4. UNIT OBJECTIVES
• Different perspectives on what are obstacles
• Different ways to overcome obstacles
• Learn about specific people from different cultures who overcame obstacles
• Formulate new perspectives on how obstacles will be overcome when they arise
6. SAVING ANNA'S FAMILY
• This literary text shows how a young girl, Christine, is extremely concerned about the
well-being of her friend, Anna. This concern caused Christine to get creative to help
support Anna and her family since Anna was battling cancer. Anna’s cancer took an
enormous toll on her family, so Christine figured out ways to get the whole community
together to host a party with the hopes of raising money for Anna. This act of kindness
encouraged Anna to keep fighting through her battle with cancer, and this also helped
Anna to realize that she is not alone on this unfortunate journey (“Never too late,”
2015).
7. RATIONALE
• In this literary passage, students will explore how being compassionate towards others who may be struggling can
encourage and motivate them to never give up. This requires readers to have the basic understanding/knowledge
about cancer and how it impacts families in a negative way. This is needed so the readers can fully relate to the
storyline and understand how Anna and her family must have felt about Anna’s serous health issues. I would like
for my students to read this text to reflect upon the different perspective that this text brings about overcoming
difficulties/obstacles. In the other informational text that scholars will read, the themes similar, but it has the
perspective of overcoming obstacles by putting forth the effort on your own to get past the difficulty. In this text, it
shows the reader that you can overcome an obstacle more efficiently if you have support of others. I also want
scholars to compare and contrast the different ways people struggle. To guide my students to construct meaning, I
will be sure to ask questions that forces them to think within the text, beyond the text, and outside of the text so
they can develop their own ideas as it relates to struggles and how to deal with them. I believe that the readers that
will connect deeply with this text are the ones who are currently struggling with something that feels hopeless, or
the students who may know of someone who is close that has a serious illness like cancer. This passage is one of
love, compassion, and selflessness which are all valuable lessons for overcoming struggles.
8. SAVING ANNA'S FAMILY: ADVANTAGES
• Short story
• Engaging plot
• Applies to real life experiences faced by several families
• Shows how love and compassion through small acts of kindness changes a person
perspective on life
• Shows the real meaning of friendship
• Show how obstacles can be converted in positive experiences for all
9. SAVING ANNA'S FAMILY: GOALS
• Identify one type of obstacle , and understand what it means for others.
• Learn how the characters in this short story handle difficulties. (overcome)
• Character analysis of Christine and Anna, and determine how it influences theme.
• Determine multiple themes within the text.
• Identify conflict , and examine how it influences plot.
10. TEKS AND INSTRUCTIONAL GOALS
• 1. 7.6B analyze the development of plot through the internal and external responses of the characters,
including their motivations and conflicts SWBAT identify the plot by analyzing the
characters through direct and indirect
characterization. (The scholars will analyze
Christine and Anna)
2. 7.3 C analyze how place and time influence the theme or message of a literary work SWBAT define
the different points of view
and evaluate how they effect the plot of the
story.
3. 7.3 A describe multiple themes in a work of fiction SWBAT describe and analyze multiple
themes in a text by using a graphic organizer.
4. 7.9 A explain the difference between the theme of a literary work and the author’s purpose in an
text
12. LINE OF INQUIRY
• 6-8 Grade Band Text Set
• In this text set, students will explore fiction, nonfiction, poetry, video, and images that are
connected through a common theme: “Overcoming obstacles/difficulties.” The anchor text,
Saving Anna’s Family, addresses the point that people can overcome obstacles more
efficiently if they have the support of others such as family and friends. Language and
descriptions within the text show how the characters all use love and compassion to help
someone overcome a life-threatening obstacle. Despite the obstacle, the main character, is
able to successful help her friend overcome her obstacle by acts of kindness which helps
the young lady who is struggling realize that she is not alone in on her unfortunate journey.
The related texts and media in this set offer different perspectives on what are obstacles
and how can they truly be overcome. Some of the texts also include actual people who
went through difficult situations and circumstances, and their testimony is shared in order
to explain how they were victorious.
13. NEVER TOO LATE
• Range= 925L-1185L
• Associated band level= 6-8
• By: Samantha Gross
• Genre: Nonfiction
• Rationale:
• In this text, students will explore how adults struggle with reading just as well as young people. More
specifically they will learn how this struggle is not the end. Since this text is informational, and all the
needed information is present in the article, scholars do not have to have any background information
to read this article. The theme is overcoming difficulties, and the text is beneficial to my 7th grade
scholars because almost all of them struggle with reading or have negative feelings towards it. This
article will show them the importance of becoming a proficient reader as well as the disadvantages if
they choose not to improve reading skills. My goal is to inspire my scholars to develop some grit and
determination so they can reach any goal that they want to accomplish in life (“Never too late,” 2015).
•
14. NEVER TOO LATE
• TEKS and Instructional Goals:
1. 7 Fig. 19 D make complex inferences about the text and use textual evidence to support
understanding.
Students will infer what could happen to adults in the educational programs if the programs are
no longer funded. Students will also use textual evidence to support understanding.
Scholars could use graphic organizers to help organize their inferences.
2. 7.10 A evaluate a summary of the original text for accuracy of the main ideas, supporting
details, and overall meaning.
Students will use the GIST method template to write the main ideas and supporting details.
3. 7.10 C use different organization patterns as guides for summarizing and forming an overview
of different kinds of expository text.
Students will select the organizational pattern and use the corresponding graphic organizer to
summarize the text.
15. STILL I RISE
• Range = 925-1185 L
• Grade band= 6-8
• By: Maya Angelou
• Genre: Poetry
• Rationale: In this poem students, will explore how obstacles can also include injustice and
prejudice. The poem addresses how blacks during the time of slavery overcame these
difficult obstacles. The key to overcoming obstacles for these people was through hope.
Even though this poem was written with black slavery and civil right issues in mind, this
poem can show students how they can apply the message to other situations such as
bullying, humiliation, etc. The poem is full of figurative language, so similes, metaphors, and
hyperboles can be examined through this study of overcoming obstacles. Overall this poem
has a repetitive inspirational energy with a universal message that connects perfectly to the
theme of overcoming obstacles (Groome & Gibbs, 2008).
16. STILL I RISE
• TEKS and Instructional Goals:
• 7.8 A determine the figurative meaning of phrases and analyze how an author’s use of
language creates imagery, appeals to the senses, and suggest mood
• 7 Fig. 19 D make complex inferences about the text and use textual evidence to
support understanding.
Students will infer what it means to overcome obstacles based on this poem.
• 7 Fig 19 E summarize, paraphrase , and synthesize texts in ways that maintain meaning
and logical order within a text and across texts.
17. CIVIL RIGHTS ACTIVISTS: RUBY
BRIDGES’ BIOGRAPHY
• Range= 6-8
• By: Newsela
• Genre: Nonfiction
• Rationale: This biography will encourage students to learn more information about a
courageous woman by the name of Ruby Bridges who paved the way for continued action
in the civil rights movement. Students will learn the unique challenges that Ruby and her
family faced just because she was Black, and how she overcame those obstacles. This text
shows that obstacles can take the form of segregation, discrimination, and racism, and it
takes great courage to stand for what you believe is right in order to be victorious.
Obstacles in this case can be used for the greater good for all (Networks, adapted, & staff,
2016).
18. TEENAGER HELPS SCIENTISTS STUDY A
RARE CANCER THAT SHE SURVIVED
• Range= 6-8
• By: Newsela
• Genre: Nonfiction
• Rationale:
• In this nonfiction text, students will learn how a young girl who recently had cancer,
survived it, and decided to study the cancer. The girl was fortunate enough to be a cancer
survivor, so she studied the same type of cancer to make the lives of others better. This
story shows how obstacles can be meant to hold you back, but once you overcome them,
you can be used to help better other people’s lives who may be struggling with the same
obstacle. Obstacles can be used as starting points to release hidden talents and capabilities
that you never knew existed (Press, adapted, & staff, 2017).
19. ELIE WIESEL’S ACCEPTANCE SPEECH FOR
THE NOBEL PRIZE
• Range= 4-5
• By: New York Times
• Genre: Non-fiction
• Rationale:
• In this speech,
• Elie encourages people to take action and take a stand especially when people are suffering. Elie
knows from experience what suffering really feels like, since he was a survivor of the Holocaust. He
shares his memories about what he and other Jewish people endured while undergoing the holocaust.
These things all happened while the world kept silent. Elie reminds people that if the world do not take
action for unfortunate obstacles , then there will not be a pleasant outcome. This speech is powerful
because it shows how a person endured a life-threatening experiences such as the Holocaust, but he
was able to survive . He continued to be victorious because he became a famous author and won the
Nobel Peace Prize. He was recognized as a “messenger to mankind”. This speech shows readers that
obstacles can be used as testimonies to help others.
20. ROCKY BALBOA'S INSPIRATIONAL
SPEECH TO HIS SON.
• https://www.youtube.com/watch?v=_Z5OookwOoY&list=PLw9xzWGNOlfZ238Fojy3VzeKxvY
EMwiB9&index=15
• This video shows how a son is discouraged because he feels like the only reason people pay
attention to him is because his father is a famous boxer. He is so concerned about what
others feel about him. Rocky encourages his son by reminding of how great he is , and to
stop allowing what other think of him hinder him from reaching his full potential. The real
world is cruel and it will keep you from your destiny if you allow it to. He told his soon that
life will bring so many challenges, and some will knock you down. He told him that it is not
about how many times you get hit, it is about how many times you get hit, and get back up
and keep moving forward. That is how you win. You have to take hits and not blame others
because you are much better than that. You have to first believe in yourself in order to have
a real life. This is a different perspective on how to face and overcome challenges.
21. ROCKY BALBOA'S INSPIRATIONAL
SPEECH TO HIS SON.
• TEKS and instructional Goals:
• 7.13 A interpret both explicit and implicit messages in various forms of media
• 7.13 C evaluate various ways media influences and informs audiences
22. MEXICAN AMERICANS IN TEXAS
IMAGES
• Through these images , students will discuss/learn the many obstacles Mexican
Americans in Texas endured
• How Mexican Americans in Texas overcame the obstacles
23. REFERENCES
• 1986, T. N. F. (1986). Join us: Retrieved February 15, 2017, from
https://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-acceptance_en.html
• Groome, B., & Gibbs, J. P. (2008). Maya Angelou: Study and response to “still I rise.” Retrieved February
15, 2017, from http://www.learnnc.org/lp/pages/2957
• LESSON TEN: OVERCOMING ADVERSITY. . Retrieved from
https://www.cah.utexas.edu/ssspot/lesson_plans/lesson10.pdf
• Networks, B., adapted, & staff, N. (2016). Civil rights activists: Ruby Bridges. Retrieved February 15,
2017, from https://newsela.com/articles/bio-civil-rights-ruby-bridges/id/19940/
• Never too late. (2015). Retrieved February 15, 2017, from http://www.readworks.org/passages/never-
too-late
• Press, A., adapted, & staff, N. (2017). Teenager helps scientists study a rare cancer that she survived.
Retrieved February 15, 2017, from https://newsela.com/articles/teen-scientist/id/3085/
