UMGC – MAT Program

Building Our World Unit Overview and Lesson Plans

Unit Overview

Name: Chelsea Randall

Course: English

Grade Level: 7

Unit Title: Building Our World

Unit Rationale/Context: This mini unit is the second in the year, coming after a unit on
Perspectives, in which students have read fables, fairytales, myths, and legends, and explored
how perspective in those stories influences theme. The common task for the prior unit asked
students to write a perspective-shifted fable or fairytale to highlight a different theme, one in
keeping with that character’s traits and unique perspective. In this unit, students will build on
their understanding of character and theme in explorations of the novel The Girl Who
Circumnavigated Fairyland in a Ship of Her Own Making (henceforth known as Fairyland) by
Cathrynne M. Valente. The focus of the current unit is for students to expand their
understanding of figurative language techniques such as imagery and allusion. Students will
understand how figurative language creates mood and tone, and how those contribute to setting
and worldbuilding. Throughout the larger unit, students will listen to selections from S. J.
Tucker’s album Wonders, which depicts scenes and characters from Fairyland. At the end of this
mini-unit, students will complete a common task comparison essay on mood in the novel versus
mood in a song from Wonders. Later mini units will enrich students’ understanding of Fairyland
through application of the hero’s journey.

Relevance to Students: Students will regularly be asked to relate their own experience to
September’s experience in Fairyland. Through comparative exercises using Fairyland and
Wonders, students will see how artists build on the works of others by creating works inspired by
another, and see how this occurs in music, film, and literature of interest to them. Since I follow
S. J. Tucker on social media and have spoken with her a few times, I might also be able to bring
her in to school for a presentation and performance, mostly to capture student’s imagination
and provide a new perspective regarding how artists build on each other’s work.

Standards Addressed:

Maryland Common Core State Standards

• RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 • RL.7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
• RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged,
or multimedia version, analyzing the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film)
• W.7.6 Use technology, including the Internet, to produce and publish writing and link to
and cite sources as well as to interact and collaborate with others, including linking to
and citing sources.
• W.7.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
• SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
• SL.7.2 Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.

ISTE Standards

• 1C Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
• 7A Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
• 7B Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.

Unit Objective(s)/Big Idea(s)/Key Learning(s):

• Students will identify and explain how figurative language techniques such as imagery
and allusion develop mood in Fairyland.
• Students will examine how authors build their imagined worlds through descriptions of
setting.
• Students will compare and contrast the treatment of the same story (September’s
journey) across media by discussing Fairyland and musical selections from Wonders.
• Students will practice annotation skills, identifying figurative language techniques and the
effect of diction in musical selections from Wonders and close reading excerpts from
Fairyland.
• Students will reflect upon their own experiences and connect to September’s journey
through frequent journal writing exercises.
Summative Assessment: The summative assessment will be an essay comparing how S. J. Tucker
and Cathrynne M. Valente establish mood in their song and book. Since the song is based on the
book, students will compare how the same work is adapted in another medium and how that
changes the mood and perspective.
Lesson 1

Name: Chelsea Randall

Course Title: English

Unit Title: Building Our World

Grade Level: 7

Lesson Title: Understanding Imagery

Time Required: 1 class period, 50 minutes

Context for Learning: As the first lesson in the unit, students will need no prior knowledge of
imagery aside from their own background on the five senses. They will draw upon their
experience in finding text evidence to back up their claims throughout discussion, which was
practiced in unit 1. The lesson also builds upon annotation practice from unit 1, in which
students learned how to create keys to look for words with positive and negative connotations.

Standards Addressed:

• MCCSS - RL.7.1 Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
• MCCSS - W.7.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
• MCCSS - SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
• MCCSS - SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
• ISTE - 7A Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden mutual
understanding and learning.

Objectives (observable and measurable):

• Students will be able to describe the effect of the five types of imagery on the setting of
the novel Fairyland using the provided graphic organizer, achieving a score of "Proficient"
or better as defined by the daily classwork rubric.

Materials:
 • Smartboard (or pdf projected on screenshare using Zoom or similar software)
• Imagery PowerPoint
• Class set of laptops (optional)
• Imagery cloze notes (hard copy or Google docs)
• Imagery graphic organizer (hard copy or Google Docs)
• 5 highlights exit ticket (hard copy)
• Lots of highlighters (yellow, pink, blue, green, and orange or purple)

Proactive Behavior Management: Posters of the class’s “Ground Rules for Respectful Discussion”
would be hung on the wall. The day’s objective, agenda, and bell-ringer instructions would be
posted on the board as students are walking in. Students will pick up their English journal, which
are stacked on a table by the door as they walk in. Students would already be seated in tables of
four, matching the group configurations of the day. Highlighters will be at the tables prior to
entrance. Group work instructions will be clearly posted on the smartboard when the time
comes. A section of the board reserved for “student stars” will allow me to write down and call
out any students who are well-prepared and following directions, which will signal other
students to transition efficiently. Students begin and end the day with an independent activity,
as usual, which allows me to complete homework checks and give out monthly raffle tickets to
students who have earned them throughout the lesson.

Provisions for Student Learning: Students will be encouraged to be actively engaged through
activation of their intrinsic motivation. As mentioned above, student stars who are on task and
well prepared are praised for their focus and recognized on the board. Students will also be
encouraged to actively participate through tiered cloze notes and checks for understanding
across Bloom’s taxonomy. Furthermore, groups that identify more than the minimum of imagery
examples will receive raffle tickets for a monthly drawing of prizes, which is usually a strong
motivator to go above and beyond.

Procedures:

• Introductory/Developmental Activities
o Note: Students will have read chapter 1 of Fairyland for homework and submitted
their reading check question online prior to class.
o Bellringer (journal): Imagine you are heading to a holiday party. You enter the
house. What do you experience when you’re there? What do you see when you
enter? What music is playing and who is talking? What foods are you eating? Give
as rich of a description of your sensory experience as possible. (5 minutes of
writing, 3 to share)
▪ As students write, I will pass out the cloze notes on imagery.
o Bridge: After students share their journals and their sensory experiences, I will ask
students if they happen to know the five senses, and what writing that appeals to
those senses is called. Then, we will launch into the notes.
 • Instructional Strategies:
o I do – Imagery PowerPoint and Guided Notetaking (10 minutes): Students will
complete cloze notes, filling in blanks in their packets that correspond to the
bolded/underlined words in the PowerPoint slides. The PowerPoint will review
the 5 types of imagery, examples of each, and pitfalls in identifying imagery vs
non-imagery details in texts. As we go through the notes, students will respond to
checks for understanding in the checkpoints (e.g. “Where is the olfactory imagery
in this example?”).

• Guided Practice and Independent Tasks

o Guided Practice:
▪ We do - 5 highlights on the board (5 minutes): Students will read a short
passage projected on the board and identify examples of the types of
imagery. I will call on student volunteers to identify one example each,
highlighting their example according to the highlight key: yellow – visual,
blue-auditory, green – tactile, pink – smell, and purple – taste. The class
will assess whether we’ve missed any examples as we go along, as well as
identify which examples overlap.
▪ Y’all do – Fairyland imagery graphic organizer (15 minutes): Students will
identify examples of imagery in the first chapter of Fairyland. They will
work in their groups using a table style graphic organizer which will be
collected at the end of the period. The organizer will have columns to copy
the quote (example of imagery), type of imagery (visual, auditory, etc.),
and what the imagery communicates about the setting (e.g. the vivid color
descriptors show that it is a whimsical, out of this world place). As groups
collaborate, I will check in with each group to see how far along they are
and read their responses, providing help as needed. While the table has 8
total spaces for examples, groups will be required to find 5 examples of
imagery at minimum, one for each type. Groups who correctly complete
all 8 examples will have their names entered in a raffle box for monthly
prizes (I give out everything from special pencils to nail polish to fidgets).
o Independent Tasks:
▪ You do - 5 highlights exit ticket (5 minutes) – Students will work
independently to identify examples of the different kinds of imagery in a
passage in Fairyland, using their highlighters to distinguish between types.

• Closure: The class will regroup, and I will ask students review the definition of imagery, its
purpose, and which sense each of the 5 types corresponds to. As students leave, they will
drop their exit tickets and raffle tickets (if applicable) in their respective boxes.

Adaptations:
• Laptops and assistive technology: students who have dysgraphia will be able to use
laptops and assistive technology during notetaking and journal writing activities
 • Full notes: students who have dyslexia and similar learning needs will receive a complete
copy of the notes, and will have the option of highlighting important terms
• Audiobook: an audiobook version of Fairyland will be available to students who receive
this accommodation on their IEP and 504 plans. This is an accommodation they will
receive prior to the lesson during their reading for homework.

Assessment:
• Checks for understanding: students will volunteer to answer checks for understanding
throughout the PowerPoint notes, to see whether they can find examples of imagery and
distinguish between an image and non-image.
• 5 highlights on the board and critique: Based on class performance on the 5 highlights on
the board activity, I will be able to see whether students are able to avoid pitfalls in
imagery identification and can identify all types of imagery.
• Fairyland graphic organizer: This will be assessed with the usual classwork rubric (see
appendix). I will also walk around during this activity to give groups additional guidance
where it is needed.
• Exit tickets: This activity will provide me with specific data on which students are at each
level. Based on the amount of and accuracy of highlighting, I will sort exit tickets into
struggling, developing, and proficient. I will focus on providing extra support to these
students in the next days.

Extension Activities:
• Overlapping imagery: At multiple points in the PowerPoint and 5 highlights on the board
activity, students will be asked to identify overlapping examples of imagery. For example,
if one is describing “rough grains of sand slipping through one’s fingers,” this could be
both visual and tactile imagery. Students who have a good handle on imagery will be
challenged to see where these overlaps occur.
• Extra examples of imagery in Fairyland: Students who have a good handle of imagery will
also be able to have their names entered into a monthly raffle if they find not just 5 but 8
examples of imagery in Fairyland.

Review/Reinforcement (Homework): Students will submit a favorite song of theirs that has one
example of imagery, due the next day. We will be using these in lesson two. Students will also
begin reading chapter 2 of Fairyland, due by lesson 3.
 Sample PowerPoint Slide

Sample Cloze Notes – Purple Group

• Tactile Imagery

o Engages the sense of ___________

o Includes

▪ _______________ (Rough? Smooth? Soft)

▪ Temperature (Hot? Cold?)

▪ Skin ________________ (goosebumps? Ticklish?)

o Ex. As the rain pounded on his back, the fuzzy dog became soaked to the bone.
 Highlights on the Board Passage (Guided Example)
Key: Sight – yellow, Sound – Blue, Touch – Green, Smell – Red, Taste – Pink

The hot, July sun beat relentlessly down, casting an orange glare over the farm buildings, the fields, the

pond. Even the usually cool green willows bordering the pond hung wilting and dry. Our sun-baked

backs ached for relief. We quickly pulled off our sweaty clothes and plunged into the pond, but the

tepid water only stifled us, and we soon climbed back onto the brown, dusty bank. Our parched throats

longed for something cool—a strawberry ice, a tall frosted glass of lemonade.

We pulled on our clothes and headed through the dense, crackling underbrush, the sharp briars pulling

at our damp jeans, until we reached the watermelon patch. As we began to cut open the nearest melon,

we could smell the pungent skin mingling with the dusty odor of dry earth. Suddenly the melon gave

way with a crack, revealing the deep, pink sweetness inside.

Adapted from Ms. Kappelman at SHS Alternative Education:

http://shsalted.blogspot.com/2014/11/storybird.html?m=0
 Imagery in Fairyland Exit Ticket
And indeed, in the icy-blue clouds above the world, a great number of rooftops began to peek out. They were

all very tall and very rickety: cathedral towers made of nailed boards, cupolas of rusted metal, obelisks of

tattered leaves and little more, huge domes like the ones September had seen in books about Italy, but with

many of their bricks punched out, broken, turned to dust. Just the sorts of buildings where wind howls hardest,

whistles loudest, screams highest. The tips and tops of everything were frozen – including the folk that flew and

flittered through the town, bundled up tight much like the Green Wind himself, their jodhpurs and jackets black

or rosy or yellow, their cheeks puffed out and round, like the cherubs blowing at the corners of old maps.

And indeed, in the icy-blue clouds above the world, a great number of rooftops began to peek out. They were

all very tall and very rickety: cathedral towers made of nailed boards, cupolas of rusted metal, obelisks of

tattered leaves and little more, huge domes like the ones September had seen in books about Italy, but with

many of their bricks punched out, broken, turned to dust. Just the sorts of buildings where wind howls hardest,

whistles loudest, screams highest. The tips and tops of everything were frozen – including the folk that flew and

flittered through the town, bundled up tight much like the Green Wind himself, their jodhpurs and jackets black

or rosy or yellow, their cheeks puffed out and round, like the cherubs blowing at the corners of old maps.

And indeed, in the icy-blue clouds above the world, a great number of rooftops began to peek out. They were

all very tall and very rickety: cathedral towers made of nailed boards, cupolas of rusted metal, obelisks of

tattered leaves and little more, huge domes like the ones September had seen in books about Italy, but with

many of their bricks punched out, broken, turned to dust. Just the sorts of buildings where wind howls hardest,

whistles loudest, screams highest. The tips and tops of everything were frozen – including the folk that flew and

flittered through the town, bundled up tight much like the Green Wind himself, their jodhpurs and jackets black

or rosy or yellow, their cheeks puffed out and round, like the cherubs blowing at the corners of old maps.
 Imagery in Fairyland Graphic Organizer

Quote/Phrase (page #) Type of Imagery What this imagery shows about

the setting

Ex. … her mother’s factory, puffing white Visual September’s ordinary world has
smoke far below her (4) a lot of manufacturing and
pollution.
Lesson 2

Name: Chelsea Randall

Course Title: English

Unit Title: Building Our World

Grade Level: 7

Lesson Title: The Medium of Song

Time Required: 1 class period, 50 minutes

Context for Learning: After learning about imagery, students will learn about mood. Instead of
identifying mood through words, which might be difficult for some, they will learn about mood
using music to get the vocabulary down. Students do not have to have prior knowledge about
mood in a literary sense to understand this lesson, nor do they need formal musical training,
since we will be reviewing more common musical terms that can help in our discussion of mood
and have a mood cheat sheet to help us along.

Standards Addressed:
• MCCSS - SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
• MCCSS - SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
• ISTE - 1C Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

Objectives (observable and measurable):

• Students will be able to apply 3 musical vocabulary terms such as melody, rhythm, and
lyrics with 80% accuracy to describe the mood of their favorite songs.

Materials:
• Mood Terms List handout
• Blank Bingo sheets
• Sticky notes
• Class set of laptops
Proactive Behavior Management: As in lesson 1, I will have the same “Ground Rules” posters,
objective/agenda/instruction posting routine, journal pickup procedure, seating arrangement,
and “student stars” practice. Students will also begin and end the day with an independent
activity as usual. Paired work and bingo instructions will be clearly posted on the smartboard
when the time comes. I pass out sticky notes to each of the tables toward the end of the Bingo
activity.

Provisions for Student Learning: Students will be encouraged to be actively engaged through
activation of their intrinsic motivation. As mentioned above, student stars who are on task and
well prepared are praised for their focus and recognized on the board. Students will also be
actively engaged through the Bingo game. Students that call BINGO and have an entire
row/column diagonal filled will receive raffle tickets for a monthly drawing of prizes, encouraging
participation

Procedures:

• Introductory/Developmental Activities
o Bellringer (journal): As you listen to the music, write what comes into your head.
How does it make you feel? If this were in a movie soundtrack, what you think
would be happening during this song? How would the characters feel? (5 minutes
to write; 3 to share).
▪ “Ashitaka and San” from the Princess Mononoke soundtrack will be played
after the start bell rings.
▪ Link: https://www.youtube.com/watch?v=OQ6slfP6B8Q
o Bridge: As students mention different qualities of the music (pitch, tempo,
volume, melody, etc.) that evoke a “feeling”, I will write these on the board to
revisit in my direct instruction. After some discussion of the “feeling” the music
evokes and what in the music evokes this feeling, I would connect this to the
concept of mood. While discussing the bridge, I will pass out the Mood Word List
handout to help students identify good mood words during the next activity

• Instructional Strategies:
o Mood Video (7 minutes): Students will watch a short video on how authors create
mood (https://www.youtube.com/watch?v=SQq7XZ_Im34). I will pause at the
moments indicated in the video to facilitate whole class discussion about mood.
▪ Students can use the Mood Word List handout to help them settle on
good mood terms.
o Revisiting Musical Terms (5 minutes): I will revisit the list of musical terms the
class came up with and ask students to volunteer definitions of each. I will tweak
these definitions and add a few terms (rhythm, crescendo, etc.) if necessary.

• Guided Practice and Independent Tasks

o Guided Practice:
 ▪Paired Activity (5 min): Students will share the first minute or so of their
songs with a partner and identify the mood in each other’s songs. As they
work in pairs, I will come around and check in with the moods they’ve
come up with and push them to consider what in the music creates that
mood.
▪ Bingo (10 min): Students will fill it out blank bingo cards with mood words
from the Mood List. I'll call students up one by one to play a 15 second
sample of their song to the group, and then have a student in the
audience guess which mood term matches the song. If the presenting
student agrees with the audience member's assessment, they have to
identify one element of the song that created the mood using the musical
terms we learned in class. Students then have time to mark their bingo
sheet if they included that mood word on their board. Students who win
at bingo also get a raffle ticket to win a chance to pull from the monthly
prize box.
o Independent Tasks:
▪ Reverse Bingo sticky notes (5 min): Students will write one mood word on
their board that wasn’t chosen on a sticky note and think of another song
that shows that mood. In one sentence, they will explain what feature of
the song creates that mood using the musical vocabulary terms they’ve
learned. They will put their sticky notes on the wall under their class
period as a way of collecting our class soundtrack.

• Closure: Debrief asking students which moods seemed most prevalent (positive or
negative) in music they chose, and what aspects of music seemed to communicate these
moods the most clearly. Oral reminder that students will need to finish chapter 2 and
submit their reading check response for homework.

Adaptations:
• Pre-Filled Bingo Sheets: These help students with dysgraphia and dyslexia if they have
trouble with keeping up with the speed of the classroom. Most students will probably
want to choose their own moods.
• Musical Terms Cheat Sheet: While I’m not focusing on students’ acquisition of new
musical terms, ELLs and students without a strong musical background will find a pre-
made list helpful to guide them throughout the class.
• Partner Work Scaffolding: Having a substantial amount of partner work will help
struggling students achieve a basic understanding of mood in music.

Assessment:
• Bingo: By watching student responses and checking their bingo cards after class, I can see
what students understood mood in music and which are still getting the hang of it. The
sticky notes will also give me a good indication of their individual level of comfort with
this concept.
Extension Activities:
• Where’s the Shift: I can challenge advanced students to identify unusual aspects of the
song that show mood or have them identify where there might be a mood shift.
• Reconciling differences: When there is a disagreement about mood for the songs played
in bingo, I will challenge students to consider whether that disagreement is due to
differences in connotation or perspective, which will also prepare them for activities later
in the unit.

Review/Reinforcement (Homework): Students will finish chapter 2 and submit their response to
the reading check question.
 Musical Terms Cheat Sheet

Lyrics: words in a song

Chorus: a repeated section of the song, sometimes also called a refrain

Bridge: section of the song/lyrics that marks a transition from one part to the next

Pitch: how high or low a note is

Rhythm: pattern of beat in a song

Timbre: the quality of an instrument or voice (rough, clear, warm, raspy, bright, mellow, etc.)

Tempo: the speed of the song

Volume: how loud or soft the music is played

Crescendo: an increase in volume

Decrescendo: a decrease in volume

Melody: foreground of the music; usually the main vocal part in pop music

Harmony: when two or more notes are heard at the same time; oftentimes harmonies occur

when backup singers accompany the main vocalist and sing at different pitches from the

melody
 Mood Cheat Sheet

Angry Energetic Sad

Aggravated Fun Depressed
Enraged Amusing Melancholy
Hostile Bouncy Mournful
Irate Cheerful Tragic
Violent Playful Gloomy

Boring Happy Scary

Dreary Content Creepy
Dull Joyful Nightmarish
Uneventful Delighted Spooky
Tiring Ecstatic Haunting
Elated Threatening
Calm
Quiet Loving Worried
Serene Warm Anxious
Tranquil Delicate Nervous
Mellow Romantic Restless
Harmonious Touching Suspenseful
Sympathetic Tense
Exciting Uneasy
Exhilarating
Lively
Rousing
Thrilling

Adapted from Scholastic: https://scope.scholastic.com/content/dam/classroom-

magazines/scope/pages/misc/evergreens/SCOPE-Activity-MoodWords.pdf
Lesson 3

Name: Chelsea Randall

Course Title: English

Unit Title: Building Our World

Grade Level: 7

Lesson Title: Comparing Media – Mood in September’s Rhyme and Fairyland

Time Required: 1 period, 50 minutes

Context for Learning: Now that students have learned about imagery and mood, it’s time to put
the two together. Students will use their annotation skills from lesson 2 and apply it to
annotating song lyrics in lesson 3. They will also apply their skills in identifying mood in music to
identifying mood in prose through close reading of Fairyland.

Standards Addressed:

Maryland Common Core State Standards

• RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
• RL.7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
• RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged,
or multimedia version, analyzing the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film)
• W.7.6 Use technology, including the Internet, to produce and publish writing and link to
and cite sources as well as to interact and collaborate with others, including linking to
and citing sources.
• W.7.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
• SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
• SL.7.2 Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
ISTE Standards

• 1C Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
• 7A Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
• 7B Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.

Objectives (observable and measurable):

• Students will be able to compare and contrast how authors establish mood in the novel
Fairyland and the song "September's Rhyme" by S. J. Tucker using a Venn diagram,
including at least three necessary details in each section that shows their reasoning and
engagement.
• Students will practice annotation skills, identifying figurative language techniques and the
effect of diction in musical selections from Wonders and close reading excerpts from
Fairyland.

Materials:
• Whiteboard and Smartboard
• Poll Everywhere + student laptops
• Google docs

Proactive Behavior Management: As in lessons 1 and 2, I will have the same “Ground Rules”
posters, objective/agenda/instruction posting routine, journal pickup procedure, seating
arrangement, and “student stars” practice. Students will also begin and end the day with an
independent activity as usual. However, since this is a very tech-heavy lesson, I will also use
proximity control to make sure students are actively engaged as they use their laptops and smart
devices. I will also display a timer for these activities—when students know they have limited
time to complete work, they are more likely to focus and get it done.

Provisions for Student Learning: Although students might be a bit distracted with technology, my
inclusion of smartphones and laptops in the day’s activity is meant to get students to use their
devices in productive ways. I will use Poll Everywhere to collect all students’ responses, which
allows all students to participate. This is a great platform to help shy students share their
thoughts—if they’re worried about being “wrong,” they will be able to give their ideas without
their classmates knowing who made which response.

Procedures:

• Introductory/Developmental Activities
 o Bellringer (journal): Listen to the music and write down the mood of the song.
Which scene in the book is it depicting and from whose perspective? Does this
match your idea of that scene as it was written in the book? Why or why not? (5
minutes to write; 2 to share).
▪ “September’s Rhyme” by S. J. Tucker will be played after the start bell
rings.
▪ Link: https://www.youtube.com/watch?v=1gne1wI0bJU
o Bridge: I will explain that S. J. Tucker has created an entire album based on the
novel we are studying, and that one of our tasks throughout the unit will be to
examine how she uses Valente’s work as an inspiration. Many authors and artists
build and comment on each other’s work, so our focus today will be seeing how S.
J. Tucker plays with the mood of the original scene in Fairyland.
o Transition: 3 minutes to allow students to pick up their laptops

• Instructional Strategies:
o Modeling Annotation (5 minutes): After students log in to their laptops, I will
show them how annotate the song lyrics on Google docs. I will walk through the
first verse myself with a think-aloud.
▪ Special focus will be placed on highlighting the imagery, identifying the
type of imagery, and identifying a clear mood.

• Guided Practice and Independent Tasks

o Independent – Song Annotation (10 minutes): Students will use the guidance
provided to annotate the rest of the lyrics. Students have had some practice with
annotation before in unit 1, so they should be able to annotate and apply
vocabulary from lesson 2.
▪ As they work, I will do a walk around to check in with students. Toward the
end, I will also draw our Venn diagram on the whiteboard.
o Guided Practice:
▪ Poll Everywhere (5 minutes): Students will respond to the following
questions broadcast on the Smartboard using Poll Everywhere on their
smartphones or laptops:
• What is the mood of “September’s Rhyme”? (Will be shown in a
word cloud)
• What imagery in the song reveals this mood? (Full phrase answers
shown on the board)
• As students respond, I will write these ideas down on the
“September’s Rhyme” side of the Venn diagram.
▪ Class discussion of scene in the novel (10 minutes): I will lead a class
discussion on the corresponding scene from the novel, asking students to
note what imagery sticks out to them, as well as the effects of diction and
sentence structure on the mood. I’ll also record student responses in the
Venn diagram as we go along.
 • Closure: I’ll ask students who have not yet spoken a chance to summarize the main ways
these works are similar and different. I’ll highlight that these summary statements make
good thesis statements for their upcoming essays. For homework, they will use the Venn
diagram (which I will take a picture of and publish on Google Classroom) to create their
own summary statement which we will use as a basis for their essay in the coming
classes.

Adaptations:
• Assistive Technology (laptops): Students with dysgraphia, dyslexia, and other disabilities
will have easy access to assistive technology (speech to text, etc.).
• Venn Diagram Brain Break: As I will be assembling student responses in the Venn
diagram, I will lighten the cognitive load for students with processing difficulties who find
it difficult to take notes during discussion.

Assessment:
• Poll Everywhere: Through student responses in Poll Everywhere, I can see how the entire
class understands the relationship between imagery and mood in song lyrics. Later, I can
also go back to look at individual responses to see which are still struggling with
understanding mood.

Extension Activities:
• Where’s the Shift: Like in lesson 2, I will check in with advanced students during
independent work and challenge them to identify where there might be a mood shift
within the song.
• Tiered Thesis Statements: Students who have a solid understanding of thesis statements
will be challenged to include a 3-part thesis for homework, in which they identify two
similarities and one difference or two differences and one similarity.

Review/Reinforcement (Homework): Students will write their “summary statement” which

includes at least one way the novel/song are similar and at least one way they are different.
These will be used next class in our outlining.
 Fairyland Chapter 1
Song Connection: September’s Rhyme
By S. J. Tucker

Directions: Read through each stanza separately. Then, in the right-hand column, write notes
about types of imagery (visual/sight, auditory/sound, tactile/touch, gustatory/taste,
olfactory/smell) you notice and what affect that imagery might have on the reader.

Lyrics Imagery I notice:

Green and black, yellow, red

Rub your belly, pat your head
Corners, edges, middle part
Close one eye before you start

Nine times backwards, sideways, round

Opens doors you've never found
Key flies in without a sound
Key flies in without a sound

Leopard whiskers, colored coat

Let the lie escape your throat
Circus dances, open roads
Seal the spell, there must be blood

Fly through kisses, don't be rude

To latitude or longitude
Solve the puzzle, turn the key
Bleed a bit and then fly free

Hold your courage, pumpkin, dear

One shoe off, the way is clear

End question: How does Tucker use imagery to develop the setting of Fairyland? Identify at
least two examples of imagery. Explain what each reveal about Fairyland.
 Unit 2 Common Task
Comparing Mood in Fairyland and “September’s Rhyme”

Directions: You will write a multi-paragraph essay in which you compare and contrast how authors use
imagery to develop mood in Fairyland and “September’s Rhyme.” Your essay must include the following:
• A well-written thesis that explains how imagery develops mood in both pieces
• At least two body paragraphs
o One body paragraph must focus on a similarity in their use of imagery and mood
o One body paragraph must focus on a difference in their use of imagery and mood
o Green group MUST have at least three (3) body paragraphs
• At least 4 pieces of properly cited evidence, with 2 quotes from the novel and 2 quotes from the song
• Thorough analysis in which you explain how your quotes prove your point
• A conclusion paragraph that summarizes all your main points

You will be graded according to the rubric on the reverse

 Rubric for Comparing Mood in Fairyland and “September’s Rhyme”
Excellent - 5 Good - 4 Proficient - 3 Needs Improvement
– 0 to 2
Thesis Thesis is exceptionally Thesis is mostly clear, Thesis addresses all Thesis is missing,
clear, addresses all parts addresses all parts of parts of the prompt but irrelevant, or does
of the prompt, and the prompt, and may be somewhat not address the
provides a roadmap for provides a roadmap unclear. Does not prompt.
exploring all parts of the for each part of the provide a roadmap for
essay. essay. each part of the essay.
Understanding Essay identifies the Essay clearly identifies Essay identifies the Essay does not
of Mood mood of each piece and the mood of each mood of each piece but clearly identify the
uses strong word choice piece. Essay may note may not use precise mood of each piece.
to describe that mood. a shift or nuance in diction to do so. Essay Essay does not note
Essay pays close the mood, but the does not note shifts or shifts or nuances in
attention to shifts and treatment of these nuances in the mood. the mood.
nuances in mood. shifts/nuances may be
superficial or
inconsistent.
Understanding Type of imagery is Type of imagery is Type of imagery is Type of imagery is
of Imagery identified for each identified for each identified for each not identified for
example, and the example. Essay example, though one each example. Essay
overall effect of imagery includes 2-3 types of example may be includes only 1 type
is noted. Essay includes imagery. misidentified. Essay of imagery, or no
more than 3 types of includes 1-2 types of imagery at all.
imagery. imagery.
Use of Body paragraphs Body paragraphs Body paragraphs Body paragraphs
Evidence include at least 4 total include at least 3 total include at least 2 total include 1 or fewer
quotes and properly quotes. Sometimes quotes. Quotes are not quotes. Quotes are
integrate them into integrates them into introduced in the not introduced in the
their own prose. their own prose. context of student’s context of student’s
Includes analysis that Includes analysis that own prose. Explains own prose. Student
thoroughly explains explains how the how the quote relates does not explain
how the language of the quote as a whole to the mood but may how quote relates to
quote reveals the mood. reveals mood. not dig deep into the the mood.
imagery or language.
Organization Essay follows a compare Essay follows a Essay follows a Essay does not
and contrast structure compare and contrast compare and contrast follow a
and includes at least 5 structure and includes structure and includes compare/contrast
paragraphs that are at least 4 paragraphs at least 4 paragraphs. structure. Fewer
properly transitioned. that are properly Lacks transitions. than 4 paragraphs.
transitioned. Lacks transitions.
Presentation Generally free of errors Contains up to 3 Contains up to 5 errors Contains many
in syntax and errors in syntax or in syntax or errors in syntax or
conventions. Ready for conventions. Almost conventions. Needs a conventions. Needs
professional publishing. ready for professional bit more work before significant editing
publishing. professional publishing. before professional
publishing.