Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting

Unit Primary Skill focus: Word Choice Week 4 of 4; Plan # 10 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Mini-inquiry, Embedded Technology (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): Unit Goal #1: Students will understand that word choice is a significant writing skill that brings a vivid perspective to a scene or place. a. Students will value sensory detail in literature. Affective (feel/value) and/or Non-Cognitive: Performance (do): Unit Goal #5: Students will be able to describe the impact of an authors choice of words. d.) Students will be able to identify the details that describe the past history of an object in a poem. Unit Goal #6: Students will be able to practice the authors craft of choosing vocabulary and information purposefully. h.) Students will be able to research the history of a particular object of choice. SOLs: [List with numbers portrayed in the SOL document] 7.7 g) Select vocabulary and information to enhance the central idea, tone, and voice CCSs: [List with numbers portrayed in the CCS document] CCSS.ELA-LITERACY.W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Rows of 2-3 students facing the front of the room [Changes in this arrangement that become necessary later will be noted in the plan] 1. [5 mins.] Bridge/Hook/Opening to lesson: Greet students. Tell the class that they will be reading a poem and choosing an object for which to write an ode. Today will also be an opportunity to research about the past history of an object. This goes along with our theme of describing different worlds today we will explore the unique world that their particular object has come from. 2. [15 mins.] Step 1: Reading Pablo Nerudas Ode to Salt The teacher will lead the class in a close-reading of Pablo Nerudas Ode to Salt. She will what an ode is: a poem meant to express strong feeling or deep emotion toward an object or person. Students are instructed to underline different places that salt comes from, or where it is come from. They are also supposed to put stars around details that appeal to the five senses. As a class, they go over the different places that salt has traveled to, with the teacher marking up the poem on the overhead projector as they go along. She should also make a note of metaphors/similes/comparisons throughout the poem. 3. [20 mins.] Step 2: Research Students choose an object from their Where Im From poem and fill out the pre-writing worksheet. They will use their tablets to research the history of their object through sites such as Wikipedia. The teacher will help them as they conduct their research. 4. [45 mins.] Step 3: Sensory Details and Writing the Poem a. [20 minutes] Sensory Details The students fill out a sensory detail worksheet after the teacher points out ways that Pablo Neruda uses sensory detail and figurative language in the poem. She goes around to give individual help along the way. b. [25 minutes] Writing the Poem Students begin to write their odes. The teacher gives them the rubric and goes over it with them before they write. She helps them as they are working. 5. [__5_mins] Closure: Students staple their pre-writing worksheet, poem, and rubric together and place it in their portfolio. The teacher reiterates the objectives of the unit again and

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. Ode to Salt Mark-up [1a, 5d] Ode: Pre-writing Activity [6h] Ode [6h] 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) Use of the computer may be one way that Eli might concentrate his attention during a task. There is also more freedom to engage in different ways with the research sites, so he may feel more of a sense of agency over his learning. Materials Needed: Ode to Salt Ode: Prewriting Activity Overhead projector Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Ode to Salt by Pablo Neruda

This salt in the salt cellar I once saw in the salt mines. I know you wont believe me but it sings salt sings, the skin of the salt mines sings with a mouth smothered by the earth. I shivered in those solitudes when I heard the voice of the salt in the desert. Near Antofagasta the nitrous pampa resounds: a broken voice, a mournful song. In its caves the salt moans, mountain of buried light,

translucent cathedral, crystal of the sea, oblivion of the waves. And then on every table in the world, salt, we see your piquant powder sprinkling vital light upon our food. Preserver of the ancient holds of ships, discoverer on the high seas, earliest sailor of the unknown, shifting byways of the foam. Dust of the sea, in you the tongue receives a kiss from ocean night: taste imparts to every seasoned dish your ocean essence; the smallest, miniature wave from the saltcellar reveals to us more than domestic whiteness; in it, we taste finitude

Ode: Pre-writing Activity Your object: Conduct research on the history of your object. List at least 5 places where your object has been, either in its current state or as it was being formed. 1.

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List sensory details that apply to your object. Think of sight, smell, taste, touch, and hearing. Does it singor growl and blare? What does it taste like? Describe what it looks likethe degree of light, how small or large it is. What are the different forms it has taken? You have much creative freedom with this poem, as long as you stay focused on your object. Try to also think of metaphors or similes that you can compare your object to.

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