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Concept Based Unit Plan

The Power of Words -- Identifying Audience

Day 1 of 9, Week 1 of 3
Plan Type: Full Detail
Content Requirement Satisfied: Model Text, Embedded Technology

Essential Questions:
1. Who is my audience?
2. How can words be powerful?
3. How can words inspire their audience?

1. Understand that words are a powerful tool because of how they affect an audience.
A. Words can inspire an audience. (Day 1, 2)
B. Inspiring words are short, powerful, and frequently accompanied by images. (Day 1, 2)

3. Write and reflect on the power of their words to influence a specific audience.
A. Identify the intended audience of a written work. (Day 1, 2, 3, 4, 5, 6, 7, 8)

7.1 The student will participate in and contribute to conversations, group discussions, and oral
d) Use language and style appropriate to audience, topic, and purpose.
7.3 The student will understand the elements of media literacy.
e) Craft and publish audience-specific media messages.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

- Annotations on inspirational images
- The students will make annotations collectively on inspirational images. They will
write their initials after each annotations that they make. I will look at these
annotations to see if they are identifying the different elements of an inspirational
image. If a student is not making annotations than I will have a short conversation
with them the following day. If a student is not making high quality annotations we
might review the elements of inspirational images the following day. (1A, 1B, 2A)
- Exit Ticket
- At the end of the day the students will identify the elements of inspirational
images and identify the intended audience of an inspirational image on a post-it
note. I will sort these post its into two piles: gets it and doesnt get it. I will write an
affirmational note on those who did get it and have a short conversation or review
some material with those who did not, depending on the numbers of post its in
each pile. (1A, 1B, 3A)

Material Needed
- Independent Reading Book
- Pens or pencils
- Quickwrite Reflection Journal
- Elmo document camera
- Projector and screen
- Inspiring images on big paper:
- Markers
- Post it notes for exit ticket
- Google Slides Document:
Technology Usage
- This lesson will use Google Slides as a presentation to help the students understand my
instructions and lesson by keeping those instructions visible at all times.
- This lesson also uses the document camera to help me model the annotation process for
my students.

Because Gabriella is still learning English vocabulary I will make sure that I clearly define
Inspiring one of the key concepts for this lesson and the next one, to the whole class in a way
that she can understand.

Mercedes is a very verbal student who I anticipate will struggle with a silent discussion.
Because of this I will be sure to spend a little bit of extra time with her during the silent graffiti
discussion to help scaffold the silent discussion for her. This might involve having some quiet
conferences between the two of us during this time.

Beginning Room Arrangement: The desks are arranged into five tables of four desks apiece.
There are also soft reading spaces, such as the beanbag corner and two different couches, and
a kidney shaped conference table in the back of the room. When the students enter they know
to pick up handouts by the door, leave their bookbags and class materials at their homebase
seats, and sit anywhere they find comfortable and productive and read their independent book
for the fifteen minute reading caf.

Reading Caf (15)

The students have 15 minutes to read a book of their choice wherever they like in the room. The
only expectation is that they are silent and reading. During this time I take attendance and
circulate the room to conference and read with students.
Greet Students (5)
When the students are done with Reading Caf I would instruct them to make their way back to
their homebase seats.
Okay team! Lets find our way back to our homebase seats.
The students would close their books and return to their homebase seats.

Discussion: What makes something inspiring? (5) [25]

When the students had returned to their seats I would begin the lesson with a bridge to the
previous days content.
Okay team! Yesterday we watched our unit promo! I told you guys that we would be starting to
think about the intended audiences of different kinds of texts.
Today we are going to start with our first text type, and I think that youll be excited about it. In
fact, you might even be inspired!
Does anyone here know the meaning of the word inspired?
Some students may or may not raise their hands and volunteer an answer. Regardless of
whether or not a student in the room understands the meaning of the word I have a definition
prepared. When the students are done speaking I will give them positive feedback on their
responses and conclude with my personal definition of Inspire
To inspire someone is to fill them with the desire to do something, generally creative in nature,
like singing or painting, but not always. You can inspire someone to make great art by being
supportive of their talents. Or you can inspire someone to do their best by affirming them and
letting them know that you believe in them

Minilesson: inspiring images: Making annotations (10) [40]

Today we are going to be looking at what it means for a text to inspire an audience by looking at
some inspirational images. But before we can do that, I need to show you how I expect you to
make annotations on an image.

I would have a copy of one of the six inspirational images (see Materials Needed) as seen
I would have this picture printed out and under the Elmo document camera. Each student would
also have a copy of this picture that they should have picked up when they came in. I would
then conduct the following think aloud:

Please follow along as I talk and make annotations on your own image. If you have anything
that you want to add as I go please raise your hand. If I dont see you because Im looking down
at the image then please say Ms. Hatcher! so that I look up and can answer your questions.

Now, the first thing that I notice when I look at this image is the guy whos standing in the front.
He has his arm raised, which I think is a very positive posture. So I write down positive posture. I
think that its positive because it would take a lot of energy to hold up ones arm like that and
stand like that. The clouds and the mountains make me think that he climbed up there. So I
write Climbed? on my document. Hes really high up, so I write high up on the mountain. I
also really like clouds and I think that theyre a super positive thing, so I write Clouds! +. The
plus sign stands for positive to me. After I notice the guys and how hes standing I notice the
words that are besides him. They say You can do it. This seems super important to me
because I notice that theyre the only words on the page. Im going to circle them and put a big
star in the margin. This reminds me that theyre important. Then I start to think about what the
words mean: what does it mean: You can do it. What can I do? Im the audience of this image
after all. So I start to think of what I need encouragement about. Sometimes when I go rock
climbing I need a lot of encouragement about getting to the top of a wall. So I think that this
image could be encouraging me to climb. That would also make sense with the mountains. Im
going to draw an arrow from the It so that I can make a list of what the It might mean to me,
the audience. It might mean that I can climb to the top of the wall. Or it might mean that I can
run a marathon. Or it might mean that I can write the lesson plans I need to write. What do you
guys think that the It might mean to you?

Turn and talk with your base groups and share with them what you think the It might mean to
you personally.

The students would have about a minute to talk with their base group about what It means to
them, personally.

During this time I would circulate around to listen to what the groups are say.

When the minute or so is up I would return to the front of the room so that I could record the
student responses on the handout under the Elmo where the students could see them.
Discussion: Inspiring Images Graffiti (30) [70]
Okay, based on your guys responses I think that you all are ready to start annotating on your
own. But first: a few instructions.

We are going to do these annotations as groups, but we are also going to do them SILENTLY.
When I say silent, I mean absolutely no talking what so ever. I should hear nothing but the
sound of your pencil or pen on paper.
Its also very important that you write your initials after every annotations that you make.

Now: here is what our discussion will look like

I would show the following slide:

You are going to start by silently annotating your paper in groups. Please dont forget to initial!
Then, after two minutes, youre going to move to the next table and make some annotations on
that big paper.
BUT the annotations that you make must be new annotations. You cant just repeat what they
This might mean that you have to write some questions based on your classmates annotations
instead of making new annotations. Youll have three minutes for this part.

I would then check to see if the students had any questions about the process and take time to
answer them. When the students were done asking questions than I would pass out the
markers, set the timer, and tell them to get started.
During the first round of annotations I would have this slide visible on the screen:

Ive budgeted for two to three minutes of time for each step as far as the students know, but I
have left time for five minutes at each step that I can use at my discretion.

During this time I would circulate the room to see what the students are reading.

I would also take some extra time with Mercedes to scaffold the silent part of silent discussion
for her by communicating to her why it needed to be silent.

When the two minutes were up I would have the students move tables with this slide visible to
the students:
When the students have moved than the following slide will be visible:

This slide will remind students to be silently making annotations.

When the three minutes are up than I will have the students transition again until they have
visited all of the tables and made annotations on all of the images.

Follow Up Discussion (15) [80]

When the students have returned to their home base seats I would have them read over the the
new annotations on their original image.
Okay guys, please take a minute and silently read over the new annotations on your image.

When the students are done reading than I will ask them to talk as a group about the overall
patterns that they see within the annotations.
Okay, talk with your group about the patterns that youve noticed in your annotations.
During this time I will circulate to listen into conversations and offer guidance when necessary.

When the students have finished their conversations (after about five minutes) I will ask them to
summarize their findings and appoint a group member to share with the class.
I will record what the students share on the Google slides where all of them can see.

I expect that the students will identify the following elements of an inspirational image:
- Uses short texts
- Uses bold text, with strong words
- Uses images that lift a person up, such as of people or animals moving or of smiling
When the students have identified these aspects I will have them turn and talk with their base
group about who they think that the intended audience is.
The students will turn and talk with their base group.
During this time I will circulate.

When the students are done with this turn and talk I will have them share with the group.
I hope that some of them will come up with answers like
- Me
- A person who is sad
- A person who is down
- A person who needs help.
All of these and more are acceptable answers.

Closure: Exit Ticket (5) [85]

When we are done with the follow up discussion I will pass out post it notes and have students
answer the following questions for their exit ticket:
What are some elements of an inspirational image?
Who is the audience of an inspirational image?

When the students have finished answering these questions and turned in their post it notes to
me than I will dismiss them.