Concept Unit Lesson Plan Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering

the value in differences/identity Unit Primary Skill focus: Community Building/ Writing Workshops Week _2_ of 4; Plan #_4_ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Mentor Text (Note: Refer to the list in the document called Concept Unit Lesson Plans)

Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (to know and understand) 1. Students will know that understanding, tolerance, and respect of differences and individuality are crucial for community building. d. Students will understand that our differences are often a result of how we grew up or what raised us. 4. Students will know what a so what? moment is and how to convey this in their writing. a. Students will know how to build a so what? moment in their I was raised by poems. Affective (to feel/value) and Non-cognitive 6. Students will be able to value differences and individuality in society. d. Students will be able to value one anothers backgrounds. Performative (to do) 8. Students will be able to participate effectively in class activities with one another. d. Students will be able to listen actively during class activities. e. Students will be able provide feedback after presentations 10. Students will be able to express their own unique identities in writing d. Students will be able to write an I was raised by poem. SOLs: [List with numbers portrayed in the SOL document] 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor.

b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions. CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 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 pairs, facing the front. 1. [_1_mins.] Opening to lesson: Greeting and instructions Hi everyone! So for the past few days, we have been doing some activities to help us get to know one another. We started out with the Fun Facts activity, and then you guys got to interview one another. I hope that youve started to see what is unique about one another, and how these things are valuable and important. For the next couple of days, we are actually going to be writing about ourselves in poetic form. 2. [_15_mins.] Step 1: Read Aloud Raised by Women I am going to be reading you a poem by Kelly Norman Ellis called Raised by Women. [Pass out copies of the poem.] As I am reading, I want you to underline or highlight your favorite part or parts of the poem. Be ready to explain why it is your favorite part after I read. Here we go. [Read the poem out loud, slowly.] Okay. What were your favorite parts? Please raise your hands. [Call on students. Ask them why those parts are their favorite.] So it sounds like you guys really like the parts where she captures the dialect of the women around her. What do you guys learn about Ellis by reading this poem? What does the dialect tell you? [Im expecting answers like, It tells us how people around her talked and then maybe gives us an idea of how she talks as a result, It tells us that she was raised by strong women who have been through a lot in their lives, It tells us that she really respects the people who raised her, It tells us how she was cared for and what kinds of food she grew up eating, etc.] Right! So this poem, although pretty short and only talking about the people who raised her, tells us a lot about Ellis. I feel like I sort of know her better after reading this poem. So as you probably know by now, how we were raised or who we were raised by has a lot of influence on our identities. Who we are today depends a lot on how we grew up. So today we are going to be

writing poems like the one we just read. Hopefully, these poems will help us get a better idea of who we are as individuals and as a class.

3. [_30_mins.] Step 2: Brainstorming Alright. So before we start writing our poems, its important that we brainstorm the types of things that we were raised by. Now, you could write your poem exactly like Ellis and talk about the people who raised you. Or you could talk about the kinds of music, video games, TV shows, or any other thing that you grew up with that has shaped who you are today. So I actually took some time last night to brainstorm some ideas for my own poem. I decided to write about my Mama. Here are some of the things that I came up with: [Project these on the board and read them out loud.] Southern Baptist church going Hymn singing Harmony singing Musical Loud mouthing Bossy Tenderhearted Not afraid to cry Come here and let me do your hair Cheerleading Always-fit Hard working Had so many kids she dont know what to do If I dont look good, I dont feel good Poofy-haired Cause I said so Dont make me get the flyswatter Lawd have mercy Scripture quoting Choir directing Cowboy boot wearing UVA bumper-sticker sporting Im so proud of you Make sure you call home, now Neck squeezing Sports watching Volleyball and softball coaching

These are just a few things that describe my Mama. You might be able to understand a little bit of who I am just by these little descriptors. I want you to take out a sheet of paper or open your laptops to Google Docs and start brainstorming some ideas about what you were raised by. Remember, you dont have to describe people. You could describe music. You could describe a

TV show you grew up watching. You could write about a pet that influenced you as you were growing up. I will be walking around to help you if you need it. You have about 25 minutes. 4. [_40_ mins.] Step 3: Time to Write Okay everybody. Now its time to write. You can hand-write this or you may type it up on Google Docs. Before you start, I just want to read you my poem as an example. [Pass out copy of my poem.] You can use this as a model as you are writing as well as Ellis poem. Here it goes: [Read my poem out loud.] So remember, when you are writing, you always want to convey some sort of so what? moment. We did this earlier wh en we conducted our interviews. You each found something unique about your partners and answered that so what? question. So your poems should do the same thing. They should all tell us something about your backgrounds, and, as a result, we will learn something more about you. Okay, you may begin. I will be walking around if anyone needs help.

5. [_4_mins.] Closure: Exit Slips Okay everyone. Its almost time to leave. Please take out a sheet of paper. For your exit slip today, I want you to write whats so important about what we were raised by. What is it about the people or things that raised us that are so valuable? [Project this question on the board.] Please hand your exit slips to me before you leave the classroom. Thanks for your participation today!

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 o Highlighting their favorite parts of Raised by Women and explaining why (1d) Formative o Brainstorming Summative (in a future lesson) o I was raised by. . . poem (4a. 6d, 8d, 8e, 10d) o Exit Slip (1d, 6d)

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) Because Jennifer has just lost her mother and has a difficult home life, it might be difficult for her to write about the people in her life who are raising her. I have built in an option for the students to instead write about a thing that has raised them like music, a type of food, a video

game, a book, etc. This will hopefully give Jennifer something to write about that isnt painful or uncomfortable for her. Materials Needed: Raised by Women handout My Brainstorming (to project) A projector or ELMO machine Raised by Mama (my poem) handout

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Raised by Women By Kelly Norman Ellis I was raised by Chitterling eating Vegetarian cooking Cornbread so good you want to lay down and die bakin Go on baby, get yoself a plate Kind of Women. Some thick haired Angela Davis afro styling Girl, lay back and let me scratch yo head Sorta Women. Some big legged High yellow, mocha brown Hip shaking Miniskirt wearing Hip huggers hugging Daring debutantes Groovin I know I look good Type of Women Some tea sipping White glove wearing Got married too soon Divorced in just the nick of time Better say yes maam to me Type of Sisters.

Some fingerpopping Boogaloo dancing Say it loud Im black and Im proud James Brown listening Go on girl shake that thing Kind of Sisters. Some face slapping Hands on hips Dont mess with me, Pack your bags and get the hell out of my house Sort of Women. Some PhD toten Poetry writing Portrait painting Ill see you in court World traveling Stand back, Im creating Type of Queens. I was raised by Women.

Raised by Mama By Sarah Bailey I was raised by Southern Baptist church going Scripture quoting Hymn and harmony singing Choir directing Why cant you hit that note? Go over to the piano and play me a song Type of Mama. A hard working Had so many kids she dont know what to do Penny pinching Mouth feeding Dishes and clothes washing Proud to stay at home

Kind of Mama. A loud-mouthed ESPN watching Cheerleading Volleyball and softball coaching Soccer mom bumper sticker wearing UVA gear sporting Go Hoos! screaming Sort of Mama. A cowboy boots wearing Lipstick smacking If I dont look good, I dont feel good Better paint those toenails Costume jewelry flaunting Jingling as she walks by Kind of Mama. A tender-hearted Not too tough to cry Hair stroking Itll be better fore you get married Forehead kissing Praying Type of Mama. I was raised by Mama.

Lesson Plan Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus: Community Building/ Writing Workshops Week _2_ of 4; Plan #_5_ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Vocabulary Instruction (Note: Refer to the list in the document called Concept Unit Lesson Plans)

Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (to know and understand) 2. Students will know that understanding, tolerance, and respect of differences and individuality are crucial for community building. d. Students will understand that our differences are often a result of how we grew up or what raised us. Affective (to feel/value) and Non-cognitive 6. Students will be able to value differences and individuality in society. d. Students will value one anothers backgrounds. Performative (to do) 8. Students will be able to participate effectively in class activities with one another. d. Students will be able to listen actively during class activities. e. Students will be able provide feedback after presentations f. Students will be able to participate in class discussions. g. Students will know what an active audience is and how to behave like one.

SOLs: [List with numbers portrayed in the SOL document] 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions.

CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 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 will be arranged in a giant circle so that everyone can see one another.

1. [_1_mins.] Opening to lesson: Greeting and Instructions Hello, everybody. I hope you all enjoyed writing your I was raised by . . . poems. I look forward to hearing all of your poems during our sharing time today. If youll remember, I asked you to print out your poems so that we are not distracted by our laptops during this time. If anyone still needs to print, please let me know. Please put away everything except for your poems, a sheet of plain paper, and a pencil.

2. [_10_mins.] Step 1: Instructions for Presenting and Feedback Alright. So today we will be sharing our poems with one another, but there are a few guidelines that I want to set before we start. Ill ask that we all remember our classroom norms. [Point to the poster with the Home Court Advantage norms.] Some of these poems may be sharing some sensitive and personal information. That is okay. Its actually wonderful! Please honor and support your classmates as they are reading by giving them your undivided attention and respecting what they have to say in their poems. Today, I want to practice being an active audience. Can anyone tell me what they think an active audience is? [Let students try to answer.] An active audience is an audience that is alert, paying attention to the reader, writing feedback notes, and ready to offer the reader positive feedback. So today, while the presenter is reading, you will be writing down positive comments on your sheets of paper in front of you. After the reader is finished. I will call on three students to give the reader positive feedback on their poem. Please be very specific with your feedback. I dont want to hear, It was a good poem; rather, I want to hear, I liked the way she wrote down things her mother used to say to her. It makes me understand a little about who she is. During this share time, I am expecting everyone in the class to offer feedback twice, so be ready. 3. [_50_mins.] Step 2: Share Time

Okay, lets get this show on the road! I will be asking for volunteers to read and then picking people at random to go. Are there any volunteers? [Pick a raised hand.] Okay, everybody. Lets be an active audience. [Let students read. Randomly call on people to give feedback. Keep a list of who has given feedback and who has not. Make sure everyone gives feedback at least twice. One presentation should take about 2-3 minutes.] Thank you all so much for sharing your poems. There are a lot of good ones in here! I hope these are all saved to your Google Drives. At the end of the year, I would like to put together a class poetry book with all of the poems that you all constructed throughout the year. So please dont delete these drafts. Also, make sure you have shared your poem with me so that I can look at it again later.

4. [_9_mins.] Step 3: (Not-quite) Exit Slips Alright guys, before you leave, Id like you to get out a sheet of paper for an exit slip. Id like you to take the last few minutes to reflect on the things you learned from each other today. What kinds of things did you learn? Why do you think these things are important? How do they help us get to know one another? Did you enjoy this activity? Why or why not? [Project these questions on the board.] When you are finished, please pass these to the front. 5. [_20_mins.] Step 4: Vocabulary Kick Me Activity (pre-reading activity for Harrison Bergeron adapted from https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive) Okay, everybody, now were going to be going over a few vocabulary words in a story that we will be reading for the next few days. Ill introduce the story tomorrow; right now, were going to play a game that helps us learn a few tricky words that are in the story. The game is called Kick Me. But dont worry, it doesnt involve kicking! Im going to give each of you a sticker with a word or a definition on it. Im going to stick it to your back so you cant see what it says [Put stickers on students backs.] Now Im passing out a worksheet with a table on it. I want you to match some of the words to the definitions or the definitions to the words on the sheet by walking around the room and looking at one anothers backs. If you are not sure about the meaning of a word, you may consult one of the dictionaries on the shelf or an online dictionary on your mobile device. The first person to fill their worksheet gets a prize! [Pass out worksheet.] Ready? Set? Go! [Let students wander around for about 15 minutes. Give the first student to fill the sheet a prize.] Alright, lets go over the right answers. Fill in the blanks that you dont have or correct the ones that you got wrong. [Go over worksheets.] Thanks for your participation today! Ill see you tomorrow! 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: Asked the class What is an active audience? (8d, 8g) Formative: Giving the reader positive feedback. (1d, 8d, 8e) Kick Me activity Summative: Presenting their I was raised by . . . poems. Exit Slip 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) Jamal is easily distracted when he does not have specific tasks to do at all times. Giving him the task of writing feedback and then telling him that people will be called at random to give feedback are ways to keep him alert and engaged. Materials Needed: Projector Printer (to print out students poems if they havent printed them already.) Kick Me Stickers (Address Labels) Kick Me Worksheets (2 different types)

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Kick Me Stickers equality handicap impediment synchronize The state of being equal, or having the same qualities Any disadvantage that makes success more difficult An obstacle; could be a physical problem the keeps someone from speaking normally. To cause things to happen at the same time unceasing resemblance overthrow wince Without stopping Looks very similar To take over vigilance abnormal hindrance riveting watchfulness Not normal An obstacle; something standing in the way of something else. Fascinating, exciting, exhilarating

To start slightly, as with sudden pain.

Kick Me Worksheets (Students will different worksheets to fill in, like BINGO) Fill in the blanks with the appropriate word or definition: Word 1 2 3 4 5 6 7 unceasing vigilance Looks very similar Not normal wince Fascinating, exciting, exhilarating Definition The state of being equal, or having the same qualities

8 overthrow 9 impediment 10 11

Any disadvantage that makes success more difficult An obstacle; something standing in the way of something else.

12 synchronize

Fill in the blanks with the appropriate word or definition: Word 1 2 3 4 5 6 7 8 9 equality Without stopping Watchfulness resemblance abnormal wince riveting To take over An obstacle; could be a physical problem the keeps someone from speaking normally. Definition

To start slightly, as with sudden pain.

10 handicap 11 hindrance 12

To cause things to happen at the same time

Concept Unit Lesson Plan Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus: Community Building/ Writing Workshops Week _2_ of 4; Plan #_6_ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Reading Experience (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (to know and understand) 5. Students will know the meaning of conformity. a. Students will be able to discuss how the scenarios reflect elements of conformity. Affective (to feel/value) and Non-cognitive 6. Students will be able to value differences and individuality in society. c. Students will be able to imagine what life would be like without differences or individuality. Performative (to do) 1. Students will be able to listen actively to on another. f. Students will be able to participate in class discussions. SOLs: [List with numbers portrayed in the SOL document] 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions. CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly.

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 will start out in pairs facing the front but will eventually be moved into pods around each scenario. 1. [_10_mins.] Opening to lesson: Anticipation Guide (Gallagher pg. 40) Alright class. For the next few days we will be reading and discussing a short story that deals with issues of conformity, or what happens when there is complete equality and no individuality. Before we read, however, I want you guys to fill out this Anticipation Guide. [Pass out Anticipation Guide.] It shouldnt take you too long to fill out, but be sure to think hard about your answers. Only fill out the left side for now. We will be talking about some of these questions later. [Let students work on this for about 10 minutes. While they are working, go around the room and place the scenario posters up. Make sure they are spaced far enough apart and that the groups will have plenty of room to work.] 2. [_45_mins.] Step 1: Scenario Stations (Wilhelm pg. 118-19) Okay, everybody. Please put your Anticipation Guides in a safe place. You will need them tomorrow. As you can see, I have put up some poster papers around the room that have some of the different topics from your Anticipation Guides. Take a moment to read them. [Pause for a minute to let the students read the different topics.] You will be dividing into groups by which topic you would like to discuss. At each poster, there is a scenario relating to each topic. Your group is to read the scenario and then come up with a solution to the problem. Write your solutions down on the poster paper. You will nominate one spokesperson to tell the rest of the class what your group came up with. Okay you may go to whichever poster you would like. If there are too many people at one, I will tell some people to go to their second choices. You may go. [Walk around and make sure there is an even number of people at each poster.] You may begin discussing. Remember the norms and consequences for not following those norms that we came up with a couple days ago. Be sure to follow these as you are working in your groups. You have 50 minutes. [After 50 minutes] Alright everyone. Lets go around the room and share what you all came up with. [Let each spokesperson share.] Very good, everyone. You may now return the desks the way that they were.

3. [_15_mins.] Step 2: Vocabulary Review Please take out your vocabulary worksheets that you filled out yesterday during the Kick Me activity. Lets review these words together so that we can be ready to read Harrison Bergeron. Can someone read these definitions and give me an example sentence using the

word? [Let students read definitions and give example sentences. Help them with an example sentence if needed.] Alright, I think we are ready to read the story now. 4. [_15_mins.] Step 3: Read Aloud Harrison Bergeron Okay, class. So for the past few days we have been discussing why individuality is important. We are about to read a story in which the characters are forced to completely reject individuality. Everyone is forced to be the same. [Pass out the short story.] Read along as I read the story out loud. [Read the story out loud.] Thats a pretty crazy story, huh? Can you imagine a world where youre not allowed to be smarter than someone, where youre not allowed to finish a thought, where your children get killed on live television and youre not even permitted to mourn their death? We will have a chance to talk some more about his crazy story tomorrow in class. 5. [_5_mins] Closure: Go over homework Right now I am passing out something called a Double Entry Journal. [Pass out the forms.] Tonight for homework, I want you to read through the story again and find some quotations or passages that interest, disturb, or puzzle you. In the left hand column of the form, I want you to copy down at least 3 quotes or passages. In the middle column I want you to write why they interest, disturb, or puzzle you. The third column will be for a different activity tomorrow. Be ready to discuss your answers in groups tomorrow. You may pack up and get ready to leave. Thanks for your participation today!

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: Anticipation Guide (6c) Formative: Scenario Station (5a, 8f) Summative (in a future lesson): Mini projects using Harrison Bergeron

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) Because Jamal does not do very well with individual seatwork, this lesson is really geared towards him. This lesson requires him to get up and move, gives him choice as to what topic he would like to discuss, and lets him talk to his peers. Hopefully these activities will keep him

engaged throughout the lesson. I will be walking around to make sure that he stays on task throughout the group work time. Materials Needed: Anticipation Guide Topic Posters with Scenarios Copies of Harrison Bergeron by Kurt Vonnegut, Jr. Double-Entry Journal Forms

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

Anticipation Guide

1 2 Strongly Disagree

3 4 5 Somewhat Disagree

6 7 8 Somewhat Agree

10 Strongly Agree

Circle the number that indicates how you feel about each statement below: Before Reading 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 The world would be a better place if everyone were equal. Equality means that everyone is the same. I wish that everyone had the same intelligence. I think that the world tries to make everyone the same. Sometimes I wish people thought more like me. I feel I am treated unfairly because I am not as strong, smart, handsome/beautiful or tall as others. I believe people have a better chance of being successful if they are smart, strong, handsome/beautiful, or tall. After Reading 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Scenarios Scenario #1: Intelligence. The United States Government develops a new drug that would make everyone in America have the same average level of intelligence. This drug will eliminate the need for standardized testing like SOLs, ACTs, or SATs. There would be no more gifted and talented or Special Education. However, people of higher intelligencelike surgeons, rocket scientists, and composerswould lose the ability to do their jobs due to a lowering of their intelligences. You as a voter get to decide whether or not everyone takes this drug. What will you decide? Explain your answer. Scenario #2: Beauty. Studies have shown that those who are not considered beautiful by societys standards suffer from depression and are more likely to commit suicide. It has also been shown that beautiful people have a better chance of scoring high -paying jobs, getting married, and being more successful overall. To provide everyone with happiness and with an equal opportunity to succeed, the U.S. government wants to pass a law that everyone must wear a mask so that physical beauty or ugliness cannot be revealed. As a voter, it is in your power to vote against this law. What will you decide? Explain your answer. Scenario #3: Wearing School Uniforms. The principal of your school has been noticing that the students are not following the dress code and has mandated that everyone wear the same school uniform. He believes that clothing is causing cliques to form and some students are being excluded and bullied. Anyone who wears anything other than the uniform gets suspended from school. Your best friend decides to fight this rule by wearing whatever she wants to school. She asks you to do it with her, but you do not want to get suspended. What will you do? Explain your answer. Scenario #4: Mind-Control Powers. You have discovered that you have the power to control peoples thoughts. You can make them think, or not think, anything that you want them to. You could make everyone think that you are the most popular student at school. You could make your teachers think you got an A on every paper. You could make everyone think the same way you do. Would you use this power? What are some advantages and disadvantages to being able to control everyones mind?

Harrison Bergeron by Kurt Vonnegut, Jr.: http://wordfight.org/bnw/bnw-unit_packet.pdf

Dual-Entry Journal Quotes or passages that interest, disturb, or puzzle me Why these quotes or passages interest, disturb, or puzzle me

Silent Discussion Notes

Concept Unit Lesson Plan Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus: Community Building/ Writing Workshops Week _3_ of 4; Plan #_7_ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Reading Experience (Note: Refer to the list in the document called Concept Unit Lesson Plans)

Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (to know and understand) 1. Students will know the meaning of conformity. b. Students will be able to define conformity in their own words and give one example. Affective (to feel/value) and Non-cognitive 2. Students will be able to value differences and individuality in society. c. Students will be able to imagine what life would be like without differences or individuality. Performative (to do) 8. Students will be able to listen actively to one another. f. Students will be able to participate in class discussions. 1. Students will be able to express their own unique identities in writing and oral presentations. b. Students will be able to write their reactions to their peers Dual Response Journals. SOLs: [List with numbers portrayed in the SOL document] 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions.

CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 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 will be arranged in pods of 4. 1. [_15_mins.] Opening to lesson: Focus Questions (Gallagher, pg. 46) Alright class. I hope you got the chance to re-read Harrison Bergeron last night for homework and fill out your Double Entry Journal forms with three quotations that interested, disturbed, or puzzled you. Now I just want to take some time to refresh our memories about what actually happened. Up on the board there are 3 Focus Questions. [Focus Questions are projected up on the board.] Take out a sheet of paper and try to answer the questions. You have about 10 minutes. 3 Focus Questions: How is everyone made equal in the story? What makes Harrison Bergeron unique? What happens to Harrison at the end of the story? Okay, lets go over the questions. Who can answer the first one for me? [Go through all of the questions.] Very good, everybody. It sounds like you guys have a pretty good idea of whats going on in the story. 2. [_10_mins.] Step 1: Silent Discussion Me: Please take out your Double Entry Journal forms and listen for instructions. [Pause until everyone has their forms out.] We are going to participate in whats called a Silent Discussion. We will be doing these a lot throughout the course of the semester. Youll notice that the third column on your forms is labeled Silent Discussion. In your groups, you will pass your forms to the person on your left. Then you will review your peers responses and write your response to their response in the third column. You may pick whatever quotation youd like to respond to. When you hear the timer, you will pass the papers again to the left. You will do this three times. There will be no talking during this time. Is everyone ready? You may begin. [Walk around and make sure everyone is responding.] 3. [_15_mins.] Step 2: Small Group Share Now that youve had some time to discuss silently, Im sure you have some questions or topics that you want to discuss in your small groups. Take some time to discuss. You may want to talk

about your initial reactions to the story. Or you may have had some lingering questions after you read. Take some notes as topics come up in your groups. Elect one person to summarize all of your talking points. This person will be sharing with the rest of the class. You may begin. [Let students discuss for about 15 minutes]. 4. [_10_mins.] Step 3: Large Group Share Okay, everyone. Lets go around the room and share what you guys talked about. Can this group start? [Let each of the groups share]. 5. [_10_mins.] Step 4: Conformity Brainstorm It sounds like you guys had a lot to talk about in your small groups! So, a big idea throughout Harrison Bergeron is the idea of conformity. Does anyone know what conformity means? [Pause for answers.] Conformity means that everyone is doing what everyone else is doing. People are acting in the same way. People may dress the same. To conform to something is to abide by the same set of rules. Can you guys think of any place in your life where you have had to conform? [Im hoping to get answers like: wearing uniforms, following school rules, following the law, obeying parents rules, etc. I will write these up on the board under the heading How we Conform.] Great. Now some of the ways that the Bergerons had to conform were actually quite terrible. Can you think of any types of conformity in our school, community, country, or world that are actually negative? [Im hoping to get answers like: cliques, bullying, gangs, banning prayer in schools, etc. I will write these on the board and provide more examples if the students get stuck.] These are all really great examples. Do you think that there is any way that our modern society is turning into a society like the one in the story? [Pause for some answers.] Hopefully you guys have a little better of an understanding of what conformity means. 6. [_10_mins.] Step 5: Re-Do Anticipation Guides Alright. Now I want you guys to get out your Anticipation Guides from yesterday. [Pause until everyone has them out.] I want you to take a few minutes and fill out the right side of the Anticipation Guide. Take about 5 minutes to do that. [Wait 5 minutes.] Alright. Have anyones answers changed since yesterday? Is there anything from the story that made you change your mind about the questions? [Let people share.] Thanks for sharing. Please pass your Anticipation Guides to the front. [Collect Anticipation Guides.] 7. [_15_mins.] Step 6: Go over mini-project We are going to do a mini-project based on Harrison Bergeron. Right now I am passing out the guidelines and the rubric. [Pass out Project Guidelines sheet and go over each part out loud.] You will have half of the class period tomorrow to work on these projects. Take a minute to decide which project you would be most comfortable doing and decide whether or not you will need more than 45 minutes. If you will need more time, you will need to start on the project tonight for homework. We will also be presenting tomorrow. Does anyone have any questions about the project for me? [Answer any questions.]

8. [_5_mins.] Closure: Exit Slip Okay Id like everyone to get out a sheet of paper and answer the question on the board. What is conformity? Give one example. When you are finished you may pack up to go. Thanks for your participation today!

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: Focus Questions Formative: Double-Entry Journals (6b, 8f, 10b) Small Group Share (7c, 8f) Large Group Share (7c, 8f) Summative: Exit Slip (5b) 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) The Silent Discussion time will be very beneficial for Allie. As a non-native speaker of English, she often has difficulty expressing her ideas out loud. She also takes a bit longer to form her thoughts completely. The Silent Discussion time will give her some time to reflect and form her thoughts more clearly so that she can participate more fully in small group discussion. Materials Needed: Projector Project Guidelines handout Timer Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Harrison Bergeron Mini-Project Guidelines For your mini-projects, you may choose ONE of the following options: 5. Draw a visual representation of Harrison Bergeron before and after his handicaps have been removed OR a picture of Mr. and Mrs. Bergeron. 6. Write a letter to Mr. and Mrs. Bergeron as if you were Harrison Bergeron in jail. What would you tell them so that they could remember you? What could you tell them about your plans to break out of jail and go on TV? What do you think about U.S. society? 7. Write a short essay that explains some of the ways modern U.S. society might be turning into the Bergerons society. Write some solutions to these problems. 8. Write a short essay that points out some ways that your school, community, or country is conforming and write what some solutions might be.

You will be graded using the following rubric: 5 points Project thoroughly addresses one of the listed prompts. Project is very accurate to the story Harrison Bergeron. Project is very creative and captures the audiences attention. Project is presented with a loud voice and without fidgeting. 3 points Project addresses one of the listed prompts. One or two parts of the project are inaccurate to the story Harrison Bergeron. Project is somewhat creative. 1 points Project sort of or does not address one of the listed prompts. Three or more parts of the project are inaccurate to the story Harrison Bergeron. Project lacks creativity.

Follows Prompt

Accuracy

Creativity

Presentation

+3 Used 3 or more vocabulary words Total Points: ___/ 20 (23 with Extra Credit) Extra Credit

Project is presented with an acceptable voice and minimal fidgeting. +2 Used 2 vocabulary words

Project is presented with a soft voice and with much fidgeting. +1 Used 1 vocabulary word

Concept Unit

Lesson Plan Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus: Community Building/ Writing Workshops Week _3_ of 4; Plan #_8_ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Reading Experience (Note: Refer to the list in the document called Concept Unit Lesson Plans)

Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (to know and understand) 9. Students will know the meaning of conformity. b. Students will be able to express their views of conformity through mini-projects. Performative (to do) 8. Students will be able to participate effectively in class activities with one another. d. Students will be able to listen actively during class activities. e. Students will be able provide feedback after presentations 1. Students will be able to express their own unique identities in writing and oral presentations. c. Students will be able to present their mini-projects to the class. SOLs: [List with numbers portrayed in the SOL document] 6.2 The student will present, listen critically, and express opinions in oral presentations. a) Compare and contrast viewpoints. b) Paraphrase and summarize what is heard. c) Use language and vocabulary appropriate to audience, topic, and purpose CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 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 can be arranged in pairs, but all desks should be facing the front for presentations. 1. [_1_mins.] Bridge/Hook/Opening to lesson: Greeting and instructions Hello, class. As I mentioned yesterday, we will be spending the first half of class working on our mini-projects. The second half of class will be devoted to presenting those projects. I will be walking around to help anyone who is stuck or has questions.

2. [_44_mins.] Step 1: Time to Work You may begin working. Remember, if you include any of your vocabulary words in your project, I will give you extra credit! I will be answering any questions that you have. Please be respectful to your classmates and refrain from talking or getting up excessively during this time. [Let them work for 45 minutes. Walk around and answer questions.]

3. [_44_mins.] Step 2: Time to Present Alright, everyone should be finished at this point. Its time to present. I am going to draw your names randomly out of a hat to establish the order. While the presenter is presenting, the audience needs to be respectful and follow the Home Court Advantage norms. As the student is presenting, think of one positive comment to give him or her. I will be calling on people for positive feedback after the presenters present. Presenters should come up to the front to present Here we go! [Pick out a name and begin presentations.]

4. [_1_mins.] Closure: Exit Slip Thank you all so much for your participation and hard work today. For your exit slip, I want you to take out a sheet of paper and write one thing you liked and one thing you disliked about these mini-projects. Its okay if you cant think of anything for either like or dislike. When you are finished, you may pack up. Thanks so much!

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. Summative: Harrison Bergeron mini-projects (5b, 10c) Peer feedback (8d, 8e) 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) I will be paying close attention to Jamal during the individual work time. He tends to get easily distracted, so I will stop by his desk frequently to see if he is on task and making progress. Materials Needed: None Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) None

Concept Unit Lesson Plan Template Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshops Week __3___ of 4; Plan #___9____ of 12; [90 mins.] Plan type: __X__Full-Detail ____Summary Content Requirement Satisfied: Writing Instruction (Mentor & Model Texts), Technology Lesson (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 2. Students will know that memoirs relate authors personal experiences and their ability to change lives. a.) Students will be able to pick out the elements of a good memoir. 4. Students will know what a so what? moment is and how to convey this in their writing. b.) Students will be able to identify the so what? moment in Joseph Suinas The Day I went to School. 5. Students will know the meaning of conformity. c.) Students will feel a sense of loss associated with having to conform after reading Suinas The Day I went to School.

Performance (do): 8. Students will be able to listen actively to one another. f.) Students will be able to discuss the short story/memoir silently, in small groups, and in large group. 10. Students will be able to express their own unique identities in writing and oral presentations.

e.) Students will be able to brainstorm ideas for their own memoirs. f.) Students will know what is expected of their memoirs. SOLs: 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions. 6.7 The student will write narration, description, exposition, and persuasion. a) Identify audience and purpose. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. 1. Use computer technology to plan, draft, revise, edit, and publish writing. CCSs: [List with numbers portrayed in the CCS document] 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.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Pods of four 3. [_3_mins.] Opening to lesson: Introduction to Memoir Mini-Lecture Hello, class! Today we are going to be starting a new section of our unit on conformity. We are going to be studying the mode of writing called memoir. [Write memoir on the board.] A memoir is a personal story about a piece of your life. Often, memoirs present a problem that a person was going through and then finish by explaining how that problem was overcome and what that person learned from the experience. Sometimes the problem may still be going on, and there isnt a clear solution yet. Thats okay too. There is still some sort of lesson learned in the process of going through that difficult time. Today we are going to read through a memoir by Joseph Suina titled And Then I Went to School. Its about how Joseph had to conform to others when he was a boy. 4. [_10_mins.] Step 1: Read through The Day I Went to School

I am passing out copies of And Then I Went to School. [Pass out memoirs.] Please follow along as I read. Be looking for moments when Joseph had to conform. Also, put a star by certain passages that you like. Here we go. [Read the memoir out loud.] 5. [_7_mins.] Step 2: Silent Reflection Now Id like you all to silently reflect on this memoir. Take a few moments to skim over the memoir again. Underline the parts that make this a good piece of writing. What do you think some elements of a good memoir are? What makes this a good piece of writing? Underline and make notes for a few minutes. 6. [_15_mins] Step 3: Small Group Brainstorm Okay, guys. In your small groups, I want you to discuss what you came up with. I want one person to record some notes about what you all discuss, and one person to share with the rest of the class what your group came up with. Try to answer the following questions in your groups [Put these questions up on the board]: What do you like about the memoir? What makes this memoir a good piece of writing? What do you think are some of the elements of a memoir? List them. Take a few moments to talk in your group [Let them talk for about 14 minutes]. 7. [_15_mins] Step 4: Large Group Brainstorm Okay, everyone. Lets hear what you all came up with in your small groups. First, let me hear what you all liked about this memoir [Let reporters share]. Now lets list the things that make this a good piece of writing. Youll begin to notice that some of these things are what makes up a memoir. [Let the reporter from each group share. Write these ideas on a Google Doc shared with the whole class. Im hoping to get the following responses: Conveys a problem in the authors life Explains how the author felt Used quotations when other people were speaking Told about one particular event in the authors past The event made an impact on the authors life There is a so what? moment Good descriptor words If students do not come up with all of these, I will add them in.] These are some very good ideas, everyone. These things are what make a great memoir. Now, I have written these elements on a Google Doc that is shared with each of you. Please open up your laptops and go to drive.google.com [Write this address on the board]. Your login information is the same as the information you use to access your school email. Click on the document titled Elements of a Memoir. There you will see the list we have just made. 8. [_30_mins] Step 5: Individual Memoir Topic Brainstorm: Topic Narrowing Technique (Gallagher)

Okay. Now I want you all to go back to your Drive accounts and click on the Create button. Choose document. [Show them how to do this with the projector]. Now I want you to title this document Topic Narrowing. [Show them on the projector.] Now, you all will be drafting your own memoirs in the next few days about a time when you felt you had to conform or fit in with the crowd. I want you to take the next few minutes to think about some of these times. I will be doing this along with you up on the projector. If you need help or are confused, please raise your hand. Okay, start brainstorming some topics. [I will be brainstorming along with the students. I will write the following topics: In 6th grade gym class I was the only girl to not start shaving my legs . . . I stole my dads razor and cut myself pretty badly. I started wearing makeup in the 7th grade to fit in with my girlfriends. I got a boyfriend in the 6th grade because my best friend at the time also had one. I went to a party and was very uncomfortable dancing like everyone else but did it anyway because I didnt want to look stupid. Alright everyone, did you come up with a lot of good topics? Now, obviously, I cant write one big memoir using all of the topics I came up with. I need to choose one event from my life that I think has a good so what? moment and think of some subtopics to write about. Im going to do whats called topic narrowing. I think Id like to write about the time I started wearing makeup. There are several things I could write about using this one topic. [Type subtopics into Google Doc on projector like this: Started wearing makeup: How it hurt the relationship with my mother How I started getting more attention from boys How my girlfriends made fun of me anyway] So there are a lot of things I could write about from this one topic of when I started wearing makeup. Take a few minutes to pick one of the topics you came up with and think about some subtopics that could be the focus of your memoirs. I will be walking around to help anyone who needs it. [Let students work for about 5 minutes. Walk around and help those who need help.] Okay, now its time to choose what wed like our memoirs to be about. Remember, our topics need to be narrow enough so that we can write a nice, short piece of our lives, but broad enough to have a good so what? moment. Remember, our so what? moments are the big ideas in our writing. They tell about a lesson learned or convey something unique about our identities. I think I will write about how putting on makeup hurt my relationship with my mother and what I learned about my identity through that experience. Im going to brainstorm some subtopics that I definitely want to write about in my memoir. [Type these in the projected Google Doc:
How putting on makeup hurt my relationship with my mother: I had to lie to her I stole her makeup She caught me wearing makeup She talked to me about self-image She told me that I am beautiful and I dont need makeup to prove it. I decided to stop wearing makeup for a while]

Take a few moments to type your subtopics that you want to hit in your memoirs. I will be walking around to help you [Let students brainstorm for about 5 minutes]. 9. [_5_mins] Step 6: Introduce Rubric Alright, everyone. Now Id like to share with you how your memoirs will be graded. There will be several steps in this writing process, and you will receive points for each step you complete. Here is the rubric . [Pass out and go over each element of the rubric.] Are there any questions? [Answer any questions.] 10. [_5_mins] Step 7: Exit Slip and Homework Okay. Id like you all to open your email and compose a new message [Pause while students pull up their email]. Address the email to me. Please write your topic for your memoir. Include what you think your so what? moment will be. Make sure you hit send when you are done. This weekend, I would like you to draft your memoirs. Create a new document on Google Drive like you did today and title it Rough Draft. I also want you to click the Share button and put my email in the box so that I can see your papers [Show them how to do this on the projector.] These will be very rough drafts that we will do a lot of work on in class. Try to make your memoirs at least three paragraphs. Thanks for your participation today. Have a great weekend!

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. Formative: Individual, Small Group, and Large Group Brainstorms (2a, 4b, 5c, 8f) Individual Topic Narrowing Activity (10e) Summative: Exit Slip (10e) 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) This lesson is designed to help students like Allie who are still learning the English language. I am putting all of the steps of the writing process up one the board and modeling how it is to be done. A concept like topic narrowing could be confusing to Allie. If I am able to show her exactly how she can do it, I think it would increase her chances for success. Materials Needed: Computer and Projector Laptop for each student Copies of And Then I Went to School by Joseph Suina

Copies of Rubric

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) And Then I Went to School: http://teacherweb.com/NM/BosqueSchool/BLazar/AndthenIwenttoschool.pdf

Rubric Memoir Rubric Student Name: Yes (2 points) Brainstorming Rough Draft Peer Review Checklist Conference Final Draft Content 5 points You stayed true to the topic throughout the whole paper. Your paper contains all of the memoir criteria set in class. Your paper uses a clever writing style and flows well from paragraph to paragraph. Your paper contains at least 3 paragraphs. Your paper does not contain any punctuation, capital letters, grammar, or spelling errors. 3 points You veered from the topic somewhat in your paper. Your paper contains some of the memoir criteria set in class. Your papers writing style is somewhat clever and flows at some parts. Your paper contains 2 paragraphs. Your paper contains 5 or fewer errors. 1 point You did not stay on topic in your paper. Your paper contains none of the memoir criteria set in class. Your paper does not have a clever writing style or flow at all. Your paper contains 1 paragraph. No (0 points)

Memoir Criteria

Style and Structure

Punctuation, Capital Letters, Grammar, Spelling

Your paper contains more than 5 errors.

Total Points: ___/30

Concept Unit Lesson Plan Template Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshops Week __4___ of 4; Plan #____10___ of 12; [90 mins.] Plan type: ____Full-Detail __X__Summary Content Requirement Satisfied: Writing Instruction (Mentor & Model Texts) (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 3. Students will know that memoirs relate authors personal experiences and their ability to change lives. a. Students will be able to use the Question Flood technique to pick out parts of the memoir that could tell more about their personal experience. 4. Students will know what a so what? moment is and how to convey this in their writing. c. Students will be able to identify the so what? moment in their own memoirs. 5. Students will know the meaning of conformity. d. Students will be able to express in their memoirs how they once conformed. Performance (do): 10. Students will be able to express their own unique identities in writing and oral presentations. g. Students will be able to revise their own and their peers memoirs using the Question Flood technique. SOLs: 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions.

6.7 The student will write narration, description, exposition, and persuasion. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. 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: [List with numbers portrayed in the CCS document] CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a) CCSS.ELA-Literacy.W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b) CCSS.ELA-Literacy.W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c) CCSS.ELA-Literacy.W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d) CCSS.ELA-Literacy.W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e) CCSS.ELA-Literacy.W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Desks are in pairs. 1. [_2_mins.] Opening to lesson: Introduction to Revising Mini-Lecture I will explain that revising is much more than fixing grammatical and punctuation errors. I will explain exactly what revising means and that we will be using the Question Flood technique to revise our own and our peers papers. I will walk around with a checklist to make sure everyone has a rough draft and has shared it with me on Google Drive. 2. [_15_mins.] Step 1: Model the Question Flood Technique

I will use the comment function on Google Docs to write questions as I read the paper aloud. This will resemble a think/write aloud activity. (See Appendix for what finished product will look like.) 3. [_15_mins.] Step 2: Individual Question Floods I will tell the students to begin flooding their own papers with questions. I will walk around to help those who are stuck. 4. [_15_mins.] Step 3: Peer Question Floods I will tell the students to share their papers with the person sitting beside them and start flooding their peers papers with questions. I will walk around to help those who are stuck. 5. [_40 _mins.] Step 4: Time for Revising and Mini-Conferences with Me I will give students time to answer some of the questions on their paper. I will remind them that revising is sometimes adding, subtracting, or rearranging sentences. I will also tell them not to delete the comments/questions once they have answered them. While the students are revising, I will be at a back table holding the first few conferences with students. I will quickly read over their rough drafts and offer suggestions for their papers. I will spend no more than 5 minutes with each student. 6. [_3_mins] Closure: Homework I will tell students that their homework assignments will be to finish revising their papers by answer the questions from the Question Flood. I will remind them not to delete the comments/questions after they answer them.

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. Formative: Rough Drafts (5d) Individual and Peer Question Floods (2b, 4c, 10g) Summative (in future lesson): Revised Memoir (10a-h)

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)

Jamal has a difficult time staying engaged when lessons do not involve technology. This lessons Question Flood technique almost entirely uses technology, so Jamal will be able to use his laptop and stay engaged throughout the lesson. Materials Needed: Rough Draft Checklist Projector Laptops for each student Back table/desks for conferences

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Checklist Rough Draft Checklist Student Names Yes No

Ms. Baileys Rough Draft and Question Flood: I walked down the sixth-grade hall of that middle school, looking at the grown-up girls lining the halls with their mini-skirts and high heels and long, mascaraed eyelashes. They held hands with their boyfriends and looked so happy. I held my pass tighter in my hand as I made my way to the bathroom. I walked in and looked in the mirror, and a plain, ugly face stared back at me. I decided at that moment to do something about it. I woke up very early the next morning, snuck into my mothers bathroom, and took her green eyeliner. I walked back into my bedroom and put the tube of makeup into my book bag. As I rode to school on the bus, I took out the eyeliner and a mirror, and began putting the makeup on. I looked at the finished product: I looked good. I got several nice comments from people as I walked down the hall. Boys stared at me. My friends asked me where I got the new makeup. Even my teachers told me I looked nice. I felt so grown up! Before I got on the bus, I rushed to the bathroom and wiped off the eyeliner. When my mom picked me up at the bus stop, she stared at me. I knew she could tell that I had put on makeup. Sarah, have you seen my green eyeliner? Im missing it, she asked. I just looked down at my hands and replied, No, I havent seen it. My mom cupped my chin with her hand. I know you used it this morning. I can still see a little of it on your eyes. I looked away, ashamed. Im sorry, Mama. But everybody is wearing it. I just wanted to fit in. Honey, she said, I dont know if you know this, but all of those girls are just really insecure about their looks. You dont have to be. You are beautiful just the way you are. Really? I just dont feel that way all the time, I said. You are perfect, Sarah. Dont forget it. Now give me that eyeliner back. You dont need it, she said with a smile. Okay, I said. Im sorry I stole it. Its okay. One day you might actually be ready to wear makeup, and then youre more than welcome to borrow it. Thanks, Mama, I said as I handed her the eyeliner. I got out of the car and walked into my room. Mama is right, I thought. Im beautiful without all this stuff on my eyes. It made my eyes water and itch all day, anyway. I decided right then to hold off on the makeup for a while. People would just have to like me the way I was!
Comment [SB1]: How was I walking? Comment [SB2]: What middle school? Comment [SB3]: What made them look so happy?

Comment [SB4]: What brand? Comment [SB5]: How did I put it on? Was it hard to do on the bumpy bus? Were other people looking at me? Comment [SB6]: What did I look like? Comment [SB7]: What were some of the comments? Comment [SB8]: What kind of look did she have on her face?

Comment [SB9]: How did she say this?

Concept Unit Lesson Plan Template Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshop Week __4___ of 4; Plan #___11____ of 12; [90 mins.] Plan type: ____Full-Detail __X_Summary Content Requirement Satisfied: Writing Instruction & Grammar/Syntax Lesson (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 2. Students will know that memoirs relate authors personal experiences and their ability to change lives. c. Students will know that good action verbs can make our memoirs more interesting to read. Performance (do): 8. Students will be able to listen actively to on another. h. Students will be able to peer edit using a checklist. 10. Students will be able to express their own unique identities in writing and oral presentations. h. Students will be able to revise their memoirs with Action Verb Brush Strokes. SOLs: 6.7 The student will write narration, description, exposition, and persuasion. h) Organize writing structure to fit mode or topic. i) Establish a central idea and organization. j) Compose a topic sentence or thesis statement if appropriate. k) Write multiparagraph compositions with elaboration and unity. l) Select vocabulary and information to enhance the central idea, tone, and voice.

k) Revise sentences for clarity of content including specific vocabulary and information. l) Use computer technology to plan, draft, revise, edit, and publish writing. CCSs: CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. f) CCSS.ELA-Literacy.W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. g) CCSS.ELA-Literacy.W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. h) CCSS.ELA-Literacy.W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. i) CCSS.ELA-Literacy.W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. j) CCSS.ELA-Literacy.W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

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] 1. [_2_mins.] Opening to lesson: Introduction to Brush Strokes and Action Verbs I will greet students and explain that they will be using class time to continue revising their memoirs. I will explain that today we will be using the Action Verb Brush Stroke to revise their papers. I will explain that we call this type of revising brush strokes because we are enhancing our writing, just as a painter would enhance his painting with strokes of his brush. We are adding color to our memoirs. I will explain that we will be looking in our memoirs for opportunities to exchange our boring verbs for good action verbs. I will review action verbs. 2. [_10_mins.] Step 1: Modeling Brush Stroke Technique I will model the Brush Stroke Technique by going through my own rough draft on the projector and enhancing my verbs using Track Changes. I will show them how to look in a Thesaurus (either book form or online) to find synonyms with which to exchange their boring verbs. The finished product is in the Appendix. 3. [_50_mins.] Step 2: Individual Brush Stroke Time

Students will begin enhancing their own papers with action verbs. They will be allowed to use an online or a book thesaurus. I will be conducting the last few conferences at the back table. 4. [_25_mins] Step 3: Peer Editing I will explain the editing process. I will pass out Peer Editing checklists and explain them. I will tell students to share their drafts with their partner if they havent already. I will ask students to complete the Peer Editing checklists and hand the finished checklist to their partner. 5. [_3__mins] Closure: Peer Editing Checklist Check-off I will walk around and make sure everyone has completed a Peer Editing Checklist. I will encourage students to finish revising their memoirs for homework, although they will have some time for finishing touches tomorrow in class.

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. Formative: Brush Strokes (2c, 10h) Peer Editing Checklist (8h) Conference Summative (in future lesson): Completed Memoir (10a-h) 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) Because Jennifer is going through a really hard time, she is not really excited about group work. She has trouble communicating with others, and struggles to get anything done in groups. This peer editing checklist allows her to work in pairs without having to do much talking. The checklist tells her exactly what to look for, and she can give her partner good feedback without having to speak much. Materials Needed: Projector and computer Laptops for each student Peer Editing Checklist

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Ms. Baileys Brush Strokes I walked shuffled down the sixth-grade hall of that middle school, looking at the grownup girls lining the halls with their mini-skirts and high heels and long, mascaraed eyelashes. They held hands with their boyfriends and looked so happy. I held clutched my pass tighter in my hand as I made my way to the bathroom. I walked in and looked gazed in the mirror, and a plain, ugly face stared back at me. I decided at that moment to do something about it. I woke up very early the next morning, snuck into my mothers bathroom, and took snatched her green eyeliner. I walked tip-toed back into my bedroom and put slipped the tube of makeup into my book bag. As I rode to school on the bus, I took out the eyeliner and a mirror, and began putting the makeup on. I looked at the finished product: I looked good. I got received several nice comments from people as I walked down the hall. Boys stared gaped at me. My friends asked me where I got the new makeup. Even my teachers told me I looked nice. I felt so grown up! Before I got on the bus, I rushed to the bathroom and wiped off the eyeliner. When my mom picked me up at the bus stop, she stared at me. I knew she could tell that I had put on makeup. Sarah, have you seen my green eyeliner? Im missing it, she asked. I just looked down at my hands and replied, No, I havent seen it. My mom cupped my chin with her hand. I know you used it this morning. I can still see a little of it on your eyes. I looked away, ashamed. Im sorry, Mama. But everybody is wearing it. I just wanted to fit in. Honey, she said, I dont know if you know this, but all of those girls are just really insecure about their looks. You dont have to be. You are beautiful just the way you are. Really? I just dont feel that way all the time, I said. You are perfect, Sarah. Dont forget it. Now give me that eyeliner back. You dont need it, she said with a smile. Okay, I said. Im sorry I stole it. Its okay. One day you might actually be ready to wear makeup, and then youre more than welcome to borrow it. Thanks, Mama, I said as I handed her the eyeliner. I got hopped out of the car and walked into my room. Mama is right, I thought. Im beautiful without all this stuff on my eyes. It made my eyes water and itch all day, anyway. I decided right then to hold off on the makeup for a while. People would just have to like me the way I was!

Peer Editing Checklist Your Name: Authors Name: Yes 1. Punctuation I read the authors piece aloud to see where to stop or pause for periods, question marks, exclamation marks, and commas. Quotation marks are included where needed. I checked for capitals at the beginning of sentences. Proper nouns begin with capital letters. Sentences are complete thoughts and contain a noun and a verb. There are no run-on sentences. Everything is spelled correctly. The author follows the prompt and stays on topic throughout the whole paper. Author uses a clever writing style throughout his/her paper. It is fun to read. I have completed a Question Flood with the authors paper. Paper contains a So What? moment. No

2. 3.

Capital Letters Grammar

4. 5. 6. 7. 8. 8.

Spelling Content Style Question Flood So What? Moment Suggestions for your partner:

Concept Unit Lesson Plan Template Unit Working Title: Difference Makes Us Stronger Unit Big Idea (Concept/Theme): Discovering the value in differences/identity Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshop Week __4___ of 4; Plan #___12____ of 12; [90 mins.] Plan type: ____Full-Detail __X_Summary Content Requirement Satisfied: Writing Instruction (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that understanding, tolerance, and respect of differences and individuality are crucial for community building. e. Students will understand that we all have felt the need to conform at some point in our lives. 2. Students will know that memoirs relate authors personal experiences and their ability to change lives. d. Students will be able to convey how trying to conform has changed them in their memoirs. 5. Students will know the meaning of conformity. d. Students will be able to express in their memoirs how they once conformed. Performance (do): 8. Students will be able to participate effectively in class activities with one another. d. Students will be able to listen actively during class activities. e. Students will be able provide feedback after presentations. f. Students will be able to participate in class discussions. g. Students will know what an active audience is and how to behave like one. 10. Students will be able to express their own unique identities in writing and oral presentations. i. Students will be able to present their completed memoirs to the class.

SOLs: 6.2 The student will present, listen critically, and express opinions in oral presentations. d) Compare and contrast viewpoints. e) Paraphrase and summarize what is heard. f) Use language and vocabulary appropriate to audience, topic, and purpose 6.7 The student will write narration, description, exposition, and persuasion. c) Identify audience and purpose. d) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. e) Organize writing structure to fit mode or topic. f) Establish a central idea and organization. g) Compose a topic sentence or thesis statement if appropriate. h) Write multiparagraph compositions with elaboration and unity. i) Select vocabulary and information to enhance the central idea, tone, and voice. j) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. k) Revise sentences for clarity of content including specific vocabulary and information. l) Use computer technology to plan, draft, revise, edit, and publish writing. CCSs: CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a) CCSS.ELA-Literacy.W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b) CCSS.ELA-Literacy.W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c) CCSS.ELA-Literacy.W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d) CCSS.ELA-Literacy.W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e) CCSS.ELA-Literacy.W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement: Desks in Pairs to start; then a semicircle for sharing memoirs.

1. [_2_mins.] Opening to lesson: Introduction and Directions for the Day I will explain that the beginning of the class will be devoted to finishing up the drafts and publishing them to the class website. 2. [_38_mins.] Step 1: Last Touches I will ask the students to finish editing their memoirs and upload their documents to the class website under the tab Memoirs. I will show them how to do this on the projector. 3. [_45_mins.] Step 2: Time to Present We will arrange the desks in a giant semicircle and each student will go up to the front and read their memoirs to the class. Each student will have to give 2 positive feedback comments during the presentations. I will be cold-calling students to give this feedback. 4. [_5_mins] Closure: Exit Slips Students will write an exit slip answering the following questions: What is one thing that you learned from listening to the memoirs today? Did you like writing a memoir? Why or why not? What was the hardest part of the writing process? Why?

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. Summative: Completed Memoir (1e, 2d, 5d, 10i) Peer Feedback (8d, 8e, 8f, 8g) 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) Because Jamal has a hard time staying focused, I am giving everyone the task of participating as an active audience and providing the presenter with positive feedback comments after he/she is done presenting. I will be cold calling people to give positive feedback, so all students must be paying attention.

Materials Needed: Class website (create using www.weebly.com)

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) None