Concept Unit

Lesson Plan Template

Unit Working Title: What is Truth?

Unit Big Idea (Concept/Theme): Truth and perspective

Unit Primary Skill focus: Evaluating and understanding point of view in non-fiction texts

Week 2 of 3; Plan #6 of 9; [90 mins.]

Plan type: Full-Detail

Content Requirement Satisfied:

Writing- Grammar

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. Truth is malleable

A. Students will understand that information can be manipulated to create alternative

truths.

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

4. Students will be able to openly discuss bias, cultural perspectives, and multiple

viewpoints openly, thoughtfully, and respectfully with their peers and instructor.

A. Students will discuss their personal understanding and perspective of a topic.

Performance (do):
7. SWBAT Apply understanding of point of view purposefully.

D. Students will be able to manipulate subordinate clauses to create complex sentences in

their writing.

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

VA-SOL.12.6 CF Establish and maintain a style and tone.

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

CCSS. W. 11-12. c. Use words, phrases, and clauses as well as varied syntax
to link
the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.

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

Hook Sentence: Students
will demonstrate their
understanding of
manipulating subordinate
clauses through the hook
sentence activity at the
beginning of the mini-lesson.
They will also show
ownership over their
constructed sentences
through sharing out (Obj.
7D)
Post-Activity Share-Out:
Students will share out the
sentences that they created on
their own at the end of the
Direct Instruction lesson (Obj.
7D)
Flip the Script Write-up:
Eventually, the assignment will
show students ability to
manipulate information into a
different perspective and craft
their own perspective. (Obj.
1A, 4A, 7A)
Exit Ticket:
Students will provide their own
sentence from their writing on
their Exit Ticket where they
created their own sentences for
their writing assignment.
Students will also be required
to answer How can
incorporating and manipulating
subordinate clauses enhance
our writing? (Obj. 7D)

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 will be in their assigned pods the entire class, although they know they are allowed to
move to an empty, more comfortable seat during writing workshop as long as they do not disturb
their peers.

1. [20 minutes] Coming in and SSR

Hello everyone! You know the drill, settle into your groups, get out your SSR book, and
get to reading! I will set the timer now. [Instructor should set timer that is projected onto
the board for the students to know how long they have to read. The teacher will also dim
the lights to create a calm atmosphere.]

2. [7 minutes] Reminders/Review of last class:

Reminders:[Begin PowerPoint Slide 1] Okay everyone, so just a reminded that
today we will be having a long workshop for our Flip the Script assignment. We will be
workshopping for a large portion of the class. The writing assignment is due next class! I
also wanted to remind you that we will be working in groups based on the articles we
 flipped starting next week! I will be putting the list of groups up on Blackboard at the end
of class.
Review: So, last class, we worked on flipping the point of view on our Emmett
Till article. We talked about some of the ways that I flipped it and how you can apply that
to your writing. We started working on our own articles last time, and like I said we will
work on them again today. Before we do that, though, I want to talk a little bit about our
writing.
3. [4 mins.] Bridge/Hook/Opening to lesson:
Bridge: So last week I had you write about Citizen and the Internment
Propaganda film. I had a chance to look over your papers and there was
something I wanted to work on with you guys.
Hook: [Slide 2] So, looking at this slide on the board I have a sentence written
down. I want you all to rewrite that sentence without changing any of the words.
Do this silently. You have 1 minute [Give the students 1 minute]. Okay, how about
a volunteer from the crowd who would like to share their sentence? [Call on a
volunteer] Okay, awesome. Did anyone get the same thing? Something different?
[Let one or two students answer if they did get something different]. So I see a
running theme is that we switched our sentence around and started it with the
word with. Does anyone have any idea why we do this? Can you explain it?
[Take volunteers if there are any, maybe 2 volunteers tops. If no volunteers, move
on]
4. [20 mins.] Mini-Lesson:
Direct Instruction: So, we can move around the second half of that sentence,
with nowhere to go, because it is a subordinate clause. But before we get onto that,
lets back track a little. So, today I will be using the word clause to refer to a sentence.
A clause typically includes a verb and a noun. So a simple sentence could be something
as easy as I run. Of course, we all know you can add things on to make the sentence
longer or to give more information. One of the ways we do that is by adding a
subordinate clause. So does anyone have any thoughts on what subordinate means?
[Take 1 to 3 guesses. If correct, write answers verbatim on the board] Great, so like you
guys says subordinate means coming after in an order. So something that is subordinate
is either controlled by or less important to whatever it is subordinate to. [Next Slide] A
subordinate clause in a sentence is a clause that is unnecessary and cannot stand on its
own. By unnecessary I do not mean that it is useless. I mean it provides information,
however it is not required to be present for the rest of the sentence to make sense. Okay,
so a subordinate clause also CANNOT stand on its own. Without the primary clause it is
relying on, it does not make sense. Lets look at this sentence here. This is from our
Emmett Till reading. There is a primary clause and a subordinate clause. Does anyone
want to take a guess as to which is which? [Take one volunteer]. Great! You can see, that
even though that part of the sentence adds information, the other part of the sentence, the
primary clause, works without it. And that part of the sentence does not make sense on its
own. Great. So, now that we know what they are, lets talk about why we might use them.
[Next Slide] With our first sentence, the one about the woman driving, we rewrote the
sentence. Both times we wrote a proper sentence following standardized English rules.
When we use subordinate clauses, we can often move them around in our sentence. And
that there my friends is the beauty of a subordinate clause! So, when we do this, move our
clause around to change our sentence structure, there are a few things that happens. It
allows us to make more complex sentences and varies the sentence structure throughout
our writing. It can also be used for dramatic effect, frontloading information. This can be
a rhetorical tool as well. In our sentence from our article, they talked about money first.
Why do you think they did so? [Allow two answers] By doing so, they indicated that the
family did not have much money! If it was tacked onto the end, it might not be
 emphasized as much. Lastly, using subordinate clauses and manipulating them is a fun
way to play with our writing!!!
Modeling: [Next Slide] So we are going to work on manipulating some
subordinate clauses. I am going to show you a few sentences first. [Go through both
sentences on the board and show how each can be manipulated in different ways.] I want
to emphasize that the subordinate clause really can be moved to multiple different places
in the sentence, depending on where you want it! There is not necessarily one correct
way.
We Do:[Next Slide]: Lets try a few together. Who has a thought on where we
can put our clause here? Why? How about the second? The third set of clauses? Did
anyone get anything different? [Go through each set of clauses, guiding students as they
work through and taking multiple answers]
You Do: [Next Slide] Great work, guys! Okay how about you do this on your
own now? Sally, please hand out this sheet to everyone. Okay I want you to complete the
sheet on sub clauses. I would like you to try for the first two minutes on your own, then
you can talk about it in your groups. You have five minutes total. Get to work! [Give
students five minutes] Okay, so lets talk about these! Who would like to answer the first
one? Second? Third? [Call on one to two students for each one] Okay now I would like
three volunteers to share out a sentence that they wrote on their own with a subordinate
clause used in a sentence two ways! [Allow two students to share out] Great work guys!
Love it! Its about time for our writing workshop

5. [36 mins.] Writing Workshop:

Instructions: We are going to do our writing workshop today for your Reverse
Article assignments. Remember, the instructions and rubric are on BlackBoard. Today,
while you are writing, I would like you to make at least ONE sentence a complex
sentence with a subordinate clause. You will need it for an activity at the end of class so
make sure you underline it or highlight it or something for referring back. I will be
coming around to check on you guys while you write. Also, raise your hand if you have
questions! I am here to help! Lets do this, you have about 30 minutes! [During the
workshop, instructor will rotate through the students to check on them as they write. The
teacher should direct attention at students who are asking for help OR upon checking
them, do not have at least 20% of the assignment done.]

6. [5 mins] Closure:
Exit Ticket: [Last Slide] Okay everyone, come back together. So, before you go,
please take out a sheet of paper and answer the two questions I have projected on the
board. Hand it in when you are done before you walk out the door! You cant leave
without it turned in. Also.
Assignment Reminder: Just a quick reminder, before you go, your assignments,
both a hard copy and an online copy uploaded to our BlackBoard site, are due at the
start of next class! Email me over the weekend if you have any questions and I will try to
get back to you! [Collect all Exit Tickets as students leave]

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)
Kylie: This grammar lesson is helpful for my ELL because it will help her to incorporate more
complex sentences into her writing. The opportunity to volunteer answers if you want and also
work with others could help her to get a better grasp on her writing and not feel put on the spot if
she is unsure she is doing it write. I also think explaining what a clause is will be useful because
it is a more detailed approach to understanding English sentence structure.

Materials Needed (list):

Projector, Dry Erase Board and Marker, copies of Graphic Organizer for each student
Appendix A: PowerPoint
Appendix B: Graphic Organizer

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

handouts, etc.)