Unit Overview

Objective

Standard
s
Materials

Managem
ent

Anticipat
ory Set

DAY #1
After the read
aloud, students
will be able to
demonstrate
their
understanding of
he theme of the
story by writing
examples of
fences in their
world

DAY #2
In essay format,
students will be
able to explain
their personal
trading
experiences as
well as reason
and describe the
difference in past
trade and how
we use money
today

NCSS: NA ;IAS:
4.RL.2.2
Paper w/ fences
printed in the
middle
Markers and
colored pencils
The Other Side
by E.B. Lewis
Large class
poster
Paint
Students will be
called to the
carpet by tables
for the story and
then return to
their seats by
table as well for
the worksheet

NCSS: 7;IAS:
4.4.3
Envelopes with 6
trade items for
each student
Essay sheet with
word bank at the
top
Log sheet

Tell students
about me
growing up on a
farm and holding
onto the electric
fence with my
siblings

Walk around and

take things away
from students.
Ask if that is okay
that I take it.
Then ask if it
would be okay if I
paid for it.
Today we are
going to learn
more about trade
and how that
affected Indiana
in the past as
well as today

Purpose
Today we are
going to learn
about theme,
especially the
theme from The
Other Side and
apply that theme
to our lives.

Lesson
Presentat
ion

Closure
or
Conclusio
n

Input: Read the

book
Output: grand
conversation
Students will get
a paper to write
the theme of the
story and then
five fences that
divide them and
five ways to
overcome those
Get out class
poster, have
students tell me
what they
discussed then
add it to the
poster for ways
to overcome our
fences. Have the
student put their

Students will
freeze after each
round, then when
I say go will find
a new partner
that I designate
form a certain
category. I will
keep a timer on
the board for
each trade round

Input: give
vocabulary
words, describe
then show on
board
Output:
students get an
envelope and
trade with each
other for specific
goods
Have a few
students tell me
what goods they
wanted, why,
and whether they
got what they
wanted.

DAY #3
After completing
each station,
students will be
able to write in a
few sentences
whether they
believe technology
is good or bad
overall, why they
think so, and how
they can either
implement more
technology or less
technology in the
classroom and
their daily lives
NCSS: 8 ;IAS: 4.2.7
News articles
Construction paper
Glue sticks
Scissors
Pictures to cut out
Childrens books
Computers

There will be a
timer on the board
so the students
know how much
time they have in
each station. I will
give a one minute
warning
I will say freeze
when the stations
are over and have
them rotate
Ellen technology
video
https://www.youtube.
com /watch?
v=3CMS9xnBRkc

DAY #4
After seeing it
modeled, students will
be able to write a
persuasive letter to the
principal on whether
they believe there
should be less
technology in the
classroom or more
technology in the
classroom

NCSS: NA ;IAS: 4.W.3.1

Document camera
Paper
Envelope

Students will sit in their

seats during the
instruction and I will
model the letter on the
document camera

Send text to Mr.

Brooks, then an e-mail,
then a letter and
compare the length of
time it takes to receive
the three

Today we are going

to research about
technology and
how it has changed
over time so that
we can form our
own opinions about
what we think
regarding
technology
Input: describe
the stations
Output: students
rotate through 4
stations (childrens
lit, computers,
collage, news
articles)

Today, we are going to

learn how to write a
professional and
persuasive letter so
that we may use this in
the future if we want to
help make change in
our school, community,
or country

Take a few
students to share
what they learned
or what they think
about technology

Ask students what the

parts of a letter are
Ask students why
letters are important

Input: model for the

students how to
write a letter and
show each part of a
letter. Then work
with them on the
beginning
Output: students
will finish writing
their letters

Formativ
e
Assessme
nt

handprint on the
poster as a
signature
Listen to student
responses and
walk around
during work time
to make sure
they are on task

Look at students
log sheets to see
if they
understand the
trade process

Walk around to
each station to see
if each student is
recording on their
worksheets
correctly

I will walk around

the class to make
sure students are on
task, and students
will have to check
with me when they
are done with their
first paragraph

I will make groups

that keep certain
students separate
in order to keep
them on task.
Students who do
not understand or
want to research
more will have free
time later in the
day to keep
working
Collect student
worksheets at the
end of the lesson
and make sure the
students answered
the short answer
questions fully and
with clear thought

I will give copies of

my example letter
to certain students
that need more
modeling and
instruction

Adaptatio
ns

Have certain
students sit next
to me during
read aloud. Put a
few examples on
the board so
students have a
model to go off
of for the
worksheet

Give certain
students a sheet
with the
vocabulary words
on it so they can
see that while
writing the essay
at the end

Summati
ve
Assessme
nt
(as
needed)

Check each
students
worksheet to see
that they wrote
the theme of the
book, five fences
that divide them,
and five ways to
overcome those
fences

Students will
write a two
paragraph essay
about their trade
process

I will collect the

letters at the end of
the lesson and
grade them with a
rubric