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Reading Experience Day 2

Unit Working Title: Respect: How do we do it?

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal writing

Week ____1__ of 3; Plan #___3_____ of 9; [90 mins.]

Plan type: ____Full-Detail __X__Summary

Content Requirement Satisfied:

(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:

Cognitive (know/understand):

2. Real respect is a continuous/everyday action.

a. Reviewing another peers work requires respect for the other person.

b. In peer review, respect is shown when responses focus on expanding what is good in

their peers piece.

3. Writers demonstrate value for themselves when they write about their personal
e. Students will be able to use features of mentor texts in their own writing.

4. Students will know the difference between disrespect and disagreement.

a. Respectfully disagreeing with someones thoughts requires accepting their opinions

and then adding your own.

b. If there is a disagreement, one should disagree with the ideas and not the person.

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

5. Students will value being a part of a respectful classroom community.

a. Students will feel comfortable sharing their ideas with their classmates.

c. Respecting others helps to create a positive learning community.

Performance (do):
6. _Students will be able to demonstrate respect.

a. Students will be able to respectfully critique the work and ideas of others.

b. Students will be able to respectfully critique the work and ideas of themselves.

8.__ Students will be able to communicate their ideas about respect and what it means.

a. Students will be able to communicate through writing.

b. Students will be able to express their ideas orally.

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

_8.2 The student will develop and deliver oral presentations in groups and individually
h) Use a variety of strategies to listen actively.

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction,
and poetry.
d) Understand the authors use of conventional elements and characteristics
within a variety of genres.
CCSs: [List with numbers portrayed in the CCS document]

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on

others' ideas and expressing their own clearly.


Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.

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 Formative Summative

Students will submit an At the end of the unit,
index card with their students will submit a
idea of how to reflection on the respect
incorporate features of that was demonstrated
their mentor text into in the class throughout
their writing. This index the unit. In this
card will be returned to reflection, students will
the students with report on how they felt
comments in the next respect was
class. I will write down demonstrated during
the feature in my notes discussions and peer
for the students reviews. This assignment
project, and I will look will help me understand
for evidence of that student understanding
technique in their of respect via
writing. (3e) communication.
I will observe and take
notes on students work Students final writing
during the peer review piece will be turned in at
workshop to gauge how the end of the unit. I will
well students look for evidence of the
understand the peer mentor text in the
review cycle. I will students writing. (3e,
provide feedback on 8a).
what I saw in a future
class. (2ab, 6ab)

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 are arranged in pods, sitting with their reading groups.

1. [5 mins.] Do now
Teacher will remind students to turn in their recorded story from Day 1.
As students come in, the do-now is on the board as follows: In your class notebooks, open to a
new page and add the date. Think about the piece that you read yesterday, and write what you
liked about it. Why did you like it? What did the author do that made it interesting? Students
will take out their class notebooks and begin working. The teacher will restate the directions after
the bell rings, answer questions that the students have about the prompts, and keep time for

2. [20 mins.] Group Discussion of Do-Now

Students, in their pods, will share their ideas about which techniques of the authors they liked
best. As a group, they will go back to the text and think about how that technique was effective.
They will identify parts of the text that exemplify that technique. After discussing and identify
each writing technique that they notice, the students will work together to come up with a list of
3-5 techniques the author used in his or her writing. The students will write this list on a separate
piece of paper with a reason why they thought that this technique was effective. As students
work, I will work with each pod for 2-3 minutes to help them understand what techniques could
be used. I will also work to address questions that arise, and I will keep time.

3. [5 mins.] Whole Class Discussion of Author Techniques

Students will share their authors techniques, and I will write a list of them on the board. As a
class, we will talk about each technique that the authors use. This will serve as an informal
assessment of what students understand about writing techniques that authors can use. With this
discussion, I may add on to student responses if I feel like the class needs more support on what
techniques writers use and what those techniques are.
4. [15 mins] Individual Brainstorm on how to incorporate writing techniques
After receiving instruction, students will work on their own to choose one other their authors
techniques that they want to try to use in their own personal writing. Students will write a brief
paragraph on a slip of paper to explain what technique they want to use, what effect that
technique has in the story, and what effect they think it will have in their own writing. After they
complete this task, the students will turn their slip of paper with their description in to me. If
students have more time, they can work on brainstorming their final paper.
5. [5 mins] Talk through peer review cycle
Students will pack up their materials and have on their desk only a Peer Review Cycle guide.
Students will take 30 seconds to look over the peer review cycle and think about what that might
look like. I will ask students to take time to listen and/or jot down notes on the cycle. I will talk
through each stage of the peer review cycle: 1. Introduce topic briefly 2. Switch and read 3. Add
two positive comments and one opportunity. 4. Return your partners paper 5. Explain
comments/ask questions. I will explain each part of this cycle to students, emphasizing that
students should focus on whats good in their partners paper. I will also emphasize that students
should not argue with the opportunities they receive, but say instead, Thank you. I will
consider that.
6. [5 mins] Peer Review- Connection to discussion norms
I will pose the question, Which of our class discussion norms do you think are the most
important to this process? The discussion norms will be projected onto the board. As a whole
class, students will identify which norms are most important. These norms will be highlighted
and copy and pasted into a norm document that will be shared with students. We will connect
how these norms help us remember the peer review cycle.
7. [30 mins] Practice Peer Review
Students will partner with someone who is not in their group or sitting at their pod. They will
find a spot in the room to talk to each other. The students will share their brainstormed idea for
their writing and for how to incorporate their authors techniques. Their partner will offer
positive feedback and one opportunity that their partner could build on. After the students are
done, they will raise their hands, and then, I will assign them to another partner (also not from
their original group). The students will peer review each others work again.
8. [ 5 mins] Closure: Exit Slip Respect Rating
At the end of class, students will reflect on how the peer review cycle felt for them. They will fill
out an index card that identifies one word to describe how it felt and a description for how it felt.
Students will also add the feature of their mentor text that they want to work on to this index card
and turn it in. As students work, the teacher will field questions and collect the index cards.

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)
During this lesson, I will chat with Jamie and Roberto before beginning the peer review session.
I want to make sure that each of these students are ready for the cycle. I will use explicit
instruction techniques to make sure that these students are comfortable with the process of the
cycle and that they are ready for the routine that the cycle will be.
Materials Needed (list):
Peer Review Guide
Class Slideshow