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

Surprise! Unit Primary Skill focus: memoir writing Week 4 of 4; Plan # 11 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Mentor text Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): Affective (feel/value) and/or Non-Cognitive: Performance (do): 2. The student will cultivate a level of comfort with uncertainty a. The student will be able to rely on himself or other students for answers, instead of asking the teacher immediately. 5. The student will be able to write a memoir incorporating cause and effect and surprise a. The student will be able to establish a central idea and organization 6. The student will be able to read, analyze, and discuss a variety of texts SOLs: 6.7 The student will write narration, description, exposition, and persuasion. d) Establish a central idea and organization. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing. CCSs: CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-LITERACY.W.6.3.A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and

logically. CCSS.ELA-LITERACY.W.6.3.D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

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. [ 20 mins.] Bridge/Hook/Opening to lesson: I will greet students at the door as they walk in. Good morning everybody! As you know, tomorrow is the day of our big class showcase so weve got a lot going on today. Your perfected final drafts of your memoir stories are due tomorrow so please have a copy printed out and ready to go at the beginning of class tomorrow. Your six word memoir final drafts are due today. Please go ahead and put those on your desk so I can collect them. If you didnt remember to bring it or didnt have time to finish it up last night, I will just take a few points off but Im going to ask you to finish it up as the first thing you do during our working time today in class. But before we get into working and revising, I want you all to read the excerpt of Please Dont Kill the Freshman that I have placed on your desks. This book was written by a seventeen year old girl looking back on her freshman high school, when she was fourteen and fifteen. Linux Shoe is her best friend. As youre reading, circle or underline any words that really stand out to you. Circulate while students work. [10 mins.] Step 1: Word Study with Base Group Okay now Id like you to talk in your base groups and come up with a list of your top five favorite words from this passage. These can be words that surprised you, grabbed your attention, pleased you, or made you think. Be ready to explain why you chose those words. You have three minutes, ready GO! Circulate while students work. Okay, now I want you guys to tell me what words your group liked and why you chose one of them. Groups report their lists and explain their reasoning for one of the words. I write their favorite words on the board. So I had you do this exercise because this is an amazingly well-written memoir. Its difficult to define what people mean when they say well-written theres a lot of facets to that. But one is the authors use of words. This author uses a lot of very interesting and descriptive words that make her writing vivid and impactful. Today, were going to practice using more interesting and impactful words in our own memoir stories. [ 58 mins.] Step 2: Revision I know were all in different places with our memoirs today so everybodys going to start working in a different place and thats okay! On the board, I have written the order I want you to do things in today. Start wherever you need to, but be sure to complete all of these steps, IN ORDER, by the beginning of class tomorrow.

(Written on board: Todays Priorities 1. Finish and turn in final draft of six word memoir 2. Finish making structural changes to memoir story 3. Watch the revision video from last class 4. Make RADaR revisions to memoir story 5. Look at the Memoir Story Rubric (you should still have this paper or you can access it via Google Drive) 6. Remember that the final draft of your memoir story is due tomorrow, so it is in your best interest to work efficiently (but thoughtfully!) today.) I circulate while students revise and ensure that they are staying on track and answer any questions they have. [ 2 mins] Closure: I am so proud of how hard you guys have been working on these memoirs and I cannot wait to hear you read them tomorrow. Please be sure to come to class with a printed out final copy of your memoir tomorrow. Work hard on making them the best you can tonight and Ill you you and your stories tomorrow! Have a good day.

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: Class discussion of word usage (6.7.i, W.6.3.D) Summative: Eventually, final drafts of memoirs (5, 5a, 6.7, 6.7.d, 6.7.i, 6.7.j, W.6.3, W.6.3.A, W.6.3.D) 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) This lesson is generally differentiated so that my students can work at their own pace. I will be circulating and providing individualized support as well. For example, I will encourage Mark to stick with it and keep revising, even if he would prefer to rush through his work and call it done. For my weaker writers, I may provide a mini-workshop in one corner of the room if they all seem to be getting stuck in similar places. Materials Needed: Copies of excerpt of Please Dont Kill the Freshman pages 45-47 Revision video Memoir story rubric Laptops

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

Memoir Story Basic Requirements: 2 3 pages in length (double-spaced, 1 inch margins, 12 pt. Times New Roman) Incorporate an unexpected moment Rubric: Advancing (8 points) Cause and Effect: you must incorporate believable but interesting cause and effect, such as those in the stories we have been tracking through cause and effect chains. Timing: use cause-and-effect to enhance the revelation of the unexpected moment So What?: The reader should be invested in the story and should be able to explain why the story matters. Impactful Language: The words chosen should be descriptive and vivid. 2 free points. In my class, there will be no failure. If your story does not meet or exceed these standards, you will be revising it until it does. Practicing (6 points) Developing (4 points) Beginning (2 points)