Unit Working Title: Who Am I?

– Harnessing Identity Through Language

Unit “Big Idea” (Concept/Theme): Reclaiming Identity in Language Variations

Unit Primary Skill focus: Code-Switching

Week __3__ of 4; Plan #__7__ of 9; [90 mins.]

Plan type: 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:

Cognitive (know/understand):

2. s. Students will understand the importance of using reliable sources when doing research.

Performance (do):

5. t. Students will be able to use their research on language variations in order to know how to
effectively code-switch.

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

SOL’s:
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
a) Identify intended audience.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.

CCS’s:
CCSS.ELA-LITERACY.W.7.5
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, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 7 here.)
Methods of Assessment:
[How will you know if the intended learning occurred?]
o Do Now [SOL 7.7; CCSS.ELA.W.7.5; 2.s]
o Independent Work Time “Check ins” [SOL 7.7; CCSS.ELA.W.7.5; 2.s; 5.t]

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[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 will be expected to come in and sit at their assigned seats, there will be no changes in
the seating today or throughout the lesson. The seats are arranged as base groups with the
students in six groups of four students. The classroom is arranged in this manner, so that the
students always have an elbow-partner to work with, and are easily be able to do group work,
without disrupting the class’ seating arrangement, or getting up. I will have hand-written the “Do
Now” on the board, before the students come into the classroom. That way I can focus on being
present and greeting them as they enter the room.

1. [_10_mins.] Welcome/ “Do Now”

Here I will be greeting each of the students by name as they walk into the classroom. As the
students come into the classroom, they will begin working on the “Do Now” that will be posted
on the board.
The question for the Do Now will be asking the students what websites or tools they usually use
when they are doing research – whether it be for school or otherwise.
We will then take a little bit of time sharing out what the students have responded, and
comparing answers. This will get the students ready to engage with the mini-lesson on research I
will be doing next.

2. [_15_mins] Mini-Lesson on Research

Now the students will be doing a mini-lesson on research. We will have already discussed some
of the websites they do go on, so I will start the lesson by asking them if there are any sites that
should be avoided, and why.
They will have about 30 seconds to brainstorm those sites, and then we will share out for about 3
minutes.
Then I will be spending some time explaining to them why or why not we should be using
certain sites, which sites are better to use depending on the research we are doing, and trying to
really seek out reliable and credible sources. I will also give them a brief refresher on primary
and secondary sources.
Then I will ask them to take 30 seconds to think about all of the resources that they have
available to them in order to successfully complete their “Into the World” projects.
Then with the students, we will be making a list, on the board, of all of the resources available to
them for these projects, how they can reach out to those people, resources, etc.

3. [_25_mins] Guest Lecture on Research

For this particular lesson on research, I will be having a “guest lecturer” who will be able to talk
to the students about all of the different resources available to them for this project. I am
definitely going to have the librarian come talk to the students, but also hopefully some other
teachers from content areas (social studies would be great for this project), and also someone
from IT perhaps, that can assist the students with showing them all of the different tools they can
use to create their projects, and also have a talk with them about some of the dangers of internet
searching.

4. [_45_mins] Independent Work Time

The students will get this next chunk of time to go off in their newly formed groups, and start
brainstorming what it is they want to do for their projects, they will also have the guest speakers
available as a resource, and myself. I will be circulating the class, monitoring that the students
are doing work, and then periodically doing whole-class check-ins to monitor that everyone is
working during this allotted time.

6. [_5_mins] Closure
Here the students will complete and hand in an exit-slip that has all of the group members names,
as well as the topic they settled on today in class, and at least one idea for what their final
presentation is going to look like.
I will then give them the HW for tomorrow and then wrap up for the day.

Materials Needed (list):

o Do Now
o Laptops
o Writing Materials
o Exit Slip

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

handouts, etc.)
o Do Now
o Exit Slip