Crashunitplan

Character Development Introduction Caroline Holmes
English Language Arts Fri. Apr 26, 2019 (Day E)
Topic: Students will be introduced to the unit on Crash day what is character development
Objectives:
• Given guiding questions, the students will be able to participate in discussion about expectations and goals of the
unit, to teacher satisfaction.
• Given teacher instruction, the students will be able to complete the introductory character development Instagram
post with 100% of the necessary components.
Procedure:
• Introduction: (15 minutes)
◦ The teacher will go over goals and expectations which are as follows:
▪ Expectations of the students and teacher
▪ The teacher and students will brainstorm and decide on rules for the group
▪ The teacher will ask questions and pose situations to lead the group to rules that foster respect for
self and others
▪ Together, the students and teacher will create a visual to remind us of these rules
▪ Goals of the unit
▪ The teacher will provide a scope of the unit. This will include the teacher reviewing:
▪ The Why
▪ The teacher will speak briefly too
▪ The students will be learning how to better enjoy a book. To love a book you must learn who the
characters are and grow with them. Crash is a well-loved book by so many people (it was my
brother's favorite book growing up), so this is a wonderful novel to learn from.
▪ Jerry Spinelli writes from the point of view of a middle school boy and writes about the life he
is living, something which is not often done. This book is special!
▪ The students will then be asked-
▪ About a time in which they loved a book?
▪ What was it and why was is special?
▪ Did you connect with the characters, why? how?
▪ The What
▪ The teacher will then explain what it is, exactly, that we are learning: character development
▪ The teacher will briefly define character development (but not go into too much detail because it
will be taught later in the lesson)
▪ The teacher will explain that these are the ways which we are going to learn to enjoy Crash
▪ The How
▪ Discussions
▪ Students will be involved in daily discussion about the book
▪ The decided on rules will reflect (through teacher guidance) that participation is mandatory in
these discussions, so being prepared is of the utmost importance.
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▪ The daily discussion will be worth 25 points and graded on satisfactory participation
▪ Project
▪ There will be a final project that reflects the students learning which will be through Instagram
posts charting the main character Crash's development throughout the book.The teacher will go
over the expectations for the final project- the good news is they will have already been working
on it!
▪ Students will post as if they were Crash at certain moments in the book
▪ This will be 9 posts and 1 profile for a total of 50 points and graded by a rubric
▪ The final project should include 9 posts and a profile of Crash
▪ 9 posts
▪ 3 should be from the beginning o the story
▪ 3 from the rising action/middle part of the story
▪ 3 from the resolution/end of the story
▪ They should include a caption and page number to cite a reason why they posted
that specific picture and caption.
▪ There should be a username and profile picture, that is reflective of the character
▪ It can change through the course of the posts but should be purposeful. Or it
can remain consistent
▪ 1 profile
▪ should have a meaningful username and profile picture
▪ Should include realistic but made up the number of followers/following
▪ a bio that gives more insight as to who crash is
▪ Once all of the posts are finished. Students can compile the "feed" into Microsoft's sway
(https://sway.office.com/pkR2p6HC1tjUTHax)
▪ All of the links can be found in google classroom
▪ The students need to screenshot/save their image to their computers and then
upload the different images onto different slides in sway
▪ The order should remain consistent with Crash's early novel posts being the first,
and the ate novel posts being the last uploaded
▪ Conclusion
▪ Students will individually share their posts with the teacher and explain:
▪ What it is they posted
▪ why they posted that specific picture, caption, username/profile
▪ how they feel they should be graded - self-evaluation (using the rubric)
▪ Essay
▪ At the end of instruction, the students will be asked to answer a prompt that reflects topics in
discussion, in Crash and their personal experience
▪ It will be worth a total of 25 points and graded by a rubric
◦ The students and teachers will then engage in discussion on Jerry Spinellli's Crash
▪ At this point, the students will be halfway through Crash. As they have been reading, they should have
developed some sort of opinion of the book. This time should be used to tap into the students' interests,
progress, level of comprehension, etc.

▪ The teacher should be taking (mental) notes on their answers to assess if any adaptations need to be
made to better suit this group of learners.
▪ The teacher should start a discussion using the following questions:
▪ How are you liking it?
▪ What is going on in the story?
▪ Do you see Crash changing at all?
▪ Tell me about a time where you have changed, or seen someone else learn a lesson that changed them
for the better.
• Development (15 minutes)
◦ The teacher will provide a more in-depth look at the "what" of the unit mentioned earlier in the lesson:
character development
▪ Character Development
▪ The teacher will ask students to describe their best friends
▪ Do you use traits, actions, words, thoughts, etc?
▪ The teacher will then explain that authors use certain techniques to describe characters in the novel.
Sometimes this stays the same over the entire novel, but most times it does not. People change all the
time (where you the same person as you are now in 1st grade, no! you've (hopefully grown and
matured)) This is super important to readers as it helps us get to know the reader every step of the way!
▪ The teacher will explain that the novel is a coming of age novel (a novel that follows the daily life of an
adolescent) and that a key part of thee novels are character development because the characters
change so much!
▪ Defintion: Character development is the way a character changes in the novel. Authors do this to
keep readers engaged and help the characters be more relatable.
▪ The teacher will then explain how authors describe their characters and how we chart character
development (taken from Writers Digest). These will be how we assess Crash throughout the novel.
▪ Appearance: What does she look like?
▪ Relationships: What kind of friends and family does he have? How does he relate to them? Is he
very social or reclusive, or somewhere in between? People can be defined by the company they
keep.
▪ Ambition: What is he passionate/excited about? What goal is he trying to accomplish through your
story?
▪ Character flaws: Everyone has some personality trait that irritates his friends or family. Is he too self-
centered? Too competitive? Too lazy? Too compliant? Too demanding of others?
▪ Thoughts: How does he think through his problems? In real life, we don’t have the benefit of
knowing someone’s innermost thoughts, but a novel allows us to do just that!
▪ The teacher will then ask the students why they think an author would want to show the change of a
character over time (questioning the author)?
• Practice (10 minutes)
◦ The teacher will further explain the Instagram project. The project will consist of nine posts from Crash's
perspective during a certain point in the book. By posting as Crash during different parts of the novel, students
can chart his development as a character.
▪ ex. Crash will not post the same in the beginning as he does in the middle or end.

◦ Together the teacher and students will make their first Instagram post together.
◦ The post prompt for the first post will be as such:
▪ Crash is the nickname for John Coogan. Post a picture and write a caption that reflects how Crash got his
nickname.
▪ Go to https://generatestatus.com/fake-instagram-generator/ or type in "generate status fake Instagram"
to log onto the site
▪ Start editing the students will follow these instructions
▪ To choose a profile picture
▪ save the image by right-clicking the image and select save
▪ save the image as "Crashprofile" under documents
▪ click upload on the profile
▪ go to documents and hit recent/or type in "crashprofile" to upload
▪ Change the handle for Crash by clicking on the handle
▪ chose a handle that represents Crash or John Coogan best (just like you would if you were him)
▪ Upload a picture that reflects the prompt
▪ search on google (with the teacher beside you - raise your hand to let her know)
▪ Change the likes/comments/minutes (if you want) by clicking on the template
▪ Change the caption to match the picture
▪ click on the template and create your own!
▪ Once finished, the students should (if Edmodo works for workbooks) copy and paste the link in a private
message with their name
▪ (if it doesn't work) the student will raise their hand to indicate they have finished and the teacher will
save and send the image to herself
▪ The students should end with a journal entry stating why they chose that image and that caption as a
response to that prompt.
• Conclusion: (5 minutes)
◦ Students will share with the group or in pairs what they created and their reasoning behind the post
Materials:
• computers
• Edmodo
• Crash by Jerry Spinelli
• Ruberics for esssay
• Ruberic for projects
• hand out for character develpoment
• Instructions for Instagram/ prompts
Adaptations:

• Student who is excelling: The majority of the lesson is paced with the teacher but the activity section is more
individualized. If the student is excelling, they can complete another Instagram post as there are nine they have to
finish by the end of the unit.
• Student who is struggling: If the student is struggling during the only independently moved section of the lesson,
the Instagram post, the teacher will provide them with prompts, and suggestions that will spark thought and
connection or provide them with "tech support" training if it is the technology that seems to get in the way.
• Student who is off task: The teacher will remind the student of the rules they established at the beginning of the
lesson (one in which the student signed) and enforce the consequenced in which they also agreed to. (The
teacher will have previously guided the students to conclude that off-task work will result in a lower participation
score for the unit)
Evaluation:
• The teacher will gauge their comprehension formatively as they share out their discussion ideas.
• The teacher will be checking their progress on their Interactive Notebooks at the end of each lesson.
Sources
• https://blog.reedsy.com/character-development/
Standards/Expectations:
CC.1.2.6.B: Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or
generalizations drawn from the text.
CC.1.2.6.G: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as
in words to develop a coherent understanding of a topic or issue.

Character Development (Ch 1-12) Caroline Holmes
English Language Arts Mon. Apr 29, 2019 (Day A)
Topic: Students will be studying character development by evaluating Crash in chapters 1-12.
Objectives:
Procedure:
• Before Reading :
◦ Discussion (Chapters 1-12)
▪ The teacher and students will discuss important plot/theme/character development questions to refresh the
students' memory of the book. This will allow them to focus on specific parts of the novel and specific parts
of Crash's character development.
▪ Chapters 1- 12 discussion questions
▪ Crash is unkind to Penn from the moment they meet. What are some things that he does to Penn that
demonstrate he is a bully? (Ch1-4)
▪ Why doesn’t John/Crash share his nickname with Penn? (Ch 1-4)
▪ Why does going to Penn’s for dinner seem like such an odd thing to Crash? (Ch 5-6)
▪ Instead of taking out his actions on Penn, who should Crash be most frustrated with? Why? (Ch 6-7)
▪ Why doesn’t Jerry Spinelli take the characters through first, second, third, fourth, and fifth grade? Why
does he jump from first grade to sixth grade? (Ch7)
▪ Describe the kind of friendship that Crash and Mike DeLuca share? (Ch 8-12)
◦ After the discussion questions, the teacher will ask if there is anything else the students would like to share
about this part in the novel.
• During Reading
◦ The teacher will explain that the author describes characters through character development throughout a
novel. In books like Crash, the main character changes a lot so the descriptions change in different parts of the
novel.
◦ The goal of our unit is to learn how to enjoy a book more. To do this we have to follow the descriptions Jerry
Spinelli gives of Crash, which we will do by charting out different aspects of character development.
▪ The teacher will review the different aspects of character development: appearance, relationships,
ambition, character traits, thoughts, and dialogue.
▪ The students will follow the review by using the list of character traits.
▪ Appearance: What does she look like?
▪ Relationships: What kind of friends and family does he have? How does he relate to them? Is he very
social or reclusive, or somewhere in between? People can be defined by the company they keep.
story?

▪ Thoughts: How does he think through his problems? In real life, we don’t have the benefit of knowing
someone’s innermost thoughts, but a novel allows us to do just that!
▪ Dialogue: how does he speak to others? what types of words does he use?
◦ After each character development trait, the teacher and students will pause to find in text examples.
▪ The teacher will ask the students where in the text Jerry Spinelli shows us these different descriptions of
Crash.
▪ Appearance: no physical traits mentioned but he moves fast and wears a football helmet (pg 1)
▪ Relationships:
▪ Abby: pesky little sister (ch 13)
▪ Parents: busy (ch 7)
▪ Penn: a dork (ch 1, ch 8)
▪ Mike: best friend (ch 8)
▪ Character traits: competitive (Ch 2), bully (Ch1-12)
▪ Ambition/Dreams: play football in the NFL, to ask out Jane (Ch 10)
▪ Thoughts: football, bullying Penn (12)
▪ Dialogue: Lies (Ch 1), fights (Ch 8)
• After Reading
◦ The students will complete their first post on their own
▪ Choose one of the ways that Jerry Spinelli describes Crash (appearance, relationships, ambitions/dreams,
thoughts, dialogue) at the beginning of the novel (ch1-14) and make an Instagram post that shows it.
▪ example: (appearance) the picture is of a young boy in a helmet and the post says "I like to wear this
helmet so I can practice my tackles #helemthairdontcare"
▪ Go to https://generatestatus.com/fake-instagram-generator/ or type in "generate status fake Instagram" to
log onto the site
▪ To choose a profile picture (keep the same picture as last time - look up "crashprofile to re-upload the
picture))
▪ Change the handle for Crash by clicking on the handle (keep the same one as last time)

▪ if it doesn't work the student will raise their hand to indicate they have finished and the teacher will
• Conclusion:
◦ Students will write in their journals which of the parts of character development they used.
◦ Students will then write how their post reflects that part character development and where in the text they think
Jerry Spinelli is showing that
Materials:
• computers
• Edmodo
• hand out characterization
Adaptations:
• Student who is excelling: If the students finish the first post and explanation, they can move onto a second post.
There should be at least 9 posts by the end of the unit and can be spaced out in a way that is best for the student.
• Student who is struggling: If the student is struggling the Instagram post, the teacher will provide them with
prompts, and suggestions that will spark thought and connection or provide them with "tech support" training if it is
the technology that seems to get in the way. There will be an example post as well.
score for the unit)
Evaluation:
• The teacher will be checking their progress on their Interactive Notebooks and Instagram posts at the end of each
lesson.

Sources
• https://www.somersetacademyprep.com/ourpages/auto/2018/8/28/43976589/Crash%20Novel%20Study.pdf
CC.1.3.6.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.5.6.F: Include multimedia components and visual displays in presentations to clarify information.

Character Development (13-25) Caroline Holmes
English Language Arts Tue. Apr 30, 2019 (Day B)
Topic: Students will be studying character development by evaluating Crash in chapters 13-25.
Objectives:
Procedure:
• Before Reading: (15 minutes)
▪ Chapters 13-25 discussion questions
▪ Why do you think Crash and Mike don't get in trouble for bullying Penn? Does it have anything to do
with their success on the sports team? (Ch13-14)
▪ Crash wants to talk with his dad in his office when he comes home from work, but Crash doesn’t stick
around. How are you feeling for Crash? (Ch17)
▪ How do you think Crash is feeling when he sees Scooter? (Ch 19-21)
▪ Why do you think Crash and Abby adore Scooter so much? (Ch 19-21)
▪ Jane turns to Crash down in the cafeteria, how did you all feel about that? Did you feel sad for Crash?
Were you proud of Jane? (Ch 23)
▪ Do you think that Penn and Jane should get kicked off of the cheerleading squad for missing practice to
protest? Why or why not? (Ch 25)
• During Reading (15 minutes)
◦ The students will review the different aspects of character development: appearance, relationships, ambition,
character traits, thoughts, and dialogue.
▪ Appearance: What does he look like?
story?
▪ Character traits: Everyone has some personality trait that irritates his friends or family. Is he too self-

▪ Dialogue: How does he speak to others? What types of words does he use?
◦ As a class, the students will fill out the character development worksheet
▪ Students should review the selected chapters and find in text evidence for their answers.
▪ Appearance: 5'7'' and 154lbs in 6th grade (Ch 23)
▪ Relationships:
▪ Abby: frustrating and disrespectful animal-lover (16)
▪ Parents: busy but trying their best (Ch 13)
▪ Penn: A weak, dorky, and a "pansy" (Ch 13)
▪ Mike: Crash's best friend and fellow bully (Ch 16)
▪ Scooter: the most amazing person ever (Ch 19-21)
▪ Jane: stuck up (Ch 23) and "warthog face" (Ch 25)
▪ Character traits: arrogant (Ch 23. 27) competitive (ch 15), poor sportsmanship (ch18)
▪ Ambition/Dreams: Football (Ch 22, 27), Jane (Ch 22)
▪ Thoughts/Dialogue: starts hating Jane (Ch 23) "I am Crash" (Ch 22) and how he talks to Jane (23)
◦ Once the teacher and students have charted the differences, the teacher will ask students to take a look at the
descriptive chart they used on the first day
◦ This will be a discussion but students should write down some bullet points so they can be prepared for their
summative essay at the end of the novel
▪ In what ways have they changed?
▪ What events caused the changes?
▪ How do you think Crash will continue to change?
• After Reading (10 minutes)
◦ The students will complete another post exploring Crash's development throughout the novel.
▪ Choose one of the ways that Jerry Spinelli describes Crash (appearance, relationships, character flaws,
ambitions/dreams, thoughts, dialogue) in the middle of the novel (Ch 13-25) and make an Instagram post
that shows it.
▪ example: (relationships) a picture of two boys ready for a dance with a caption that says "two best buds
ready for the school dance #watchoutjane"
log onto the site
picture))

◦ Students will answer the question: How is this post/this Crash different from the first post?
Materials:
• computers
• Edmodo
• instructions for Instagram
Adaptations:

score for the unit)
Evaluation:
lesson.
Sources
CC.1.3.6.C: Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the
characters respond or change as the plot moves toward a resolution.

English Language Arts Wed. May 1, 2019 (Day C)
Topic: Students will be studying character development by evaluating Crash in chapters 26 - 31.
Objectives:
Procedure:
• Before Reading: (15 minutes)
◦ Discussion (Chapters 26 -31)
▪ Chapters 26-31 discussion questions:
▪ As the reader, which character do you support in the mall debate? Abby or Mrs.Coogan? Why are they
both so frustrated? (Ch26)
▪ How does the reader fell about Crash at this point in the story? Happy for his success? (Ch 27)
▪ Why does Crash hit Scooter so hard? What is he angry about? Scooter is not young and able to take
big hits. How could Crash have really harmed him? (Ch 29)
▪ Describe a time when you made a poor choice that you later regretted. Do you think Crash is regretting
tackling Scooter? (Ch 29)
▪ Why would Jerry Spinelli only have a chapter with one sentence? How does the reader feel reading this
one sentence? (Ch 31)
story?

◦ After the review, the teacher and students will pause to find in text examples:
▪ Appearance: no change
▪ Relationships:
▪ Abby: annoying but passionate little sister (Ch 26)
▪ Parents: home for Thanksgiving, but Scooter is the one who is invested (Ch 26-30)
▪ Penn: a dork who is passionate (Ch 26)
▪ Mike: still Crash's best friend (Ch 27)
▪ Scooter: Supporter (Ch 26), chef/consistent family member (Ch 28)
▪ Jane: "hogface" (Ch 27)
▪ Character traits: arrogant (Ch 27), competitive (Ch 29-30) impulsive (Ch 29-30)
▪ Ambition/Dreams: Football and breaking school records(Ch 26)
▪ Thoughts: "She's probably afraid she'll have to admit how good I am.' (Ch 27) and starts to feel bad for
hurting Scooter (Ch 30)
▪ Dialogue: Mike and Crash talking about the record (Ch 27)
ambitions/dreams, thoughts, dialogue) in the middle of the novel (Ch 26- 31) and make an Instagram post
that shows it.
▪ EXAMPLE: (character traits) the picture will be of a newspaper cut out of a school record and the
caption will say "Didja hear who broke the school record, your boy the GOAT, Crash Coogan
#checkitoutladies"
log onto the site
picture))

Materials:
• computers
• Edmodo
• instructions for Instagram/ prompts
Adaptations:
score for the unit)

Evaluation:
lesson.
Sources
CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.

English Language Arts Thu. May 2, 2019 (Day D)
Topic: Students will be studying character development by evaluating Crash in chapters 32 - 42.
Objectives:
Procedure:
• Before Reading : (15 minutes)
▪ Chapters 32-42 discussion questions:
▪ What is a stroke? (Ch 32)
▪ Why might Mr. and Mrs. Coogan be keeping Abby and Crash from seeing Scooter? (Ch 32)
▪ Does Christmas sound like fun at Crash’s house? Why or why not? (Ch 33)
▪ Does Mike DeLuca act like a true friend? How does a true friend act in a time of sadness? (Ch 34)
▪ How did you feel about Penn after his special delivery? (Ch 34)
▪ Why is Abby so out of sorts when they are returning from the rehab facility where Scooter is staying? Do
you think her actions are normal? (Ch 35)
▪ How does Crash surprise the reader twice in chapter 36? (ch 36)
▪ Why is Penn running at night? (Ch 39)
▪ How has Crash shown that he is maturing? What does he do in this chapter that he never would have
done earlier in the story?  Is the reader starting to feel differently about Crash? (Ch 42)
story?

◦ After the review, the teacher and students will find in text examples:
▪ Appearance: no change
▪ Relationships:
▪ Abby: A little sister, who needs his help (Ch 36)
▪ Parents: busy, but making time for family - mom quit her job
▪ Penn: not quite so dorky, thoughtful (Ch 36)
▪ Mike: not a true friend, arrogant, self-centered, a bully (Ch, 34 36, Ch 39)
▪ Scooter: A hero (Ch 39)
▪ Jane: a friend of Penn's (Ch 42) but not a bad/ugly person
▪ Character traits: less selfish (Ch 36)
▪ Ambition/Dreams: for Scooter to get better (Ch 32-39)
▪ Thoughts: Scooter's health, Abby, A Second Time Around (ch 35)
▪ Dialogue: "I found it, it is wrinkled but okay" (Ch 39) to Penn - no insults, sarcasm or bullying!
ambitions/dreams, thoughts, dialogue) in the middle of the novel (Ch 32- 42) and make an Instagram post
that shows it.
▪ (thoughts) the picture is a photo of Scooter and the caption says, "He's the best grandpa ever. Get
better soon, you're all I can think about"
log onto the site
picture))

Materials:
• computers
• Edmodo
Adaptations:

score for the unit)
Evaluation:
lesson.
Sources

Character Development (Ch 43-49) Caroline Holmes
English Language Arts Mon. May 6, 2019 (Day A)
Topic: Students will be studying character development by evaluating Crash in chapters 43- 49.
Objectives:
Procedure:
• Before Reading : (15 minutes)
◦ The teacher and students will discuss important plot/theme/character development questions to refresh the
students' memory of the book. This will allow them to focus on specific parts of the novel and specific parts of
Crash's character development.
▪ Chapters 43-49 discussion questions
▪ What do Penn and Crash have to do in order to participate in the Penn Relays? What are the possible
outcomes? (Ch 43)
▪ Who are you rooting for? (Ch 43)
▪ Why do you think Crash is most excited about Scooter’s homecoming? (Ch 44)
▪ Do you think Crash is happy that his mom is taking some time off of work? Why? (Ch 45)
▪ Crash’s parents seem pretty focused on having the best of the best, what do you think made Mrs.
Coogan realize that “Money isn’t everything!”? (Ch 45)
▪ Do you think that Crash let Penn win or pretended to let him by telling him to lean? (Ch 47)
▪ Crash says, “Inside I cheered, too.” Is he genuinely happy for Penn? Why? (Ch 47)
▪ Did this book end how you thought? What will happen to Penn, Crash, and Jane in the future? High
School? (Ch 49)
▪ Do you think Crash will ever be any sort of bully again? Why or why not? (Ch 49)
character flaws, thoughts, and dialogue.
story?

◦ After each character development trait, the teacher and students will pause to find in text examples:
▪ Appearance: a year later, he's grown (physically and mentally) (Ch 49)
▪ Relationships:
▪ Abby: supports her as she helps the family and continues her ecology dream (Ch 43)
▪ Parents: Mom quit work entirely to be home with Scooter and the kids, Crash really appreciates this
(Ch 45), they're not as materialistic (Ch 45)
▪ Penn: best friend (Ch 49)
▪ Mike: a bully and ex-best friend (Ch 49)
▪ Scooter: in recovery (Ch 43)
▪ Jane: a good friend (Ch 49)
▪ Character flaws: prideful, but realizes there are more important things than always winning or having the
best look (Ch 48) ... still doesn't want to wear second-hand clothes (Ch 45)
▪ Ambition/Dreams: for a happy, healthy family and friends (Ch 48)
▪ Thoughts: all of chapter 49.
▪ Dialogue: the interaction with Penn before the race, as he is running by his house (Ch 46)
ambitions/dreams, thoughts, dialogue) in the middle of the novel (Ch19-31) and make an Instagram post
that shows it.
▪ example: (relationships) A picture with two boys who could be Crash and Penn with a caption that says
"This is my best friend and running partner, Penn Webber , you should get to know him!"
log onto the site
picture))

Materials:
• computers
• Edmodo
Adaptations:

score for the unit)
Evaluation:
lesson.
Sources
CC.1.4.6.S: Draw evidence from literary or informational texts to support analysis, reflection, and research,
applying grade level reading standards for literature and literary non-fiction.

Assessment and Work Day Caroline Holmes
English Language Arts Tue. May 7, 2019 (Day B)
Objective:
• Given the prompt and previous work with the novel, the students will be able to write an essay synthesizing
Crash's character development and novel themes found throughout the novel with multiple examples from the
text.
• Given an Instagram template, students will be able to draw conclusions from Crash to post like the main character
in different parts of the novel to teacher satisfaction.
Procedure:
• Intro (5 minutes)
◦ The teacher will congratulate the students on making it to the end of the unit!
◦ The teacher will then explain the assessment and why it is needed
▪ What it is?
▪ Students can choose between 1 of 3 essay prompts
▪ Prompt 1: Explain three ways that Crash changes from the beginningof the novel to the end. In three
separate paragraphs
explain a change Crash experiences and how this change
makes him a better person by the end of the novel.
____________________________________________________
Prompt 2: Rewrite the ending to the novel. What if Crash didn’t
encourage Penn to lean, how might the story have ended?
____________________________________________________
Prompt 3: Which character from the novel was your favorite
character? Cite three reasons this character was one that
you liked best. Discuss the character traits, actions, and
other aspects of this person that made them relatable to
you.
_____________________
▪ Why it is?
▪ Assessments help both teachers and students show what they have learned throughout the unit
▪ Essays help students put all of the "loose" information they have in their brains and tie it together
▪ Both allow students time to reflect on themselves- and who doesn't love talking about themselves?
• Development (5 minutes)
◦ The teacher will explain the expectations and the rubric for the essay
◦ The teacher will give the students the essay prompts
◦ The students will begin brainstorming and organizing their thoughts
▪ The students will fill out a graphic organizer to help with this
◦ Students will complete the essay prompt of their choice
▪ Students will use complete sentances
▪ Students will cite (generally) from the text to back up their answer

▪ Students will complete the essay prompt fully and descriptively
◦ The teacher will float around the group in case there are questions or help needed.
• Conclusion (10 minutes)
◦ The majority of students will be finished with their work and are free to continue working on their final project
▪ Today is the last day for in-class posts and compilation if needed students will need to work outside of class
to finish
▪ By the end of class, students will need to make a sway document to put all of their posts in one format
▪ Once all of the posts are finished. Students can compile the "feed" into Microsoft's sway (https://sway.off
ice.com/pkR2p6HC1tjUTHax)
▪ All of the links can be found in google classroom
▪ The students need to screenshot/save their image to their computers and then upload the different
images onto different slides in sway
▪ The order should remain consistent with Crash's early novel posts being the first, and the ate novel
posts being the last uploaded
Materials:
• Computers
• Edmodo
• Essay prompts
• Graphic organizer
• essay rubric
Adaptations:
• Student who is excelling: If a student is finished early, they can continue working on the final project.
• Student who is struggling: If a student is struggling with the material, the teacher can provide guiding questions
and recommend graphic organizers to help the student organize their thoughts.
• Student who is off task: If a student is off task, they will be reminded of the rules they agreed upon at the
beginning of the lesson and their respective consequences.
Evaluation:
• The teacher will collect the essays at the end of the time period and evaluate their work based on the goals of the
essay and the unit
• The teacher will be monitoring daily posts and reflections which will be compiled into the final project which will be
graded according to accuracy, completeness, and depth.
Sources:
https://www.somersetacademyprep.com/ourpages/auto/2018/8/28/43976589/Crash%20Novel%20Study.pdf

CC.1.4.6.S: Draw evidence from literary or informational texts to support analysis, reflection, and research,
applying grade level reading standards for literature and literary non-fiction.
CC.3.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Presentation Day Caroline Holmes
English Language Arts Wed. May 8, 2019 (Day C)
Topic: The students will present their projects to the class

Objective:
• Given teacher instruction on presentation behaviors, previous discussions, and reflections in their notebooks, the
students should present their projects in a clear, logical and accurate manner.
• Given a worksheet, students should be able to evaluate and encourage other classmates in a respectful and
positive manner.
• Given student work, students should be able to learn at least one new thing at each rotation.
Procedure:
• Intro (5 minutes)
◦ The teacher will go over the expectations for the presentations
▪ For the presenter: Students should speak clearly, make eye contact, and be prepared.
▪ For the audience: Students should be listening, learning and engage with the presenter when/if needed.
• Development ( 15 minutes)
◦ The teacher will use a number generator to randomly pick the order in which students will present to the group.
◦ The students will present to the group one by one.
▪ To present the student will explain his project in the following way:
▪ The profile picture - what it is and why that was chosen
▪ The handle they chose
▪ The bio they chose
▪ Each picture they "posted" and caption and how it relates to the stages of Crash's development
◦ The students will leave their presentations at their desk with a paper at their desk
▪ The students will move around the room as the music/timer counts down. When it goes off, students must
find a desk.
▪ At the desk, students will view the project and look at the work of their fellow classmates
▪ There will be a paper at each of the desks to fill out. It is divided into two parts:
▪ "What I liked"- Students should write neatly, a sentence that is encouraging and positive about the
classmate's work.
◦ Students will rotate every 5 minutes, 4 times to get through every group
• Conclusion
◦ The students will return to their own desks and take out their notebooks
◦ The students will then fill out the final page, where they can tell the teacher anything they want
▪ Did they like/not like the unit? Why?
▪ What was the best/worst part?
▪ How do they feel about the book/Crash?
▪ Evaluate their own work- how do they feel they did?
Materials:

• Student Projects
• Presentation Worksheet
Adaptations:
• Student who is excelling: If a student is finished evaluating early, they may ask to look at another presentation and
evaluate that project as well.
• Student who is struggling: If a student is consistently slow to complete the evaluation, the teacher can tell the
student to bullet (but explain the bullets verbally to the teaher).
• Student who is off task: To prevent this, the teacher will go over basic presentation behaviors for both presenters
and audience members. However, if this is an issue, the student will be reminded of the rules they agreed upon in
the beginning of the unit.
Evaluation:
• The teacher will be listening to presentations in groups to assess their presentation skills
• The teacher will be reading the responses the students leave their peers at the end of the rotations, checking
comprehension and positivity.
CC.1.5: Speaking and Listening: Students present appropriately in formal speaking situations, listen critically,
and respond intelligently as individuals or in group discussions.
CC.1.5.6.C: Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.


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Character Development Introduction Caroline Holmes

English Language Arts Fri. Apr 26, 2019 (Day E)

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Topic: The students will present their projects to the class

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