Concept Unit

Lesson Plan Template

Unit Working Title: Writing My World
Unit Big Idea (Concept/Theme): Setting
Unit Primary Skill focus: Word Choice
Week __2___ of 4; Plan #____5____ of 12; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Writing Instruction, Model 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:

Affective (feel/value) and/or Non-Cognitive:

Unit Goal #3: Students will feel that they hold an important voice in the classroom
community.
g.) Students will be able to choose a setting that has personal significance to them.
Performance (do):
Unit Goal #6: Students will be able to practice the authors craft of choosing
vocabulary and information purposefully.
f.) Students will be able to select vocabulary to describe the mood and tone of
their chosen setting.
SOLs: [List with numbers portrayed in the SOL document]
7.7 g) Select vocabulary and information to enhance the central idea, tone, and voice
CCSs: [List with numbers portrayed in the CCS document]
1. CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Students sit in groups of 4-5.
[Changes in this arrangement that become necessary later will be noted in the plan]

1. [__2_mins.] Bridge/Hook/Opening to lesson:

Good morning everyone! Hope you all have done your homework for today and
have brought in a photograph of a place that is important to you. Today we are
going to do a writing exercise about this place.
2. [_45__mins.] Step 1: Introduction to Mood
So if the classroom manager could please pass out the worksheet for this exercise, that
would be great.
a. [ 15 minutes] Introduction to Mood
So what I would like you to do today is focus on the mood of the place that you have
chosen. We as writers are going to ultimately try to create a certain mood within our
writing. Can anyone tell me what the definition of mood is?
Student 1: Like, how you feel about something.
Yea, its very similar to that. When we talk about mood in reading something, mood
refers to the overall feeling of a piece of writing. It may also be similar to the
atmosphere of the passage or the authors attitude toward the subject. [I write these
terms on the board.]
Can anyone give me an example of a word that might describe mood. For example, if we
were at a haunted house, then what would be the mood of this particular setting?
Possible student responses: Scary, frightening, lonely, gloomy [I write these responses on
the board]
Yes, those are all great words to describe the mood, or the overall feeling or atmosphere
of a particular place. [I project a list of mood words on the board.] Here are some other
words that you might use to describe the mood of a setting. So please take a moment, and
try to choose a word to describe the mood of the place in your photo. Then write those
words down on the worksheet that you have in front of you. [Students take a minute to do
this task. I attend to anyone who has a question.]
So does anyone want to share the mood of their photo? Why dont you first tell us what
your photo is picture of, then share with us the mood you have chosen for your photo.
Student 2: My photo is of my backyard with a tree-house. The mood of this photo is
happy and peaceful.
Student 3: My photo is of an ice skating rink. The mood of this photo is joyful and fun.
Great. I like how both of you described the overall feelings that you feel toward this
place.

b. [30 minutes] Choosing words to describe mood

So now what we are going to do is a writing exercise that will help you think of ways to
SHOW the mood of the photograph through different descriptions and words. [I write
Show vs. Tell on the board]. I want to emphasize the difference between showing and
telling because it is an important distinction for a writer to make. An example of
telling would simply be to say, The mood of this place is peaceful. But today we are
going to practice finding ways to show that this place is peaceful. What are the objects
that are in the place? What experiences have happened there? How would you describe
the atmosphere of the setting. This is important because you would like your reader to
really understand what it is like to be in this setting and why this place is important to
you.
What I would like you to do now is take a look at the table in front of you. You can see
that it is split into six boxes, or rooms. I am going to give you some directions and you
will write the following in each room.
[The following is adapted from Awakening the Heart by Georgia Heard:
http://wp.lps.org/jlane/files/2013/08/Six-Room-Poem-Instructions-and-Example.pdf]
Does everyone have his or her pencils ready to write in the box labeled Room 1? [I make
sure that each student is ready.] Okay so in the box labeled Room 1, you are going to
think about what is amazing, beautiful, or particularly interesting about the place in your
photograph. Close your eyes. Try to see the scene clearly. Notice all the details about the
place. Describe it as accurately as you can in room one. What are the objects or things
that make up the setting? Who is there?
So as an example, here is my picture that I have chosen for this activity. Here is what I
have written for my room 1. Bullet points or phrases are fine for this activity.

There is the Rotunda and a statue of Thomas Jefferson in front of it

There is snow on the ground; it forms a frost upon the bushes
The sidewalk is made of criss-crossed brick
Students are walking to class in their snow boots and parkas
There is a large, white Z painted on the steps leading up to the Rotunda

Do you all see how I have added things that arent seen in the photograph but that occur
in the scene and in my memory? (i.e. Students are walking to class in their snow boots
and parkas). You want to focus not only on what is in the picture, but what would happen
in the setting as a whole. Okay now, take a couple of minutes and write down what you
see in the scene in front of you.
[Students take 1-2 minutes to write down thoughts for Room 1]

Now lets move onto Room 2. In this room, think about this same image, but focus on the
quality of light. For example is the sun bright? Or is it a dull, cloudy day? Are there any
shadows? If so, where are they and where do they come from? Also take the chance to
describe any colors in your photograph.
[Students take 1-2 minutes to write down thoughts for Room 2]
Now move on to Room 3. Write down some of the sounds that might occur in your
photograph. Are there any voices? Rustling of leaves? Sound of rain? If its silent, what
kind of silence? Empty? Lonely? Peaceful?
[Students take 1-2 minutes to write down thoughts for Room 3]
For Room 4, write down questions that you have about the place. Is there anything that
you want to know more about? You might start your sentences with, I wonder
[Students take 1-2 minutes to write down thoughts for Room 4]
For Room 5, write down any feelings that you have about this place. How do you feel
when you are in this location?
[Students take 1-2 minutes to write down thoughts for Room 5]
For Room 6, Look over what you have written for the other five rooms. Now write down
what actions take place in this room? Note down any significant life experiences that you
have had here.
[Students take 1-2 minutes to write down thoughts for Room 6.]
[As they do this, I go around to help those who need it.]
3. [40 mins.] Step 2: Writing a Vignette from 6-room notes
a.) [15 minutes] Teacher modeling writing vignette
Okay so now that you all have finished your 6-room worksheets, we are going to
focus on turning our notes into a vignette. Does anyone know what a vignette is?
[Students shake their heads] So basically it is a short evocative description, episode,
or account. [I write this on the board.] Here are my notes for my 6-room poems, and I
am going to show you one way to write a vignette using what I have filled out so far.
The entire time, I am going to keep in mind the mood that I have selected for my
photo and try to fit my descriptions to match that mood. [I compose the vignette
below and note sensory details and figurative language.
b. ) [25 minutes] Students write their own vignette.
Okay, now you are going to take the time to write your own vignettes based on your 6room notes. Here is the rubric for the exercise and you will be assessed on your attempt
to complete these criteria. Right now, it is just a first draft so try the best you can. I help
students compose their vignettes]

a.) [__5_mins] Closure:

[Have student pass out a worksheet] So not next class period, but on the class period
after that, we are going to do a fun activity called literature circles. You all are going to
get into small groups and talk about a short story based upon other worlds. So for this
unit, weve mainly been talking about describing the world around us, but this literature
circle will be focused on other worlds. That means you get a chance to travel through
literature to other planets, places underground, etc. What I would like you to do is read
over the list of short stories that you see on this worksheet and rank them in order of
preference. I will try to place you in groups based upon your preferences.

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.
Bringing in photo (3g)
Mood Worksheet (6f)
Student vignette (6f)
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)
The graphic organizer will help students like Eli organize his thoughts. Modeling the
vignette writing will also help him to form these thoughts into cohesive writing.
Materials Needed:
Dictionaries
List of example mood words
Six-room vignette worksheet
Overhead projector
Literature circle Exit slip
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic
organizers, handouts, etc.)

Example Mood Words

Fanciful
Melancholy
Frightening
Mysterious
Frustrating
Romantic
Gloomy
Sentimental
Happy
Sorrowful
Joyful
Suspenseful
Peaceful

Photograph Vignette
Definition of Mood:
What is the overall mood of your photo? Briefly explain why.

Room 1Details (What are objects and

things that make up the scene? Who is
there?)

Room 4Questions (I wonder)

Room 2Quality of Light (Note if sunny,

cloudy, shadows, etc.)

Room 5Feelings

Room 3Sounds

Room 6Actions

Teachers photo:

Photograph VignetteTeachers Copy and Model

Definition of Mood: the overall feeling of a piece of writing; the atmosphere of the
passage; the authors attitude toward the subject

What is the overall mood of your photo? Briefly explain why.

I chose joyous because it is a bright and sunny day.

Room 1Details (What are objects and

things that make up the scene? Who is
there?)
There is the Rotunda and a statue of
Thomas Jefferson in front of it
There is snow on the ground; it
forms a frost upon the bushes
The sidewalk is made of crisscrossed brick
Students are walking to class in
their snow boots and parkas
There is a large, white Z painted on
the steps leading up to the Rotunda
Room 2Quality of Light (Note if sunny,
cloudy, shadows, etc.)

It is very sunnythe sun is a giant

burst of light onto the scene
The sun brings happiness on a cold
winter day

Room 3Sounds

There is the sound of my feet walking

through the slush on the ground.
There is the sound of student voices talking
about their assignments for the day.
There is the sound of cars driving by, and
buses stopping to pick up new passengers

Room 4Questions (I wonder)

I wonder what day of the year this photo
was taken.
I wonder how many people have taken
similar photos to this one.
I wonder what time of the day it was.

Room 5Feelings
Happiness, clarity, cheerful, bright,
hopeful, enjoying the lovely scene,
peaceful

Room 6Actions
I am walking back home after a day of
classes and am feeling content. I remember
that this is one of my favorite places in
Charlottesville because of the beautiful
architecture and the verdurous natural
world that surrounds it. Even though it is

Teacher vignette:
It has been a long morning of classes, and finally I can step out of the building and enjoy
the feel of the afternoon warmth. [sensory detail= feeling] There is snow on the ground
and I can hear the slushing of my boots against the soft, crushed ice [hearing]. As I walk
along the brick sidewalk, students are milling around, talking to their friends as they head
quickly to class. When I cross the corner to the Rotunda, I am greeted by the warm glow
of the bright sun [feeling]. It stands like a silver dollar [simile] across the scenery, shining
upon the dignified figure of Thomas Jefferson [sight]. I suddenly feel lighthearted and
happy, as if all my cares had melted away with the snow. As I continue onward to the

corner, I can almost smell the warm, baked bagels that I plan on eating for lunch [smell].
I can almost taste the richness of the hot cocoa I plan on sipping afterwards [taste].

Literature Circles: Your choice

Directions: Place a 1, 2, and 3 for your top three choices for our
literature circle discussions.
______ All Summer in a Day: The people on Venus experience very strange weather
occurrences
_____ Alices Adventures Underground : First 2 chapters: A young girl named Alice
uncovers an underground world after following a rabbit into a hole
______Jumanji: Two children become very immersed in world of the board game,
Jumanji.
_____ The Pedestrian: What would it be like to live in the year 2053?