Lesson Plan #8

Unit Working Title: My Identity through Art

Unit Big Idea (Concept/Theme): Identity / Self-Expression through literature

Unit Primary Skill focus: Self-Expressive Writing

Week __3___ of 3; Plan #__8__ of 9; [90 mins.]

Plan type:
X__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

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):
1. SW understand that people can express their unique identities through creative
outlets.
a. Students will continue working on their Found Poems.
2. SW understand that communities are strengthened when individuals respect and
celebrate each others differences.
a. Students will respectfully peer edit each others Found Poems,
and reflect on their experience doing so.

Affective (feel/value) and/or Non-Cognitive:

3. Students will feel the power of art to convey identity.
a. Students will continue working on their Found Poems.
4. Students will show respect for their peers differences and identities.
a. Students will peer edit their Found Poems.

Performance (do):
5. Students will create and continue to work on pieces of art that show their own
identity.
a. Students will continue working on their Found Poems.
6. Students will share and discuss their thoughts about identity and community with
their peers.
a. Students will peer edit their Found Poems

SOLs:
6.7 The student will write narration, description, exposition, and persuasion.
 8 c) Organize writing structure to fit mode or topic.

CCSs:
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including
grade 6 here.)

Diagnostic Formative Summative

The Exit Slip from lesson 7
will inform the teacher
about any student
misconceptions concerning
Found Poetry she should
address in the beginning of
class.
The teacher will circulate The students will work on
during the writing session of their Found Poems during
the lesson, to answer this class.
student questions and
assess how clearly they are
following the directions. The
peer sharing handout will be
collected by the teacher to
assess how students handle
providing feedback to their
peers. The exit slip will
provide the teacher with
feedback on how students
found / did not find the peer
feedback useful, and what
questions they still have
about found poetry. The exit
slip will also inform the
teacher on questions /
reservations the students
have about the presentation
aspect of the found poetry
assessment.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students will enter and sit in their previously assigned seats. They have been placed in base
groups of 4 students each, and are grouped together based on varying readiness level in
reading and similar interests (collected from interest surveys taken in the first week of school).
Students will be told as they enter and will see on the board that they should collect their in-
class journals. There is no Do Now today, as students will be writing for most of the period
anyway.

1. [_10_mins.] Bridge/Hook/Opening to lesson:

I will thank students for entering quietly and getting their journals. I will ask them what we
started working on last time, and then discuss our Found Poetry assignment. I will ask them
what it is, and if they have any lingering questions before we continue to work. I will use any
feedback from lesson 7s exit slip to inform my review of the days activities. I will tell them that
we will spend the class finishing our poems and working with a partner to review what we have
written.

2. [_35_mins.] Found Poem Writing

Students will continue to work on their poems as they started in class 7. If they finish with one
journal entrys poem, they should move on to the next journal and write another. I will circulate
the room taking questions from students and helping when necessary.

3. [_25_mins.] Peer Sharing and Editing

The students will be instructed to trade poems. Each student will read the others poem silently,
and then the other will explain what their poem is about. The other student will then use a peer
review guide sheet to help them review the poem: it will instruct them to give 3 glows and grows,
so the students receive both positive and constructive feedback. This will happen back and forth
until all of the poems have been discussed (four at the most) and then the students will split up
again to rework their poems based off their partners advice.

4. [15 mins.] Mini-lesson on presentation skills (the timing for this is flexible
depending on how long the students need to finish their poems)
I will explain to the students the presentation element of this assignment which we will do the
next day. I will demonstrate for the students good presentation skills by reading my sample
Found Poem the way they should: good posture, expressiveness, speak audibly, and look at the
audience (or at least not at the floor). Students will be given a checklist for these skills. If time
allows, they will practice reading aloud using these skills to the peer partner they worked with
during step 3.

5. [_5_mins] Closure and Exit Slip:

I will thank the students for their hard work and ask them to fill out an exit slip, which will have
questions pertaining to their peer work and the next days presentation (their comfort level, etc.).
I will collect these slips as students leave.

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

Betsy may have trouble with some of the vocabulary used by her partner, so I will provide a
section on her peer editing sheet to write down words she is unfamiliar with so her partner can
explain them to her. I will check in with them to see how she is doing, and point out that part of
the paper so she knows to use it.
Methods of Assessment:
Observational notes taken while circulating
Grow / Glow worksheets during Peer Review
Exit Slips

Materials Needed (list):

ELMO / Projector
Grow / Glow worksheets during Peer Review
Presentation Skills checklist
Exit Slip