Course: EDU 223

Name: Steffon Gales Program: SMED

CIA
Lesson Topic/Title: Identity and the American Dream
Lesson Date: 11/ 29/17 Lesson Length: 8 days Grade/Age: 11-12
Learning Objectives (Targets):
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves
Students will watch a brief video on the existence of god. The video is a Crash Course video present
by Hank Green, in which he discusses what the modern belief is of a religious figure, and how
different beliefs view religion.
Students will know the vocabulary words belonging, expectations, normalities, and prejudice
Standards:

Standards Alignment & Justification:

Common Core State Standards
Content Area: English
Grade Level: Grades 11-12 Students will be learning how to analyze
Domain: Reading -Literature She's Not There by Jennifer Finney
Cluster: Key Ideas and Details Boylan. By studying the themes and
Standard: 2- Determine two or more themes or central central ideas, the novel will aid students
ideas of a text and analyze their development over the in discovering, and developing their own
course of the text, including how they interact and build identities (socioeconomic, ethnic, etc.).
on one another to produce a complex account; provide an
objective summary of the text.
Assessment: Assessment (Data & Student Feedback):

Formative: Formative: These assessments will

Circle the Sage: Students will fill out a facts and opinion
chart for their specified religion or belief. They are able to
use internet resources for this activity. Once charts, are
filled out. Students will report to their peers about their
knowledge or perspective of their beliefs. Some students
will be completing this activity as reporters of the text.
Four corners: Students will participate in Four Corners to
express their understanding of the Circle the Sage session
and their own beliefs. Corners of the classroom will be
labeled strongly agree, agree, strongly disagree, and
disagree. When questions are read concerning religious
beliefs, stereotypes, and societal normalities.
allow students the opportunity to report
what they have learned in the course. I
will use this data for future content
planning. Since this class is based built
on community and opinion. this topic is
highly controversial, so I am interested
to see what happens.
Self/ Peer: Students will use the
checklist for the brochure product and
reflect on their peer's product. By
providing feedback, students will find
ways to improve their own work.

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 Self/ Peer: Teacher: By using the rubric and
Students will receive a checklist for understanding from checklist provided for both projects, I
their peer assessments. Students will not be judged or will analyze their work and give
criticized for personal belief, but for the way the feedback on their content knowledge.
information is conveyed. Are their interesting topics Since this is the last lesson of the unit,
addressed? Are their titles which answer basic questions feedback will be directed towards what
or address prejudices? students should have mastered by this
point in the semester. I will be looking at
Teacher: how they have used their resources and
The teacher will provide similar feedback for the brochure technology to improve their products.
and grade based on a rubric of understanding and
conveying information Summative: From these two products,
I will learn about what students have
Summative: grasped from the content. I will pay
special attention to the performance task
Total Points for this Lesson: (9,1001) outcomes, and fine was to redefine the
objective. Since this is a large
Brochure: Create a brochure discussing your religious percentage of my students' grades, I
background. How does this impact values and beliefs? would like to make it as clear as
This is your opportunity to show your artistic side. No possible. The information gathered from
matter your stance on beliefs or values, everyone will be these projects will contribute to their
creating a brochure to respectfully convey more about student portfolios, and their content
yourself to the class. Every has different points of view, knowledge.
and this is a way to display yours. This can be an online
creation or a trifold physical copy. Be sure to add pictures
or images which relate to your topic or how it makes you
feel. There should be an inviting title on the front of your
brochure to make readers more interested in reading your
pamphlet. (100 points)

Preformance Task: Wanted: Attention talk show hosts and

short story writers! "This American Life" is looking for
audio submissions for our new Identity Tale series. These
stories must be podcast files and focused on building a
strong storyline with a defined/ dynamic character. Once
submitted, our listeners will vote on which story best
represents the journey of finding one's identity. If you win
your story will be released to our website
(www.thisamericanlife.org), and you will obtain tickets to our
awards Gala for published writers. Submissions are due soon, so
don't delay! (9,001 points)
Integration of Other Content Areas: (If appropriate) Philosophy - Students will examining religion and
how it has impacted our civilization. We will be having in-depth conversations about beliefs and how they
shape aspects of our identity.
Instructional Strategies to Differentiate Whole Class Instruction:

Graphic Organizer: Facts and opinion chart: Students will use this handout to outline their belief
and values for conversation. I would like to see students use this sheet for formulating their
discussion topics. This chart will be beneficial when students are creating their brochures.

Cooperative Learning:
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Circle the Sage: Each student focus on their own beliefs and values while filling out a facts and
opinion chart. If students are choosing a religion for their topic, they are allowed to use the internet
and check the facts. Students should aim to be accurate and voice their understanding of their belief
and values for students who are not familiar. The teacher will assign a group or pairing of students
to do a chart based on their reading of She's Not There. Theses students are discussing their facts
and opinions of the text. When charts are completed, the teacher will choose three students to be
sages about their topics. Each topic must be different from each other for this activity to work. Once
sage are chosen, they will go to different portions of the room.

MI's:

Verbal: Students will have time to discuss their beliefs during open-forum.

Visual: To display understanding of values and beliefs, students will create a brochure to convey
their own ideals

Musical: While students are moving around the room for Circle the Sage, the teacher will play
classic hymn like "Go Tell it on the mountain" or "Old time religion"

Kinesthestic: Students will participate in the Four Corners assessment, and be able to use their
body positioning to convey their beliefs.

Interpersonal: Students who are in the She's Not There group will need to find a clear and
meaningful way to convey their knowledge of the text.

Naturalist: The Circle the Sage session can be done outside to allow students to feel grounded in
their understandings, and provide a neutral space. If weather doesn't allow, calming music or
environmental sounds can be played in the background with a different room arrangement.
Modifications / Accommodations / Extensions For Individual Students with Identified Needs

Special Education/ 504 Plan: Students with disabilities are encouraged to come to me with any
questions or concerns about lessons or assignments. To promote inclusion in my classroom, my
lesson plans are designed with all students in mind. Students who have an IEP will receive extra
help with projects and can be given extensions, if needed. For this lesson, I will be working with
Thomas who has Emotional and Behavioral disabilities. Since, this lesson is based in technology
and independent work, I feel like his "coding nerd" abilities will thrive here. We will be focusing on
use podcast software, I would like Thomas to help me instruct other students in a co-teaching
capacity. When Thomas has anxiety attacks or verbal outbursts, I will discipline him privately by
giving a slight pat on the back or approaching him slowly. I will refrain from verbal discipline or
drawing attention to him on a larger scale. The reflection sessions would be a good opportunity for
him to receive breaks during instruction. When giving him motivations to finish his work, I will say
things like "If you finish your brochure, you can take a break or walk around".

Gifted Student: Students will have the opportunity to look for a online source (video, article) which
coincides with their brochure project. This doesn't have to be one they are creating. The online
resource must be cited correctly, and easy to explain why it is connected to their assignement. For
the performance task, students should include sounds in the background of the podcast for scene
transitions, and to get the listener interested in their story. Listen to the sample for an example.

Absent Student: If you are absent from class, please reach out to a classmate to receive notes from
the missed class session. Some resources may be available online, however, it is still good to
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receive a peer's understanding. Use the syllabus to keep up with readings and homework which is
due for the class period. Homework or projects that were due on the day of absence will be due to
the following class session. Handouts distributed during class will be available in the classwork
folder located in the slot by the door. If you plan to be absent in advance, reach out for a conference
to receive the work in advance. I am available during my office hours for assistance, if needed.
Technology Integration: (if appropriate)

Brochure will be working at the substitution or augmentation level because students will be
creating an electronic version which can be more appealing to a wider audience. The option
of electronically sending the brochure makes sharing information easier.
Performance task will be working at the modification level because students will be using
their knowledge of podcasts to add background ambiance, edit audio, and share their stories
electronically on the class page.

ISTE Standards

Standard 3: Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves
and others.

Indicator 3d: Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Materials and Resources for Lesson Plan Development

Materials: Pens/pencils, Laptop, Dongle, She's Not There, handouts, rubrics, checklists, white board
markers, dry eraser

Learning resources:

Hook: https://www.youtube.com/watch?v=gs_gY1K1AMU

Brochure checklist: http://pblchecklist.4teachers.org/view.php?id=436587

Performance task- Podcast rubric:

Steffon Podcast Rubric.xlsx

Details
Download
10 KB

Performance Task- Presentation rubric:

Steffon Presentation rubric.xlsx

Details
Download
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 10 KB

Performance Task- Handout:

L4 Handout.pdf

Details
Download
339 KB

Facts and opinions chart: http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf

Circle the sage:

https://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/c
ooperative_learning_strategies.pdf

Identity: http://www.criticalmediaproject.org/about/key-concept

Personal Identity: http://www.more-selfesteem.com/personal_identity_article.htm

Webquest: https://steffongales.wixsite.com/edu222webquest
Teaching & Learning Sequence:

Classroom Arrangement: My classroom will be using the basic perimeter format with minor
alterations. I would like for there to be four sets of tables which are perpendicular to the outer
tables. this will allow for equal face time with the teacher, and lets students converse with as many
peers as possible.

Day 1:

Objective:
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves
Students will watch a brief video on the existence of god. The video is a Crash Course video present
by Hank Green, in which he discusses what the modern belief is of a religious figure, and how
different beliefs view religion.

Hook (10 mins)

Circle The Sage (30 mins)
Four corners (10 mins)
Brochure project and checklist (20 mins)
Brainstorm (10 mins)

Assignment: Outline and draft brochure

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Hook (10 mins): I will put on the crash course video about the existence of god. This video will
provide knowledge about how different religions believe in the existence of a higher power. though
these religions have different names for their superior being, all of them have separate texts which
justify creation, morals of man, and a set of beliefs. Since this unit is based on identity, I want
students to begin analyzing their religious identities, and how this place value on their life styles.
After watching the video, students will have a chance to reflect on what they have learned from the
video.

Circle The Sage (30 mins): Through this learning activity, students will continue exploring their
beliefs which they examined from the hook. Students will be given the the facts and opinions sheet
to fill out. Each student focus on their own beliefs and values while filling out a facts and opinion
chart. If students are choosing a religion for their topic, they are allowed to use the internet and
check the facts. These religious will, hopefully be a monotheistic religion (Christianity, Judaism,
Islam) Students should aim to be accurate and voice their understanding of their belief and values
for students who are not familiar. The teacher will assign a group or paring of students to do a chart
based on their reading of She's Not There. Theses students are discussing their facts and
understanding of the text. When charts are completed, the teacher will choose three students to be
sages about their topics. Each topic must be different from each other for this activity to work. Once
sages are chosen, they will go to different sections of the room. Student sages will be the expert on
their topic as their classmates as them questions. After 10 minutes, the teacher will bring the class
together, and students must report to the class about what they have learned from each sage. The
teacher will allow time to finalize student perspectives of the reading, and allow student sages for
the reading to speak about their charts. This discussion will be connected to the film, as well.

Four corners (10 mins): Students will participate in Four Corners to express their understanding of
the Circle the Sage session and their own beliefs. Corners of the classroom will be labeled strongly
agree, agree, strongly disagree, and disagree. When questions are read concerning religious beliefs,
stereotypes, and societal normalities. I will say statements and questions like "Is religion mandatory
for survival?" or "Pastor is the name of the clergyman in charge of a christian church." These
questions will get students more familiar with other perspectives.

Brochure project and rubric (20 mins): Students will be provided a checklist and overview
handout for their brochure assignment. I will explain how this assignment will allow students to
work on articulating their beliefs and values. The presentation of this assignment can be conveyed
as a traditional trifold or interactive media online. It must canvey the student's personal belief and
values with a specific emphasis on how it relates to their identity. It is relating what they have
learned about society and its impact on how we see ourselves or the people of different religions.
The brochure must discuss the religious history in-depth. Questions will be taken throughout the
explanation to provide clarification on my expectations for this project. The point value of this
project is significantly lower in comparison to the performance task. With this in mind, I will grade
the project fairly, and make sure students are not overwhelmed in the development process.

Brainstorm (10 mins): For the last ten minutes of class, students will be brainstorming their idea
for the brochure assignment, and outlining the content and format of what they wan to display. I
will walk around the room, and take any last minute questions before letting students work on their
own.

Assignment: Students will continue outlining their brochure,and making sure they have enough
information to share. I will encourage students to begin drafting their brochures and collecting
graphics for the visual aspect of this assignment.
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Day 2:

Objective:
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves

Check in (5 mins)
Open-forum discussion (30 mins)
Writer's Workshop (45 mins)

Assignment: Work on brochure

Check-in (5 mins): I will have students talk with the classmate(s) closest to them about how the
course is going for them. I will float around the room, and listen to these conversations. Students
will have the opportunity to talk with me about any struggles with their brochure. By providing time
for clarity and conversation, I am hoping to learn more about how my students are internalizing the
topic. With the amount of in-depth discussion and personal introspection, I would like to keep an
open dialogue about problems my students are having. I want the first five minutes to be a time
when they can center themselves, and begin focusing on their content knowledge.

Open-forum discussion (30 mins): Open-forum discussion will be established for students to give
their final thoughts and opinions about the literature. This is not a debate session, so students are
encouraged to limit arguing. Disagreement is acceptable, but should not spiral out of control. We
will talk about how Boylan completed her journey as transgender women. Boylan undergoes many
changes to get to her best self, and I want students to recognize the impact of societal barriers.
Students don't have to share if they are uncomfortable giving personal examples. However, students
must participate in the discussion if they would like to complete the reading assignment. Following
the 30 minute discussion, I will collect quotes and see what students thought about the content in
this section. I will act as timekeeper to make sure we are not talking for too long.

Writer's Workshop (45 mins): Students will be working on their assignment for the duration of
the class session This is a great time for individual work, and for students to move to a different
location, if they prefer. I will be floating around the room and checking on students to make sure
they are completing the assignment. Once I have checked in with every student, I will return to my
desk and write down any student notes for the future. I will keep myself available for is students
have any questions or require clarification.

Assignment: Students will continue working on their brochures. By this point, Brochures should be
becoming finalized and ready for peer review.

Day 3:

Objective:
Students will watch a brief video on the existence of god. The video is a Crash Course video present
by Hank Green, in which he discusses what the modern belief is of a religious figure, and how
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different beliefs view religion.

Peer conferences (20 mins)

Finish Brochures (30 mins)
Gallery walk (30 mins)

Assignment: Write a reflection based on the gallery walk

Peer conferences (20 mins): Students will be assigned a peer, and have access to move around the
classroom space (ie. find a location where they can have small conversations). I will create this
pairing my matching up students who have not worked together before or have different
proficiencies for writing. The conference will be guided towards writing literacy, content
knowledge, and the visual appeal of the brochure. Each student should annotate their writing with
comments or observations made by others in the class. I will be the timekeeper, and float around to
hear the suggestions being made.

Finish brochures (30 mins): With the suggestions from their peers, students should make any last
minute changes they need to make before turning in the assignment. I'm hoping these corrections
are necessary, and directed towards improvement based on the course content. If the assignment is
being completed electronically, these students should upload their brochures to the class page for
scoring.

Gallery Walk (30 mins): Students will place their brochures on their desks, and begin walking
around the room. I will encourage students to walk around the room, and take notes about a religion
they did not use for the assignment. Since students will be completing a reflection, they need direct
example of what they have learned. I will be going through the gallery walk to take any surface
notes about brochures, but will compare with a rubric after class.

Assignment: Students will be writing a reflection paper based on the gallery walk conducted in
class. Each student must write a one page paper about what they have learned from a peer's
brochure. This must be a brochure discussing a religion other than their own. I would like to see
specific example of why this information was important, and displayed an understanding of identity.
This will be passed in via the class page or Google Classroom.

Day 4:

Objectives:
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves
Students will watch a brief video on the existence of god. The video is a Crash Course video present
by Hank Green, in which he discusses what the modern belief is of a religious figure, and how
different beliefs view religion.

Performance task handout and rubrics (30 mins)

Webquest (15 mins)
Writer's workshop (35 mins)

Assignment: Draft short stories

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Performance task handout and rubrics (30 mins): Students will be provided rubrics and the
overview handout for the performance task. I will explain how this assignment will allow students
to display what they have mastered throughout the unit. I will go over the rubrics and handout to
make sure the instructions are understandable. This assignment must embody their understanding of
identity and the negative impacts our society places on the individuals living in it. Questions will be
taken throughout the explanation to provide clarification on my expectations for this project. The
point value of this project is significantly than all of the assignments in this unit. With this in mind,
I will grade the project fairly, and make sure students are not overwhelmed in the development
process. I will be providing writer's workshops to give ample time for focus and independent work.

Webquest (15 mins): I have created a webquest for this performance task, and will display it on the
board. The URL and link to the webquest will be provided on the class page for direct access. The
webquest contains additional explanations of what is expected of students and how they will be
completing the project. I have included various resources and articles we have used in class. There
are copies of the rubrics on the site, for easy download to laptops. I will revisit the webquest at the
beginning of the next writer's workshop to provide a reference. My sample of the task is included in
the process section of the site.

Writer's workshop (35 mins): Students will be working on their assignment for the duration of the
class session This is a great time for individual work, and for students to move to a different
location, if they prefer. I will be floating around the room and checking on students to make sure
they are completing the assignment. Once I have checked in with every student, I will return to my
desk and write down any student notes for the future. I will keep myself available for is students
have any questions or require clarification.

Assignment: Students will continue drafting their short stories, and making sure it corresponds with
the product rubrics. Students can send me drafts via email if they would like feedback in the earlier
stages of the project.

Day 5:

Objective:N/A

Writer's workshop (30 mins)

Reflection (10 mins)
Writer's Workshop (40 mins)

Assignment: Finalize short stories

Writer's workshop (70 mins): For this entire class students will be working on their production
tasks. They will be working independently, and calling me over if they have questions. I will
conduct teacher conferences with each student to make sure they have a solid plan for their short
stories. I would like to make sure each student is past the development stage, and moving on to the
revision phase. This is another great time for students to express an interest in hearing feedback on
their work. Once I have conducted teacher conferences, students can begin having peer conferences
to receive another perspective of their work. My goal is to have each student close to finalizing their
story, and I will use the last five minutes of class to do a quick check of comprehension using the
finger scale technique. Five fingers means "I am read to record", while one finger means "I am still
working and not ready". I will check in with the low number students to make sure they are on
track, and if they require an action plan.
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Reflection (10 mins): To break up the huge amount of writing, I will conduct a break session for
students to walk around the room. This will help the creative mind re focus, and it will give me a
chance to take a break from responding to writing. I want my enthusiasm remain present and
effective.

Assignment: Students will finalize their short stories, and reach out to me if they are finding this
difficult.

Day 6:

Objectives:
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves
Students will know the vocabulary words belonging, expectations, normalities, and prejudice.

Check-in (5 mins)
Identity and Personal identity (30 mins)
Open-forum discussion (30 mins)
Four corners (15 mins)

Assignment: Begin recording podcasts

Check-in (5 mins): I will have students talk with the classmate(s) closest to them about how the
performance task is going for them. I will float around the room, and listen to these conversations.
Students will have the opportunity to talk with me about any struggles with the assignment. By
providing time for clarity and conversation, I am hoping to learn more about how my students are
internalizing the topic. With the amount of in-depth discussion and personal introspection, I would
like to keep an open dialogue about problems my students are having. I want the first five minutes
to be a time when they can center themselves, and begin focusing on their content knowledge.

Identity and Personal identity (30 mins): Students will divide them selves into groups of four to
five people. Once in their groups, I will give them an article discussing identity or personal identity.
Each group must have a timekeeper, facilitator, and scribe. The scribe will be taking notes about the
article, and the group discussion after everyone has read the article. The facilitator will make sure
every student is participating and shared an idea. the time keeper will make sure this all happens
within the allotted twenty minutes. I will be dropping by each group to contribute in discussion and
offer an idea for future pondering.

Open- Forum discussion (30 mins): Open-forum discussion will be established for students to
give their final thoughts and opinions about the literature. This is not a debate session, so students
are encouraged to limit arguing. Disagreement is acceptable, but should not spiral out of control.
Each group will report to the class and tell us about what they have learned in the article. I will
summarize both articles and how it relates to She's Not There and our leaning objectives.

Four corners (15 mins): Students will do the Four Corners activity, but this time it is related to the
articles discussed in class. I will use opinions and connections from the open- forum discussion to
create statements for this activity. I will use the notes I have taken from discussion to see the
opinions of my students, and what they have learned int he course about personal identity and the
importance of individualism.
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Assignment: Students will begin the recording process for their podcasts. By using their finalized
short stories, they now have a script for what they should be saying in their recordings. If they
haven't finalized their stories, they will be finishing it instead of recording.

Day 7:

Objective:
Students will understand that themes and central ideas in She's not there can be applied to an
individual's view of themselves
Students will know the vocabulary words belonging, expectations, normalities, and prejudice

Recording podcast and editing (40 mins)

Reflection (10 mins)
Recording podcast and editing (30 mins)

Assignment: Finalize podcast and prepare to present

Recording podcast and editing (70 mins): This is a wrap up day for students, and a great day for
asking any last minute questions. I will be assisting with the recording process and how to include
Creative Commons music in their podcasts. I will discuss how to correctly site music and how to
avoid copyright violations. My goal is for students to be done with their podcasts by the end of the
class period. If students are struggling with using GarageBand, they have the ability to ask their
peers for support. I will help students find a quiet place to record, and I will make sure the class
environment is quiet for students who would like to record from their desks.

Reflection (10 mins): To break up the huge amount of recording, I will conduct a break session for
students to walk around the room. This will help the creative mind re focus, and it will give me a
chance to take a break from responding to writing. I want my enthusiasm remain present and
effective. I will be able to provide support students who need time to independent instruction.

Assignments: Students are expected to finish their podcast assignment, and prepare for class
presentations. I will emphasize the importance of reviewing the product rubrics for additional
clarification and to meet expectations.

Day 8:

Objective: N/A

Podcast presentations (80 mins)

Assignment : N/A

Podcast presentations (80 mins): For the last class of this unit, I would like to have a celebration
and conduct the presentation of the performance task. I will provide light snack, and offer for the
class to contribute. Each student will come to my desk and sign up for their "radio blocks", and we
will use this sheet as a way of creating a presentation order. As the listeners, each student will have
a review card for each presenter. These cards will not be factored into students grades, but will
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coincide with the format of the performance task. A student will win the contest if they receive a
high score based on their podcast. This means they display the relationship of identity and society in
their presentation, they answer discussion questions effectively, and they have a compelling story.
The student who wins the contest will receive a lunch on me. I will buy them lunch for the
following day, and it doesn't have to be what is served in the lunch room. I think this will provide an
added incentive to doing well in my class.
Content Knowledge Notes: (if applicable/instructor discretion)

Identity: The article presents a strong understanding of why identity should be important to various
individuals. It defines the key concepts of what identity means and how the different aspects of
identity come together in making a person whole. Specific examples of how the media can have an
impact on how we view ourselves is explored within this text. I like how it defines everything we
have been exploring in this unit, and will provide students with a summary of what they have
learned. This is being shown at the end of the unit because I wanted to leave students with at least
one resource for their performance tasks, which could provided an understanding of our course. It
will provide clarity and new information.

Personal Identity: Like the article above, students are going to be given this site for a summary of
our unit. However, I have been talking about how Identity is important every day and this article
gives examples of how it can effect self esteem. As High school students, their self esteem is
constantly wavering every day because of their peers or their family. This article will show students
that they can change this on their own. By viewing identity as a form of power, students can take
control of their personal views, and pass their knowledge to others. Students will learn new tips, and
walk away from this unit with more resource for personal growth.
Post-Lesson Reflection: I'm very happy about the unit I have created in this course. It took a ton of
hours to create, but it is finally done. I have always had ideas about what I would teach, and I think
this unit is a good representation of my teaching style. I'm comfortable with discussion based
classes, and exploring the perspectives of my students. I, also, want to promote a healthy and
inclusive classroom because the content in this unit can be sensitive or controversial. This lesson is
the last one, and I was trying to fit in my performance task. I would not have expected for this
lesson to be eight days long, but it was necessary. I made sure to separate the performance task from
the normal assignment because I want students to understand the importance of the assignment. I
am excited to see what happens with the performance task when I teach it. This unit will be perfect
for my classroom, and I can't wait to bring it to my school.

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