ASSIGNMENT 4A – PUTTING IT

ALL TOGETHER
Brianna A Moulton
National University
AIL 622
Week 4
INTRODUCTION

For our 8th grade Language Arts final unit of the year, we utilize our curriculum
to teach a “Moral Compass” themed unit

Our Unit’s are typically a quarter long and as this is our last unit, we are
typically re-teaching standards we either feel our students have yet to master or
key standards students will need for high school. The only truly new skill we
teach within our final unit is a literary analysis style essay – before now, we
have covered narratives, informative essays and argumentative essays.
PURPOSE
2. I want to
1. I am very proud of the way finally put this unit
in which this unit covers my plan together in a
The purpose learnings from my instructional
design masters courses (AIL way in which I can
of my
620 and AIL 622);
particularly in how this unit is present it to my
planned off a UDL (Universal PLC and see if we
“putting this Design for Learning) and PBL
(Problem-Based Learning) can all utilize it to
all model, includes a variety of
day-to-day differentiation
strategies, and is a student-
teach our
curriculum’s final
together” is centered learning model rich
with choice for students to unit as a UDL,
two-fold: guide their own learning,
increase engagement, and
backwards
hopefully foster a love of life- designed,
long learning
student-centered
model.
UNIT: MORAL COMPASS
ESSENTIAL QUESTION: HOW
CAN LIFE EXPERIENCES SHAPE
OUR VALUES?
PROBLEM TO BE SOLVED: HOW CAN YOU USE
YOUR VALUES TO ADD PURPOSE TO YOUR LIFE?
I.E. TO LIVE A MEANINGFUL LIFE, TO HELP
OTHERS, AND TO MAKE A DIFFERENCE IN THE
COMMUNITY AROUND YOU?
 UNIT BIG IDEAS
What are some positive
and negative life
experiences you’ve had
so far that have helped
make you who you are
today?
What are some of the
beliefs or values of the
characters from this unit’s
texts? What beliefs or values
would be etched onto each
of their individual moral
compasses?
What are some of your
beliefs or values that make
you who you are? What What are some positive and
beliefs or values would be negative life experiences of
people and characters from
etched on your moral this unit’s texts that helped
compass? Onto the moral make them who they are?
compass of people who you
look up to?
Can we use our End Goal: Students reflect on and
utilize the unit’s resources,
values or even our activities, and learning to answer
the essential question in a literary
negative analysis format of their choice;
experiences to help students will also create a
community service plan that fits
people? their values
UNIT OPENING/ BUY IN:
1. We will begin the class with the curriculum’s
“Moral Compass” preview video
 As we begin the unit, we will have a class discussion on why we are
2. UTILIZING driven to help others and how serving others can affect us
I will take visual notes from each class period on the
CLASS top half of a standing easel

DISCUSSION AND
VISUALS TO I will then guide the class discussion into what beliefs and values
are. We will introduce the essential question and problem to be
BEGIN solved at the end of the unit.

BRAINSTORMING
THE UNIT’S BIG As a class, we will create a “Class Moral Compass” listing 4+
values we think should guide our class
IDEAS This compass will be displayed visually on a class
bulletin board
I will then ask students to start tackling
some initial thoughts on the following Big
Ideas collaboratively within their table 3. UTILIZING
groups: CLASS DISCUSSION
What are some positive and negative life experiences you’ve
had so far that have helped make you who you are today? AND VISUALS TO
What are some of your beliefs or values that make you who BEGIN
you are? What beliefs or values would be etched on your moral BRAINSTORMING
compass?
 On the bottom-half of the standing easel from before, students will place sticky notes
THE UNIT’S BIG
based on their group or personal responses to the Big Ideas above – this will give IDEAS CONTINUED
students a voice in their class community as they practice self-discovery
4. STUDENTS WILL CREATE THEIR OWN MORAL
COMPASS TO DISPLAY IN THE CLASSROOM
Option 1
Now that you have a better understanding of
beliefs and values and what your own might
be, design and create a moral compass of your
own that includes at least 4 personal values
you hold dear and that you believe guide your
actions.
Then on the back of the compass, explain why
each of these values is important to you and if
there were any incidents or factors in your life
that you believe led you to be instilled with
these guiding values.
Lastly, choose one or more of these values and
give an example of how you can use this value
to help or make a difference in your community
or people within it?
*Check the next slide for examples and ideas, but do not let them limit your creativity.
Option 2
Just because you have a better understanding
of beliefs and values doesn’t mean that you
know what your own might be yet. Think of
someone who you look up to (real or fictional)
and design and create their moral compass
that includes at least 4 personal values you
think they would hold dear and that they would
believe guide their actions.
Then on the back of the compass, explain why
each of these values would be important to
them and if there were any incidents or factors
you know of in their life that you believe led
them to be instilled with these guiding values.
Lastly, choose one or more of these values and
give an example of how they can or do use this
value to help or make a difference in their
community or people within it?
 A class bulletin board will be created
with the essential question as the title,
and student’s compasses will be
displayed beneath.

*Create the compass as creatively and freely as you choose. Maybe you work pictures of hobbies or things you hold
dear into or around it, or maybe you create a quote or map with your compass guiding this thought or image in the
corner. Utilize Pinterest (search “Compasses”) for ideas!
PERSONALIZED LEARNING ENVIRONMENT
BULLETIN BOARD EXAMPLE:

HOW CAN LIFE EXPERIENCES SHAPE OUR VALUES?

STUDENT
MORAL
COMPASSES

CLASS MORAL COMPASS

EQ ANSWERS
 While this unit does
We begin this unit with start out teacher-
an essential question centered with the
that presents a problem teacher leading the
to be solved: how can discussion, it quickly
life experiences shape goes into a more
our values and how can collaborative route as
we use our values to students tackle questions
help our community and in groups, and guide the
class as a whole into
UNIT INTRO add value to our lives? creating a class moral
compass

REFLECTION Then, students Students will complete a

gallery walk to review
complete a student-
each others compasses and
centered activity then we can start
where they are given implementing resources and
choice and examples activities to strengthen
to create their first students knowledge on this
essential question and big
assignment (their ideas and guide them to
personal moral answering/ solving these
compass) questions and problems
 STUDENTS WILL BE GIVEN THE FOLLOWING PRINTED MENU TO CUT
AND GLUE ONTO THE RIGHT SIDE OF THEIR INB – ON THE LEFT
SIDE, STUDENTS WILL DIVIDE THE PAPER INTO 4 SECTIONS AND
WRITE DOWN THEIR CHOICES, WHY THEY CHOSE THEM, AND HOW
THEY THINK THESE WILL HELP THEM ANSWER THE ESSENTIAL
QUESTION/ PROBLEM AT THE END OF THE UNIT

UNIT 3 MORAL COMPASS MENU– THIS MENU WILL PROVIDE CHOICE

FOR STUDENTS IN HOW THEY RESEARCH AND ANSWER THE UNIT’S
ESSENTIAL QUESTION; STUDENTS MUST PICK 1 STARTER, 2 HOUSE
SPECIALS, 1 DESSERT AND 1 DRINK. STUDENTS WILL THEN USE
THEIR CHOSEN SOURCES TO ANSWER THE ESSENTIAL QUESTION IN
A LITERARY ANALYSIS PROJECT WITH THEIR CHOICE OF MEDIUM
(ESSAY, PPT, VIDEO, BLOG, ETC.)

*The printed menu will have QR codes that they can use their laptop cameras to scan
and open up the choices, QR codes will be added soon

*QR codes are replacing hyperlinks so students can utilize printed versions to house in
their INBS
“STARTERS” – BOOKFLIX
I will create a similar Bookflix board
I found the Bookflix Idea from digitally with the following choices:
@readingandwritingwithhaven on
Instagram
Divergent by Veronica Roth

I am Malala by Malala Yousafzai

Refugee by Alan Gratz

Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Saenz

Freak the Mighty by Rodman Philbrook

The Hate You Give by Angie Thomas

The Book Thief by Markus Zusak

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Glory O’Brien’s History of the Future by A.S. King

More Happy than Not by Adam Silvera

Feed by M.T. Anderson

The Astonishing Life of Octavian Nothing by M.T. Anderson

 Differentiated Option: Graphic Novel Persepolis by Marjane Satrapi
BOOKFLIX ACTIVITIES:
Cover skills such as character, theme, critical question responses, word
relationships and more with worksheets or activities. Example: Bookmarks
Pictured Below:
After a chapter or so, students choose a character from their book and create a
representation of them which they would have to utilize weekly
 Example: A journal, Instagram, Blog, Collection of Poems, etc. from the perspective
of the character.
 Example: If they chose the book Divergent, they could create a fictional Instagram
account as if they were Beatrice Prior and post a weekly picture and caption on
the happenings in her life
 Recommended: Find out who else is studying your book and have character
connect platforms (i.e. follow each other’s fictional Instagram accounts) and
comment on each other’s posts
 Within their chosen platform, students would write in or make a post at least once a
week
 Each written response or post would need to have a picture and comment of at
least 60 words, hashtags are recommended for digital platforms
 Intention: Students practice empathy by trying to see through the eyes of another
character while also getting to practice writing regularly, studying character and
more

BOOKFLIX ACTIVITIES CONT.

Students will have to choose at least 2 house
specials and work through them according to the
pacing guide

“HOUSE SPECIALS” –
Students will also be taking notes and completing
STUDY SYNC (OUR
activities/ quizzes based on the “Signature Dish” DIGITAL TEXTBOOK)
feature on the menu

Specific standard-based skills that will be

covered are: Close reading, vocabulary,
character, grammar, critical thinking questions,
story structure, allusions, plot development, theme
or central idea, etc.
“DESSERTS” – PODCASTS – STUDENTS WILL CHOOSE 1 OF THE
FOLLOWING PODCASTS TO STUDY WITH A VARIETY OF ACTIVITIES FROM
WORKSHEETS (LIKE THE ONE PICTURED TO THE LEFT), TO JOURNALS,
CRITICAL QUESTIONS AND MORE:

Very Bad Wizards by Tamler Sommers and Dave Pizarro

A Life of Value by Earle F. Zeigler
A mother speaks about values by Sheila Ellison
An Exploration of Wisdom by Jason (Last name not listed)
A Discussion of Values and Ethics in General by Jenni Prisk
 Students would listen to around 3 episodes of each podcast;
episode suggestions for a focus on values are found at
https://www.valuesofthewise.com/category/podcasts/
OTHER PODCAST
ACTIVITY IDEAS:
OTHER PODCAST
ACTIVITY IDEAS:
Throughout the unit, students will subscribe to one of the following blogs and check in from
time to time with a variety of activities:
 Think Simple Now by Tina Sue
 Zen Habits by Leo Babauta
 The Blog of Tim Ferriss by Tim Ferriss
 Illuminated Mind: Follow Your Dreams by Jonathon mead
 The Art of Non Conformity by Chirs Guillebeau
 Get More from Life by Scott Young
 Make it Happen by Arvind Devalia
 Good Life Zen by Mary Jaksch
 Change Your Thoughts. Change Your Life. By Steve Aitchison
 Blogs above and suggested first read were found at the following link
https://liveyourlegend.net/top-10-personal-growth-blogs-to-inspire-action/

“BEVERAGES” – BLOGS
 BLOG ACTIVITIES:
STUDENTS COULD CREATE A BIOGRAPHY OF THE BLOG WRITER AND THEIR
OWN VALUES AND BELIEFS USING PPT, PREZI OR OTHER DIGITAL FORM
THE BIOGRAPHY WOULD INCLUDE QUOTES, PICTURES, ADVICE AND MORE
THEY WOULD USE THE BIOGRAPHY AS A SOURCE TO ANSWER THE UNIT’S
ESSENTIAL QUESTION
 MENU CONTINUED/ PACING GUIDE
Students will most likely take around 2 class periods to choose all of their menu
items and then they will receive a printed version of a pacing guide for the next
The pacing guide
week or so
is optional;
teachers can They will cut and glue this pacing guide into their INB’s on the right-hand side
prompt their class and on the left-hand side, they will divide the page into the number of days on
to move through the pacing guide and record at least 1 take-away per day (a take-away is
these student- something valuable that they learned that they think will stick with them or that
centered activities they can utilize someway in the future)
verbally, or use the
pacing guide to The pacing guide will have QR codes if necessary to link them to the day’s
guide students in activities and their laptops print so they can continue to house work in their INB/
practicing create a portfolio of work to go back to when completing their final assignment
autonomy before
high school
 PACING GUIDE DAILY ACTIVITY EXAMPLES:
Day 1:
1. Students will collect a literary bookmark on their way into class that asks them questions as they read (1 min)
2. Students will read their “appetizer” for 20 minutes while completing their bookmark (as students finish each
bookmark, they will turn theirs in and collect a new one). (20 min)
3. Then, students will scan a QR code that gives them directions for the novels big activity: a collections of poems, blog
or social media account from the point of view of a character in the book. Each will require 1 posting and 2 comments
to peers each week. Students will decide on which platform they want to use and set it up as their character would.
Students will submit their choice to the teacher who will type this all up and give to students the next day so they can
see who else is using their same platform and how they can give feedback to their peers. (20+ min)
4. Write down today’s take-away in INB. (Last 2 minutes)
 Homework: finish creating your blog, Instagram, etc. if not done in class – no posting is necessary yet but there should
be a photo and bio or whatever your platform designates.
*Teachers will need to utilize timers to guide students through daily activities; ex: 5 minutes to check the pacing guide
and figure out what you’re doing; 20 minutes for activity 1; 2 minutes at end of class to jot down your take-away in
your INB
*Teachers will need to make time to go to the library to collect these books before starting activities
 PACING GUIDE DAILY ACTIVITY EXAMPLES:
Day 2:
1. Read appetizer for 10 minutes and continue to complete
bookmark/ submit and collect new ones when finished (10 min)
2. QR code that links students to directions/ questions to take
Focus Notes on the skill: Character. (20 min)
3. If done early, continue reading, completing your bookmark
and working on ideas for your initial posting. (10+ min)
4. Write down today’s take-away in INB. (Last 2 minutes of class)
 PACING GUIDE DAILY ACTIVITY EXAMPLES:
Day 3:
1. 1. Read appetizer for 10 minutes and continue to complete bookmark/ submit and collect new ones
when finished (10 min)
2. QR code that links students to PowerPoint clarifying yesterday’s notes and directions to use this PPT to
add to their notes in a separate color and draw pictures (10 min)
3. Complete their Question's and summary 24-our AVID review. (7 min)
4. New QR code to directions to use headphones and study sync audio to do a first read of one of their
house specials (study sync story) and take buzz words on the left hand side of their INB. After reading,
students will use the buzz words to write down a central/ main idea statement or theme depending on
whether the story is fiction or non-fiction (not sure what will go on right-side of INB yet). (10 min)
5. If done early, read your “appetizer” (first posting due Wednesday of week 2; peer reviews due by
Friday of Week 2)
6. Write down today’s take-away in INB. (Last 2 minutes of class)
 PACING
Day 4:
GUIDE DAILY ACTIVITY EXAMPLES:
1. Read appetizer for 10 minutes and continue to complete bookmark/ submit and collect new ones when
finished (10 min)
2. Go to INB page where we previously took notes on theme and re-read them (3 min)
3. QR Code to Study Sync skill on theme and instructions turn to watch the videos and read the assignment to
add to their Theme notes with a different colored pen (12 min)
4. Complete the “Your Turn” activity for the skill: Theme (3 min)
5. QR code to instructions to complete second read of “House Special” study sync story in physical book with
an essential question focusing on character; students will record T’s/ Q’s and annotate for the essential
question as they read (25 min)
6. Re-read your buzz word theme and re-write it according to your new knowledge on theme/ a second
read (4 min)
7. Write down today’s take-away in INB. (Last 2 minutes of class)
 Homework: Complete any unfinished work from today
 PACING GUIDE DAILY ACTIVITY EXAMPLES:
Day 5:
1. Read appetizer for 10 minutes and continue to complete bookmark/ submit and collect
new ones when finished (10 min)
2. QR code to directions to complete a third read of their Study Sync “House Special”
while completing the Summary column in their physical textbook (15 min)
3. Re-read your second-read theme and re-write it according to your new understanding
from your third read, include textual evidence that supports your theme (4 min)
4. QR code to instructions on completing an application page on character/ theme
provided by teacher, cut and glue into INB to the left of the character focus notes (20
min)
7. Write down today’s take-away in INB. (Last 2 minutes of class)
 Homework: Complete any unfinished work from today
 PACING REFLECTION
Depending on when we start this unit, we will have around 4 weeks, less time than we
normally do so we may cut 1 menu resource (novel, podcast, or blog) but as of right
now it plans out accordingly:
Week 1 covered beginning the novel and 1 Study Sync story and 2 skills
 Reading the novel will most likely be homework after week 1, but there will be
designated class time to make their character point of view posting/ peer review
Week 2 will mirror week 1, but the novel will be replaced by their chosen podcast or
“Dessert” and it’s associated activities as well as weaving in the next Study Sync
story/ skill/s (story structure/ allusions?)
Week 3 will probably finish up week 2 activities and then implement the blog
reading and activities, there might be time for some in-class novel reading now that
we are done with study sync stories, but study sync skills will still need to be
implemented (EWP work?)
Week 4 will introduce the literary analysis project and guide students through using
textual evidence from their resources to answer their essential question in literary
analysis form (essay, blog, PPT, video, etc.)
CONTENT AREA/ STANDARDS:
Content: 8th Grade English Language Arts Class
Main standards that will be met in this unit:
CCSS.ELA-LITERACY.SL.8.1
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-LITERACY.RL.8.2
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.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-LITERACY.W.8.5
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. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 8 here.)
 STANDARDS CONTINUED:
CCSS.ELA-LITERACY.W.8.6
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-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CCSS.ELA-LITERACY.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-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.