Examine the painting. Describe the obstacles a traveler may encounter in the painting. Write a paragraph in which you define what obstacle means to you and how the obstacles in the painting can be overcome. Your paragraph must be at least eight sentences long.

Key Terms

Obstacle

Dilemma

Challenge

Impediment

Hindrance

Overcome

Disability

Essential Questions

What is your definition of an obstacle?

How do obstacles in your life compare to obstacles our characters face?

What characteristics are essential for overcoming obstacles?

What similarities and differences exist among characters who overcome obstacles?

What similarities and differences exist in the way each character/speaker deals with obstacles?

This unit will cover many facets of literature and nonfiction that examines how characters overcome many facets of obstacles, including guilt, inequality, physical disability, and the environment.

Salt in his Shoes

Obstacle: Confidence

The first person we will examine is none other than Michael Jordan. In this picture book, Jordan’s mother describes how she and her family helped a young, insecure Michael to overcome his fear of not growing tall enough to play professional basketball.

Activity: After reading this story, identify the theme and cite text-based evidence to back up your claim. Next,  write a short narrative using sensory details to explain how you have dealt with obstacles.

Quick write: Read the following quote in which Micheal Jordan explains his position on dealing with obstacles:

What is your position on how to deal with obstacles? Construct a t-chart that outlines the pros and cons of the way you handle obstacles and write an argumentative paragraph to defend your position.

Tears of a Tiger

Obstacles: Peer pressure and guilt

The extended text for this unit is Tears of a Tiger by Sharon M. Draper. The book follows students who are impacted by a fatal car crash that involved superstar basketball players of their school. Their stories are told in various mediums, including homework assignments and poetry.

Activities: Students will examine this novel throughout the unit and complete character maps to outline how the characters in the novel overcome obstacles. Students will also participate in literature circles to discuss the novel. In addition, student will periodically do quick writes to respond to various portions of text.

In addition to reading the novel, students will read nonfiction articles that discuss incidents that are prevalent in the novel, such as “Is 16 too Young to Drive a Car?”

Activities: Students will use what they are reading about in the novel to formulate arguments about whether or not the characters in the book should have been allowed to drive in the first place. Students will participate in a debate to argue their points.

"The American Dream"

Obstacle: Inequality

Students will listen to Dr. Martin Luther King’s speech, “I Have a Dream.” Students will discuss the various forms of inequality Dr. King mentions in his speech.

Activity: Students will highlight the forms of equality in the speech and write them in a problem/solution graphic organizer. Students will also listen to Alice Walker’s speech, “A Tribute to Martin Luther King, Jr.” and formulate arguments that address whether or not the obstacles King mentions in his speech have been overcome. Students must provide textual evidence to support their positions. 

“Unstoppable Bethany”

Wilma Unlimited

Obstacle: Physical Disabilities

Activity: Students will read a nonfiction article, “Unstoppable Bethany.” After reading, students will construct a t-chart to compare how Bethany overcame her obstacles with how Andy is dealing with his. After completing the t-chart, students will read Wilma Unlimited and conduct a short research project on a person with a disability. Students will use a peer editing checklist to assess a partner’s writing.

“Western Wagons”

Obstacle: The Environment

Students will read the poem “Western Wagons” and identify instances in the poem in which the environment is an obstacle.

Activity: After reading, students will write a poem about an obstacle they have overcome.

Students will read a nonfiction article, “Storm” that discusses the effects of a hurricane. After reading, students will compare the experience of the pioneers in “Western Wagons” with the experience of hurricane victims.

“Brer Possum’s Dilemma”

Obstacle: Helping others

Students will read a fable, “Brer Possum’s Dilemma.” The fable has Possum facing the obstacle of choosing between helping snake and ensuring his own safety.

Activity: Students will construct a plot line and identify various instances of the text, such as rising action, climax, and resolution. Students will provide evidence from the text support their answers.

“Thank You M’am”

Obstacle: Poverty

Students will read the short story, “Thank You M’am.” After reading the story, students will watch a short film version. Students will compare and contrast the similarities and differences between the film and the movie.

Final Project:

Newsletter-  Students will publish a document about obstacles that they overcome daily. (cafeteria food, making sports teams, dealing with friends and relationships) Students will use examples from texts they have read to formulate their arguments and opinions and include them in the newsletter. Students will include argumentative, narrative, and informative pieces in newsletters.