Lesson Plan #10

Unit Working Title: Reading the Reflection

Unit Big Idea (Concept/Theme): Self-Awareness

Unit Primary Skill focus: Reflective Writing

Week 4 of 4; Plan #10 of 12 [90 mins.]

Plan type: ____Full-Detail __X__Summary

Content Requirement Satisfied: Peer Conference Final Projects, Readers Theatre

Big Question: Where do I want to go?

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 understand a wider purpose for reading and education as a way to learn how to
live more fully and consciously.
b. Students will know that valuable texts include non-print products of popular culture.

Affective (feel/value) and/or Non-Cognitive:
5. Students will value the ways their peers contribute to a safe classroom space where they feel
supported in their growth and development as readers, writers, and thinkers.
a. Students will understand that they are each a crucial piece of the classroom
community.
6. Students will value the print and non-print texts they study as sources of life lessons beyond
the classroom.
c. Students will value products of popular culture as learning tools embedded in the
world around them.

Performance (do):
9. Students will be able to use creative means to illustrate their understanding of a text.
b. Students will be able to use drama and other non-written modes to demonstrate their
engagement with a text and to support new understandings for their audience.

SOLs:
8.2 - Communication
The student will develop and deliver oral presentations in groups and individually.
a) Choose topic and purpose appropriate to the audience.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.

8.5 - Reading
The student will read and analyze a variety of narrative and poetic forms.
b) Describe inferred main ideas or themes, using evidence from the text as support.
c) Describe how authors use characters, conflict, point of view, and tone to create
meaning.
8.7 - Writing
The student will write in a variety of forms, including narrative, expository, persuasive, and
informational.
b) Organize details to elaborate the central idea

CCSs:
RL.8.2 Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content



Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
1. Sentence Starter: If I could have any job in the world I would _________ for a
living.
2. SSR
3. Kid President Video What inspires you?
4. Group Poetry Skit
5. Peer Conference Reflective Piece Feedback

Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]

1. [ 5 mins.] Bridge/Hook/Opening to lesson: Sentence Starter

Students enter the room, take out their journals, and address the Sentence Starter on the Board:

If I could have any job in the world, I would _____________ for a living.

After they have finished responding, they will take out their SSR books and begin reading.

2. [ 20 mins.] Step 1: SSR

Students can spread out around the classroom reading quietly while I read and respond to at least
half of the Sentence Starters in their notebooks.

3. [ 20 mins.] Step 2: Kid President, Letter to a person on their first day here

Watch together and discuss the questions: What inspires you? Do you find this video
inspiring? Why or why not? Class Discussion.

4. [25 mins. Total ] Group Poetry Skits / Readers Theatre

With six table clusters, each table is assigned one of three poems (We Real Cool, A Dream
Deferred, or Mother to Son) which all deal with dreams or the future. Students will think
about these poems in light of the Kid President Video. Similar to their Reading Experience, each
table two will have each poem has to come up with a dramatic delivery of the poems content
or literal reading. They have 15 minutes to prepare and 2 minutes each to share with the
class. (See rubric for grading.)

Each poem gets cycled through one time with the first group at least reading the poem the first
time before we go back through to repeat any of them. Students are evaluated in their group
work as well as in their audience behavior.

5. [ 15 mins.] Peer Conference work

With the deadlines on both writings and the final project quickly approaching, students use the
last fifteen minutes to discuss their work with a partner. They only give simple feedback,
however, because it is late in the drafting process, students primarily repeat what they are
hearing the author say in order to clarify their intentions with their work.

6. [5 mins.] Exit Slip

The exit slip reviews the peer conference experience as well as the impact of the Readers
Theatre. (Exit Slip is listed in the appendix.)

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:
1. Sentence Starter (3b, 6c)

Formative:
2. Class Response to Kid President Video (3b, 6c)
3. Group Poetry Skits (5a, 9b)

Summative:
Exit Slip (5a, 9b)
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)

Stacey Stacey gets other students on task when her energy is not channeled constructively. The
group work in the Poetry skits is designed to get students out of their chairs, engaging with each
other and with the content. With strict parameters in place, she should stay on task and
participate, because she feels her energy is being put to good use.

Materials Needed:
Copies of poems
Use of Elmo / Overhead Camera
Letter to a person on their first day here video - http://www.youtube.com/watch?v=l5-
EwrhsMzY


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

Texts/Poems:

A Dream Deferred by Langston Hughes

What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?


Mother to Son by Langston Hughes

Well, son, Ill tell you:
Life for me aint been no crystal stair.
Its had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
Ise been a-climbin on,
And reachin landins,
And turnin corners,
And sometimes goin in the dark
Where there aint been no light.
So boy, dont you turn back.
Dont you set down on the steps
Cause you finds its kinder hard.
Dont you fall now
For Ise still goin, honey,
Ise still climbin,
And life for me aint been no crystal stair.


We Real Cool by Gwendolyn Brooks

THE POOL PLAYERS.
SEVEN AT THE GOLDEN SHOVEL.



We real cool. We
Left school. We

Lurk late. We
Strike straight. We

Sing sin. We
Thin gin. We

Jazz June. We
Die soon.

Rubric H. Poetry Skits 5 points total [Adapted from Readers Theatre Rubric on Collab]

Student Name: / Group:
1 .75 .50 Feedback
Preparation
(Group)
You and your group
used class time
effectively in order
to prepare.
You and your group
had some lapses in
preparing during
class time.
You and your group
did not use your
time to prepare
effectively and were
frequently off task.

Participation Your involvement
aided your group in
supporting the
meaning of the
poem.
At times your
involvement aided
your group in
supporting the
meaning of the
poem, but not
consistently.
You were involved
in the presentation,
but your role did not
help make meaning
for the audience.

Tone You showed a lot of
expressiveness in
your performance
You showed some
expressiveness and
did an adequate job
You did not show
much
expressiveness, and

that brought your
part to life.
bringing your part
to life.
there was potential
for you to embody
your character more.
Information
(Group)
You and your group
showed engagement
with the poem and
helped clarify its
meaning for the
audience.
You and your group
showed some
engagement with
the poem and
helped explain most
of its meaning to the
audience.
You and your group
did not engage with
the poem deeply and
very little about the
poem was clearer
after your
interpretation.

Respectful
Audience
You showed active
listening skills
during other groups
presentation and
were an attentive
member of the
audience.
You showed some
active listening
skills during other
groups presentation
but were sometimes
inattentive.
You did not conduct
yourself well as a
member of the
audience, nor did
you give the other
groups the respect
they deserved.


Exit Slip:

Name:__________
Date:________

1. What is one thing that stuck out to you from your partners writing?




2. After conferencing with your partner, what is one aspect of your writing that you think you
can improve?



3. How did the readers theatre help you think of the poems differently?