:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.

4.

5.

6.

7.

8.

c. Given discussion and a definition of setting, TSWBAT correctly identify,

label, and describe the setting of the book to teacher satisfaction.
Day 3:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
c. Given instruction and examples of character analysis and character traits,
TSWBAT identify at least two character traits for the main characters
discussed in class to 100% accuracy.
Day 4:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
c. Given instruction on conflict, TSWBAT identify and decipher between
internal and external conflict to teacher satisfaction.
d. Given class discussion and assigned readings, TSWBAT demonstrate their
understanding of vocabulary, setting, themes, character traits, and
comprehension of story events to 80% accuracy on their quiz.
Day 5:
a. Given group discussion and using character traits, TSWBAT correctly
describe one character using a narrative pyramid to teacher satisfaction.
b. Through group reading and individual reading, TSWBAT identify main
themes and answer group discussion questions to teacher satisfaction.
Day 6:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
c. Through group reading and individual reading, TSWBAT identify main
themes and answer group discussion questions to teacher satisfaction.
d. Given discussion on time travel, TSWBAT write a prompt on where they
would go if they could travel through time to teacher satisfaction (were all of
the requirements met, written neatly).
Day 7:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
c. Given group discussion, TSWBAT give examples from the book to make
predictions on the ending of the book to teacher satisfaction.

d. Given group discussion on characters and their traits, TSWBAT reassess and
identify character traits of the main characters of the book to teacher
satisfaction.
e. Given class discussion, TSWBAT use inference skills to predict what will
happen next using textual evidence to teacher satisfaction.
f. Given class discussion and assigned readings, TSWBAT demonstrate their
understanding of vocabulary, setting, themes, character traits, and
comprehension of story events to 80% accuracy on their quiz.
9. Day 8:
a. Given discussion of the major events from the assigned readings, TSWBAT
identify and explain an important artifact from the book to teacher
satisfaction.
b. Given discussion on the themes from the book, TSWBAT identify examples
of the themes from the book individually to teacher satisfaction.
c. Given book readings and group discussion, TSWBAT assess their predictions
and give evidence for their support for the actual outcome to teacher
satisfaction.
10. Day 9:
a. Given group discussion and reading the book, TSWBAT write a letter from
Mirandas perspective to Marcus to teacher satisfaction (addressing all of the
required parts of the prompt).
b. Given group discussion and instruction over the unit, TSWBAT answer review
questions and describe main topics in the game, to teacher satisfaction.
11. Day 10:
a. Given instruction over the past nine days and reading the book, TSWBAT
demonstrate their understanding of vocabulary, setting, themes, character
traits, and comprehension of story events to 80% accuracy on their final test.
b. Given the reading of the book and group discussions
B. Standards
a. PA 1.1.6.D: Demonstrate comprehension / understanding before reading,
during reading, and after reading on grade level texts through strategies such
as summarizing, note taking, extending ideas from text, comparing and
contrasting texts, determining fact from opinion, and supporting assertions
about text with evidence from text.
b. PA 1.2.6.A: Evaluate text organization and content to determine the authors
purpose, point of view, and effectiveness.
c. PA 1.3.6.C: Compare the literary elements within and among texts used by an
author, including characterization, setting, plot, theme, and point of view.
d. PA 1.3.6.D: Interpret the effect of various literary devices (e.g.,
personification, simile, alliteration, symbolism, metaphor, and imagery).
e. PA 1.4.6.B: Write multi-paragraph informational pieces (e.g., letters,
descriptions, reports, instructions, essays, articles, interviews).
f. PA 1.6.6.A: Listen critically and respond to others in small and large group
situations.

C. Eligible Content
a. Theme, Setting, Conflict, Character Traits, Inferences, Analyzing Texts, and
Writing
IV. Learning Experiences (Lessons)
A. Lesson One
a. Introduction (5 min):
i. Introduce myself
ii. Have the students introduce themselves by each saying their name and
anything they want me to know about them.
b. Development (10 min)
i. Introduce book and author (When You Reach Me by Rebecca Stead)
1. Talk about the background to the book (the authors motivation
for writing the book).
a. She grew up in New York, near where she based the book
b. Her parents were divorced
c. She loved to read
d. She got the idea from an article in the New York Times about a man with
amnesia who kept walking up to people asking for help
e. She based Miranda, the main character, on herself
f. Uses Madeleine LEngles A Wrinkle in Time as inspiration
2. Discuss genre
a. Mystery: What the notes mean, who wrote the notes
b. Science Fiction: Time Travel
c. Historical Fiction: Set in 1979 New York
3. Themes
a. Introduce the theme chart (the big version and the corresponding student chart)
b. Define theme: the KEY ideas of the story (that the author wants to portray)
i. Write it on chart and have students write the definition on their chart
ii. Indicate the significance of the keys on the teacher chart
c. Go over each theme (6)
i. Discuss what each one might mean and how it might be represented in the
book
1. Example: friendship: relationship between characters (good and
bad)
c. Guided Practice (5 minutes)
i. Start reading the book
ii. Point out main characters
d. Closure (5 minutes)
i. Pass out detective books
ii. Explain the different parts
iii. Have them finish reading through page 26 for homework
iv. Discuss finding artifacts that represent different parts of the story that are
important (evidence box)

1. Explain that you want them to bring an item that represents

something from the story (non-valuable item).
2. Have them write down the significance of their artifact to the
story.
v. Give each student a sticky note and have them write down an example of
one of the themes after they read (for homework)
1. Find anything that would fall under any of the themes
2. Discuss and add their sticky notes to the theme chart each day
vi. Remind the students that they are detectives and they must look for clues.
e. Adaptations:
i. Extra Time: Continue reading the book
ii. Not Enough Time: Skip reading the book (leave it all for homework)
iii. Advanced Learners: Have students who are advanced compare the
description of the book to another book of the same genre to emphasize
the elements of the different genres.
iv. Unmotivated Learners: Have the students read in pairs instead of reading
all together taking turns in a group.
f. Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

B. Lesson 2
a. Introduction (5 min)
i. Share artifacts of each of the students
1. Have each student explain their artifact and add it to the evidence
box
ii. Have each student put their sticky note on the theme chart and explain
their thinking (add the ones that are discussed even if not from students)
1. Be sure that the students cover:
1. Friendship: losing Sal (page 16)
2. Bullying: Sal getting punched (page 22)
b. Discussion (5 min)
i. Discuss the reading from homework (through page 26) by having the
students summarize what they read through a group retelling.
ii. Major points to talk about:
1. Briefly discuss the main characters that have been introduced so
far.
i. Miranda
ii. Mirandas Mother
iii. Richard
iv. Sal
v. The Laughing Man
2. Discussion Points:
i. Discuss who you is that Miranda refers to. Who is the
audience of the book? (page 2)
ii. Discuss what the author means by keys are power. (Pg 4)
iii. Why does Richard not have a key?

iv. Text to Self Connection: Miranda ties knots to think through

situations, what do you do to help you calm down and clear
your mind? (page 19)
v. Rules for Life in NY (page 25)
vi. What do these rules tell us about Mirandas neighborhood?
vii. Why does not having a watch mean that she wont be
mugged? (page 26)
b. Vocabulary (5 min)
i. Go over vocabulary words by finding them in the text and reading the
context that surrounds the word.
ii. Have them write the definition that you give them in their chart (notebook)
iii. Discuss possible memory devises or pictures to put in their chart
iv. Give them time to fill in their chosen memory device
v. Words for this section:
1. Latchkey child (page 3): If you refer to a child as a latchkey kid,
you disapprove of the fact that they have to let themselves into
their home when returning from school because their parents are
out at work.
2. Omen (page 3): anything perceived or happening that is believed
to portend a good or evil event or circumstance in the future;
portent.
3. Miranda Rights (page 8): the rights of all people who are under
arrest/police questioning to be represented by a lawyer before
answering any questions. These rights must be presented to each
person as they are arrested and/or brought in for questioning and
must be affirmed by the person under arrest/questioning. (see
chart in detective notebook).
4. Paralegal (page 10): an attorney's assistant, not admitted to the
practice of law but trained to perform certain legal tasks.
5. Oak-tag (page 21): a strong cardboard suitable for posters.
c. Lesson on Setting (7 min)
i. Have the students discuss with their partner what they think the setting of
a novel is.
ii. Discuss their answers as a group.
iii. Define setting: the time, place, and conditions in which the action of a
book, movie, etc. takes place.
iv. Turn to the setting page in the detective notebook
1. Have them decide where to place the different places that we have
seen so far and label the grid with a picture memory device
i. Mirandas apartment
ii. Street with Laughing Man under mailbox
d. Closure (3 min)
i. Assign homework
1. Read through page 53
2. Bring in one artifact for the evidence box & written explanation
3. Bring in sticky note with example of one of the themes

4. Look over vocabulary sheet

iii. Spark interest for next time (mystery detectives)
1. Tomorrow we will be discussing character traits and analyzing our
people of interest!
e. Adaptations:
A. Not enough time: Move the setting discussion to the next day.
B. Extra time: Start reading the assigned homework readings as a group or
silently.
C. Advanced Learners: Have the students come up with sentences that use
the vocab words in context.
D. Unmotivated Learner: Have this student assist the teacher in putting sticky
notes on the theme chart and ask for their assistance in collecting and
passing out items. Call on them for input.
f. Evaluation
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

C. Lesson 3
a. Introduction (5 min)
i. Discuss the students artifacts and theme sticky notes.
ii. Put the sticky notes under the appropriate theme on the chart
1. Be sure to cover:
i. Friendship: Revisit losing Sal (page 33)
ii. Friendship: Annemarie and Julia, Miranda (page 33)
iii. Social Class: Dentist in school, no charge (page 45-46);
Taking sticker off (page 53)
b. Setting (5 min)
i. Reference the Main Street project that the characters are doing in class and
compare it to the chart that they are creating. (page 43)
ii. Add Sals apartment
iii. Add Annemaries apt (*important)
c. Lesson on Character Traits (5 min)
i. Discuss what character traits are and give examples
1. Adventurous
2. Dependable
3. Fearless
4. Lonely
ii. Have the students revisit their main character chart (people of interest
sheet) and write at least two character traits for each of the characters that
they have met so far.
iii. Have the students defend their decisions by sharing textual examples
iv. Add Marcus (pages 31, 47), Annemarie, and Julia (page 34) to the chart
d. Discussion Points (8 min)
i. Compare leaving school for lunch to school lunch today (page 35)
ii. Compare & contrast Miranda and Annemaries lives? How do their
families compare? ( page 38)
iii. Mr. Tompkin as a frustrated architect and becoming teachers to avoid the
war. What might have been a result of this? (teachers who are not as
passionate) (page 43)

iv. Was Miranda surprised to find out that Marcus was really good at math?
Why? What does this show us? (not to make assumptions, everyone has
their strengths) (page48)
v. Einstein quote: Einstein says common sense is just habit of thought. Its
how were used to thinking about things, but a lot of the time it just gets in
the way. (page 51) What does this mean to you?
e. Closure (2 min)
i. Assign reading: read pages 54-78
ii. Look bring in another artifact
iii. Give them new sticky notes and have them look for a theme that differs
than one they have done before.
f. Adaptations
i. Extra time: Start reading the assigned homework reading either silently or
in pairs.
ii. Not enough time: Take out the discussion about Mr. Tompkin being just a
frustrated architect forced to become a teacher to avoid the war.
iii. Advanced learners: Draw and compare Annemarie and Mirandas
bedrooms.
iv. Unmotivated learners: Have this student assist the teacher in putting
sticky notes on the theme chart and ask for their assistance in collecting
and passing out items. Call on them for input.
g. Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

D. Lesson 4
a. Introduction (7 min)
i. Ask the students what their sleuthing efforts came up with last night.
Have them each share their artifact and add it to the evidence box.
ii. Have the students add and discuss their theme sticky notes and add them
to the chart.
1. Make sure that they include:
i. Fear: Why would Miranda and her mother be afraid when
they discover that their apartment was not locked when they
returned home? Would you be afraid? Why? (page 57)
ii. Fear: Why was Miranda fearful of what the second note said?
(page 68)
iii. Friendship/Bullying: Julia complaining about the smell of
pickles. Was she just trying to make a scene? Do you think
that maybe she was jealous that Annemarie made new friends?
(page 56)
iv. Friendship/Social Class: Annemarie comes over to Mirandas
apartment for the first time. Why did Miranda all of the
sudden see all of these flaws in her home? Was she
embarrassed? If so, why? (page 65)

b. Setting (5 min)
i. Add Jimmys store to the setting chart (Main Street)
c. Character Traits/Analysis (5 min)
i. Add and Discuss Colin (page 54) and Jimmy (page 55) to the chart
d. Evidence and Inferences (10 min)
i. Briefly ask the students to define evidence. What is it used to discover?
What mystery are we trying to solve? Do we have any evidence so far?
(anything suspicious at this point)
1. Date and location of the $20,000 Pyramid show just like you
said (page 1)
2. you asked me to mention the key (page 11)
3. Fred Flintstone bank. Why do you think Jimmy didnt want them
to touch it? What do you think might be inside of it? (page 55)
4. We find out that the bank has $2 bills in it. Why do you think
Jimmy has so many $2 bills hidden? Do you think this will help
us figure out who is writing the notes? (page 69)
5. The unlocked apartment door. Predict: Who? What? Why? (page
57)
6. The missing key from the firehose. Did anyone else know it was
there? Who might have found it? (page 58)
7. Letter 1. Where was it found? What do you think it might mean?
Who do you think wrote it? (page 60)
8. Letter 2. Where was this note found? Is it a metaphor for life?
(page 67)
e. Discussion (3 min)
i. Mirandas mother has a theory about a veil covering peoples faces and
how sometimes it needs to be moved slightly in order to accomplish new
things. The world is kind of blurry and we like it that way. We are
often content with what we know and the status of our lives, but
sometimes we become too complacent and need to lift our veils in order to
grow as a person and learn more about others. What might Miranda or
one of her friends learn, if they lifted their veils? (page 71-72)
f. Conflict Lesson (5 min)
i. Ask the students to pair up and come up with an example of a conflict
(either a personal example or a hypothetical example).
ii. Ask them whether or not they think their examples are internal or external
conflicts.
iii. Define conflict: disagreement between ideas, feelings, etc.
iv. Define internal conflict (a disagreement between ideas, feelings, etc.
within oneself) and give an example.
1. Character vs. self
v. Define external conflict (a disagreement between ideas, feelings, etc.
between you and another person or force) and give an example.
1. Character vs. another character
2. Character vs. Nature

vi. Have the students write examples from the book into the Conflict page in
their detective notebooks.
1. Miranda vs. Sal (losing her friend) (page 16)
2. Sal vs. Others (when he is punched) (page 22 and 23)
3. Girls in school vs. each other (page 33)
4. Miranda vs. herself? Do you think there is an example of this?
g. Closure (10 min)
i. Give the students a quiz that covers vocabulary, themes, and discussions
from pages 1-79.
ii. No homework over the weekend.
h. Adaptations:
i. Not enough time: Take out the setting discussion.
ii. Extra time: Ask the students to predict what they think will happen next in
the book, citing textual evidence.
iii. Advanced Learners: Have the students act out the veil metaphor.
iv. Unmotivated learners: Have this student assist the teacher in putting sticky
notes on the theme chart and ask for their assistance in collecting and
passing out items. Call on them for input.
i. Evaluation
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

E. Lesson 5
a. Introduction (5 min)
i. Hand back the graded quizzes and go over the answers together. Discuss
the ones that were missed the most.
ii. Use this time as a review, since the students have not read in three days
and did not have homework.
iii. Allow them to share their answers to the open-ended questions if they are
willing. If not, share answers that you really like without revealing the
students name.
b. Reading and Discussion (30 min)
- Read Pages 79-99 as a group. Take turns reading aloud. As we read we
will discuss the following elements of the story.
i. Vocabulary
1. Mimeographs (page 79): a printing machine with an ink-fed
drum, around which a cut waxed stencil is placed and which
rotates as successive sheets of paper are fed into it; a copy made
from a mimeograph.
ii. Discussion
1. Why did Jimmy kick Julia out of the sandwich shop? (page 83)
iii. Themes

1. Friendship: Why does Miranda say that she has been a bad friend
to Annemarie after leaving her house and discussing the rose?
(page 95-96)
iv. Characters
1. Revisit the character analysis and ask the students if their opinions
have changed about any of the characters and their traits?
2. Have the students each choose a different main character from the
person of interest section of their notebooks and complete a
Narrative Pyramid. (connection to the $20,000 Pyramid) (assign
the characters if necessary)
3. From the point of view of a specific situation or conflict. Be sure
to include:
1. Line 1: Character name
2. Line 2: 2 descriptive words for character
3. Line 3: 3 words describing the setting
4. Line 4: 4 words describing the problem
5. Line 5: 5 words describing an event
6. Line 6: 6 words describing another event
(evidence/example)
7. Line 7: 7 words describing another event
(evidence/example)
8. Line 8: 8 words describing the solution to the problem
4. Ask the students to explain their pyramid
v. Evidence/Inference
1. Richards work boots are missing from the closet. Who would
need a pair of work boots? (page 87)
2. Someone left a rose on Annemaries doormat. Who do you think
would have left Julia a rose? Make a prediction. (page 95)
3. Note 3. Where was this note found? How did this person know
that Miranda wanted to know about yawning? Make a prediction
about who you think wrote the note. Write your prediction in
your log. (use inference skills to figure out from the text who
mightve written the note) (Page 98)
vi. Conflict (5 min)
1. Miranda vs. Julia (page 93) Is this external or internal conflict?
Could it be argued as both?
2. Miranda vs. Self/Annemarie in response to the rose? (page 95-96)
c. Closure (2 min)
1. Assign homework: Read pages 100-122; bring in an artifact; give
out sticky notes for the theme. Happy sleuthing!
d. Adaptations:
i. Extra time: Start reading the assigned homework readings either as a
whole group or in pairs.
ii. Not enough time: Skip revisiting the character analysis chart and have the
students start their narrative pyramid. (finish for homework, if necessary)
iii. Advanced learners: Have the students act out the vocabulary words.

iv. Unmotivated learners: Ask for their assistance in collecting and passing
out items. Call on them for input.
e. Evaluation
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

F. Lesson 6
a. Introduction (5 minutes)
i. Discuss the students artifacts and theme sticky notes
1. Be sure to include the following from pages 100-122
i. Who does Miranda tell Annemarie must have given her the
rose? What was her reasoning? (page 112).
ii. Conflict: Miranda vs. herself (page 112) Jealous of
Annemarie (add to the chart of examples)
iii. What does Miranda mean when she says:
Spaghetti again. We were kind of stuck, I realized. In a lot
of ways.? (page 117) Give examples of ways they are stuck.
iv. Miranda wants to be treated like Annemarie, but Annemarie is
also jealous of some of the ways that Miranda lives. Do we
all often forget to realize what we have, because we are too
focused on comparing ourselves to other people? We often
forget about our own gifts, because we want the gifts that
someone else has. (121-122)
2. Themes: (5 min)
1. Bullying/Second Chances: The reason Marcus punched Sal.
Did Marcus seem like he regretted punching Sal? What is
your reaction to Marcus reasoning? Why do you think
Marcus wanted to know what Sals reaction would be? Why
do you think Miranda seems to have forgiven Marcus? (page
105)
2. Fear: Miranda gives her sandwich to the Laughing Man and
her mom gets upset. What was her mom worried about? Is
this fear appropriate? (115)
3. Social Class/Friendship: Miranda gets upset with the way
her apartment looks when Annemarie stays the night. Why
is Miranda upset about the state of the apartment? What is
she worried about? Can you relate? (page 118)
b. Vocabulary (5 min)
i. Go over the following words in context of the book and add them to the
chart and add a memory device.
1. Oblivious (page 102): unmindful; unconscious; unaware
2. Teleportation (page 103): changing your position in time and
space with nothing in between point A and B.
3. Mystified (page 105): to perplex (a person) by playing upon the
person's credulity gullibility)
c. Reading: Read pages 123-144 as a group, taking turns reading throughout the
group (20 min)
i. Discussion

1. Why does Miranda ask Alice to be her bathroom buddy? What

had Miranda realized to make her ask Alice? (tie into friendship/
2nd chance theme) (page 144)
2. What does Miranda mean when she says, Sometimes you never
feel meaner than the moment you stop being mean? This sounds
like the opposite experience than you would expect? How does
her explanation help you understand what she means? (page 144)
ii. Themes
1. Second Chances: Why does Annemarie stand up for Julia when
Jimmy blames her for stealing the money, even though they have
not been getting along? (page 129)
iii. Evidence/Inferences
1. The original edition of Mirandas favorite book has proof in the
statement from the author Madeleine LEngle, Miranda, Tesser
well. (page 135) Does this lead us any closer to who the author
of the notes is?
d. Writing (10 min)
i. Discuss the idea of traveling through time and the benefits and
consequences. Have the students discuss, which each other whether or not
they think that it is possible and why? (page 104)
ii. Give them the Time Travel Writing prompt: If you could travel through
time, where would you go? Write one paragraph describing where you
would travel through time, if you could. Include where you would go,
what year, what you would do, and an explanation for each part.
1. Have them write this paragraph individually.
2. Have them share their ideas, if willing.
e. Closure: (2 min)
i. Remind the students to review their notebooks, so that they will
remember what is happening for our discussion tomorrow (there will be a
quiz).
ii. Assign homework: Read pages 146-170; theme sticky note; artifact
f. Adaptations:
i. Not enough time: Have the students finish their writing prompt for
homework and get rid of the artifact part of their homework.
ii. Extra time: Start reading the assigned readings silently.
iii. Advanced Learner: Have the students act out one of the conflict/discussion
scenarios.
iv. Unmotivated learner: Have them fill out the classroom charts and read
instructions aloud to engage them in the lesson. Give them a role that
makes them feel important.
g. Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

G. Lesson 7
a. Introduction (15 min)
i. Discuss theme sticky notes and artifact put in appropriate places in
detective notebook.
1. Discuss:

b.
c.

d.

e.

f.

1. Miranda says, People seem to like the new me (page 147)

In what ways has Miranda changed? Was there a specific
moment that she made these changes? Why do you think
she has changed? (return to her person of interest page)
2. Why did Miranda feel the need to form a truce with Julia?
(page 147) Why now? What triggered this truce?
(realization of a misunderstanding?)
3. Miranda continues to tell Belle the story of A Wrinkle In
Time, what is revealed in this summary of the story? (page
149) (bad people often try to bring others down with them,
but loving others will always prevail)
4. Why/how did things change for Miranda? (page 153) (with
Colin and Julia)
5. Why did Miranda never tell Sal who Marcus was and why
he hit Sal? (page 167)
Vocabulary (5 min)
i. Terse (page 162): abruptly concise; curt; brusque. (add to the vocab chart)
Writing (10 min)
i. Have the students write their prediction for what they think will happen in
the end? What will happen at the $20,000 Pyramid? Do you have any
more ideas about the purpose of the author of the notes?
Closure (15 min)
i. Give the students their second quiz
ii. Go over the types of questions
iii. Assign reading: pages 171-end; theme sticky note, artifact
Adaptations:
i. Extra time: Start reading the assigned homework for the night as a group
or independently.
ii. Not enough time: Skip writing the predictions.
iii. Advanced Learners: Act out one of the scenarios from the discussion
section.
iv. Unmotivated Learners: Have this student assist the teacher in putting
sticky notes on the theme chart and ask for their assistance in collecting
and passing out items. Call on them for input.
Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

H. Lesson 8
a. Introduction (25 min)
i. Reaction to the end of the book
ii. Discuss last artifacts and theme sticky notes
1. Include:
1. Why was Miranda so set on saving Marcus? (pages 173175)
2. What was Marcus new reason for hitting Sal? (176-177)
3. Why is it significant that Marcus new about the poster?
(page 177)
4. What does Miranda mean when she says you have already
read my letter by the time I deliver it? (time travel) (page
188)

b.

c.

d.

e.

5. And when he reads the letter, hell realize that he has seen
himself arrive, before he left (page 189)
6. Marcus is the magic thread? (page 189) What does this
mean?
7. What are Mirandas thoughts about writing Marcus a letter?
(page 193) How would you feel?
Review of Materials and Detective Notebooks (15 min)
- Discussion of all of the elements in their notebooks
- Review all of the following areas in their detective notebooks and add
anything else they think is necessary
i. Assessing our inferences/predictions
1. Go back through the evidence files and make final comments on
whether or not their first inferences were correct.
ii. Final theme analysis
1. Discuss how the themes tied into the ending
2. Add anymore examples that are necessary
iii. Character analysis
1. Reassess the main characters and how they have changed
iv. Vocabulary (picture/memory device)
1. Review all of the vocab words and make sure that they have a
memory device for each
v. Go back through evidence box and reassess
1. See which items were actually tied to the letters and the ending
Closure (5 min)
i. Have the students look over their notebooks and complete any part that
they have not finished.
ii. Tell the students to look over the characters and their traits, examples of
the themes, some of the significant artifacts, and the vocabulary words for
the review game the next meeting.
Adaptations:
i. Not enough time: Skip the review of the evidence box.
ii. Extra time: Continue reviewing the vocabulary words.
iii. Advanced Learners: Act out the vocabulary words as an extra memory
device.
iv. Unmotivated Learners: Have the students assist the teacher with materials
and call on the student for their opinion. Use think-pair-share, if
necessary.
Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

I. Lesson 9
a. Introduction (10 min)
i. Go over the quiz as a way to review
ii. Have the students retell the ending to a partner and then share as a group
iii. Remind the students about the letter that Miranda is supposed to write to
Marcus?
iv. Have the students brainstorm the types of things that should be included in
the letter by having them come up with ideas with their partner (focusing
on the audience: Marcus and the purpose)

b.

c.

d.
e.

f.

v. Think in the position of Miranda

Letter to Marcus (20 min)
i. Give the students the prompt and review the instructions.
ii. Remind the students of the audience (Marcus)
iii. Write from the point of view of Miranda
iv. If the students finish their letters, have them share their thoughts, if
willing.
v. If they do not finish, have them finish for homework and share during the
celebration.
Speed Round Review Game (15 min)
i. Pair the students up or make teams
ii. Have one team or partner hold up the cards (without looking at the card)
while the other team gives them clues (without using the word on the card)
to get the other partner/team to guess the word on their card.
iii. These cards include main ideas, vocabulary, and characters discussed as a
group.
Closure: (2 min)
i. HW: study vocab, main characters & traits, setting, conflict, etc.
ii. Go over what kinds of questions will be on the test.
Adaptations
i. Extra time: Continue reviewing for the tests.
ii. Not enough time: Shorten the review game or have the students finish
their letters for homework.
iii. Advanced Learners: Have them give only three clues for each card.
iv. Unmotivated learners: Give the student a job during the game.
Evaluation
i. Were all of the students actively engaged in the lesson and participate in
discussion?
ii. Did the written adaptations meet the needs of the students?
iii. Were all of my objectives met? (Answer for each objective)
iv. What changes would I make to this lesson, if I were to teach it again?
v. What changes, if any, should be made to my upcoming lessons based on
this lesson?

J. Lesson 10 (Final Lesson)

a. Introduction (5 min)
i. Ask the students if they have any questions or anything they would like
clarified before taking the test
b. Test (25 min)
i. Hand out the test and make sure students are far enough apart from one
another.
ii. Go over each section of the test and what is expected for each type of
question.
c. Celebration (10 min)
i. When the students have finished their tests, hand out lemonade and Oreos
(like in the meeting in Mirandas apartment)

ii. Discuss the students favorite parts of the book, what they liked about the
book and what they did not like, what they might change about the book,
and if there is anything else they would still like to know.
d. Closure: (5 min)
i. Share letters to Marcus, if not done yesterday.
ii. Thank the students for their flexibility and willingness to let me work with
them!
iii. Give them all of their materials that they collected over the unit.
iv. Return their artifacts to the appropriate students.
v. Have them return their books to me.
e. Adaptations:
i. Extra time: Extend the discussion about their opinion on the books.
ii. Not enough time: Shorten the discussion during the celebration.
iii. Advanced learners: Allow them to draw a picture depicting their favorite
part of the book.
iv. Unmotivated learners: Make sure they understand what the test is asking
to ensure the test is testing the students comprehension rather than
something else.
f. Evaluation:
i. Were all of the students actively engaged in the lesson and participate in
discussion?

ii. Did the written adaptations meet the needs of the students?

iii. Were all of my objectives met? (Answer for each objective)

iv. What changes would I make to this lesson, if I were to teach it again?

v. What changes, if any, should be made to my upcoming lessons based on

this lesson?

V. Evaluation Instrument and Methods

c. Formative
i. Discussions on readings, themes, story elements each day
ii. Daily theme sticky notes
iii. Daily artifact
iv. Written predictions and inferences (through prompts and in notebook)
v. Narrative Pyramid
vi. Review games
d. Summative
i. Quiz 1 on Day 4
ii. Time Travel Writing Prompt
iii. Quiz 2 on Day 7
iv. Letter to Marcus
v. Final Test on Day 10
VI. Evaluation of Objectives
a. See evaluation section from each lesson
VII.

Evaluation of Daily Lessons

a. See evaluation section from each lesson

VIII.

Resources

A. Bibliography
a. Lectures from Dr. Nichols in Upper Level Literacy
b. Background Info on Author and Book:
i. http://www.post-gazette.com/life/bookclub/2010/03/30/Award-WinnersNewbery-winner-Rebecca-Stead-is-inspired-by-hermemories/201003300172
c. Character Trait List
i. http://www.readwritethink.org/files/resources/lesson_images/lesson175/tra
its.pdf
d. Story Elements
i. https://drive.google.com/file/d/0B7wBsUTlRW8TZGEwZTQwZWYtZD
Y4Yi00Yjg0LTk4MWItNGFlOWM3MTI3ODRm/view
e. Theme
i. http://study.com/academy/lesson/what-is-theme-in-literature-definitionexamples-quiz.html
1. Textbooks
a. Comprehension Strategies for Middle Grade Learners by Charlotte Rose
Sadler
2. Trade books (fiction, nonfiction)
a. Stead, Rebecca. When You Reach Me. New York: Random House, Inc.,
2009. Print.
4. Online dictionary
a. http://dictionary.reference.com/
b. http://www.collinsdictionary.com/
c. http://www.merriam-webster.com/dictionary/
C. AV/Sensory Aids
1. Films, filmstrips, TV, videotape, slides, tapes, records
a. The $20,000 Pyramid show as reference
i. https://www.youtube.com/watch?v=LwH2O4inuHg
2. Pictures, charts, diagrams
a. Miranda Rights Chart
a. http://www.teenjury.com/miranda-rights-for-juveniles-clarified-bycourt/
b. http://www.mirandawarning.org/whatareyourmirandarights.html
b. Theme chart
a. http://appletasticin5.blogspot.com/2014/02/theme-in-literature.html
c. Fred Flintstone
a. http://mypartyshirt.com/media/catalog/product/cache/1/image/9df78ea
b33525d08d6e5fb8d27136e95/f/r/fred-flintstone_2.png
d. Dick Clark $20,000 Pyramid Picture
a. http://a.abcnews.com/images/Entertainment/abc_dick_clark_26_nt_12
0418_ssh.jpg

3. Models, exhibits, globes, maps

a. Evidence box with collected physical artifacts
4. Songs, dances, games
a. Pyramid Speed Round Vocab Game
D. Materials
a. Whole Unit
ii. Books for students and my copy
iii. Evidence box
iv. Detective Notebook
v. Tape
vi. Sticky notes
vii. Theme Chart
viii. Quiz 1
ix. Quiz 2
x. Time Travel Prompt
xi. Letter to Marcus Prompt
xii. Speed Round game cards
xiii. Final Assessment
xiv. Character Trait Chart
xv. Story Elements Reference Sheet
xvi. Fred Flintstone Picture
xvii. Dick Clark $20,000 Pyramid picture
b. Day 1:
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
c. Day 2
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
d. Day 3
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Character Trait reference sheet
e. Day 4
i. Detective Books

ii. Evidence Box

iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Quiz 1
f. Day 5
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Quiz 1
vii. Lined Paper for Narrative Pyramid
g. Day 6
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Time Travel Writing Prompt
h. Day 7
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Quiz 2
vii. Ending Prediction Prompt
i. Day 8
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Quiz 2
j. Day 9
i. Detective Books
ii. Evidence Box
iii. Theme Charts (student and teacher)
iv. Sticky notes, tape
v. Books
vi. Letter to Marcus Prompt
vii. Speed Round Notecards
k. Day 10
i. Detective Books
ii. Evidence Box

iii.
iv.
v.
vi.
vii.
viii.
ix.
x.

Theme Charts (student and teacher)

Sticky notes, tape
Books
Unit Test
Oreos
Lemonade
Napkins
Cups (if necessary)

IX. Appendix
A.
B.
C.
D.

Student Detective Notebooks

Writing Prompts
Assessments
Teacher Resources