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 #__9__ 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. w. Students will know how to use feedback in order to revise their work.

Performance (do):

5. n. Students will know how to give peer feedback on writing.

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

8. c. Students will know how to show respect towards their peers and teachers.

8. o. Students will demonstrate respect when giving peer feedback.

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 Check-List [SOL 7.7, CCSS.ELA-LITERACY.W.7.5, 2.w, 5.n, 8.c, 8.o]
o Conferencing [SOL 7.7, CCSS.ELA-LITERACY.W.7.5, 8.c]
o Exit Slip [SOL 7.7, CCSS.ELA-LITERACY.W.7.5, 2.w, 5.n,8.c]

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”

As the students come in they will be greeted by name, then will take their places in their base
groups, and be asked to start on their “Do Now”. The “Do Now” consists of 5-minute discussion
with their base group on how they each feel their project is going, where they are at in the
project, and what difficulties they have encountered so far. This is meant to keep the students
accountable, and also allow them to be supportive of one another throughout the process.
In the middle of the table, there will be index cards. This is the second part of the Do Now, the
students will take about 5 minutes to complete it. The students will need to fill these out, stating
where they are in the project process, and what they have left to do, they will then turn that in to
me, for me to monitor their progress.

2. [_15_mins] Mini-Lesson on Feedback

The next part of the lesson will consist of a mini-lesson on feedback – specifically peer feedback.
The students are going to spend about 30 minutes of the lesson in small groups giving feedback
to their peers on their projects, so before they do that, I want them to have a clear understanding
of what it means to give thoughtful and useful feedback.
I will first have the students review the class norms as a class, as they will be commenting on
very personal peer ideas. Then, we will review as a class what it means to give thoughtful
feedback – here I will be giving examples of good feedback, and having the students practice
giving feedback as a whole group.
Finally, the students will be given a checklist of things they will need to be looking for and
commenting on during the peer feedback in groups.
 3. [_30_mins] Peer Feedback
The students are in base groups, so for the purposes of this activity they will not need to move to
form new groups, they are already in groups of 6. While the students work in their base groups
on giving peer feedback. The students will each be given a checklist, where they will need to
write, one thing they respect, one suggestion for improvement, and one encouragement, for their
peers’ feedback.
The students will take turns describing what their project is going to be about, what they plan on
creating, and why they have picked to create that specific “text” for their project. The students in
the group who are not presenting, will be listening carefully, and taking notes on their checklists.
They will then each go around, and give one positive thing their peer presented, that they
respected or admired, then they will give one suggestion for improvement. They will be asked to
close their feedback with an encouragement. The students will rotate presenting and giving
feedback.
I will aim to spend about 3-5 minutes with each group, listening in, offering support and making
sure that all of the students are on task.
I will also be there as a way to support the student editing and making sure that they are using the
checklists to give their peers useful feedback that will help them further their projects. At the end
of class, the students will turn these checklists in to me.

4. [_30_mins] Project Work & Group Conferences

Here the students will be given 30 minutes to work independently or in their project groups on
their projects. They will be expected to incorporate the feedback that they received from their
fellow students, as well as continue to work on the project in any way they see fit, that will
advance it and allow them to be ready to turn it in by the due date – the second half of the
following lesson.
While the students are working, I will be conferencing for 3-5 minutes with each of the groups to
see how everything went, as well as giving the groups feedback on their projects myself. This
will give me the opportunity to gauge if they are on track to finishing their projects by the
deadline in the following lesson. If they are not on track, I plan on assigning project work for
homework, and giving them a goal that must be completed for said homework assignment. I will
let them know that this assignment will be a completion grade.

5. [_5_mins] Closure
Finally, the students will be asked to complete an Exit Slip. I will have written the prompt on the
board, and they will be asked to tell me how confident they feel about their projects as a whole,
if they thought the feedback was useful, and if they think they will be ready to turn it in by
tomorrow. I will conclude the class by letting them know that if they feel that they are in need of
more time, it is their responsibility to make sure they work on it for homework before our next
class meeting. Wish them all a great day!

Materials Needed (list):

o Do Now
o Into the World Projects
o Writing Materials
 o Exit Slip

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

handouts, etc.)
o “Do Now”
o Checklist for Peer Feedback
o Exit Slip