Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting

Unit Primary Skill focus: Word Choice Week 3 of 4; Plan # 7 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: Cognitive (know/understand): Unit Goal #1: Students will under that word choice is a significant writing skill that brings a vivid perspective to a scene or place. a.) Students will value sensory detail in literature. Affective (feel/value) and/or Non-Cognitive: Unit Goal #4: Students will value literature as a path to exploring alternative possibilities. a.) Students will be able to ask and discuss the reasons why authors create alternate worlds in literature. Performance (do): Unit Goal #5: Students will be able to describe the impact of an authors choice of words. a.) Students will be able to identify different sensory details in a short story. SOLs: [List with numbers portrayed in the SOL document] 7.5 d) Describe the impact of word choice, imagery, and literary devices including figurative language. CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students are arranged in groups of 4-5, facing each other. There are name tags on each of the desks. [Changes in this arrangement that become necessary later will be noted in the plan] 1. [ 5 minutes] Bridge/Hook/Opening to lesson: Hi everyone! Please find your name-tag and sit at your table for literature. So today we are going to have our first day of literature circles. I hope that you have all got a chance to read your stories for today. 2. [40 minutes] Step 1: Guidelines and Procedures for literature circles a.) [10 minutes] Going over classroom norms for discussion Since literature is a group activity, it is really important that respect each others voices and opinions. So Im going to put up on the projector our discussion norms that we created during our first week of classes. Can someone please read this out loud? [Student volunteers and reads it aloud]. Does anyone have any questions about how we are going to help each other out during our discussions? Your participation and engagement is important and if you are not following our classroom norms, there will be a deduction in your participation grade. b.) [20 minutes] Practice Generating Questions for Citizen Kane So before we start, we are going to think of questions to ask for our circles. Our focus will be on the particular scenery that the author has established. We are going to practice doing this by watching a short scenean opening sequencefrom a movie. You might start your questions with Why, how, who, when, where, why, or I wonder. For example, you might ask, When did this take place? Or How would life be in a place like this? And while its okay to have yes/no questions as starting, you would want most of your questions to be something that is up for debate, that you can discuss. Lets go ahead and watch the clip. [We watch the clip from Citizen Kane] So why dont you guys take a couple of minutes to think of some questions to ask about this film clip, then share with the person sitting next to you. [Students take five minutes to do this. I go around to help them if necessary.] Lets come back together as a large group. So what are some of the questions that you all came up with? Possible student responses: Who lives in the castle? Why is the castle so isolated?

 I wonder what it would be like to live in that castle. Why would they start the movie in this way? What kind of person would build that place? What type of mood do you all get from this place? How would you describe this place? [I write these on the board.] Great. So you can see how these are both yes/no or open-ended questions.[I extend yes/no questions to open-ended questions if necessary]. Of course, you would want to watch more of the movie to also ask about the different characters and how they relate to the setting. And thats something you are going to do for your literature groups. b.) [10 minutes] Practice Generating questions for literature circles I would like everyone to look at their story and think about the setting. What are some questions that we can ask? We want to be able to look at the text and pick out moments that might help answer our questions. What are you curious about? What do you wonder about the characters? Please take about 5-8 minutes to do this. [Students take 5-8 minutes to think of questions and I go around to help each group.]

3. [35 mins.] Step 2: Literature Circle Discussion Now we are going to start our discussions. So why dont you put your questions in the basket in the middle of the table. And then mix up the papers a bit and then pick a sheet of paper with a question to start with. You want to answer the question and bring in moments in the text to support your point. Feel free to also bring in your personal opinions and thoughts on the topic. I will come around to each group. Today your participation grade will be based on staying on the topic of the book, following classroom norms, and the exit slip that you fill out after the discussion. [I go around to each group and ask reinforcing questions and check for comprehension] 4. [10 mins] Closure: [I pass out exit slips] Okay, now it is time to wrap up our discussions. We will continue again next time. Please fill out this exit slip before you leave.

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. Question Worksheets (1a, 4a, 5a) Exit Slip (1a, 4a, 5a)

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) Since Paris is a sociable student, literature circles may be the ideal place for her personality. It may also foster her enthusiasm for reading when she is able to freely express her thoughts about it in a supportive environment. Materials Needed: Baskets for each table Worksheet for literature circle questions Exit Slip Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Literature Circle Questions Questions for Movie Scene Why How Who Where What When I wonder

Questions for your literature circle How did you feel about_________

Why did this character__________________

I wonder_______________

Exit Slip What are some of the topics that your group discussed today? What did you learn from talking with your group members?