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Madeline Bishop | CBUP Unit Map | May 2018

For detail on pacing and activity & assessment descriptions, see individual lessons.

Week 1, Day 1: Who are we in this community?


Essential Question: How do we get to know the people in our communities?
Objectives Activities Assessments
1. Students will understand that  Welcome/Do Now Diagnostic:
their identities are affected by the  Get-to-know-you game:  Interest inventories
communities they are a part of. snowball fight  Snowball Fight Share
b. Understand the rules and
 Class routines  Stickies during norm
expectations of this specific generation
 Practice classroom meeting
classroom community  Quick Write
 Active/Attentive Listening
8. Students will be able to listen  Leaning towards literacy
Formative:
actively to their peers.  Interest inventories
 Explain routines to a partner
c) Students will be able to  Closure
collaborate in order to generate o Exit ticket: Who is it
and understand class norms facts
d) Students will be able to listen
while others are talking
Genre: video
9. Students will respect the diverse
voices in their classroom
communities through active
listening.
a) Students will understand that
each member of our community
brings unique experience,
background, and perspective to
the classroom

Week 1, Day 2: Finding the connections between individuals


Essential Question: How can we show respect for others in our communities?
Objectives Activities Assessments
8. Students will be able to listen  Welcome/Do Now Diagnostic:
actively to their peers.  Common Thread  Common threads observation
c) Students will be able to  Home Court
collaborate in order to generate and
 Silent Patient Waiting Formative:
understand class norms
 Skit Preparation &  Home court observation
d) Students will be able to listen
while others are talking presentation  Skit performance
 Journal entry  Reflection
9. Students will respect the
diverse voices in their classroom
communities through active
listening.
a. Students will understand
that each member of our
community brings unique
experience, background,
and perspective to the
classroom

Week 1, Day 3: Reading and Listening—an exercise in engaging with text


Essential Question: What can we learn about identity and community through the texts
that we read?
Objectives Activities Assessments
8. Students will be able to listen  Welcome/Do Now Diagnostic:
actively to their peers. o What does home  Active listening pre-
a. Know the difference court mean to you? assessment
between passive and  Who is it?
active listening  Introduce Absolutely True Formative:
b. Know strategies for active Diary of a Part-Time Indian  Group Talk Observation
listening, thinking o Cover predictions  Self Reflection
together, and asking o Background  Group Reflection
follow-up questions
o Read first chapter out
loud
9. Students will respect the
diverse voices in their classroom  Example/Non-example
communities through active (active v. passive listening)
listening.  Diagnostic discussion: Active
a. Students will understand Listening
that each member of our  Reflection
community brings unique
experience, background, Requirement: text as mentor,
and perspective to the reading experience
classroom Genre: YA Novel

Week 2, Day 1: Belonging to multiple communities


Essential Question: How do the choices we make affect the way people perceive us?

Objectives Activities Assessments


2. Students will understand that  Do Now/Welcome Diagnostic:
people have control over  Classroom Meeting  Do now
aspects of their identities.  Popcorn Summary
c. A person’s perception  Pre-reading Probable Passage Formative:
of a community  Pre-reading Vocabulary  Venn Diagram Exit Ticket
influences the way they  Reading ch. 8  Post Reading Discussion
present themselves  Post-reading revisit probable
within it passage
 Small group discussion
5. Students will be able to  Closure/Venn Diagram
describe how a person’s identity
changes in the different Requirement: Reading
communities they belong to. Experience, Vocabulary
a. Identify the communities Instruction, Text as Mentor
a person belongs to Genre: YA Novel
b. Identify choices people
make about their
identities in different
communities

6. Students will be able to


analyze the choices individuals
make that affect their identities
in communities.
a. Discuss the reasoning
behind the choices
characters make

Week 2, Day 2: Looking inwards—how we feel about ourselves


Essential Question: Which pieces of me make me who I am? How do I gain and understanding
of them?
Objectives Activities Assessments
4. Students will know how to ask  Welcome/Do Now Diagnostic:
questions that elicit deeper  Classroom Meeting  Do Now
understanding  Read Aloud “My Name”
a. Understand that  Questions Formative:
questioning is a way  Brainstorm Exploratory  Journal
to learn about Writing  Group Discussion
themselves and others
 Debrief
 Introduce final project
7. Students will be able to create
questions that elicit a deeper  SSR
understanding of themselves
and others. Requirement: Writing
c. Students will be able to Instruction, text as model
explore their own identities Genre: Novella
in relation to the characters
they read about

9. Students will respect the


diverse voices in their classroom
communities through active
listening.
d. Students will be able to
listen to and share personal
writing respectfully in
groups

Week 2, Day 3: The art of questioning


Essential Question: How many types of questions are there? When should I use each kind?
Objectives Activities Assessments
4. Students will know how to ask  Welcome/Do Now Diagnostic:
questions that elicit deeper  Classroom Meeting  Do Now:
understanding  Questioning hook
a. Understand that  Levels of Questioning Direct Formative:
questioning is a way to  Reword Do Now
Instruction
learn about themselves
and others  Modeling
 Guided Practice
7. Students will be able to create  Student Application
questions that elicit a deeper  Reflection
understanding of themselves  Develop interview questions
and others.  Whole-class closure
a. Know the difference
between level 1, 2, and Requirement: Syntax/Language
3 questions concept
b. Identify the appropriate
type of questioning for
different purposes

8. Students will be able to


listen actively to their
peers.
d. Students will be able
to listen while others
are talking

Week 3, Day 1: Making Choices


Essential Question: How to the choices we make affect our environments?
Objectives Activities Assessments
1. Students will understand that  Do Now/Welcome Diagnostic:
people have control over  Classroom Meeting  Do Now
aspects of their identities.  Model inform & explain
c. Students will explain a writing Formative:
choice they made  Writing exercise: inform and  Journal Entry: inform and
about presenting their explain explain
identity through  Partner share  Partner share
explanatory writing  Self-reflection  Self-reflection
 Revise questions  Google Form Responses
6. Students will be able to  Closure: self check-in to self-check in
analyze the choices individuals
make that affect their identities Requirement: embedded
in communities. technology
b. Reflect on the ways
they ways they choose to
present themselves to
others

9. Students will respect the


diverse voices in their classroom
communities through active
listening.
b. Students will respond
thoughtfully and
productively to
explanations of choices
their peers have made

Week 3, Day 2: Genuine v. Fake


Essential Question: What does it mean to control aspects of our identities? Does acting
differently in different settings make us fake?
Objectives Activities Assessments
 Do Now/Welcome (5 min) Diagnostic:
3. Students will understand that  Classroom Meeting (10 min)  Small discussion
questioning elements of  “Why Acting Differently observation
identity is a way to learn Around Other People Doesn’t
about themselves and others. Make You Fake” by Bethany Formative:
b. Students will be able Straus LINK  Interview recordings
to conduct interviews  Conduct Interviews  Self & peer evaluation
using carefully  Minilesson on analysis
constructed questions  Work on final project drafts
to elicit a deeper  Self & Peer evaluation
understanding of their
peers’ choices and Requirement: embedded
community technology
membership
Genre: Article
9. Students will respect the
diverse voices in their classroom
communities through active
listening.
c. Students will be able
to use active listening
during an interview
process to gain insight
about their peers

Week 3, Day 3: Relating texts to ourselves


Essential Question: What kinds of community influences cause us to make certain choices?
Objectives Activities Assessments
1. Students will understand that  Do Now/Welcome  Do Now
their identities are affected  Classroom Meeting  Exit ticket: completed
by the communities they are  “Raymond’s Run,” by Toni final project proposal and
a part of. Cade Bambara two specific feedback
a. Consider societal  Work time on artistic questions
influence on individual statements
identity  Submit proposal for final
project for feedback

Genre: Short story

Week 4, Day 1: Reviewing what we know


Essential Question: What do we know about identity and choice? How can I best present
my ideas?
Objectives Activities Assessments
2. Students will understand that  Do Now/Welcome (5 min) Summative:
people have control over  Classroom Meeting (10 min)  Review discussion graphic
aspects of their identities.  Review of content/feedback organizer
a. examine how people on proposals  Conferences
go about controlling  Workshop time
aspects of their  Q&A Formative:
identities  Observation
 Self check-ins
3. Students will understand that
questioning is a way to learn
about themselves and others.
a. Students will apply
their knowledge about
questioning and identity
in the exploration of
essential questions

8. Students will be able to listen


actively to their peers.
b. Actively listen,
think together,
and ask follow-up
questions

Week 4, Day 2: The masks we wear and fitting in


Essential Question: How do our choices in identity influence how we fit in to a community?
Objectives Activities Assessments
2. Students will understand that  Do Now/Welcome Diagnostic:
people have control over aspects  Classroom Meeting  Do Now
of their identities.  Identity short film  Journal Entry
a. examine how people  Journal Entry
go about controlling  Workshop/Conferencing Formative:
aspects of their identities about projects  Conferences
 Workshop observation
Genre: Film  Exit slip: self check-in

Week 4, Day 3: The final showcase


Essential Question: What have all my classmates been working on the past few weeks?
Objectives Activities Assessments
9. Students will respect the  Greeting/Welcome (5 min) Summative:
diverse voices in their classroom  Classroom Meeting (10 min)  Final Project Rubric
communities through active  Gallery walk  Self-evaluation for
listening.  Reflection participation in gallery walk
a. Students will understand that  Reflection
each member of our 
community brings unique
experience, background, and
perspective to the classroom