Swicegood Concept Unit Lesson Plans Final

Susan Swicegood
Spring 2015
Short-Text Concept Unit
Frenemies
Portfolio Preface
ThisUnitPlanisspecificallydesignedwithinthecontextofmyteachingassociateship
placementsinCharlottesville,Virginiainmind.FromconversationswithmyCI,fellowteachers,
andmyownobservationsandexperiences,Ipresentthisresearch.
ThisUnitExplorestheConceptofFrenemies,asstudentsnavigatecomplexrelationships
betweenfriendsandbetweenenemies.Placedatthebeginningoftheyearafterthefirstweekof
school,thisUnitaimstointroducestudentstoreadingskillsandthepracticeofwriting
workshop.TheentireUnitasksasortofpreassessmenttogaugestudentsunderstanding,skills,
andinterestsfortherestoftheyear.Thetopicofrelationshipsandperspectivesalsomatchesthe
workduringthefirstweekofschoolofbuildingaclassroomcommunityandhowtointeractwith
peersthroughouttheyear.
Part 1. The Context: School, Class, & Student Profiles
School Profile:
Mortimer Sutherland Middle School (6th-8th grades) is known in Charlottesville for
being a good school with positive community involvement. It is small, with a total enrollment of
584 students as of 2014-2015, and, while not exceptionally diverse, fits closely with national
census information regarding race (69.5% white, 7.5% black, 7.0% Hispanic, 25% other
ethnicity), gender (52.7% male, 47.3% female), economics (17.1% disadvantaged) and ability
(8.7% students with disabilities). Its scope within Albemarle is large, serving both upper middle
class and middle class suburban areas and less privileged rural sectors. In classes, lunch, and
recess, students are generally very well behaved and managed. There have been some cases of
cyber-bullying between small-groups of students outside of school. Sutherland also has recently
changed administration with a new principal.
The school prides itself on participation in the Young Womens Leadership Program, and
a student news broadcast program through the Video Club. Every few weeks, the school runs on
an ICA schedule, shortening the periods to create room for school-wide activities at the end of
the day. This time is used for school assemblies, multi-cultural education enrichment, or multiple
activities for students across grade levels to choose from, including options like karate or Tea,
Biscuits, & a Film. These activities allow joy and choice to enter the school day, providing
students with a wide variety of experience they may not have otherwise. Notable also is the Oneto-One Laptop program for eighth grade students, which ensures that every student has equal
access to technology regardless of their familys economic status, and this program will extend to
sixth and seventh within the year.
Class Profile:
The language arts class for which the instruction in this portfolio is designed for is a
Standard Level Sixth grade class. It is the Fourth block of the day, and the final class period right
after lunch and before Exploratories, where students take elective classes. Typically, everyone
is restless and ready to finish the day. The class contains a diverse set of students: one in three
are of a non-white ethnicity, a larger proportion than the total school average. Students are at a
variety of reading levels, as some students failed the 5th grade SOL, yet some passed with
proficiency.
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Standard Level indicates students are below or at a sixth grade reading level. My CI
worked with two Standard Level Classes and two Honors Classes. Students qualify for honors
classes based on their performances on SOLs and teacher recommendation, but also based on a
large influence of parent advocacy. While one Honors students I worked closely with had many
gifted students who needed to be challenged and could move quickly, another honors class was
only performed slightly higher than this block, as many parents requested for their child to be
placed in a honors class. So, Standard Level indicates low performance, but could also imply low
parent involvement or advocacy for the student.
Overall, the classroom is noisy and active, but also energetic and cooperative at times.
Many students know each other previously from Hollymead Elementary across the street, but
students do not frequently interact with everyone in the class freely. Many girls in the class have
a best friend they enjoy working with, but there are few exclusive groups of friends in the
class.
Student Profiles:
Jordan:
Jordan is a male African American student, who lives with his Grandfather at home, as his
parents are in the process of moving to another state for work. Jordan frequently missed school
last year due to his parents move, and fell far enough behind that he is repeating the sixth grade.
Jordan likes basketball and video games. Jordan struggles to stay engaged in class and complete
his assignments, always tempted to play video games on his phone. When faced with stressed,
Jordan tends to shut down and internalize the problem rather than facing the challenge. Jordan is
very personable and rather popular in class, and many of the girls like to joke with him.
Lily:
Lily is a white, female student. Lily, the resident class clown, has an exuberant, fun-loving
personality. She, goofy and fun, is quite popular among the classroom. Always eager to tell you
about it, she loves pop music and playing basketball. Lily lives with just her mom who works
two jobs, and has to take care of her younger sister after school. Lily is currently on a fourth
grade reading level and meets with a reading specialist during one of her exploratories (i.e.
music, art, etc.). Lily struggles remaining on task, and bursts out of turn with excitement or
comments. Lily is self-conscious about her struggles with reading, and sometimes is reluctant to
ask or receive help.
Johnny:
Johnny is male student who recently moved to the United States from Honduras. Johnny speaks
Spanish and no English. Since there is no ESL class at Sutherland, Johnny meets with an ELL
Resource Teacher once a week for the whole day, but the rest of the week he works on individual
assignments while the rest of the class works on something else. The only materials available at
his English level are not suitable for his age or interests, so hes very unmotivated to work on
these assignments, and will goof on with other students in class. Johnny likes to play soccer and
loves to draw. Johnny, a sweetheart, captured the heart of the class and they love to help him and
talk to him. A student named Maria often helps Johnny and translates for him in Spanish.
Cordelia:
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Cordelia is a white, female student. Cordelia lives with her two parents at home. She loves to
bake and ride horses. Shes on grade level with reading, but shows giftedness in creating and
technical writing. She writes beautiful poetry and shines in her standard level class. Cordelia, a
free spirit, works at a table at the back of the classroom. She likes to often ask the teacher if she
can help, and she is very friendly to visitors or guests. The other students sometimes bully her
though. Cordelia is engaged in class and answers questions, however sometimes she can be a
little forgetful or distracted. Sometimes she struggles with organization to finish her homework,
or turn it in on time.
Part 2. Statement on Creativity
I firmly believe that holds an important place in English language arts. Particularly in
English, students express their creativity through or writing or other multi-genre responses to
literature. What would English be without creativity? Students should be exposed to new,
interesting readings, writing styles, and activities. At the heart of word is create where students
are asked to be the meaning makers and produce their own work, as seen through their final
Portfolio at the end of the Unit. Students also need to begin to think of themselves as participants
in the artistic community, that they too are capable or being writers, artists, poets, musicians,
activists, etc. The English classroom should ask a safe space to learn, acquire, and develop these
skills, or even more essentially, an appreciation for craft and the arts.
Through this introductory unit, lessons focus on the craft of writing and exposing
students to the contemporary wit and creativity of other writers. Students will also access comic
strips and a new form of art, infographics and graphic design. With technology, digital art is all
the more possible for students to appreciate. Throughout the Unit, I include a space for Fresh
Fridays, where students can bring in songs that address the main Unit Concept or relate to the
classroom content. By bringing music into the ELA classroom, student will hopefully be more
likely to engage with a more relatable art that requires heightened amounts of creativity,
including critical thinking, writing, and highly sophisticated technical skills.
Hopefully the final assessment, a Coffeehouse for student to share writing pieces openmic style, models the way creativity and expression are encouraged through this Unit.
Part 3. Statement on Technology Use
Technology is essential to daily life in the twenty first century, so students must be taught how to
use and interact with technology in effective and appropriate ways. This class, however, has
extremely limited access to technology. There is only one class set of computer carts shared
among sixth and seventh grade, with old, outdated laptops that are prone to breaking. Eight
Grade students are in the first year of a one to one program, which is in plans to start next year in
sixth grade as well. Many students have computers at home and smart-phones with access to the
Internet provided by the school.
With a passion for technology and very limited resources, I consciously chose to limit my
use of technology in the classroom, than I would have with better resources. Within the
classroom rules, students will be encouraged to use their cell phones for instructional time, but
with sixth grade, students require strict guidelines as they a working on the non-cognitive skills
of self-control and time-management.
For a three week unit, I thought it was manageable to request a laptop cart for two class
periods, one to encourage students to research online, since they need to learn how to discern
between massive amounts of digital information, encouraging them to analyze perspective online
as well as in literature. Technology allows students to be the meaning makers during this activity.
Second, for students who wished to use a word processor to type or publish their Portfolio
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pieces. As students are writing, they can use technology to help increase their ownership and
pride of a published work. My goal is that all writing could be completed in class, and not
placed students without a computer or printer at home with a disadvantage, so students have the
opportunity to hand-write work, to use school computers during Workshop Day, or use the
computer at home if they wished. During a later lesson, I have students use their cell-phones to
look up definitions of words, but provide dictionaries for students without phones or pair them
with a student who has one.
In regards to my instruction, I tried to embed as much digital media as I could even if
students could not complete as much digital writing within class. I include texts from twitter
feeds, Youtube videos, Online Articles, websites, and infographics.
Overall, I include a class website with relevant materials for class, a class calendar, and
resources for parents to encouragement their involvement in class activities. I also have a class
email and twitter page with announcements and involvement.
Part 4. Statement on Assessment

Throughout my classes at the Curry School, I have learned that assessments are a basis of
communication between teachers, students, parents, and administrators. The focus of the day to
day assessments in my classroom and in this unit are teacher to students, asking, Where are
you? Do you get it? Do we need to try that again?
Throughout this unit, particularly at the beginning for the year, I hope to create a personal
relationship with student, optimizing personalized contact, through written communication with
Conversation Calendars or individualized in person feedback with Writing Conferences.
Individualized feedback through a five minute conference communicate and teach a student so
much more than red pen marks over a paper. While not included in this Unit, I hope to use
transition from Short Texts to longer texts in the next united, including Reading Workshop and
Reading Conferences alongside Writing Conferences, to individualized student feedback and
meet each individual students needs.
In the same way, students should have the opportunity to turn in what they consider as
their best work, and given chances for feedback before turning in anything for a final
assessment. The Portfolio is the final summative assessment of the Unit, where students can
present work that I have seen at least once and students have had many hours in class time to
revise.
With this unit, I also purposely avoided any homework or projects outside of class. I
firmly believe that to communicate that writing and reading are important, and those activities
should be done during valuable class time. Also all students do not have time at home nor
adequate resources to work at home. During class, all students are at an equal advantage, and are
within close reach or my help or a fellow students assistance. If students manage their time
wisely, they should have time to complete every assessment in class, except for the introductory
letter, with which I gave them a few minutes of class time and full weekend to finish.
Throughout the Unit are many examples of formative assessments, I have notecards,
sticky notes, Conversation calendars, and exit tickets. These little assessments communicate
what students are understanding and will allow me to adjust the lessons or content to meet
student needs. For grammar, they can communicate to students what they know or what they
dont know, in a low stakes environment that gives them a chance to improve before they are
summative assessed.
At a base level, students should pass by completing classwork and reading on time and
efficiently. With the way I have designed instruction, no students should ever fail or receive a
zero. They are receiving multiple opportunities to work with explicit feedback.
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Introductory Week
Lesson Plans
Week one: Plan #____1____ of 3; [90 mins.]
Plan type: ____Full-Detail __x__Summary
Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
a. Students will know the responsibilities of the student and the teacher
in the classroom.
b. Students will understand classroom routines and procedures
Affective (feel/value) and/or Non-Cognitive:
c. Students will feel comfortable participating in classroom activities.
Performance (do):
d. Students will be able to identify student responsibilities for learning
e. Students will be able to identify teacher responsibilities for learning
SOLs: [List with numbers portrayed in the SOL document]
SOLS 6.0
The sixth-grade student will be an active participant in classroom discussions. The student will
present personal opinions, understand differing viewpoints, distinguish between fact and
opinion, and analyze the effectiveness of group communication.
CCSs: [List with numbers portrayed in the CCS document]
N/A
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:
Name Game: As the students participate in the Name Game, I will
watch for their individual level of comfort speaking up in class. [g]
2 Truths and a Lie: As the students participate in the 2 truths and a

lie game, I will watch for their individual level of comfort speaking up in
class. [g]
An English Teacher Should/ An English Student Should: As the
students participate in the brainstorming process, I will be able to see
their understanding of the roles & responsibilities of a student and a
teacher in this class. I will also be able to assess their ability to present
their opinions in a group discussion [a, h, I, SOL 6.0]
Formative:
Practice Do Now: I will observe the level of comfort the students
have as they practice the entrance routine [b, c]
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]
Desks are in groups or 4 or 5 clustered around the room. Students names are written on sticky
notes at each desks to find their assigned seats.
1. [_5__mins.] Bridge/Hook/Opening to lesson:
I welcome students and introduce myself, telling them a little bit about
myself, including where I grew up, where I went to college, and few
things I like I do (church, traveling, reading, music, etc). Then I will
briefly describe the aims of the course for the year, to refine our skills
or reading, writing, and communicating, to learn how to express
ourselves and how to better understand others, through literature and
other means!
Then I will walk them through the agenda for the day, pointing their
eyes towards the agenda written on the board, which says:
Icebreakers
An English Teacher/A Student Should Brainstorm
Classroom Sleuthing
Practice Do Nows
2. [_25__mins.] Introduction Games

A[10 mins] Name Game
First, we play a name game where each student picks an adjective
that matches the first letter of their first name, ie Sassy Susan. (I will
also briefly review parts of speech). I will have students stand up and
make a circle around the room. Then we will go around the circle and
each student will say their name, and then the next person says their
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name, and the person before it, as it continues. By the end, I will have
to say everyones names. I will tell students this is low pressure and
just for fun
B. [15 mins] 2 Truths & a Lie
Then in their table groups, I will have students play 2 Truths & a Lie, I
will model for students up front. I will have them raise their hands to
guess which one is the lie. I will give students time to think of their
own, and then share with their groups. We will each go around the
room, and students can share one of their interesting truths with the
class. I will have the directions for the activity projected onto the
board.
3. [_35__mins.] An English Teacher Should.An English Student
Should. Activity
A. [20 mins] Think/Pair/Share Brainstorm
Students are given a piece of paper and markers/crayons. Students will draw their version
of what an ideal classroom, including desks, students, teacher, etc. After drawing,
students will talk to their elbow partners about what they think about an ideal classroom.
I will ask students to discuss what the student and teachers are doing in their picture.
Then on the screen I will write the questions, An English Teacher Should/ An English
Student Should and in their table groups students will brainstorm the roles of the teacher
and the roles of the student. Students will have handouts to guide them through the
process with potential guiding questions.
B, [15 mins] Syllabus Review
We will come back together as a group to discuss, I will show students their objectives
for the year and pass out the syllabus. After examining the syllabus, students can reevaluate the roles of the student and the teacher.
4. [_15__mins] Classroom Detective/Student Sleuthing
( To Introduce students to the classroom and routines)
I will number various objects around the room as well as index cards with routines on them.
Students will have a scavenger hunt around the room to find each location, object, or routine.
Students can work with their elbow partners or groups. Students will try to find at least 3
routines, or more. Once students have familiarized themselves with the classroom, we will
review class some quick room guidelines and routines.
Some location, objects, and routines include:
o Bookshelf - SSR and Silent Patient Waiting
o Do Now Tray
o Homework Tray
o Question/Comment Box
o Student Board - Place for student news, writing, findings,
expression, etc
o Agenda
o Objectives
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o Work Table (At the back of the room)

o Teacher Desk
o Baskets for Writing Journals and Writing Portfolios
5. [ 10 mins] Closure: Practice Do Now

I will have students walk out and back into the room practicing the
entrance routinewhich is to walk in calmly, look at the board to see
the instructions for the Do Now. The board will say: Grab a
Conversation calendar from the bin and get started! Students will
grab a Conversation Calendar from the bin, and will write their first
entry to me, and I will respond to students by the end of the week. My
first questions will be, Tell me about yourself in 3 words. Then Explain
why. Before students begin writing, I will explain the purpose of
Conversation calendars as a way for us to communicate individually
with one another, and we will continue it throughout the year.
Materials Needed:
Folders/Bins for Class period
Projector
Paper & Markers
Powerpoint with Instructions
Detective Labels
Conversation Calendar (Chris Tovani) (23
Syllabi (23)
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Introductory Week
Lesson Plan
Week one: Plan #____2____ of 3; [90 mins.]
SWBAT:
a. Students will understand that their behavior affects the classroom
environment.
b. Students will know how to demonstrate quiet, active listening.
c. Students will know how to wait patiently during transitions
d. Students will value creating a positive classroom environment.
e. Performance (do):
f. Students will be able to describe active listening.
g. Students will be able to list possible silent patient waiting behaviors.
6.2 The student will present, listen critically, and express opinions in oral presentations.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Diagnostic:
Classroom Behavior Brainstorm: As students participate in the
brainstorm, I will walk around reading their responses and listening to
what they share in class discussion that demonstrates their
understanding of listening skills and self-control. (a, b, c)
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Formative:
Classroom Behavior Skits: As student present, I will assess the way
they handle each scenario in light of our previous discussion. This will
tell me if we need to review classroom behavior expectations again
more specifically later. (f, g)
Appointment Calendars: As students are talking with their peers, I
will look to see their comfort level talking with their peers. I will also
make sure each student completes the calendar so it can be used for
later activities. (d)
Conversation Calendars: As I read and respond to the student
writing, I can assess the their understanding of patient behaviors and
active listening, as well as whether these skills are important for the
classroom environment to the student. (d, f, g).
Students are siting in groups of 4-5.
a) [_10-15__mins.] Bridge/Hook/Opening to lesson: Do Now
I will guard the door as the students walk in to class, greeting them
by name to practice learning their names and to remind them to check
the board for instructions to complete their Do Now. Students will walk
in and read the poor which says Grab a Student information Sheet
from the bin and begin! and then pick up Student information sheet.
Students will then complete Student Information sheet in class.
When the bell rings and students settle down, I check for empty desks
to take attendance. I will thank students for following the Do Now
Routine (if they have, or offer some clarifying statements if they
havent). I remind them that we practice that yesterday, so that today,
and everyday, we can get started quickly!
b) [_5__mins.] Step 2: Table Group Introductions/Sharing Time:
Share answers from the silly questions to your table groups.
Pick number x-x
I will ask students to review names with their Table Groups by going
around and sharing names if they do not already know each other. I will
ask them to answer one of the silly questions from the Student
Information Sheet with their groups. I will model myself by answering a
silly question. I will make it clear that they are doing this to help hem
feel comfortable with group, since they will be working together at lot
this week.
c) [_10__mins.] Step 3: Set Up Readers/Writers Notebook
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I will provide students with a binder and a spiral notebook. They will bring me a
replacement copy on Monday after the weekend. I will have students take their notebook
and write in Sharpie [Name]s Readers/Writers Notebook. Then, as I model with my
own, I will have students take the first 3 pages to be the Table of Contents. Then I will
have students number in the top right hand corner all the page of their notebook.
Then, we will set up the binders. I will pass out a table of contents for students and have
them place the class syllabus inside the binder. (I had collected them back from last
class). I will keep a running chart of the binder table of contents and the Readers/Writers
Notebook displayed in the room.
I will spend a few minutes telling students the purpose of the Readers/Writing
Notebook.that this is a space for them to write and reflect, and well use these journals
a lot throughout the year. I will explain how these journals are for personal use, but I will
check them occasionally for the grade. I will provide a rubric later and better
introduction when we use the journal for creative writing the next week.
d) [ 15-20 mins] Step 4: Concept Development Quiet, Active
Listening
A. Journal Response (5 min)
I will have students turn to page 4 of their R/W Notebooks and have them write their
response to the question displayed on the projector:
Theres a lot of difference between listening and hearing. GK Chesteron.
What does this quote mean to you? What is the difference between listening and hearing?
I will tell them that GK Chesterton is an English writer who wrote a lot about
Christianity, philosophy, and all kinds of things. He is known for lots of interesting
quotes and phrases.
I will give students time to respond individually and then they can share with their table
groups.
B: Group Brainstorm (10-15 mins)
I will tell the groups to think of 4-5 Characteristics of Good Listening. I will ask for a
specific desk at each table groups to take notes in their journal for the group (Ex:
Everyone sitting in Megans desk in a group will.) Then another group member will
write the traits on the board. As a class, we will look at the traits on the board and put
together any similarities, or discuss any differences. We will bring them together to
compare to my list of Characteristics Quiet, Active Listening. If there are any
differences, the class can vote to add or change my list. Students will write this list down
on page 5 of their R/W Notebooks Very nice concept attainment activity!
e) [ 20 mins] Step 5: Silent Patient Waiting Skits
A. Introduction:
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From Quiet, Active Listening, I will introduce another key idea for my classroom, Silent
Patient Waiting. I will introduce the three main qualities of this idea on a powerpoint for
students. First I might ask them what the word patient means, and perhaps ask for some
examples of impatience. On the screen I will read the following principles:
What is it?
o Working or sitting quietly during transitions or individual
work time.
Why do it?
o To respect my other classmates who are working
What are some examples?
o Reading a book from the library, writing in my journal,
sitting quietly, etc.
What is it not?
o Talking to a neighbor, walking around the class,
anything that you shouldnt do in a China Shop.
What happens if I dont do it?
o The class gets distracted and we lose learning time. If it
continues, then you might have to practice these
behaviors on your own time (aka lunch or recess).
I will give students some scenario skit starters on pieces of papers in their groups. I will give
their groups 8 minutes to think of two possible outcomes. One that shows patient waiting and
one that does not. Possible scenarios include:
You are taking a test and you finish super early. Everyone else is
still taking the test, what do you do?
You have a question for the teacher, but they are doing something
else and not responding to you. What do you do?
You are silently reading in class, but you just cant sit still today.
What do you do?
You have to go to the bathroom during the middle of class. What do
you do?
Groups will present their skits, first the impatient scenario and the students will freeze, and we
will predict possible responses with how we change the situation. Then the students will share
their patient waiting skit. I will remind students throughout this process to keep skits
appropriate for school, and remind then students have the responsibility of being respectful.
After going through all the lists, I will ask students to record their response to What does it
meant to wait patiently and silently? in their journals. Then we will record silent patient waiting
Rules in our Notebook. Again, students can vote to add or correct to my suggestions. I really love
thisand it will be a great reference point for all year long!
f) [_10__mins.] Step 6: Appointments Calendar
(Taken from Smagorinsky) Students will have a handout with a
clock drawn on it and will find a different partner for each time
and instructions for what to do for each other on the back.
Example, Hour 1 will be someone with the same color shoes.
Hour 2,3,4,5, may be a friend or someone of their choice, etc.
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We will not go into questions now, but will use these as partners
later in the year.
g) [_10__mins] Closure: Conversation Calendar, Day 2 will project on
the screen our Guidelines for Active Listening and Silent Patient
Waiting. I will thank students for working so hard today, and then I will
ask them to take a moment on why we spent class time going over
these skills and why are they important. On Day 2 of their
Conversation Calendar, students will and the question: Weve learned
a lot about Listening and Patience today. Why do these skills matter?
Are these skills easy or difficult for you? How can I help you with this?
You did an excellent job aligning your objectives to your
instructional stepsthis is a really positive start to their year!
Materials Needed:
Slides with instructions for the day

Student info Sheet
Conversation Starters for the day
Scenarios for Skits

handouts, etc.)
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Introductory Week
Lesson Plan
Week one: Plan #___3_____ of 3; [90 mins.]
Plan type: _X___Full-Detail ____Summary
SWBAT:
a. Classroom rules help create a community of trust (and joy!).
b. Students will understand that a community of trust requires respect,
grace, and perseverance.
c. Students will understand that their individual behavior effects the
classroom community.
d. Students will know that building a class community requires time and
reflection.
g. Students will value a positive classroom community.
h. Students will feel safe learning and working with their peers.
Performance (do):
e. Students will be able to describe (and explain) classroom rules
a. Students will be able to locate classroom rules on the wall.
f. Students will be able to keep a record of strategies for working with
their peers.
6.1
The student will participate in and contribute to small-group activities.

b) Evaluate own contributions to discussions.
d) Analyze the effectiveness of participant interactions.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
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In
Formative Assessment as students reflect in their journals. I can read

their journals for understanding and completion.
o KUD a, b, c, d
Formative Assessments as students created rules with their small
groups and as a whole class.
o SOL 6.1, CCSS 6.1, KUD a, b, c, d
Formative Assessment through Conversation Charts as students reflect
on the way they can meet the class rules as individuals.
o SOL 6.1b, KUD d
Students are sitting in groups/clusters around the room following the assigned seats they have
been in for the past few days. One the board it says Check the bin for your Introductory Letter
Assignment and grab your journals! .Read through all the instructions and write down any
questions you have.
1. [_10__mins.] Bridge/Hook/Opening to lesson: Do Now
Student will walk in a pick up a handout on the Introductory Letter Assignment and grab their
journals.
Good morning students! Remember to look at the board for instructions about your Do Now.
Make sure you got a handout on the way in.
Students walk in and complete their Do Now.
Okay everyone, lets look at this Introductory Letter Assignment.[see Appendix a] Before I
answer any questions, I want to read you my sample letter that I have written to you.
I read my letter [see Appendix b to students, and have them turn to it in their packets.
Ive written this letter so you can know more about me, and I want to know more about you! Now
lets look at the directions. You can write or type this letter to me, but I want you to include some
of these details listed here. NOT ALL.but things like hobbies, interests, sibling, values, etc. I
want this to be in a letter writing format. You might not what a letter is, but you might not. What
makes something a letter? How do you know this is a letter? [Field students responses]
Think of mine as a model., but you would write Dear Ms. Swicegood. Then you write your
letter in PARAGRAPH form, and sign it with your name, I used Sincerely Ms. Swicegood., but
you could use any sign off you choose. Any questions?
16
2. [__15_mins.] Mintz Squares

Okay, lets transition to an activity I like to call Mintz squares, since I learned it from a rather
interesting professor in college. . Daicee, will pass out the handouts when I finish with the
directions.
We have been doing these kind of get to know you games all week, and remember that we are
trying to get to know one another so we can feel more comfortable around one another a build a
strong classroom community. Later today we will talk a lot about what a strong classroom
community looks like.
I will give each student a handout with various squares that say a certain characteristics, like
Has a sibling or Traveled outside of the Country. Students will have to fill in each square
with the name of a student from the class who meets that trait. Students can compete to see who
can fill out the entire chart first.
For this activity, you must find someone who completes the characteristic in the box, like
can play the guitarI play the guitarso someone could write my name there! But how we
do this is we walk up to someone, and we introduce ourselves [if you dont know each other]so
Hi, Im Ms. Swicegood. Whats your name? then I say Hello Tribeca, so nice to see you
again. Then I will ask one of the questions like, Have you ever been out of the country? and
if she has, I will write her name down, if she doesnt, then I will have to ask her another
question.
Matthew: So what if they dont answer any of these?
Me: There should be answer for most of these! If not, there is a fill in the blank square for you to
add something special or unique about them!.
Gus: Can you use someones name more than once?
Me: No, I would like you to talk as many different people in the room as possible. Now its not
exactly a race.but well keep going until someone finishes them all! Come check with me if
youve think youve finished first.
[Students walk around and complete the activity, I participate as well, keeping the noise level
down and observing student interactions.]
2. [_20__mins.] Classroom Rules Part 1: Home court Writing
Prompt
[Students sit down and take our their journals and a pencil. I have the
projector on through he lesson with a powerpoint displaying the
questions.]
Wow, I really appreciate how respectful you all were with one another. Now, we need to
transition to a time of writing. Lets remember our appropriate behaviors when we are working
and learning. Turn back in your journals and look over the lists of ways to show Active
Listening and Silent patient Waiting if you need some help.
Today were going to think about classroom community. Were going to be thinking and writing
for the next few minutes. I will give you a prompt, and then a new question. We will get a chance
to share our answers really soon.
The following are displayed overhead using a powerpoint:
17
Think about a time you either played a sports game, or watched a game in person or on
TV. Describe the atmosphere. What were the fans doing? How was the team playing?
Take a few minutes to write down your responses..Alright, wrap up your last thought. Now,
heres some interesting information for you.
Statistically, teams win more games at home than when they are away (LaMeres 1990). This
fact is true over both amateur and professional sports teams.
Remember amateur means new or inexperienced, like your little league baseball team or any rec
sports. Now in your groups, discuss your response to this statement. What does this statement
mean? Do you agree? Do your disagree? Have you ever seen anything like this?
[Students Discuss]
Any responses? What did you guys think?
[Few Responses]
This idea is called, Home Court Advantage.
So, lets think about the UVA Basketball team. Its all hopefully very dear and near to our hearts.
When you go to a home basketball game, everyone goes crazy, screaming and yelling for the
team as they rush out! At a home game, the student section cheers and encourages the game,
even if they are losing. At an away game, say versus Virginia Tech, the tech fans wont be
cheering for UVA at allthey probably wouldnt be doing to the oppositemaybe yelling some
put-downs or boooing? right?
Now, Lets transfer this idea of home court advantage to our classroom. Think about the
question individually for a minute and then discuss with your groups. The person with the most
pets can share first.
Displayed on the Screen:
How does the support of fans or playing at home compare to the academic success of the people
in this room? How can we create a home court advantage here? Remember, this classroom is
home court for us.
Okay, finish up your last comment. . Now with an elbow partner, take a moment to share how the
idea of home court applies to our class.
Alright, lets bring it back in. This time well write again, and I want you to write in your
journals, and then share as a group, because I really want you to think about this one.
As a team member, whats something specific I can offer my teammates so that they can learn in
and enjoy this class? Whats something I can do to help the teacher/coach create a great class?
How do the ideas of team and Home Court go together?
Now, Im no Tony Bennett for Basketball, and you may not be a Justin Anderson. But we all are
part of a team in this classroom, and what are ways we could work our way to an ACC
Championship win?
18
3. [_20__mins.] Classroom Rules Part 2: Create Rules

I turn off the powerpoint and walk to the white board at the front of the
room. I write Home Court Guidelines on the board.
We just reflected about what it means to have a home court that supports
us, and you have just brainstormed a few ways you can do that as a team
member. In your groups, I want you to share some of your ideas with one
another, and come up with three or four rules that will help our class
encourage one another. We will making a list of classroom rules, or
Home Court Guidelines to help when we are working with our peers, or
discussing things as a class. Recall from Monday some of our teacher and
student responsibilities, I think they might be relevant for this list as well.
Lets have the person sitting in Daicees seat take notes, and write down
your three-four rules.
I walk around listening and talking to the groups.
Me: Daicee, what are you thinking?
Daicee: Some easy ones, like dont talk when someone else is talking.
[She laughs]
Me: Why is that an easy one?
Daicee: Wellll, my teachers always tell me that one. So I know its an
important.
Me: Well, this year is a fresh start. And Im here to help you. Why would it
be important to not speak while others are talking? Any ideas?
Christopher: Well it distracts everyone from them, and makes them feel
bad.
Me: Yeah, when I was student, I was really shy and never liked to share. If
everyone was talking over each other, I got too scared and decided it
wasnt worth it to share. I see you nodding Brooklyn, what do you think?
Brooklyn: I think listening while other people talk is a good rule, because
sometimes if everyone is talking no one will feel comfortable. Especially
the really shy kids.
Me: I think thats a good rule. Now I want you guys to brainstorm some
more ideas.think them through about WHY they are importantjust as
you have done with me.
Okay, Lets bring it back. Thank you. Im going to start with the group in
the back, who can share one suggestion and then we will go around. If
you have a similar rule, that is okay. Thats a good thing. We are
collaborating, so that means we are working together to make these rules
together. They are the classroom creation, not just mine, yours, but
everyones. After we hear the suggestion, we can either give it a thumbs
up if we agree, or a thumbs down if you dont. A thumbs down to me will
be a single you want to change the rule and make a suggestion, so I
might ask you to explain why.
Me:Alright, Group 4. What do you have for me?
Gus: Dont say mean things.
19
Me: Great idea. The last thing a team member would want to do is hurt
his teammate and ruin the game! Maybe we can phrase that more
positively? Does anyone have a similar idea, but phrased in a new way?
Claudia: We said: Treat others the way you want to be treated
Me: Very true. You cant go wrong there. Do we like that phrasing. Give
me a thumbs up if you agree and Ill write it on the board?
I get mostly thumbs up and a few thumbs down.
Okay, it looks like we mostly agree. Did anyone want to make a
suggestion to this guideline?
Sophia: I like that ruleI just think there should be more. A fan
encourages one another or says nice things.
Me: okay, I like that youre saying Sophia. So maybe thats some other
ruleslike be positive , when we dont say things negatively, but in a
positive way sometimes. I like that. How about thumbs up? Thumbs
Down?
I write 1. Treat others the way you want to be treated and 2. Be
Positive
Me: Lets get back to some other ideas. How about Tribecas table. Can
you think of a rule you have that we have not used already?
Tribeca: Show Respect
Me: Thats great. I think thats so important. But what does that look like?
Tribeca: like we talked aboutlisteningnot interruptingnot saying
youre stupid or something like that
Me: So maybe we write: Be Respectful of one anothers beliefs and
feelings
I write on the board and take a few more responses until we have
synthesized into about 4-5 rules.
Wow, you really had some great ideas. Thank you so much for doing that
with me guys. I think it will help us to learn more this year and help us to
feel safe and comfortable in the classroom. I want us to comeback to the
rules on Tuesday, just to make sure they are just right. Then I will write
them on a poster and display the in the rooms at all times.
4. [_10__mins.] Classroom Rules Part 3: Reflection through
Conversation Charts Day 3.
Please turn to your Conversation Charts.
Looking at the Home Court Guidelines, Which ones will be the most
difficult for you? How can I help you with that? Which one comes more
easily to?
Also, please use this space to write another guidelines that we do not
have, but you think is really important. I will read these before Tuesday
and let the class know if we need to revise based on your suggestions.
5. [_15__mins] Closure: SSR
20
Me: What do you think SSR stands for?.

Students: (Silly Responses and guesses)
Me: It stands for, Sustained Silent Reading
And what do you think we do during that time?
Sophia: We read! Silently.
Me: Its pretty self-explanatory isnt it? But this is time is so important. Its
our chance to read independently, a book of our own choice. Now, next
week will we will pick our own independent reading books, but I want to
use this last few minutes to explore the books in my library. I will spread
some books around the room, you can come up and pick one or a few. I
want you to explore the books, and find one that interests you. I will set a
timer for 4 minutes, and after that, you must be back in your seats
starting to read. I will have the reminders for appropriate behaviors for
SSR on the board if you forget. Feel free to come ask me if you would like
a book recommendation. We will be doing SSR most weeks in class, so
today is a good day to start practicing!
I set out some books while the students look at them. When I finish
putting out some books, I set the timer for 4 minutes, pull up the slide
that says:
REMEMBER Reading is an individual, silent activity.
You want to get comfy? Sure! But make sure it respects others
and will help rather than hurt your reading.
Dont like your book? You get one switch during one session of
SSR. Trying giving them a chance though, dont judge a book
by its cover!
Just before the end of class, I say, There is one minute left of class, so I
would like you to close your books and return them to my shelf and then
have a wonderful day!
Materials Needed:
Mintz Squares Handout

Conversation Charts
Powerpoint for Home Court Prompts
o I dont know how to add it to the document.so I attached it on
Collab.
Introductory Letter Assignment Sheet
o Note: I am purposely NOT making this now, because I want to
use it as a pre-assessment for my Concept Unit, and Im not
quite sure what those objectives are yet. Once I complete my
unit and I have to go back and revise this, then I will create the
assignment and my sample letter to meet my specific content
goal.
21

handouts, etc.)
*Note I cant make things landscape in this template documentso ideally I would have these
handouts in landscape mode.
22
Has been
out of the
country
Knows
how to
bake a
cake.
Squeezes
the
toothpast
e from the
middle.
Has 2
sisters.
Is an only
child.
Has 2 or
more
brothers.
Write your
own!
Likes
superhero
movies
Has lived
in more
than one
country.
Plays a
musical
Instrument.
Is wearing
pink
Knows
how to
blow up a
balloon.
Likes mint
chocolate
chip ice
cream.
Likes to
write
poetry
Has brown Has read

eyes
all of the
Harry
Potter
Books
Has a pet
bird.
English is
their
favorite
class.
Plays
tennis.
Likes to
swim
Lucky
Charms is
their
favorite
breakfast
cereal.
Likes to
sing in
the
shower.
Puts both
their
socks on
before
tying their
shoes.
Can dance Is left

the
handed
Macarena.
Math is
their
favorite
class.
Likes to
draw.
Speaks
another
language
at home
23
Monday
Wednesday
Friday
Conversation Calendars
Source: Cris Tovani
Name ________________________________________
Period __________
Week of ______________________
24
Concept Unit
Lesson Plan 1
Unit Title: Frenemies
Unit Big Idea (Concept/Theme): Perspective
Unit Primary Skill focus: Point of View, Conflict, Writing
Week __1____ of 3; Plan #____1____ of 9; [90 mins.]
Plan type: ____Full-Detail __X__Summary
Content Requirement Satisfied: Mini Inquiry & Embedded Technology
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
Unit Objectives:
1. Relationships (between friends or enemies) are complex, but fluid.
Lesson Objectives:
SWBAT:
a) Relevant Issues and questions surrounding friendship, enemies, and bullying
b) How to write a complete sentence
c) Research requires browsing lots of information to ask new questions
d) The importance of asking questions and answering questions through research
Performance (do):
e) Ask questions related to frenemies based on prior knowledge, anchor texts, and
personal research
f) Write a complete sentence
g) Identify a fragment
6.9c Use technology as a tool to research, organize, evaluate, and communicate
information.
25
Students are sitting in table groups of four desks.

1. [__5_mins.] Bridge/Hook/Opening to lesson:
A. Students walk in grab their journals to complete the Do Now. They have to
answer the Essential Unit Question: How can someone be a friend and an enemy
at the same time?
B. Show Unit Promo Video
2. [_15__mins.] Step 1: GRAMONDAYS - Grammar Mondays
A. Mini-Lesson on Sentences & Fragments. Use They raced along with the
following questions to prompt students about subject and verb. I write on the
board while they are copying down in their notebooks.
Is this a sentence? How do you know?
Who or What did something?
What did they do or what are they?
B. Read Excerpt from Popular, ask students to find a sentence and find a
fragment. Form a definition together. Then, students practice writing a sentence
and a fragment.
3. [_15__mins.] Step 2: Read Anchor Texts for QFT
A. Revisit Popular ExcerptWhat do you notice about Mayas relationship with
her friends?
B. Read Article about Popularity and Bullying. Have students use highlighters to
highlight anything that stands out to them.
4. [_20__mins.] Step 2: The Question Formulation Technique
A. With this method, students can learn how to create questions that help them to
figure out what they want to know and make their research more effective. In their
base groups, students will receive a large piece of poster paper and a few markers.
The group can designate one student to write. (Taken from the Right Question
Institute (2012))
Instructions
Focus or Focus Question: How can Friendship Be Complex?
Produce your Question
o Ask as many questions as you can
o Do not stop to discuss, judge, or answer questions
o Write down every question exactly as it is stated
o Change any statement into a question
Improve Your Questions
o Closed-questions can be answered with yes or no or with one word
o Open require an explanation and cannot be answered with yes or no or one word
o Find closed and openmark with c or o
Discuss the value of each type of question:
o Advantages and disadvantages of each type of question
o Change questions from one type to the otheronly one of each
Prioritize your Questions
o Choose three most important questions
26
5. [_12__mins.] Step 3: Research with Laptops

A. Remind students of norms about technologyoffer students without
experience with computers some extra help. Encourage peer tutoring in regards to
computers.
B. Students can search their own websites, or use the class website for potential
resources to get them started.
Give students some key words for Researching
1. Friend, enemy, bullying, popularity, empathy, compromise, rivals, reconciliation, etc.
6. [_8__mins.] Step 4: Share with groups
A. Students share what they have learned with their groups.
B. In the last minute in their groups, have students write down any new questions
they now have after their research or from their classmates research.
7. [_5__mins] Closure: Conversation Calendars:
A. `Reflect on the QFT TechniqueWhat makes a good question? How is the
skill of asking questions related to research?
Students will demonstrate their understand of the grammar point through their own sentences in
their journals. We will revisit this topic during the next lesson.
I will watch for students participation and use of computers to assess their comfort level with
computers for the future
I will listen as students talk in groups as well as examine their questions
I will use their personal journals/verbal responses as an opportunity for pre-assessment for
baseline for their conceptual understanding of the unit
I will read the conversation calendars too gauge student understanding of how to ask questions
and if this needs to be an something we spend more time on. Or, if this is an activity we should
try again.
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)
For Jordan and Daisy, this activity gives them a space to be the meaning makers and learn
how to ask good questions, as well as help them realize what they do know and what they
want to know. Hopefully, it will increase engagement and allow them to find their own
interest in the topic through the ownership of their questions.
For Cordelia, this is her activity to ask higher level thinking questions that challenge her,
while also providing a structured group activity to allow her to form relationships with
her other classmates.
Materials Needed:
27
Big Sheets of Paper

Markers
Excerpt
Laptop Cart
Glue sticks
Scissors
Excerpt for Elmo
Bullying Articles for each Student
handouts, etc.
Appendix A. Excerpt from Popular: A Memoir by Maya Van Wagenen (Page 53)
At School.
With little curlicues all around my head.
Looking like a lollipop-licking five-year-old.
Or a poodle.
Fortunately Kenzie isnt here today, so I dont have to face
her judgmental gaze.
So, Maya, whats up with your hair? someone behind me
asks. Its super-cute. Whats the special occasion? Boyfriend?
Shes a band Geek, a seven on the Popularity Scale.
Maya, with a boyfriend? Dont be stupid, her friend
whispers.
I think of my beloved crush Ethan who hardly notices me,
even with my new outrageous hairstyles. Who am I kidding? This
girl is right.
Carlos Sanchez just looks at me, raises his eyebrows, and
doesnt say anything.
That itself is criticism enough.
Appendix B. Sentences & Fragments Grammar Notes
From Jeff Anderson, Mechanically Inclined (p. 65)
Is this a sentence? How do you know?
Who or What did something?
What did they do or what are they?
p65 Two Word Sentence Smackdown
They race. (p.5) Jerry Spinelli, Loser
28
Concept Unit
Lesson Plan 2
Unit Title: Frenemies
Unit Big Idea (Concept/Theme): Friends & Enemies
Unit Primary Skill focus: POV/Conflict & Writing
Week ___1___ of 3; Plan #_____2___ of 9; [90 mins.]
Plan type: __X__Full-Detail ____Summary
Content Requirement Satisfied:
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Objectives
2. _ Conflict, internal and external, complicates relationships between friends or enemies.
3. _ Perspective involves seeing, reading, and writing from various points of view
7. _ Identify conflict and its effect on a characters situation, actions, and motivation.
Lesson Objectives:
SWBAT:
a) Elements of Story Structure, including character and conflict (external and internal)
b) How to use SWBS as a reading strategy to understand plot
c) Characteristics of Memoir as a Genre
d) Elements of POV
a. First person, Narrative
e) First person narrative helps to understand a new perspective by
stepping into someone elses shoes
Performance (do):
f) Define a memoir
g) Read a memoir for genre elements
29
h) Explain conflict through SWBS Strategy

6.5a
Identify the elements of narrative structure
6.5f
Use information in the text to draw conclusions and make inferences.

Beginning Room Arrangement: Students are sitting in a double U shape, so everyone can view
the screen.
A. Give students list of subjects and verbs, they have to make a sentence and a
fragment in their journals. After sharing some examples, I pass out index cards,
and ask students to write their best example of a sentence and a fragment down
and turn it in to me.
Lets share some of these sentences!
Now, lets remember, a sentence needs a noun and verb that interact with one
anothermeaning they both have to help one another. So be careful that you
dont just put any to subject and verbs together to call something a sentence.
2. [_10__mins.] Step 1: Read Popular Memoir Excerpt
A. Turn to a Neighbor and answer the following question: What do you learn
about Maya from this passage? Have you ever felt an experience like this?
(See attached Excerpt)
3. [_20__mins.] Step 2: Somebody Wanted But So (Beers)
A. Students draw lines and create four squares in their journal. They write SWBS
in the columns. I model on the ELMO. I have a student pass our 4 sticky notes to
each students. I provide an explanation of the activity, and then ask students work
through SWBS with Mayas Perspective. I provide questions for each section,
students try, we share, they revise.
We return to the BUT and I give students the word Conflict to describe this
section. I have them turn to a neighbor and brainstorm Mayas internal or external
conflicts. We share as a group. Underneath their BUT sticky, they write possible
internal or external conflicts.
(See a detailed, scripted explanation of SWBS in Lesson 4)
4. [_20__mins.] Step 3: Develop Qualities of Memoir/POV
A. Qualities of Memoir Development
We switch gears to focus on genre through Concept Development. Students
brainstorm elements of Genre, using the text as a model. Then as a class, we
30
create some characteristics of genre on the board. Students write these

characteristics in their journals.
Some Questions to prompt Students:
-Whos speaking?
-What type of pronouns do you see?
-Whats Maya feeling about this situation?
-Flashback
B. Point of View Vocabulary Instruction
I will show students a graphic organizer as well as a feature analysis for the
vocabulary words: Point of View, First Person, Third person, Omniscient, and
Limited. (See Appendix A & B) The sheets will be printed on half sheets of paper
and pasted into students journals.
So weve been talking about point of view, but lets break down what some of
these words mean, because they may be new to some of you. I have this graphic
that can help us talk about these words.
I place graphic on the screen.
So were starting off with perspectivethats where we look, where our camera
is, what we see and how understand everything. Has any every heard the term
perspective used in terms of Art? Explain?
So our perspective then influences or point of viewwhat is seen and how it is
said.
Who has heard of first person before?
Whos speaking?
Explain how the excerpt we read to day was in first person
Who has heard of Third person?
What does omniscient mean?
People often compare an omniscient narrator to a god like figure who knows
everyones thoughts and actions
Limited - thats like youre a superhero who can only read ONE MIND
Now were going to use this feature analysisits an organizer that will help us
all these words based on their characteristics. Place a checkmark that matches
each category. Try working on this alone, then share with your groups, and well
share as a class.
Remember a narrator is the person who TELLS a storywhich is usually
different from the writer.
5. [_25__mins.] Step 4: Mentor Text Writing

A. Provide students a prompt for writing a narrative memoir about an experience
similar to Mayas about themselves or from the perspective of a friend.
Now lets try writing our own memoirs. Think about a friend from childhood, or
now, or maybe an enemy, or maybe a friend you lost. Write about your experience
in a short memoir.
31
B. Students will complete Topic Blasts (Gallagher) to help them think of a

memory and a writing topic. Students can start writing quietly once they finish
their topic blast.
Were going to use a topic blast to get us started so we can think about own
experiences and think of more things to right about. Write your topic, maybe its
friend, or enemy, or maybe the name of an event you are thinking of, and then on
the little star edges, write a different idea, memory, detail, image, word, etc. When
you feel as though you have enough, you can turn to your journals and start
writing.
6. [_5__mins] Name POP QUIZ - Can anyone name everyone in the entire class?? Students go
around and try until the bell rings.
o Through the mini quiz on sentences/fragments I assess students on their understanding of the
concept from yesterdays lesson. (See Lesson 1)
o During the SWBS activity, I will look at what students are writing in their journals and listen to
what they are sharing to assess their understand of the how to complete the activity, as well as
conflict. (a, b, h)
o Summative: Ultimately in their portfolios, students will turn in a memoir, where I will look for
understanding of memoir as a form and their level of reflection on the moment through the
content. I will keep this goal in mind as I conference with students during workshop. (c, f, g)
The SWBS breaks down the reading strategy, especially for struggling readers like Jordan
and Lily. It helps them to think past the elementary style of reading just for a beginning,
middle, and end, but helps them to think about the plot and conflict of a story.
The topic blasts are the help Jordan and Lily who may struggled to start writing. It will
also help Cordelia who loves to write, but struggles with organization. This will help her
organize her thoughts before she begins.
Materials Needed:
o
o
o
o
o
o
Printed Popular Excerpts

Sticky Notes
Index Cards
Feature Analysis Handouts
Graphic handouts
Gluesticks
handouts, etc.)
Appendix A - Vocabulary Graphic and Feature Analysis
32
Appendic B - Feature Analysis

Appendix C - Topic Blast
Appendix A.
Appendix B.
(Source: Sarah Lupo (2015) with Permission)
Point of View Feature Analysis
Directions: Please check the boxes to indicate which characteristics go with each point of view.
Narrator is in
the story
Narrator is not
in the story
Know one
characters inner
thoughts
Know many
characters inner
thoughts
First Person
Third Person
Omniscient
Third Person
Limited
33
Appendix C
Name: ________________
Topic Blast
34
Concept Unit
Lesson Plan 3
Unit Working Title: Frenemies
Unit Big Idea (Concept/Theme): Theme
Unit Primary Skill focus: POV/Conflict
Week ___1___ of 3; Plan #___3_____ of 9; [90 mins.]
Plan type: ____Full-Detail _X___Summary
6. _ Writing through complex situations or a different point of view can bring new understanding
or perspective into difficult issues.
9. _ Explain complex relationships from literature, society, and personal experience through
writing.
SWBAT:
a) The REGS of Writing Workshop
b) Expectations for the Portfolio Assessment
c) The importance of personal writing and the writing process.
d) Personal Responsibility and Time-Management about essential to the Writing Workshop
Process
Performance (do):
e) Participate in Writing Workshop and monitor their own progress during the Writing
Process
f) Make a plan for completing the Portfolio Assessment
SOLs:
6.7 The student will write narration, description, exposition, and persuasion.
c) Organize writing structure to fit mode or topic.
CCSs:
6.3 B Use narrative techniques such a dialogue, pacing, description, to develop experiences,
events, and or characters.
35
A. Twitter Story: Identify the Conflict! Then, try writing your own! (See
Appendix A)
2. [_15__mins.] Step 1: Introduce Writing Workshop
A. I will use a class poster and handout with descriptions to give students the
REGS for Writing Workshop. I will model a typical day for them, including
writing time, mini-lesson, and conference in 5 minutes.
3. [_10__mins.] Step 2: Introduce Portfolio
I will go through the assignment packet, including description, check list, rubric,
and completion plan.
(When I finish, I might give students a 2-minute chatting break or something to
get the blood moving, since they have been listening for a while)
4. [_40__mins.] Step 3: Writing Workshop
A. Students are working on completing their topic blasts or writing their memoirs.
I will begin conferencing with students for five minutes on finding a topic and
creating a plan for completing the Portfolio.
5. [ _10__mins.] Step 4: Fresh Fridays
A. Students can bring in a song they think is relevant to the class material that
they have given to me ahead of time. For this week, I bring in a song of my own,
and we discuss the themes as a class, making connections to Unit Concept.
6. [_10__mins] Closure: Check in on Classroom Norms
A. Display classroom norms on the screen and ask students to identify the
strengths or the class and then some weaknesses.
B. On Index Cards, Ill have students write any personal concerns they have with
the classroom norms to turn in to me.
o During Writing Workshop, I will assess students during conferences to make sure they
understand the qualities of a memoir through their plan or draft. During transitions I will monitor
if the class is using the time effectively or requires more structure. (Unit 6, a, b, e, f)
o With Fresh Fridays, I will gauge students interest and choice, finding out what students to like
and other opportunities to bring JOY into the classroom. I will assess their changing
understanding of the Unit Concept through their discussion.
o Classroom Norms - Through discussion I will compare my thoughts about the class performance
with what students present as a areas of weakness or strength. If students do no realize a
weakness, I may need to re-teach some of those non-cognitive skills. Through the index cards I
36
will look for students comfort and provide an opportunity for students to offer suggestions with
low-risk.
Lily may struggle at reading, but she loves and understands song lyrics really well. By
bringing in music, it will not only capture her attention, but make the bridge between
reading lyrics and read literature.
Johnny can connect to music, regardless of language. He can even bring in a Spanish
song to share with the class.
Materials Needed:
o
o
o
o
o
o
Handouts for Portfolio Assignment

Handouts for Writing Workshop
REGS for Writing Workshop displayed around the room
Song Lyrics on Screen
Projector/Speaker
Index Cards
handouts, etc.)
Appendix A - Very Short Story Twitter
Appendix A
37
Concept Unit
Lesson Plan 4
Unit Primary Skill focus: POC/Conflict
Week ___2___ of 3; Plan #_____4___ of 9; [90 mins.]
Plan type: _X___Full-Detail ____Summary
Grammar Instruction
Unit Objectives
5. _Sometimes a greater cause, desire, or situation, can change the relationship between friends
and enemies.
8. Analyze descriptions and information about characters and setting, from the text to make
inferences regarding character motivation and behavior.
Lesson Objectives:
SWBAT:
a) Characteristics of a Diary
b) How to make inferences to identify conflict and plot
c) Rivals are a kind of complex Friendship
d) Diaries can be a daily writing process to reflect to on relationships and experiences
Performance (do):
e) Analyze character details to make inferences regarding conflict and motivation
f) Create a diary of two rivals that demonstrates the characteristics of a diary.
6.5
The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot,
conflict, and theme.
f) Use information in the text to draw conclusions and make inferences.
38
6.1 Cite textual evidence to support analysis of what the text says explicitly as well as draw
inferences drawn from the text.
Students are sitting in a Double U Shape, so each student can see the board. As students walk in
to the room, the directions for the Do Now are on the screen.
1. [_5__mins.] Bridge/Hook/Opening to lesson: Do Now
A. Do Now: Write a How To Guide for Writing Workshop
The following is displayed on the projector.
On Friday we did Writing Workshop for the first time. Say our class has some alien
visitors today, and they want to know more about writing workshop. Write a How to
Guide for them, using numbered steps to describe what happens during writing
workshop. Make sure to include an specific rules, tips, or advice they need to know to
do succeed!
Lily: Whats a how-to guide?
Me: Its similar to instructions or recipes. Like if youre putting a new toy together
you have to look at the instructions right? A How to provides a little bit more detail
or explanation than instructions.
I give students a few minutes to write.
Okay, about 30 more seconds. Alright its okay if you didnt finish this, you can come
back to it another time. Does anyone want to share their alien how to guide?
[I take 1 or 2 student responses, elaborating or correcting or affirming the REGS of
writers workshop]
2. [_20__mins.] Step 1: GRAMMAR MONDAYS
A. Run-on Sentences
Its that time again..for Grammar Mondays.
What did we talk about last Grammar Monday?
Jordan: Sentences
Me: And what about them?
Jordan: Whether they make sense or not
Me:Anyone want to help Jordan out? Youre on the right track saying that we
talked about ways to make our sentences really clear to the reader.
Cordelia: We talked about complete sentences and fragments and all that a
sentence needs is a noun and verb...like They Raced
39
Me: Yes! That was the example we used. Remember a complete sentence has
someone or something that does or does not do something. Now lets keep that in
the back of our minds as we move forward.
Today were going to talk about a concept that I had to really work at, and still
work on today.
Turn to the next page in your journals, mark the heading Grammar Mondays:
Run Ons. My class journal models using the Elmo. Has any heard of Run Ons
before? Has a teacher maybe commented on your paper RUN ON but you
didnt know what it meant?
At the root of Run On issues are independent and dependent clauses.
Lets think about independent and dependent clauses like we think about growing
up. When youre a child, you DEPEND on someone to stand up, to take care of
you, so a dependent clause needs an INDEPENDENT adult or parent. But
children grow up and become adults, and can be stand on their own without the
same support, making them independent. So adults = independent, children =
dependent.
Lets take this sentence from our reading for today.
Im a real shark!
Is this a complete sentence? How do you know?
Can it stand on its own? Yes? So lets call this an independent clause.
What about this one?
Despite my human hands.
Is it a complete sentence? Is it a fragment?
Whats missing?
Does it leave you hanging?
So lets call this one a dependent clause. It cant stand on its own because it
doesnt have a subject and a verb..and it just leaves you hanging.
So, could we put these two sentences together? If one is independent and the
other dependent? Can someone come up here and write a new sentence for us?
Yes, so now we have Im a real shark, despite my human hands! Or, you can
write in the other way, Despite my human hands, Im a real shark!
Alright, heres another sentence with some independent and dependent clauses.
Lets pretend were a camera lens or a microscopewere going to zoom in and
out over these sentences to find the different clauses.
I went to the bathroom and cried into my fins, but no one saw me except for
Jeremy, who was very understanding
Wheres the independent clause?
Where is a dependent clauses? Are there more than one? Is that allowed? How are
these clauses separated?
40
-Uses commas, or transitional words like but or and

Now, Im going to give you an example of a Run-On. Lets figure out why.
They handle the BB gun carelessly, trading it back and forth, each slinging the
barrel over his shoulder like a hunter in a frontier television show
Now lets look at he definition of a Run on:
A run-on sentence is created when two or more independent clauses are placed
together without proper punctuation or connectors. Connectors may be the
transition words or coordinating and subordinating conjunctions
And in plain language?
Fused sentences, lack of end marks, lack of punctuation, stringy sentences, andthen-itus
Can anyone guess what and-then-itus means?
Alright, questions?
Okay, lets practice.
First, write me a sentence suffering from and-then-ituslets limits it to three
lines...
Second, lets write some more about this shark. Make a prediction about the fate
of this sharkby writing a sentence with and verb and subject.now go back and
add some detail onto the sentenceadd a fragment or a dependent clause.
Now that we know what a complete sentence is, we can check to make sure we
dont have a run on..or a dependent clause/fragment that leaves us hanging.
Remember, grammar takes time, dont worry if you dont have it today, well keep
reviewing this week and this year.
Also, remember from last week how fragments are stylistic? That is they are used
creatively for a specific purpose? Breaking the rules for art? So are runs
ons.Someone wrote an entire novel in one sentencea sentences of 100 pages!
3. [_15__mins.] Step 2: Diary of a Left Shark Pre-Reading
A. Students make predictions about the title
So some of our sentences from Grammar Monday were taken from this reading
and it might have made you a little curious. Turn to a neighbor and make a
prediction what the story is about based on the title Diary of the Left Shark
B. Watch Katy Perry video from the Superbowl
So yes, for those of you who predicted, this article is about left Shark from the
Superbowl halftime show. Were going to watch a clip of what happens to Left
Shark during the show. Remember that the Superbowl is the championship game
of the NFL, and during halftime a pop star like Katy Perry performs!
41
4. [_5__mins.] Step 3: Read Diary of a Left Shark

A. Alright lets calm down. Were read more about Katy Perry in the article. So,
left shark made headlines instantly from twitterso, a writer from the New
Yorker, a magazine, decided to write a piece from Left Sharks perspective.
[Cordelia and Johnny can you pass out the papers?]
Okay, follow along as I read aloud. Use your highlighter to mark anything that
surprises you, you have a questions about, or you think is important.
5. [_20__mins.] Step 4: Somebody Wanted But So
Now lets look at handout that says Somebody Wanted But Sothis is my
favorite strategy to organize plot and reading. Now, thats a word we havent used
before. Anybody know what it means?
Plot: a summary of the storythe skeleton of a storythe details the meat!
Alright, so were going to complete this chart to help us make sense of Left
Shark. In each category.well find Somebody, a character, who WANTED
something, so their desires, their goals.BUTso something happens to get in
the wayand then SOwhat happens or how does the character respond.
We can think about it this waySomebody, JORDANWanted to.What do
you want to do Jordan?
Jordan: Play video games?
Jordanwanted to play video gamesBUT.Why cant you play video games
right now?
Jordan: Because were at school
BUT he was at school. And so what do you do? Does he play them in class? (I
hope not) Does he play at school?
Jordan: I play them when I get from home from school.
SOhe plays video games when he gets home.
Heres our little story.Jordan wanted to play videos games, but he was at
school, so he waited until he got home to play video games.
Itll start to make more sense when we try it all together. Take your chart, your
sticky notes, and your pencil, and your reading.
Well go through each section, and you will write a phrase for each category on
your own, and then well go over it together piece by piece. On the top of the
sticky note, write your response to the section, underneath, include a quote,
detail, or actionanything from the reading that helped you answer the question.
SOMEBODY
Who is this story about? Whos perspective are we reading from?
o Left Shark
o Title: Diary of a Left Shark
WANTED
What did this person want? What did they want to happen? Or not
happen?
Write down a phrase in a few words that describe their situation.
o To be a professional dancer!
o To dance at Katy Perrys halftime show
42
BUT
First rehearsal went great.Grateful he got me

this gig, as not a lot of work out there for us
sharks.
What went wrong? Why couldnt that happen? What got in the way
of their want?
o Right Shark, or Eric tricked him, sabotaged him
o The dance is too hard for him to remember
More dance changes today! Cant keep up, and
Eric can tell! Hate to sound paranoid, but worry
that Erics trying to sabotage me!
SO
What happens? How did the character respond? How did the
events of the BUT change the story?
o Left Shark forgets the dance on stage
o Left Shark decides to quit dancing and become a teacher
Super bowl over.Am laughingstock of
Internet
Downloaded application to Columbia teacher
College
So with our full sentence.we get a plot summary of the story. That is, we get the
skeletonthe bones without the meat or details of the story.
Lets ZOOM back in to the Wanted and But section.
Whats different about these two sections?
They make stories interesting.theyre tricky and difficult problems. The
Literature word for this is CONFLICT.
What the conflict in this story?
Student: Left shark wants to dance but the dance is too hard for him
So, the conflict is when a BUT stops a WANT.he wants to dance but it is too
hard for him
I pull up a graphic for Conflict.So internal conflict is something more
personal.like feelings or desirewhile external conflict are things in life that
get in the wayRemember, internal means inside of melike my heart or my
brain, while external is my skin or my hair or my clothes? So remember Jordan
and his video games? His internal conflict is that he wants to play, but he also
wants to do well in school. The external conflict? Hes physically at school, so he
cannot play without consequences.
So, whats the conflict for left shark?
What does Left Shark worry about? What are some things he writes in his diary
that are more personal reflection rather than a fact?
Lets look at this line:
Unsure which makes me sadder, potential end of dance career or potential end
of friendship
His personal conflict or problem that hes feeling sad about?
Ending his dance career
43
Losing a friend
Big day almost here. Grandma and Mom both called me to say everyone back
homes rooting for me. Pressure, but in a good way.
Has anyone ever felt like during a sports game or a big performance? When a
parents or an adult is counting on you?
What the internal conflict here?
Wanting to do well for the people you care about
6. [_20__mins.] Step 5: Diary Perspective Writing

A. Students recall what they know about a diary
B. Lets swtich gears now to writing.lets think about diary as a genre.
Now, the word diary is in the title, so many of you thought it would be written like a
diary. But what does like a diary mean? Lets write some characteristics of
Diaries on the board
Dated Entries
First Person
Includes personal experiences/events
Includes thoughts and feelings!
So were going to try writing our own diaries now. Heres the second prompt for
your writing piece for the Unit portfolio.
Write a diary from the perspective of two rivals. Write a few entries from each
perspective!
SO.whats a rival? You might know it form sports.
Rivals are two enemies who try to be friendlymaybe they were friends at one
time, but they compete to be the best.
For your piece, write about two rvials. Feel free to use Left Shark and Right
Shark.or maybe you can continue the storyor Virginia tech and the Universtiy
of Virginia, etc. You can write about RIVALs, but not necessarily from their point
of view. For example, you could write the diary of Katy Perry, as she watches the
rivalry between left shark and right shark.
As you get started, plan for your piece with this graphic organizer. Lets practice
with Left and Right Shark.
I write on ELMO, students do not have to write .
I write Left Shark in one box, and Right Shark in another
Here are some details about themthese details gives me ideas to write about
they can be what I know about them or an action or event
Underneath left Shark I write
-injured his leg recently, still recovering
-struggles to find jobs as a shark
-intimidated by Right Shark
Underneath Right Shark
-teaches Left shark complicated dances
-angry, perfectionist
-asks how Left Shark is doing later...
Once you finish your graphic organizer, you can begin writing with the few
minutes we have left. Make sure to turn in your graphic organizer when you finish
in the WW basket so I can review it for our next conference.
44
(see Appendix B)
7. [_5__mins] Closure: Organization
Paste notes in your notebook and add worksheets to your binder! Check Board to
organize Journal and Binder properly. The SWBS chart and the reading goes in your
binderthe conflict and diary notes go in your journals. Glue sticks are the back table.
o During the Pre-Reading I will assess student background knowledge about the situation and what
they already know about diaries
o I will examine students responses (written and oral) to SWBS as indicators for their
understanding of the text and the strategy. (8, b, e)
o Summative - During the final portfolio and along the way with writing conferences, I will look
for student understanding of the diary genre from their form and language. (a, f)
Again, SWBS will help struggling readings like Lily and Jordan to organize the plot of
the story through an organized structure, and specifically one that helps them think about
conflict.
Johnny should be able to watch the video and response, since it does not requires English.
Using contemporary music and current events can help to hook Lily and Jordan into the
content.
Materials Needed:
o Printed Copies of Left Shark Reading
o Projector/Video/Speakers
o Graphic Organizers for Rivals Planning
handouts, etc.)
45
Appendix A
Notes on Grammar Monday Lesson, (Taken from Jeff Andersons Mechanically Inclined p.
71)
A run-on sentence is created when two or more independent clauses are placed together without
proper punctuation or connectors. Connectors may be the transition words or coordinating and
subordinating conjunctions
Fused sentences, lack of end marks, lack of punctuation, stringy sentences, and-then-itus
They handle the BB gun carelessly, trading it back and forth, each slinging the barrel over his
shoulder like a hunter in a frontier television show
Dependent vs independent clause, metaphor to having someone in their lives who takes care of
them.independent clauses are grown up and live on their own, dependent cant stand on their
own.
Does it leave you hanging?
-camera metaphorzooming in on different clauses
SENTENCE, closer.
Independent clause (sentence) + dependents.
Appendix B
46
Concept Unit
Lesson Plan 5
Unit
Working
Title:
Frenemies
Unit Big
Idea
(Concept/Theme):
Perspective
Unit Primary Skill focus: Point of View/Conflict

Vocabulary Instruction
Unit Objectives
9. _ Explain complex relationships from literature, society, and personal experience through
writing.
Lesson Objectives
SWBAT:
a) Key Vocabulary Words from A Higher Call Reading
b) Writing Workshop Conferences are a time to receive feedback and to address those issues
or tasks during individual work time.
c) Learning new words helps us to understand new ideas, reading, and experiences.
Performance (do):
47
d) How to learn a new vocabulary word using the Word Scroll Method
e) How to use a dictionary or the computer to look up a definition
f) Conference and Work Independently during Writing Workshop
6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading,
and writing.
CCSS.ELA-LITERACY.L.6.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
Students desks are in rows of two
(Grammar Review)
Do Now:
Journal Prompt: Have you even been nice to someone who didnt deserve it? Describe
your experience. Did your feelings change about the person afterwards?
Bridge: So yesterday we laughed a lot while we talked about the rivalry between left
and right shark, and we started planning our second writing piece. Today well
continue working on those pieces during Workshop, and then well transition to our
final text of the unit.
2. [_30__mins.] Step 1: WRITING WORKSHOP

A. Students are working on their second writing piece for the portfolio.I am
conferencing with student based on their pre-writing worksheets if they turned it
in to me last class, and then looking at drafts that students bring to the conference.
Here is a sample conference:
48
Me: Alright Lily, welcome. Do you have your planning sheet and have you started a
draft?
Lily: I wrote a little bit.
Me: Great, Id love to see it. During our time well look at your planning sheet, read a
piece a draft, and then you can ask any questions you have. How does that sound?
Lily: Good.
Me: So for your pieces you picked Nicki Manaj and BeyonceI was suspecting you
might do something like that! I like how you emphasize that both are sings, but Nicki
likes to rap while Beyonce does not. That is a good distinction. But Im struggling to see
how they are RIVALS
Remind me again what that words means to you?
Lily: Likethey are so competitive and hate each other
Me: How do you know that they are rivals then?
Lily: Well during the Grammys they performed on stage and had a sing off
Me: Wow! That must have been intense. So how could you add that too your piece?
Lily: Ummm
Me: Have you decided what event you are writing about?
Lily: Oh that could be the eventand I can write about the performance.
Me: That sounds like a really fun idea. My task for you is to go through your planning
sheet again and add some more details about this event. What do you remember, how
would beyonce or Nicki look at the situation.
[I write a sticky note with this task for daisy to keep, and one for me to keep a record of
our time together.]
Me: Would you still like me to read your draft? Or do you want to wait?
Lily: I think Ill wait I want to change everything now
Me: Any questions for me?
Lily: How can I make it sound funny like the shark article?
Me: You can include your own humor! Maybe add a little drama, a little exaggeration?
Lily: OH so it doesnt have to be the truth?
Me: No! It can be based off of history, but feel free to make things up, you are the writer,
this is your piece! Thanks for asking me that, Im going to tell the class to make sure they
know as well.
3.
[_15__mins.] Step 2: Vocabulary Activity: Word Scrolls Introduction
So were going to switch gears here and start thinking about War Stories and how
enemies can become friends. Well read a text called A Higher Call about to World
War II Veterans. It talks about some really interesting stuff, all true! But its a challenging
text with lots of difficult vocabulary. So today, before we read, were going to spend some
time learning new words and new ways to learn vocabulary.
I have a blank Word Scroll on the Elmo that I will fill out as I introduce the activity.
Today were going to make Word Scrolls for our new vocabulary words that Ive taken
from the reading. I picked out some difficult words that you may know, or you may not.
But were going to learn them together to make our reading all the more efficient. Lets
turn to the Word Scroll handout on your desk.
In the scroll youll write your word, and then a definition underneath.
How should we look up a definition?
49
Student: In a dictionary?
Me: Yeah thats a great place to start. We have a class set of dictionaries in the back. Im
going to use a dictionary to look up my word friend, one that were really familiar
with in our unit.
Does anyone know how to use a dictionary?
Student: I do!
Me: Can you look up the word friend for me? While shes doing that.whats another
way to look up a definition?
Student: On the computer?
Me: Yes, or on your smart phone? Theres lots of dictionary websites you can use. I think
it is easiest to use Google!
I turn to the projectorand open up the page to Google.
Its especially easy if you define: friend and Google will give you a definition
instantly. Notice how this definitions says thiswhile this definition says this.thats why
its important to use the definition that matches our content or our purpose.
So now we have our definition and will write it on the worksheet.
Now lets think about these two sectionsWhat it is and What it isntso this
helps us to think about the word. So a friend is..but a friend is NOT.
Based on this definition.what is a friend? A friend is not.
I take student responses and we fill out both categories.
Now lets look at examples .what are some examples from your own life or daily
life? So when I think of friends, I think of Calvin & Hobbes, they are best friends. What
are some other examples you know? These examples could be people, actions, some
related words, etc. We could write a pal or a buddy.or helping someone when
they are hurt.etcTake student responses.
Now, practice section is just what it sounds like. Practice using the word in a sentence
and we remember from Monday what a complete sentence is! And we should use a
sentence that shows the definition right? Cause otherwise that would be a waste of time
for everyone.
Any questions?
Now Im going to give you a word, and with a partner youre going to make a word
scroll, and a presentation for our class. So I want you to research your word using the
word scroll, writing everything down. I will copy these into a packet for your classmates
to you, so make sure you are doing quality work to help them learn as well. Then, with
your partner you will take a picture of construction paper and create a poster for the
word! Using your information from the word scroll, use the definition, some examples,
and include an image for us as well. This does not need to have all the information, but
enough that your classmate could look at it and learn the word. After you work, we will
present our words to class!
4. [_20__mins.] Step 3: Vocabulary Activity: Word Scrolls Work Time
Pull out your Appointment Clock, and meet with your 4:00 partner. When you have
finished the word scroll, please raise your hand and I will check your work and give you
a poster board. There are markers in the bin at the back you can use! You will have about
50
15 minutes to work. At 10 minutes Ill check in and you should be about finished with
your Word Scroll. Go a head and meet with your partner now. I will bring a word to you.
Also, quickly, before your begin, I want to make sure you know to look up words and
information with the dictionary or using your smart phones. But lets remember our
policies for cell phone use. Can someone tell me what they are?
Student: Respect the class by only using your phone for class work.
Me: Exactly, so I expect to see you use your phone to look up things, but once that is
finished, it should be back on your desk face down, so I know that you can handle using
phones as an aid and not as a distraction.
5.
[_15___mins] Step 4: Vocabulary Activity: Word Scrolls Presentations

Alright, lets bring it back in. I really appreciated the way you all worked together. These
posters looked really good, Im excited to see them!
Student will have 1 minute to share their Word Scroll with the class! [There are 16
students in the class, so 8 presentations seem manageable] They can use the Elmo or
present at the front of the class, their choice. I will collect the word scrolls and make a
packet of them to give to each student as a resource for learning these vocabulary words.
I will take the posters and place them up around the classroom!
6. [ 5_mins] Closure: Conversation Calendars

Alright, before we leave, pull out your conversation calendars. Lets reflect on this
question:
What part of the Word Scrolls was the most challenging for you? How could I help you
with that?
While I conference with students during Writing Workshop, I check in on student progress
towards the portfolio and specific writing needs for each student. I will focus on complete
sentences and authenticity to the genre they are working in.
During Word Scroll presentation I will examine students have correct definitions of the words
and provide quality examples and non-examples. I will also assess students ability to work in
groups as well as their comfort speaking in groups.
For Johnny, I will work have him work with more Tier 1 words taken from his studies
with his resource teacher. Perhaps I might give him words like war, or enemy. I will have
the Word Scroll activity translated into Spanish (just the little words), so he can complete
the activity in Spanish or English.
51
Materials Needed:
Word Scroll Handouts
Posters
List of Vocab Words
Markers
handouts, etc.)
Appendix A - Vocabulary Words

Appendix B - Word Scrolls
Appendix A
Vocabulary words :
glance
mirage
cripple
combat
chivalry
executioner
turmoil
victor
vanquished
desecrate
erode
ace
valor
comrades
huddle
vengeance
ancestry
formation
escorted
gnaw
jovial
inscription
52
Appendix B
Name_____________
WORD SCROLLS
Practice:
Concept
Unit
Lesson Plan 6
Unit Working Title:
Frenemies
Unit Big Idea

(Concept/Theme):
Perspective
Unit Primary Skill

View/Conflict
Week ___3___ of 3; Plan
focus: Point of
#____6____ of 9; [90 mins.]

Reading Experience
53

Unit Objectives:
5. _Sometimes a greater cause, desire, or situation, can change the relationship between friends
and enemies.
8. _ Analyze descriptions and information about characters and setting, from the text to make
inferences regarding character motivation and behavior.
Lesson Objectives:
SWBAT:
a) The historical context surrounding the article during WWII
b) Narrative nonfiction involves elements of storytelling as well as key historical details
c) Conflicts that affect enemies during wartime
d) Empathy and its relationship to perspectives.
e) The importance of looking at different perspectives during difficult situations
f) Empathy helps us to connect with other, even our enemies
Performance (do):
g) Use a reading guide to access a difficult text
h) Explain the change in relationship between enemies and friends during war with
examples from the text.
i) Define Empathy
6.6 e) Draw conclusions and make inferences based on explicit and implied
information.
6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Students are sitting in groups of four, and later transitions to separate desks or places around the
room as they read their reading guides (whatever is comfortable).
54
A. Do Now: Vocab Review

On the screen as students walk in:
Remember the vocabulary words we learned yesterday? Using at least 3 words,
write a story, draw a cartoon, or write a poem that shows what the words mean.
Make sure to pick up your new vocab packets from the front table.
Lets share some of the things we made! If you have a story, please stand and
share, and if you would like, you can bring your cartoon up to elmo for the class
to see.
2. [_15__mins.] Step 1: Building Prior Knowledge Part I: Group Brainstorm
A. In groups, students will write down everything that comes to mind when they
think of World War II. They will brainstorm on poster paper a big list of place,
names, things, words, etc in their groups.
So when I say the words WWII? What do you think of? The person in Lilys seat in
each group will write on the poster paper with the markers everything the group
thinks of.
Where did it take place?
Who was involved?
When did it happen?
What did it look like?
Have you seen any movies or read any books about it?
B. After groups brainstorm together, they will decide on three or four words that
they think embody WWII the most. One person will write these four words on the
board for the group.
So no in your groups, either circle three or four ideas you think are true and
represent WWII as a wholeor maybe combine some ideas into a better one.
Take these three words or phrases and the person in Charlies seat can come up to
the board and write them down.
C. Once all the words are on the board, I will read about the words written, asking
students to explain what they mean, I can clarify some misconceptions, and I can
get their brains going
Can you explain this word to the class?
What do you remember about this?
What do you mean by this?
Does this remind anyone else of something else?
3. [_10__mins.] Step 2: Building Prior Knowledge Part II. Visuals/Video
A. I will show a quick powerpoint with some visuals examples of the
planes/weapons used in the text. I will also provide some maps/visual
representations of WWII. At the end, I will show a newsclip that introduces the
Higher Call story, providing some more background knowledge and setting the
scene. I will cut the film off, however, before it spoils the ending.
55
Now were going to transition to get some visual background knowledge, since its
nice to be able to visualize what were reading. Now remember that Im showing
you a lot of historical detail because this text is based on real events in history, so
there are a lot of historical facts. Historical fictions may research these facts, but
they might make up a few things from that point.
4. [_8__mins.] Step 3: Setting Purpose: Empathy
A. I will ask students what they know about the word Empathy. They can turn a
partner and discuss what the word means to them. I will show students a graphic
to help them understand the definition of Empathy in terms of perspective.
(See Appendix)
I ask students to make a prediction in their groups about the important of Empathy
in a reading about war. I tell to think back to empathy throughout the reading.
What does the word empathy mean to you?
Have you ever felt empathetic towards someone?
Remember when we talked about perspective? So empathy is a shift from our
perspective to someone elses.
Have you ever done that before? What happened? How did that change your
relationship?
Now make a prediction about why empathy would be important in war. Talk
amongst your groups and then well move on.
5. [_40_mins] Step 3: Reading Guide for a Higher Call
(See Appendix C)
I will give students the Reading Guide, explaining how I adapted it for them, and
how I gave them the vocabulary words they learned the day before.
I will read aloud the first section, and occasionally stopping to show my thinking
and how I interact with the textboxes and annotations. At the end of the first
section, students will respond to the questions on the corresponding handout, and
we will review them as a class before moving on. Then students will complete the
reading guide alone at their own pace for the rest of class and answer the
questions.
Were going to use a reading guide to help us access this reading. Its pretty
challenging, but I think were ready, because weve looked at vocabulary, weve
done our research on background knowledge, so were going to try our best. This
reading guide has a handout attached with some guided questions so you can
practice reading on your own. Make sure to complete all the questions, as they
will be a part of your binder grade.
I read the first two pages. Students answer questions. We review the questions.
They move on.
6. [_5__mins] Closure: Exit Ticket
A. I pass out notecards and ask students to define empathy and describe an
example of empathy from the reading!
56
Do Now - during the Do Now I can evaluate student understanding of the vocabulary
words from yesterday, through the way the display the meaning through creative ways
Group Brainstorm - I will assess how much background students have, and whether they
need more background knowledge, or if they are ready to move on to the reading. I will
also look to see how well they are doing in groups. (a)
Reading Guide - In students responses I will look for answers that demonstrate an
understanding of the reading as well as connecting ideas to the Unit Concept. The reading
guide will go into a classwork grade at the end of the unit. (Unit 8, Unit 5, g, h)
Exit Ticket - I will check students definitions of Empathy, whether they understand the
word, of if it needs more review, as well as their general impression of the reading under
the term of empathy. (i)
During the group brainstorm, Cordelia can recall more detailed or specific detailed
information, while Lily or Jordan can simply recall what they do know. All can
brainstorm at their own level for background knowledge.
While Johnny cannot perform the reading guide, I will work with the ESL teacher to find
him a Spanish Text about War to help him continue to develop his reading skills in his
native language.
Materials Needed:
Powerpoint
Video Clip
Project/Elmo/Speakers
Reading Guides + Handout
Graphic
Poster Paper
Markers
handouts, etc.)
Appendix A - Powerpoint Link

Appendix B - Empathy Graphic
Appendix C- Reading Guide and Handout
Appendix A
Background Knowledge for Higher Call PowerPoint with video
Here
57
58
Appendix B
59
Appendix C
Two Enemies Discover a Higher Call in

Battle
By: John Blake, CNN
The pilot glanced outside his cockpit and
froze. He blinked hard and looked again, hoping
it was just a mirage. But his co-pilot stared at
the same horrible vision.
"My God, this is a nightmare," the co-pilot said.
mirage: an
optical
illusion, useful
caused by
extreme
conditions
"He's going to destroy us," the pilot agreed.
crippled:
severely
damaged
The men were looking at a gray German Messerschmitt

fighter hovering just three feet off their wingtip. It was
five days before Christmas 1943, and the fighter had
closed in on their crippled American B-17 bomber for the
kill.
Charles Brown was on his first combat mission during

World War II when he met an enemy unlike any other.
Chivalry:
The code or
characteristics of
knights, especially
courage, honor,
courtesy, justice,
and a readiness to
help the weak
The B-17 pilot, Charles Brown, was a 21-year-old West

Virginia farm boy on his first combat mission. His
bomber plane was alone in the skies above Germany.
Half his crew was wounded, and the tail gunner was
dead, his blood frozen in icicles over the machine guns.
combat:
fighting
between
armed forces
But when Brown and his co-pilot, Spencer "Pinky" Luke,

looked at the fighter pilot again, something odd
happened. The German didn't pull the trigger. He nodded
at Brown instead. What
happened next was one of
the most remarkable acts of chivalry recorded during
World War II. Years later, Brown would track down his
would-be executioner for a reunion that reduced both
men to tears.
Living by the code
60
People love to hear war stories about great generals or

crack troops. But there is another side of war that's
seldom explored: Why do some soldiers risk their lives to
save their enemies and, in some cases, develop a deep
bond with them that outlives war?
Those are the kinds of questions Brown's story raises. His
encounter with the German fighter pilot is beautifully told
in a New York Times best-selling book, "A Higher Call."
The book explains how that aerial encounter resonated in
both men's lives for more than 50 years.
Turmoil: a
state of
trouble or
confusion
"The war left them in turmoil, says Adam Makos, who

wrote the book with Larry Alexander. "When they found
each other, they found peace."
Their story is extraordinary, but it's not unique. Union and
Confederate troops risked their lives to aid one another
during the Civil War. British and German troops gathered
for post-war reunions; some even vacationed together
after World War II. One renowned American general
traveled back to Vietnam to meet the man who almost
wiped out his battalion [ a part of the army], and the two
men hugged and prayed together.
What is this bond that surfaces between enemies during
and after battle?
Victor: the winner
It's called the warrior's code, say soldiers and
military scholars. It's shaped cultures as diverse
Vanquished: the
as the Vikings, the Samurai, the Romans and
loser, defeated
Native Americans, says Shannon E. French, author
of "Code of the Warrior."
The code is designed to protect the victor, as well as the
vanquished, French says.
Desecrate: to treat
something
honorable with
violence and
disrespect
Erode: to wear
away over time
(ex: beaches erode
over time because
of the water)
"People think of the rules of war primarily as a way to

protect innocent civilians from being victims of
atrocities," she says. "In a much more profound sense,
the rules are there to protect the people doing the actual
fighting."
The code is designed to prevent soldiers from becoming
monsters. Butchering civilians , torturing prisoners,
desecrating the enemies' bodies -- are all battlefield
behaviors that erode a soldier's humanity, French
says.
The German pilot who took mercy
Ace: a pilot known

for his skill at taking
down enemy planes,
often called a flying
ace
Valor: 61
great courage
in the face of danger,
honor
Revenge, not honor, is what drove 2nd Lt. Franz Stigler to

jump into his fighter that chilly December day in 1943.
Stigler wasn't just any fighter pilot. He was an ace. One
more kill and he would win The Knight's Cross, German's
highest award for valor.
Yet Stigler was driven by something deeper than glory.
His older brother, August, was a fellow Luftwaffe [German
Air Force] pilot who had been killed earlier in the war.
American pilots had killed Stigler's comrades and were
bombing his country's cities.
Stigler was standing near his fighter on a German airbase
when he heard a bomber's engine. Looking up, he saw a
B-17 flying so low it looked like it was going to land. As
the bomber disappeared behind some trees, Stigler
tossed his cigarette aside, saluted a ground crewman and
took off in pursuit.
As Stigler's fighter rose to meet the bomber, he decided
to attack it from behind. He climbed behind the
sputtering bomber, squinted into his gun sight and placed
his hand on the trigger. He was about to fire when he
hesitated. Stigler was baffled. No one in the bomber fired
at him.
He looked closer at the tail gunner. He was still, his white
fleece collar soaked with blood. Stigler craned his neck to
examine the rest of the bomber. Its skin had been peeled
away by shells, its guns knocked out. He could see men
huddled inside the plane tending the wounds of other
crewmen.
Then he nudged his plane alongside the bomber's wings
and locked eyes with the pilot whose eyes were wide with
shock and horror.
Franz Stigler wondered for years what happened to the

American pilot he encountered in combat.
Vengeance:
62
punishment for a
wrong or injustice
Stigler pressed his hand over the rosary [or cross, a

Christian object for prayer] he kept in his flight jacket. He
eased his index finger off the trigger. He couldn't shoot. It
would be murder.
Stigler wasn't just motivated by vengeance that day. He
also lived by a code. He could trace his family's ancestry
to knights in 16th century Europe. He had once studied to
be a priest.
A German pilot who spared the enemy, though, risked
death in Nazi Germany. If someone reported him, he
would be executed.
Yet Stigler could also hear the voice of his commanding
officer, who once told him:
"You follow the rules of war for you -- not your enemy. You
fight by rules to keep your humanity."
Alone with the crippled bomber, Stigler changed his
mission. He nodded at the American pilot and began
flying in formation so German anti-aircraft gunners on
the ground wouldn't shoot down the slow-moving bomber.
(The Luftwaffe had B-17s of its own, shot down and
rebuilt for secret missions and training.) Stigler escorted
the bomber over the North Sea and took one last look at
the American pilot. Then he saluted him, peeled his
fighter away and returned to Germany.
"Good luck," Stigler said to himself. "You're in God's
hands."
What creates the bond between enemies?
Stigler was able to recognize the common humanity of
the enemy when he locked eyes with Brown. It caused
him to take mercy.
That sudden recognition can spring from many sources in
battle -- hearing the moans of a wounded enemy; sharing
a common language; or opening the wallet of an enemy
and seeing pictures of his wife and children.
That respect for the enemy's humanity typically starts at
the top, some scholars say. A leader sets the tone, and
the troops get the message.
In many ways, a soldier feels more of a bond with the
enemy they're fighting than with the countrymen back
63
home. The enemy they're fighting is equally risking

death.
A reunion of enemies
As he watched the German fighter peel away that
December day, 2nd Lt. Charles Brown wasn't thinking of
the philosophical connection between enemies. He was
thinking of survival.
He flew back to his base in England and landed with
barely any fuel left. After his bomber came to a stop, he
leaned back in his chair and put a hand over a pocket
Bible he kept in his flight jacket. Then he sat in silence.
Brown flew more missions before the war ended. Life
moved on. He got married, had two daughters,
supervised foreign aid for the U.S. State Department
during the Vietnam War and eventually retired to Florida.
Gnaw:
bother, eat
away at
Late in life, though, the encounter with the German pilot

began to gnaw at him. He started having nightmares, but
in his dream there would be no act of mercy. He would
awaken just before his bomber crashed.
Brown took on a new mission. He had to find that German
pilot. Who was he? Why did he save my life?
The war left them in turmoil. When they

found each other, they found peace.
He scoured military archives in the U.S. and England. He
attended a pilots' reunion and shared his story. He finally
placed an ad in a German newsletter for former Luftwaffe
[German Air Force] pilots, retelling the story and asking if
anyone knew the pilot.
On January 18, 1990, Brown received a letter. He opened
it and read:
"Dear Charles, All these years I wondered what happened
to the B-17, did she make it or not?"
It was Stigler. He had had left Germany after the war and
moved to Vancouver, British Columbia, in 1953. He
became a prosperous businessman. Now retired, Stigler
told Brown that he would be in Florida come summer and
"it sure would be nice to talk about our encounter."
64
Brown was so excited, though, that he couldn't wait to

see Stigler. He called directory assistance [the operator]
for Vancouver and asked whether there was a number for
a Franz Stigler. He dialed the number, and Stigler picked
up.
"My God, it's you!" Brown shouted as tears ran down his
cheeks.
Brown had to do more. He wrote a letter to Stigler in
which he said: "To say THANK YOU, THANK YOU, THANK
YOU on behalf of my surviving crewmembers and their
families appears totally inadequate."
The two pilots would meet again, but this time in the
lobby of a Florida hotel.
One of Brown's friends was there to record the summer
reunion. Both men looked like retired businessmen:
Jovial: happy,
they were plump, sporting neat ties and formal
easy
shirts. They talked about their encounter in a light,
jovial tone.
The mood then changed. Someone asked Stigler what he
thought about Brown. Stigler sighed and his square jaw
tightened. He began to fight back tears before he said in
heavily accented English:
"I love you, Charlie."
Years later, author Makos says he understands why
Stigler experienced such a surge of emotions.
Stigler had lost his brother, his friends and his country. He
was virtually exiled by his countrymen after the war.
There were 28,000 pilots who fought for the German air
force. Only 1,200 survived, Makos says.
"The war cost him everything," Makos says. "Charlie
Brown was the only good thing that came out of World
War II for Franz. It was the one thing he could be proud
of."
The meeting helped Brown as well, says his oldest
daughter, Dawn Warner.
65
They met as enemies but Franz Stigler, on left, and

Charles Brown, ended up as fishing buddies.
Brown and Stigler became pals. They would take fishing

trips together. They would fly cross-country to each other
homes and take road trips together to share their story at
schools and veterans' reunions. Their wives, Jackie Brown
and Hiya Stigler, became friends.
Brown's daughter says her father would worry about
Stigler's health and constantly check in on him.
"It wasn't just for show," she says. "They really did feel
for each other. They talked about once a week."
As his friendship with Stigler deepened, something else
happened to her father, Warner says:
"The nightmares went away."
Brown had written a letter of thanks to Stigler, but one
day, he showed the extent of his gratitude. He organized
a reunion of his surviving crew members, along with their
extended families. He invited Stigler as a guest of honor.
During the reunion, a video was played showing all the
faces of the people that now lived -- children,
grandchildren, relatives -- because of Stigler's act of
chivalry. Stigler watched the film from his seat of honor.
"Everybody was crying, not just him," Warner says.
Stigler and Brown died within months of each other in
2008. Stigler was 92, and Brown was 87. They had
started off as enemies, became friends, and then
something more.
66
Makos discovered what that was by accident while

spending a night at Brown's house. He was poking
through Brown's library when he came across a book on
German fighter jets. Stigler had given the book to Brown.
Both were country boys who loved to read about planes.
Makos opened the book and saw an inscription
Stigler had written to Brown:
In 1940, I lost my only brother as a night fighter.
On the 20th of December, 4 days before
Christmas, I had the chance to save a B-17 from
her destruction, a plane so badly damaged it was a
wonder that she was still flying.
Inscription: a
meaningful note or
dedication on the
first few pages of a
book
The pilot, Charlie Brown, is for me, as precious as my

brother was.
Thanks Charlie.
Your Brother,
Franz
Article taken from:
http://www.cnn.com/2013/03/09/living/higher-call-militarychivalry/
A Higher Call Reading Guide

Questions for Pages 1-2
1. Whats happening to Charles Brown right now? Describe the conflict.
2. How were Stiglers (the German Pilot) actions chivalrous?
67
3. STOP & PREDICT: Why do some soldiers risk their lives to save their enemies and, in
some cases, develop a deep bond with them that outlives war?
Can you answer this question? Make a prediction based on what youve read so far.
4. How does turmoil relate to conflict?
5. Whats the warriors code? Why does it matter for soldiers during war?
Questions for Pages 3-6

6. What reasons would Stigler (Gernam Pilot) have had to shoot down Browns (American
Pilot) plane?
7. What internal conflict is Stigler facing? What are some possible outcomes of his actions?
8. You follow the rules of war for you - not your enemy. You fight by the rules to keep
your humanity Do you agree or disagree with this statement?
68
9. Why did looking at Brown in the eyes help Stigler to take mercy or forgiveness?
10. What specific details does the author give to tell the reader that Brown is emotional?
Post-Reading Questions
(Make sure you have read the entire article before answering these questions!)
11. World War II was an event in history that changed millions of lives.
What Higher Call or greater cause were Stigler and Brown facing during the war?
12. They had started off as enemies, became friends, and then something more
Describe the change in Stiglers and Browns relationship.
69
13. Does this challenge or change your ideas about the relationships between enemies?
14. What does the role of Empathy play in this article? What role does it play in your own
life?
70
Concept Unit
Lesson Plan 7
Unit Primary Skill focus: POV/Conflict
Content Requirement Satisfied: Model Text
Unit Learning Objective:
3. _ Perspective involves seeing, reading, and writing from various points of view
4. _ Perspective helps us to understand the actions and motivations of others.
Lesson Objectives:
SWBAT:
a) Writing from different points of view requires different details and tone depending on the
character
b) Theres always two sides to a story
c) Learning new things require review, assessments, and feedback
Performance (do):
d) Write from two different points of view
6.3 B Use narrative techniques such a dialogue, pacing, description, to develop experiences,
events, and or characters.
71

Students are siting in a double u shape.
1. [_15__mins.] Step 1: Grammar Monday
A. Do Now: Write a sentence that includes an independent and dependent clause
using our vocabulary words. (Looks back to your grammar notes if youre confused)
B. Review complete sentences, including fragments, run-ons, dependent/independent
clauses, etc as a class.
C. Quiz!
2. [_5__mins.] Step 2 (Bridge): Review Reading/Sequencing Activity
A. Sequencing Activity (Beers), where in groups students will receive a series of
prompts and have to follow an if then statement. I will create some starting
prompts, but then students will think of their own. One person will start off in a
prompt, and then will go around their group completing the statements.
Sample:
If Browns plan was crashing, then Stigler would
If Stigler shot down Browns plane, then.
If Brown had not have trusted Stigler, then.
3. [_20__mins.] Step 2: Perspective Writing - Model Text
A. Introduce the Promptrewrite the article as a fiction piece using first
person.write from Browns perspective and then from Stigler. Students can add
another characters perspective to write form if they are so inclined.
B. I will write a sample text in front of students using the projector. We will focus
on just the beginning of the story. I still think aloud and making my decisions
about writing clear to the students.
Students can help me, adding details or making comments.
4. [_30_mins] Step 3: Writing Workshop
C. Students write on their owncreating perspective pieces from Stigler and
Browns point of view.
5. [_5_mins] Closure: Exit Tickets
On Index Cards:
Tomorrow were going to talk about perspective and answer our Unit Question.
Write down a few ideas of things you learned throughout the unitfrom texts
weve read or your experience as a write. This will be your preparation for the
discussion tomorrow.
72
During Grammar Mondays, I will measure student understanding from their verbal and written
participation in the lesson. At the end of the view, students will take a quiz, and I will assess their
understanding of a complete sentence. (If students seem too unprepared during the lesson and
need more review, I will forgo the quiz). (c)
During Writing Conferences, I will check in with students, checking to make sure their
perspective pieces demonstrate their understanding of the reading while also including relevant
details and maintaining a steady point of view. (Unit 3, a, b)
During the Model Text, I will watch for students questions to or concerns as I writer. I will also
make my thinking about perspective aware to students and watch if they pick up on it with their
language. (Unit 3, a, b)
For Jordan and Lily, it will be helpful for them to watch me write and I think aloud and
explain the process to them. It will make the process seem more accessible to them, and
hopefully increase their mindset that they too can be good writers!
Materials Needed:
Index Cards
Elmo/Projector

handouts, etc.)
73
Concept Unit
Lesson Plan 8
Unit Primary Skill focus: Point of view/conflict
Plan type: ____Full-Detail __X__Summary
Unit Objectives:
10. _Create a Portfolio that explores the concept of Frenemies through multi-genre
perspective writing.
Lesson Objectives:
SWBAT:
a) Expectations for the Portfolio Assignment and Class Coffeehouse
b) How to revise using the STAR method
c) Revision helps to make writing better!
d) Time-Management utilizes time in class so work does not have to be done at home.
Performance (do):
e) Create a revised and publish worthy pieces for the Portfolio
6.8The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
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.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
74
The desks are organized into clusters for different stationswith some desks separated so
students can work individually.
1. [ _5_mins.] Bridge/Hook/Opening to lesson:
A. Do Now: Read the Calvin and Hobbes Comic. What does Calvin consider and
friend and what does Hobbes?
(See Appendix A)
[_10__mins.] Step 1: Star Method
A. Give students a handout and a quick introduction of the STAR Method. (Kelly
Gallagher). In later Units, we will really emphasize this technique, but I wanted to
offer students an opportunity and structure to revise their work if they chose, as
well as help them think about revision for the future.
Substitute - replaced overused words, weak words, common nouns, dead

words
Taken things out - unnecessary repetition, information, or it belongs
somewhere else.
Add detail, description, new info,
Rearrange to make it sound or read better
2. [_70__mins.] Step 2: Writing Workshop - Time to Work on Portfolio

A. Introductions/ Create Checklists
This is the time students will have to finish their portfolio. I will give an
introduction to the structure of the room and the schedule of the day for students. They
can use this time to work individually, ask me questions, or attend a mini-lesson. Students
will create checklists for what they need to finish today and before tomorrows
presentation. Students will also receive a checklist with expectations for the portfolio
assignment.
Stations
Computers for those who want to type
Quiet Work Space
Mini-Lesson Area for Specific Topic
Question Area
3. [_5__mins] Closure:
A. Conversation Calendars:
Sorry we did not have time for Fresh Fridays today! Have you thought of a song
that talks about friends and enemies? Also, can you tell me your favorite kinds of
cookies and tea for the coffeehouse tomorrow?
75
Checklists: I will collect student checklists at the beginning of class and return it to them,
to prioritize which students might need an extra push, or what questions students might
have. I will also check in on their time management and if these tasks seem possible for
today. (a, d)
Work/Question time: As students work and ask questions, I will point students towards
authenticity towards genre and point students towards the Rubrics. (a, c)
Final Portfolio Students will ultimately be assessed through the final portfolio as a
summative assessment. I will look for their understand of the assignment expectations,
which includes authenticity to genre. (Unit 10, a , e)
I included the revisions technique for students like Cordelia who are ready and think
about revision more seriously as a way to help their writing improve.
Since this time is flexible, Johnny can be working on his own writing assignment and not
feel alienated form the class, since there is individual work time.
Materials Needed:
Comic Strips for Powerpoint
Mini-Lesson Plan - based on student grammar or genre need from conferences in pervious
classes
Student Checklist for time Management
Checklist for Portfolio Assignment
handouts, etc.)
Appendix A - Calvin and Hobbes Comic

Appendix A
76
Concept Unit
Lesson Plan 9 - Coffeehouse
Unit Primary Skill focus: Point of View/Conflict
Week ___3___ of 3; Plan #____9____ of 9; [90 mins.]
Plan type: ____Full-Detail _X___Summary
Unit Learning Objectives
10. _Create a Portfolio that explores the concept of Frenemies through multi-genre perspective
writing.
Lesson Objectives
SWBAT:
a) The expectations of the portfolio assignment
b) Discussion helps us to think through new ideas
c) Quality writing comes from hard work!
d) Reflection helps us to think about where we have come and we want to go.
Performance (do):
e) Create a portfolio of writing pieces
f) Participate in discussion according to discussion rules
g) Reflect on the unit
6.2
6.7
The student will present, listen critically, and express opinions in oral presentations.
The student will write narration, description, exposition, and persuasion.

N/A
77
All the desks have been pushed to the back of the class. A Mic (not plugged in) is placed at the
front of the room, the chairs make a U around it. Theres a black cloth hung on a board, and
tinkle lights hung around the board and the room. At a table in the back are cookies and drinks.
A. 5 - 10 Minute Prep Time
Students check to make sure their portfolios and binders are order and ready to
turn in. Students can place their completed binders on my desk.
Once finished with that, student can practice reading aloud their piece to a friend,
or help with any last minute set up.
Since I cannot display these on the board, I will stand outside the room and tell
students as they walk in.
2. [_50__mins.] Step 1: Coffeehouse
A. This is the presentation of their summative assessment. One student stands
next to the open-mic, and other students sit in chairs surrounding the make-shift
stage. Each student will share one piece from their portfolio with the class.
They can give a one minute explanation of which prompt they chose, and provide
some background on characters/perspectives they have chosen.
After each student the class snaps. At the end of every 5 students that present or
so, students can share something they liked or learned from one of the pieces.
I will have a order that I have printed out and place on the wall, so students know
when they are going, and I will remind them as I present each person. Like Now
we have Lily, and up next is Cordelia
3. [_30__mins.] Step 2: Reflection
A. Part I: Individual
Students will complete a handout with reflection questions that help them to think
about what they have learned this unit, the concept, their own skills, how they
have grown, where they want to go, and feedback for me about the unit design
itself.
B. Part II: Discussion
The chairs will be moved to a circle shape. Students will keep their reflection
sheets as notes. I will tell them this is their time to make meaning, I will only
speak to help guide them. I will give students a few of the Unit Questions to
answer, and they will discuss them as a class, based on what they know, as well as
a moment to reflect on the coffeehouse. Using a little ball, students can pass the
ball to whoever wants to speak. Only the person holding the ball can speak.
I will have sentence starters for discussion written to a posterboard and taped to
the wall.
Sentence Starters
I think that
I agree with . But I think.
I disagree with.because
I wonder.
78
4. [_5__mins] Closure: Exit Ticket

A. Index Cards
Overall, please write one big thing you have learned from this unit, and one thing
you still want to know
The Portfolio is the Summative Assessment of the Unit, through the portfolios I will assess
students understanding of writing, reading, and organizations skills, as well as their
understanding of the concept unit. (Unit 10, a, e)
Binder/Journal as the Summative Assessment of their participation in class, by completing Do
Nows and class work.
During the discussion, I take notes and listen to students response that demonstrate an deeper
understanding of the topic/themes. In later units we will focus on discussion skills, but during
this discussion I am looking for participation, respect, and an understanding of the unit. (b, f)
Individual Reflection, I will read student responses to asses their metacognitive thinking about
their own learning, as well as taking feedback for what parts of the Unit worked well or did not
work well for their interests of learning preferences. (d, g)
The coffeehouse atmosphere will excite Cordelia and create an atmosphere that will
appreciate her writing. The low-risk pressure of sharing will also help Lily and Jordan
chance their impression of presentations as well as writing. Since it is flexible, Johnny
can share a piece as well. These kinds of activities create a class history and community,
bringing joy into the classroom that students will remember.
Adding the ball element to the discussion could engage Lily and Jordan, while also
helping Cordelia find a way to speak. Johnny can use the discussions sentence starters,
along with everyone else, to learn the academic language of discussion.
Materials Needed:
Supplies for Coffeehouse
o Lights
o Mic
o Special chair
o Cookies, tea, napkins, etc (Provided by parents!)
Reflection Handouts
Fishbowl Discussion Roles
handouts, etc.)
Appendix A: Sample Rubrics for Diary Piece and Perspective Piece
79
Appendix A
Diary of the Left Shark

Mentor Text Writing Assignment
Task: Using this mentor text, write a diary entry about two rivals
Possibilities include:
Rewriting Left Sharks story from the perspective of Right Shark Eric,
or Katy Perry
Real or Fictional examples from history, literature, pop culture, etc.
Your own experience or imagination
Genre: Diary
Craft Skill:
Conflict
Grammar &
Mechanics:
Complex
Excellent (54)
Competent
(3-2)
Needs Work
(1-0)
-Writes in First
Person Narration
-Includes sharp,
specific details
about events and
characters
-Concise entries,
with quick, fluent
sentences
-Clear, strong
tone of the
Narrator
-Writes in First
Person Narration
-Includes some
specific details
about events and
characters
- Mostly concise
overall, with
quick sentences
-Some Elements
of Tone of the
Narrator
Includes two or
three of these
traits:
Includes one or
two of these
traits:
-Inconsistently uses
First Person
Narration (Misuse of
proper pronouns)
-Includes little to no
specific details and
events and
characters
-Lengthy sentences
and explanations
that lose the focus
of the piece
-No elements of
Tone
Includes one or
zero of these traits
-includes details
to explain conflict
between
characters
-creates a central
event of conflict
-uses personal
reflection to think
about conflict
-includes details
to explain conflict
between
characters
-creates a central
event of conflict
-uses personal
reflection to think
about conflict
-Clear subject
and verb in every
sentence
-Varied sentence
-Mostly clear
subject and verb
in every sentence
-Mostly Varied
-includes details to
explain conflict
between characters
-creates a central
event of conflict
-uses personal
reflection to think
about conflict
-Occasionally clear
subject and verb in
sentences
-Little to no variety
80
Sentences
Wow Factor
Total
length
sentence length
in sentence length
(+.5
+1
+2
+3)
Perspective Writing Assignment

In response to a narrative nonfiction article, students write three different paragraphs describing
the event through a different perspective/POV each time.
81
Excellent (5-4)
Competent
(3-2)
Student
demonstrates a
strong
understanding
of the text
Uses key
moments from
the text as the
basis of their
work
Understandi
ng of the
Text
Understandi
ng of Point
of View
Student writes
from two
different
perspectives.
Student shows
consistent use
of a POV
throughout
each piece.
Student
consistently
uses proper
pronouns to
match POV.
Student shows
strong
understanding
about a
subjects
perspective,
feelings, or
motivation.
Student
demonstrate
s a basic
understandi
ng of the
text
Uses some
moments
from the text
as the basis
of their work
but
sometimes
gets off topic
Consistently
uses complex
sentences, all
with at least
Student
writes from
two
different
perspective
s
Student
shows
some
consistent
use of a
POV
throughout
each piece.
Student
shows
some
consistenc
y using
proper
pronouns
according
to POV.
Student
shows
basic
understand
ings about
subjects
perspective
, feelings,
or
motivation.
Usually
uses
complex
sentences,
Needs Work
(1-0)
Student
demonstrat
es a weak
understandi
ng of the
text
Use little to
no
examples
from the
text
Mostly offtopic
Student
writes in
one
perspectiv
es
Little to no
consistenc
y using
POV for
each
piece.
Little to no
consistenc
y using
proper
pronouns
according
to POV
Student
shows
weak
understan
ding of
subjects
perspectiv
e,
feelings,
or
motivation
.
Unclear
subject
and verb
in complex
82

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Part 4. Statement on Assessment

2 Truths and a Lie: As the students participate in the 2 truths and a

2. [_25__mins.] Introduction Games

o Work Table (At the back of the room)

5. [ 10 mins] Closure: Practice Do Now

Slides with instructions for the day

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

The student will participate in and contribute to small-group activities.

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

Formative Assessment as students reflect in their journals. I can read

2. [__15_mins.] Mintz Squares

3. [_20__mins.] Classroom Rules Part 2: Create Rules

Me: What do you think SSR stands for?.

Mintz Squares Handout

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

Has brown Has read

Can dance Is left

Students are sitting in table groups of four desks.

5. [_12__mins.] Step 3: Research with Laptops

Big Sheets of Paper

h) Explain conflict through SWBS Strategy

Identify the elements of narrative structure

Use information in the text to draw conclusions and make inferences.

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

create some characteristics of genre on the board. Students write these

5. [_25__mins.] Step 4: Mentor Text Writing

B. Students will complete Topic Blasts (Gallagher) to help them think of a

Printed Popular Excerpts

Appendic B - Feature Analysis

Handouts for Portfolio Assignment

Appendix A - Very Short Story Twitter

-Uses commas, or transitional words like but or and

4. [_5__mins.] Step 3: Read Diary of a Left Shark

First rehearsal went great.Grateful he got me

6. [_20__mins.] Step 5: Diary Perspective Writing

Unit Primary Skill focus: Point of View/Conflict

2. [_30__mins.] Step 1: WRITING WORKSHOP

[_15__mins.] Step 2: Vocabulary Activity: Word Scrolls Introduction

[_15___mins] Step 4: Vocabulary Activity: Word Scrolls Presentations

6. [ 5_mins] Closure: Conversation Calendars

Appendix A - Vocabulary Words

Unit Big Idea

Unit Primary Skill

Plan type: __X__Full-Detail ____Summary

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

A. Do Now: Vocab Review

Appendix A - Powerpoint Link

Two Enemies Discover a Higher Call in

"He's going to destroy us," the pilot agreed.

The men were looking at a gray German Messerschmitt

Charles Brown was on his first combat mission during

The B-17 pilot, Charles Brown, was a 21-year-old West

But when Brown and his co-pilot, Spencer "Pinky" Luke,

People love to hear war stories about great generals or

"The war left them in turmoil, says Adam Makos, who

"People think of the rules of war primarily as a way to

Ace: a pilot known

Revenge, not honor, is what drove 2nd Lt. Franz Stigler to

Franz Stigler wondered for years what happened to the

Stigler pressed his hand over the rosary [or cross, a

home. The enemy they're fighting is equally risking

Plan type: XFull-Detail ____Summary