Katherine Freeman Concept Unit Lesson Plan 10 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 4 of 4; Plan #10 of 12; [90 min.] Plan type: Summary 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. 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.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arranged in four rows of four desks each. On the side of the room, I will have a table with two chairs setup for conferences. 1. Opening to lesson: I will welcome the class and ask them to put their conference prep sheets on their desks. I will say that we have a lot to do today with conferences and revisions, so we need to get started. 2. [40 min.] Conferences Part 1: I will give them a little overview of the conference process. I will tell them that I have looked over their work already, and I would like to start by having them

Katherine Freeman share their thoughts. Then, I will offer feedback. Students should take notes during this time, and I will recommend they do that on the back of their prep sheets.

I will also tell students that they should be working on their revisions when they are not conferencing with me. I will point out the stack of revision forms on the table at the front of the room. The students will have to include at least four pieces in their project, and each of those pieces must go through a revision process, which must be documented on its own revision form. Some of these pieces will already be significantly revised; I will remind the students of this and encourage them to use those pieces. The students will first select four of the pieces they have written so far to type up on Google docs. For each one, they need a document titled [Name] [Title] Draft 1. Once this is done, they can pick up a revision form for their first piece and begin making revisions in a file called [Name] [Title] Revision, and they must track changes. I will demonstrate how to do this on the board. I will remind the students of the strategies we have already used in class, and I will encourage them to use any of these if theyd like. If they want to work with a partner and get feedback, they are welcome to. I will let them know that after about 40 minutes, I will check in with them to see what their progress is. At this point, I expect them to have all of their pieces typed up and at least one piece significantly revised. While the students are working, I will hold 4-minute conferences with each student. Each conference will begin with the students going over the basic points of their conference prep sheet. Then, I will give my feedback on their writing. In advance, I will have looked at the writing and come up with one style suggestion and one grammar suggestion to improve the writing. I will share these with the student. Next, I will ask if they have any ideas for how they would like to present their work. If not, I may give them some ideas.

3. [5 min.] Check-in: I will take a break from conferences to check-in with the class and see how much progress everyone is making. I will also see if there are any questions about revision or the final project. I will tell students that by the end of the class period, they should have at least two more pieces significantly revised. I will also let them know that if they dont finish their revisions in class, they will be asked to finish them for homework.

Katherine Freeman 4. [40 min.] Conferences Part 2: I will continue conferencing with students while the rest of the class works on their revisions. If necessary, I can address the class or check-in in between conferences.

5. [10 min.] Journal Entry: Revision Reflection: Students will be given the last ten minutes of class to write in their journals about their revision process, what they have done, and how it has improved their writing. I will also encourage the students to include their thoughts and feelings about the process; these will be useful when they write their reflection later. 6. Closing: With about a minute left in class, I will thank the students for their hard work, remind them to finish their revisions for homework, and tell them goodbye.

Methods of Assessment: Conference prep sheets [7c] Conferences [7c] Revisions [7c] Revision forms [7c] Journal entry [7d] Differentiated Instruction to accommodate one or more of my profiled students: Tommy will probably try to get by doing nothing this class, so I need to make a strong effort to challenge and engage him. I should monitor his process during the independent work time. If I see that he (and other students) are not working as productively as I hoped, I can set up more regular checkpoints throughout the period to monitor progress. During my conference with him, I will probably need to be very positive in my feedback at first. He does respond well to recognition and praise, but I also want him to know that he can push things further. Materials Needed: Drafts of all student writing Revision forms Tablets Journals Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) I. Revision Form

Katherine Freeman Appendix I: Revision Form Name: _______________________ Date: ____________________

Revision Form Genre: _____________________________________________________________ Title: _______________________________________________________________

Before Revision: 1. What are the strengths of this piece of writing?

2. How would you like to improve this piece? What steps can you take to do this?

After Revision: 1. Summarize the changes you made to this piece. What steps did you take?

2. How have these changes strengthened your writing?

3. If you wanted to revise this piece even more, what could you do?