CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Adversity: Universally Experienced, Individually Overcome

Unit “Big Idea” (Concept/Theme): Overcoming Adversity

Unit Primary Skill focus: Memoir Writing

Week ___3___ of 4; Plan #____7____ of 12; [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):

K5: Students will know features of effective memoir writing

Performance (do):

D12: Students will write a memoir about a personal experience with adversity

Lesson Objectives:
1. Students will understand why dialogue is an important component of memoir writing
2. Students will know how to effectively incorporate dialogue into their memoirs
3. Students will practice writing dialogue

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

 Title of assessment tool: Do Title of assessment tool: Draft Title of assessment tool: Exit
Now Work Slip/Conference Prep

Students will demonstrate
what they already know
about dialogue by writing a
short free write that includes
dialogue.
Criteria: Students will
engage with writing dialogue
before we learn about
effective strategies for
implementing it by using
dialogue in a short free write
How data will be used: The
data will be used to see
where students stand on their
knowledge of dialogue and
its usage.
How students will receive
feedback: Students will
receive feedback orally from
me during discussion
Students will show their
progress toward dialogue in
memoir writing by adding
purposeful dialogue to their
drafts/revising already written
dialogue
Criteria: Students will have
time to look at dialogue usage
in their drafts and add/edit
based on the discussion
How data will be used: Data
will be used to assess if
students reached objectives
How students will receive
feedback: From me while
walking around and looking at
what they have added/changed
Students will ultimately be
assessed (today or in a future
lesson) on dialogue by writing
about one revision they made
to their draft regarding
dialogue and asking questions
about dialogue/their drafts in
preparation for their
conferences tomorrow.
Criteria: Students will prepare
for conferences tomorrow by
discussing any made revisions
and thinking about additional
questions they might have
How data will be used: It will
be used to guide our
conferences that occur over the
next two days.
How students will receive
feedback: From me during
conferences.

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 students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
N/A
Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[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]

1. [__10_mins.] Welcome/Do Now

The do now will be to write a short free write with the only requirement being that it
includes dialogue. Students will have 5 minutes for this. Afterwards, I will ask them
questions about their use of dialogue, and they will have a chance to share some of the
dialogue they wrote with the class or a partner. I will transition by saying that dialogue is
an important feature of memoir writing, and we are going to be looking at effective ways
to use it and also start revising our drafts.

2. [__20_mins.] Dialogue Mini Lesson/Examples

During this part of the lesson, it is more going to be a lecture-style where I inform
students of the qualities and benefits of dialogue in memoir writing. To make the lecture
more engaging, I will provide students with a mini graphic organizer that helps them jot
notes on what I am saying. I will also provide examples of effective use of all the
qualities I discuss. Those qualities are as follows:

 Reiterate “sorting fact from truth” – dialogue in your memoir is not going to be
and does not have to be verbatim what was spoken
 Keep dialogue interesting, natural, and purposeful – do not use dialogue for the
sake of using it. Your memoirs should not have an overwhelming amount that
does not serve a purpose. Use it to your advantage but do not over use it or it will
diminish value
 What are some purposes? – Dialogue should move the narrative forward while
also contributing to characterization

3. [_30__mins.] Draft Work

At this stage, students will have the opportunity to go back into their drafts (that were due
last class) and either implement dialogue in these purposeful ways or revise already
existing dialogue into more purposeful ways. I will be walking around trying to get to
every student in the 30 mins.

4. [_5__mins.] Exit Slip

After the independent work, I will ask students to write about a revision they made during
that time as well as the opportunity to ask questions about their dialogue usage, or, as
they have just gone through their own drafts, if they have any general draft questions as
well. These questions will be addressed during conferences.

5. [__10_mins] Introduce Reflection/Relation

 This class (as indicated on the Unit Map) is also the opportunity to introduce the two
other components of the summative assessment, the Reflection and Relation sections. I
will read through the assignment sheets with the class and address any
concerns/questions.

6. [ 15 mins] Extra Time on Computers for Work on These Sections

These extra 15 mins could end up being applied to any of the earlier components of this
lesson if I feel extra time would be beneficial, or if students have a lot of questions after
reading the assignment sheets. With whatever time is remaining (from 2-15 mins), I will
allow students some time to start thinking about what they will be writing for these two
components. This can occur in a paired brainstorming session, beginning individual
work, or asking me questions.

Materials Needed (list):

Dialogue Mini Graphic Organizer
Exit Slips
Reflection Assignment Sheets
Relation Assignment Sheets

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

handouts, etc.)