Plan of Launches

Plan of Launches / Objectives
COGNITIVE (to know and understand)

1. Students will understand that travelling to a new place teaches us about the
space we are visiting and the one we have left behind.
2. Students will understand that times of travel can become times of great
personal growth.
3. Students will know that to tell a story with a purpose, they must express and
reflect.
4. Students will understand that through reflection, people learn about
themselves.
5. Students will understand that by allowing time for creative play, they become
better writers and thinkers.
AFFECTIVE (to feel/value) & NON-COGNITIVE
6. Students will recognize the importance of critical reflection in their own lives.
PERFORMATIVE (to do)
7. Students will be able to express and reflect in order to create a story with a
purpose.
8. Students will be able to make connections and critically reflect about the
concept of travel in a fictional context.
9. Students will use their peers to practice making connections and to offer
feedback in both reading and writing workshop.
10.
Students will create a memoir based on an understanding of home
and a recollection about lessons from a time of travel.
Tuesday, Day A
No launch
Wednesday, Day B
On the board: Where are some places you have traveled?
Ms. Greiners start:
--Grandmoms house in Delaware my favorite part is going over the Bay

Bridge to get there
--the woods behind my house we built a fairy garden there when we were
little
--the ice cream shop that was in my hometown it was about 2.5 miles away,
and we rode our bikes there, all 9 of my friends in a single file line, without
the parents when I was in 7th grade.
--In a dream, I once took a hot air balloon ride to Disney world. An airplane
nearly popped my balloon!
Teacher: Hello everyone, I hope youve all had an excellent morning! On the board
is what I call a launch, or a do-now. Launches are something that you should get
started on right away when you walk in the room. Sometimes, it will be a picture or
a quote, sometimes it will be a poem, sometimes it will be a task. When the bell
rings, I will give instructions for the launch every morning, but before the bell rings,
you should be seated and have your writing notebooks out, ready to begin.
Eventually, all of the launches will be kept in your writing notebook, but for now, if
you dont have one yet, grab a piece of paper from up front. We will staple these
pages into your notebook when you get them. As a reminder, you will need a writing
notebook by Monday.
This first question is where are some places you have traveled? I want you to get
creative with this. Of course, you may list vacations or visits to Grandmoms house
or to a friend, but I want you to also think of any kind of journey that has taken you
away from home. Maybe you made a fairy garden in the woods behind your house,
or maybe in your mind youve imagined going to Disney world. Write as many as
you can, and with each one, offer a little description. Ive got the start of my list on
the board as an example. I want you to write for at least 5 minutes, and when
youve written all you can think of, you may begin reading a silent reading book. If
you dont have one from home, feel free to take one from out class library.
I will be circling around for any questions you might have, and Ill also be writing
with you!
Teacher sets the timer for 5 minutes, and after says, Alright, 5 minutes have
passed. Thank you for your efforts. You may continue to brainstorm or enter a new
adventure with your silent reading book! Im going to keep your papers in a safe
place for tomorrow and give them back to you with some comments. Dont worry,
they arent graded!
Thursday, Day C
On the board: Make a top 10 list for traveling.
Some ideas include:
Top 10 places I want to go

Top 10 things to pack for a trip to the rainforest (or another location)
Top 10 things that could go wrong when you visit Aunt Stephanie (or one of
your relatives)
Top 10 favorite memories I have of traveling
Top 10 imaginary places I wish I could go
___________ (Fill in the blank!) You can make up any list you wish.
Teacher: Good morning everyone. Please remember that when the bell rings we will
be ready to start on your launch. As you came in today, I handed your paper from
yesterday with some comments. We will be working with the same sheet today.
Today we are making top 10 lists about traveling. They can be about anything you
can imagine! I gave you some ideas on the board. You can use one of my lists or
make up your own title. When you have finished, please continue reading your SSR
book.
At the end of 20 minutes: Excellent work today, everyone. Im very impressed. I
want to take a moment to talk about launches and tell you why we are doing them.
Launches are intended as a time for you to play with writing. Does anyone play a
sport? Collect answers and which sports they play. If you play a sport, you have
practice before the big game, right? So here, we are practicing our writing skills.
Creative thinkers arent born with creativity, they build it up by practicing. So we will
have a space every day for play. The goal with the launches is to write for as long
as you can, or until you feel youve written enough. Usually, that will be at least 5
minutes. Then, you move into a different side of creativity and you will read to fill
your brain with more stories and more material. So, the first 20 minutes of class
every day will be time when we are growing as readers, writers and creative
thinkers. Does anyone have any questions about that or anything theyd like to
say?
Student: What if were stuck and we cant write?
Teacher: The expectation is that you will write at the beginning of class. I need you
to try. Although what you write is not graded, I will be collecting your writers
notebooks and keeping them up and current is a percentage of your final grade. If
youre very stuck, Im always here to help you brainstorm! Some days, you will want
to keep writing the whole time during play. Other days, youll only have a little to
say and move right on to reading. Its up to you. If the prompt that I put up doesnt
spark anything in your head at all, you may write whatever you wish remembering
that Ill be reading it. This is called free writing, and sometimes we will have that
as a prompt on its own.
Friday, Day 1: Reading experience, Intro to Concept

Unit Working Title: Questions of Travel
Unit Big Idea (Concept/Theme): Travel
Unit Primary Skill focus: Critical Reflection
Week ____1__ of 3; Plan #___1_____ of 9; [90 mins.]
Plan type: __X__Full-Detail ____Summary
Content Requirement Satisfied: Vocabulary, Reading Experience, Mentor Text, Modeling
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
Affective (feel/value) and/or Non-Cognitive:
Performance (do):
SOLs: [List with numbers portrayed in the SOL document]
CCSs: [List with numbers portrayed in the CCS document]
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
Formative
Summative
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
[20 mins.] Launch:
On the board: What does home taste like to you?

Its chilly outside. Im coming home from school in the rain and wet, and I think I
might be starting to catch a cold. The bus stop seems extra far from my front
porch today. When I push open the door, a strong scent hits my nose: mom was
making crockpot stew. The smell of it fills the whole house: potatoes, carrots,
beef, onions, and some unknown spices surround me. Suddenly, all I want to do
is curl up on the couch with a cup of tea until mom calls us for dinner, when we
can have melt-in-your-mouth stew that warms all of us up together
Poem by Nora Bradford
Watermelon
I watch Mom cut five slices,
then take the largest and reddest.
When I sink my teeth into solid juice,
the melon squirts its fireworks.
I swallow a seed
thats one I wont spit
into the bowl
beyond the deck railing.
When I finish the delightful redness
I throw the green rind to Hobo, who waits his turn.

He grabs the crust in his mighty jaws and runs away with its sweetness.
From Nancy Atwell
Hey everyone, happy Friday! Today is going to be such a great day, Im so
excited for our lesson. Go ahead and get started on our launch and play with
what home tastes like to you. You can answer this any way you wish I talked
about one of my favorite meals that my mom makes. Theres more to this story,
but I wanted to give you a taste of it in case you needed something to get
started. Theres also a poem that talks about eating watermelon. In your writing
notebooks, you can try out all kinds of writing, including poetry. Whatever you
decide, try to tell the story of your taste, show me what it tastes like, dont just
tell me. Let me know if you have any questions!
[___mins.]
[___mins.]
.
. (however many steps are necessary)
[___mins] Closure:
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)
Materials Needed (list):
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Day 1:
SWBAT:
Cognitive:
Reflect on the idea of what their home tastes like. (SWBAT 1)

Students will understand that traveling involves visiting a place, and will
begin to question the role of a visitor or tourist (SWBAT 1,2)
Affective:
Students will recognize and value the discomfort of being a visitor. (SWBAT 6)
Performative:
Students will practice reflective commentary with Elizabeth Bishops

Questions of Travel (SWBAT 8)
Monday, Day 2 Intro to genre/skill: Brainstorming; Mini Lesson on Expression and

Reflection
Content Requirement Satisfied: Lesson plan on Writing
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
1. [20 mins.] Launch:
On the board: Brainstorm a list of things youve learned while traveling.
Remember, traveling can happen in a lot of different places! These can be
things youve learned about yourself, or about the place you were visiting, or
things you learned that you missed about home.
Show example of a topic blast
Teacher: Today we are starting to brainstorm for our You Are the Bard stories
that we are going to write over the next few weeks. This is a time for you to jot
down a bunch of ideas. If it helps, you can create a web in your writers notebook
that says lessons learned from travel in the middle and blast your ideas out
from it. Theres no wrong way to do this; I just want to give you some time to
think. As always, let me know if you have any questions!
2. [___mins.]
3. [___mins.]
.
4. [___mins] Closure:

handouts, etc.)
Tuesday, Day 3 Snappy Starts, Brainstorming, Writing Workshop (topics due!)

Content Requirement Satisfied: Lesson plan on Reading
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board: Predict what would happen in a fictional short story based on
these 6 words:
Costume. Sick. Caboose. Fish. Pesky. Moving.
Teacher: Today were looking at a new genre: fiction. Were going to practice
our prediction skills and make up a short story that involves those 6 words. It can
be as simple or as complicated as you please, but at some point, those words
must be mentioned. This time, Im not giving you an example because I want
you to make up a story on your own, and not have your creativity dampened by
my suggestions. If you need help, though, please raise your hand. Ill brainstorm
with you!
2. [___mins.]
3. [___mins.]
.

handouts, etc.)
Wednesday, Day 4 Making connections; reading workshop (1st third due)

Week ____ 2__ of 3; Plan #___4_____ of 9; [90 mins.]
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board: Finish this sentence: Once, I almost________
Once, I almost got hit by a bus when I was riding my bike.

Once, I almost grew to 53. Still working on it.
Once, I almost made my friend crash a moving car because a friend of mine
texted me a photo of her engagement ring and I screamed.
Once, I almost ate a grape. Ive never actually eaten a grape.
Teacher says: These are a little tougher, but we want to get those creative juices
flowing! Dont worry about writing a full story. Each of my examples have a story
attached, but I just want a sentence or two for now. If youre stuck, think about
things youve almost done while traveling to narrow it down.
2. [___mins.]
3. [___mins.]
.

handouts, etc.)
Thursday, Day 5 Detail focus; writing workshop (drafting)

Week ____ 2 __ of 3; Plan #___5_____ of 9; [90 mins.]
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board:
Explode a moment. I want you to think about a moment in the time of travel
that youve picked to write for your memoir, and describe it in as much detail as
you possibly can. You can start by listing the five senses and describe what was
going on around each: sight, hearing, taste, smell, touch, and a 6 th what do you
feel?
Hey guys, today were going to be talking a lot about detail. Yesterday you told
me about topics and had time to start brainstorming telling your story. I want
you to choose a moment in your story and tell me as many details about it as
possible. This wont be a part of your story, in the end, but you could take some
of the details you think about from it and add it to your draft. Make it a tiny
moment -- maybe only a few minutes, or even a few seconds. I recommend
starting with the five senses, tell me whats going on in each: sight, hearing,
taste, smell, touch, and, if you have time, add a 6th what do you feel?
6. [___mins.] SEEDFOLK DONT FORGET

7. [___mins.]
.

handouts, etc.)
Friday, Day 6 Drafts due; at least first half of book due. Mini lesson on characterization;
reading workshop
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board: Free write
Questions you could ask yourself if youre stuck:
What has been on your mind for the last few weeks?
How are you feeling about 6th grade so far?
Want to write a poem? Go for it!
How is your family doing?
Have a funny story to tell?
Whats your favorite morning or evening routine? Describe it!
What music is inspiring you right now?
Want to write a letter to Harry Potter? Do it!
Do you have a topic from your notebook in the past that you wish you could
write more about? Return to that!
Teacher: Happy Friday everyone. Today, your drafts are due which means I just
want to see progress towards your idea but right now, I want us to take a little
break from thinking about travel. What has been on your mind for the last few
weeks? How are you feeling about 6th grade so far? Want to write a poem? Go for it!
How is your family doing? Take a look at the rest of the questions Ive put on the
board to start. The point of a free write, though, is to write about whatever you
want.
Heres the catch. I want us to keep writing, keep going, for 7 minutes today. We are
building up our writing stamina. No matter what happens, just keep writing. If one
topic stops inspiring you, switch to another one. When the timer goes off, you may
keep writing for another 13 minutes or switch to reading.
2. [___mins.]
3. [___mins.]
.

handouts, etc.)
Monday, Day 7: Mini lesson on giving good feedback / fragments? *differentiation*

Content Requirement Satisfied: Syntax
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board: A picture
Taken from
http://bushmaid.blogspot.com/2012/02/mystery-of-harris-burdick.html
From The Mysteries of Harris Burdick by Chris Van Allsburg
Teacher: Welcome back, everyone. Whats going on here in this picture?

Respond. Tell the story of what you think is happening. If youre stuck, begin by
simply describing the picture in as much detail as possible. Before, we exploded
a moment of our own, now try to explode this moment.
1.
[___mins.]
2. [___mins.]
.

handouts, etc.)
Tuesday, Day 8: Reflection in reading workshop SWBS in both lit books and writing
memoirs
SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board, and as a handout: the lyrics to The House that Built Me by Miranda
Lambert a country ballad.
Have the song playing as the kiddos come in the room.
I know they say you cant go home again.
I just had to come back one last time.
Ma'am I know you don't know me from Adam.
But these handprints on the front steps are mine.
And up those stairs, in that little back bedroom
is where I did my homework and I learned to play guitar.
And I bet you didn't know under that live oak
my favorite dog is buried in the yard.
(Chorus) I thought if I could touch this place or feel it
this brokenness inside me might start healing.
Out here its like I'm someone else,
I thought that maybe I could find myself
if I could just come in I swear I'll leave.
Won't take nothing but a memory
from the house that built me.
Mama cut out pictures of houses for years.
From 'Better Homes and Garden' magazines.
Plans were drawn, concrete poured,
and nail by nail and board by board

Daddy gave life to mama's dream.
(Chorus)
You leave home, you move on and you do the best you can.
I got lost in this whole world and forgot who I am.
(Chorus)
Teacher says: Today we are going to listen to a song about coming back home to
launch our learning. You have the lyrics in front of you and you can mark them up as
much or as little as you like while we listen to the song. In your writing notebook, I
want you to practice expression and reflection, like we did last week with our
exploded moment. Answer the questions: what do you think is happening, and
why?
4.
[___mins.]
5. [___mins.]
.

handouts, etc.)
Wednesday, Day 9: Memoirs due! Group share day

SWBAT:
Performance (do):
Diagnostic
Formative
Summative
On the board: Traveling it leaves you speechless, then turns you into a
storyteller. Ibn Battuta
Travel makes one modest. You see what a tiny place you occupy in the world.
Gustave Flaubert
Stuff your eyes with wonder, live as if youd drop dead in ten seconds. See the
world. Its more fantastic than any dream made or paid for in factories. Ray
Bradbury
Our happiest moments as tourists always seem to come when we stumble upon
one thing while in pursuit of something else. Lawrence Block
What do you think of the thoughts of these famous authors? Do you agree or
disagree? If you were to write a quote about all youve learned and thought
about travel, what would it be?
Teacher: Hey everyone! Im so excited for us to share our stories today! Before
we get started with sharing, I want you to take a moment to reflect on all of the
things youve been thinking about travel. Ive put a few quotes on the board to
spur your thinking. What do you think it means to travel?
7.
[___mins.]
8. [___mins.]
.

handouts, etc.)

Plan of Launches

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Plan of Launches / Objectives

COGNITIVE (to know and understand)

Students will create a memoir based on an understanding of home

and a recollection about lessons from a time of travel.

--Grandmoms house in Delaware my favorite part is going over the Bay

Top 10 places I want to go

Friday, Day 1: Reading experience, Intro to Concept

[20 mins.] Launch:

On the board: What does home taste like to you?

I throw the green rind to Hobo, who waits his turn.

Differentiated Instruction to accommodate one or more of my profiled students:

Reflect on the idea of what their home tastes like. (SWBAT 1)

Students will practice reflective commentary with Elizabeth Bishops

Monday, Day 2 Intro to genre/skill: Brainstorming; Mini Lesson on Expression and

Differentiated Instruction to accommodate one or more of my profiled students:

Tuesday, Day 3 Snappy Starts, Brainstorming, Writing Workshop (topics due!)

Differentiated Instruction to accommodate one or more of my profiled students:

Wednesday, Day 4 Making connections; reading workshop (1st third due)

Once, I almost got hit by a bus when I was riding my bike.

Differentiated Instruction to accommodate one or more of my profiled students:

Thursday, Day 5 Detail focus; writing workshop (drafting)

6. [___mins.] SEEDFOLK DONT FORGET

Differentiated Instruction to accommodate one or more of my profiled students:

How are you feeling about 6th grade so far?

Want to write a poem? Go for it!

How is your family doing?

Have a funny story to tell?

Whats your favorite morning or evening routine? Describe it!

What music is inspiring you right now?

Want to write a letter to Harry Potter? Do it!

Differentiated Instruction to accommodate one or more of my profiled students:

Monday, Day 7: Mini lesson on giving good feedback / fragments? *differentiation*

Teacher: Welcome back, everyone. Whats going on here in this picture?

Differentiated Instruction to accommodate one or more of my profiled students:

and nail by nail and board by board

Differentiated Instruction to accommodate one or more of my profiled students:

Wednesday, Day 9: Memoirs due! Group share day

Differentiated Instruction to accommodate one or more of my profiled students:

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Monday, Day 7: Mini lesson on giving good feedback / fragments? differentiation