Katherine Freeman Concept Unit Lesson Plan 7 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 3 of 4; Plan #7 of 12; [90 min.] Plan type: Full-Detail Content Requirement Satisfied: writing instruction Critical Learning Objectives SWBAT: Performance: 7. Students will write to explore and reflect on their personal identities and the factors that shape them. b. Students will use description and sensory details to enhance their writing. c. Students will use several collaborative and independent methods of revision. d. Students will reflect on how revision has improved their writing. SOLs: 11.6f Revise writing for clarity of content, accuracy, and depth of information. CCSs: CCSS.ELA-LITERACY.W.11-12.3D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, settings, and/or characters. Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arrange in four rows of four desks each. The board will say, Welcome! Please sit wherever you would like.

1. [3 min.] Bridge: I will welcome the students and remind them that so far, they have already written two pieces that will be options to include in their final project. However, they still have a lot of work to do on them. I will explain the importance of revision and how they should think of the word as re-vision, looking at the work again in a new way. I will tell them that today we are going to do some activities to revise their writing.

Katherine Freeman 2. [7 min.] Drawing Activity: I will randomly pass out students sacred object descriptions to other students, as well as a blank sheet of paper. The students will have five minutes to read their classmates writing and then draw a picture of the object based on the details given. If there is something they are unsure about, they can write some questions along with it. I will put a timer up on the board from online-stopwatch.com. 3. [15 min.] Revision Part 1: The students will be given a few minutes to reread their piece to refresh their memory and look at the picture their classmate drew. Once I see that students are done, I will ask them to take out their tablets and open Google drive. I will demonstrate on the Smartboard as I ask them to open a new document and title it [Your Name] Sacred Object. Students will then have ten minutes to type their pieces onto the Google doc, making any changes that were inspired by their classmates drawing.

4. [15 min.] Question Flood: I will ask students to stand up and come near the front of the room. They will have one minute to arrange themselves in a line from tallest to shortest. Next, I will have them count off 1-8 and then pair up with the person who has the same number. If anyone is paired with the person who drew a picture of their writing, I will rearrange them. Students will return to their seats and I will post the list of the classs Google addresses on the Smartboard. Students can then share their Google doc with their partner. I will explain that the students will do a question flood on their partners writing, and I will briefly model the process on my own sacred object description on the board. Next, students will have five minutes (I will put a timer on the board) to write as many questions as possible, using the comments features on Google docs. 5. [10 min.] Revision: Students will be given ten minutes to read over the comments and make revisions to their writing. I will tell them they will have more time next week to do this. 6. [5 min.] Journal Entry: Students will be given five minutes to write a journal entry about how revision has improved their writing, and what the drawing and the question flood made them think about. 7. [5 min.] Break: Students will be given a five minute break. By the end, they should be back in their seats with either their photo, or their tablet with their photo, out on their

Katherine Freeman desk. If students have not brought a picture, they can use this time to find one on their tablet.

8. [25 min.] Six Room Poem: When students get back from their break, I will pass out the six room poem sheet (see Appendix I). Students will be asked to look at their photo for a moment, then close their eyes and the picture the scene. I will talk them through the process, asking them to think about sights, sounds, and smells. I will guide them through the process of filling out the sheet. They will be given about a minute to respond to each question (which I will read aloud and explain). Complete sentences are unnecessary. Once the sheet is filled out, students will have the remainder of the time to begin drafting a poem based on the things they listed in the six rooms. Before they begin, we will have a brief discussion about poetry and what makes a poem a poem. I will tell them they can write in free verse, though if they want an added challenge, they can try to rhyme or use a specific form. If theyd like to do this, I will make myself available to offer suggestions. 9. [5 min.] Closing: I will end the lesson by asking students to volunteer to summarize what we did in class today and explain why revision is important. I will remind them that the focus of our unit is personal writing, and using this to explore and reflect on our identities. I will ask the students to think about how the pieces they worked with todayone about an object and one about a placerelate to their identity. I will encourage them to think about this, as well as other things that contribute to their identity, before our next class. When students leave, they will be instructed to put their six room poem sheets and their poem drafts on the desk by the door.

Methods of Assessment: Drawing [7c] Question flood [7c] Revisions to sacred object description [7c] Journal entry [7d] Six room poem [7b] Differentiated Instruction to accommodate one or more of my profiled students: Michael tends to finish his workespecially his writingvery quickly and then sit around or do something else. The short, focused exercises throughout this lesson are partially designed with him in mind. I hope that giving him only a short amount of time to do an assignment will encourage him to work harder. I think clear deadlines are important for him, so I will remember to share time limits. If I notice he is finished with somethingI imagine this will most likely happen with

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the six room poemI will be sure to check on his work and give him specific suggestions for how he can push it further. These suggestions should be specific, because otherwise he might blow them off. Holly will likely need some help to get going with the six room poem. I think once she gets going, shell be fine though. A few minutes after the activity begins, I may go talk to her and look over her sheet. Then I can give her a specific suggestion of a detail she can use to start writing.

Materials Needed: Paper for drawing Tablets Journals Sacred object description drafts Six room poem sheets (adapted from EDIS 5401 on 2/27/14) Paper for writing Materials Appendix: I. Six Room Poem Sheet

Katherine Freeman Appendix I: Six Room Poem Name: ___________________________________________ Six Room Poem 1. What do you see in the picture? 2. What do you not see in the picture?

3. What do you hear?

4. What do you smell?

5. What is the light like?

6. What adjectives describe the scene?