Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting

Unit Primary Skill focus: Word Choice Week __2___ of 4; Plan #____5____ of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Writing Instruction, 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:

Affective (feel/value) and/or Non-Cognitive: Unit Goal #3: Students will feel that they hold an important voice in the classroom community. g.) Students will be able to choose a setting that has personal significance to them. Performance (do): Unit Goal #6: Students will be able to practice the authors craft of choosing vocabulary and information purposefully. f.) Students will be able to select vocabulary to describe the mood and tone of their chosen setting. SOLs: [List with numbers portrayed in the SOL document] 7.7 g) Select vocabulary and information to enhance the central idea, tone, and voice CCSs: [List with numbers portrayed in the CCS document] 1. CCSS.ELA-LITERACY.W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students sit in groups of 4-5. [Changes in this arrangement that become necessary later will be noted in the plan]

1. [__2_mins.] Bridge/Hook/Opening to lesson: Good morning everyone! Hope you all have done your homework for today and have brought in a photograph of a place that is important to you. Today we are going to do a writing exercise about this place. 2. [_45__mins.] Step 1: Introduction to Mood So if the classroom manager could please pass out the worksheet for this exercise, that would be great. a. [ 15 minutes] Introduction to Mood So what I would like you to do today is focus on the mood of the place that you have chosen. We as writers are going to ultimately try to create a certain mood within our writing. Can anyone tell me what the definition of mood is? Student 1: Like, how you feel about something. Yea, its very similar to that. When we talk about mood in reading something, mood refers to the overall feeling of a piece of writing. It may also be similar to the atmosphere of the passage or the authors attitude toward the subject. [I write these terms on the board.] Can anyone give me an example of a word that might describe mood. For example, if we were at a haunted house, then what would be the mood of this particular setting? Possible student responses: Scary, frightening, lonely, gloomy [I write these responses on the board] Yes, those are all great words to describe the mood, or the overall feeling or atmosphere of a particular place. [I project a list of mood words on the board.] Here are some other words that you might use to describe the mood of a setting. So please take a moment, and try to choose a word to describe the mood of the place in your photo. Then write those words down on the worksheet that you have in front of you. [Students take a minute to do this task. I attend to anyone who has a question.] So does anyone want to share the mood of their photo? Why dont you first tell us what your photo is picture of, then share with us the mood you have chosen for your photo. Student 2: My photo is of my backyard with a tree-house. The mood of this photo is happy and peaceful. Student 3: My photo is of an ice skating rink. The mood of this photo is joyful and fun. Great. I like how both of you described the overall feelings that you feel toward this place.

b. [30 minutes] Choosing words to describe mood

So now what we are going to do is a writing exercise that will help you think of ways to SHOW the mood of the photograph through different descriptions and words. [I write Show vs. Tell on the board]. I want to emphasize the difference between showing and telling because it is an important distinction for a writer to make. An example of telling would simply be to say, The mood of this place is peaceful. But today we are going to practice finding ways to show that this place is peaceful. What are the objects that are in the place? What experiences have happened there? How would you describe the atmosphere of the setting. This is important because you would like your reader to really understand what it is like to be in this setting and why this place is important to you. What I would like you to do now is take a look at the table in front of you. You can see that it is split into six boxes, or rooms. I am going to give you some directions and you will write the following in each room. [The following is adapted from Awakening the Heart by Georgia Heard: http://wp.lps.org/jlane/files/2013/08/Six-Room-Poem-Instructions-and-Example.pdf] Does everyone have his or her pencils ready to write in the box labeled Room 1? [I make sure that each student is ready.] Okay so in the box labeled Room 1, you are going to think about what is amazing, beautiful, or particularly interesting about the place in your photograph. Close your eyes. Try to see the scene clearly. Notice all the details about the place. Describe it as accurately as you can in room one. What are the objects or things that make up the setting? Who is there? So as an example, here is my picture that I have chosen for this activity. Here is what I have written for my room 1. Bullet points or phrases are fine for this activity. There is the Rotunda and a statue of Thomas Jefferson in front of it There is snow on the ground; it forms a frost upon the bushes The sidewalk is made of criss-crossed brick Students are walking to class in their snow boots and parkas There is a large, white Z painted on the steps leading up to the Rotunda

Do you all see how I have added things that arent seen in the photograph but that occur in the scene and in my memory? (i.e. Students are walking to class in their snow boots and parkas). You want to focus not only on what is in the picture, but what would happen in the setting as a whole. Okay now, take a couple of minutes and write down what you see in the scene in front of you. [Students take 1-2 minutes to write down thoughts for Room 1]

Now lets move onto Room 2. In this room, think about this same image, but focus on the quality of light. For example is the sun bright? Or is it a dull, cloudy day? Are there any shadows? If so, where are they and where do they come from? Also take the chance to describe any colors in your photograph. [Students take 1-2 minutes to write down thoughts for Room 2] Now move on to Room 3. Write down some of the sounds that might occur in your photograph. Are there any voices? Rustling of leaves? Sound of rain? If its silent, what kind of silence? Empty? Lonely? Peaceful? [Students take 1-2 minutes to write down thoughts for Room 3] For Room 4, write down questions that you have about the place. Is there anything that you want to know more about? You might start your sentences with, I wonder [Students take 1-2 minutes to write down thoughts for Room 4] For Room 5, write down any feelings that you have about this place. How do you feel when you are in this location? [Students take 1-2 minutes to write down thoughts for Room 5] For Room 6, Look over what you have written for the other five rooms. Now write down what actions take place in this room? Note down any significant life experiences that you have had here. [Students take 1-2 minutes to write down thoughts for Room 6.] [As they do this, I go around to help those who need it.] 3. [40 mins.] Step 2: Writing a Vignette from 6-room notes a.) [15 minutes] Teacher modeling writing vignette Okay so now that you all have finished your 6-room worksheets, we are going to focus on turning our notes into a vignette. Does anyone know what a vignette is? [Students shake their heads] So basically it is a short evocative description, episode, or account. [I write this on the board.] Here are my notes for my 6-room poems, and I am going to show you one way to write a vignette using what I have filled out so far. The entire time, I am going to keep in mind the mood that I have selected for my photo and try to fit my descriptions to match that mood. [I compose the vignette below and note sensory details and figurative language. b. ) [25 minutes] Students write their own vignette. Okay, now you are going to take the time to write your own vignettes based on your 6room notes. Here is the rubric for the exercise and you will be assessed on your attempt to complete these criteria. Right now, it is just a first draft so try the best you can. I help students compose their vignettes]

a.) [__5_mins] Closure: [Have student pass out a worksheet] So not next class period, but on the class period after that, we are going to do a fun activity called literature circles. You all are going to get into small groups and talk about a short story based upon other worlds. So for this unit, weve mainly been talking about describing the world around us, but this literature circle will be focused on other worlds. That means you get a chance to travel through literature to other planets, places underground, etc. What I would like you to do is read over the list of short stories that you see on this worksheet and rank them in order of preference. I will try to place you in groups based upon your preferences.

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. Bringing in photo (3g) Mood Worksheet (6f) Student vignette (6f) 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) The graphic organizer will help students like Eli organize his thoughts. Modeling the vignette writing will also help him to form these thoughts into cohesive writing. Materials Needed: Dictionaries List of example mood words Six-room vignette worksheet Overhead projector Literature circle Exit slip Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Example Mood Words Fanciful Melancholy Frightening Mysterious Frustrating Romantic Gloomy Sentimental Happy Sorrowful Joyful Suspenseful Peaceful

Photograph Vignette Definition of Mood: What is the overall mood of your photo? Briefly explain why.

Room 1Details (What are objects and things that make up the scene? Who is there?)

Room 4Questions (I wonder)

Room 2Quality of Light (Note if sunny, cloudy, shadows, etc.)

Room 5Feelings

Room 3Sounds

Room 6Actions

Teachers photo:

Photograph VignetteTeachers Copy and Model Definition of Mood: the overall feeling of a piece of writing; the atmosphere of the passage; the authors attitude toward the subject

What is the overall mood of your photo? Briefly explain why. I chose joyous because it is a bright and sunny day.

Room 1Details (What are objects and things that make up the scene? Who is there?) There is the Rotunda and a statue of Thomas Jefferson in front of it There is snow on the ground; it forms a frost upon the bushes The sidewalk is made of crisscrossed brick Students are walking to class in their snow boots and parkas There is a large, white Z painted on the steps leading up to the Rotunda Room 2Quality of Light (Note if sunny, cloudy, shadows, etc.) It is very sunnythe sun is a giant burst of light onto the scene The sun brings happiness on a cold winter day

Room 4Questions (I wonder) I wonder what day of the year this photo was taken. I wonder how many people have taken similar photos to this one. I wonder what time of the day it was.

Room 5Feelings Happiness, clarity, cheerful, bright, hopeful, enjoying the lovely scene, peaceful

Room 3Sounds

There is the sound of my feet walking through the slush on the ground. There is the sound of student voices talking about their assignments for the day. There is the sound of cars driving by, and buses stopping to pick up new passengers

Room 6Actions I am walking back home after a day of classes and am feeling content. I remember that this is one of my favorite places in Charlottesville because of the beautiful architecture and the verdurous natural world that surrounds it. Even though it is

Teacher vignette: It has been a long morning of classes, and finally I can step out of the building and enjoy the feel of the afternoon warmth. [sensory detail= feeling] There is snow on the ground and I can hear the slushing of my boots against the soft, crushed ice [hearing] . As I walk along the brick sidewalk, students are milling around, talking to their friends as they head quickly to class. When I cross the corner to the Rotunda, I am greeted by the warm glow of the bright sun [feeling]. It stands like a silver dollar [simile] across the scenery, shining upon the dignified figure of Thomas Jefferson [sight]. I suddenly feel lighthearted and happy, as if all my cares had melted away with the snow. As I continue onward to the

corner, I can almost smell the warm, baked bagels that I plan on eating for lunch [smell]. I can almost taste the richness of the hot cocoa I plan on sipping afterwards [taste].

Literature Circles: Your choice Directions: Place a 1, 2, and 3 for your top three choices for our literature circle discussions. ______ All Summer in a Day: The people on Venus experience very strange weather occurrences _____ Alices Adventures Underground : First 2 chapters: A young girl named Alice uncovers an underground world after following a rabbit into a hole ______Jumanji: Two children become very immersed in world of the board game, Jumanji. _____ The Pedestrian: What would it be like to live in the year 2053?