Week 3 Lesson P

Concept Unit
Revision and Writing Workshop 2
Unit Working Title: Celebrate! Understanding Perspective Through Our Traditions
Unit Big Idea (Concept/Theme): Celebrating Traditions & Understanding Perspectives
Unit Primary Skill focus: Revising
Week ___3___ of 3; Plan #___7____ of 9; [90 mins.]
Plan type: ____Full-Detail ____Summary
Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Writing instruction, grammar instruction
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. Students will know that diverse traditions exist on individual and community levels
2. Students will understand that our traditions affect our personal values and perspectives
3. Students will understand that celebrating diverse traditions helps us understand and
appreciate diverse perspectives
Affective (feel/value) and/or Non-Cognitive:
4. Students will value respectful communication and discussion
5. Students will value diverse perspectives and traditions
Performance (do):
6. Students will describe their own traditions and analyze how traditions affect their own
personal values and perspectives
7. Students will interview others to get to know their traditions
8. Students will use writing as a tool for reflection
9. Students will revise and edit their writing
SOLs: [List with numbers portrayed in the SOL document]

SOL 7.1
The student will participate in and contribute to conversations, group discussions, and
oral presentations.
SOL 7.5
The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry
SOL 7.7
The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
b) Use a variety of prewriting strategies including graphic organizers to generate
and organize ideas.
c) Organize writing structure to fit mode or topic.
j) Revise sentences for clarity of content including specific vocabulary and
information.
SOL 7.8
The student will edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
g) Use quotation marks with dialogue.
CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Methods of Assessment:
[How will you know if the intended learning occurred?]
Diagnostic Formative Summative

Students wrote their own first Students will turn in the 1) In the future, students will
drafts the class before. I second draft of their Walk a take what they have learned
looked through these to help Mile Project Memoirs, which about understanding
me determine what they still will help me obtain perspectives and interview
needed to work on as they information on what writing another classmate about their
continue to work on their and grammatical skills they traditions (Walk a Mile
Walk a Mile Projects. still need to work on. Project). This will be a tool for
me to see how students have
come to understand the
objectives of the unit. (1-10,
SOL 7.1, SOL 7.7, SOL 7.8,
CCS 7.1, CCS 7.2, CCS 7.2.B,
CCS 7.10)
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]
Students are arranged in six groups of four in heterogeneous base groups.
1. [20 min] Sustained Silent Reading & Double Entry Journals

When students come in, there will be instructions on the projector. They will be instructed to
pick up their journals and to begin their usual sustained silent reading (SSR). After 15
minutes of reading, I will prompt them to begin writing their double entry journals if they
havent already done so.
Students who are behind on their first drafts of their memoirs can use this time to catch
up.
2. [2 mins.] Bridge/Hook/Opening to lesson:

I will tell students that today, we will learn how to revise our writing.
3. [15 mins.] Revision mini lesson STAR

I have a simple, but really effective tool that can help you revise your papers. Sometimes, it can
be hard to look at your initial draft and figure out where to begin to revise; the STAR strategy
will help you find a place to start!
I will write down what STAR stands for on the board:
Here is what STAR stands for. Go ahead and copy this down on a fresh page in your journals:
S substitute
T take out
A add
R rearrange
These are the actions you can use to revise your writing. For example, if I wanted to focus on the
category of good use of dialogue, I would go through my paper and see where I can substitute
weak dialogue with something stronger, where I can take out dialogue that doesnt make sense
or fit well, where I can add more dialogue, and where I can rearrange dialogue to make my
writing flow better.
You dont have to use every single one of these steps to successfully revise your paper, but its a
great tool to refer to as youre considering what you need to change in your initial draft.
What questions do you have about the categories we found or the STAR strategy? (pause, and
allow students to ask questions and make comments, and for me to clear up any misconceptions).
At this point, students will most likely need guidance on how to apply the STAR strategy to their
own papers. During individual conferencing and as I walk around the class during the workshop
time, I will take time to explicitly check their understanding on using the strategy and clear up
any difficulties they may have. I will have students focus on the two categories they highlighted
that they wanted to improve on; this will make the revision process seem more manageable, and
I can also direct them to reread one of our mentor texts through the lens of focusing on those
categories.
Once you have gone applied the STAR strategy to revise, THEN you can move on to editing.
Revision is the process of rearranging and re-organizing your initial draft; its kind of like
focusing on the big picture of your writing. Editing is the next step; this is where youll look at
things like punctuation, spelling, sentence structure, etc.
4. [45 min] Writing Workshop/Conferencing
Students will write revise the first draft of their memoirs individually. Then, those who finish
revising on their own can find a partner who also finished early to revise their work together.
As they are working, I will pull aside small groups or individuals to check in with their work.
Previous to this class, students wrote a memoir about a memory that they had. I used this
formative assessment to find out what kinds of grammar instruction students need, and Ive
organized them into small groups so that I can provide individualized grammar instruction to
these groups on the grammar concepts they need practice with. I will spend 5-10 minutes
with each group, giving mini lessons and grammar practice on the specific concepts they
need help with.
Students will keep these grammar instruction notes and practices in a separate part of their
journal for them to return to as they write.
5. [5 mins.] Conference with their partners

Students will have 5 minutes at the end of class to meet back up with their partners and
review what theyve written together. They will be instructed to read each others drafts using
the STAR strategy and talk about what they could work on in the next class. I will provide a
handout with some ideas on what kinds of feedback they can give to one another.
6. [2-3 mins] Closure

I will thank students for working hard, and I will ask them to jot down a few notes at the
bottom of the paper on what they would like to focus on for the next class.
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)
Esteban: Esteban is a Hispanic student who qualifies for free lunches, and is identified as a WIDA Level
4 (Expanding) ELL. He is proficient in oral language and has knowledge of most grade-level content-
specific vocabulary. In terms of writing, Esteban needs development in sentence length and variety. He
can read grade-level texts with occasional visual and/or interactive support. Esteban is a social and eager
student who works well in groups, and he has shown interest in school leadership positions.
Individualized grammar instruction is one way I am differentiating instruction for Esteban. These
conferences are also good opportunities for me to work with him on sentence length and variety
using the STAR strategy.
Materials Needed (list):
Journals
Grammar practice worksheets (TBD)
Concept Unit
Editing and Writing Workshop 3
Unit Working Title: Celebrate! Understanding Perspective Through Our Traditions
Unit Big Idea (Concept/Theme): Celebrating Traditions & Understanding Perspectives

Unit Primary Skill focus: Editing
Week ___3___ of 3; Plan #___8____ of 9; [90 mins.]
Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Writing instruction, grammar instruction, Embedded Technology
SWBAT:
Performance (do):

SOL 7.1
oral presentations.
SOL 7.7
persuasion.
and organize ideas.
information.
SOL 7.8


Students revised their first Students will be working on 1) In the future, students will
drafts the class before. I finishing up their summative take what they have learned
looked through these to help assignments as such, there is about understanding
me determine what they still no formative assessment for perspectives and interview
needed to work on as they this particular lesson. another classmate about their
continue to work on their traditions (Walk a Mile
Walk a Mile Projects. Project). This will be a tool for
me to see how students have
come to understand the
objectives of the unit. (1-10,
SOL 7.1, SOL 7.7, SOL 7.8,
CCS 7.1, CCS 7.2, CCS 7.2.B,
CCS 7.10)


Students who are behind on their revision for the drafts of their memoirs can use this time
to catch up.
8. [5-10 mins.] Bridge/Hook/Opening to lesson:
I will tell students that today, we will edit and finalize our Walk a Mile Projects. I will review
the rubric for the project with them again, and the expectations for the presentation on the
last day of the unit.
9. [50 mins.] Writing Workshop/Conferencing

This will be a time for students to catch up on revisions, type up a final draft of their work,
and make their book covers. Whatever they dont finish will be for homework.
Students should be working on applying the grammar concepts I have been teaching them in
small groups to edit their writing. I will be conducting one-on-one conferences with those
that are especially behind or need help.
Students who finish their writing will move on to create their book covers and prepare for
their presentations.
10. [5-10 mins.] Final Conference with their partners

Students will have 5-10 minutes at the end of class to have one last meeting with their
partners and review what theyve written together. This will help them prepare for the
presentations they will give the next day, and to make sure they are ready to present.
11. [2-3 mins] Closure

I will thank students for working hard, and I will tell them that I will be printing out anything
they need for their presentations the next morning, so any work they still need to submit
needs to be turned in by midnight the night before the final day of the unit.

Caine: Caine is a White student who is currently living with his second set of foster parents. He enjoys
participating in class discussions, but he has a habit of socializing with his peers during instructional time.
He reads on grade level but clearly dislikes it, often putting his head down during SSR time. Although
formative assessments administered in class demonstrate that Caine has an understanding of key learning
concepts, he often turns in incomplete classwork and homework. There are times when he verbalizes his
frustration at the seeming irrelevance of schoolwork. Caines favorite part about school is his after school
activities, mostly consisting of sports like football and track.
The performance aspect of the presentation for this project will help motivate Caine to stay on
task and complete the assignments. I will use the one-on-one conferencing time to make sure that
he has everything he needs to successfully complete the project.
Journals
Computers (24)
Concept Unit
Project Presentations
UnitWorkingTitle:Celebrate!UnderstandingPerspectiveThroughOurTraditions
UnitBigIdea(Concept/Theme):CelebratingTraditions&UnderstandingPerspectives
Unit Primary Skill focus: Presentations
Week ___3___ of 3; Plan #____9____ of 9; [90 mins.]

SWBAT:
Performance (do):

SOL 7.1
oral presentations.
SOL 7.7
persuasion.
and organize ideas.
information.
SOL 7.8


N/A N/A Today,studentswillpresent
whattheyhavelearnedabout
understandingperspectivesby
interviewinganotherclassmate
abouttheirtraditions(Walka
MileProject).Asthey
presenttheirprojects,itwillbe
atoolformetoseehow
studentshavecometo
understandtheobjectivesof
theunit.(1-10, SOL 7.1, SOL
7.7, SOL 7.8, CCS 7.1, CCS
7.2, CCS 7.2.B, CCS 7.10)

13. [5 mins.] Bridge/Hook/Opening to lesson:

I will explain how presentation will work to the class.
All of the students book covers and several copies of their memoirs have been posted
around the classroom. Half of the class will be the ghostwriters and they will stand at
where their work is posted. They will present their work to the publishers (the other
half of the class), who will be reading the memoirs, asking questions, and evaluating
whether they would publish the work or not (via a handout that asks them to reflect on
the strengths and possible improvements of the memoir they read).
I will tell publishers when they should rotate to the next station; they will read 3
memoirs by the time students switch roles.
14. [25 mins.] Presentations, Part 1

Half of the class will randomly be selected to present first. As they prepare, I will divvy
up the remaining publishers and send them around to different stations.
15. [25 mins.] Presentations, Part 2

Students will now switch roles.
16. [10 mins.] Reflections & Discussion

All students will return to their desks and engage in a time of written reflection in their
journals. They will respond to the following prompts:
What went well in your presentation? What would you do differently?
What did you notice about the strengths of the writers in the class as you were walking
around as the publisher? What could we improve on?
What did you think of the memoir that your ghostwriter wrote for you? Was it
accurate, did you find it weird or thrilling to read, etc?
If you could change anything about this project, what would it be?
What is the big idea you took away from this whole project about the relationship
between traditions, perspective, and values?
After about 5 minutes, I will ask students to share within their small groups.
17. [5 mins] Closure:

I will leave time at the end of class for students to go around and look any other memoirs
that they wanted to read. I will thank them for their hard work, ask them to turn in their
journals and notes, and close out the unit.

Garrett: Garrett is a White student who comes from a median income household. He was identified as a
gifted student in elementary school, and he has a clear curiosity for topics discussed in class, often asking
thoughtful questions that extend the material or lead to a tangent. Garrett often completes work more
quickly than his peers, and usually decides to turn to his SSR book when he has free time. He especially
enjoys reading informational STEM texts. He has difficulty collaborating with classmates, as he tends to
dominate the conversation and struggles to work with others ideas.
This is a highly interactive presentation method, which allows Garrett to make the most of his
questioning skills. If he seems to be reading the memoirs and is a bit restless waiting for others to
catch up, I could easily have him cycle through the different presentations more quickly without
disturbing others.
Printouts of all memoirs and book covers
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
Handout for publishers to take notes (24 copies)
Evaluations (24 copies)

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Concept Unit

Revision and Writing Workshop 2

Unit Working Title: Celebrate! Understanding Perspective Through Our Traditions

Unit Big Idea (Concept/Theme): Celebrating Traditions & Understanding Perspectives

Unit Primary Skill focus: Revising

Week ___3___ of 3; Plan #___7____ of 9; [90 mins.]

Plan type: ____Full-Detail ____Summary

Content Requirement Satisfied:

SOLs: [List with numbers portrayed in the SOL document]

CCSs: [List with numbers portrayed in the CCS document]

Diagnostic Formative Summative

Beginning Room Arrangement:

1. [20 min] Sustained Silent Reading & Double Entry Journals

2. [2 mins.] Bridge/Hook/Opening to lesson:

3. [15 mins.] Revision mini lesson STAR

I will write down what STAR stands for on the board:

5. [5 mins.] Conference with their partners

6. [2-3 mins] Closure

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

Materials Needed (list):

Unit Working Title: Celebrate! Understanding Perspective Through Our Traditions

Unit Big Idea (Concept/Theme): Celebrating Traditions & Understanding Perspectives

Week ___3___ of 3; Plan #___8____ of 9; [90 mins.]

Plan type: ____Full-Detail ____Summary

Content Requirement Satisfied:

SOLs: [List with numbers portrayed in the SOL document]

CCSs: [List with numbers portrayed in the CCS document]

Diagnostic Formative Summative

Beginning Room Arrangement:

7. [20 min] Sustained Silent Reading & Double Entry Journals

9. [50 mins.] Writing Workshop/Conferencing

10. [5-10 mins.] Final Conference with their partners

11. [2-3 mins] Closure

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

Materials Needed (list):

Unit Primary Skill focus: Presentations

Week ___3___ of 3; Plan #____9____ of 9; [90 mins.]

Plan type: ____Full-Detail ____Summary

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

SOLs: [List with numbers portrayed in the SOL document]

CCSs: [List with numbers portrayed in the CCS document]

Diagnostic Formative Summative

Beginning Room Arrangement:

13. [5 mins.] Bridge/Hook/Opening to lesson:

14. [25 mins.] Presentations, Part 1

15. [25 mins.] Presentations, Part 2

16. [10 mins.] Reflections & Discussion

17. [5 mins] Closure:

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

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

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