Katherine Freeman Introductory Week Lesson Plan 2 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 1 of 4; Plan #2 of 12; [90 min.] Plan type: Summary Content Requirement Satisfied: model text, writing instruction, mini inquiry Critical Learning Objectives SWBAT: Cognitive: 3. Students will understand that individuals can shape the identity of a community, and a community can shape the identity of an individual. a. Students will write to explore how the place they are from and cultural community contributes to their identity. Affective: 5. Students will develop a class community in which they feel safe and respected. a. Students will act respectfully towards their peers during sharing activities and group work. 6. Students will recognize and value differences in the class community. a. Students will learn about their peers by reading and engaging in inquiry. Performance: 7. Students will write to explore and reflect on their personal identities and the factors that shape them. b. Students will use description and sensory details to enhance their writing. c. Students will use several collaborative and independent methods of revision. 8. Students will engage in conversations to build their class community. a. Students will actively listening by taking notes and asking questions. SOLs: 11.1f Monitor listening and use a variety of active listening strategies to make evaluations. CCSs: CCSS.ELA-LITERACY.W.11-12.3D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, settings, and/or characters.

Katherine Freeman Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arranged in a large circle around the room. I will plan on sitting in the circle close to the board, so I can use it as needed. Welcome! Please pick up your journal and find a seat. will be written on the board. I will stand outside the classroom and greet students as they enter. 1. [5 min.] Opening to lesson: I will greet the class and then pick up everyones name cards. I will then pass them out to students, without any help, to practice getting all of their names.

2. [10 min.] Journal Responses: Before class, I will have written follow-up questions to the students journal entries from last class. I will explain this to them, and then give them10 minutes to write responses to them. During this time, I will walk around the room, provide help, monitor student progress, and make notes about student behavior. 3. [15 min] Guess the Student Game: I will explain that I really enjoyed reading all of their student interest surveys, and Im excited to learn more about them. Before class, I will have selected a few facts (particularly random, fun facts the students contributed) about each student. I will explain to the class that we are going to play a game where I will read a few facts about one of the students in the class and then they will have to raise their hands and guess who it is. I will also explain that today we are going to focus on asking questions, or engaging in inquiry, so after we identify the student, I would like to people to raise their hands and ask questions of the person. They can ask about the facts we learned, or about something else. 4. [10 min] Room Arrangements: I will explain that there are several room arrangements we will use in this class, depending on the type of activity we are doing. I will emphasize the importance of moving into these rearrangements quickly so that we dont waste time. I will project an image on the board of the arrangement for partner work, which will involve two rows of desks grouped together in pairs, with four pairs per row. The students will be asked to think for a minute about the most efficient way we can create this from a circle. I will ask students to share their ideas, and as a group, we will pick the best one. I will then time the students as they move the desks into the new arrangement. When we do this again in other class periods, I can compare their times. 5. [15 min] Where Im From Reading: I will tell the class that we will be doing a lot of reading, and today we will have our first practice by looking at a poem. I will pass out copies of Where Im From (Appendix I) and project the poem on the board as well. I will read over the poem once, and then we will go through and discuss the poem more specifically. We will talk about what kinds of details the poem shares, and how

Katherine Freeman she constructs the place she is from. We will make a running list of these qualities. As I am talking through the poem, I will point out strategies I am using during reading and the types of things I am looking for. I can write on the poem on the Smartboard, underlining and circling important information. I will encourage the students to do the same on their sheet, and to ask any questions they have about the process. 6. [15 min] Where Im From Writing: Students will then be asked to write a short Where Im From poem, using the types of details we listed on the board. I will ask them to try to write at least 10 lines in 20 minutes. As students are writing, I will walk around the room and try to check in with each student at least once or twice and try to provide any necessary support. If students need to look up words, I will let them use dictionaries or their cell phones.

7. [20 min] Partner Grid Activity: Once students finish their poems, I will pass out partner grids (Appendix II). I will tell the students that for a lot of the writing we do in this class, we will revise it, and I will explain what revision means. During this unit, we will use several different activities to give feedback for revision, and this is the first one. I will then explain the partner grid activity we will do to give peer feedback on their poems. The students will begin by being paired with the person sitting next to them. Person A will read their poem to their partner, and Person B will ask them a question based on their poem. Person B should write down the question they ask, some notes about Person As response, and then a follow-up question. I will model this process with the Lyon poem as I explain it. Next, Person B should give a suggestion for revision to Person A, and Person A should write it down in 1. Then, the partners switch roles. Students will have about 5 minutes to work with each partner, and I will let them know about halfway through that they should switch to the other poem. Then, Person B from each pair will stand up and rotate clockwise. The students will repeat this process with their new partner. The students will switch one more time. By the end, each student should have a completed grid. 8. Closing: As students leave class, they will be asked to place their journals in the bin and their partner grids in a stack on the table by the door.

Katherine Freeman Methods of Assessment: Journal entry: This will help me learn a bit more about the students and their writing strengths and needs. Where Im From poem draft [3a, 7b] Partner Grid & Observations [5a, 6a, 7c, 8a] Differentiated Instruction to accommodate one or more of my profiled students: N/A Materials Needed: Journals Copy of Where Im From by George Ella Lyon for each student Partner grid for each student Materials Appendix: I. Where Im From by George Ella Lyon II. Partner Grid

Katherine Freeman Appendix I: Where Im From by George Ella Lyon Where Im From I am from clothespins, from Clorox and carbon-tetrachloride, I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush, the Dutch elm whose long-gone limbs I remember as if they were my own. I am from the fudge and eyeglasses, from Imogene and Alafair. Im from the know-it-alls and the pass-it-ons, The Perk up! and Pipe down! Im from the He restoreth my soul with a cottonball lamb and ten verses I can say myself. Im from Artemis and Billies Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger, the eye my father kept to shut his sight. Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments snapped before I budded leaf-fall from the family tree. -George Ella Lyon

Katherine Freeman Appendix II: Partner Grid Name: ____________________________ Date: ____________________

Partner Grid: Where Im From Poem

Partner

Question

Response

Follow-Up

1.

2.

3.

Revision Suggestions: 1.

2.

3.