Concept Unit

Our Traditions Lesson Plan

UnitWorkingTitle:Celebrate!UnderstandingPerspectiveThroughOurTraditions

UnitBigIdea(Concept/Theme):CelebratingTraditions&UnderstandingPerspectives

Unit Primary Skill focus: Celebrating Differences

Week ___1___ of 3; Plan #____1____ of 9; [90 mins.]

Plan type: ____Full-Detail ____Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Model text, reading experience, multimedia text
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. Students will know that diverse traditions exist on individual and community levels
a. Students will know that a tradition is a custom, habit, or belief that people practice
because it holds special meaning for them.

3. Students will understand that celebrating diverse traditions helps us understand and appreciate
diverse perspectives
a. Students will understand that diverse traditions enrich the community

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

6. Students will value diverse perspectives and traditions
a. Students will feel comfortable sharing their traditions with their peers

Performance (do):
7. Students will describe their own traditions and analyze how traditions affect their own
personal values and perspectives

9. Students will use writing as a tool for reflection

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

SOL 7.1
The student will participate in and contribute to conversations, group discussions, and
oral presentations.
SOL 7.5
The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry

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

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

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 brought in an item
from home to introduce who
they are to the class. This
assessment helped me gauge
students comfort levels with
presenting, sharing
information about
themselves, and the kind of
vocabulary they currently
possess for talking about this
kind of topic. (CCS 7.1)
Our Traditions Brainstorming In the future, students will
Activity students will write a short memoir piece
brainstorm the different kinds from the point of view of one
of traditions they have with of their classmates about an
their base groups. This will important personal tradition
allow me to check to see if (the Walk a Mile Project).
theyre making the connection Todays lesson will help
between the reading and the prepare them for discussing
unit concepts. (3a, 6a, 7, traditions with one another and
SOL 7.1, CCS 7.1) understanding how traditions
inform our perspectives. (1-10,
Reflective writing prompts SOL 7.1, SOL 7.7, SOL 7.8,
students will take time to use CCS 7.1, CCS 7.2, CCS 7.2.B,
writing as a reflective tool CCS 7.10)
throughout this lesson. As they
write, I can quickly see if
students are grasping the
concepts and where they may
still need help. I can also look
at their journals after class to
see what misconceptions they
have or what concepts I need
to revisit. (3a, 9, SOL 7.5,
CCS 7.10)

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 into heterogeneous base groups that I assigned using the student interest
inventories that they completed during the introductory week.

1. [20 min] Sustained Silent Reading

When students come in, there will be instructions on the projector. They will be instructed to
pick up their journals and a print out of Jimmy Santiago Bacas short story memoir, Wells
Market (Appendix A), and to begin their usual sustained silent reading (SSR). After 15
minutes of reading, I will prompt them to begin writing their double entry journals if they
havent already done so.
As students read, I will go around and place large, white sheets of paper in preparation for the
opening brainstorming exercise.

2. [5 mins.] Bridge/Hook/Opening to lesson:

Using a PPT, I will explain to the students that we are starting a unit on traditions. I will play
the unit promo video for them.
Then, I will explain that a tradition is a custom, habit, or belief that people practice because it
holds special meaning for them. This definition will be on a PPT slide.

Then, I will tell students that to start off our unit, we will be reading an excerpt from a
memoir written by Jimmy Santiago Baca about holiday traditions he had when he was a
child.

3. [5 mins] Pre-reading Introduction

I will play the trailer for the documentary on Bacas life (Appendix B).

Then, I will use a PPT presentation to briefly introduce the biography of the author to provide
context for the story they will read. In this short introduction, I will explain that Baca is an
award-winning poet and author of Chicano and Apache descent. He came from a very poor,
dangerous neighborhood, and ended up in jail. In jail, he essentially taught himself to read
and write, and is now an educator, writer, and speaker.
He spent part of his childhood in an orphanage, and this is where the story we will read takes
place.

4. [15 mins] Read Wells Market

I will then read the excerpt from Wells Market out loud to the class.

Once I finish reading, I will ask students to individually highlight examples of traditions that
were a part of Bacas childhood that they see in the story.

5. [5 mins] Whole-Class Discussion

I will lead the class in a whole-class discussion on what traditions they saw in the excerpt. I
will highlight these examples in the text on the projector.
I will also ask students to discuss the following question:
How can you tell that these traditions hold meaning for Baca?
How did these traditions affect the community that Baca was a part of?

6. [15 min] Brainstorming Exercise

Then, I will ask students to brainstorm as many different kinds of traditions that they can
think of within their base groups. They will be writing these down on large white posters. I
will walk around the class, helping groups that seem stuck by asking them questions like,
What kind of holidays do you celebrate? How do you celebrate them? Do you do anything
special for birthdays in your family? What kind of food do you eat on special holidays?

Before they begin the exercise, I will take a moment to go over one discussion norm that we
discussed during the introductory week. Today, I will ask them to focus on the norm of
including others in the conversation.

After a few minutes of discussion, I will ask students to put down their markers. Then, I will
instruct them to get up and walk around to take a look at what other groups have written
down on their posters. Students will have 3-4 minutes to walk around the room to look at
what others have written.

7. [5 mins.] Writing Prompt

I will ask students to take a seat and respond to the following questions that will be on the
board in their writing journals:
What traditions did you share with your base group? What traditions were unique to you?
What about as you walked around and looked at other groups posters?
What do you think this activity reveals about our classroom community?

As students are writing, I will walk around and help those who seem stuck by giving verbal
prompts, encouraging them to look at their small groups poster again, etc.

8. [5-7 mins.] Whole-class Discussion

I will ask students to put their pencils down and direct their attention to me.
I will guide them in a whole-class discussion on the questions they just wrote about.

9. [5 mins] Exit Ticket

I will then ask them to respond to the following questions in their writing journals:
Why are traditions important to us? Why do we have them?
 How can we use this knowledge to help build our own classroom community?
How can we celebrate and value each others traditions?

10. [2 mins] Closure:

I will close the class by asking them to finish up the sentences they are working on, and to
continue to think about where else they notice how traditions affect the world around them.

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)
Caine: Caine is a White student who is currently living with his second set of foster parents. He enjoys
participating in class discussions, but he has a habit of socializing with his peers during instructional time.
He reads on grade level but clearly dislikes it, often putting his head down during SSR time. Although
formative assessments administered in class demonstrate that Caine has an understanding of key learning
concepts, he often turns in incomplete classwork and homework. There are times when he verbalizes his
frustration at the seeming irrelevance of schoolwork. Caines favorite part about school is his after school
activities, mostly consisting of sports like football and track.

The brainstorming activity, whole group discussions, and small group discussion give Caine plenty of
opportunities to interact with his peers while staying on task. The double entry journals give Caine a
reason to be on task during SSR time, and because students are constantly sharing what they write, Caine
also has a reason to participate during the individual writing reflection times. This lesson also gives him
an opportunity to talk about traditions surrounding his interests.

Materials Needed (list):

-Large white posters (one per base group, 6 total)
-markers (one per student, 24 total)
-Projector

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

handouts, etc.)
Appendix A Wells Market Excerpt by Jimmy Santiago Baca
Appendix B A Place to Stand TrailerAppendix A
 ConceptUnit
ReadingExperienceLessonPlan
UnitWorkingTitle:Celebrate!UnderstandingPerspectiveThroughOurTraditions

UnitBigIdea(Concept/Theme):CelebratingTraditions&UnderstandingPerspectives

UnitPrimarySkillfocus:UsingReadingStrategies/MakingPredictions

Week___1___of3;Plan#___2_____of9;[90mins.]

Plantype:____FullDetail____Summary

ContentRequirementSatisfied:
ReadingExperience,EmbeddedTechnology,VocabularyInstruction

UnitLearningObjectives(numbered)[frommyBackwardsDesignUnitDocument],
followedbySpecificlessonobjectives(lettered)beingtaughtinthislesson:

SWBAT:
Cognitive(know/understand):
1. Students will know that our traditions affect our personal values and perspectives
a. Students will know that perspective means the point of view or attitude people have
towards something.
b. Cultural identities inform the traditions and values we have.

Affective(feel/value)and/orNonCognitive:
4.Studentswillvaluerespectfulcommunicationanddiscussion
a.Discussionhelpsuscomprehendinformationandrefineourideas
5.Studentswillvaluediverseperspectivesandtraditions
a.Withindiverseperspectivesandtraditions,therearepositivevaluesthatpeopleshare

Performance(do):
6. Students will describe their own traditions and analyze how traditions affect their own
personal values and perspectives
a. Students will describe and analyze their values on courtesy towards others

8. Students will use writing as a tool for reflection

a. Students will compare and contrast their values on how to treat others with the text and
with their peers.

SOLs:[ListwithnumbersportrayedintheSOLdocument]
SOL7.1
Thestudentwillparticipateinandcontributetoconversations,groupdiscussions,and
oralpresentations.

SOL7.5
Thestudentwillreadanddemonstratecomprehensionofavarietyoffictionaltexts,narrative
nonfiction,andpoetry

CCSs:[ListwithnumbersportrayedintheCCSdocument]

CCSS.ELALITERACY.SL.7.1
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacher
led)withdiversepartnersongrade7topics,texts,andissues,buildingonothers'ideasand
expressingtheirownclearly.

CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

MethodsofAssessment:
[Howwillyouknowiftheintendedlearningoccurred?]Listallmethodsofassessmentusedin
thislessonorwhicharerelatedtothislessonandcomeinafuturelesson.Aftereach
assessment,indicateinbracketsthenumber(s)andletter(s)oftheunitobjectiveandtherelated
lessonobjectivesthattheassessmentisevaluating.

Diagnostic Formative Summative

1)QuickwriteStudents 1)WeThinkstatement 1)Inthefuture,studentswill

arereadingSSRbooksthat ThisispartoftheTeaParty takewhattheyhavelearned
pertaintofamilycultureand activity.Thisactivitywillgive
values.Theywillanswera studentsanopportunityto
quickwritepromptonthe workonthereadingaccess
boardthatasksthemto strategyofusingpredictionsto
considertherelationship anticipateandunderstand
betweentraditionsand importantpointsofatext.(5,
values,whichwillhelpme SOL7.1,SOL7.7.b,CCS7.1,
gaugewhattheirideasare CCS7.2)
onthesetopics.(9, CCS
7.10) 2)NowCommentactivity
Studentswillcompletea
readingguidebyusing
NowComment.comasthey
readtheshortstory.Thisisa
aboutunderstanding
perspectivesandinterview
anotherclassmateabouttheir
traditions(WalkaMile
Project).Thiswillbeatool
formetoseehowstudents
havecometounderstandthe
objectivesoftheunit.(1-10,
SOL 7.1, SOL 7.7, SOL 7.8,
CCS 7.1, CCS 7.2, CCS
7.2.B, CCS 7.10)
 toolIwillusetohavethem
workonannotatingtexts.(1,2,
SOL7.5)

3)ExitSlipStudentswill
completeanexitslipthat
synthesizesandshowsme
whattheylearned,and
preparesthemforthenext
class. (3a, 9, SOL 7.5, CCS
7.10)
Procedures/InstructionalStrategies
[Note:AnywordsthatrepresentwhatIwouldsaydirectlytostudentsappearinitalics.]

BeginningRoomArrangement:
[Changesinthisarrangementthatbecomenecessarylaterwillbenotedintheplan]
Studentshavebeenplacedin6heterogeneousbasegroups,andtheysitinthesegroupswhen
theycomeintoclass.

1. [20mins.]SustainedSilentReading
Whenstudentscomein,theywillpickuptheirwritingjournalsfromthecratebythedoor.They
willhave20minutestoreadandanswerthequickwritepromptprojectedontheboardintheir
notebooks(AppendixA).

ThematerialsfortheTeaPartyactivitywillbeinthecenteroftheirpods.

Ifstudentshaventstartedrespondingtothepromptafter15minutesofreading,Iwillgivea
verbalremindertobeginwriting.

Mygreetingtothestudents:
Hello,everyone!Asusual,youhaveSSRandaquickwritethankstothoseofyouwhohave
alreadygrabbedyournotebooksandstartedreading!Rememberwhenyourewriting,the
importantthingisforyoutogetyourthoughtsontothepageandgetthosebrainjuicesflowing;
youdonthavetospendalongtimetryingtocomeupwiththeperfectsentence.

2. [1min]Bridge/Hook/Openingtolesson:
Oncethreeminuteshavepassed,Iwillmoveontointroducethenextportionofthelesson.

Allright,everybodygettoastoppingpointinthenexttenseconds!Andnowcloseyourbooks,
please!
[nextPPTslide]
Yesterday,wetalkedaboutwhattraditionsare.Today,weregoingtocontinuefurtheringour
understandingabouthowtraditionsaffectusbytalkingaboutperspectiveandvalues.
Perspectivemeansthe point of view or attitude people have towards something.
Wellbeexploringthesequestionstogetherhowdotraditionsaffectmyperspectiveabout
others?Howhavetraditionsshapedmyvalues?

Weregoingtoreadastorytodaywherethemaincharacterhastodecideinareallifesituation
whetherhewillorwontupholdthevaluesthathavebeenshapedbyhistraditions.

3. [15mins.]IntroduceShortStory&TeaPartyActivity
[nextPPTslide]
ThetitleofthisshortstoryisLittleThingsareBigbyJessColn.Inordertogetintothe
mindsetofreadingandunderstandingthisstory,weregoingtoplayalittlegamecalledTea
Party.
[nextPPTslide]
EachofyourtableshasapileofquotesthatItookfromthestory.Everybodyshouldgrabone
dontlookatthemjustyet,please!
Onceyouvegottenyourslipofpaper,pleasestandupandpushinyourchairs.Cleartheaisles
sothattheresplentyofspaceforpeopletowalkaround!Alleyesonmeonceyougetthatdone!
Fantastic.Thisishowthegameworks.

[nextPPTslide]
Theultimategoalistotrytoguesswhathappensintheshortstoryjustbythequotesyouhave.
Youcanwalkaround,shareyourquote,andtalkwithanyone.Isuggestthatyoutalktoasmany
peoplewithaquotethatsdifferentfromyoursaspossible.
Asyoushare,discusswithoneanotherandtrytopiecetogetherthedetailsofthestory.Think
aboutthecharacters,theplot,thesetting,theconclusion,etc.
Aftertenminutes,wewillreturntoourseatsandyouwillwritedownwhatyouthinkwillhappen
inthisstorywithyourbasegroup.
Whatquestionsdoyouhaveforme?
Letsgetthisteapartystarted!

Asstudentsmingle,Iwillwalkaroundandkeeptabsontheirconversations,askingquestionsto
promptdiscussionwhenanyoneseemsstuck.Nexttotheinstructionsontheboard,therewillbe
atimerforstudentstokeeptrackofhowmuchtimetheyhaveleft.
Iwillcallstudentsbackonceitseemslikeeveryonehashadachancetoconsideravarietyof
quotesand/orwhenconversationbeginstowane.

4. [5mins.]TeaPartyConclusion
[nextslide]
Andthatstime!Pleasemakeyourwaybacktoyourseats,everyone.Quickly,quietly,and
safely!
Wonderful.Nowyoullhaveafewminutestodiscusswithyourbasegroupsaboutwhatyou
thinkwillhappeninthisstory.Together,youwillconstructawethinkstatementonthe
worksheetonyourdesk(justonepersoncanwriteit)completethestatementwithwhatyou
thinkwillhappen!Youjustneedacoupleofsentencesthatwillgetyourpointacross.Goahead
andgetstarted!
Iwillwalkaroundandlisteninonstudentsconversations.Studentswillhopefullyfind
connectionsbetweentheconcepts(perspectivesandstereotypes)astheyguess;ifnot,Iwillask
questionstopromptthem.Thisexercisewillalsohelpthempracticetheirpredictionskills.

5. [5mins.]ShareWeThinkStatements

Wrapupyourthoughts,please!Letsshareourwethinkstatementswithoneanotherany
volunteers?

Groupswillsharetheirstatementswiththeclass.
Iwillexplicitlyaskeachgrouptoexplainhowtheygottothatpredictionsothattherestofthe
studentsmayunderstandhowtheywerethinking.

6. [20mins.]Readtheshortstory&NowCommentActivity
Now,holdontothesestatements.Afterweread,weregoingtohaveagroupdiscussionto
compareyourwethinkstatementswithwhatactuallyhappensinthestory.

[nextslide]

Atthistime,IwillexplaintostudentshowtouseNowCommenttoreadthestoryontheirown.

Toreadthestory,youaregoingtouseawebsitecalledNowCommenttoreadtheshortstoryon
yourown.Asyouread,youwillbeansweringthequestionsontheside.

Studentswillopenthestoryontheirlaptops.
Iwillusetheprojectortohelpguidestudentsthroughsettingupanaccountandaccessingthe
story.Oncethisisdone,studentswillcompletetheactivitybyreadingthestoryandanswering
thereadingguidequestionsinNowComment.

Thereissomenewvocabularythatisdefinedinthisarticle.Thisvocabularywillbedisplayedon
theboardandreferredtothroughouttheunit.

Iwillwalkaroundtoprovideassistanceasneeded.

7. [5mins.]SmallGroupDiscussionsCompare/ContrastWeThinkStatements
[nextslide]
Oncestudentshaveallfinishedreadingthestory,theywillhavefiveminutestocomparetheir
wethinkstatementstowhatreallyhappenedinthestoryinasmallgroupdiscussion.

Now,Idlikeyoutotalkwithinyourgroupsanddiscusswhatwassimilarandwhatwasdifferent
fromwhatyouthoughtwasgoingtohappen.Focusonwhatwordsandphrasesmadeyou
predictwhatyoudid.Youcanalsothinkaboutwhatdetailsfromthestorycouldhavehelpedyou
getacloserprediction.
Iwillwalkaroundandlistentowhatstudentsdiscuss;mygoalisforstudentstounderstandthe
relationshipbetweenwords,andhowtheauthorsmethodofcreatingmeaningfromwords
differsfromtheirs.Thisactivitywillalsohelpmegaugehowwellstudentsunderstoodthestory.

9. [15mins.]ThinkPairShare
Iwillthenguidestudentsintoathinkpairsharethatwheretheywillbereflectingonthe
connectionbetweenfamilycultureandpersonalvalues.

First,Iwillgivethemacoupleofminutestorespondtoaprompt:

Inoticedsomegreatdiscussionaboutpredictingandreading;now,letsmoveontotalkabout
thecontentofthestory.Inthestory,JessColntalksabouthowhefeelsashamedfornot
upholdingthecourtesythathefeelsisimportanttohisculture.Inourownfamilies,weallhave
ideasandvaluesconcerninghowweshouldtreatothers.Takethreeminutestorespondtothis
promptinyourwritingjournal.Bepreparedtoshareinadiscussionafterwards:
[nextslide]Prompt:

1. Whatideasdoesyourfamilyholdaboutbeingcourteoustowardsothers?Givespecific
examples.

Studentswillwritetheanswerintheirjournals.
Astheywrite,Iwillwalkaroundtomakesuretheyreontask,andgivehelpasneeded.Some
studentsmayneedhelptowritefortheentiretime,inwhichcase,Iwillaskquestionstoprompt
theirthinking(i.e.Whenwasthelasttimeyouhelpedsomeone?).Afterthreeminutes,Iwill
moveontopairdiscussions.

Takethreeminutestotalkwithyourelbowpartneraboutyouranswertothisprompt.

Studentswillsharetheiranswerswithanearbypartner.Iwillwalkaroundtolistenandtohelp
stimulatediscussion.Afterafewminutes,Iwillmoveontothewholeclassdiscussion.

Greatdiscussion!Inoticedalotofsimilaritieswithinourclass.Whowouldliketoshare?

Iwillcallon34studentstosharetheiranswerswiththeclass.Illwritethesedownonthe
board.

10. [5mins.]ExitSlip
[nextslide]

Nowthatwevesharedourfamilysideasabouthowtotreatothers,Idliketoknowabouthow
youthinkthisaffectsyourownbeliefsandvalues.Asyourexitslipfortoday,Idlikeyouto
writeyouranswerstothispromptinyourwritingjournal,please.
1)Whatsimilaritiesdidyouhavewiththeideaswesharedasaclassaboutcourtesy?What
differencesdidyounotice?
2)Howdotheideasyourfamilyholdaboutcourtesyaffectyourvalues?
Iwillreadthequestionsoutloudtothestudentsandaskiftheyneedclarification.
Studentswillrespondtothepromptprojectedontheboardintheirnotebooks.

12.[1min]Closure
Finishupyoursentenceplease!Nextclass,youwillbeinterviewingyourclassmatesaboutother
familytraditions.Thankyou,andhaveawonderfulday!

DifferentiatedInstructiontoaccommodateoneormoreofmyprofiledstudents:
(Thisiswhereyouidentifyspecificaspectsofthislessonwhichhavebeendifferentiatedinorder
toaddresstheneedsofoneormoreofyourprofiledstudentsidentifythembyname)

Zoe:ZoeisaBlackstudentrepeatingthe7thgrade,andsheisoneofthestudentswhoqualifyfor
freelunches.Zoereadsatthe5thgradelevel(asidentifiedthroughvariousdiagnostictests),and
seemstostrugglewithselfmanagement,oftenfallingbehindduringclasswork.Shefrequently
turnsinhomeworklateorincomplete,isreluctanttoparticipateduringgroupwork(perhaps
attributedtoherquietpersonality),andiseasilydistracted.Sheshowsparticularengagementand
interestwhentalkingaboutauthentictopicslikesocialissues,culture,andthelike.

HowIdifferentiateinstructionforZoe:
Zoewillmostlikelyfinishthequickwriteearly;inthatcase,Iwillhaveherlistenand
watchthisshort3minuteaudiosynopsisofthestoryasotherstudentsfinishup.Thevisualsand
summarywillaidinreadingcomprehensionwhenwearereadingthroughthestorylaterinthe
class.
Ialsooftenprovidetimeforstudentstowriteandgathertheirthoughtsbeforesharing
withthegrouportheclass;thistimeisbeneficialforstudentslikeZoewhoareinitiallyreluctant
toparticipateindiscussions,asitprovidesthemachancetothinkaboutwhattheycanshare.
Thepowerpointslidesalsocontainclearinstructionsforthedifferentactivitiesand
discussionswewillhave,whichcouldhelpZoeredirectherselfifhermindwanderswhileIgive
instructions.HavinganactivitylikeTeaPartyalsohelpsretainstudentengagementfor
studentslikeZoebylettingstudentsmovearoundduringthelesson.

MaterialsNeeded(list):

WeThinkstatementworksheet(6copies,onepergroup)
PPTpresentation
writingjournals(oneperstudent)
LaptopstoaccesstheshortstoryonNowComment(hereisaPDFversionofwhatitwould
looklikeonthesite)

MaterialsAppendix:(e.g.,supplementarytexts,Ppts,overheads,graphicorganizers,
handouts,etc.)

AppendixAPPTpresentation
AppendixBLittleThingsareBigNowComment
AppendixCWeThinkStatement
AppendixC
WeThinkStatement

Withyougroup,answerthefollowingquestionsaboutyourpredictionsforthetextweareabout
toread.

1. Whatcharactersareinthisstory?

2. Whatsthesettingofthisstory?

3. Whatdoyouthinkwillhappeninthestory?Whatmighthappenintheplot?

In12sentence,completethefollowingstatementwithyourgrouponwhatyouthinkthisstory
isabout.

Wethinkthisstoryisabout..

Concept Unit
Writing Instruction Lesson Plan

UnitWorkingTitle:Celebrate!UnderstandingPerspectiveThroughOurTraditions

UnitBigIdea(Concept/Theme):CelebratingTraditions&UnderstandingPerspectives
Unit Primary Skill focus: Interviewing

Week ___1___ of 3; Plan #____3____ of 9; [90 mins.]

Plan type: ____Full-Detail ____Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Multimedia text
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):
3. Students will understand that celebrating diverse traditions helps us understand and appreciate
diverse perspectives
a. Students will understand that actively listening to others is an act of appreciation and
celebration

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

4. Students will value respectful communication and discussion
a. Students will respectfully interview and listen to each other

Performance (do):

7. Students will interview others to get to know their traditions

a. Students will actively use interviewing techniques to formulate questions

8. Students will use writing as a tool for reflection

a. Students will reflect on the interviewing process through writing

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

SOL 7.1
The student will participate in and contribute to conversations, group discussions, and
oral presentations.

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

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.

CCSS.ELA-LITERACY.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
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

Video Viewing Guide This
guide will help me see how
much students already know
about interviewing skills and
active listening by what they
notice in the conversation on
the video. (CCS 7.1)
Paired Interviews - Students
will interview each other in
pairs. This assessment is a tool
that I can use to see student
readiness levels for
interviewing one another
(which theyll need to do for
the summative assessment),
and what interviewing skills
they still need to work on. (3a,
5a, 8a, 9a, SOL 7.1, CCS 7.1,
CCS 7.10)
1)Inthefuture,studentswill
takewhattheyhavelearned
aboutunderstanding
perspectivesandinterview
anotherclassmateabouttheir
traditions(WalkaMile
Project).Thiswillbeatoolfor
metoseehowstudentshave
cometounderstandthe
objectivesoftheunit.(1-10,
SOL 7.1, SOL 7.7, SOL 7.8,
CCS 7.1, CCS 7.2, CCS 7.2.B,
CCS 7.10)

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 six groups of four in heterogeneous base groups.

11. [20mins.]SustainedSilentReading
Whenstudentscomein,theywillpickuptheirwritingjournalsfromthecratebythedooras
perusual.DirectionswillbeonthePPTslideontheprojector(AppendixC).

Studentswillhave20minutestoreadandworkontheirdoubleentryjournals.Asstudents
arereading,Iwillcollect1/3oftheclassjournals(selectedbythebasegroupstheyresitting
in)andusethattimetoprovidefeedbackontheirentriessofar.Iwillreturnthesejournalsby
thetimetheyshouldbeginworkingonthem.

Atthe15minutemark,Iwillremindstudentstobeginworkingontheirdoubleentry
journals.
Ifyouhaventalready,pleasewrapupwhateverpageyoureonandbeginworkingonyour
doubleentryjournals.

12. [1-2 min] Bridge/Hook/Opening to lesson:

I will draw students attention to me so that I can begin the lesson.
Pencils down, eyes on me!

Once all students are paying attention, I will proceed with the lesson.

Good morning, everyone! Thanks for walking in and getting straight to work.

Yesterday, we read a story by Jess Coln and started to talk about the relationship between
our traditions, our values, and our perspectives. Im really excited to introduce a project
well be working on together in class starting today. This will really help us learn about and
celebrate each others traditions as we dive even deeper into understanding these topics.

13. [10 min] Introduce Walk a Mile Project

At this point, I will pass out the Walk a Mile Project Overview and Rubric (Appendix A).

What Im passing out at this moment is the overview and the rubric of our Walk a Mile
Project. Im going to read over the directions, and then well take some time for questions.

I will read over the scenario and steps of this project out loud, and students will follow along
silently. Once Im finished, I will ask students if they need clarification on something or
questions that they have.

What questions do you have for me about this project so far?

Students will likely want to know what parts theyll need to do for homework (most of it is in
class any work they dont finish will be homework), if they can pick their partners (yes,
they can), and other details. Ill take a few minutes to answer relevant questions before
moving on.

14. [10 mins.] Video & Video Viewing Guide

In order to help scaffold the summative assessment, students will need to practice active
listening and interviewing each other. As such, we will discuss good interviewing practices. I
will start by playing a video where the talk show host, Conan OBrien, is interviewing
another famous talk show host, Larry King (Appendix D).

Youll notice that one of the first skills we need to work on to successfully pull off this project
together is interviewing someone. Were going to watch a video Conan OBrien, a talkshow
host, interview another very famous talk show host, Larry King, about what it takes to
interview someone else well.
As were watching this video, Id like you to fill out the following Video Viewing Guide. Well
discuss the answers to these questions after the reading.

Ill pass out the Video Viewing Guide to students (Appendix E). Students will look over the
questions as I read them aloud. This will set a purpose for them as they watch a video and
prepare them to discuss afterwards.

15. [10 mins] Whole-class Discussion

I will review the answers to the Video Viewing Guide with the class.
These two talk show hosts have very different styles of interviewing, and theres a lot to be
learned from their interaction with each other. Lets go over these questions together and see
what we can take away from their conversation about interviewing people.
Who can tell me what Larry King said about how to successfully interview someone?

I will call on students who volunteer to provide answers, and I will write down what they
share on the worksheet using the projector.

After weve discussed the answers, I will lead us to start the Interview Activity.

16. [5 mins] Paired Interview Activity Instructions

Now, Id like us to practice using what we just discussed about interviewing techniques by
interviewing each other. Were going to interview each other in pairs just like Conan and
Larry King.

At this point, I will pass out the Peer Interview Activity worksheet.
Im passing out the worksheet for the Peer Interview Activity (Appendix B). In this activity,
you will work with a partner to practice using these interview and active listening skills we
just talked about. Remember, this will come in handy for our final project!

Once students have all received the worksheet, I will commence with explaining the activity.

Id like you to find your two oclock partners (we completed the clock partner activity during
the intro week) and find a seat. You have 30 seconds to find your partner, take a seat, and
quietly look at me for directions go!

Once all the students have found their partners and have settled down, I will give further
instructions. These instructions are also on the PPT slide.

Now, the person who is the closest to the door will be the first interviewer.
The interviewer will either pick one of the questions on this handout to ask the interviewee,
or they can come up with their own question. You will talk to each other for 4 minutes try
to stick with one topic for the whole 4 minutes. Interviewers, it helps to ask the interviewee
follow-up questions related to the original question (see the tips box on the handout!). The
interviewer can take notes in the provided space as well.
After four minutes are up, Im going to ask you to stop, and then take a minute to reflect on
what it was like to be the interviewer or the interviewee.
Then, you will switch roles and repeat the process.

What questions do you have?

17. [10 mins] Paired Interview Activity Part 1

I will then pull up an online timer for students, and direct students through the first half of the
activity.
All right. Interviewers, take one minute to discuss what question you will be talking about
with the interviewees. Interviewees, once you find out what that question is, take some time
to think about your answer.

After one minute, I will direct students to begin the interview.

Now that weve all picked our questions and talked with our partners, you may begin! You
have 4 minutes.

I will walk around and make sure students are on task, prompting students who may be
struggling by asking follow-up questions. After four minutes are up -

Lets wrap up our thoughts in 321 Stop! At this time, take a moment to finish writing
down your notes, interviewers, and then complete the interviewer reflection on the back of
your paper. Interviewees, you will now switch roles, so as your partner is completing the
reflection, pick a question to ask.

At this time, I will give students a couple of minutes to transition. As students either fill out
the interviewer reflection sheet on the back or decide on which question to ask, I will walk
around and see how students are rating themselves.

18. [10 min] Peer Interview Activity Part 2

I will direct students to switch roles and repeat the activity.

At this time, interviewees are the interviewers and vice versa. My new interviewers, take a
minute to talk about which question you will talk about with the interviewee. My new
interviewees, take this time to brainstorm your answer.

After students have had a minute to do this, I will direct them to begin the activity again.
As students are interviewing their partners, I will walk around and make sure students are on
task, prompting students who may be struggling by asking follow-up questions. After four
minutes are up, I will direct the new interviewers to complete the interviewer reflection
questions. The students who have already done this in part 1 will take the time to reflect on
what it was like to be on the other end of the interviewing process.

Interviewers, complete the reflection questions on the back at this time. Interviewees, at the
bottom of your sheet under the reflection questions, I would like you to write about how it felt
to be on the other side of the interviewing process.

19. [5-7 min] Small Group Discussion

After students have finished up the Peer Interview activity, they will move back to their desks
to begin a small group discussion.

Please quickly and quietly move back to your seats.

(wait for everyone to be seated)
Now, please discuss the following questions within your base group (this is on the PPT slide):
 What was challenging about being the interviewer? What about when you were the
interviewee?
What interview skills do you still need to work on? What active listening skills could you
still work on?
Whats one big takeaway from this activity you want to remember for your Walk a Mile
Project?

As students discuss, I will walk around and listen in on their conversations. This will help me
gauge where students succeeded and where they still need more help.
Afterwards, I will ask one spokesperson from the base groups to share their takeaway with
the class.

20. [2-3 min] Closure:

Thank you for your hard work today, everyone. Today, we made a lot of progress towards
building those skills we need to complete our Walk a Mile Project successfully. We talked
about how active listening and developing open-ended questions are important in
interviewing someone to get to know them better. We practiced those skills and reflected on
what went well and what we could do better. Next class, well begin to take these oral skills
and put them on paper.
Make sure to turn your Peer Interview Activity handout and your Video Viewing Guide into
the bin on your way out. Have a great day!

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)
Garrett: Garrett is a White student who comes from a median income household. He was identified as a
gifted student in elementary school, and he has a clear curiosity for topics discussed in class, often asking
thoughtful questions that extend the material or lead to a tangent. Garrett often completes work more
quickly than his peers, and usually decides to turn to his SSR book when he has free time. He especially
enjoys reading informational STEM texts. He has difficulty collaborating with classmates, as he tends to
dominate the conversation and struggles to work with others ideas.

ThepeerinterviewassignmentinparticularwillworktowardGarrettsstrengthsandinterests;thebackandforth
structurealsopreventshimfromoverpoweringotherstudents.IwillalsoallowGarretttocomeupwithhisown
questionstoaskontheinterviewtoprovideextrachallengeandinterestforhim.

Materials Needed (list):

- Walk a Mile Project Overview & Rubric (24 copies)
- Paired Interview Activity (24 copies)
-Video Viewing Guide (24 copies)
-Computer/projector

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

handouts, etc.)

Appendix A Walk a Mile Project Overview & Rubric

Appendix B Paired Interview Activity
Appendix C - Powerpoint
Appendix D Larry King Interview Tips
Appendix E Video Viewing Guide
APPENDIX A Walk a Mile Project Overview & Rubric
APPENDIX B Paired Interview Questions

Paired Interview Questions

Directions
A) Choose one starting question to ask your interviewee.

1) Tell me about a time when you went out of your way to help someone.
2) What is the nicest thing someone has ever done for you?
3) Who do you look up to? Why do you look up to that person, and what makes them
special?
4) Describe one unique family tradition you have and why its important to you.
5) If you had to pick one word to describe who you are, what would it be and why?

B) As they answer your question, you can use the space below to take notes on their response if
youd like.

NOTES TIPS TO REMEMBER

1) Avoid yes or no questions, or questions that
only require one-word answers ask open-ended
questions. Possible question starters:
Tell me about
Why do you think
In your opinion
Can you describe.

2) Ask follow-up questions, Examples:

Tell me more about
What makes you say that?
What happened after

3) Listen actively:
Eye contact
Dont talk over the person
Ask follow up questions
Avoid interrupting
Show your interest nod, ask
questions, be aware of your body
language
C) Reflect on the interviewing process. Circle the number that most accurately represents how
you felt you did.

1. I asked open-ended questions..

1 2 3 4
NeverSometimesOften..All the time

2. I practiced active listening

1 2 3 4
NeverSometimesOften..All the time

3. What part of your role as interviewer came most naturally to you?

4. What areas could you still improve on?

APPENDIX E

VIDEO VIEWING GUIDE

As were watching the video, jot down answers to the following questions:

1) What advice does Larry

King give about being a
good interviewer? List at
least 2 tips.

2) Conan often
demonstrated bad listening
for comedic effect. What
did he do that made it
obvious that he wasnt
listening to Larry King?
3) What do you notice
about the body language of
the two hosts? How can
you tell when theyre
actively listening to one
another?

4) Based on what you

observed about the kinds of
questions that Conan would
ask Larry, what
distinguishes a good
interview question from a
bad one?