Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Surprise! Unit Primary Skill focus: writing memoirs Week 2 of 4; Plan # 5 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Mini-inquiry, reading experience, vocabulary development Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): Affective (feel/value) and/or Non-Cognitive: Performance (do): 2. The student will cultivate a level of comfort with uncertainty a. The student will be able to rely on himself or other students for answers, instead of asking the teacher immediately. 4. The student will be able to analyze and evaluate cause and effect relationships and their impact on surprise a. The student will explore surprise in their own life and lives of people they know b. The student will know the definitions of cause and effect and surprise c. The student will analyze how texts set up unexpected moments d. The student will be able to create cause-and-effect chains to depict the connection between events. 6. The student will be able to read, analyze, and discuss a variety of texts a. The student will be able to make, confirm, and revise predictions SOLs: 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

e) Use word-reference materials. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. b) Make, confirm, and revise predictions. d) Describe cause and effect relationships and their impact on plot. CCSs: None. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: desks will be arranged in clusters so that students are sitting in groups of four, facing eachother. [ 15 mins.] Bridge/Hook/Opening to lesson: Frontloading Cause-and-Effect Good morning students! Today we will be reading a story called Eleven by a wonderful author named Sandra Cisneros. To start off with, I want you to spend a few minutes writing down a definition of cause-and-effect. If you dont know what this means, try to guess based off of the individual words and write down your prediction of what it might mean. Students think and write for five minutes. Okay, now please turn to your base group and share your definitions. Use these definitions to make one definition that you can share with the class. You will have five minutes. Circulate while students talk for five minutes. Alright, now please have one member of your group share the definition with the class (each group says their definition). So, what do you guys see that is similar about these definitions? (Students raise their hands and share ideas with the class). Good, you guys have some good observations. Now Im going to give you a story and a reading guide. Please fill out the reading guide as you read and please take your time to read the WHOLE story, dont just skip around. [ 30 mins.] Step 1: Reading Eleven Circulate while students read Eleven and ensure that they are filling out the reading guide accurately and moving through it steadily. Also, put a highlighter on each students desk. When students come to show me their list of vocabulary words, I will give them either worksheet one or worksheet two. I will also say the directions out loud to my weaker readers/ students with short attention spans. 1. If they have 5 10 words listed that they do not know (or 3 words that are important to the story), then I will help them identify no more than five words to focus on. I will tell

them I want you to go back to the words you highlighted and predict what they might mean based on the context they are in. Next, check your predictions using one of the dictionaries in the back of the classroom. Use the space below this line to write down your predictions and definitions. 2. If they have less than 5 words listed or do not have any essential words listed, I will tell them go back to the story and underline or circle any of the words that give this piece an eleven-year-old voice. These are the words that make the story sound like an elevenyear-old wrote it, instead of sounding like an adult wrote it. Then pick the five words that you think MOST sound like an eleven year old and write down two or three synonyms for each one. [ 10 mins.] Step 2: Making cause-and-effect chains So now that you guys have read this story, I want us to go back as a class and make a cause-andeffect chain. Essentially, were going to identify the most important moments and turning points in this story and then draw a graphic to show how theyre all connected. So to start, I would like you guys to suggest some important things that happen in this story. Students suggest ideas and I write them on the board. Okay now that we have fifteen good ideas, lets pick out the seven most important. What do you guys think- what were some big events and/or turning points? Students suggest ideas and generally agree. Good you guys definitely got this story. Now, lets try to put these in order. Can you guys help me number them? Students suggest numbers. Okay, great. So now Im going to redraw these events in order on the Elmo here. I redraw the events in order, then put boxes around them. Next, I draw arrows point from one event to the next one that happened chronologically. Can anybody tell me why I put arrows here? Students discuss and agree that it is because one happened before the other and because one CAUSED the next one. I emphasize this point and then say Youre right about the causing part and thats really important. One name for this type of graphic is a cause-and-effect chain. Youre going to be making these for various stories for the next couple of weeks while we study surprise. [ 10 mins.] Step 3: Thinking and Writing Now I want you guys to think and write for a few minutes. Write silently about these two questions: (display on board: 1. What was the most unexpected moment in this story? 2. How did the text set up this unexpected moment?). [ 8 mins.] Step 4: Sharing Thoughts Okay I want you guys to stop writing now and discuss what you wrote about with your base group for five minutes. Circulate while students are talking. [ 9 mins.] Step 5: Sharing Mini-Inquiry Results Alright I heard some great conversations but now I want to switch gears for a few minutes and have a class discussion about what you guys found out last night during your interviews. Would anybody like to share what they learned? Students share their findings with the whole class. [ 8 mins] Closure: Personal Graffiti Time Now that we have been reading and talking about surprise for two days, I would like you guys to take a couple minutes and just write down all your thoughts about the nature of surprise. You can write a paragraph, bullet points, sentences, or just write words in different places and sizes

on the page in whatever way you want. I just want you to brainstorm some answers to the question what is surprise? I circulate while students write. Okay guys its time to go to lunch. Please make a pile of your reading guides and the papers you were just writing one and your homework interview sheets in the middle of your base group. Have a great day!

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: Reading guide (6, 6a, 6.5.b) Vocabulary assignment (6.4, 6.4.c, 6.4.3) Making cause-and-effect chain (4b, 4d) Thinking and writing (4c, 6.5.d) Sharing mini-inquiry results (4a) Personal graffiti time (4b)

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 studentsidentify them by name) I am differentiating the vocabulary assignment for all students, based on their readiness. This will benefit all students. But because the vocabulary in this story is not particularly high level, the differentiation will especially benefit students like Mark who need the extra challenge of identifying voice, rather than focusing on defining words they already know. I am also reading aloud the directions for the vocabulary assignment to students like Aveni and Louise who are not strong readers.

Materials Needed: Reading Guide Eleven with numbered paragraphs Highlighters Vocabulary Worksheet 1 Vocabulary Worksheet 2 Elmo Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Eleven

By Sandra Cisneros 1. What they dont understand about birthdays and what they never tell you is that when youre eleven, youre also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you dont. You open your eyes and everythings just like yesterday, only its today. And you dont feel eleven at all. You feel like youre still ten. And you areunderneath the year that makes you eleven. 2. Like some days you might say something stupid, and thats the part of you thats still ten. Or maybe some days you might need to sit on your mamas lap because youre scared, and thats the part of you thats five. And maybe one day when youre all grown up maybe you will need to cry like if youre three, and thats okay. Thats what I tell Mama when shes sad and needs to cry. Maybe shes feeling three. 3. Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. Thats how being eleven years old is. 4. You dont feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you dont feel smart eleven, not until youre almost twelve. Thats the way it is. 5. Only today I wish I didnt have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two Id have known what to say when Mrs. Price put the red sweater on my desk. I wouldve known how to tell her it wasnt mine instead of just sitting there with that look on my face and nothing coming out of my mouth. 6. Whose is this? Mrs. Price says, and she holds the red sweater up in the air for all the class to see. Whose? Its been sitting in the coatroom for a month. 7. Not mine, says everybody. Not me. 8. It has to belong to somebody, Mrs. Price keeps saying, but nobody can remember. Its an ugly sweater with red plastic buttons and

a collar and sleeves all stretched out like you could use it for a jump rope. Its maybe a thousand years old and even if it belonged to me I wouldnt say so. 9. Maybe because Im skinny, maybe because she doesnt like me, that stupid Sylvia Saldivar says, I think it belongs to Rachel. An ugly sweater like that, all raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open my mouth nothing comes out. 10. Thats not, I dont, youre not . . . Not mine, I finally say in a little voice that was maybe me when I was four. 11. Of course its yours, Mrs. Price says, I remember you wearing it once. Because shes older and the teacher, shes right and Im not. 12. Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two, and math problem number four. I dont know why but all of a sudden Im feeling sick inside, like the part of me thats three wants to come out of my eyes, only I squeeze them shut tight and bite down on my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for me for tonight, and when Papa comes home everybody will sing Happy birthday, happy birthday to you. 13. But when the sick feeling goes away and I open my eyes, the red sweaters still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine. 14. In my head Im thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and in front of everybody, Now, Rachel, thats enough, because she sees Ive shoved the red sweater to the tippy-tip corner of my desk and its hanging all over the edge like a waterfall, but I dont care. 15. Rachel, Mrs. Price says. She says it like shes getting mad. You put that sweater on right now and no more nonsense. But its not

Now! Mrs. Price says. 16. This is when I wish I wasnt eleven, because all the years inside of meten, nine, eight, seven, six, five, four, three, two, and oneare pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that arent mine. 17. Thats when everything Ive been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden Im crying in front of everybody. I wish I was invisible but Im not. Im eleven and its my birthday today and Im crying like Im three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I cant stop the little animal noises from coming out of me, until there arent any more tears left in my eyes, and its just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast. 18. But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia Saldivar, says she remembers the red sweater is hers! I take it off right away and give it to her, only Mrs. Price pretends like everythings okay. 19. Today Im eleven. Theres a cake Mamas making for tonight, and when Papa comes home from work well eat it. Therell be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, only its too late. 20. Im eleven today. Im eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny-tiny you have to close your eyes to see it. From Woman Hollering Creek Copyright 1991 by Sandra Cisneros. Reprinted by permission of Susan Bergholtz Literary Services, New York. All rights reserved.

Reading Guide for Eleven by Sandra Cisneros Before you start reading, use the space below to write down your predictions about what the story will be about:

Read the first four paragraphs then, predict what will happen next:

Read the next paragraph (#5), now predict what will happen throughout the rest of the story:

Keep reading but throughout the story:

at the end of paragraph 14. Predict what will happen next and

Keep reading but throughout the story:

at the end of paragraph 18. Predict what will happen next and

Read to the end of the story. Go back and put checkmarks next to any predictions that you got right.

Next, go through the story and highlight any words that you are not sure of the meaning of. Write these words in the space below. Come show your list of words to me!

Vocabulary Worksheet 1 Go back to the words you highlighted and predict what they might mean based on the context they are in. Next, check your predictions using one of the dictionaries in the back of the classroom. Use this page to write down your predictions and definitions.

Vocabulary Worksheet 2 Go back to the story and underline or circle any of the words that give this piece an eleven-yearold voice. These are the words that make the story sound like an eleven-year-old wrote it, instead of sounding like an adult wrote it. Then pick the five words that you think MOST sound like an eleven year old and write down two or three synonyms for each one. Use this page to write down the words and their synonyms.