Katherine Freeman Concept Unit Lesson Plan 11 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 4 of 4; Plan #11 of 12; [90 min.] Plan type: Summary Content Requirement Satisfied: writing instruction Critical Learning Objectives

SWBAT: Cognitive: 1. Students will understand that identity can be formed and discovered through reflection. c. Students will reflect on how writing has helped them discover themselves. Performance: 7. Students will write to explore and reflect on their personal identities and the factors that shape them. c. Students will use several collaborative and independent methods of revision. d. Students will reflect on how revision has improved their writing. SOLs: 11.6f Revise writing for clarity of content, accuracy, and depth of information. 11.8f Synthesize and present information in a logical sequence. CCSs: CCSS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be arranged into four rows of four desks each. On the table at the front of the room, there will be various craft supplies, including construction paper, scrap paper and fabric, scissors, glue, markers, etc.

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1. [10 min.] Opening to lesson: I will welcome the students and tell them that today is focused on creating their final projects and then moving into their reflection paper. I will tell them they have about 45 minutes to work on their final projects. I will have printed out each students final copies before class, but if someone did not complete them, they can do so during this time and I will print them in the room. Before we start working on the projects, I will have the students stand up and then take two minutes to organize themselves in order of their birthdays, January on one end and December on the other, at the front of the room. Next, I will have them count off 1-8 and pair up with their matching number. This person will be their partner during the day, and they will have several checkpoints with their partner to make sure they are on track. Students will have about two minutes to have an initial meeting with their partner. They should share what they are going to do for their final project and what they need to accomplish today. 2. [50 min.] Independent Work Time: Students will have this time to work independently on their projects. They will be able to use any of the materials I have at the front of the room, as well as anything else they have brought in. Some students may create physical projects using the materials in the room, while others may choose to create digital projects. If this is the case, I will help students with different technology formats, such as websites, digital stories, wikis, etc. About halfway through, I will ask students to meet with their partner for a quick check-in. They should tell their partner what they have done so far, any challenges theyve encountered, and what they need to do to complete the project. Students will continue working. During the work time, I will be walking around the room to provide students with support and guidance, and to help keep them on track. At the end of this time, students will meet up with their partner once again to discuss what they have accomplished today. I will tell students that theyll have 20 minutes at the beginning of next class to make any last touches and setup their projects for the gallery walk, but any other work must be done at home or after school. Students will share their plan for completion with their partner. 3. [25 min.] Reflection Writing: I will ask students to take out their tablets and begin working on the reflection writing that goes with their unit plan. They are not expected to finish it today; the final part cannot even be completed until after the gallery walk and feedback activity. I will encourage them to look back at their journals, revision forms, and

Katherine Freeman their writing as they work on this. I will walk around to monitor student progress and provide any necessary support.

4. [5 min.] Closure: I will ask students to put away their tablets, and I will give them a brief preview of what will happen next class for our gallery walk and potluck. The class will begin with a 20 minute work time for students to finalize any last details and setup their projects. Then we were setup the classroom and get everything ready. Then our gallery walk will begin. I will tell the students that I have invited other teachers of theirs as well as some school administrators to come see their projects. During the gallery walk, there will be a feedback activity for all of the students to participate in. For the potluck, I will encourage students to make their favorite recipes for the class. I will tell them I will bring some snacks as well, along with plates, napkins, and cups. I will thank them for their hard work today and tell to have a good afternoon.

Methods of Assessment: Final Project [7c] Reflection[1c, 7d] Differentiated Instruction to accommodate one or more of my profiled students: Tommy may want to blow off working on the project, so I need to be firm about the deadlines with him. I will make sure that when he meets with his partner, he says what he has done, and perhaps more importantly, what he is going to do. I hope that setting clear, measurable goals will help him be more productive. Holly tends to spend a long time working carefully on creative projects, so I may have to encourage her to move along quickly. I think positive feedback will help with this. Materials Needed: Printed copies of all student writing Craft materials: construction papers, scrap paper and fabric, scissors, glue, markers, etc. Tablets Extra copies of project assignment sheet