Lesson Plan #11

Unit Working Title: Reading the Reflection

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

Unit Primary Skill focus: Reflective Writing

Week 4 of 4; Plan #11 of 12 [90 mins.]

Plan type: ____Full-Detail __X__Summary

Content Requirement Satisfied: N/A: Final Project Work Day

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 understand how experiencing things at a distance through literature can help
them navigate their own conflicts and experiences in life.
c. Students will be able to write through an experience of their past in order to
share its value with an audience.

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.
c. Students will feel that their peers offer trust and responsive support
d. Students will value the input of others.
i. Students will engage in discussions with, and appreciate feedback from, teachers to
support their writing.

Performance (do):
7. Students will respond to literature through reflective writing practices.
b. Students will be able to regularly engage with text-based ideas through their
own writing.

SOLs:
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:
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.]

Agenda: Work Day
Work individually and with revision partners to compose final drafts of writing pieces and
projects by the next day:
-What My Childhood Tastes Like
-RAFT Letter
-Reflecting Pool Writing
-Reflecting Pool - Performance

Beginning Room Arrangement: Noted in the Intro Week

1. [ 5 mins.] Bridge/Hook/Opening to lesson: Entry Slip

First, students come up with a game plan, as an Entry Slip, for one goal they have to improve on
their writing in class today.
Otherwise, at the beginning I greet students and tell them they have the entire day of class to
work constructively on their three big assignments due the next day: What My Childhood Tastes
Like; the RAFT Letter; the Final Reflections, both written and performance-based. They should
consult their revision partners from the day before for help, and I will be on hand to provide one-
on-one support.

2. [ 20 mins.] Step 1: SSR

While students read, I do the final SSR checks and look through their progress on Sentence
Starters for the end of the unit.

3. [ 65 mins.] Step 2: Workshop

We will pause halfway through for a stretch break, but otherwise this is uninterrupted time for
students to work on their various assignments.


4. [ 5 mins] Closure: Exit Slip
With some work perhaps still left to be done, students identify one way they made progress in
class and one or two goals they have as they finalize their work for the next day. Then students
put away computers and clear their stations of any notes or trash.


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. Entry Slip One area you plan to improve writing today (2c, 7b)

Formative:
2. Peer / Teacher Conferences (2c, 5c, 5d, 5i, 7b)

Summative:
3. Exit Slip One way you made progress in class / Remaining goal(s) to improve (2c, 7b)

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)

Martin and Paul the open day affords me time to work with several students one-on-one, like
Martin and Paul, who may need extra individual support.

Materials Needed:
-Laptops for word processing

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

Reminder of Rubrics: (see Assessment Plan for Writing Rubrics)