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Concept Unit

Lesson Plan
Unit Working Title: Difference Makes Us Stronger
Unit Big Idea (Concept/Theme): Discovering the value in differences/identity
Unit Primary Skill focus: Community Building/ Writing Workshops
Week _2_ of 4; Plan #_4_ of 12; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Mentor Text
(Note: Refer to the list in the document called Concept Unit Lesson Plans)

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 understanding, tolerance, and respect of differences and
individuality are crucial for community building.
d. Students will understand that our differences are often a result of how we grew up
or what raised us.
4. Students will know what a so what? moment is and how to convey this in their writing.
a. Students will know how to build a so what? moment in their I was raised
by poems.
Affective (to feel/value) and Non-cognitive
6. Students will be able to value differences and individuality in society.
d. Students will be able to value one anothers backgrounds.
Performative (to do)
8. Students will be able to participate effectively in class activities with one another.
d. Students will be able to listen actively during class activities.
e. Students will be able provide feedback after presentations
10. Students will be able to express their own unique identities in writing
d. Students will be able to write an I was raised by poem.
SOLs: [List with numbers portrayed in the SOL document]
6.1 The student will participate in and contribute to small-group activities.

a) Communicate as leader and contributor.


b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others ideas and expressing their own clearly.
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 in pairs, facing the front.
1. [_1_mins.] Opening to lesson: Greeting and instructions
Hi everyone! So for the past few days, we have been doing some activities to help us get to know
one another. We started out with the Fun Facts activity, and then you guys got to interview
one another. I hope that youve started to see what is unique about one another, and how these
things are valuable and important. For the next couple of days, we are actually going to be
writing about ourselves in poetic form.
2. [_15_mins.] Step 1: Read Aloud Raised by Women
I am going to be reading you a poem by Kelly Norman Ellis called Raised by Women. [Pass
out copies of the poem.] As I am reading, I want you to underline or highlight your favorite part
or parts of the poem. Be ready to explain why it is your favorite part after I read. Here we go.
[Read the poem out loud, slowly.]
Okay. What were your favorite parts? Please raise your hands. [Call on students. Ask them why
those parts are their favorite.]
So it sounds like you guys really like the parts where she captures the dialect of the women
around her. What do you guys learn about Ellis by reading this poem? What does the dialect tell
you? [Im expecting answers like, It tells us how people around her talked and then maybe
gives us an idea of how she talks as a result, It tells us that she was raised by strong women
who have been through a lot in their lives, It tells us that she really respects the people who
raised her, It tells us how she was cared for and what kinds of food she grew up eating, etc.]
Right! So this poem, although pretty short and only talking about the people who raised her, tells

us a lot about Ellis. I feel like I sort of know her better after reading this poem. So as you
probably know by now, how we were raised or who we were raised by has a lot of influence on
our identities. Who we are today depends a lot on how we grew up. So today we are going to be
writing poems like the one we just read. Hopefully, these poems will help us get a better idea of
who we are as individuals and as a class.

3. [_30_mins.] Step 2: Brainstorming


Alright. So before we start writing our poems, its important that we brainstorm the types of
things that we were raised by. Now, you could write your poem exactly like Ellis and talk about
the people who raised you. Or you could talk about the kinds of music, video games, TV shows,
or any other thing that you grew up with that has shaped who you are today. So I actually took
some time last night to brainstorm some ideas for my own poem. I decided to write about my
Mama. Here are some of the things that I came up with: [Project these on the board and read
them out loud.]

Southern Baptist church going


Hymn singing
Harmony singing
Musical
Loud mouthing
Bossy
Tenderhearted
Not afraid to cry
Come here and let me do your hair
Cheerleading
Always-fit
Hard working
Had so many kids she dont know what to do
If I dont look good, I dont feel good
Poofy-haired
Cause I said so
Dont make me get the flyswatter
Lawd have mercy
Scripture quoting
Choir directing
Cowboy boot wearing
UVA bumper-sticker sporting
Im so proud of you
Make sure you call home, now
Neck squeezing
Sports watching
Volleyball and softball coaching

These are just a few things that describe my Mama. You might be able to understand a little bit
of who I am just by these little descriptors. I want you to take out a sheet of paper or open your
laptops to Google Docs and start brainstorming some ideas about what you were raised by.
Remember, you dont have to describe people. You could describe music. You could describe a
TV show you grew up watching. You could write about a pet that influenced you as you were
growing up. I will be walking around to help you if you need it. You have about 25 minutes.
4. [_40_ mins.] Step 3: Time to Write
Okay everybody. Now its time to write. You can hand-write this or you may type it up on
Google Docs. Before you start, I just want to read you my poem as an example. [Pass out copy
of my poem.] You can use this as a model as you are writing as well as Ellis poem. Here it
goes: [Read my poem out loud.] So remember, when you are writing, you always want to convey
some sort of so what? moment. We did this earlier when we conducted our interviews. You
each found something unique about your partners and answered that so what? question. So
your poems should do the same thing. They should all tell us something about your backgrounds,
and, as a result, we will learn something more about you. Okay, you may begin. I will be walking
around if anyone needs help.

5. [_4_mins.] Closure: Exit Slips


Okay everyone. Its almost time to leave. Please take out a sheet of paper. For your exit slip
today, I want you to write whats so important about what we were raised by. What is it about
the people or things that raised us that are so valuable? [Project this question on the board.]
Please hand your exit slips to me before you leave the classroom. Thanks for your participation
today!

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.

Diagnostic
o Highlighting their favorite parts of Raised by Women and explaining why (1d)
Formative
o Brainstorming
Summative (in a future lesson)
o I was raised by. . . poem (4a. 6d, 8d, 8e, 10d)
o Exit Slip (1d, 6d)

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)
Because Jennifer has just lost her mother and has a difficult home life, it might be difficult for
her to write about the people in her life who are raising her. I have built in an option for the
students to instead write about a thing that has raised them like music, a type of food, a video
game, a book, etc. This will hopefully give Jennifer something to write about that isnt painful
or uncomfortable for her.
Materials Needed:

Raised by Women handout


My Brainstorming (to project)
A projector or ELMO machine
Raised by Mama (my poem) handout

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,


handouts, etc.)
Raised by Women
By Kelly Norman Ellis
I was raised by
Chitterling eating
Vegetarian cooking
Cornbread so good you want to lay
down and die bakin
Go on baby, get yoself a plate
Kind of Women.
Some thick haired
Angela Davis afro styling
Girl, lay back
and let me scratch yo head
Sorta Women.
Some big legged
High yellow, mocha brown
Hip shaking
Miniskirt wearing
Hip huggers hugging
Daring debutantes
Groovin
I know I look good
Type of Women

Some tea sipping


White glove wearing
Got married too soon
Divorced
in just the nick of time
Better say yes maam to me
Type of Sisters.
Some fingerpopping
Boogaloo dancing
Say it loud
Im black and Im proud
James Brown listening
Go on girl shake that thing
Kind of Sisters.
Some face slapping
Hands on hips
Dont mess with me,
Pack your bags and
get the hell out of my house
Sort of Women.
Some PhD toten
Poetry writing
Portrait painting
Ill see you in court
World traveling
Stand back, Im creating
Type of Queens.
I was raised by
Women.

Raised by Mama
By Sarah Bailey
I was raised by
Southern Baptist church going
Scripture quoting
Hymn and harmony singing
Choir directing
Why cant you hit that note?

Go over to the piano


and play me a song
Type of Mama.
A hard working
Had so many kids she dont know what to do
Penny pinching
Mouth feeding
Dishes and clothes washing
Proud to stay at home
Kind of Mama.
A loud-mouthed
ESPN watching
Cheerleading
Volleyball and softball coaching
Soccer mom bumper sticker wearing
UVA gear sporting
Go Hoos! screaming
Sort of Mama.
A cowboy boots wearing
Lipstick smacking
If I dont look good, I dont feel good
Better paint those toenails
Costume jewelry flaunting
Jingling as she walks by
Kind of Mama.
A tender-hearted
Not too tough to cry
Hair stroking
Itll be better fore you get married
Forehead kissing
Praying
Type of Mama.
I was raised by
Mama.

Lesson Plan
Unit Working Title: Difference Makes Us Stronger
Unit Big Idea (Concept/Theme): Discovering the value in differences/identity
Unit Primary Skill focus: Community Building/ Writing Workshops
Week _2_ of 4; Plan #_5_ of 12; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Vocabulary Instruction
(Note: Refer to the list in the document called Concept Unit Lesson Plans)

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)
2. Students will know that understanding, tolerance, and respect of differences and
individuality are crucial for community building.
d. Students will understand that our differences are often a result of how we grew up
or what raised us.
Affective (to feel/value) and Non-cognitive
6. Students will be able to value differences and individuality in society.
d. Students will value one anothers backgrounds.
Performative (to do)
8. Students will be able to participate effectively in class activities with one another.
d. Students will be able to listen actively during class activities.
e. Students will be able provide feedback after presentations
f. Students will be able to participate in class discussions.
g. Students will know what an active audience is and how to behave like one.

SOLs: [List with numbers portrayed in the SOL document]


6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.

d) Analyze the effectiveness of participant interactions.


CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others ideas and expressing their own clearly.
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 will be arranged in a giant circle so that everyone can see one another.

1. [_1_mins.] Opening to lesson: Greeting and Instructions


Hello, everybody. I hope you all enjoyed writing your I was raised by . . . poems. I look
forward to hearing all of your poems during our sharing time today. If youll remember, I asked
you to print out your poems so that we are not distracted by our laptops during this time. If
anyone still needs to print, please let me know. Please put away everything except for your
poems, a sheet of plain paper, and a pencil.

2. [_10_mins.] Step 1: Instructions for Presenting and Feedback


Alright. So today we will be sharing our poems with one another, but there are a few guidelines
that I want to set before we start. Ill ask that we all remember our classroom norms. [Point to
the poster with the Home Court Advantage norms.] Some of these poems may be sharing some
sensitive and personal information. That is okay. Its actually wonderful! Please honor and
support your classmates as they are reading by giving them your undivided attention and
respecting what they have to say in their poems.
Today, I want to practice being an active audience. Can anyone tell me what they think an
active audience is? [Let students try to answer.] An active audience is an audience that is
alert, paying attention to the reader, writing feedback notes, and ready to offer the reader
positive feedback. So today, while the presenter is reading, you will be writing down positive
comments on your sheets of paper in front of you. After the reader is finished. I will call on three
students to give the reader positive feedback on their poem. Please be very specific with your
feedback. I dont want to hear, It was a good poem; rather, I want to hear, I liked the way
she wrote down things her mother used to say to her. It makes me understand a little about who
she is. During this share time, I am expecting everyone in the class to offer feedback twice, so
be ready.

3. [_50_mins.] Step 2: Share Time


Okay, lets get this show on the road! I will be asking for volunteers to read and then picking
people at random to go. Are there any volunteers? [Pick a raised hand.] Okay, everybody. Lets
be an active audience. [Let students read. Randomly call on people to give feedback. Keep a
list of who has given feedback and who has not. Make sure everyone gives feedback at least
twice. One presentation should take about 2-3 minutes.]
Thank you all so much for sharing your poems. There are a lot of good ones in here! I hope
these are all saved to your Google Drives. At the end of the year, I would like to put together a
class poetry book with all of the poems that you all constructed throughout the year. So please
dont delete these drafts. Also, make sure you have shared your poem with me so that I can look
at it again later.