CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Adversity: Universally Experienced, Individually Overcome

Unit “Big Idea” (Concept/Theme): Overcoming Adversity

Unit Primary Skill focus: Memoir Writing

Week ___3___ of 4; Plan #___8_____ of 12; [90 mins.]

Plan type: ____Full-Detail __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:

Cognitive (know/understand):

U2: Students will understand that how we overcome adversity reflects our character

Performance (do):

D9: Students will describe their own character

a. Identify defining experiences which illustrate their character

D11: Students will reflect on personal writing and its ability to inform future adversity

D12: Students will write a memoir about a personal experience with adversity

Lesson Objectives:

U1: Students will understand how conferencing with me can help in their revision process
K1: Students will know how to begin revising their memoirs
D1: Students will identify key points of revision in their memoirs
D2: Students will create an action plan with me to focus their revisions on

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

 Title of assessment tool: Pre- Title of assessment tool: Title of assessment tool: Post-
Conference Questionnaire Conferences Conference Exit Slip

Students will demonstrate
what they already know
about their own memoirs by
filling out the pre-conference
questionnaire.
Criteria: Before I conference
with students, I want them to
fill out this questionnaire. It
will ask a variety of
questions that fit with the
objectives, and will serve as a
good starting point for the
conference.
How data will be used: The
data will be used during the
conference to lead the
conversation.
How students will receive
feedback: They will receive
feedback from me during the
conference.
Students will show their
progress toward revising their
memoirs by conferencing with
me.
Criteria: I will meet with each
student to begin the revision
process and give them specific
criteria that I will be assessing
for the final memoir.
How data will be used: Data
will be used later on when I
am grading the final memoir.
How students will receive
feedback: Students will
receive feedback from me
during our conversation.
Students will ultimately be
assessed (today or in a future
lesson) on how the conference
went and what they have to
work on by completing a post-
conference exit slip.
Criteria: The exit slip will ask
a variety of questions to ensure
students understand their next
steps in revision.
How data will be used: Data
will be used to ensure students
are on the same page as me and
understand what we talked
about in our conference.
How students will receive
feedback: Students will only
receive feedback if I am
concerned that their answers
are not consistent with our
conversation.

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 students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
All students Reviewing the pre-
conference
questionnaire will be
helpful to all students to
prepare for the
conferences.
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:

Students will know to meet in the computer lab automatically today. As a reminder, there will be
a note on my door.

1. [_10__mins.] Welcome/greeting/announcements/

Here I will explain what the day is going to look like. I will explain the conferencing
process, and how I will get to everyone over the next two days. I will also explain that
while I am not conferencing with you, you have the option to begin some revisions on
your own or begin work on the Relating or Reflection sections.

I will then pass out the pre-conference questionnaire and explain its significance. At this
time I will also explain the post-conference exit slip to save time during the conferences.
I will give students 5 minutes to work on the questionnaire.

2. [_75__mins.] Conferences/Independent Work

We will begin conferencing right away so as to get to as many students as possible

(conferences will be around 5-8 minutes and last for two days. Any remaining students
will have to schedule a conference time either after school, during lunch, or during study
hall).

Conferences will begin by going over the pre-conference questionnaire. The main focus
of the questionnaire is, to coincide with the objectives, determine if the memoirs touch on
a reflection of their character, as this is a large part of the unit concepts. With this in
mind, we will read over the memoir and really try to create a conversation about the
writing. I will ask the students various case-dependant questions, and touch on any
questions they have (one of the questionnaire questions will be to develop some specific
questions for me. This is to stress the idea of conversation, rather than only me talking).
We will not be paying attention to sentence-level issues due to time, unless there are
significant issues in this regard.

Each conference will end with developing a plan together for their final memoir. The
ideas we come up with for this plan will be paid particular attention during the grading of
the final memoir (noted in the “Growth” component of the rubric).

While I am conferencing, the other students will have the opportunity to begin revising
on their own, go over their work with a partner, or begin writing the next sections of the
final summative assessment. Because I am conferencing, I will not be able to spend time
with these other students. I am trusting them to accomplish as much as they can and take
advantage of this work time. They know that their assignments are due in the next few
 days, and I will reiterate this to help ensure they stay on task. If there are any significant
issues during this independent time, I will step in and address them. Overall, I would like
to be able to focus on the conferences.

Every student who I conference with on this day will be responsible for filling out the
post-conference exit slip (the remaining students will fill this out the next day). I will
collect it from all students who I conference with. The exit slip is just to ensure that the
conclusions we reached during our conversation are understood, and to make sure that the
students have a clear picture as to where their revisions are headed.

3. [__5_mins] Closure:

I will bring the class together and thank those who I did not conference with for being
patient, and thank everyone for working hard today and taking the independent work
seriously. I will collect the exit slips from students I conferenced with.

Materials Needed (list):

Pre-Conference Questionnaires
Post-Conference Exit Slips
Computer lab access (alternatively students can work on their own computers in the classroom.
However, the computer lab creates a better space for independent work and conferencing to
occur together).

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

handouts, etc.)