Reading Experience Day 1

Unit Working Title- Respect: How do we do it?

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal 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 Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
4. __Students will know the difference between disrespect and disagreement.
a. Respectfully disagreeing with someones thoughts requires accepting their opinions and
then adding your own.

b. If there is a disagreement, one should disagree with the ideas and not the person.

Affective (feel/value) and/or Non-Cognitive:

5. _Students will value being a part of a respectful classroom community.

1. _Students will feel comfortable sharing their ideas with their classmates.

2. Respecting others helps to create a positive learning community.

Performance (do):
7._Students will be able to identify respect as it relates to people, ideas, and literature.
A. Students will be able to actively read texts by asking questions and making predictions
and connections.
B. Students will be able to use reading strategies including an Anticipation Guide and
annotations to guide their reading.
8.__ Students will be able to communicate their ideas about respect and what it means.
a. Students will be able to communicate through writing.

b. Students will be able to express their ideas orally.

SOLs: [List with numbers portrayed in the SOL document]

8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
b) Make inferences and draw conclusions based on explicit and implied information using
evidence from text as support.
d) Understand the authors use of conventional elements and characteristics within a variety of
genres.
m) Use reading strategies to monitor comprehension throughout the reading process.
Common Core
_CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.1.D

Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.

IRE/NCTE
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
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 Formative Summative

Students will show
what they know by
working on the
anticipation guide and
discussing their ideas
with their neighbors.
This discussion will
demonstrate students
initial understanding
and thoughts about
concepts as well as
demonstrate what
students understand
about respecting each
other. (4ab, 5ab, 7ab,
Students will show what
they learned by turning
in text annotations. The
annotations will
demonstrate what
students learned about
the piece that they read
as well as giving me
information on their
ability to use the
strategy. (7ab, 8a)
Students will show what
they learned on the
return to the
At the end of the unit,
students will submit a
reflection on the respect
that was demonstrated
in the class throughout
the unit. In this
reflection, students will
report on how they felt
respect was
demonstrated during
discussions and peer
reviews. This assignment
will help me understand
student understanding
of respect via
 8ab) anticipation guide. This communication.
return will demonstrate (4ab,5ab,8ab)
how students learned
from their reading about
what respect means. I
will collect anticipation
guides and write
comments for feedback.
I will return the guides
in the next class. (7ab,
8a).

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]
Students are sitting at random in pods in the classroom. There are 5 pods with 3 and 4 students in
each pod.
1. [7 mins.] Bridge/Hook/Opening to lesson:
Anticipation Guide [Appendix A]:
[As I talk, students look at their anticipation guide and listen. Then, as students work on the
anticipation guide, I take attendance and survey the room for questions.] Good morning
everyone! Thank you for getting to class on time and getting into your seats. In front of you, you
have what we call an anticipation guide. Your job is to read each statement and think hard
about it. Do you agree? Do you disagree? How much do you agree or disagree? Rate your level
of agreement for each statement, and be prepared to defend why you agree or disagree! Go
ahead and work individually on this sheet. You have 5 minutes.

2. [15 mins.] Text Talks

[Teacher gives text talks. Students listen and/or ask questions.] Thank you all for your work on
that guide. Please, put the handout to the side now, and put all your pencils down. I need your
eyes on me for the next few minutes so that you dont miss any important information. Were
going to talk now about a reading assignment. For the next two days, you all will be exploring a
text that will help you learn more about writing about respect, and it will also help you learn
more about how to use different writing techniques in your own work. Im going to give you an
overview of each of these texts. Each text is a different genre, so you can choose a genre that you
want to learn more about or you can choose a topic that you like.
Excerpt from The Absolutely True Diary of a Part-Time Indian
[I hold up the book while I talk]. This book by Sherman Alexie is a fun, well-crafted book with a
witty, funny narrator who is here to tell you the truth. Its an autobiographical story of life on a
reservation for a student who lives on a reservation and goes to school in a white school. This
book deals with issues of race, identity, and learning to deal with pain, loss, and hardship. The
excerpt that you all would read from this book is about a basketball game that the main
character Arnold, or Junior, plays against his best friend, Rowdy, from the reservation. In the
first match between Rowdys high school team and Juniors high school team, Junior is
humiliated. In this re-match, Junior does much better. Read this excerpt for a fun, engaging story
of a basketball game that discusses friendship, pride, and you guessed it, respect. This excerpt is
written in narrative form, which means that it is structured like a typically story. Any questions?
[Students ask questions that they have].
Reading from Brown Girl Dreaming
[I hold up this book as I talk]. The second option for your reading is a poem from the book
Brown Girl Dreaming by Jacqueline Woodson. Jacqueline Woodson is a fantastic author, who
wrote one of my favorite books, Feathers. This book is Woodsons autobiography. It tells the
story of her life through different poems that she writes. This book focuses a lot on identify and
self-discovery. Woodson goes chronologically from before she was born until she grows up a bit.
Each poem sheds light on an important moment in her life, and each poems form is very
important to the story that it tells. The poem that you all will read if you think you might want to
write a poem for your final project is called Reading. This poem is about a time during class
when the author was looking out the window and something about the way of the world made
her understand something about herself. The poem is very short, but its not the easy way out.
You will have to analyze the poem closely to try to understand what it has to do with self-respect.
It will take many, many read-throughs to understand exactly what you want to understand. Any
questions about the poem?
Excerpt from Scene VII of The Glass Menagerie
[I hold up the book as I talk]. The third option that you can choose for your personal reading is
an excerpt from a play called The Glass Menagerie. You will be reading the very end of the play
when one of the characters decides to leave his home and find a new life away form that home.
This play is a little strange, so the back and forth dialogue seems to not make a ton of sense.
Thats ok. Thats part of the point. Overall this play is about Tom Wingfield and his dreams of
being a poet. He has to try to provide for his family, though, and works in a job that he doesnt
really like. Despite his attempts to provide for his family, he doesnt feel appreciated. His mother
is worried about setting his sister up to get married. His mother worries a lot and nags her
children all of the time. In the end, Tom has to leave. Read how Tennessee Williams, the
playwright, creates this scene and how he can show emotions even in a script for a play. This
would be an awesome resource for you if you want to write your final project as a script for a
film or a play. Any questions on this one? [Students have an opportunity to ask questions].
Thank You Maam by Langston Hughes
Your final option for your reading that will guide your final project and today and tomorrows
discussion is a short story by Langston Hughes. This story is called Thank You Maam. Its a
story about a little boy who tries to still a womans purse, and his plan backfires big time. The
woman scares him and ends up taking him back to her place. Through this experience, the boy
learns a lot about how to treat people and how to respect himself. This is an interesting read
because its not an excerpt from anything. When you read the whole story, you know the whole
story. This is also written in narrative form, like the excerpt from Alexies novel. This would be a
good choice if you want to write in narrative form.
Students pick their piece
To review, we have an excerpt about an intense and exciting basketball game between two
frenemys teams. We have a short, yet beautiful poem, by Jacqueline Woodson that would be an
awesome resource if you want to try your hand at writing a poem. We have an excerpt from a
play about a young adult who needs to find his own place in the world. And, we have a short
story by Langston Hughes about a little boy learning respect from an adult figure.
Now its your time to decide which piece you want to read. Think about which genre you want to
learn more about as well as which story seems to follow the story you want to write about for
your project.
Ok, everyone heads down. Raise your hand for the excerpt from the Absolutely True Diary of a
Part-Time Indian about the basketball game. [I write down the names for students with raised
hands]. Ok, keep your heads down. Raise your hand for the poem called Reading by
Jacqueline Woodson. [I write down names.] Raise your hand for the excerpt from the play by
Tennessee Williams. [I write down names]. Raise your hand for the short story, Thank You
Maam by Langston Hughes. [I write down names]. Ok, heads up. Here are your groups! [If
there are too many in one category, I will split that group into two different groups. If there are
not any in one category, I will not worry about it.]
3. [20 mins.] Vocabulary Experience
Directions for Everyone: Now, were going to transition to thinking about words. Words are
incredible combination of letters that create meanings that we can use to make sentences and
paragraphs and profound, life-changing thoughts. Words are exciting and fun and new and
different! Because words are so great, we are going to focus on some words today. You all will
work in your assigned groups to discover the meaning of words. First, your group will look at a
list of words and predict the word meaning or the different meanings that the words can have
[Write down: 1. Predict Word Meaning on white board.] What is your first step as a group?
[Students respond: Predict word meaning. If they do not respond with this, then I will explain
one more time]. After you have predicted each words meaning, one person in your group will
raise your hand. At that point, I will come over with your next assignment. After you have
predicted each words meaning, one person in your group raise your hand. I will then give you
your next steps. What do you do when youve predicted each words meaning? [Students respond,
raise hands and you will come tell us.] [I pass out the vocabulary words for each group
(Appendix B)]. You all have about 5 minutes to predict the meaning, or the different meanings,
of each word. [Students discuss word meanings in their groups and write down those meanings.
They raise their hands when they have finished predicting].
Directions for after they predict word meanings:
[I bring over a handout with the words and their definitions that I wrote (Appendix C)]. Ok, now
that you have predicted the words, you job is to read these definitions that I gave you. In your
group, discuss how these definitions relate to the definitions that you predicted. Talk about how
your definition is similar or different from my definitions. After you have discussed how your
word definitions are similar and different to mine, you will complete this four-square diagram
for each word [Appendix D]. In the center circle, write the word. In the top right square, write
the definition of the word. In the top left square, right a sentence of your own using that word. In
the bottom left square, draw a picture or symbol to represent the word. Then, leave the bottom
right square blank. We will come back to the bottom right square. Ok? Fill out the four-square
but leave the bottom-right square blank. [Students work in groups to discuss the definitions of
the terms, and they can work together to create their four-square.]
4. [25 mins] Read and Annotate
Introduce annotations: [As I talk, students take notes]. Today, when you read, I want you all to
practice annotating the text. As I tell you what it means to annotate a text, I want you to take
notes in your class binders under you notes label. Listen to what I say, and write it down. Im
going to read a little bit of the excerpt from The Absolutely True Diary of a Part-Time Indian to
you now. As I read, I am going to annotate my text. That means that Im going to be an active
reader and interact with the text as I read. Write in your notes that annotating a text makes you
an active reader. I will write in the margins when I think of a question that I have or when I make
a connection to something else. I will also write my predictions about what will happen. Write in
your notes that an annotation can be asking a question, making a connection, or making a
prediction. A question is when you want to know more about something in the text or if you dont
understand something. A connection is when something in the text reminds you of something
else. A prediction is when you see a clue and you think you know what will happen next.
Annotations help prevent you from doing that thing where you read a few pages and then realize
that you dont remember anything you read! Annotations can help you understand the material
better, too. If you annotate texts, then you dont have to keep rereading them as many times
because you will understand it better on the first time. Im going to model annotating a text now,
using the excerpt from Alexies piece. Put all of your materials to the side and watch me and
listen to how I do this.
Model Reading and Annotating on first page using document camera: I read the excerpt out
loud and stop after line 3 to ask, Why hate signals? Im going to write down this question and
label it with (Q). . [After line 8] this reminds me of when I played softball and had to play
against a girl I really didnt like. We didnt even look at each other when we shook hands though.
Im going to write down that connection and label it with (C). [After line 18] Theres that word
humiliate. I wonder why does Rowdy want to humiliate this team? [After line 24] Oh man,
whats going to happen?? I predict he got the ball and hes going to stop Rowdy from scoring.
Im going to write that prediction and label it with a (P).
Directions: Ok its your turn now. Work on reading your selected text and stopping to annotate. I
would suggest stopping about two times for each page. Write down your annotations and label
them with the letter that represents what type of comment it is. [Students read and annotate a text.
I monitor the room for questions, and I prompt students to annotate if I see that they are not. If
students finish really early, I will ask them questions about how their text relates to respect. If
they have a good grasp of their reading, I will give them the Word Game prompt for them to
begin].
5. [7 mins] Word Game Written Response
Ok everyone. Go ahead and finish up the sentence you are on if you are still reading. You can
finish reading and annotating after class if you need to. Now, lets move to thinking about
another important word to us. This word is Respect [Write the word Respect on the board].
Please take out your class notebooks so that you can do a writing prompt. Turn to a new page,
you could also start underneath the last passage if you want. Write the date of today. Then, write
Word Game: Respect [I write title and date on board as students write it in their notebook.]
Now, take the next 5 minutes to write about what this word means in relation to your reading.
What did you learn about respect from your reading? What do you still want to know more
about? Write about how your reading relates to respect.
6. [10 mins] Return to Anticipation Guide
Ok, everyone. Finish up your final thoughts for your Word Game response, and then put your
notebooks away. [Students finish response and close notebooks]. Now, take out that anitipcation
guide that you did in the beginning of class. Look at the right side of the guide. On the right side
of the guide, there is a second column for you to rate how your thoughts have changed on these
topics. Think about the reading and decide if you changed your mind. Re-rate your ideas.
[Students works for 3-4 minutes to rate their ideas again]. Now, if you changed your mind about
an idea, write why you changed your mind. [Students write for 3 minutes about why they
changed their mind]. Now, in your groups, talk about how you rated different statements and
why. [Students discuss for 3-4 minutes. I walk around and offer advice, comments, and prompts
for them to explain their reasoning.]
7. [5-6 min] Closure
Bring together ideas: Today, you all did a great job thinking about words and reading together
and understanding how words can affect a reading that you do. I noticed that you learned a lot
about respect, and how its different for different characters and situations. [If I noticed anything
in the discussions about the anticipation guide that I could add here, I will add it in to support my
point about different perspectives.]
As a reminder, if you want to come to study hall during lunch to finish reading, you may come to
my room, but you need a note.
Please now take some time to pack up your materials, and push in your seats. See you all next
time!

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)
Roberto: Since Roberto is below reading level, I will conference with him briefly before the end
of class to gauge his understanding. I will offer feedback on his annotations early so that he can
improve his work. I will also help him understand what he has already read. I will allow enough
wait time on the vocabulary examples for Roberto to read and understand he examples before
getting responses from the class.
Laney: Everything for Laney will be a paper copy, including the slideshow so that she does not
have to read up on the board. Further, if Laney is absent, I could record the lesson and part of a
groups discussion in order for her to keep up with what we discuss in class.
Jamie: Since Jamie has ADHD, I will have her sit near the front. I will check with Jamie before
the end of class to make sure she has all of her materials in the correct place and that she wrote
her definitions and examples in her notebook. I will also remind her to read and annotate, and I
will offer that she can come to my lunch period and finish reading then instead of having to
remember it at home.

Materials Needed (list):

Anticipation Guide
Vocabulary List Blank Handout
Vocabulary List with Definition Handout
Vocabulary Four-Square Template
White board markers
Document Camera

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

handouts, etc.)
Appendix A: Anticipation Guide
Name:__________________ Date:_______________
Anticipation Guide

Before Rate how much you agree with the following statements. After Reading
Reading

12345678 1) Its ok to stand up for yourself even if it upsets the other 12345678
9 10 person. 9 10

12345678 2) Respect for yourself has to come before you can 12345678
9 10 respect others. 9 10

12345678 3) Doing well on something makes you respect yourself 12345678

9 10 more. 9 10

12345678 4) It is my right to say something even if it hurts someone 12345678

9 10 else. 9 10

12345678 5) Some people deserve to be humiliated. 12345678

9 10 9 10

12345678 6) If someone is our friend, its ok to hurt them if were just 12345678
9 10 teasing or playing a game. 9 10

12345678 7) In order to be successful, you have to be selfish. 12345678

9 10 9 10

Appendix B: Vocabulary Word Predictions-Half Sheets

Sherman Alexie: Excerpt from The Absolutely True Diary of a Part-Time Indian
With your group, discuss these questions.
What do you think the word means?
Does its meaning change in different contexts (when its used differently)?
How do you think it might be used in this story?
How can these two words be connected?
Demoralize Humiliate

Jacqueline Woodson Reading

With your group, discuss these questions.
What do you think the word means?
Does its meaning change in different contexts (when its used differently)?
How do you think it might be used in this story?
How can these two words be connected?
Settle Become

Tennessee Williams: The Glass Menagerie

With your group, discuss these questions.
What do you think the word means?
Does its meaning change in different contexts (when its used differently)?
How do you think it might be used in this story?
How can these two words be connected?
Illusion Dissolve

Langston Hughes: Thank You Maam

With your group, discuss these questions.
What do you think the word means?
Does its meaning change in different contexts (when its used differently)?
How do you think it might be used in this story?
How can these two words be connected?
Barren Frail

Appendix C: Vocabulary Definitions and Four Squares

Sherman Alexie: Excerpt from The Absolutely True Diary of a Part-Time Indian
Demoralize: verb meaning to cause someone to lose hope or spirit. Make them feel unconfident,
depressed, or shaken-up.

Humiliate: verb meaning to embarrass someone really badly. Make them feel embarrassed or
ashamed.

Jacqueline Woodson Reading

Settle: to find a state of stability and/or comfort
Become: to grow or transition into something new

Tennessee Williams: The Glass Menagerie

Illusion: a false idea, belief, or image. It is not what it seems to be.

Dissolve: to break apart and disappear or become a part of something else.

Langston Hughes: Thank You Maam

Frail: something or someone who is weak, delicate, and easily damaged or broken.

Barren: to be empty or lifeless.

Appendix D: Four Square
Four Square Vocabulary

Definition Sentence Using the Word

Picture/Symbol How it was used in the story

Appendix E: Thank you maam

Appendix F: Reading
Appendix G: Excerpt from The Glass Menagerie
Excerpt from Scene VII of The Glass Menagerie
AMANDA [faintly] Things have a way of turning out so badly.
I don't believe that I would play the victrola. Well, well - well Our gentleman caller
was engaged to be married!
TOM!

TOM [from back]: Yes, Mother?

AMANDA: Come in here a minute. I want to tell you something awfully funny.

TOM [enters with macaroon and a glass of lemonade]: Has the gentleman caller
gotten away already?

AMANDA: The gentleman caller has made an early departure. What a wonderful joke
you played on us !

TOM: How do you mean?

AMANDA: You didn't mention that he was engaged to be married.

TOM: JIM? Engaged?

AMANDA: That's what he just informed us.

TOM: I'll be jiggered ! I didn't know about that

AMANDA: That seems very peculiar.

TOM: 'What's peculiar about it?

AMANDA: Didn't you call him your best friend down at the warehouse?

TOM: He is, but how did I know?

AMANDA: It seems extremely peculiar that you wouldn't know your best friend was
going to be married !

TOM: The warehouse is where I work, not where I know things about people !

AMANDA: You don't know things anywhere ! You live in a dream; you manufacture
illusions !

[He crosses to door.]

Where are you going?

TOM: I'm going to the movies.

AMANDA: That's right, now that you've had us make such fools of ourselves. The
effort, the preparations, all the expense ! The new floor lamp, the rug, the clothes for
Laura ! all for what? To entertain some other girl's fianc ! Go to the movies, go !
Don't think about us, a mother deserted, an unmarried sister who's crippled and has no
job ! Don't let anything interfere with your selfish pleasure I just go, go, go - to the
movies !

TOM: All right, I 'will ! The more you shout about my selfishness to me the quicker
I'll go, and I won't go to the movies !

AMANDA: Go, then ! Then go to the moon - you selfish dreamer !

[Tom smashes his glass on the floor. He plunges out on the fire-escape, slamming the
door . LAURA screams -cut by door.
Dance-hall Music up. TOM goes to the rail and grips it desperately, lifting his face in
the chill white moonlight penetrating narrow abyss of the alley.

LEGEND ON SCREEN: ' AND SO GOOD-BYE...'

TOM 's closing speech is timed with the interior pantomime. [The interior scene is
played as though viewed through soundproof glass. AMANDA appears to be making a
comforting speech to LAURA who is huddled upon the sofa. Now that we cannot hear
the mother's speech, her silliness is gone and she has dignity and tragic beauty.
LAURA' s dark hair hides her face until at the endof the speech she lifts it to smile at
her Mother. AMANDA' s gestures are slow and graceful, almost dancelike as she
comforts the daughter. At the end of her speech she glances a moment at the father's
picture - then withdraws through the portires. At the close of Tom's speech, LAURA
blows out the candles, ending the play.]

TOM: I didn't go to the moon, I went much further - for time is the longest distance
between places. Not long after that I was fired for writing a poem on the lid of a
shoebox.
I left Saint Louis. I descended the step of this fire-escape for a last time and followed,
from then on, in my father's footsteps, attempting to find in motion what was lost in
space - I travelled around a great deal. The cities swept about me like dead leaves,
leaves that were brightly coloured but tom away from the branches.
I would have stopped, but I was pursued by something.
It always came upon me unawares, taking me altogether by surprise. Perhaps it was a
familiar bit of music. Perhaps it was only a piece of transparent glass. Perhaps I am
walking along a street at night, in some strange city, before I have found companions.
I pass the lighted window of a shop where perfume is sold. The window is filled with
pieces of coloured glass, tiny transparent bottles in delicate colours, like bits of a
shattered rainbow.
Then all at once my sister touches my shoulder. I turn around and look into her eyes ...
Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I
intended to be !
I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I
speak to the nearest stranger -anything that can blow your candles out !

[LAURA bends over the candles.]

- for nowadays the world is lit by lightning ! Blow out your candles, Laura - and so
good-bye.

[She blows the candles out.]

THE SCENE DISSOLVES

Appendix H: Excerpt from The Absolutely True Diary of a Part-Time Indian