Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big

Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week _2_ of 4; Plan #_4_ of 12; [90 mins.] Plan type: _X Full-Detail ____Summary Content Requirement Satisfied: Vocabulary introduction (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: COGNITIVE (to know and understand) 1. Students will know the relationship between writing and action. (6.7, 6.4) a. Students will be able to the power of writing in spurring action from history. 2. Students will understand that they have the ability to make change in the world. (6.5) a. Students will realize that change can come from ordinary people, drawing from themes of a secondary text. 3. Students will understand the theme of change through the texts from the unit (6.5) a. Students will be able to understand themes of courage and change from a secondary text. b.

AFFECTIVE (to feel/value) & NON-COGNITIVE 5. Students will value the importance of fighting for change. a. Students will evaluate the importance of fighting for change through the cause/effects in history.

PERFORMATIVE (to do)

8. Students will be able to share in small and large groups their understandings of change and how it affects their lives. (6.5) a. Students will be able to discuss their current views on change, what is important to them, and how much agency they feel they have.

SOLs: 1. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 2. 6.7 The student will write narration, description, exposition, and persuasion 3. 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 4. 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCSs:
1. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 2. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students will sit in their teams of 4, set from the introductory week of class.

1. [ 2 mins.] Bridge/Hook/Opening to lesson: Hi guys, Im really excited to start our unit today. We are going to be talking about the power of change, and its necessity. Now, if you dont really know what that means, its okaywell be talking a lot more about these terms and this theme throughout the unit. 2. [5 mins.] Step 1:

First, Im going to pass out this Anticipation Guide. There are no right or wrong answers. I just want to see what you guys think about these different topics and get you guys thinking about some of this stuff! Its a short guide, so take 4-5 minutes to circle or fill in your responses to the questions. I will walk around and you can raise your hand if something is unclear or if you have any questions.

3. [_20 mins.] Step 2: Great. Now we are going to do an activity with some quotes that you may recognize, and some that you may not. I have cut up these quotes in strips of paper. There are four quotes, one for each person in your team. These quotes are from written documents or speeches turned into writing from history. I want you each person at the team to be in charge of the quote they get. You will have 10 minutes to use your personal laptops to find out where your quote is from, and why it may have mattered in history. Then for another 10 minutes, after you do a little research, each person will read their quote to the team and share where the quote came from, and how it might have changed history. I want you guys to be thinking of the power behind these words, and the impact it had on society. I will be going around the room to listen in on each group and help with research or whatever you guys need help with.

4. [30 mins.] Step 3: So in the Quote Activity, you were able to see how some of these written words changed America, and spurred the fight for Independence, or how it advocated the freedom of slaves, or how it encouraged the fight for civil rights. These were all powerful words and when people read them, they felt the need to participated in something they felt was important. Words are so powerful. Were going to now take a look at an early example of this from the Revolutionary War. First, lets watch this music video that puts a twist on the tune of a popular song from a few years ago: [play music video: Its Too Late to Apologize: A Declaration]. So what was going on in that video? Americans were fighting for freedom from Britain because they felt like things were unfair, and they wanted to change things. Im going to play a short portion of this show that talks about the importance of the fight for freedom to the colonists. Listen to what the female character says about the power of words. [Play video clip] So guys, in the music video and in the tv show clip, who was fighting for change? Student A: The Colonists and the kids. Student B: Everyone helped. Yeah! Do you guys see how everyone was helping to fight for change? The young, old, poor, rich, educated, less educated. Everyone had a role they could play.

Im going to hand out a 3-W-Sheet. And were going to fill it in with what we already know. What is the context of the videos we watched? Like, what was happening? Student A: The colonists were upset about being tied to Britain and being treated unfairly, so they wanted to fight for their independence. Exactly! Go ahead and fill in that box with a couple sentences of the background summary. Next, lets thinking about who was fighting? Who did we say they were? Student B: Just like, everyday people Yep! Everyday people of different ages, races, families, etc. These were normal people who were fighting for change. And next, lets thinking about why this is important. Why does it mean for us if we learn how normal, everyday people were out there making a big change and fighting for what they believed? Student C: I guess, since were young and pretty normal people, we could have been like that too. Student D: And we can probably make different kinds of changes now, even though were not like, the president and stuff. Yeah, we see how the fight for change isnt just for the people at the White House, or for special people. Its open to all of us.

5. [_20 mins] Step 4: Okay, now, Ive got this short, but really great book to read to you guys. Its a picture book, but its got a lot of interesting ideas about fighting for change, and what that can look like. Its called The Librarian of Basra. [Read to students for 8 minutes] I want you guys to discuss in your teams. Who was the hero of this book? Describe her. Why was she the heroine and what made her special? As I went around the room to listen, it sounds like you guys were talking about how she was just a regular, elderly lady who just wanted to save the books. And you guys are right! She was normal woman, but was special because she did something to fight against something she thought was wrong.

6. [_10 mins] Step 4: Lastly, I want to give you guys a list of vocabulary words from something well be reading next class. These words can be a little challenging, so were going to go over each word and the definition. You can keep this list to refer to during our reading next week so that you can find the meaning!

7. [ 3 mins] Closure: Okay, before we leave, take out a piece of paper and answer these 2 questions: What is the importance of writing in regards to action? And who can make change happen? Once youre done, you can hand it to me and leave. See you all tomorrow!

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. i. Anticipation Guide [5a, 9a] ii. Quote Activity [1a, 1b] iii. 3-W-Chart [2a, 3a] iv. Exit Slip [3a] 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) This instruction works to help ELA students, such as Allie. She would benefit by the differentiated instruction that allows students individual time to work, but also team activities that can facilitate discussion and direction. Most of the work given today is given in visual formthe quotes are printed, vocabulary is written down so that students can kept it with them, etc. Lastly, one of the resources is a picture book for children. The language will be easier for ELL students, but also keeps the same theme as the unit. This will help students who are confused to grasp the themes of the unit through an easier, and more accessible text.

Materials Needed: v. vi. vii. viii. ix. x. xi.

Cut-out of quotes Projector / computer / internet Student laptops 3-W-Chart Book: The Librarian of Basra Anticipation guide Vocabulary list

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Quote from Common Sense Thomas Paine:
Until an independence is declared the continent will feel itself like a man who continues putting off some unpleasant business from day to day, yet knows it must be done, hates to set about it, wishes it over, and is continually haunted with the thoughts of its necessity.

Quote from Declaration of Independence Thomas Jefferson: "We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with inherent and inalienable Rights; that among these, are Life, Liberty, and the pursuit of Happiness"

Quote from 1863 Gettysburg Address - Abraham Lincoln "Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. "

Quote from I Have a Dream Martin Luther King Jr. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." Its Too Late to Apologize: A Declaration (music video) http://www.youtube.com/watch?v=uZfRaWAtBVg Libertys Kids http://www.youtube.com/watch?v=a1SJcu2G6J0 Picture Book: The Librarian of Basra: Elizabeth Kennedy http://childrensbooks.about.com/od/productreviews/fr/librarian_basra.htm

Anticipation Guide Questions (before reading): Circle below: 1. On a scale from 1-10, how much influence do you think writing can have on actions? Very little 1 2 3 4 5 6 7 8 9 10 Very much 2. How willing would you be to dedicate your life to changing one thing you thought was unfair? Very willing 1 2 3 4 5 6 7 8 9 10 Very Willing

3. Which 1 of these rights would be most worth protecting? Freedom of speech, Freedom of religion, Right to a fair trial, Freedom to bear arms 1.

4. Which 3 of these values are most important to you? Circle 3. Courage Faith Liberty Respect Truth Fairness

Community

3-W-Chart: Its Too Late to Apologize: A Declaration

1. What is the context that made change necessary?

2. Who started the change?

3. Why is that important?

Vocabulary list: http://web.nsboro.k12.ma.us/algonquin/faculty/englishteachers/grehoski/documents/AandP .vocablist.doc

The Lottery Vocabulary

1. boisterous: (adj) noisy, energetic, rowdy, outgoing

2. jovial: (adj)

happy, joyful, easygoing

3. paraphernalia: (n) gear, equipment

4. profuse: (adj) excessive, abundant

5. underfoot: (adj) in the way

6. interminable: (adj) endless

7. sober: (adj) serious, grave, solemn

8. disengage: (v)

disconnect, retreat

9. petulantly: (adv) disrespectfully, done with irritation or annoyance.

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week _2_ of 4; Plan #_5_ of 12; [90 mins.] Plan type: _X Full-Detail ____Summary Content Requirement Satisfied: Model Text (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: COGNITIVE (to know and understand)

2. Students will understand that they have the ability to make change in the world. (6.5) b. Students will be able to write an alternate ending to a text, showing them how individuals can change the ending of a story.

3. Students will understand the theme of change through the texts from the unit (6.5) b. Students will be able to fill out a guided reading sheet that helps them focus on the themes of the text. c. Students will be able to role-play to express the theme of change.

AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will feel empowered with their capabilities to make a difference. a. Students will be able to consider how the author of a text is able to get readers thinking about change through his/her writing. b. Students will be able to consider how the ending of a text could have changed if characters had fought against injustice as they act out the scenes.

5. Students will value the importance of fighting for change of improvement. a. Students will be able to examine the possible result of fighting for change and how it can do a great deal of good.

6. Students will feel comfortable challenging norms and suggesting ideas for change. a. Students will be able to engage in various discussions about the text that challenge the norm. b. Students will also come up with ideas of prevention and how change might occur if the plot of a text were to be altered.

PERFORMATIVE (to do)

7. Students will be able to write about themes from the literature studied in class. (6.7, 6.4) a. Students will be able to write an alternate ending to a text, showing how change can take place through individuals who stand up against injustice.

8. Students will be able to share in small and large groups their understandings of change and how it affects their lives. (6.5) b. Students will be able to debrief on how change may have happened with action during role-playing. SOLs: 1. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 2. 6.7 The student will write narration, description, exposition, and persuasion 3. 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 4. 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCSs:
3. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

4. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students will sit in their teams of 4, set from the introductory week of class.

1. [ 1 mins.] Bridge So yesterday, we took a look at change- and who can start the move towards change, and the power words have had on history. Today, were going to be looking a different angle of that. Well see how individuals can make change possible, and how written words can change our perspective and inspire us. 2. [4 mins.] Step 1: Guided Reading Sheet First, Im going to pass out this Guided Reading sheet (See Appendix A). As we begin looking at this short story, The Lottery, I want you to be thinking about the questions from this sheet. The first question asks us to think about the The Lottery. I want you guys to write down some predictions for the story based on the title. What do you think this story will be about? Write your answer for #1. We will be discussing your thoughts on the rest of these questions after we read. Lets read through the other questions together right now, so youll know what to be giving specific notice to in the story! 3. [_ 25 mins.] Step 2: Modeling: Annotation of The Lottery Okay, right now were going to read The Lottery together. You guys have a copy of the text in front of you, as well as the vocabulary you received last class. Lets review them quickly. Then, Im going to read out loud, and I want you all to follow along. Here is something that is new. While we read, Im going to annotate this work. That means, Im going to be using my pencil or pen to mark down thoughts or interesting ideas I have during the reading. That way, when I look back on the text, I can remember certain question or observations I had. Today, Im going to show you how I would think about this text while I read by displaying on the ELMO my annotations as I read. I will also pause while reading to think-aloud my thoughts. I want you guys to be taking your own annotations on your sheet with the storythey can be the same annotations that I am taking, or you can add your own. However, I want you guys to be marking up the text while I read out loud! [Model thinkaloud and annotating for students]

4. [10 mins.] Step 3: Discuss Guided Reading sheet in small groups.

Okay, now I want you guys to talk in your teams and discuss the questions on the Guided Reading sheet. Feel free to write down your answers as you talk- or you can just jot down key words your group talks about, or write bullet points. Everyone should have the chance to talk in the team. In 10 minutes, we are going are going to share some of our ideas as a collective class.

5. [ 10 mins] Step 4: Share Out What were some of your ideas from the Guided Reading sheet? [Listen to student responses] 6. [ 2 mins] Step 5: Assign role; reflection journal. Great! Those were some really good discussion points, guys. You all had some very insightful ideas about the text. Now, were going to do a role-playing activity. Im going to assign each person to a role in the book. Now, if you want more of a major part, such as a speaking role, please raise your hands. If you want to simply be a village person, which doesnt require a speaking role, please raise your hands! 7. [ 3 mins] Step 6 Nice. Now that everyone has a part, I want you guys to Get into character. From this moment, I want you guys to get into the mind of your character. Now, take out your reflection journals and write about this: What are the thoughts of my character during this story? Write from the perspective of assigned character. You can use bullet points! Just jot down 3-5 things. 8. [ 25 mins] Step 7: Drama: Act out The Lottery Now, I want you guys to spend around 15 minutes as a class putting together your roles. It doesnt have to be perfect, but I want you guys to rehearse the ending scene together, starting from: After that, there was a long pause, a breathless pause, until Mr. Summers holding his slip of paper in the air, said, "All right, fellows." For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saving. "Who is it?," "Who's got it?," "Is it the Dunbars?," "Is it the Watsons?" Then the voices began to say, "It's Hutchinson. It's Bill," "Bill Hutchinson's got it." When you perform, viewers will be able to understand what is happening in the story! Wonderful; that was a great performance! Thats talk about it now and debrief. What was your character feeling during the story? Why? Lets hear some responses! [take student answers] What is wrong about The Lottery? We talked about this during the Guided Reading sheet, but has your perspective changed after this acting activity? What might have changed in the story if one of your characters had done something differently? And, does this situation remind you of anything else you have seen or experienced?

9. [ 15 mins] Step 5: Rewrite the Ending

Now, I want you guys to Rewrite the Ending of this story. I want your character to change how this story ends. At what point will your character do something different? How will that action change everything else? Go ahead and spend 15 minutes rewriting the ending of the story and how your character plays a part in that change. A challenge I want you guys to fulfill is to use at least 2 words from the vocabulary list into your writing. Study the definitions and try to use at least two of the words in your rewrite! Be sure to circle the two words you used in your writing so that I can find them when I read later! 10. [1 min] Close: Thanks guys, be sure you drop your endings off on my desk before you leave, so that I get a chance to read them! I look forward to reading your ideas.

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. - Guided Reading sheet [8b] Students talk in groups about their thoughts on the questions from the Guided Reading sheet. [6a, 6b, 9b] Getting Into Character: Write in response journal What are the thoughts of my character during this story? Write from the perspective of assigned character. [2b] Drama: Act out The Lottery [4b, 5b] Debrief on Drama activity [5b] Alternate ending [3c, 4b, 5b, 6a, 6b]

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) For students who have trouble focusing and expressing themselves through writing, like Jamal, this lesson is differentiated to teach the themes through various modes. The text is clearly modeled on the Elmo for students who are struggling to go through the analyzing process. Furthermore, this lesson is very active (acting portion) so that students have a way of experiencing the text that is real. They will be able to understand characters better by seeing their peers demonstrating the conflict and by putting themselves in the shoes of the characters. This will help them in their writing, so that it is not simply an essay- but writing that applies to the thought process they had just experienced. Students like Jamal will see how stories can be made relevant and are not just words on a page.

Another student, Allie, who struggles with English language proficiency as an ELL student, may benefit from seeing the story being acted out. This will be another form for her to encounter the themes of the story without having to read and struggle through the words. Materials Needed: - The Lottery text - Response journals - Vocabulary sheets. Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) 1. Short story: The Lottery http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

2. Name _______________________________________________________ Guided Reading Look at the title! 1. React to the title. What do you expect from a story titled The Lottery? What might happen?

While reading: 2. The lottery is a custom in this town. List some of the traditions which have been or are currently associated with it. a.

b.

c.

d.

e.

3. How important does the lottery seem to the villagers? What makes you think this?

4. What do the townspeople do to Mrs. Hutchinson at the end of the story?

5. What do you think the purpose of the lottery is?

6. Why do you think the people continue to participate in the lottery?

7. How do you feel about the ending?

8. Do you think this sort of lottery could take place in your community? Why?

Vocabulary list: http://web.nsboro.k12.ma.us/algonquin/faculty/englishteachers/grehoski/documents/AandP .vocablist.doc

The Lottery Vocabulary

1. boisterous: (adj) noisy, energetic, rowdy, outgoing

2. jovial: (adj)

happy, joyful, easygoing

3. paraphernalia: (n) gear, equipment

4. profuse: (adj) excessive, abundant

5. underfoot: (adj) in the way

6. interminable: (adj) endless

7. sober: (adj) serious, grave, solemn

8. disengage: (v)

disconnect, retreat

9. petulantly: (adv) disrespectfully, done with irritation or annoyance

Model Text: (Page 1, example)

THE LOTTERY
BY SHIRLEY JACKSON

The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten oclock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten oclock in the morning and still be through in time to allow the villagers to get home for noon dinner. The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroixthe villagers pronounced this name Dellacroyeventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters. Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mothers grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother. The lottery was conductedas were the square dances, the teen club, the Halloween programby Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him because he had no children and his

wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. Little late today, folks. The

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __2__ of 4; Plan #___6___ of 12; [90 mins.] Plan type: _X_Full-Detail ____Summary Content Requirement Satisfied: Inquiry (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand):

2. Students will understand that they have the ability to make change in the world. (6.5) c. Students will be able to consider the change they want to make in their own lives, and begin making plans of the steps towards achieving that goal.

AFFECTIVE (to feel/value) & NON-COGNITIVE

6. Students will feel comfortable challenging norms and suggesting ideas for change. c. Students will be able to engage in discussions with their peers about their ideas for change, and how they can take effective steps to achieve their goal.

PERFORMATIVE (to do)

8. Students will be able to share in small and large groups their understandings of change and how it affects their lives. (6.5) c. Students will share their ideas for change in their lives.

d. Students will be able to conduct research to increase their understandings of the effects that that change will haveboth on themselves, and on others. SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

5. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 6. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 11. [5_mins.] Bridge: Last class, we finished looking at different examples of justice, and how our role may change the outcome of a situation or event. Can we discuss briefly on what you all learned from that? Student A: Well, in The Lottery, the characters had the chance to stop each other from killing an innocent woman. As people, we can do the same thing. Student B: Yeah. Maybe if one of us had been there, we could have said something to stop everyone from acting dumb and doing something that was so cruel.

Great responses! Today, were going to be applying what weve learned to our own personal projects. 12. [30_mins.] Step 1: Finding a topic you care about Right now, I want each of you to independently spend 10 minutes thinking about things in your life or in the world around us that you would like to see changed for the better. For example, it may be something related to nature conservation, or a rule you think is really unfair, or something youve noticed when youre outside of school, etc. Jot some ideas downtry to see if you can answer these three questions about your idea. a. Who would this change involve? b. What effect would this change have? c. What are the specific steps towards accomplishing your change? Now, with your team, share the ideas and answers you have. Discuss with your teammates about their ideas and their answers. How can you help each other develop these ideas and answer those questions? 13. [50_mins.] Step 2: Inquiry / research After you have an idea about what change you would like to see happen in your life and in your community, we need to take steps towards accomplishing that goal. Too often, I think that we talk about doing things, or how things should change, but we never actually go out and do them. Do you guys feel that way too? And if so, why do you think we talk the talk but fail to walk the walk? Student A: Its like when you say youre going to do something, but dont. Student B: Yeah, its like when you actually do what youre going to say. So for our final project in this unit, we are going to try to be those people who walk the walk. Weve seen how it important it is to make changes for the better. Now, we need to think about the changes we would like to see happen, and how we can accomplish them. For each of the four members on the team, spend 10 minutes researching their topic of change on the laptopsyou can start this by typing in the topic into google and looking for websites that seem like they will give you accurate information. Some places you may want to start looking up your topics are on .org websites. These are government websites that usually have a lot of information that is reliable. If you are not sure if the website you found is good enough to get material from, raise your hand and I will come by to see. The person whose idea is being researched should come up with a master list with the ideas that the other teammates came up with. Be sure to cite your sources. That means, for each piece of information you find, make sure you write down the website in which you found it! I will give you guys an organizer separates into columns where you can cite your sources.

I will let you guys know when the 10 minutes are up, and when you should switch and start researching a different team members topic. [40 minutes of research] Once all four ideas have been researched, spend the last 10 minutes writing yourself 3 questions unanswered about your topic. We will continue to develop your ideas for change in the upcoming classes! Lastly, I will be calling you each up to my desk, 1 by 1, to do a brief conference on the topic you have chosen. You can describe what and why you have chosen your topic, and I can give you some suggestions! We will start with Susie.

14. [5_mins] Closure: Thanks for a great class guys. When you leave, turn in your master plan list and your questions on this desk. You all may go!

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. - Students will turn in a list of their information about their ideas for change, and research related to it. (4c, 9c) - Students will discuss in groups about their ideas for change and help each other develop the answers to their questions (2c)

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) - Students will be given a worksheet to help them organize their thoughts, and remember to site their sources. The activity is also geared towards students like Jamal who may not be able to concentrate on one activity for a long period of time. Therefore, every 10 minutes, students will be researching a different idea. Also, because they are helping each other research, this keeps students accountable, and will help students like Jamal stay on task. Lastly, because their Teammates are helping them research, this can help fuel ideas and excite new ideas that will benefit students struggling to come up with their own. Students like Helen may also gain more confidence by having team members supporting her as she finds information on her project. They will feel that their teammates are invested in their work, and will become more invested and excited in their topics, too.

This will help students like Helen, who may not be receiving support at home, or are having trouble finding interest in their schoolwork. Materials Needed: - Student laptops Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Master Plan list Research Points Source

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Multi-genre writing Unit Primary Skill focus: Multi-genre writing Week __3__ of 4; Plan #___7___ of 12; [90 mins.] Plan type: _X_Full-Detail ____Summary Content Requirement Satisfied: Writing instruction (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know the relationship between writing and action. (6.7, 6.4) b. Students will be able to analyze poetry for themes on social justice.

3. Students will understand the theme of change through the texts from the unit (6.5) d. Students will be able to identify the theme of social justice through the genre of poetry.

AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will feel empowered with their capabilities to make a difference. d. Students will feel that their original poems are working to make a change. . 6. Students will feel comfortable challenging norms and suggesting ideas for change. d. Students will be able to identify ideas for change by writing a poem on their suggestions.

PERFORMATIVE (to do)

7. Students will be able to write about themes from the literature studied in class. (6.7, 6.4) b. Students will be able to learn about social justice through the reading of a poem. c. Students will be able to write their own poems based on what theyve learned.

SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

7. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 8. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 (teams) [Changes in this arrangement that become necessary later will be noted in the plan] 15. [5_mins.] Bridge/Hook/Opening to lesson: Last class, you guys came up with topics of injustice that you want to center your projects around. Each one of you has conferenced with me to approve your ideas, and you guys have even done a little inquiry on the topic by researching the topic with your teammates.

Today, Im going to introduce to you the final project for this unit which you guys have already started working on! We will be calling it our Gallery Portfolios. On the last day of the unit, you guys will be setting up a gallery exhibition in the classroom to show me and the rest of your peers what you have been working on. Each of you will have a different topicone that was approved by me last class. In your portfolio, you will have a poem you have written, a personal writing paper on your topic, and a tangible piece. Today, we will be working on writing poems, and later this week we will start writing your personal writing papers. Next class, you guys will start planning out what you want to do for your tangible piece. This is something that you can bring to the Gallery to show the class what youve been doing to take action toward your desired change. It can be anything from a photograph to go into the school newspaper, a piece of art youve made yourself, a letter of protest, etc. I will be handing out a rubric at the end of class with all this information on it. Right now, were going to be focusing on the poetry component of the Gallery! 16. [30_mins.] Step 1: Finding concepts in poetry (Post on ELMO Langston Hughes poem: The Ballad of the Landlord) Each of you has a copy of this poem on your desks. It is also on the ELMO and I will follow my pencil along the words as I read it aloud. Please follow along on your papers or on the ELMO. [Read poem aloud, following words with pointer as we go along] So we see here that its not a very long poem, but theres a story in it. Lets talk about some things: a. b. c. d. e. What is happening in the poem? What is wrong about the story? Why is it unfair? What is the injustice Hughes is trying to tell us about? What might be the change Hughes is trying to make happen? How does writing this poem take a step toward action?

Take 5 minutes and talk with your team about these questions. What do you all think? We will join back together in 5 minutes to discuss your teams thoughts. [Team talk for 5 minutes] Okay, so what were some of your ideas? Student A: In this poem, it seems like the landlord was just taking advantage of the narrator. Me: Why might he be doing that? Student B: It seems like its because of a race issue. Me: Yeah, what evidence do you see in the poem that lets you know that?

[Go through each question with the class and come up with the concept behind the Hughes poem and how it relates to our unit concept of social justice and change.] 17. [30_mins.] Step 2: How does Hughes format this poem? [Go through each point below with students. Have them notice how poems can be formatted and how Hughes chooses to format this specific poem] Type up student responses as they write and display on the ELMO for all to see. So lets talk about poetry. What do you notice is going on in this poem? Student A: Theres a certain rhyme scheme in the poem Student B: Its separated by mini-paragraphs called stanzas Student C: The punctuation isnt always correct Student D: There are a lot of questions and exclamation marks. Student E: It is concise, but tells a story. It seems like Hughes makes careful word choices. How does Langston Hughes format this poem? Student A: He first starts off with an issue. Student B: Then he describes how he sees it get worse. Student C: He then talks about what hes being told to do about it. Student D: Yeah, and then says what hes told the consequences will be if he doesnt follow. Student E: Then he talks about what has been attempted to change the injustice. Student F: But then, at it end, its like how nothing gets fixed, which is actually the bigger issue than the fight with the landlord.

18. [30_mins.] Step 2: Write your own Now I want you guys to write your own poems. We will be using Hughess poem as a model. You do not have to rhyme your poem like he doesit can be in free verse, which means there is no rhyming at all. However, I want you guys to format your poems to fit with his stanza ideas. Stanza 1: What is the issue? What is the injustice you have chosen? Why is it important? Stanza 2: Where did you see it or experience it? What happened? Stanza 3: What have you heard about it? What do people say about your injustice topic? Stanza 4: What are the consequences if your injustice isnt changed? [Go around the room and monitor while helping students with their poems] 19. [5_mins] Closure: Thanks for a great class guys. When you leave, turn in your poem drafts!

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. - Students will discuss the elements of Hughess poem, and identify the concept. (Affective 1, Performative 3) - Students will write their own poems through a loose format of Hughess poem. (Cognitive 2)

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) - ELL students, such as Allie, will be able to follow along with the text easier since I will be reading it aloud, and using a pointer to direct where I am in the reading. The text that has been chosen for this class is also very accessible with common vocabulary words, and will need very little frontloading for students to read the poem. The group discussion will help her identify the concepts in the poem, and the straightforward formatting by stanzas will help her format her own poem, which she can work at her own pace individually.

Materials Needed: - Copies of rubric - Copies of poem - ELMO - Student notebooks Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Rubric: Poem: http://www.sojust.net/poems/hughes_landlord.html

The Ballad of the Landlord

by Langston Hughes Landlord, landlord, My roof has sprung a leak. Don't you 'member I told you about it Way last week? Landlord, landlord, These steps is broken down.

When you come up yourself It's a wonder you don't fall down. Ten Bucks you say I owe you? Ten Bucks you say is due? Well, that's Ten Bucks more'n I'l pay you Till you flx this house up new. What? You gonna get eviction orders? You gonna cut off my heat? You gonna take my furniture and Throw it in the street? Um-huh! You talking high and mighty. Talk on-till you get through. You ain't gonn a be able to say a word If I land my fist on you. Police! Police! Come and get this man! He's trying to ruin the government And overturn the land! Copper's whistle! Patrol bell! Arrest. Precinct Station. Iron cell. Headlines in press: MAN THREATENS LANDLORD TENANT HELD NO BAIL JUDGE GIVES NEGRO 90 DAYS IN COUNTY JAIL!

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __3__ of 4; Plan #___8___ of 12; [90 mins.] Plan type: _X_Full-Detail ____Summary Content Requirement Satisfied: (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 3. Students will understand that they have the ability to make change in the world. (6.5) d. Students will consider the change they want to make in their own lives, and begin making plans of the steps towards achieving that goal.

AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will feel empowered with their capabilities to make a difference. f. Students will create a tangible product that shows their step toward making change happen. 6. Students will feel comfortable challenging norms and suggesting ideas for change. c. Students will engage in discussions with their peers about their ideas for change, and how they can take effective steps to achieve their goal.

PERFORMATIVE (to do) 8. Students will be able to share in small and large groups their understandings of change and how it affects their lives. (6.5) c. Students will share their ideas for change in their lives.

SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

9. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 10. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 20. [5_mins.] Bridge: Last class, we took a look at Langston Hughes poem, The Ballad of the Landlord. What were some things we learned through his poem? Student A: That sometimes, things arent fair, and people get in trouble for things they didnt do because of their race or how much money they have. Student B: We learned that Hughes was trying to show us how we need to fight for change because there are a lot of people out there who are struggling. Exactly! And so you guys wrote your own poems about issues you care aboutthe same ones that you guys are doing your final projects on. Today, were going to start off by looking at this clip. Some of you guys may have seen this before. Its on the Kid President, who is a kid younger than you guyswho made a video to get people to think about change and making a difference.

21. [10_mins.] Step 1: Video, then debrief [Show students Kid President video] http://www.youtube.com/watch?v=4z7gDsSKUmU So the video is called: How to Change the World. What were some things you guys noticed about the video? Did you like it? What was Kid President trying to say? Student A: I liked the video. Even though it was supposed to be kind of funny since Kid President is just a little kid, its actually a serious video about getting people to make change happen. Student B: I liked how Kid President talked about some of the things we talked about in class. Like how everyone can make a difference and that we just need to make first step first. Yeah! Its interesting how someone so young can be making an impact online. Did you guys notice how many video views this video got? A LOT of people have watched thisand this boy is only in elementary school! What does that say about our own abilities to make change? What does it say about who can make a difference?

22. [30_mins.] Step 2: Team Talk So, the next step in our project is to create a tangible product that shows what steps you guys are taking to make change in the issue that youve chosen. You all will be working on an active project, showing me and your peers the action you guys are taking. I want everyone to thinking about a couple of questions which I am now putting on the ELMO: 1. What can you do to promote your issue/cause? 2. What is one way you can tell people about your topic and why its important? Some ideas you guys might think about are making artwork, making a photograph album that highlights this issue, writing a draft of a petition, writing a song, or making a childrens book. However, you are not limited to any of these ideasthey are just suggestions! Now, I want you guys to do a Team Talk for the next 25 minutes. Get together with your team and talk about your individual ideas for the Gallery Walkhow will you guys answer the questions up on the ELMO right now? Remember, youll want it to be something visual something that we look at, since well be setting up your projects around the room on the last day of the unit, and everyone will walk around and look at what youve come up with. 23. [40_mins.] Step 2: Make a Plan Okay, now that you all have had the chance to talk with your team. Lets talk about making a plan. Often times, we have an idea of making a product, but we dont know how to get there. Its not always as easy as thinking of an idea and bam! it happens. We have to create a step-by-step plan so we know what is needed to make this idea happen. In the next 40 minutes, I want you

guys to create a list of at least 6 stepsmaybe more if your visual aspect will take longerthat you will take to make this happen! After 10 minutes, I will be calling you each up to my desk, 1 by 1, to do a brief conference on the idea you have for your visual aspect. You can describe what and why you have chosen your idea, and I can give you some suggestions! Be sure to bring up what you have so far on your plan when you come to conference. Lets start with Jacob.

24. [5_mins] Closure: Thanks for a great class guys. When you leave, take your plan with you so that you can start working on the first couple of steps. I will be giving you guys a bit of class time next week to finish up your projects, but you should be work on them at home, too! Let me know if there are any specific materials that you need to make this happen. You all may go!

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. - Students will discuss in groups about their ideas for the project and help each other develop the answers to their questions (6c) - Students will conference with me on their ideas for the project. (2c, 4e) - Students will have a large group discussion on their feelings from the How to Change the World video (2c, 43, 9c).

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) I wanted to start off the lesson with a video that was familiar to many students. However, if students werent already familiar with the video, it was one that was very accessible to students, since the language was very simple and it was narrated by a child. This would help students like Allie who are ESL students, as it would give them another angle to relate to the project without the problems of language. Similarly, the Team Talk at the beginning of the planning period allows struggling students to talk to each other and help each other with their ideas if they are having problems coming up with their own. I have also included a conference period with each individual student so that they can come to me with any concerns they might have, if they are uncomfortable talking with their peers, or are still confused with the direction of their projects. This conference works as a check-in point for me to make sure that all students are where they should be and are feeling confident about their projects. Materials Needed:

ELMO

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

Step-by-Step plan to create Visual Aspect of project 1.

2.

3.

4.

5.

6.

7.

8.

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __3__ of 4; Plan #___9___ of 12; [90 mins.] Plan type: __Full-Detail _X_Summary Content Requirement Satisfied: Model Text, Vocabulary (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: COGNITIVE (know/understand):

AFFECTIVE (to feel/value) & NON-COGNITIVE 6. Students will feel comfortable challenging norms and suggesting ideas for change. e. Students will be able to identify ideas for change and write a narrative on their suggestions.

PERFORMATIVE (to do)

7. Students will be able to write about themes from the literature studied in class. (6.7) d. Student will be able to write a narrative about their Injustice topics e. Students will be able to use what they know about social justice from the class and write a narrative on their visual aspect of their projects. SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

11. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 12. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 25. [5_mins.] Bridge: Refer back to last class development of visual projects. Gauge how students are feeling about their projectshave a few students volunteer to share what they are planning on doing with their visual aspect.

26. [35_mins.] Step 1: Model Text (Narrative) - Model the narrative writing process through a self-written text. - Start with a blank sheet and brainstorm ideas for writing - Write an introduction paragraph and model a think aloud of the writing process.

27. [45_mins.] Step 2: Students write their own narratives - Give students 45 minutes to write their own narratives. - Students will work independently and can raise their hands for help. - Narratives should be 3 paragraphsintro, body, conclusion. - Narrative should address: Why did I choose my injustice topic? Why is it important? - Narratives should include 4 of the vocabulary wordscircled within their writing.

28. [5_mins] Closure: - Thank class for their hard work. Tell them that they will have more time next class to finish up their narratives if they did not get the chance to do so. 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. - Students will write their own narratives (7b, 8d). - Students will develop their narratives based on themes talked about in class (6e).

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) By modeling the text through my own writing, I allow students who have never done a narrative piece before to start at the beginning of the thought process. Using my own writing example allows them to feel more connected and engaged with the narrative process. For students like Jamal, who may have trouble concentrating, my think-aloud and personal examples will hopefully allow him to be more invested in the lesson today. Materials Needed: - ELMO Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) - Personal narrative piece.

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __4__ of 4; Plan #___10___ of 12; [90 mins.] Plan type: X__Full-Detail __Summary Content Requirement Satisfied: Embedded Technology (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: COGNITIVE (know/understand):

AFFECTIVE (to feel/value) & NON-COGNITIVE

PERFORMATIVE (to do) 7. Students will be able to demonstrate the association between writing and action through writing of their own (6.7). b. Student will be able to write narrative about their Injustice topics. 8. Students will be able to write about themes from the literature studied in class. (6.7) d. Students will be able to use what they know about social justice from the class and write a narrative on their visual aspect of their projects.

SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry

6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

13. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 14. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 29. [5_mins.] Bridge: Hey everyone! Thanks for a great class last time. You all worked very hard on your narratives, and I enjoyed getting to know each of you better through the writing process. Lets reflect back on what goes into a good narrative piece for this topic. We talked about personally telling a story as to why the issue you have chosen means so much to you. Another important thing is to talk about is your experience in learning about social justice, and how important it is to fight for change. Remember, as a writer, you want to be able to convey to your readers the importance of what your piece. You want them to care about your issue as much as you do! 30. [80_mins.] Step 1: Finish up work Now, Im going to let you guys finish up your narratives. You guys have a lot more time to work on these, and Ill be going around and helping those who need it. But, I also want to give you all an opportunity to finish up your tangible productsthe ones that will be on display at the gallery walk.

When you are done with your narratives and have turned them into me, you can start working on your tangible pieces. All narratives should be completed before class time today! If you do not finish the tangible pieces, you will have to finish them at home before the gallery walk! I have set up stations in each corner of the room for you to work on your tangible products. In one corner, I will have art supplies, like posters and markers. In another corner, I have computers and headphones set up so that you can record your voice, if that was something you were thinking about doing for your tangible product. The program you can use is called Audacity, which I will provide a link for on in the board (audacity.sourceforge.net/). In the third corner, I have desks where you can bring your laptop and work on creating a digital poster onlineI will write the link on the board (https://www.lucidpress.com/documents/edit/42e2c5c85327-d633-9d38-2e9a0a005809#?demo=on). In the last corner, I will be helping students make quick digital stories via Windows Movie Maker if you choose to do that. Luckily, this program is already on each of your laptops! During this time, I will be walking around and helping different groups with their work! 31. [5_mins] Closure: - Thanks for your hard work today! Be sure to turn in your narrative before you leave. For those of you guys who did not finish the tangible product, please be sure to work on them at home so that they are ready for the final gallery walk! Since you are all able to take home your laptops, you guys will have access to the programs we have worked on today. 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. - Students will write their own narratives (7b, 8d). - Students will develop their narratives based on themes talked about in class (6e).

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) By providing different venues and stations for students to work at, I allow students to express their tangible component in a way that is most accessible to them. For students like Jamal or Allie who may not be as comfortable with writing, they can choose to record their voice and use that as a way to present their projects. For others who like drawing, they have the options of creating something by hand. Technology is embedded into this lesson to make the tangible product more accessible to some students who didnt even know there were some resources out there that could help them create their project.

Materials Needed: - ELMO - Poster & markers - Computers - Voice recorder Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) - https://www.lucidpress.com/documents/edit/42e2c5c8-5327-d633-9d382e9a0a005809#?demo=on

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __1__ of 4; Plan #___11___ of 12; [90 mins.] Plan type: __Full-Detail _X_Summary Content Requirement Satisfied: Language Concept (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson:

PERFORMATIVE (to do) 9. Students will be able to revise their writing to improve grammar. (6.8) a. Students will be able to revise their drafts for basic grammar mistakes.

SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

15. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

16. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 32. [5_mins.] Bridge and Intro: - Remind everyone of the work they did in their narrative writing a couple of classes ago. - Thank students for their hard work and affirm the great things Ive read in their narratives. - Express how writing is an ongoing process, and that were constantly trying to improve through revision. - Explain what revision is, and how we are going to just go through one round of revision today to give everybody an idea of what revising is like. 33. [45_mins.] Step 1: Grammar lesson - Tell students that I have picked out the 3 most common grammar mistakes from their drafts, and that I will be giving a mini lesson on each one to clear up misunderstandings. - Teach students three grammar rules and have them do practice sentences on the rules sentences will come from random (anonymous) student sentences from the narratives (but revised a little bit). For example: Student example: She and me were at school when we saw a bully tripping my friend. Modified example: She and me were at recess when we saw a bully push my friend. 34. [40 mins] Step 2: Narrative revisions - Ask class to re-read their narratives (sent back, via computer) and pay extra-close attention to highlighted parts. Tell them that these highlighted parts are parts of their papers that have misused one or more of the 3 rules that we have just gone over. - Tell students that the revised version of the narrative will be graded based on their corrections to the three grammar rules onlythose will be the only ones they will have to be responsible for. - Show students how to use track changes on Word. Then ask them to use track changes to make corrections to the highlighted parts of the documents. Once they are done, find someone in your team that is done (or if they cant, someone in the class who is done) and read each others revisions to make sure they are now correct. - When they have completed all of the above, they can finish up any last projects they need to do for the gallery walk. 35. [5 mins] Closure: - Great jobs on the revision today! Tell students that Im very much looking forward to the gallery walk tomorrow.

Remind students that they should have all parts of the gallery with them tomorrow, and that they should make sure to check off each point of the checklist before comingjust to be sure they have all parts!

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. - Students will write their own narratives (7b, 8d). - Students will develop their narratives based on themes talked about in class (6e).

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) - By concentrating on just 3 grammar rules, it will help students such as Jamal and Allie not feel overwhelmed by all the fixing they need to do on their drafts. Instead of receiving low grades because of any writing difficulties, they will be responsible for just these three, which they should be able to do well on. I will have also highlighted the parts of their narratives to help them focus on what sections and sentences need to be revised. We will have done many examples (real life examples from peer writing) beforehand to make sure that students understand the basic grammar revisions that I want them to fix. Lastly, the peer revision at the end allows them to have another critical eye check their sentences before turning in the final draft to me.

Materials Needed: - ELMO - Computers Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) - Draft of student narratives - Grammar lesson worksheet (with examples of each of the 3 rules). - Powerpoint to teach grammar rules.

Concept Unit Lesson Plan Template Unit Working Title: Social Justice: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Multi-genre writing Week __4__ of 4; Plan #___12___ 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) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson:

COGNITIVE (to know and understand) 2. Students will understand that they have the ability to make change in the world. (6.5) d. Students will be able to understand through the final assessment that they have agency to make a difference.

AFFECTIVE (to feel/value) & NON-COGNITIVE 4. Students will feel empowered with their capabilities to make a difference. g. Students will be able to see their accomplishments from the unit during the gallery walk and know that they are making a difference.

PERFORMATIVE (to do) 8. Students will be able to share in small and large groups their understandings of change and how it affects their lives. (6.5) e. Students will be able to share their final portfolios with the class, and demonstrate their understandings of the unit themes.

SOLs:

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry 6.7 The student will write narration, description, exposition, and persuasion 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts 6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

CCS#

CCS Objective

17. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 18. CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Groups of 4 [Changes in this arrangement that become necessary later will be noted in the plan] 36. [2_mins.] Bridge and Intro: - Welcome students to the final day of the unit! 37. [40_mins.] Step 1: Gallery Walk - Ask students to set up their final portfolio (explain what that includes) on their desk so that their peers can walk around and look at the various projects. - Have students each stand a different project, and rotate every 2 minutes. - Ask each student to write down one positive comment for each of their peers portfolios. Some things they can think about are: a. Why is this issue important to this student? b. What is this student doing to create change? c. What was creative about his/her project?

38. [10_mins.] Step 2: Team Talk - Have students go back to their teams at their tables.

Ask each team to discuss what they wrote down in their comments. What did they notice about the portfolios? What did they learn?

39. [35_mins.] Step 2: Reflections - Hand out reflection and rubric to each individual student. - Explain the purpose of the reflection, and emphasize the importance of doing a reflection after a big project like this unit. - Tell students to take their time in filling out their reflections, and let them begin working on it. 40. [2 mins] Closure: - Ask students to place their reflections on my desk before they leave. - Thank them for a wonderful unit, and mention how great the projects look!

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. - Students will discuss in their teams what they saw during the Gallery Walk. (2, 4, 9) - Students will write a reflection on the unit experience (2, 4, 9) 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) - By letting students discuss their observations during the Team Talk, students like Jamal and Allie are much more likely to process the importance of the units themes. Allowing them to hear what their peers have to say also helps them think about their own reflections. Furthermore, in the reflections, there are different types of questionsnot all of them deal with writing. Therefore, students who are more wary of writing can still give quality feedback.

Materials Needed: - N/A

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) - Reflection sheet (see Assessments) - Reflection rubric (see Assessments)