Concept Unit Lesson Plan Template Unit Working Title: Moral Courage and Endurance: A necessity for change

Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Finding thematic relevance to personal lives. Week _1_ of 4; Plan #_1_ 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): Students will understand that the value of respect in the classroom community. Students will know the classroom expectations for the year. Affective (feel/value): Students will feel that they have contributed to the classroom community. Students will value getting to know each other as individuals. Performance (do): Students will be able to create a list of class norms and consequences together. Students will complete a Student Interest Survey. SOLs: 6.1 The student will participate in and contribute to small-group activities. c) Summarize and evaluate group activities 6.2 The student will present, listen critically, and express opinions in oral presentations b) Compare and contrast viewpoints. d) Paraphrase and summarize what is heard.

CCSs: CCSS: 6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Student desks will be arranged in rows of two.

1. [10_mins.] Bridge/Hook/Opening to lesson: Hey guys, Im so excited to start off this new school year with you all. My name is Ms. Lin and now I want to get to know all of your names. Were going to go around the room and give us your first name, followed by an animal with the same first initial as your first name. For example, my first name is Melissa, so I would be Melissa Mongoose. An Emily might be Emily Eagle, etc. Each person who goes has to say the name and animal of all the people before him/her. For example, Emily would say, Emily Eagle, and that is Melissa Mongoose, etc.

2. [10 mins.] Step 1: Student Surveys Nice. I hope you guys had fun with that. Now, Im going to hand out a student survey. Its only for a participation credit, so just answer as honestly as you can to these questions. This will be a way for me to get to know each of you better. Students will go around and play this name game, getting to know each other.

3. [10 mins.] Step 2: Im going to go over some ideas class norms- what they are and why we are going to be creating some for ourselves. Class norms are important because it allows our class to be on the same page of what our vision for this class will be. These are rules that you guys will be thinking of and deciding, so they will be personal and what you think will be most beneficial to our class. We will also want to think of some ideas of what consequences should follow if we break our own rules. Lets look at some examples of class norms from previous years or other classes, and maybe comment on a few of them. I will give students examples of class norms from other classes or years, and we will spend some time talking about what is important in a list of class norm, and what it will do for our class. 4. [20 mins.] Step 3: Okay guys, I want you guys to count off into groups of 5 to talk about what class norms your group would create for this class. I want someone from the group (just one person, you guys can decide on that) to write up a list of your norms. Come up with a list of 10 things you think are important. We will get together as a class and share these in 25 minutes.

I will have students get into groups and come up with a list of norms they think are important. I will walk around as students are discussing and help prompt groups that need help. 5. [30 mins.] Step 4: Great. Lets start with group one, and share an idea that you had for class norms. I will write these on the board, and we can see if we want to group certain ideas together if they are similar. Over the course of the next couple of days, we will see if we want to modify our list in any way. Share out with rest of the class. Come up with one (temporary) list of norms. I will be writing/group these norms on the ELMO.

6. [5 mins] Closure: Before you guys leave today, I want you guys to write me an exit slip- or a short writing on a prompt assigned. Todays prompt is about the group activity. Tell me what you did or didnt like about todays group activity. You may hand these to me as you leave class today! Exit slip Tell me what you did or didnt like about todays group activity.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Name game o Participation in group discussion o Think-Group-Share Summative: o Student Interest Surveys o Class Norms list

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) One of my students, Allie, is an ELL student who still struggles with some parts of English. In order to differentiate this lesson for her, I will probably let her be one of the first students who share their name in the name game so that she will not have to memorize a list of names and animals of the people who go before her. Also, many of the activities today are private thinking time, or in small groups, which will allow her to formulate her thoughts before having to speak in front of the class. Materials Needed: - Student journals

ELMO Worksheet: Student interest survey

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

1. What are you good at in Language Arts class?

2. What is difficult for you in Language Arts class?

3. What types of writing do you enjoy? (Check all that apply) ___ Poetry ___ Short Stories ___ Journaling ___Texting ___Blogging

___Facebook/Twitter Posting

___ Other: ______________________________

4. What types of reading do you enjoy? (Check all that apply) ___ Plays ___ Science Fiction ___ Non-fiction ___ Fantasy Fiction ___ Magazines ___ Historical Fiction ___ Poetry

___ Romance ___ Blogs

___ Newspaper

___ Graphic Novels

___ Other: ____________________________________

5. Likes: School Subject: TV Shows/ Movies:

Music:

Books:

6. On a scale of 1-5, how much do you enjoy reading? Circle below. (Not a fan!) 1 2 3 4 5 (Love it!)

7. How do you feel about group work? Write a number in the blanks. I dont work well 1 ___Working by yourself Doesnt matter 2 I work well 3 ___Working in groups

___Working with a partner

So 8. What are your pet peeves (things that really annoy you)?

9. If I were a fictional character (from a movie, a book, tv, etc.), I would be _______________________ because_______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

10. Outside of school, I like to

Concept Unit Lesson Plan Template Unit Working Title: Moral Courage and Endurance: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Finding thematic relevance to personal lives. Week _1_ of 4; Plan #_2_ of 12; [90 mins.] Plan type: __Full-Detail _X_Summary

Content Requirement Satisfied: Introductory Week Summary Lesson 1 (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): Students will understand that ideas can be changed and modified based on needs. Students will know that the classroom is a space of trust. Affective (feel/value): Students will feel commodore with their new teammates. Students will feel safe sharing ideas with their team. Performance (do): Students will be able to get to know their teammates more personally. Students will be able to come up with a statement and image that defines the values and ideas of their team. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually g) Assume shared responsibility for collaborative work.

CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan] Desks will be arranged in pods of four. 7. [5 mins.] Bridge: Reviewing norms / modifying if needed Have students sit at desk where their nametag is (pods of four). We will begin class by reviewing the norms made on Day 1, and modifying any rules if needed. Students will have had overnight to think about the rules, and can offer suggestions to change/add/delete any of the rules. 8. [25 mins.] Step 2: Getting into teams / teambuilding Students will be introduced to the idea that their pod is their team for the unit. Students will do a teambuilding exercise to get to know each other on a more personal level. On each desk, there will be an index card with a character (real or imaginary) from popular culture (for example: Obama, Mickey mouse, etc.). Each student will have a different character. They will put the index card on their forehead without looking, and will have to ask yes/no questions to their teammates to try to guess their own characters. Next, students will share these three answers with their team: 1. What song best defines your personality? Why? 2. What animal best embodies you? Why? 3. What experience has been life-shaping for you? Why? 9. [35 mins.] Step 2: Thinking of Team statements and finding image that represents the team statement. Writing exercise. Next, teams will come up with a Team statement, which will be a paragraph (3-4 sentences) describing who the team is and what the vision is for the team for the unit. Ex: We are the Mutants. We are resilient, unique, sarcastic, and strange. We are fond of scifi themes, futuristic concepts, and all things to do with superpowers. We will be a team that works together to solve problems and we will also but our best creative minds forward to achieve our goal. After creating a Team Statement, teams will design a logo or image that best represents their team. Then, each student will individually write in their journals the significance of the image, and how it represents the team. 10. [15 mins.] Step 3: Presenting team statement and imagealong with significance Each team will present their Team Statement and image, as well as explain the significance between the two. Each student will talk a little about what they wrote in their journals as to the significance. 11. [5 mins] Closure: Exit Slip

Answer the following questions: What did you do well today in your team? What could you improve for next time? What did your team do well at? What could you all improve on as a whole? Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Review of norms o Team Building Exercise o Creating team statements and image Summative: o Journal entry of writing activity (team significance) o Share out with large group 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 like Jamal would really benefit from these teambuilding activities, and getting to know their fellow peers better. Jamal is often misunderstood as not wanting to participate, but actually gets excited about fun activities. Therefore, giving students time to just get to know each other without having writing or reading involved will put students like Jamal at more ease, feeling safer to open up in the classroom. The concept of teams and team statements will work as a way to help students create a sense of accountability towards each other, and to know that they have teammates they can count on for help. Materials Needed: Art supplies (poster paper, markers, index cards) Student Journals ELMO Classroom Norms agreement

Concept Unit Lesson Plan Template Unit Working Title: Moral Courage and Endurance: A necessity for change Unit Big Idea (Concept/Theme): Social justice Unit Primary Skill focus: Finding thematic relevance to personal lives. Week _1_ of 4; Plan #_3_ of 12; [90 mins.] Plan type: __Full-Detail _X_Summary

Content Requirement Satisfied: Introductory Week Summary Lesson 1 (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): Students will understand that there are many different viewpoints on the same subject. Affective (feel/value): Students will feel challenged to expand their mindset on prior ideas about different topics. Students will value respect for different opinions. Performance (do): Students will be able to defend their thoughts through oral communication, Students will be able to reflect on the discussion process through writing. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually g) Assume shared responsibility for collaborative work.

CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan]

Desks will be arranged in pods of four. 12. [10 mins.] Bridge: Ask how class is doing. Review yesterdays teams, and exercises. Introduce todays agenda.

13. [30 mins.] Step 2: Read scenarios in group; discuss plan of action Each group will be given the same two situations to read. The first situation is a story consisting of 6 different characters who each do something morally question. Each group will decide on the ranking of the 6 characters from most immoral to most moral. The second situation is a short story situation where there is no perfect answer. Students will discuss in their groups what they think the best course of action would be in the given situation, and why.

14. [40 mins.] Groups will each have a turn to present their case for both scenarios. After all groups have presented, the floor will open up to all groups to defend their conclusions, or to change their conclusions. The class will have an open, respectful debate on opinions and different mindsets. We will see if the class can come to a definitive answer for both scenarios- and if so, examine how we reached that conclusion. If we are unable to, we will reflect the reasoning behind the inability to reach a perfect conclusion, and find closure in that.

15. [5 mins] Closure: Exit Slip Lastly, each student will write an exit slip answering the following questions: What did you learn about different opinions today? Why do different opinions matter? Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Group Discussion o Large group debate Summative: o Exit slip 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 lesson allows ELL students like Abby to participate more fully in discussion. By having students think and discuss about the various situations in their small groups of four, ELL students will have the time and help to flesh out the ideas and meanings of each scenario, allowing them to form their thoughts before the large group discussion. Each prompt will be given through writing, so that students can re-read the situation if they have trouble remembering the specific details of each story. Furthermore, the writing exit slip at the end allows all students to reflect on the days lesson, giving them personal time to debrief with themselves. Materials Needed: Scenario prompts Student journals