Concept Unit Lesson Plan Template Unit Working Title: The League of Extraordinary Middle Schoolers Unit Big

Idea (Concept/Theme): Heroes Unit Primary Skill focus: Conflict Week 2 of 4; Plan # 4 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Reading Experience, Vocabulary, Imbedded Technology (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will understand that superheroes fill a societal need or embody a cultural trend. a. Students will know how to look up unfamiliar terms. Affective (feel/value): 7. Students will feel confident sifting through difficult texts to find meaning. b. Students will feel comfortable working with difficult vocabulary. Performance (do): 8. Students will be able to create their own superhero/hero to fill a societal need they perceive is necessary. c. Students will be able to define and keep a running record of difficult vocabulary through development of an online, interactive glossary. 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. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words.

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 will begin class in their assigned pods of four.

1. [15 mins.] Bridge: For your journal entry today, I want you to think about the game we played yesterday and answer the following questions: When playing Axe Cop Munchkin, were there any words on the cards you didnt understand? What did you do if/when you encountered a word you didnt understand? Write down the words you didnt understand in your journal as well. Give students five minutes to answer the prompt. After everyone has finished, have students text in one or several words that confused them using Poll Everywhere. This keeps the answers anonymous if students are embarrassed about sharing. Pull up the poll and gesture to the numbers as you explain how messaging works. http://www.polleverywhere.com/free_text_polls/cUkNBm4195HuZz5 Now I want you to share your words with the class. We are going to do this anonymously by texting our answers to the Poll Everywhere site. What you are going to do is put this number, 22333, as the recipient, or the person youre sending the message to. Then, you will put 143931 in the body of the message and then the words that confused you. So just to recap: type 22333 as the recipient. Then put 143931 in the body of the text message. Then write the word or words that confused you. If you would prefer to use your computer, go to this URL (http://PollEv.com), and then submit 143931 followed by your word or words. After people have submitted their texts, ask them if they see any patterns. What do you notice about the words? Are there a lot of the same words on the list? What do you think that could mean? What did you do when you didnt understand a word? 2. [10 mins.] Step 1: Google Doc Group Vocabulary List It seems that we talked about how it is important to know what words mean in order to understand what we read. Sometimes, that means looking it up or figuring it based on the other words, the context, that surrounds the unknown word. For this year, each group is going to create a group glossary of terms in the Google Doc we set up last week. Before each big reading we do, Im going to give you a list of words that I think are key to understanding the text or that I think might be a hard vocabulary word. [hands out list of words to students] Individually, I want you to go through the list, and make a note of

the words you dont know or think you might need help with. You can circle, highlight, or underline them. Take five minutes to read over the list and make your notes. Once students are finished, have them share their chosen words with the group. Now, I want you to share the words you marked with the group. In the Google Doc, make a master list of all the words people in your group didnt understand or found confusing. Any repeats only go on the list once.

3. [10 mins.] Step 2: Instructions for Formatting Google Doc Glossary Now that you have finished your list, lets talk about how you should format your glossary and what you should include. Show students how to hyperlink terms, paraphrase definitions, and insert pictures. Tell them to find their definitions from reliable dictionaries, meaning Dictionary.com, Merriam-Webster, etc. If they cant use the dictionary, they may use Wikipedia, but should first consult their group mates, and then me if still unable to determine what the word means. Direct students to the SmartBoard which shows students how their glossary should be set up. Example: Names: Student 1, 2, 3 &4 English 8 Communist Pandas Glossary of Terms Vocabulary for Reboot Me Adoring: (term is hyperlinked to definition from a reliable dictionary), definition in our words, picture to represent the word Reincarnations: Telekinetically: Vocabulary for Story 2: As you can see, I included a space for the names of the group members and remembered to fill in their names. I also included the grade level. This is a format you will want to include in most assignments you turn in, and I will continue to remind you throughout the year. Then, you want to put the name of your group in the title along with enough information for me to know that this is your glossary. See right there, I wrote Communist Pandas Glossary of Terms. You have some room to be creative, but I must see your group name and the word glossary in the title. It must also be school appropriate. Next, you are going to make a header under which your terms, definitions, and pictures will go. This header should be titled Vocabulary for Reboot Me. You

are going to add to this list throughout the unit and throughout the year. This list of terms might not include all of the words you dont understand in the story. Its an ongoing list that you will be revising continually. Then, put your list in alphabetical order. Then, using a reliable online dictionary, I want you to hyperlink the definition of the word to the term in your Google Doc. A reliable definition should come from a reliable dictionary, meaning a website that is a credible source, such as Merriam-Webster (which makes physical dictionaries), Dictionary.com, etc. If you cant find the word you are looking for, ask your group members to help you find it. If you are still having trouble, it might be something you need to look up on Wikipedia or Google. If still having trouble, come find me and I can help you. Go to Emma and Julie and provide them with several other online dictionaries they may want to use to help them create their glossary. For Julie, an ELL, and Emma, a struggling reader, they may want to use Cambridge Online Dictionary, a popular dictionary for learners of English. The definitions are more accessible for students who have difficulty with comprehension. Lets turn our direction to the Smartboard. Here is an example of what one of your glossarys might look like. 4. [50 mins] Step 3: Group Work on Google Doc Glossary for Reboot Me For the rest of class, I want you to work on your glossary. Ill be walking around the room to help you if you need it. Remember, your peers are great resources if you dont know something. Walk around the room, making sure students stay on task and that students who have comprehension difficulties are able to keep up with their peers. 5. [5 mins] Closure: Exit Slip For your exit slip, I want you to draw a picture of your favorite term from your groups glossary. Put your name on your drawing and place it on the front desk near the door as you leave. Exit Slip: Draw a picture of your favorite term from your groups glossary.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Journals o Poll Everywhere o Discussion Summative:

o Google Doc Glossary

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 this lesson, students work in groups to create a vocabulary list. Working in groups with various reading levels helps students like Emma and Julie, who have difficulties with vocabulary and reading, become better learners. They have the opportunity to learn from their peers. This could potentially help them keep pace in the class. Even if they are slower to contribute, they still have access to a product at the end that will help strengthen vocabulary. The addition of pictures as a way of defining terms helps students like Emma and Julie remember vocabulary terms. Visual stimulation can help words stick better than just seeing it on paper. It also helps students like Charlie, who only become engaged with non-traditional assignments, engage in what could become a boring vocabulary assignment otherwise. The use of groups helps students like Adam, who are shyer to talk, build a community in which he feels comfortable expressing himself. An ongoing assignment will allow him to open up over time and share more and more as the year progresses. Materials Needed: SmartBoard Laptops Poll Everywhere Poll (link in the Bridge) Vocabulary list Glossary Assignment Worksheet Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Glossary Project Example Layout Names: Student 1, 2, 3 &4 English 8 Communist Pandas Glossary of Terms Vocabulary for Reboot Me Adoring: (term is hyperlinked to definition from a reliable dictionary), definition in our words, picture to represent the word Reincarnations: Telekinetically: Vocabulary for Story 2:

Vocabulary Terms for Reboot Me 1. Reincarnation 2. Myriad 3. Ambiguity 4. Adore/Adoring 5. Kryptonite 6. Anti-Gravitons 7. Repel 8. Grouse/Grousing 9. Telekinetic/Telekinetically 10. Arsenal 11. Brand 12. Portfolio 13. Catchall 14. Miscellaneous (for name Miscellaneo in the story) 15. Alias 16. Totality 17. Biography/Biographical 18. Emblazon 19. Warrant 20. Nemesis 21. Incarnation

Glossary Group Project For this year, you and your group will be creating an ongoing glossary of terms based on the readings you do for this year. Using the Google Doc we created on the first week of school you and your group will find and define the unknown words you encounter over the course of the year. Its an ongoing project, so every time you dont know a word, add it to the glossary! Setting up the Google Doc: Include all group members names in the upper left-hand corner. Under it, write English 8 Title your glossary: Include your groups name and Glossary somewhere in the title. You can be creative, but it must be school appropriate. Make headings for the lists for each major reading o Example: Vocabulary for Reboot Me Step 1: Before every major reading, I will give you a vocabulary list. Mark all words you dont know. Compile a list of unknown words with your group. Repeated words only go on the list once. Step 2: Put your list in alphabetical order. Step 3: Find a definition for each term on your list and hyperlink each term in your list to the corresponding definition. Use a reliable online dictionary: o www.dictionary.reference.com o www.merriam-webster.com o www.dictionary.cambridge.org/us How to hyperlink a term: o Highlight term with your mouse. o Right click on term and select hyperlink. o Type or copy the address of the definition into the address bar and click Ok. Step 4: With your group, write the definition of your term in your own words. Example: o Study (v): To apply oneself to the acquisition of knowledge, as by reading, acquisition, or practice o My definition: To work hard over time to become better at a certain subject Step 5: With your group, find or create a picture you feel represents that term. Example: Study