ConceptUnit

LessonPlanTemplate

UnitWorkingTitle:HowICanUseLiteraturetoApproachProblemsinMyOwnLife

UnitBigIdea(Concept/Theme):CopingwithAdversity

UnitPrimarySkillfocus:MakinganArgument

Week__3_of3;Plan#__7_of9;[90mins.]

Plantype:____FullDetail_X_Summary

ContentRequirementSatisfied:TechnologyIntegration
(Note:RefertothelistinthedocumentcalledConceptUnitLessonPlans)

UnitLearningObjectives(numbered)[frommyBackwardsDesignUnitDocument],followedby
Specificlessonobjectives(lettered)beingtaughtinthislesson:

SWBAT:
Cognitive(know/understand):
1.Studentswillunderstandthattheycanexaminehowtheyapproachadversitiesintheirown
livesbyanalyzingliterarycharactersapproachestoadversity.

Affective(feel/value)and/orNonCognitive:
5.Studentswillvaluetheimportanceofselfreflectionandlearningfromonesmistakeswhen
lookingbackonhowtheyapproachcertainproblems.
a.studentswillbeabletoanalyzetheirownchoicesthroughselfreflection.

Performance(do):
7.Studentswillbeabletocriticallyexaminehowcharactersinliteratureapproachdifferent
problems
b.studentswillbeabletoreflectonhowtheyhaveapproachedobstaclesintheirownlife

8.Studentswillbeabletomakewrittenandoralargumentsaboutwhethercharacterschoicesin
literaturewhenfacedwithadversitywereeffectivechoicestomakeatthetime
c.Studentswillbeabletocomposeargumentativestatementsbasedoffclosereadings
g.Studentswillbeabletotranslatetheirwrittenrecordintoapodcast

SOLs:[ListwithnumbersportrayedintheSOLdocument]
7.1Thestudentwillgiveandseekinformationinconversations,ingroupdiscussions,andinoral
presentations
b.communicateideasandinformationorallyinanorganizedandsuccinctmanner
e.usegrammaticallycorrectlanguageandvocabularyappropriatetoaudience,topic,and
purpose

7.7Thestudentwillwriteinavarietyofformswithanemphasisonexposition,narration,and
persuasion
j.revisesentencesforclarityofcontentincludingspecificvocabularyandinformation
7.8Thestudentwilldevelopnarrative,expository,andpersuasivewriting.
b.elaboratethecentralideainanorganizedmanner
f.useawordprocessortoplan,draft,revise,edit,andpublishselectedwritings

CCSs:[ListwithnumbersportrayedintheCCSdocument]
CCSS.ELALITERACY.SL.7.6Adaptspeechtoavarietyofcontextsandtasks,demonstrating
commandofformalEnglishwhenindicatedorappropriate

CCSS.ELALITERACY.L.7.3Useknowledgeoflanguageanditsconventionswhenwriting,
speaking,reading,orlistening

CCSS.ELA.LITERACY.W.7.5
Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingas
neededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwell
purposeandaudiencehavebeenaddressed.

MethodsofAssessment:
[Howwillyouknowiftheintendedlearningoccurred?]Listallmethodsofassessmentusedin
thislessonorwhicharerelatedtothislessonandcomeinafuturelesson.Aftereachassessment,
indicateinbracketsthenumber(s)andletter(s)oftheunitobjectiveandtherelatedlesson
objectivesthattheassessmentisevaluating.

Diagnostic Formative Summative

Beforethislesson,students Beforestudentsmoveonto Studentswillusetheirfinal
willhaveturnedintheirmost learnabouthowtomake productoftheirpodcastaspart
recentdraftoftheirCharacter podcasts,Iwillaskhow oftheirCharacterTalk
Talktomeforfeedback.At manyofthemfeelconfident summativeassessment,which
thebeginningofthislesson, withtheirfinaldraftoftheir encompassesassessmentofthe
theywillgetthesebackand CharacterTalk.Ifmostof vastmajorityofobjectivesfor
havetimetoincorporatemy themdo,wewillmoveonto thisunit.
feedback. thepodcastcreation.
Theirpodcastswillbe
Atthebeginningofthelesson Afterrevisingtheirown assessedaccordingtoarubric
onrevising,Iwillaskstudents CharacterTalks,studentswill wewillcreateasaclass(with
tomakealistasaclassof swapthemwithapartnerto attentiontolengthofthe
thingsyoucanreviseyour peeredit.Theywillbe podcast,strengthofthe
paperforwhenyouarenot requiredtotelltheirpartner3 argument/thesis,etc.)
surewheretogo.Illhavea specificareasthattheywant
roughdraftofalistofthese feedbackfor,writingthese Objectives1,7a,8c,
writtenonastickynoteto downonthesamepaperas SOL7.8b,7.1b,7.1e
makesurealloftheonesthey thecharactertalksotheir CCSS.ELA
sayaretheonesIwantthemto partnerhaseasyaccessto LITERACY.SL.7.6
get(e.g.revisingforclearness, them.
changingwords/wordchoice,
grammar/spellingrevision SOL7.8f,7.8b,7.1b,7.1e
errors,)Iwillalsogivethem Objectives1,7a,8c,
alistoftipsandtricksfor
revising(suchasreadyour
 paperaloudtoyourselfandsee
ifyoucatchanyawkward
phrasesorrunons.

SOL7.7j
CCSS.ELA.LITERACY.W.7.
5
Objectives7a,

Procedures/InstructionalStrategies
[Note:AnywordsthatrepresentwhatIwouldsaydirectlytostudentsappearinitalics.]

BeginningRoomArrangement:
[Changesinthisarrangementthatbecomenecessarylaterwillbenotedintheplan]
Studentswillbeseatedintheirusualseatingarrangement,butwillbeallowedtomovearound
theroomforpeereditingwiththeirpartners.

1. [2mins.]Openingtolesson:

Welcomestudentsintotheclassroom,remindthemthatwearenearingtheendofourtimeon
thisunit.Tellstudentsaboutthestructureoftheclasstoday:revisionofCharacterTalkdrafts
andthenformingthepodcast.Beforethislesson,Iwillhavecollectedstudentsmostrecentdraft
oftheirCharacterTalkandprovidedfeedback.Studentswillusethistimetoincorporatemy
feedback,lookattheirownworkagainindividually,andpeereditwithapartner.

2. [50mins.]Revision

15min
Returndraftsthatstudentsturnedintomewithfeedback.Havethemincorporatemyfeedback
intoamorerecentdraft.Havethemusetheselfcorrectionsheetforerrorssotheygobackand
fixitindividuallyinsteadofhavingmemarkforthemwhattodo.Forrevisingideasanddeeper
levelmaterial,letstudentsknowthatIwillbeavailabletotalkiftheyhavequestionsor
concerns.

25min
Studentswillcomeupwith3areasthattheywanthelponregardingfeedbackfromtheirpartner.
Studentswillwritethesedownonapieceofpaperandpassthemtotheirpartnerwithacopyof
theirdraftandtherubric.Studentswillpeeredittheirdraftswithapartner,usingtherubricasa
guidetolookattheirpartnersprojectsofar.Studentswillalsoaddressthe3pointsspecifically,
offeringsuggestionsforimprovementandgeneralthoughts.Iwillalsousethistimeto
conferencebasedonpatternsofproblemsthatcomeup(e.g.ifcertainstudentsarestruggling
withrunonsentencesorcommas).Iwillhavedeterminedwhichstudentstoconferencewithon
whichtopicsbasedonmyfeedbackthatIgavethemforthedrafttheyturnedintome.
10min
Explainthatduringthistimetheyaresupposedtobeindividuallyrevisingandeditingtheir
CharacterTalksnowthattheyhavegottenfeedbackfrom2sources(meandapeer).Redirect
studentstothelistoftipsandtricksforrevisingforkidswhothinktheyaredone.Explainthat
studentscanalsocometomewithquestions.Ifstudentsarefinishedrevising,theycanpeeredit
withadifferentpersonwhotheyhaventpeereditedwithwhoisalsofinished.

BREAK

3. [30mins.]CreatingCharacterTalkPodcasts

Evenifallstudentsarentdonewiththeirfinaldraftsbythistime,mostofthemshouldbeafter
workingonthemforalmostanhour.Instructstudentstogetouttheschoollaptopsandopen
GarageBand(orasimilarapplicationthatcanrecordifGarageBandisnotavailable).Usethis
sameapplicationonmylaptopandhookituptotheprojectorsostudentscanfollowwhatIam
doing.Walkthemthroughthebasicsofcreatingapodcast,explaininghowtocutarecordingand
dothingslikeaddmusic.Leavetimeopenforstudentstoaskgeneralquestionsattheend.

Remindstudentsiftheyhaveaquestionthattheycanaskafriendandthenaskmeifneitherof
themknowstominimizetheamountofstudentswhoaresittingtherewaitingformyhelp.
Explainthatstudentscanmessaroundwiththeapplicationalittlebitbeforerecordingtheir
actualdraftstogetthehangofit.Emphasizethatwhenstudentsareactuallyrecording
themselves,theyshouldbeawareofcommonmistakes(e.g.speakingtooquickly,notadding
emphasis,etc.)Makealistoftheseontheboardatthefrontoftheroomsostudentshaveeasy
accesstoit.Alsowritethetimeguidelinesontherubricontheboardsostudentsarecognizantof
thisastheyarerecording.

Ifstudentsarefinished,providethemwithexamplesofpodcastsforcertainbookstheymayhave
read.

4. [_3_mins]Closure:

Useanticipationclosure,explainingthatstudentsareattheendofthisprocessnowthatthey
havecreatedapodcastanddonetheselfreflectivewritingassignment.Explainthatnextclass
wewillhavetimetolistentoeachotherspodcastsandthenmoveontothenextunit.Thank
themfortheirworkinthisunitandexplainthatIamexcitedtolistentotheirpodcastsandread
theirwriting.RemindthemthatthequestionofwhydoIneedliterature?isonetheyshouldbe
askingthemselvescontinuallythroughoutEnglishclass,notjustduringthispastuniton
adversity.Previewtheunitforthesecondhalfofthenextclass,gettingstudentsexcitedaboutit.

DifferentiatedInstructiontoaccommodateoneormoreofmyprofiledstudents:
(Thisiswhereyouidentifyspecificaspectsofthislessonwhichhavebeendifferentiatedinorder
toaddresstheneedsofoneormoreofyourprofiledstudentsidentifythembyname)

The structure of the lesson (feedback from me, feedback from peers, individual time to revise
and edit) is designed with Zoe (the student who struggles with finding motivation to do school
and who usually has problems with authority figures) in mind. As the lesson progresses, she will
have more and more autonomy and will get the worst part at the beginning with the authority
figure over first.

MaterialsNeeded(list):
SchoolLaptops(1/student)
Headphones(1/student)
ListofTipsandTricksforRevising(AppendixA)

MaterialsAppendix:(e.g.,supplementarytexts,Ppts,overheads,graphicorganizers,handouts,
etc.)
ListofTipsandTricksforRevising(AppendixA)