heriford lesson plans

Concept Unit Lesson Plan #4 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “BigIdea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 2 of 4; Plan #4 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Model/Mentor Text Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SOL’s: [List with numbers portrayed in the SOL document] Communication 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. a. Students will be able to create a poem that expresses their feelings and experiences. Affective (feel/value): 2. Students will feel that their experiences are useful and unique. a. Students will feel that their poem is unique and personal. Performance (do): 5. Students will be able to explore the concept of adversity in writing. a. Students will be able to come up with their own list of injustices. 6. Students will be able to write about adversity in a number of formats. a. Students will be able to write a poem that includes symbols of injustice. b. Students will be able to engage effectively in a range of collaborative discussions. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] 1 Beginning Room Arrangement: The desks are in groups of four. Name cards are on each desk. SSR: 10 min. is on the board. 1. [10 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 2. [10 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 3. [5 min] Syllabus Let‟s look over the syllabus? Did you get it signed? [I read important parts of syllabus out loud]. 4. [5 min] Introduction to New Lesson Welcome students! Remember our discussion about poetry on Friday? Today we will be reading and listening to a poem, and then we will create our own poems. I’d like for you to take a minute to think about one word that comes to mind when you think about poetry and write it down. We will be going around the room to share our words. [After one minute]: Okay let’s go around the room and share our words. [Let students share. Type up students’ words in a list, projected from the computer.] 5. [5 min] Symbolism Discussion To understand today‟s poem, we will need to understand some terms. What is symbolism? You may have heard this term before…it is also used in literature or movies. This term can also apply to poetry. So what is symbolism? What are some examples? [generate definition using students’ responses; if the students need help, use the definition provided below]. What is symbolism? The use of symbols to represent ideas or qualities. 6. [10 min] Listening to “Knock, Knock” Pass out Knock Knock poem with questions at the end. Okay, now we are going to watch a video of Daniel Beatty performing this poem. We will watch it twice so that 2 you can really get a feel for how he reads it. Sometimes hearing someone read the poem can help us understand line breaks, emotions, and emphasis in the poem. Feel free to jot down some notes as you watch. For this first viewing, just enjoy the poem. [After the first viewing] Great! We are going to watch it one more time. Now this time think about and write notes on the questions beneath the poem. I‟ll give you a few minutes to work on the questions after the video. This is silent work. [When students begin to finish up, hand out the small group discussion sheet] Okay, now look over what you‟ve written and write down three talking points for discussion like you did on Friday. 7. [10 mins] Small Group Discussion All right guys. In your small groups, I’d like for you discuss your talking points. You have a couple of minutes. When you are done with your discussion, take a minute to fill out the rest of the group discussion worksheet evaluating your performance. If you have extra time, talk about the questions you started out answering. [Monitor discussion by going from table to table and asking what they have put for various questions. Pay particular attention to students with blank papers or students who finish early.] 8. [25 mins] Writing Own Poems a. [5 min] Brainstorming Alright everyone. Now, let’s come together to talk about some of the discussion questions. Why do you think this poem was titled “Knock, Knock”? Is it just about the narrator’s father knocking on his door at night? It’s also about knocking down the doors of “racism and poverty”. This line is underlined in your text. Is racism an actual door? No. The door is a symbol of racism…the door represents the obstacles in the way of the narrator’s path to success and opportunity. Are there obstacles in your life? What kinds of injustice make your life harder? Think about the symbolic “doors” blocking your way to success in life, the obstacles that make life harder. Now we are going to do some individual work. I would like you to take a few minutes to write ideas for your own “Knock, Knock” poems. Write about what kind of injustice or the obstacles you want to “knock, knock” down. Let‟s take a minute to come up with a list of things you could write about. It may be helpful to think of a time in which you‟ve been stereotyped. A lot of injustice is a result of stereotyping. If you want, you can write about knocking down injustice and obstacles for a friend, but no names! 3 I will use the following list to help students come up with ideas during my monitoring. We will not do a group share since the symbols may be personal for students. -poverty (classism) -racism -sexism -religious injustice -cultural injustice (based on the culture you are from) -injustice against people who have immigrated -homophobia -ageism -abandonment -abuse -hunger -pressure/anxiety in school -death -health problems b. [10 min] Modeling Here. I will model how I might write a “Knock, Knock” style poem that includes some symbolic doors. Before beginning, let‟s look at what this poem should have. [Pulls up checklist on projector.] So the poem needs a speaker, also known as a narrator. I think I‟d like for this poem to be from my point of view. I‟d like to be the narrator. But I could also have chosen to write from my father‟s point of view, like Beatty did in his poem. But I think I‟ll write from my point of view. So I need to include symbolic “doors” to knock down. Okay. Some doors I wrote down on my list earlier were prejudice, inequality, sexism, fear, pressure (from school, life). I think I‟m going to focus on those. And I need to write in the poetic form. So I can‟t write long, continuous lines like you‟d see in a novel or story. I need to write short, powerful phrases. I really like the letter style of the poem so I might start with that. But not everyone has to do this. You have a lot of freedom with what you‟d like to do. The checklist doesn‟t say I have to do a letter poem, but that‟s where I‟d like to start. Who would I like to write to? My little sister. “Dear sister.” Hmmm what can I write? It‟s not exactly the same, but in the poem, when Beatty was writing about how he wishes his dad could come home, I was reminded of how I‟m not at home with Julia, my sister right now even though she‟s growing up and may need me. So I‟m going to write: “I will not always be there to knock on your door/Someday you will need to knock on doors for yourself”. Because if I‟m not there, she‟ll have to learn to do things by herself. Next up, I have prejudice and inequality on my list, so I‟ll write this: “Knock knock down doors of prejudice and inequality”. Next I want to write about sexism. But I don‟t feel like saying it the exact same way as the line before. Hmmmm…what can I do? How about knocking down a glass ceiling? Does anyone know what that is? It is a symbol for the barrier to advancement in a profession that no one wants to admit. For example, it‟s like how on average, women make 76 cents to a man‟s dollar. Or how members of minorities may get overlooked for a job promotion. The ceiling is called glass because it‟s clear…no one 4 wants to admit it‟s there, but it keeps members of minorities from moving up through the glass ceiling. So let‟s knock down the glass ceiling, “Knock knock down the glass ceiling that I‟ve begun to crack.” I don‟t want women in the future to have to worry about a glass ceiling or fear that she will be discriminated against in the workplace, so I‟ll ask my sister to knock the ceiling down for her future daughter: “Knock knock for your daughter, so that she does not need to be afraid.” I often feel a lot of pressure to be perfect. Perfect grades, perfect choices. I don‟t want my sister to feel that pressure, so I‟ll put, “Knock away the heavy pressure of perfection.” I want my sister to remember to stand up for others. Even if it‟s not her problem…it kind of is. Shouldn‟t we stand up for other people? Isn‟t it our duty as a human being to make sure everyone‟s doors are knocked down? “Knock knock for those who cannot knock for themselves/For the people of silent histories and voices silenced”. I want every future generation to have a chance at happiness, success, freedom. So I‟ll rap it up with: “Knock knock so that every child has a chance.”Let‟s see that‟s ten lines. And the checklist says I need at least, so I‟m in the clear. But, wait!! My poem is only 90 words! I need 100. So I‟m going to have to write another couple of lines for homework tonight to get 100 words. c. [10 min] Writing “Knock, Knock” You only have 10 minutes for this activity so you may not finish. That‟s okay. You can finish it later. But get at least 5 lines done today in class. I‟m handing out checklists with the rubric so you can see how every thing will be graded. [Hand out checklist and rubric while talking.] Don‟t worry about using correct grammar and feel free to write in your native language for this assignment. For this sort of poem, Daniel Beatty wanted to reflect the way he talked, and I‟d like for you to do the same. I‟m leaving my poem up on the board, but remember, you can also use Beatty‟s poem as a model too. 8. [5 min] Closure: Alright guys. Hopefully your feelings about poetry have changed today. In light of our lesson, I would like for you to think of a new word that comes to mind when you think of poetry. [After one minute]: Okay let’s go around the room and share our words. [Let students share. Types new words beside the words from the beginning of class.] Okay. Great job today! For an exit slip, write down any questions you may have about the syllabus. And get those syllabuses signed! Homework tonight is SSR for 15 min. Methods of Assessment: [How will you know if the intended learning occurred?]  Formative: o Small group discussion worksheet (6b) o List of injustices (5a)  Summative: o “Knock, Knock” style poems (1a, 2a, 6a) Differentiated Instruction to accommodate one or more of my profiled students: 5 (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) Students can write in “home language”. For Dmitri, this would mean native language, a blend, or whatever he is comfortable with. Materials Needed:  Students will need composition books and pencils/pens—I will have backup  SSR books  Smart Board  Student Interest Survey  “Turn In” and “Pick Up” basket  Daniel Beatty video http://www.youtube.com/watch?v=8VLjZPqJqE0  “Knock, Knock” Poem with questions  Small Group Worksheet  Model Poem Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Knock Knock By Daniel Beaty As a boy I shared a game with my father Played it every morning 'til I was 3 He would knock knock on my door And I'd pretend to be asleep 'til he got right next to the bed Then I would get up and jump into his arms "Good morning, Papa." And my papa he would tell me that he loved me We shared a game Knock Knock Until that day when the knock never came And my momma takes me on a ride past corn fields On this never ending highway 'til we reach a place of high Rusty gates A confused little boy I entered the building carried in my mama's arms Knock Knock We reach a room of windows and brown faces Behind one of the windows sits my father I jump out of my mama's arms 6 And run joyously towards my papa Only to be confronted by this window I knock knock trying to break through the glass Trying to get to my father I knock knock as my mama pulls me away Before my papa even says a word And for years he has never said a word And so twenty-five years later, I write these words For the little boy in me who still awaits his papa's knock Papa, come home cause I miss you I miss you waking me up in the morning and telling me you love me Papa, come home, cause there's things I don't know And I thought maybe you could teach me: How to shave; How to dribble a ball; How to talk to a lady; How to walk like a man Papa, come home because I decided a while back I wanted to be just like you But I'm forgetting who you are And twenty-five years later a little boy cries And so I write these words and try to heal And try to father myself And I dream up a father who says the words my father did not Dear Son I'm sorry I never came home For every lesson I failed to teach, hear these words: Shave in one direction in strong deliberate strokes to avoid irritation Dribble the page with the brilliance of your ballpoint pen Walk like a god and your goddess will come to you No longer will I be there to knock on your door So you must learn to knock for yourself Knock knock down doors of racism and poverty that I could not Knock knock down doors of opportunity For the lost brilliance of the black men who crowd these cells Knock knock with diligence for the sake of your children 7 Knock knock for me for as long as you are free These prison gates cannot contain my spirit The best of me still lives in you Knock knock with the knowledge that you are my son, but you are not my choices Yes, we are our fathers' sons and daughters But we are not their choices For despite their absences we are still here Still alive, still breathing With the power to change this world One little boy and girl at a time Knock knock Who's there? We are a. What is this poem about? Why do you think the poet chose to name this poem “Knock, Knock”? b. Do you like this poem? Why/why not? c. Do you notice any metaphors in this poem? Please highlight and describe any metaphors you’ve noticed. d. Did you like Daniel Beatty’s performance of the poem? Why/why not? How was watching the performance different from reading the poem? e. Why do you think Daniel Beatty choose to write on the subject of this poem? What was his purpose? f. What were some characteristics of the narrator of this poem? Underline parts of the text you used to answer this question. MODEL TEXT: Dear Sister, I will not always be there to knock on your door Someday you will need to knock on doors for yourself Knock knock down doors of prejudice and inequality Knock knock down the glass ceiling that I’ve begun to crack Knock knock for your daughter, so that she does not need to be afraid Knock away the heavy pressure of perfection Knock knock for those who cannot knock for themselves For the people of silent histories and voices silenced 8 Knock knock so that every child has a chance Poetry Based on “Knock, Knock” Write a poem that uses Daniel Beatty’s “Knock, Knock” as a model. Note: Poems that score in the “blue” range on the rubric will need to be rewritten. Even if a graded poem is only blue in one section, this will need to be rewritten until a “black” score can be reached. All students can rewrite their poems, even if they score in the black range of every section the first time around. Quick Checklist  The poem has a speaker, also known as a narrator.  The poem includes symbolic “doors” to knock down.  The poem is more than 10 lines and 100 words in length.  Poem is written in the poetic form. 3 Poem has a narrator and the narrator has a personality. From the poem, we get some idea of who the narrator is as a person. Poem is clearly a poem. The writing is not prose. The poem includes symbolic “doors” and the reader can easily understand what the doors represent. Poem is at least 10 lines and 100 words. 2 Poem has a narrator. The narrator has no clear personality. 1 The poem has no established narrator. Narrator Poetic Form The writing is between poetry and prose. The poem includes doors, but they are literal and/or the reader cannot easily understand what they represent. Poem is at least 10 lines but less than 100 words. Symbolic “Doors” The poem is not written in poetic form; indiscernible from prose. The poem includes no mention of doors. Length Poem is less than 10 lines and 100 words. Small Group Discussion Adapted from Critical Pedagogy Discussions. Instructions: 1. Before breaking into small groups, you will EACH record three talking points here (questions, insights, or ideas that the text prompted). These talking points will be the foundation from which your discussion will build. 9 2. During the discussion, one person will act as the note-taker for the group. You will want to jot down significant aspects of the text, ideas that come from the text, etc. 3. After the discussion, you will spend 5 minutes evaluating your discussion using the rubric included. Talking Points: 1. 2. 3. Group Evaluation: 1. Today, our discussion focused mainly on… 2. Come to a consensus as to how well your group accomplished the following goals. Please don’t just put an X in the box; add brief notes to support your rating. note: This will be blown up to be full-paper sized. 4 3 2 1 We used specific aspects of the text from this week’s reading to make points, to contrast ideas, to prompt questions, etc. In doing so, we frequently pointed to specific passages, words, pages. All members of the group participated thoughtfully and critically in the discussion. This would also indicate that everyone had their texts handy for close consideration. When our discussion took a turn that went perhaps a bit too far out of the context of what we felt was relevant, we were able to recognize this and bring it back easily. We followed the norms set by our class 10 3. In our next discussion, our group will work on… (Note an area related to your group discussion where you feel you would like to improve together) 11 Concept Unit Lesson Plan #5 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 2 of 4; Plan #5 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Model Text Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SOL’s: [List with numbers portrayed in the SOL document] Communication 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. a. Students will be able to create a poem that expresses their feelings and experiences. Affective (feel/value): 2. Students will feel that their experiences are useful and unique. a. Students will feel that their poem is unique and personal. Performance (do): 5. Students will be able to explore the concept of adversity in writing. b. Students will be able to brainstorm an instance of adversity to write about. 6. Students will be able to write about adversity in a number of formats. a. Students will be able to write a poem that includes an instance of adversity. b. Students will be able to engage effectively in a range of collaborative discussions. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] 12 Beginning Room Arrangement: The desks are in groups of four. Name cards are on each desk. SSR: 10 min. is on the board. 9. [10 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 10. [5 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. Don‟t forget to include supporting details in your journal entry for today. 11. [2 min] Introduction to New Lesson Welcome students! Yesterday we listened to Daniel Beatty’s “Knock, Knock”. Today we will be reading and writing a different sort of poem. We will be reading Lucille Clifton’s “memory”. 12. [5 min] Symbolism Discussion Before we read the poem, let‟s examine an excerpt from an interview with Lucille Clifton. [pull up excerpt on projector]. Could I have a volunteer to read the interviewer questions in bold? How about someone to read Lucille‟s responses? [choose two students] “You use a lot of questions in your poetry, especially at the ends of your poems. How conscious are you of that? I was not particularly conscious of using a lot of them. But I do think that poetry is about questions. Why do you say that? Well, because I don’t write out of what I know; I write out of what I wonder. I think most artists create art in order to explore, not to give the answers. Poetry and art are not about answers to me; they are about questions.” I instruct students to read and respond to “memory” in light of the questions and interview except. I ask them to record three talking points after answering the initial questions. 13. [15 min] Group/Class Discussion All right guys. In your small groups, I’d like for you discuss your talking points. You 13 have a couple of minutes. When you are done with your discussion, take a minute to fill out the rest of the group discussion worksheet evaluating your performance. After 5 minutes of monitoring, we move to whole class discussion. I let the student’s guide the discussion but make sure we cover all the questions and the basic plot of the poem. It’s a little complicated, so it’s important we go over this in a group. During our discussion, we make a list for the “form” question. How is a poem different from prose in form? How about in function? Why might someone choose a certain format over the other? Do the poetic “features” we agree upon work for Beatty’s poem? What is a narrative poem? How is it different from a narrative story? 14. [25 mins] Writing Own Poems a. [5 min] Brainstorming We will be writing our own “memory” poems now. When was a time you experienced an injustice? You may want to look at our list from yesterday but this time also think of a story that went along with it. Clifton‟s narrator experienced racial discrimination when all she wanted to do was buy shoes. When did you face adversity? What happened? b. [10 min] Writing Now I let students write their stories. They need to be written it poetic form, 10+ lines/75+ words. I pass out a rubric and checklist. See rubric for additional info. 8. [10 min] Closure: Alright guys. I’d like for you to look over the poem you started today and the poem you started yesterday, and I’d like for you to pick a poem to finish for homework. Check out the rubrics and checklists. If you score in the “Blue” range when I grade them, you will need to rewrite the poem. Also, read for 15 minutes tonight, as always. Remember your parent’s will need to sign at the end of the week! Tomorrow, we are having a special lesson on music videos and song lyrics so today’s exit slip is a bit different. Look at the board [I have images of CD covers for each song on the board]. I tell them that they need to rank the songs they’d like to listen to tomorrow based on the covers. Covers can give a lot away, after all, like genre, song title, artist, and even tone. Not unlike a book cover. Students pass these in on their way out. Methods of Assessment: [How will you know if the intended learning occurred?]  Formative: 14 o “memory” poem and questions (1a, 2a, 6a) o Brainstorm of an experience of injustice (5b) o Small group worksheet and discussion (6b)  Summative: o “memory” style poems Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) Paris, who can be outspoken, will like having her voice heard in her “memory” poem. She also likes to be able to tell things from her point of view and to have somewhere to vent about the adversity she has faced in life. She may like Clifton’s style since it rejects traditional grammar. Paris, who struggles with formal writing, may like the informal poem. There is no “grammar rule” in the checklist for this poem, so students like Paris can write more freely. Materials Needed:  Students will need composition books and pencils/pens  SSR books  Smart Board  “Turn In” and “Pick Up” basket  “memory” poem and questions  Small Group Worksheet  Slide of cd covers to rank  Slide of interview excerpt Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) For Projector: You use a lot of questions in your poetry, especially at the ends of your poems. How conscious are you of that? I was not particularly conscious of using a lot of them. But I do think that poetry is about questions. Why do you say that? Well, because I don’t write out of what I know; I write out of what I wonder. I think most artists create art in order to explore, not to give the answers. Poetry and art are not about answers to me; they are about questions. – Lucille Clifton from her interview with Michael S. Glaser in Antioch Review memory ask me to tell how it feels remembering your mother's face 15 turned to water under the white words of the man at the shoe store. ask me, though she tells it better than i do, not because of her charm but because it never happened she says, no bully salesman swaggering, no rage, no shame, none of it ever happened. i only remember buying you your first grown up shoes she smiles. ask me how it feels. Lucille Clifton What happened in this poem? What do you notice about the form of this poem? How can words be white? How is the narrator’s memory different from her mother’s memory? Do you think the narrator or the narrator’s mother reacts best to adversity? Does this poem ask a question? Look closely for a question that is not directly stated but is implied. After reading this poem, do you have any questions? 16 Concept Unit Lesson Plan #6 Unit Working Title: Life Isn’t Fair Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: writing Week 2 of 4; Plan #6 of 12; [90 mins.] Plan type: __x__Full-Detail ____Summary Content Requirement Satisfied: N/A (preparation for writing instruction) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. b. Students will know that music and poetry can convey both experiences and emotions. Affective (feel/value): 3. Students will feel comfortable sharing their experiences and thoughts. a. Students will be able to appoint a small group leader to share points with the entire class. Performance (do): 5. Students will be able to explore the concept of adversity in writing. c. Students will be able to form an opinion based on a text which addresses the theme of adversity. SOL’s: [List with numbers portrayed in the SOL document] Communication 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: 17 Desks will be divided into four pre-arranged groups based on the artist that students chose in previous class. Groups are labeled, “A, B, C, or D”. On the board, student names are grouped under these labels. The board also says, “SSR-10min. 15. [10 min] SSR Students read for 10 min. If necessary, I remind them to come in quietly and to read silently. 16. [5 min] Jounral Time! You have 5 minutes for journaling. Students spend 5 minutes responding to SSR. 17. [_4__mins.] Bridge/Hook/Opening to lesson: Welcome students! Today we will be looking towards music and songs to examine adversity. [pass out group-specific worksheets while students enter] Please look at the board to find out what group you are in and then sit at your group table. On your table you will find the lyrics and some discussion questions you will be answering with your group. After group discussion, you will be sharing your responses with the class. The Song Choices (Least popular artist gets cut): Angry Young Man- Billy Joel On the Sunny Side of the Street- Billie Holliday Brave- Sara Bareilles You Gotta Be- Des’ree Voices- Chris Young 18. [_6__mins.] Step 1: First, go to the class homepage on your tablets. You will see group labels beside a music video link. Plug in your headphones, click on the link, and watch the video independently. After you’ve watched the video, begin to think about and write down thoughts on the discussion questions until I tell you it is time for group discussion. Begin now. [Students watch videos and begin brainstorming. After the last video has been watched, give it an extra 30 seconds before moving to group time] 5. [__15_mins.] Step 2: Okay! Now as a group, begin discussing the questions on your worksheet. Put your thoughts on a separate sheet of paper with the names of people in your group at the top. You will later be sharing these thoughts with the class. [Monitor student progress. After 10 minutes…] Now, appoint a group speaker to present the ideas you shared in your discussions and to write a “SparkNotes” version of your discussion for your group speaker to present to the class. What were the highlights of your discussion? Write them down for your group speaker to present. 6. [20 minutes] Step 3: 18 Now we will play each music video with the lyrics projected beside it if it is not a lyric music video. Fill out the charts I am handing out to keep track of the responses to the videos. First, we will play Group A‟s video. [play video] Now Group A will present. Take note of what they thought in your chart. Group A, what are the “SparkNotes” of your discussion? What did you think? [After they speak] Does anyone disagree?[Prompt using real worksheet questions and cold calling if necessary] Who was the narrator? [I make a point to ask this question, and I explain more about narrators if there are any misconceptions] What is your opinion of this song? [Proceed through other 3 groups and videos.] 7. [5 minutes] Step 4 I‟d like for you make 3 columns on a paper. Write “Types of Adversity” in the first column. Make a list of all the kinds of adversity mentioned in the songs. In the second, write, “Methods of dealing with adversity” and list those as well. In the final column, write “+/-“…did you think the method was positive or negative. I realize that not every video will have every column, so don‟t worry if there are holes. [model this process on the board] 8. [10 minutes] Step 5 [Go over as a class…discuss students’ responses] Now I‟d like for you to think about the adversity or major problems you‟ve faced in your life or are facing now. Add them to the first list. You should also think about adding your list of “doors” from the “Knock Knock” lesson. Would those work as types of adversity you face? Next, ask yourself, How have you dealt with them/plan to deal with them? And is this positive or negative? Highlight any problems or methods you share with the narrators of the song. Add at least 5 lines to the chart of your own experiences with adversity. 9. [5 min] Primary Research Assignment [I hand out assignment sheets.] Do you know the difference in primary and secondary research? Primary research comes right from the source. It isn‟t a textbook section on the Civil War. It‟s an account of someone who was there. This weekend, you have a small research assignment. You are going to record a primary source. Ask a few friends and family members about the adversity they have faced during their life. Interview them for stories they have. Think about the “memory” poem from yesterday and how that was a narrative poem. Try to record a narrative story from a few people, or a few narrative stories from one person. But don‟t forget the purpose of the story—adversity and injustice. You will need 3 stories total. You can record the interview with a recording device in your phone and then transcribing—copying the exact words down—or by writing down answers during the story and paraphrasing—writing the answer down, but not word for word. 19 10. [__10_mins] Closure: Alright guys. I‟d like for you to fill out few things before leaving. [Hand out worksheets] First, fill out these individual discussion evaluations. How do you think you did this week in discussion? Next, do an exit slip before you leave today: How do you establish a narrator? How did we know who was the narrator in the song? Or Beatty‟s poem? For homework, interview friends and family for 3 stories about adversity and read 15 minutes. Methods of Assessment: [How will you know if the intended learning occurred?] List all methods of assessment used in this lesson or which are related to this lesson and come in a future lesson. After each assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson objectives that the assessment is evaluating. Formative: Group worksheet (1b, 5c) Group presentations (3a) Class discussion on videos (5c) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) Since Eli doesn’t have access to a lot of tech at home, one of the options for the interview is handwritten paraphrasing. Eli is also really into rhythm and music, so he might find the music videos particularly engaging. Since he doesn’t have a computer at home, he doesn’t get to see as many music videos as his classmates. Materials Needed: http://www.sing365.com/music/lyric.nsf/Angry-Young-Man-lyrics-BillyJoel/86A973E0FB610D0A482568700025B91D http://www.metrolyrics.com/on-the-sunny-side-of-the-street-lyrics-billie-holiday.html http://www.azlyrics.com/lyrics/sarabareilles/brave.html http://www.azlyrics.com/lyrics/desree/yougottabe.html http://www.metrolyrics.com/voices-lyrics-chris-young.html http://www.youtube.com/watch?v=bpMv76SIUhg http://www.youtube.com/watch?v=A5sLxmCYJ7s http://www.youtube.com/watch?v=QUQsqBqxoR4 http://www.youtube.com/watch?v=JhpZfltbnAQ http://www.youtube.com/watch?v=oLCfb54e_kM&feature=kp Group Worksheet Questions Pen Paper Composition book SSR book 20 Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Group Worksheet Questions What is this video about? Who is the narrator of the video? Is there a narrator? How do you know? How did the characters in the video deal with adversity? Do you think the characters reacted in a positive or negative way? Do you think that music can put you in a certain mood? Or inspire you to change behavior? Or teach you something? If appropriate, share examples. The Personal Account Interview Ask a few friends and family members about the adversity they have faced during their life. Have them tell you a narrative story. But don’t forget the purpose of the story— adversity and injustice. You will need 3 stories total. You can record the interview with a recording device in your phone and then transcribing—copying the exact words down— or by writing down answers during the story and paraphrasing—writing the answer down, but not word for word. When you are done interviewing, add the kinds of injustice they faced to your “adversity” list. Individual evaluation: Concept Unit 21 Lesson Plan #7 Unit Working Title: Life Isn’t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 3 of 4; Plan #7 of 12; [90 mins] Plan type: Full-Detail Content Requirement Satisfied: Vocabulary Instruction/Reading Experience Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: COGNITIVE (to know and understand) 1. Students will know that creative acts are a way to express feelings and share experiences. c. Students will know that writing is an important mode of expression. AFFECTIVE (to feel/value) & NON-COGNITIVE 3. Students will feel comfortable sharing their experiences and thoughts. b. Students will be able share their thoughts and experiences with their peers in small groups. PERFORMATIVE (to do) 5. Students will be able to explore the concept of adversity in writing. c. Students will be able to form an opinion based on a text which addresses the theme of adversity. d. Students will be able to discuss a text about adversity in small groups. SOLS Communication 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] 22 Beginning Room Arrangement: Students will be in their small groups of 4. The Board: SSR-15 min 19. [15 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 20. [10 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 21. [15 min] Vocab Welcome! Today we will be reading an excerpt from Richard Wright‟s Black Boy. But first, we need to learn some vocabulary terms. Right now, we‟re going to play a game that helps us learn new vocabulary words. The game is called “Kick Me.” [[modified from https://www.teachingchannel.org/videos/making-vocabularylesson-interactive)]] Each of you will get a sticker with a word or a definition on it. I‟ll stick it to your back so you can‟t see what it says [I put stickers on students’ backs. Begin to pass out worksheet.] Please look at the worksheet I‟ve handed out. Match the words to the definitions or the definitions to the words on the sheet by walking around the room and looking at one another‟s‟ backs. Use a dictionary if you can‟t figure out the meaning of a word. There are only seven words to learn so there are several repeating stickers. Okay. Begin! [5 minutes later] Okay! Who got all of them? Let‟s go over the worksheet. Everyone make sure to fill everything out so you can reference this later when you are reading. 22. [5 mins.] Anticipation Guide Let‟s begin to get ready for out reading by filling out this Anticipation Guide. This is to help you prepare for our text. Do this work independently. 23. [5 mins.] Setting the Scene Now we will be watching a short video about the Jim Crow laws. Fill out the 5Ws worksheet as you watch. You will be turning these in. http://www.youtube.com/watch?v=ChWXyeUTKg8 http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf 23 24. [5 mins.] Literacy Test Now I‟d like for you to take a literacy test. Literacy tests were used to keep people of color -- and, sometimes, poor white people -- from voting, and they were administered at the discretion of the officials in charge of voter registration. If the official wanted a person to pass, he could ask the easiest question on the test -- for example, "Who is the president of the United States?" But if he didn‟t want someone to pass, say…for the color of their skin, he would ask really difficult ones like the ones in this literacy test. I would like you to answer the first 5 questions of this literacy test to see if you would pass. This will not be graded. 25. [5 mins] Discussion Discuss the literacy test. How would you feel if you lived in a world with Jim Crow laws? If people bent the rules to cause you a disadvantage? Talk with a partner. 6. Step 5: [25 minutes] During Reading Now it‟s time to begin reading. Keep in mind the setting of this story…1923 Mississippi where there were Jim Crow laws and discrimination. Let‟s read the first page together. [I read the first paragraph] Xavier? Will you read the next bit? I‟ll say “next” when its time to move to the next person. [Once the first page is done] Now I‟d like for you to finish reading the rest silently. You also need to complete the During Reading Questions I am passing out. If you finish early, raise your hand. I will give you the “After Reading” Questions. [If a student finishes exceptionally early, I encourage him/her to read their SSR book.] 9. Closing [1 min] Great job! Please turn in the worksheets and Ws chart. For homework tonight, read 15 minutes. Remember to document it in your log! Tomorrow we will continue studying “Black Boy” and start writing our own narrative. If your forgot to do the interview this past weekend, do it tonight. You get one extra day because it‟s so early in the school year. But we are really starting to get into the swing of things, and I‟m going to be more strict once this unit is finished. Methods of Assessment: [How will you know if the intended learning occurred?] List all methods of assessment used in this lesson or which are related to this lesson and come in a future lesson. After each assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson objectives that the assessment is evaluating. Formative: Anticipation Guide (5c) During Questions (1c, 5c) Discussion notes (3b, 5d) Differentiated Instruction to accommodate one or more of my profiled students: 24 (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) I figure Dmitri might struggle in this lesson, so I make sure to allow students’ the use of a dictionary during the vocab instruction. I also gave him the reading last Friday so he could be familiar with the text before the actual class. See Lesson 6’s SSR for conversation. Materials Needed: - Projector / computer / internet - Student tablets - W-Chart - Anticipation guide - During Questions 2. The story, pages 20-25: http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syll abus/1/Textbook%20pages%20278-350.pdf Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Anticipation Guide Adapted from: http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/ Textbook%20pages%20278-350.pdf 1. What hobby, talent, or interest do you have that might lead to a satisfying career? 2. What might stand in the way of your success? 3. Make a list of people you could do to for encouragement or advice about developing your talent. Next to each name, explain how he or she could help you. The text we will be reading today is from Richard Wright‟s Black Boy. The events that Wright recalls occurred in Jackson Mississippi in 1923. During this time, many places passed Jim Crow laws. 4. Do you know what Jim Crow laws are? If so, define it here: Kick Me! modified from https://www.teachingchannel.org/videos/making-vocabulary-lessoninteractive) Fill in the blanks with the appropriate word or definition: 25 Word 1 Adversity Definition 2 Rising from an impulse or natural tendency; instinctive; not learned conviction Innocent; unsophisticated Strive Able to express oneself well or effectively Ultimate 3 4 5 6 7 Master List Word 1 Adversity Definition : a difficult situation or condition : misfortune or tragedy Rising from an impulse or natural tendency; instinctive; not learned A firmly established opinion or belief Innocent; unsophisticated To make an intense effort Able to express oneself well or effectively Most significant; highest or final 2 Intuitive 3 4 5 6 7 Conviction Naive Strive Articulate Ultimate Stickers Stickers : a difficult situation or condition : misfortune or tragedy Intuitive A firmly established opinion or belief Naive To make an intense effort Articulate Most significant; highest or final 26 5Ws http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf Literacy Test http://www.pbs.org/wnet/jimcrow/literacy_popup.html During Reading Adapted from: http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/ Textbook%20pages%20278-350.pdf 1. What reason does Richard Wright give for writing his story? 2. How did Wright’s classmates, family members, and school principal respond to his story? 3. Why do you think writing is so important to Wright? 4. What did Wright plan to do if he achieved his dream of going north? 5. What conclusions does Wright draw about Jim Crow laws? 6. What do Wright’s words and actions at the newspaper office tell you about his personality? Use details to support your answer. 7. In your opinion, why did Wright’s classmates, family, and principal react as they did to his story? How were their reactions different rom what he had hoped for? 27 Concept Unit Lesson Plan #8 Unit Working Title: Life Isn’t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 3 of 4; Plan #8 of 12; [90 mins] Plan type: Full-Detail Content Requirement Satisfied: Reading Experience/Writing Instruction Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: COGNITIVE (to know and understand) 1. that creative acts are a way to express feelings and share experiences. d. Students will be able to create a narrative to share their experiences. AFFECTIVE (to feel/value) & NON-COGNITIVE 3. Students will feel comfortable sharing their experiences and thoughts. b. Students will be able share their thoughts and experiences with their peers in small groups. PERFORMATIVE (to do) 5. Students will be able to explore the concept of adversity in writing. c. Students will be able to form an opinion based on a text which addresses the theme of adversity. d. Students will be able to discuss a text about adversity in small groups. 7. Students will be able to reflect on their own experiences with adversity through personal writing. a. Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. SOLs 28 Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. k) Use computer technology to plan, draft, revise, edit, and publish writing Reading 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. c) Identify conventional elements and characteristics of a variety of genres. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students will be in their small groups of 4. The Board: SSR-20 min 1. [20 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Today, we are going to read a little longer than usual. In running, you have to build up stamina. It’s the same with reading. We are going to try to read for longer periods of time. Begin…now! *While students are reading, I approach Eli, asking if he would talk to me for a minute outside the classroom. Hi, Eli. I realize that you don’t have a computer at home. We have an assignment today that we will be typing on the computer. I think if you focus during class, you will have no problem finishing in time. However, if you need a little extra time to work on it next week, that’s okay. I’ll give you an extension for the following Friday. Would that be okay? I can also put you in the last conference group to give you more time to get things done before we meet again. 2. [10 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 3. [5 min] After Reading Remember Black Boy from yesterday? Please do the After Reading Questions with your small group. If your group finishes early, read your SSR book. 4. [10 min] Class Discussion Let‟s discuss the “After” questions. [Ask the students; listen to responses.] And the chart? What do y‟all have? [type chart on computer] I‟m typing this so I can make a master list to print out and give to you. 29 So what genre do you think this story is? Narrative story? Good. So do all of the things we‟ve just written about Black Boy in the chart apply to a narrative story? Are these all of the characteristics of a narrative story? No? What else? [Once the conversation fizzles, I start handing out a checklist] How about we look at this checklist I‟ve made for a narrative story? What characteristics have I included that we don‟t have in our chart? Do you agree that these elements are necessary for a narrative story? Let‟s use the checklist on Wright‟s Black Boy story. 5. [5 min] Highlighting In small groups, highlight the different sections of Black Boy that satisfy the checklist. Write “Narrator” beside the highlighted section that satisfies that checkmark. Use the bolded words in the checklist. 6. [10 min] Introduction to Summative Assessment As some of you may have guessed, we will be writing a narrative story as our big grade for this Unit. Take a look at the rubric underneath the checklist. This is how the essay will be graded. [Give this kids a minute to read through]. As you can see, anything that scores in the „blue‟ range must be rewritten. We will spend a lot of class time writing this essay, so there is no need to panic. During the writing time, I will be holding conferences to check up on your progress. 7. [10 min] Technology Lesson a. Modeling [5 min] It‟s important that I can read your documents overnight to prepare for your conferences. So we will be using something called google docs. Has anyone used these before? First you need gmail. [I model creating gmail address]. To create a new document, go to your drive, click the Create button, and select Document. [I model] Now you must save and share this document with me as an editor. [I model] Great. But what if you want to leave me a note or question? I show them how to right click, insert comment] Now you‟ve left me a comment. And since I will be accessing your docs online, I will be posting online feedback through comments. b. Doing [5 min] Now. Take out the laptops and create a google doc. Share it with me as an editor. [Students do this; I walk around the room to offer assistance] 8. [15 min] Writing Now that we know how everything works, let‟s start writing! Make sure to pay attention to your checklist and prompt. Let‟s look at the first thing on the checklist. “Narrator”. What did y‟all highlight? Did Wright achieve this? Where? Good. The opening paragraph. Already we know he is in 8th grade. You too, need to establish your narrator in the first paragraph. Make that your focus for today. Get this done before you leave. 30 And look at your “adversity list” for inspiration. Think of the stories that your families and friends told you. What can you write about? You have 15 minutes, and I‟m starting conferences tomorrow, so get to work! These will be due next Friday. Closing [5 min] Great job! Please turn the interview transcripts or paraphrases. I‟ll be checking out your narratives tonight. Feel free to work on them some more if you have time. For conferences tomorrow, I‟ll be seeing Sally, Red, Ted, and Paris. So you will definitely want to have a narrator established. Methods of Assessment: [How will you know if the intended learning occurred?] List all methods of assessment used in this lesson or which are related to this lesson and come in a future lesson. After each assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson objectives that the assessment is evaluating. Formative: -After reading questions (5c) -Small group discussion (5d, 3b) Summative: -Narrative writing (1d, 7a) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) I gave Eli the opportunity for an extension since he has no computer at home. [See SSR section of this lesson for full conversation.] I also let him know that he might be able to finish everything during class. Materials Needed: - Smartboard - Laptops - SSR books - Journals - Highlighters - Rubrics/Checklist/Assessment Instructions - After questions Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) After Reading 31 Adapted from: http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/ Textbook%20pages%20278-350.pdf 1. Explain what Wright might have meant when he said, “The North symbolized to me all that I had not felt and seen; it had no relation whatever to what actually existed?” 2. What does Richard Wright do in the face of adversity? What does this reveal about him? 3. How is this story similar to the poems we read last week? Put “M” for “memory” and “K” for “Knock, Knock” if you refer to a specific poem. Similarities Differences VI. Summative Assessment Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge. Recount the story in the form of a narrative essay. At the end of the essay, reflect open your actions (or inaction). Quick Checklist  Introduction paragraph introduces the narrator.  The narrative essay includes a reflection in the conclusion or concluding paragraphs. The character reflects upon action or inaction and considers whether he/she would change these actions in the future. If so, how?  Dialogue that sounds realistic (it is something that someone might actually say) and has a point in the story. The dialogue does not need to be spell-checked.  Descriptions are included that add “color” to the essay.  There are more characters in the essay than the narrator. These characters have a role in the story; they are not pointless.  The purpose of the essay clearly answers the essay prompt and answers the question, “So what?”  The essay includes a logical sequence of events that unfolds naturally by using transitions.  Use spell-check and correct the suggested mistakes. This does not apply to dialogue.  Essay is between 2 and 5 pages in length. 32 Note on grading: if any of the elements of this essay listed above are missing or ineffective, the essay will need to be rewritten. Please see the note on rubric for more detail. __ Note on rubric: Any narrative essay that scores in the 0-2 “blue” range of the rubric will need to be rewritten until a higher score is reached. However, everyone has an opportunity to rewrite his or her essays (even if they score in the range above 2). 6 INTRODUCTION -Narrator is introduced The opening paragraph introduces the narrator. Contains detailed background information. 4 The opening paragraph introduces the narrator. Contains a minimal amount of background information; after reading this paragraph, we know little about our narrator. 2 0 CONCLUSION -the actions or inactions of the narrator have been reflected upon In the conclusion, the narrator reflects upon his action or inaction in the story. This reflection will include a consideration over whether the narrator would change his or her actions, and how these actions could be changed. The story includes dialogue that is realistic and descriptions that add “color” (as discussed in class) to the story. Additional characters are introduced, and they have clear roles in the story. Dialogue, descriptions, and characters all contribute to the story’s purpose. This purpose clearly answers the essay prompt and answers the question, “So what?” The opening The narrator is not paragraph introduced in the introduces the opening paragraph. narrator. Contains a no background information; after reading this paragraph, we know nothing about our narrator. There is no reflection. The narrator does not reflect clearly on his or her actions. The reflection is confusing. In the conclusion, the narrator reflects upon his action or inaction in the story, however, his consideration is superficial. The story includes dialogue and descriptions. Additional characters are introduced. Dialogue, descriptions, and characters all contribute to the story’s purpose. This purpose answers the essay prompt but seems vague. DEVELOPMENT -Dialogue -Descriptions -Characters -Purpose: “So what?” One or more of the following were excluded: dialogue, description, and/or additional characters. All of the following were excluded: dialogue, description, and/or additional characters. Purpose of the piece does not answer The essay has no essay prompt. purpose/point. 33 ORGANIZATION Sequence of events -logical and natural -includes transitions The essay includes a logical sequence of events that unfolds naturally by using transitions. The essay includes a logical sequence of events. The essay includes a sequence of events, but the sequence doesn’t make sense and/or is confusing to the reader. Punctuation, spelling, capitalization are generally correct as deemed by spell check, with a few errors. (3-4) Essay is more than 6 or less than 2 pages. *Dialogue does not need to be spell checked and is not included in mechanics grade. No discernable sequence of events. MECHANICS Spelling -Because this is the first major writing assignment of the year, the mechanics grading will be lax. As long as the essay is deemed correct by spell check— which is not always correct—I will accept it as correct. If you recognize that spell check has made an error, please use the correct mechanics. -In a narrative essay, traditional “spell check” test does not apply to dialogue. -Essay is between 2 and 5 pages in length. Punctuation, spelling, capitalization are correct as deemed by spell check. No errors caught by spell check. Essay is 2-5 pages. *Dialogue does not need to be spell checked and is not included in mechanics grade. Punctuation, spelling, capitalization are generally correct as deemed by spell check, with few errors. (1-2) Essay is 2-5 pages. *Dialogue does not need to be spell checked and is not included in mechanics grade. It appears that spell check has not been used; many errors. (5+) Essay is shorter than 2 pages or longer than 10 pages. *Dialogue does not need to be spell checked and is not included in mechanics grade. Introduction/Conclusion _______ Development _______ Organization _______ Mechanics _______ Total Points ______ = grade of ______ Rough Grade Equivalent (24 points maximum): A = 22-24 points B = 20-22 points C = 17-20 points D = 15-17 points F = 0 - 15 Rubric modified from: http://web.gccaz.edu/~mdinchak/101online_new/rubric_narrativeessay.htm 34 Concept Unit Lesson Plan #9 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 3 of 4; Plan #9 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Writing Instruction/Syntax Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. d. Students will be able to create a narrative to share their experiences. AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will value the community of their peers. a) Students will be able to make suggestions for peer revision. PERFORMATIVE (to do) 7. _Students will be able to reflect on their own experiences with adversity through personal writing. a) Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SOLs Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. d) Establish a central idea and organization. k) Use computer technology to plan, draft, revise, edit, and publish writing 35 Reading 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: The desks are in groups of four. Name cards are on each desk. SSR: 15 min., FOCUS: Narrator is on the board. 1. [15 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 2. [5 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 3. [20 min] Conferences/Peer-revising Students begin peer-revising by sharing with someone at their table. The peerrevision focus for today is establishing a narrator. During this time, I begin conferences. When students finish revising they are free to write more. 4. [15 min] “So What?”, Dialogue, and Character Discussion We discuss the purpose of Black Boy and the characters/sequencing. We talk about how that can translate to our stories. 5. [30 min] Focused Writing Students write, focusing on characters, dialogue, and purpose. 6. [5 min] Closure: Write some more this weekend! Focus on character, dialogue, and purpose. The essay should be between 2-5 pages. Look to the rubric for details. Homework is SSR for 15 min. I announce the conferences for Monday. Methods of Assessment: 36 [How will you know if the intended learning occurred?]  Formative: o Peer-revisions (4a)  Summative: o Narrative essay (1d, 7a) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) Paris was put in the first conference groups so she could get feedback early and feel more confident about her writing. During our conference, I pointed out that since we hadn’t studied grammar yet, the essay only needs a simple spell check. Materials Needed:  Students will need composition books and pencils  SSR books  Smart Board  “Turn In” and “Pick Up” basket  Laptops Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) 37 Concept Unit Lesson Plan #10 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 4 of 4; Plan #10 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Writing Instruction Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. d. Students will be able to create a narrative to share their experiences. AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will value the community of their peers. a) Students will be able to make suggestions for peer revision. PERFORMATIVE (to do) 7. _Students will be able to reflect on their own experiences with adversity through personal writing. a) Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SOLs Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. d) Establish a central idea and organization. k) Use computer technology to plan, draft, revise, edit, and publish writing Reading 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, 38 narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: The desks are in groups of four. Name cards are on each desk. SSR: 15 min., FOCUS: Character, Purpose, and Dialogue is on the board. 6. [15 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 7. [5 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 8. [20 min] Conferences/Peer-revising Students begin peer-revising by sharing with someone at their table. The peerrevision focus for today is on establishing characters, dialogue, and including a purpose. During this time, I begin conferences. When students finish revising they are free to write more. 9. [15 min] Transitions, Sequencing, and Description We discuss the Transitions, Sequencing, and Description in Black Boy. We talk about how that can translate to our stories. 10. [30 min] Focused Writing Students write, focusing on Transitions, Sequencing, and Description. I hand out a list of descriptive words to help students. 6. [5 min] Closure: How are you doing? Tonight, focus on Transitions, Sequencing, and Description. The essay should be between 2-5 pages. It’s due this Friday! We are having a end-of-the-unit party. Look to the rubric for details. No SSR tonight! I announce conferences for Wednesday. Methods of Assessment: [How will you know if the intended learning occurred?] 39 Formative: o Peer-revisions (4a)  Summative: o Narrative essay (1d, 7a) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) I realized that Dmitri might struggle with descriptive words, so I found a list for the class. Materials Needed:  Students will need composition books and pencils  SSR books  Smart Board  “Turn In” and “Pick Up” basket  Laptops  http://www.kisd.org/khs/english/help%20page/Descriptive%20Words.htm  Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) 40 Concept Unit Lesson Plan #11 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: narrative writing Week 4 of 4; Plan #11 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Writing Instruction Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. d. Students will be able to create a narrative to share their experiences. AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will value the community of their peers. a. Students will be able to make suggestions for peer revision. PERFORMATIVE (to do) 7. Students will be able to reflect on their own experiences with adversity through personal writing. a) Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SOLs Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. d) Establish a central idea and organization. k) Use computer technology to plan, draft, revise, edit, and publish writing 41 Reading 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: The desks are in groups of four. Name cards are on each desk. SSR: 15 min., FOCUS: Transitions, Sequencing, and Description is on the board. 11. [15 min] SSR As students enter, I point to the board and remind them to start reading the minute they get in. Please collect your journals as your enter. They are in the “Pick Up” basket. Remember, you will be writing on a journal topic, so you might want to review that list before reading. Begin…now! 12. [5 min] Journaling Okay, time! Please answer one of the questions to the best of your ability. If you finish early, please resume reading. 13. [20 min] Conferences/Peer-revising Students begin peer-revising by sharing with someone at their table. The peerrevision focus for today is on Transitions, Sequencing, and Description. During this time, I begin conferences. When students finish revising they are free to write more. 14. [15 min] Reflection We discuss the Reflection in Black Boy. We talk about how that can translate to our stories. 15. [30 min] Focused Writing Students write, focusing on Reflection. I hand out a list of descriptive words to help students. 6. [5 min] Closure: How are you doing? Tonight, focus on Reflection, and checking your essay for length and using spell check. The essay should be between 2-5 pages. It’s due this Friday. Look to the rubric for details. No SSR tonight! But you do have one more homework assignment. Fill out the reflection worksheet I’m sending home. Pick it up on the way out. And tomorrow at the party be prepared to share either a poem, 42 a paragraph of your essay you are proud of, or an answer to one of the questions on this reflection sheet. And don’t forget we are also having our book talks tomorrow! If you haven’t filled out your “Abandon” “Completion” and/or ”Continuing” book forms, grab them on the way out and fill them out for tomorrow. Bring your SSR books and get ready for a great day. Methods of Assessment: [How will you know if the intended learning occurred?]  Formative: o Peer-revisions (4a)  Summative: o Narrative essay (1d, 7a) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) I met with Eli today and officially gave him an extension. He is doing good with the number of pages but needs to focus on sequencing and transitions. He ran out of time on Moday. Materials Needed:  Students will need composition books and pencils  SSR books  Smart Board  “Turn In” and “Pick Up” basket  Laptops Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Writing Reflection & Self Assessment Adapted from: http://www.mrscassel.com/helpful_handouts.htm Directions: The last part of the writing process is reflecting on what you’ve written. Think about the writing you’ve done over the last few weeks in school. Please use complete sentences, and answer each question completely. “I don’t know” or “I don’t have any” are NOT acceptable answers. I will use these answers to help me understand the process you used to create the piece I will be grading. REFLECTION 1. What was the best part of this assignment? What did you LIKE the most? Why? 2. What was the easiest part of this assignment? What made it easy for you? 43 3. What was the hardest part of this assignment? What made it hard for you? 4. What was the worst part of this assignment? What did you LIKE the LEAST? Why? 5. For the parts that challenged you, what would have made it easier? What help did you need? ASSESSMENT 6. What was the best part of your writing? 7. If you could go back and change anything, what would you change? Why? 8. Describe the process you used to write this paper? Pre-writing, drafting, revising, editing, finalizing, reflecting… Did you have anyone help you? Did you read it over? Read it aloud? Etc… 44 9. What did you learn about writing while doing this assignment? Explain. 10. Is there anything else that you want to say about this piece of writing before I grade it? The following worksheets were obtained and modified from: http://cms.pflugervilleisd.net/Page/3583 Book Abandon Form I decided to quit reading __________________________________ By ________________________________ I started it on (date) _________ and have read through page ________ It is about __________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ I have decided not to finish it because (be very specific) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 45 I need to find a book that __________ _______________________________________ _______________________________________________________________________ Some things I can do to make sure I get the right book for me are __________________ _______________________________________________________________________ ______________________________________________________________________ One book I have read on my own and liked before is ___________________________ by _____________________________. Book Completion Response I finished reading __________________________________ By ________________________________ It was about __________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ My favorite passage was on page (s) _______________ I liked this part because _________________________________________________ ______________________________________________________________________ This part was important to the book because __________________________________ ______________________________________________________________________ ______________________________________________________________________ I recommend this book to people who _______________________________________ _______________________________________________________________________ 46 The author made the story **__________________________ by __________________ _______________________________________________________________________ ______________________________________________________________________ **Ideas for the blank: realistic, exciting, suspenseful, sad, hopeful, engaging, humorous, scary, adventurous, believable, etc Book Continuation Response I have been reading _____________________ by ______________________________ and am on page ___. I am not finished because _________________________________________________. It is about (be very specific) _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ My favorite part so far is on page _____ In this scene (give details about what was happening) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________. This part is important to the story because ___________________________________ _____________________________________________________________________. Right now I am in chapter ________. Here is what is going on right now in the story ___________________________________________________________________ ___________________________________________________________________ . One prediction I have for what might happen later is _________________________ I think this because ___________________________________________________ ___________________________________________________________________. 47 I should be finished reading this by ____________________. My goal for the next three weeks in reading is ____________________________________ Concept Unit 48 Lesson Plan #12 Unit Working Title: Life Isn‟t Fair: Overcoming Adversity in Literature Unit “Big Idea” (Concept/Theme): Adversity Unit Primary Skill focus: Reflection Week 4 of 4; Plan #12 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: N/A Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that creative acts are a way to express feelings and share experiences. d. Students will be able to create a narrative to share their experiences. AFFECTIVE (to feel/value) & NON-COGNITIVE 3. Students will feel comfortable sharing their experiences and thoughts. c. Students will be about to share their writing with the whole class. PERFORMATIVE (to do) 7. Students will be able to reflect on their own experiences with adversity through personal writing. b. Students will be able to share their experiences with their class through writing and reflection. SOLs Communication 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] 49 Beginning Room Arrangement: The desks are in a circle. The board says, PARTY! 1. [5 min] Welcome! I invite the students in and don’t make them settle down as quickly as usual. 2. [30 min] Reflections Students share their reflections. 3. [30 min] Book Talks While the students hang out, I take students aside for book talks. We look at the composition books, and talk about their books. 4. [20 minutes] Discussion I ask students what they think of the class so far—their favorite and least favorite things. They discuss; I take notes. 6. [5 min] Closure: Congratulations! I hope you enjoyed our unit on adversity. Our next unit is on identity. Take a break this weekend! I look forward to seeing you on Monday. Methods of Assessment: [How will you know if the intended learning occurred?] o Formative  Reflections (1d, 3c, 7b) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled students—identify them by name) This is a fun day! With so much choice of what to share with the class, I think Paris will feel engaged. Materials Needed:  SSR books  I will need composition books  Book talk question  Rubric for journals Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Rubrics A-H were obtained and modified from: http://cms.pflugervilleisd.net/Page/3583 50 Questions for First Semester Book Chats General: 1. Were there any difficulties you had reading the book? 2. Is there a part you'd like to share? 3. What is your opinion of the book? Skills: 1. What is the author's point of view? 2. What was the author's purpose in writing the book? 3. What is the problem in the story? 4. How was the problem solved? 5. Who are the characters in the book? 6. What is the plot of the story? 7. What is the setting of the book? 8. What sparkle words did you find used in the book? Opinion: 1. Who is your favorite character and how would you describe him/her? 2. Why did you choose this book? 3. How could you change the ending? 4. Which character would you like to play? 5. What kinds of books do you like to read? 6. Why did you choose this book? 51