Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Surprise! Unit Primary Skill focus: writing memoirs Week 2 of 4; Plan # 4 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: None. Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. The student will understand that surprise is rooted in the unexpected a. The student will explore the relationship between context and surprise Affective (feel/value) and/or Non-Cognitive: Performance (do): 4. The student will be able to analyze and evaluate cause and effect relationships and their impact on surprise a. The student will explore surprise in their own life and lives of people they know c. The student will analyze how texts set up unexpected moments 6. The student will be able to read, analyze, and discuss a variety of texts a. The student will be able to make, confirm, and revise predictions SOLs: [List with numbers portrayed in the SOL document] 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. b) Make, confirm, and revise predictions. CCSs: [List with numbers portrayed in the CCS document] None Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement: desks will be arranged in clusters so that students are sitting in groups of four, facing eachother. [ 5 mins.] Bridge/Hook/Opening to lesson: Begin the unit by showing students the surprise hook, a Youtube video called Worlds Toughest Job (See: http://www.youtube.com/watch?v=HB3xM93rXbY). Use the projector to do so. [ 17 mins.] Step 1: Writing: Surprise in Your Life Next, have students write about surprising events that have occurred in their life. Clarify that it is fine if the surprising aspect was their reaction to the event. Students should be encouraged to write about multiple events and, if possible, different kinds of events or events with different kinds of surprises. [20 mins.] Step 2: Discussion: Surprise in Your Life [8 mins.] Have students discuss their findings with their base groups. Each student should share the most surprising event they could remember and explain why it was surprising. Then, each group must make a list of the criteria for a surprise what makes a surprise surprising? [12 mins.] Have the groups share their lists of surprise criteria in a whole class discussion. Write recurring themes on the board. Then discuss these recurring themes as a class. Drive the discussion towards talking about the relationship between context and surprise. At this point, bring in the Worlds Toughest Job video and have students discuss why the interviewer waited until the end of the video to reveal the job title. [10 mins.] Step 3: Name Game Have students go around the room and say their first name plus an animal that starts with the same first letter (So mine might be Ms. Aldridge, Alligator). They must also repeat each of the names and animals of the people who went before them. [20 mins.] Step 4: Judge a Book by its Cover Have students gather around the teacher in a semi-circle, sitting on the floor. Have them bring a piece of paper and something to bear down on. Show them the front and back cover of The Paper Bag Princess and ask them to write down their initial predictions of what this book might be about. Next, read the story out loud to students. Stop after the 1st, 3rd, 5th, and 9th pages and have students put a check mark next to the predictions they got right, revise their old predictions, and write down new ones. [10 mins.] Step 5: Prediction Reflection At the end of the story, have student look over the evolution of their predictions and then write about the prompt how did the text set up this unexpected moment?. [ 8 mins] Closure: Tell students that their homework for the night is to interview at least one person that they know. They must ask the person: 1. What have been some surprising moments in your life? 2. Why do you think these moments were surprising? 3. Were some of the moments more surprising than others? If so, why were they? Give them a handout with these questions on it.

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. Formative: Discussion of the elements of surprise [1, 1a, 4a] Students writing about surprise their lives [4a] Prediction reflection [4c] Predicting while reading Paper Bag Princess [6, 6a] 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) I am reading The Paper Bag Princess aloud to benefit students with weaker reading skills, such as Louise. This lessons focus on prediction skills will also benefit Louise because predicting is an important reading skill that she is not strong in. Materials Needed: Projector Youtube video: http://www.youtube.com/watch?v=HB3xM93rXbY The Paper Bag Princess Interview Questions handout.