Unit 3 — Finding Courage

• Text-dependent questions on novel excerpts analyzing character and setting
• Analysis of poetic structure and figurative language in Maya Angelou poem
• Examination of informational text structure in fear and phobias articles
• Media analysis activities connecting video to text
• Collaborative discussion comparing character responses to fear across genres
• Vocabulary practice with prefixes, context clues, and synonyms/antonyms

Write an expository essay analyzing how characters find courage and explaining the relationship between fear and courage; HMH Unit Test

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Students may demonstrate understanding through oral responses to text-dependent questions, recorded explanations of character courage, or a graphic organizer that maps character responses to fear with teacher support. Visual aids such as character charts and sentence frames may be provided to scaffold written or verbal analysis.

Students receiving IEP services benefit from scaffolded supports that address both the reading demands and the expository writing requirements central to this unit. For complex literary and informational texts exploring fear and courage, provide graphic organizers that help students track character responses, central ideas, and text evidence before writing. Written output for the expository essay may be supported through structured planning templates, sentence frames for academic transitions, and the option to dictate or use speech-to-text tools. Vocabulary instruction around figurative language, psychological terminology, and domain-specific terms should be pre-taught and reinforced with visual supports such as word walls or illustrated vocabulary cards. Modifications and accommodations listed in curriculum guides are suggested for all types of learners; specific student accommodations and modifications listed in an IEP will take priority for each individual student.

Students with 504 plans should be provided extended time on text-dependent reading tasks and the summative expository essay, as the volume of multi-genre reading and analytical writing in this unit can place significant demands on processing speed and stamina. Preferential seating and a low-distraction environment support sustained focus during close reading and collaborative discussion activities. Print copies of any materials displayed digitally, along with highlighted or annotated versions of complex texts, help ensure consistent access throughout the unit. Modifications and accommodations listed in curriculum guides are suggested for all types of learners; specific student accommodations and modifications listed in an IEP will take priority for each individual student.

Multilingual learners engaging with the theme of fear and courage across literary, informational, and media texts benefit from visual supports such as illustrated vocabulary guides for domain-specific and figurative terms introduced throughout the unit. Teachers should build background knowledge by connecting the unit's themes to students' cultural experiences and, where possible, allow brief use of home language to clarify meaning before transitioning to English responses. Simplified or chunked directions for reading tasks and writing assignments, paired with visual models of expository writing structure, help students access the analytical demands of the unit. Pre-teaching key vocabulary — including terms related to the psychology of fear and literary analysis language — before each new text type reduces cognitive load and increases comprehension. Modifications and accommodations listed in curriculum guides are suggested for all types of learners; specific student accommodations and modifications listed in an IEP will take priority for each individual student.

Students who need additional support in this unit benefit from entry points that connect the theme of courage and fear to their own experiences before engaging with complex texts, helping to activate prior knowledge and build investment in the reading. Breaking the expository writing process into smaller, clearly sequenced steps — such as separating evidence gathering, outlining, and drafting — reduces overwhelm and allows for frequent check-ins and feedback. For students who struggle with multi-genre reading demands, pairing literary texts with shorter informational excerpts or audio support helps build comprehension without removing access to grade-level ideas and themes. Collaborative discussion structures give students opportunities to rehearse analytical thinking orally before committing ideas to writing. Modifications and accommodations listed in curriculum guides are suggested for all types of learners; specific student accommodations and modifications listed in an IEP will take priority for each individual student.

Gifted students in this unit are well-positioned to pursue deeper analysis of how different genres and media construct the concepts of fear and courage in distinct ways, moving beyond surface-level comparison to examine authorial craft, narrative perspective, and cultural context. They may be encouraged to research the psychology of fear and courage from academic or primary sources to enrich their expository writing with more complex evidence and reasoning. Extending the essay task to incorporate a counter-argument or to analyze how societal or historical forces shape individual acts of courage offers an appropriately challenging cognitive stretch. Students may also explore how the theme of courage intersects with concepts from other disciplines — such as history, psychology, or philosophy — through independent inquiry that broadens the scope of the unit's central questions. Modifications and accommodations listed in curriculum guides are suggested for all types of learners; specific student accommodations and modifications listed in an IEP will take priority for each individual student.