Lesson Plan Template for Unit Plan

DAY OF UNIT & NAME

OF LESSON/ACTIVITY
Sergio Rushing: Day Four/ Tug of War Relationships
FEATURED STANDARD
(Include sufficient detail
based on the standards
youre using. If youre
using the CO standards,
include the Standard,
Prepared Graduate
Statement, Concepts &
Skills Students Master,
and Evidence Outcomes.
If you are using the CCSS,
include the anchor
standard and the
appropriate grade-level
band.
Anchor Standard Reading: Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
11th Grade Corresponding Standard: Analyze multiple interpretations of a story, drama,
or poem (e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)


PURPOSE OF
ACTIVITY (Think of this
as your mini-rationale:
What are you trying to
accomplish through this
lesson/activity? In your
overall sequence, why
does it make sense here?
This is also the place to
indicate briefly: 1) the
principle of Connected
Learning you are
emphasizing and 2) how
this lesson will provide
extra support and/or
challenge for the needs of
individual learners,
especially ELLs.)
Young adults are faced with aspects of life that are both troubling and exciting. As
these students move towards becoming adults they will gain and lose relationships. I
want them to see the importance and the detriments of having relationships. What can
we gain from them and how can they become something that changes aspects of their
identities?

I believe students to be humans and being a human constitutes having connections
with others. With their novels messages and some of my own experience, I want
students to gain an understanding of how identity and relationships effect their daily
lives and what inferences can be made about their characters relationships within their
novels. In order to grasp the validity and negatives of relationships early on we will
have students defend why they are or aren't important.

Connected Learning focuses both on a shared purpose for students and also
production centered learning. My activity achieves shared purpose by allowing
students to gain (as a community) a deeper understanding of relationships within the
realm of their own identity. They will work in groups to achieve this. The production
centered aspect of it applies to creating something visually as a group to come to a
better understanding of their novels and the theme of relationships.

Auditory and visual pieces are very important to both ELLs and students with
disabilities. Students who need more assistance with reading the novels are given the
extra support by finding novels that suit their individual needs including books in
Spanish, brail, and audio books. The activity is structured so every student has an
opinion and will be challenged to participate in the activity.

MATERIALS (Include
texts, handouts, special
equipment or materials)
Paper, White Boards, Markers, Large Sticky Notes Labtop/Videos: https://
www.youtube.com/watch?v=Z7Kg_CTJP6w
and
https://www.youtube.com/watch?v=8hfRHoSstJA

Dont forget to follow each lesson plan with any handouts youll distribute to students as you teach this particular lesson. If
youre distributing a lengthy article like a short story or referring them to a specific website, you can just list the title or the URL.
Please include brief pieces like poems, however. Also, please place assignment sheets and scoring guides for FORMATIVE AND
SUMMATIVE ASSESSMENTS in a separate section of your unit plan even though youll introduce them on a particular day.

PROCEDURES
(Include a play-by-play
account of what students
will do from the minute
they arrive to the minute
they leave your classroom.
Indicate the length of each
segment of the lesson. List
an estimate of actual
minutes each step will
takes.)
1: Students will be given 15 minutes to read their novels as part of the reading and
writing Do Nows that are designated during this unit.
2: Students and Instructor will discuss relationships as an opened ended class after
watching a Frodo and Sam LOTR video on bad and good relationships. 10 mins
3: Quick Write: What do relationships mean to my character? 5 mins.
4:Instruction on Tug-of-War activity. Four groups total. Two White boards with a line
across the middle. Two groups will defend why we need relationships while the other
two defend why we don't need them. Using textual evidence and personal belief. This
will be done with sticky notes and their own thinking. 5 mins.
5: Tug-of-War Activity. 40 mins
6: Reflect as a class. Highlights. 10 mins.
7: Additional writing to original prompt: What do relationships mean to me? 5 mins.
8: Bring up writing response on the forums and housekeeping stuff.

ONGOING
ASSESSMENT (Describe
what youll do to
determine whether or not
students achieved the
purpose described above.)
The students will be putting in their comments and arguments as the activity is going
on. I will be spectating and challenging ideas. I want my student to answer the
question What does relationships mean to my character at the begin gin of class what
do relationships mean to me at the end of the activity. This will be collected at the end
but the prompt will be given in the beginning. They will also be having an online
discussion regarding relationships and identity which is student lead.

REFERENCES (Include a
brief citation if youve
adapted an activity/
materials from another
source.)
My only reference is Making Thinking Visible by Ron Ritchart, Mark Church, and
Karin Morrison. 199-207
Sample Lesson Plan for In-Class Activity: Silent Discussion

DAY OF UNIT &
NAME OF LESSON/
ACTIVITY
DAY 7: Silent Discussion
CCSS ANCHOR
STANDARDS AND
GRADE-LEVEL
BAND
Speaking and Listening Anchor Standard #1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and expressing
their own clearly and persuasively.

11
th
-12
th
grade-level band:
discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
PURPOSE OF
ACTIVITY
This activity will help students engage more actively with a text through written responses in the
silent discussion and verbal participation in the whole-class share. This will be the first
experience with a literacy routine we will revisit in the remainder of the unit and throughout the
year. The activity emphasizes a shared purpose for learning by giving students the opportunity to
address key questions and ideas in the assigned texts. It should also prepare ELL students to
participate verbally in English by allowing them to first rehearse their ideas in writing on the
large sheet of paper and their sticky notes. They should use as much English as possible, but can
incorporate some native language as well if they dont know the English vocabulary necessary to
complete their thought.
MATERIALS Large sheets of paper with prompts in the center, tape, markers, sticky notes


PROCEDURES 1. Before class, arrange desks and chairs into small groups before class and put a put a
large piece of butcher paper in the center of the group. Each group will be responding
to a different prompt. (See attached.)
2. Welcome students to class, ask them to sit at one of the small groups, then go over
the Daily Log. Review the protocol for the Silent Discussion and take any questions
students might have. (10 mins.)
3. Ask students to review the text (which they should have read the night before for
homework) and to respond silently to the prompt on the big sheet of paper at the
center of their table. Using the provided markers, students can write comments or
questions, make connections, etc. Model this first on the doc camera, if necessary,
using one of the prompts you have provided on one of the big sheets of paper. (20
mins.)
4. After all students at the table have had a chance to respond to the prompt at their
table, instruct them to post their sheets of paper on the walls around the room. (5
mins.)
5. Give each student a few sticky notes and explain that they will be taking a Gallery
Walk. At each poster, they should read the groups comments and then write a
comment of their own on their sticky note and post it near a related idea. Model first,
if necessary. (15 mins.)
6. After students have used all their sticky notes, ask them to return to their original
groups to read what others have written on their posters. They should discuss the
comments and decide on a question or comment that pushed their thinking to share
out with the whole class. What did they learn about the topic that they didnt know
before? (10 mins.)
7. Share out one table at a time, asking students to carry the discussion as much as
possible. (20 mins.)
8. If time permits after all groups have shared, ask students to complete a ticket out the
door, describing how the silent discussion process influenced their thinking about the
prompt at their table. (5 mins.)
ONGOING
ASSESSMENT
Students will submit their tickets out the door for completion points. Students will not be
formally graded on their contributions, but I will observe their discussions and keep track of
participation.
REFERENCES Adapted from Facing History and Ourselves website: http://bit.ly/1hhp7DN
TABLE TOPICS

Table #1
Meeno Rami recommends that in order to thrive, teachers should try to make their classrooms
joyful places where students and teachers can engage in vulnerable learning.

What questions, reactions, or feelings, does this recommendation raise for you? How will you
follow Meenoos advice when you have your own classroom?

Table #2
Meeno Rami recommends that in order to thrive, teachers should try to make their classrooms
joyful places where students and teachers can engage in vulnerable learning.

Do you think our classroom feels like this kind of space? Why or why not? Over the next few
weeks, how can we make our classroom a joyful place where vulnerable learning can occur?

Table #3
Meenoo Rami recommends that in order to thrive, teachers should connect with a few hopeful
people and engage in solution-oriented conversations.

How will you find mentors and professional networks that will help you do that? How will you
surround yourself with others who will help you elevate your practice?

Table #4
Some us like the autonomy that comes with our classroom life; we can choose to close the door
and live in our little corner of the world. However, when we do this, we take away the chance for
us to learn from others near and far from us. Plus, if we want our students to be collaborative
problem-solvers that our increasingly complex world requires, we must model this mode of
learning for them (Thrive, p. 40).

What questions, reactions, or feelings, does this recommendation raise for you?

Table #5
Meenoo recommends that you find mentors who will help you:

1. see whats possible in your practice
2. fine-tune your instruction
3. dare you into new work
4. find community
5. see whats possible in your writing life
6. share your work publicly
7. stay balanced in your life

What questions, reactions, or feelings, does this recommendation raise for you?