Concept Unit

Lesson Plan Template

Unit Working Title: Speaking Up
Unit Big Idea (Concept/Theme): Courage
Unit Primary Skill focus: Persuasion
Week 3 of 3; Plan #8 of 9; [90 mins.]
Plan type: ____Full-Detail _X_Summary
Content Requirement Satisfied: Writing instruction
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1.Studentswillbeabletoknowthatspeakinguprequirescourage.
d.Studentswillbeabletoknowthatwritingisoftenaprecursortospeakingup
orally.
Affective (feel/value) and/or Non-Cognitive:
3.Studentswillbeabletofeelconfident/empoweredtospeakup.
a.Studentswillbeabletodemonstratesuccessfullytheiractionofspeakingupin
frontofanaudiencemadeupoftheirpeers.
Performance (do):
7.Studentswillbeabletoreflectontheeffectofacourageousaction.
a.Studentswillbeabletoarticulatetheeffectoftheirowncourageousaction.
8.Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andother
peoplesdevelopingideasofcourage.
a.Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeers
expresstheircourageandspeakup.
SOLs: [List with numbers portrayed in the SOL document]
7.1 The student will participate in and contribute to conversations, group discussions, and
oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.

CCSs: [List with numbers portrayed in the CCS document]

Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
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
Do Now: Quick Write
& Whole Class
Debrief
I will take notes on
students anxieties and
stresses so that I can
address them later in
the class and offer
students some
strategies to help cope
with those anxieties
and sources of stress.
(1d, 3a, 3b

Formative
Dress Rehearsal
I will circulate and
observe student
practices to get a sense
of what students areas
of strength and
weaknesses are so that
I can offer some tips
and support during this
Dress Rehearsal time. I
will use the rubric to
give me a sense of
where students are at.
This could potentially
inform instruction in
future units in terms of
how I structure the unit
depending on students
reactions and progress
in this unit. (1d, 3a, 7a,
8a)

Summative
At the end of the unit on
Presentation Day (the
next class), students will
express their ideas
about courage (still
developing during this
lesson) by presenting
their persuasive text to
an audience of their
peers. Students will also
respond to each others
and their own acts of
courage in a reflection.

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]
Students will be seated in tables of 4. There are five tables in total.

Writing workshop: stu revising, practicing in pairs (if done revising)

1 full run through w/ teacher after school or with a friend/parent rubric to fill out! (the
goal is to have everyone finished by now, but allow for what you have so far
practicing)
Reflection: how feeling after last workshop? Share out tips for prepping for next class
presentation?
Hw: last minute touches, SLEEP, eat well, etc.
1. [13 mins.] Bridge/Hook/Opening to lesson:
I will say, Welcome to the Dress Rehearsal class! Last class we went through
stations to do some targeted revisions; today we will finish revising our drafts and
do a practice run through of your persuasive text presentation with a partner.
[5 mins.] Do Now: Quick Write
I will explain the purpose of the Quick Write, which is to have students
vent out their anxieties and get some advice for how to cope with those
anxieties before the big day tomorrow.
In their Writers Notebooks, students will take 3 minutes to write down as
many things they can think of that worries, stresses them out about this
project. Is it the quickly diminishing amount of time left? Is it that the
student has procrastinated? Is it that the injustice issue is too complex? Is
it that speaking up in front of peers is really scary? Etc. (It will say on the
Google Slide that students should be prepared to share their Quick Writes.)
[7 mins.] Whole Class Debrief
I will invite student volunteers to say one thing that stresses them out
about this project and/or the Presentation Day. I will go around the room
and to get as much of a comprehensive sense of what students are anxious
about. I will ask students if they have any advice for each other, and ask
students to draw on their past experiences with dealing with situations like
presenting such as public speaking, going to auditions, performing in a
play, singing to an audience, etc.
[1 min.] Hook
Yesterday, you scholars worked really hard on beginning revision and
going to town on revising your persuasive texts. Do you smell that? I will
sniff the air dramatically. The end is near! Success is awaiting you around
the corner! Today well be finishing our revisions and then doing a Dress
Rehearsal where you and a partner will practice giving your presentation;
this way, even if you dont have time to practice at home tonight, youll
have a little experience with what it feels like to present your project to
another person. First things first, lets get those finishing touches onto
your projects!

2. [20 mins.] Writing Workshop

Students will finish up their revisions from the last class. If there are any students
who still need to conference with me, I will finish our conferences. If conferences
do not take up the entire time, and I have extra time, I will circulate around the
room and check on students that I am somewhat concerned about (the students
that I know are behind, for example).
3.

[25 mins.] Presentation Day Dress Rehearsal

[7 mins.] Reminder on Safe Space / Respect for Peers in Giving
Feedback
I will provide time to remind students about our class norms about respect
and ask students to what it means to have a safe space and what behaviors
they should strive for in order to be respectful when they are practicing in
Dress Rehearsal and giving feedback to each other.
[5 mins.] Directions
I will remind students that it is okay if they havent completely, perfectly
finished their drafts, they can definitely still do this practice with what
they have now. I will provide students with a note sheet giving
instructions. I will then give verbal instructions for how this Dress
Rehearsal will happen:
i. Students A and B will partner up with someone in their base
group.
ii. Student B will read aloud their own persuasive text draft.
iii. Student B will give their draft to Student A.
iv. Student A will read aloud Student Bs persuasive text draft as if
they are giving the presentation while Student B listens.
v. Student B will reflect on what went differently in the two
versions of their drafts and jot down a couple of notes onto a
notesheet provided by the teacher.
vi. Repeat steps 2-5 with Student A.
[25 mins.] Dress Rehearsal
Each students will take about 9-10 minutes for their part of the dress
rehearsal. I will circulate around the class to see which students need
support. If there are students absent and there is an odd number, I will
have a group of three who just spent less time on each persons draft.

4. [20 mins.] Wild Card Time

For these 20 minutes, students may either continue working on finalizing their
persuasive texts, practicing extra with a partner, or reading a book. There will be a
designated zone in the classroom for each of these activities so that students who
need quiet are not distracted by students who are practicing giving presentations
to their peers. I will be circulating throughout this time to see which students need
some extra support.

5. [12 mins.] Closure: Reflection & Last Minute Tips

[5 mins.] (Written) Reflection
Students will take a few minutes to reflect in their Writers Notebooks:
How are you feeling after your last workshop? Have your anxieties
changed from earlier?
[5-7 mins.] Last Minute Tips & Reminders
I will ask students to share out tips for last minute preparation for next
class, Presentation Day. What should you do for breakfast? How much
sleep should you get? How do alleviate the anxiety over public speaking? I
will remind students to check their checklists to make sure they have
everything covered. I will remind students to either print out a copy of
their final persuasive text or let me know that they need me to print out a
copy.
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)
MarkFor the Dress Rehearsal where Mark is partnered with one other person,
he will hopefully feel more comfortable and able to focus with only one person
there working with him.
KellyFor the Dress Rehearsal, Kelly will be paired with someone (not one of
her close friends in the class) so that she will be more likely to stay on task.
Materials Needed (list):
Do Now Google Slides
(https://docs.google.com/presentation/d/1MnEYDd7KzcwjCJY4OnswNdz_Eh0R
20smTH3ApByXOT4/edit?usp=sharing)
Dress Rehearsal Notesheet
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Do Now Google Slides
(https://docs.google.com/presentation/d/1MnEYDd7KzcwjCJY4OnswNdz_Eh0R
20smTH3ApByXOT4/edit?usp=sharing)