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Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting

Unit Primary Skill focus: Word Choice. Week 1 of 4; Plan #1 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Introductory Week Full-Detail Lesson Plan (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson:

Affective (feel/value): Unit Goal #3: Students will feel that they are an important voice in the classroom community. a.) Students will know that a positive classroom environment affects learning. b.) Students will know classroom routines for the entire year. c.) Students will feel that they are supported in the classroom. d.) Students will be able to collaborate to form goals for a positive classroom environment. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually. g) Assume shared responsibility for collaborative work. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan] Desks are arranged in pods of four. 1. [15 mins] Bridge: Introduction Hi, everyone! My name is Ms. Sohn and its great to meet all of you today. Hope you all are as excited to be back in school as I am. As you can see, we are all sitting in a circle today and we are going to get to know each other by going around in a circle and remembering each others names. What I want you to do is to think for a moment and

take the first letter of your first name and think of an adjectivethat has a first letter that is the same as that of your first name. [students take about 30 seconds to think] and what youre going to do is remember the name of the persons in front of you and say their names as well. If we lose track then well help each other out, okay? Ill go first and just use the m from ms. And say Im Mysterious Ms. Sohn. We go around in a circle and say each persons name and the name of the person before them. 2. [15 mins] Step 1: Student Interest Survey Pass out Student Interest Surveys. Students remain in their desks in the circle arrangement for this activity. Great job you guys. Im really glad to get to know all of you so far. I would like to get to know you all more so that I will be able to teach you better. So I am passing out a s short survey about your interests. Please complete it in as much detail as you can but you do not have to write in complete sentences. 3. [25-30 mins] Step 2: Home court advantage [5-7 mins] Write about home court Now we are going to talk about the type of environment we want to have for our classroom. We are going to come up with an ideal classroom setting by thinking about the idea of home court. Does anyone know what home court advantage means? Student: When a team is on its home court, then it is more likely to win. Yes, exactly. Statistics have shown that this is true. So I want you guys to take out a sheet of paper and jot down why you think that teams who play on their home court generally do better. Students take a couple of minutes to write this down. I go around to help students who look confused or do not know what they are doing. [5-7 mins] Once you are done, I want you to take a couple of minutes and share your ideas with the person sitting next to you. If your partner has something down that you do not, then make note of that on your paper. Students take 5 minutes to share ideas with their partners. [15 mins] Okay, now lets share what you all have discussed. Why do you think teams have a home court advantage? We list ideas as a class. In what ways can we create an environment of home court advantage in our classroom? What type of support from your peers do you think you will need for your learning? Why dont you take 5-10 minutes and

with a partner come up with ways we can create home court advantage in our classroom, helping each other learn. Then I would like you to write up your list on the board.

4. [10 mins] Step 3: Developing Class Expectations So everything is now on the board. Lets look at each of these expectations and try to form a set of expectations we want to have for our class. Well go through each point and talk about whether or not we would like to include it and then we will create a master list. I lead discussion, going through each bullet point. 5. [25 mins] Step 4: Developing Class Consequences [5 mins] So now lets think about what consequences we want to have for these expectations. I want you guys to think with your partner about what the consequence should be if a rule is broken. I give each pair a couple of expectations, and help students as needed. I may also give examples. [10 mins] So lets go through and how about each group shares what consequences they have for each rule. Please explain the rationale for your consequence. . I write down the potential consequences on the chalkboard. [10 mins] Okay, now as a large group lets discuss each consequence. Students discuss consequences and we create a list, which I will try to compile and share with them next class. 6. [2-3 mins] Exit So its about time to leave. Great job today and tomorrow we will talk about classroom routines for the rest of the year.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Free write o Participation in group discussion o Think-Pair-Share Summative: o Student Interest Surveys o Class Expectations List

o Class Consequences List 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) Materials Needed: Paper/journals, markers Whiteboard Student Interest Survey Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Name: _____________________________ Student Interest Survey We would like to get to know each of you a bit better, so please answer the following questions to the best of your ability. 1. What is your favorite book from childhood and/or your favorite book now? Why?

2. How often do you read other than school reading? Check the answer that is most accurate. __ every day __ once a month __ every few days __ less than once a month __ once a week

What are your favorite formats of reading? __Poetry __Short Stories __Newspapers __Comics __Magazines __Online Articles __Other (please specify below) __Novels __Essays __Graphic Novels __Plays __Blogs and social media sites

3. What is your favorite movie, and what did you like about it?

4. What is your favorite place to be? Please provide two reasons why.

5. Describe the best class youve ever had (please dont use names!). What made this class so great?

6. Who is your favorite character? This character can be from a book, movie, or television show.

7. Complete this sentence: When I am not in class, I like to.

8. Name someone you admire and explain why.

9. If there were something you could change today about the community or society you live in, what would it be?

10. What question do you wish I had asked you on this survey? What would your answer be?

Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting Unit Primary Skill focus: Word Choice Week 1 of 4; Plan # 2 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Introductory Week Summary Lesson 2 (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson:

Affective (feel/value): Unit Goal #2: Students will value the unique perspective each person brings to his or her surroundings. a. Students will understand that their peers are unique individuals. b. Students will feel respect for their classmates. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually g) Assume shared responsibility for collaborative work.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan] Desks are arranged in a circle for team building. 7. [10 mins.] Name Game The class does the name game again with adjectives. We may add a sentence as well to help us remember. 8. [20 mins.] Class Team-Building Activity

Students have a sheet with boxes that contain unique aspects about a person such as has more than one sibling or plays the guitar. They then go around and find people to sign their name around those characteristics. 9. [ 30 mins.] Step 2: Instruction and Discussion of Class Routines Talk to students about some of the routines for the year, mostly in terms of scheduling and the agenda. I will have written on the board a calendar for the week and this will be where I write down their assignments. There should be a classroom manager for each week. We will also talk about the penny reward system. We will practice some of these routines. We talk about supplies and tablets.

10. [30 mins.] Step 3: Discussion of Classroom Expectation I put up on the projector the list of classroom expectations they created and we have a discussion about what to include and exclude.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Group Discussion o Team Building Exercise Summative: o Group list of expectations 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) Materials Needed: Whiteboard/Smart board Tablets List of unique student characteristics

Concept Unit Lesson Plan Template Unit Working Title: Identity: Discovering Oneself through Literature Unit Big Idea (Concept/Theme): Identity Unit Primary Skill focus: Activating Prior and Background Knowledge Week 1 of 4; Plan # 2 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Introductory Week Summary Lesson 3, Vocabulary Instruction (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson:

Affective (feel/value): Unit Goal #2: Students will value the unique perspective each person brings to his or her surroundings. a. Students will understand that their peers are unique individuals. b. Students will feel respect for their classmates. Performance (do): Unit Goal #6: Students will be able to practice the authors craft of choosing vocabulary and information purposefully. e. Students will be able to create a vocabulary booklet describing themselves. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually g) Assume shared responsibility for collaborative work.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan] Desks are arranged in a circle for team building.

1. [20 mins.] Name Game The class does the name game again with adjectives. We may add a sentence as well to help us remember. 2. [20 mins.] Review of Classroom expectations We go over classroom expectations again as a class and we sign a contract to solidify our expectations for each other. 3. [20 mins] Introduction to Setting The teacher defines setting and introduces ways that setting functions in literature. She also begins to discuss ways to describe setting. 4. [ 25 mins.] ABC Booklets Students create vocabulary booklets in which they choose a word that starts with every letter of the alphabet. They will use the dictionaries at their tables. If there is time, they will share some of the words that they chose. 5. [5 mins.] Step 3: Assign Homework: Read Amy Tans The Rules of the Game.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Free write o ABC Booklets 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) Materials Needed: Whiteboard/Smart board Dictionaries