Concept Unit

Lesson Plan Template

Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 1 of 3; Plan #1 of 9; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Reading Experience (Pre-Reading Activities), Vocabulary
Development
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. Students will understand how word choice connects to the emotion the author wants to
create in the reader.
a. Students will know that certain words are used to convey a certain emotion.
Affective (feel/value) and/or Non-Cognitive:
4. Students will be able to reflect on their own choices.
a. Students will examine their choices in specific scenarios and reflect on what
consequences came from that choice.
Performance (do):
6. Students will able to apply word choice in their own writing.
a. Students will be able to choose an emotion and choose words that then reflect that
emotion.
SOLs:
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
d) Describe the impact of word choice, imagery, and literary devices including
figurative language.
CCSs:
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Methods of Assessment:

[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic
Boot Activity: I will assess
their initial ability to use
words to convey a certain
effect in the reader by having
them describe a boot in a
certain way. I will assign
them different feelings and
they have to choose how to
describe the boot so that the
reader gets that feeling. (1a,
6a)

Formative
Exit card: I will informally
assess the students ability to
purposefully choose words by
asking them to think of one
word that captures the
emotions of A Sound of
Thunder. (1a)

Summative

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: The 20 desks in the class are arranged in 5 groups of 4. Every
desk has a student sitting at it.
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [10 mins.] Do Now:
On the board will be these directions:
Take out the writers journal we set up yesterday. On the first page, put todays date: [The
date will then be there.] Write the following prompt:
What was the biggest choice youve made in your life so far? What consequences came
from it?
After you write the prompt, please write about it until Miss Wiles starts class.
I will have a timer going after the bell rings so that each student journals for 10 minutes.
2. [5 mins.] Hook to Lesson:
As the 10 minutes come to close and the timer goes off, I pick up a boot and stand in
front of the class. I say:
Hello class! Today were going to start by looking at this boot. Yes, I am not kidding. I
will then place the boot on a stool in the front of the class. Our lesson today is going to
revolve around authors choice of specific words and how they create a certain feeling in
the reader with those words. As you know, our unit is on choice and consequence. So with
authors choice, the choice is the words they use and the consequence is the effect on the
reader. Any questions so far? Pause for questions. I will expect some students to be
focused on the boot and ask what the boot has to do with that. So, I expect you are all
wondering whats with the boot. Before we look at our text for today, you all are going to
make some authorial choices of your own. Each of you is going to describe this boot
but hold on! Im going to have you all pick a feeling out of a hat, and you have to

describe the boot in a way that makes the reader feel that emotion. Okay, Im going to
demonstrate.
3. [10 mins.] Modeling the Boot Activity
Im going to pretend to pick a feeling out of the hat. I pantomime picking a slip of paper
out of the hat. Lets say my feeling is anger. Heres my description of the boot where I try
to get the reader to feel anger:
I will read the following paragraph out loud as well as put it under the ELMO document
camera:
The muddy, stupid boot made dark, dirty tracks on the clean linoleum. The laces were
tied too tight and my feet felt like they were surrounded by boa constrictors. I hated these
boots. I hated that it was raining and the mud got all over them. The brown leather was
cracking. They were old too old to continue wearing.
Okay, who can tell me what they notice in my description? Looking for students to
respond with: angry adjectives (dark, dirty, muddy, stupid, cracking), negative feelings
(stupid, tight, hate) And what images did I use to convey this anger? Looking for: laces
tied too tight, boa constrictors.
Yeah, so I wanted to make sure the reader felt my anger towards these boots. I used
words that are typically unpleasant muddy, tight, cracked. Good! Im glad you guys
noticed that. And in your descriptions you can use whatever you want to focus on to get
your feelings across. You are the author and this is your choice!
4. [20 mins.] Boot Activity
Okay, Im going to come around with a hat and youre each going to pick out an emotion.
Some emotions are repeated, but thats okay! I think youll each find that there are many
different ways an author can choose to convey the same feeling and it will be interesting
to see how you as authors do things differently from each other. I will pass around a hat
with different emotions in it [See Materials Appendix for list]. Okay, everyone has an
emotion, right? Im going to give you guys 8 minutes to start with. If you need more time
I will give it. If you need me, Ill be circulating around. As the students work on their
description, I will be circulating around and helping the students who need it. After about
8 minutes have passed, I will then draw the activity to a close.
Okay, its been about 8 minutes. Anyone need more time? I will note to see if anyone
raises his/her hand. If not, I will move on. Okay, who wants to share their paragraph? I
will take as many volunteers as possible while making sure we have enough time to get to
our read aloud. I expect and hope to take 5 volunteers. Each student will come up to the
overhead and place his/her notebook under it. They will then read it aloud and say what
emotion they pulled from the hat. I will ask the rest of the class: What words did
[student] use in his/her writing to show [that emotion]? I will be looking for: them to
connect certain words to certain emotions. After each student shares I will say: Thank you
[student]! What word do you think showed your emotion the strongest? I will then wait
for the student to say what word they thought expressed their emotion the strongest. After
everyone shares, I will say: Thank you to everyone who shared! That was awesome. So
now were going to move onto a text where we examine the authors choice of words to
make us feel some emotion.
5. [25 mins.] Vocabulary Lesson and Graphic Organizer
The short story were going to look at is called A Sound of Thunder by Ray Bradbuy.
However, there is some hard vocabulary in this lesson so I want to first look at that. First,
has anyone read this short story before? I will pause and wait. If someone has read the

story before, I will say: Thats great! However, please dont spoil the story for us. If no
one has read it, I will say: Fantastic! I think you will all love this story. Right now Im
going to pass out a graphic organizer. I will then pass out the graphic organizer I will use
for vocabulary. Okay, as you all can see there are certain words underlined in the story
that correspond to the words on the vocabulary sheet. We are going to go through and fill
out this sheet together before we start reading. For each vocab word I will say: Our word
is [word.] Can anyone gives us a definition for that word? I will either wait for a
definition, or if no one prompts one, I will give it. I will then ask them to draw a small
picture of that in the box labeled Visual. Please draw a picture of something that will
help you remember [word] in the box labeled visual. Then, use the last box as were
reading to fill in the sentence its used in the story. I will repeat this for all vocabulary
words.
6. [15 mins.] Short Read Aloud
I will then go ahead and pass out copies of the story so I can start the read aloud of the
story. Okay everyone, now that were a little bit more familiar with the vocabulary of the
story, we can start reading it! Were only going to go through the first few paragraphs
today. I will then pass out copies of A Sound of Thunder. Alright, I will start reading it,
but then I will take volunteers for who wants to read out loud. I will read from The sign
on the wall to You shoot it. I will pause when I get to the words we reviewed as
vocabulary words and ask: And what does [this word] mean again? After I read the first
paragraphs, I will ask: Who wants to read aloud? I will then call on someone who raised
his/her hand. If no one volunteers, I will keep reading. If someone volunteers, I will say:
Please read to [end of line.] I will pause you when we get to a vocabulary word. I will
repeat this until we reach, the merest touch of hand, which is the end of paragraph 7.
I will then say: That was a great way to start reading this story, everyone! Unfortunately
we need to stop there, but no fear because we will keep reading it tomorrow! Please put
all of the copies of the short story in the center of the table for me to come pick up. I will
then come around and pick up the copies of the short story.
7. [5 mins] Closure: Word Choice for A Sound of Thunder
Okay, so lets come back together for a moment. We started out today talking about word
choice and we wrote our own descriptions of the boot, and then we did a short
vocabulary lesson to prep us for A Sound of Thunder. Now, I want you all to think for a
moment and come up with one word that you feel summarizes what we read in A Sound
of Thunder today. So, you are choosing the word you think best represents the short
story so far. Keep in your mind for now, and Im going to come around with small slips of
paper. Dont do anything with them yet! I will then pass out small slips of paper to each
table. Okay, once youve gotten your one word description of A Sound of Thunder,
write it down on your small piece of paper. This is your exit card, and please hand it to
me as you walk out the door.

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)
Kelly: Since Kelly is an ELL who has trouble with reading, I allow her to work with another
ELL in the class while were going over the vocabulary sheet. I allow her to do this so that
someone else can clarify if the definitions we give are difficult for her to understand.
Materials Needed (list):

Writers journal (kept in class)

Boot
Example of boot paragraph
Vocabulary sheet
Emotion cards in hat
Copies of A Sound of Thunder
Small slips of paper for closure activity

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

handouts, etc.)
Example paragraph:
The muddy, stupid boot made dark, dirty tracks on the clean linoleum. The laces were
tied too tight and my feet felt like they were surrounded by boa constrictors. I hated these
boots. I hated that it was raining and the mud got all over them. The brown leather was
cracking. They were old too old to continue wearing.
Emotion cards:
Anger
Anger
Sadness
Frustration
Happiness

Happiness
Sadness
Sadness
Frustration
Happiness

Pain
Pain
Hopeful
Hopeful
Disappointment

Fear
Fear
Fear
Disappointment
Disappointment

Love
Love
Love
Disgust
Disgust

Link to A Sound of Thunder: (will be printed for the students)

https://docs.google.com/document/d/1de9t6Lz69BQCbldHkzuQ3ITtPpBCjzmFjvDS_tN9QYQ/e
dit?usp=sharing
A Sound of Thunder Vocabulary
Vocabulary Word
Quaver
Phlegm
Safari
Vast
Aurora
Chars

Definition

Visual

Sentence in A Sound
of Thunder

Merest
Militarist
Tyrant
Intercom
Annihilate
Infinitesimally
Paradox
Expedition
Resilient
Fount
Subliminal

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 1 of 3; Plan #2 of 9; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Reading Experience (During and Post Reading)
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
3. Students will understand the connection between choices and consequences, both in text
and in their lives.
a. Students will know that choices have consequences, both expected and
unexpected.
Affective (feel/value) and/or Non-Cognitive:
4. Students will be able to reflect on their own choices.
a. Students will examine their choices in specific scenarios and reflect on the
consequences that came from that choice.
Performance (do):
9. Students will examine texts, both their own and others, for word choice.
b. Students will explain the connection between a choice and the consequence in a
piece of fiction.
SOLs:
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
d) Describe the impact of word choice, imagery, and literary devices including
figurative language.
CCSs:
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,

indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic
Noticing Patterns: I will
assess how the students are
doing with seeing how word
choice affects emotional
response to the text by asking
them if they notice any
patterns in the responses
from yesterday. They should
be able to see that many
people had similar emotional
reactions. (4a)

Formative
Read Aloud: I will informally
assess how students are doing
with understanding word
choice by pausing and asking
questions for understanding
during the read aloud. (3a)

Summative

Choice Chart: I will

informally assess how
students are doing with
connecting choices to
consequences by circulating
and seeing how they fill out
the choice chart. (9a)
Why A Butterfly: I will
informally assess how
students are doing with word
choice by circulating and
examining why they think
Bradbury chose a butterfly in
the story. (9a)

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Desks are in 5 groups of 4.
[Changes in this arrangement that become necessary later will be noted in the plan]
8. [10 mins.] Do Now:
On the board will be these directions:
Take out your writers journal. On the next page, put todays date: [The date will then be
there.] Write the following prompt:
What was a small choice you made recently? What consequences came from it? (Please
think very carefully about this one as even small choices can have big consequences!)
After you write the prompt, please write about it until Miss Wiles starts class.
I will have a timer going after the bell rings so that each student journals for 10 minutes.
9. [10 mins.] Bridge/Hook/Opening to lesson:
The timer for the Do Now goes off. Okay, now that weve had our journaling for the day,
lets go back to what we were thinking about yesterday. At the end of the lesson, I had you
all write down one word that you thought described A Sound of Thunder so far. If you
look over here, I will gesture to one of the bulletin board in the class, I have taken all of
your responses and put on a bulletin board called A Sound of Our Class. These are all
the words you guys came up with yesterday. One by one Im going to dismiss you by
tables to come up and look at the board. If your table is not looking at the board, please

discuss what you expect to happen in the story based off of Bradburys choice to name it
A Sound of Thunder. I will then put this question on the board in case I need to redirect
students to it. I give each table approximately one minute to look at the board before I
say: Okay, table 1 sit down please, and table 2 you can go look at the board. While each
table is looking at the board, I will choose one table to sit at and listen to their thoughts
on the title of the story. After each table has gone I will bring the class back to attention
by saying: Okay, and that was our last table! Lets all have a seat. What did you guys
notice about the words? Were there any patterns? I will be looking for: there are/arent
similar words up there, depending on the class response the previous day. I will take 2-3
responses depending on how long this portion runs. I want to make sure the read aloud
has plenty of time.
10. [45 mins.] Finish Read Aloud
Its great that you all noticed how similar/varied the responses were! What I say here
depends on if the responses were similar or varied. Now that weve gotten many
perspectives on how we would describe A Sound of Thunder, lets continue reading it.
Please get out your vocabulary sheet from yesterday as I pass out the copies again. I will
pass out the copies of A Sound of Thunder. Okay, who wants to take us up to date with
what we read yesterday? I will call on someone who has his/her hand raised. I am looking
for: A guy went to a company who can take a time machine back in time so he can hunt a
dinosaur. Yes! Okay, lets jump right in.
Use this link to see where I would pause and ask questions:
https://docs.google.com/document/d/1HTNCDTRa9vfbrYv1WT0sf5XahUyUaZSileYWi
OZos4s/edit?usp=sharing
I would print this out and use it as my teachers copy as I read aloud. At each
question/vocabulary word, I would pause and wait for responses. If no one responds, I
will either rephrase the question or prompt them.
11. [20 mins] Choice Chart
Okay, thank you all for being so engaged and getting through that read aloud with me! I
really appreciated the thoughtful answers to the questions I asked. Now, were going to
do a post-reading activity that well actually re-use throughout our unit. Its called a
Choice Chart. Were going to track the different choices a character made throughout
the short story and then examine the consequences of the choice. Were going to be
focusing on Eckels in the short story, but when you do this for your own SSR books you
will be able to choose any character in your book that you want. Okay, first Im going to
model how to do this. I will put the choice chart under the ELMO so students can see it.
Were going to fill in this information here: What was the choice made? So first, he chose
to go back in time to hunt dinosaurs, so lets write that. What was the consequence of
that? He altered time, right? We put that there. And then the last question is: What was
the reason behind the choice? He didnt want to alter time, right? The reason was
because he wanted to go on a safari. Okay, thats the first one. You are all now going to
complete that with a partner or on your own if you would like.
12. [5 mins] Closure: Why a butterfly?
Okay, today were going to close with a short reflection on why Bradbury made killing a
butterfly the big reason the entire future changed. In your writers notebook, title the next
page: Why a butterfly? I will model this under the ELMO. On the page, please write: A
Sound of Thunder by Ray Bradbury the same way Im doing. Until the end of class,
please brainstorm why you think Bradbury chose a butterfly. You can do a list, a web, a
free write whatever you want. This is going to be a jumping off point for tomorrow.
Thanks for a great class today, everyone!

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)
Joe: By giving the students the options to work with partners on the choice chart, I am allowing
him to work with Frank, one of the few people he feels comfortable with in the class. This allows
him to choose his partner and will make him more likely to do his work.
Kelly: During the read aloud I will give her a teachers copy of the notes so she can think about
the questions ahead of time.
Jackie: During the read aloud I will make sure Jackie is not bored by asking her to further her
peers responses because I know that she is a gifted student who will be able to extend thoughts,
which will in turn benefit the entire class.
Materials Needed (list):
Writers journal
Copies of A Sound of Thunder
Teacher copy of A Sound of Thunder
Choice Chart
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Copies of A Sound of Thunder:
https://docs.google.com/document/d/1de9t6Lz69BQCbldHkzuQ3ITtPpBCjzmFjvDS_tN9QYQ/e
dit?usp=sharing
Teacher copy of A Sound of Thunder:
https://docs.google.com/document/d/1HTNCDTRa9vfbrYv1WT0sf5XahUyUaZSileYWiOZos4s
/edit?usp=sharing
Choice Chart for Eckels in A Sound of Thunder by Ray Bradbury
What was the choice made?

What was the consequence?

What was the reason behind the choice?

What was the choice made?

What was the consequence?

What was the reason behind the choice?

What was the choice made?

What was the consequence?

What was the reason behind the choice?

What was the choice made?

What was the reason behind the choice?

What was the consequence?

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 2 of 3; Plan #3 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied: Mentor text
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
2. Students will understand how word choice connects to the emotion the author wants to
create in the reader.
b. Students will know how to apply word choice to their own writing in a fiction
piece.
Affective (feel/value) and/or Non-Cognitive:
5. Students will value their choices as much as their consequences.
a. Students will value the choices they make creatively.
Performance (do):
6. Students will able to apply word choice in their own writing.
b. Students will write a short fiction piece where they demonstrate clear word
choice.
SOLs:
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
CCSs:
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic
Introduce Fiction Piece: I
will use the examination of
Bradburys sentences to
assess what students already
know about constructing
sentences in fiction pieces.
(1b)

Formative
Workshop Time: I will
circulate during workshop
time to informally assess how
students are doing with
applying thoughtful word
choice to their own writing.
(6b)

Summative

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Desks are in 5 groups of 4.
[Changes in this arrangement that become necessary later will be noted in the plan]
13. [10 mins.] Do Now:
On the board will be these directions:
Take out your writers journal. On the next page, put todays date: [The date will then be
there.] Write the following prompt:
What was a difficult choice you made recently? Why was it difficult? What consequences
came from it?
After you write the prompt, please write about it until Miss Wiles starts class.
I will have a timer going after the bell rings so that each student journals for 10 minutes.
14. [15 mins.] Bridge/Opening to Lesson: Butterfly Discussion
I will start class by asking them to turn in their writers journals to the butterfly entry they
started yesterday. I will say that we are going to do a class brainstorm and that they are
welcome to reference their own journals for ideas from yesterday. I will start by asking,
Why a butterfly? I will be looking for: to emphasize that small choices matter, because its
small, because its tiny, because it made a big difference, etc. I will then ask, Did this make
a big difference in how you read the story, the fact that it was a tiny butterfly that changed
everything? When students respond, I will ask why it did or did not change their reaction to
the ending. I will then transition to the next piece by saying that we are now going to get
experience with writing their own fiction piece where a character makes a choice and they
see the consequence of it, similar to how Eckels steps on the butterfly and sees the
consequence of society changing.
15. [15 mins.] Introduce Fiction Piece
I will say that we are going to start writing a short fiction piece using A Sound of Thunder
as a mentor text. We will then take certain sentences out of A Sound of Thunder and
examine how Bradbury uses nouns, verbs, adjectives, and adverbs. (They should already
know these from previous grades but I will provide a short review sheet for anyone who

needs it.) After we examine the way Bradbury uses these things, I will introduce them to the
rubric they will be graded on (in the backwards design document). I will clarify that they are
allowed to write this short fiction piece on any topic it does not have to be science fiction
like Bradbury. However, it does have to be fictional. I will also tell them to reference
Bradbury as a source for how to write this short fiction piece. I will pass out the rubric and
take any questions. I anticipate most questions will be about topics.
16. [40 mins] Workshop Time for Fiction Piece
I will then give them plenty of class time to work on this short project. I will first make sure
that all students have picked appropriate topics. As they work on it, I will circulate around
and help them. I will make sure to conference with ---- to make sure they are on task and
understand what to do.
17. [10 mins.] Closure: Elbow Partner Sharing
I will then tell them to turn to their elbow partners and share the topic of their fiction piece
and what the choice and consequence is in it.
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)
Mike: Mike loves to be creative, so I wanted to give the opportunity to introduce him to a mentor
text that will appeal to him while stretching his abilities creatively.
Materials Needed (list):
Writers journal
Rubric for fiction piece
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 2 of 3; Plan #4 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied:
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
2. Students will understand the types of choices people in society make.
a. Students will understand that people in society will persuade others with words in
order to convince them to make a choice.
Affective (feel/value) and/or Non-Cognitive:
4. Students will be able to reflect on their own choices.
a. Students will examine their choices in specific scenarios and reflect on the
consequences that came from that choice.
Performance (do):
9. Students will examine texts, both their own and others, for word choice.
b. Students will explain the connection between word choice and persuasive in
nonfiction texts.
SOLs:
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
f) Identify the source, viewpoint, and purpose of texts.
CCSs:
CCSS.ELA-LITERACY.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic

Formative

Summative

Pre-reading: I will assess

what students already know
about persuasive word choice
by asking them if they have
examples from a text that
was trying to persuade them.
(2a, 9b)

Choice Chart: I will

informally assess how
students are doing with
responding to persuasive word
choice by seeing how they are
connecting word choice to
purpose in a nonfiction text.
(2a, 9b)

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Desks are in 5 groups of 4.
[Changes in this arrangement that become necessary later will be noted in the plan]
18. [10 mins.] Do Now
On the board will be these directions:
Your fiction piece is due tomorrow! Do not forget!
Take out your writers journal. On the next page, put todays date: [The date will then be
there.] Write the following prompt:
Have you ever been persuaded to make a certain decision? What consequences came from
the decision? Were you happy or sad to be persuaded?
After you write the prompt, please write about it until Miss Wiles starts class.
I will have a timer going after the bell rings so that each student journals for 10 minutes.
19. [5 mins.] Bridge/Opening to Lesson: Questions about Fiction Piece
I will start the day by sharing some of the questions that the class had from the end of
yesterday. I expect that me answering some of the questions from yesterday will raise new
questions, so I will budget time for students to ask more questions about what I expect from
their fiction piece, how to use Bradburys text as a mentor, etc. After they have asked
questions, I will then transition into the next type of text we are looking at. I will say that our
unit is all about choice and consequence and how that related to word choice, and today our
goal is to see how word choice is used in persuasive texts.
20. [20 mins.] Persuasive Text 1: Global Warming
Pre-Reading: I will transition by explaining that authors choice doesnt just apply to fiction.
When writing a persuasive speech or essay, authors will pick words that appeal to emotions
in order to spur a certain emotion in the reader. I will then ask if any students have examples
for a time when they heard a speech or read something that was trying to persuade them. I
will then ask if they remember what types of words the author used. I will then transition to
the text by asking them to look for similar words as we read this speech.
Reading: I will pass out copies of Global Warming for the students as well as broadcast it
on the overhead. I will then read it aloud once for understanding.

After Reading: After I read it aloud, I will ask the students for examples of words in the text
that the author chose to appeal to emotions. I will also ask what emotion the author is
appealing to with their word choices, and then ask what words show that appeal to emotion.
After we discuss the article, I will transition into the next portion by saying that we are now
going to practice our skill of analyzing authors choice in a persuasive text in pairs.
21. [35 mins] Persuasive Text 2: School Uniforms Should be Required
Group into Pairs 5 minutes
Before passing out any info, I will group the students into pairs. Since its still the beginning
of the year, I will have the students do elbow partners. After each pair is assigned and it is
clear whom they are working with, I will pass out the materials.
Pass Out Materials and Model Activity 5 minutes
I will pass out a choice chart (similar to the one they did on day 2), a copy of School
Uniforms Should Be Required, and highlighters. I will go over the layout of the Choice
Chart and show them how its a little different from the choice chart layout they used for a
fiction piece. The choice chart will track the appeal to emotions the author is doing through
word choice. I will explain what to put in each box. For instance, they will find a word they
think is particularly persuading and write it down. They will then decide what effect that
word has on the reader, and then finally decide why that word was used in terms of appeal to
emotion. Using the first paragraph as an example, I will model picking a word to use in the
chart and examine the authors purpose behind using it. I will make it clear that its a long
article and I dont expect everyone to pick the same words. I will ask that they highlight the
word that they are using it so it will be easier for me to find it when I look over it.
Circulate During Partner Exercises - 15
After I model an example, I will let them work in their pairs. I will circulate and check for
understanding for students who look like they are having a difficult time.
Ending the Activity 10 minutes
To wrap up this activity, I will ask for each group to share out one word choice they found
interesting.
22. [20 mins.]Closure: Discussion of School Uniforms the Impact on Individual Choice
After I collect the papers from the students, I will then ask them to finish today with a
Socratic seminar discussion on how the choice to have school uniforms would affect them.
How would it affect them as individuals? How would it affect the school as a whole? Does
having school uniforms mean that students no longer get a choice? What do you think would
be the consequence of our school changing the uniform policy?

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)
Kelly: Kelly will be able to work with a partner who speaks her home language for the choice
chart. They can speak in their home language.
Materials Needed (list):
Writers Journal
Copies of Global Warming (http://www.presentationmagazine.com/examplepersuasive-speech-global-warming-6769.htm)

Choice Chart
Copies of School Uniforms Should Be Required
(http://factspluslogic.com/articles/49/school-uniforms-should-be-required)

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

handouts, etc.)

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 2 of 3; Plan #5 of 9; [90 mins.]
Plan type: Full-Detail
Content Requirement Satisfied: Embedded Technology
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
3. Students will understand how word choice connects to the emotion the author wants to
create in the reader.
a. Students will know that certain words are used to convey a certain emotion.
Affective (feel/value) and/or Non-Cognitive:
5. Students will value their choices as much as their consequences.
a. Students will value the choices they make creatively.
Performance (do):
9. Students will examine texts, both their own and others, for word choice.
c. Students will explain the word choice in a memoir.
SOLs:
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
c) Identify conventional elements and characteristics of a variety of genres.
CCSs:
CCSS.ELA-LITERACY.RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the 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.
Diagnostic

Formative

Summative

Word Choice in Memoir: I

will assess how familiar
students are with memoir and
what goes into a memoir by
asking them if they are
familiar with it and how
word choice relates to it. (9c)

Examining/Review of
Memoirs: I will informally
assess how students are doing
with word choice in memoir
by circulating and observing
how they are doing with their
choice chart/how they respond
to questions during the 5
elements. (1a, 9c)

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Desks are arranged in 5 groups of 4.
[Changes in this arrangement that become necessary later will be noted in the plan]
23. [10 mins.] Do Now
On the board will be these directions:
Turn in your fiction piece! Please place it in the homework bin.
Take out your writers journal. On the next page, put todays date: [The date will then be
there.] Write the following prompt:
Whats a choice you made that shaped you as a person? What was that choice? What
consequences came from that choice?
After you write the prompt, please write about it until Miss Wiles starts class.
I will have a timer going after the bell rings so that each student journals for 10 minutes.
24. [5 mins.] Bridge/Hook to Lesson:
Okay, now that weve completed our journal for today, lets start by talking about the word
memoir. First, what is memoir? Looking for: a personal story, etc. I will write the
responses on the board so we can have a visual of it. How do you think word choice relates to
the word memoir? Looking for: word choice is important to communicate a personal story,
word choice is personal, appeal to emotions, etc. Okay, now that were bridged from word
choice to how to relates to memoir, lets look at what memoir specifically entails. Were going
to be doing a memoir as our final assessment in this unit, so its very important for us to
know what goes into writing a memoir.
25. [20 mins.] Examining the 5 Elements of Memoir
Im passing out a sheet that has the 5 elements of memoir on it. Just hang tight for now;
well go over it in a minute. I will pass out the sheets. Lets start by going over it. Can I get a
reader for the first element? I will ask for volunteers, but if no one volunteers I will pull
popsicle sticks. However, if the person does not want to read I will not force them. Okay,
great! Please read element 1: truth. Student reads truth. Okay, that sounds good! So when
writing about a memoir, you want to write about something you know. Who can think of
another reason for telling the truth in a memoir? Looking for: easier to write, can describe
vividly, connect with reader, etc.

Yes, those are all good reasons! Okay, who can read the next one, theme? Repeat as before.
Okay, so Im going to give you guys a hint. Whats the theme of the unit were doing?
Looking for: choice. Yes, so what do you guys think the theme of your memoir will be for this
unit? Looking for: choice. Haha, yes! But what are some other themes authors might use in
memoirs? Looking for any collection of themes that fit into memoir, such as change, lessons
learned, examining a moment. If they say one that does not fit, I will redirect them.
Fantastic! I would love to read a memoir with any of those themes. So who can read voice
for me? Repeat as before.
Okay, I will give you guys another hint. Voice is going to be highly connected to word choice.
We know that word choice relates to emotions and can influence how a reader feels, so voice
relates to that because voice is the overall emotional tone of a piece.
Okay, the next one is short so I will read it. I will read POV first person from the sheet.
Okay, so why would we put a memoir in first person? Looking for: because its a story were
telling about our experience. If theres a debate about whether or not memoirs have to be in
fist person, I will address it by saying, Authors choice can allow some creativity, but for
this class lets start by writing a memoir in first person to get the hang of it. If we write
memoir later, we can experiment then, okay? Right now I want you to really get the hang of
it with these 5 elements before we start exploring them and pushing them.
Alright, last one Musings. Can I get a reader? Repeat as before. Okay, so this one might
need to be unpacked a little bit more. Everything we write has a reason behind it weve
discussed that in class relating to authors choice. So for musings, it means that were
thinking about and reflecting on this experience. This is a harder part, so luckily for you I
have a guide for when we write our memoirs in class. However, right now were going to
look at a memoir together so that we can see how these 5 elements work.
26. [15 mins] Examining Memoirs
Please pull out your chromebooks and go to our class homepage. On todays agenda a link
will be posted called, Examining Memoirs. Please click on that and open it up. This will
be silent! After youve read it, please fill out this worksheet. It has the 5 elements on it so
youre going to write how they worked in the memoir, okay? This will be homework if not
finished, but it shouldnt be! You have plenty of time to finish. I will walk around and see how
students are doing and make sure they understand.
27. [10 mins] Review of the Memoir
Okay, great work today! I can collect the 5 elements sheets if youre done. Lets have a quick
closing discussion about the memoir we read. Who wants to share their thoughts for how one
of the 5 elements worked in the memoir? I will do this until weve briefly covered the 5
elements and how they relate to the memoir we read.
28. [15 mins] SSR
Okay, lets take a break from this to have some SSR time. Please take out our SSR book. I will
set the timer for 15 minutes. During this time I will be looking through the short fiction
pieces to pick one 1-2 to share during the closing portion.
29. [15 mins] Sharing Fiction Pieces
Okay everyone, lets put our SSR books away and get ready for another type of reading. Im
going to read some of the short fiction pieces youve written because first, theyre amazing,
and second, it will get you to see how awesome your classmates are! And dont worry; I will
keep this anonymous unless you want to take credit. I will then read some of the fiction
pieces until class is over.

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)
Mark: I want to show him that hes great at fiction writing without putting him on the spot. By
allowing the students choice to claim their short fiction piece, he can choose if he wants his peers
to know hes a writer or not.
Materials Needed (list):
Writers notebook
5 elements sheet
5 elements worksheet
Chromebook
SSR book
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Link to memoir:
https://docs.google.com/document/d/1WXpIYCCLR5PoRiDqjKcB_yt1iLGn2mCxnL2CaM9Rtf
g/edit?usp=sharing
5 ELEMENTS of Memoir
Memoir tells a compelling story using truth, theme, 1st person POV narration, voice, and a fifth
elementthe M&Ms of writing, Memory and Musing.
1. TRUTH
It really happened. We know the trouble writers can get into by not remembering this. But the
bigger dilemma is how not telling the truth leaves the reader; it not only weakens the relationship
with the author, it destroys it. No longer trust them. This can be tricky because not everything in
a memoir is word for word true. Who can remember exactly what their dad said at breakfast fifty
years ago? Dialogue serves to further the theme. In memoir, the author stands behind her story
saying to the readers, This happened; this is true. What is important about this is that the reader
believes the story is true, which in turn requires the writer to be rigorously honest.
2. THEME
Memoir is different from autobiography in choice of subject matter.
An autobiography is a story of a life: name implies that the writer will somehow attempt to
capture all essential elements of that life. Memoir, on the other hand, makes no pretense of
replicating a whole life. Indeed, one of the important skills of memoir writing is the selection of
the theme or themes that will bind the work together
3. VOICE
Voice sets the tone for the piece and is distinct for the subject and the writer.
4. POV- First Person Narrative
First person (singular):II woke up this morning. The narrator is the protagonist; the person
who is telling story.
5. THE ONGOING ATTEMPT TO ARRIVE AT ANSWERS
Memoir is about perception. What is important/significant about a particular set of events? What
do you remember about a certain event? Why? What did you think when it happened? What do
you think now? The M&Ms of memoir. In a sense, in writing memoir It is all about you.

Name:
Examining Memoir
Fill in the following chart with how the 5 elements of memoir were used in the memoir you read.
The Elements:

Truth

Theme

Voice

First Person POV

Musings

How I saw it being used:

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 2 of 3; Plan #6 of 9; [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)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
3. Students will understand the connection between choices and consequences, both in text
and in their lives.
b. Students will know that choices have consequences, both expected and
unexpected.
Affective (feel/value) and/or Non-Cognitive:
4. Students will be able to reflect on their own choices.
a. Students will examine their choices in specific scenarios and reflect on the
consequences that came from that choice.
Performance (do):
8. Students will be able to write a memoir in which they examine a life choice they have
made.
a. Students will apply word choice to their memoir.
SOLs:
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
d) Establish a central idea and organization.
CCSs:
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic
Examining the Mentor: I will
assess how much students
already know about what
subjects can be good for
memoirs by seeing how they
respond to Scars. (3a)

Formative
Picking a Topic: I will
informally assess how the
students are doing with
memoir subject material by
circulating and seeing what
types of topics they are
picking for their memoirs. (4a,
8a)

Summative
Students will ultimately be
assessed on how they achieve
these objectives by the final
memoir they produce on day 9.

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]
30. [10 mins.] Bridge/Hook/Opening to lesson: Introducing Mentor Text
Hello everyone! Today were going to start working on the final project for our choice
and consequence unit. Youll notice that I do not have a journal entry for you to do today.
Were actually going to start looking at this short text. I will then put the mentor text Im
using, an excerpt of Scars by David Owen, under the ELMO for the students to read. I
will give out paper copies to students who prefer to read hard copies/mark the text. Ill go
ahead and read it out loud for you all. I will then read it out loud, pausing along the way
to make sure I have the students attentions. I will also make sure to explain that shrapnel
is a piece of metal/debris that is typically very sharp.
31. [40 mins.] Choosing the Memoir Topic
Examining the Mentor Text for Word Choice [5 mins]
Okay, so what is the main choice in this text and what is the consequence? Looking for:
he was bored so he went and set firecrackers off, and the consequence is that he got a
piece of shrapnel stuck in his foot. Okay, and what do you guys think of his word choice?
What feelings were you feeling and what words made you feel that way? Looking for:
bored, trying to find fun, rebellious, and words that made them feel that way the
description of the place they went, firecrackers, the description of the injury. Yes! I chose
this text for you guys because the author makes great use of both word choice and hes
describing a choice that he made.
Modeling Picking a Topic and Think Aloud [20 mins]
Okay, this author examined the choice he made, which was lighting firecrackers and
throwing them at friends, why he made the choice, which was boredom, and the
consequence, which was an injury that is now a scar. So all along this unit weve been
writing journal entries to that discuss different choices we made and what the
consequences are. Now were finally going to put those to use! I will pass out Part 1 of

the final project. You are getting a sheet that is going to be part 1 of 3 of your final
project. The next 2 parts are secret. Lets read this. I will read it. Okay, Im going to
model these instructions, okay? Here is my journal and the journal entries I made. I will
put my own writers notebook under the ELMO for the students to see. As you can see, I
wrote about my choice to not exercise on Monday night, my choice to not study
Environmental Science in college, and my choice to name my dog Louie. So, all those are
pretty different from each other, right? What Im going to go through and do now is to
pick out a topic that I think I can expand on. I need a choice I made that I really dig
deeper into and examine the consequences of. You guys will be doing this as well, but I
want to make sure that you guys have a good idea of how to do this. If you know what
you want to write about and dont need my example, feel free to move to the back of the
room and begin. If you think you do need an example, please move to the front of the
room. I will then pause to direct students where to move. I will first ask everyone to stand
up who knows what they want to do, I will have them gather in the back of the room.
Once everyone is back there, I will ask students who want the example to move forward
in the rows. Then, the students in the back can sit in the empty desks. I will also monitor
for students who should/should not sit together and redirect if necessary. Okay, everyone
settled? If youre in the back, please go ahead and work on selecting your topic. Were
going to move on to drafting together, so if you pick your topic and still have time, please
read your SSR book quietly. Okay, so I just said, I need to pick a topic I can write more
about. Lets see what my options are. Hmm. Not going to the gym? What are my
consequences for that? Well, I wont be healthy, but its only skipping for one night. If it
was a trend there would be bigger consequences, but just one time isnt so bad. I could
examine the larger consequences in my paper, thought. That ones a possibility. Ill put a
question mark beside it. Okay, not going to school for Environmental Science. That had a
pretty big impact on me. Lets see the consequences: I studied English, I was happier
because I love English, and then it led me to teaching. Huh, thats a lot of consequences!
I think I could really talk a lot about that! That one gets a check beside it. Okay, last one
is naming my dog Louie. Lets see. I cant really think of too many consequences Hmm.
Maybe thats not the best choice to expand on. Okay, I think Im going to go with what I
studied in college!
Picking a Topic [15 mins]
Once I finish my think aloud, I will move on to having the students pick out a topic.
Okay, now that you all have seen my process of picking a topic, its time for you guys to
pick a topic! You will all need to get your topic approved by me. Since the students in the
back have been working a little bit longer, I will start with them. Students in the front,
please go ahead and look through your journals. I will start with the students in the back
who are done and I will approve their topics. As Im asking them about their topics I will
make sure to ask: Why did you pick this? What are the consequences of this choice? If I
feel there is enough material to write about, I will give them the go ahead. I will work
systematically from the back of the class to the front. If a student is falling behind or does
not pick a topic in time, I will make sure to work with them during the pre-writing
portion of the lesson.
32. [20 mins.] Pre-writing
Okay everyone, now that you all have your topics approved, I will go ahead and show
you the next portion. Were going to start with pre-writing. Pre-writing is what we need
to do before we start drafting. Weve all got our topics, and now heres what I want you
to do. Im going to make a choice and effect chart like we did in our other lessons. I will
then pass out the chart. Im going to take my choice, which is not going to college for
Environmental Science, and put it in the choice portion. Then in the consequence portion,

I will put majored in English, became a teacher. Then what do we do next? Looking
for: write the reason for the choice. Yes! We then write the reason for the choice. My
reason was I didnt love science, but I did love English. Then what do we do? Looking
for: write down if the consequence reflected the purpose behind the choice. Yes! We then
see if the intended consequence matches up. And for me, it does! Not all the time will it
match up. Okay, I want everyone to go ahead and write out his or her choice and
consequence chart with your chosen topic.
During this time I will circulate and potentially conference with students.
33. [10 mins] Closure:
Okay everyone, excellent work today! I want you to complete a short exit card. Its about
how far you got and what you need help with. I will then pass out the exit card. I will
collect it when students are done/leaving.
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)
All students are differentiated for by giving them a choice for what they write their memoir
about.
Materials Needed (list):
Writers journal
Scars by David Owen
Choice and Consequence chart
Exit ticket
Part 1 of final project instructions
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Scars by David Owen: http://www.newyorker.com/magazine/2012/03/19/scars
Choice and Consequence chart:
What was the choice made?

What was the consequence?

What was the reason behind the choice? (purpose)

Did the consequence match up with the reason?

Exit ticket:
How far did you get today?
Picked Topic

Pre-Writing

Drafting

What do you need help with tomorrow?

Memoir: I Made a Choice
Part One of the Final Project
Weve made it through our first unit of the year! Yay! All throughout this unit weve been
examining authors word choice along with reflecting on the choices weve all made, big or
small. Your final project for the unit is to write a short memoir where you examine a choice that
you made and the consequences that came out of that choice. This will be done in steps, so this is
only what were doing for part one.
Here are the steps well be doing:
1. Selecting an entry in our journal that we can write more about. Make sure you choose one
with a thoughtful reason behind it. Example: I chose to quit soccer is good, but I chose
a peanut butter sandwich for lunch is not.
2. Pre-writing using a choice and consequence chart like weve done before.
3. Writing a first draft. This must be at least one paragraph (6 sentences) long. It needs to
fully address the choice you made, why you made that choice, what was the consequence,
did the consequence match up with the purpose of the choice, and what (if anything) you
would have done differently in making that choice.
There will be more in part two, but thats all for now. Part two is a surprise .

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 2 of 3; Plan # 7 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied: Model Text
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
3. Students will understand the connection between choices and consequences, both in text
and in their lives.
b. Students will know how to think critically about a choice they made.
Affective (feel/value) and/or Non-Cognitive:
5. Students will value their choices as much as their consequences.
b. Students will put equal weight on both choices and consequences.
Performance (do):
8. Students will be able to write a memoir in which they examine a life choice they have
made.
a. Students will apply word choice to their memoir.
SOLs:
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
d) Establish a central idea and organization.
CCSs:
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic

Formative

Summative

Workshop Time: I will

informally assess how my
students are doing with
shortening their memoirs to
make sure word choice is
important by circulating. (3b,
5b, 8a)

Students will ultimately be

assessed on how they achieve
these objectives by the final
memoir they produce on day 9.

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]
34. [10 mins.] Bridge/Hook/Opening to lesson:
I will start this class by reviewing the exit cards from the previous day. I will say something
like, Most of you got to the prewriting stage, or, Most of you got to drafting. That way I
know where to review the steps for the day and who might need extra support. After I give a
brief review of where most of the class is, I will bridge that to the next portion of the lesson,
which is cutting the memoir down.
35. [10 mins.] How to Cut Down the Memoir: Summative Assessment Part 2
I will then introduce the next portion of the summative assessment. I will assure them that it
is meant to be a surprise, and to not be too alarmed at what Im asking them to do. I will pass
out the sheet, Memoir: I Made a Choice Part 2 of the Final Project that has the directions
on it. I will briefly go over the instructions on the page before modeling how to cut down the
memoir.
36. [20 mins.] Modeling cutting down the memoir
Similar to yesterday, I will take my memoir that Im working on alongside the kids and show
them how to cut it down. I will think aloud to show my process and pause for any questions.
I will decide what type of emotion I want to convey to the reader and make sure all the
sentences and words I highlight keep that emotion. I will then fit it into 3 sentences. After I
model this I will take questions in case students dont understand what I did.
37. [40 mins] Workshop time
After I am sure the students understand how to cut down the memoir, I will then let them
work on the workshop of their final project. I expect that not everyone will be immediately
ready to do part 2, so I will circulate and make sure everyone is finishing up part 1. As I
circulate I will pay special attention to students who seem to be struggling. If students finish
early, I will let them go the library and read their SSR book/work on other work for other
classes. Its important that I dont have anyone working ahead on this project since its done

in 3 parts. If everyone manages to finish early, I will have him/her start working on his or her
reflection.
38. [10 mins] Closure: Coming back together to share their first sentence
When there is 10 minutes left in class, I will bring everyone back to attention. I will ask if
there are any volunteers to share their first sentence of their memoir at this stage. If there
arent any takers, I will then change the question to, What do you all think of this project so
far? to see how they are doing and take another quick formative assessment of the class.

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 benefits all students because workshop time gives them an opportunity to get help
form either me or peers.
Materials Needed (list):
Final Project Part 2 Instructions
Memoir from yesterday
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Memoir: I Made a Choice
Part Two of the Final Project
Congratulations on completing your first draft! Now, you have to cut it. Weve studied word
choice for this unit and part of our final project will be examining our own word choice. For this
part, you will be reducing your memoir by half (3 sentences). The purpose of this activity is to
make you really focus on the important details of your memoir. I want you to really focus on
what words are important and worth the space.
Here are the steps well be doing:
1. Pick the emotion you want your reader to get from your memoir.
2. Go through your memoir and highlight the portions that you feel are essential for a
reader to understand what happened and feel the emotion you want them to feel.
3. Write a draft just using those sentences.
4. See if you need to change any words to make the new version understandable.
Theres going to be one more part, so dont get too comfortable yet.

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 3 of 3; Plan #8 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied: Syntax Instruction, Embedded technology
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
4. Students will understand the connection between choices and consequences, both in text
and in their lives.
c. Students will know how to think critically about a choice they made.
Affective (feel/value) and/or Non-Cognitive:
6. Students will value their choices as much as their consequences.
c. Students will put equal weight on both choices and consequences.
Performance (do):
9. Students will be able to write a memoir in which they examine a life choice they have
made.
a. Students will apply word choice to their memoir.
SOLs:
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
d) Establish a central idea and organization.
CCSs:
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic

Formative

Summative

Workshop: During the

workshop time I will circulate
and take note of how students
are doing with 6 word
memoirs. (3b, 5b, 8a)

Students will ultimately be

assessed on how they achieve
these objectives by the final
memoir they produce on day 9.

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]
39. [10 mins.] Bridge/Hook/Opening to lesson:
On the board I will have the sentences:
Mind said salad; heart said pizza.
Not feeling alone on my own.
I will open the class by asking the students to react to the words on the board. What emotions
do they get from each one? Looking for: the first one is funny, and the second one is hopeful,
etc. I will then ask, Are these sentences memoirs? I expect this to be confusing to them,
and I use it to segue into the next portion of the lesson.
40. [10 mins.] 6 Word Memoirs
I will ask them to open up their chromebooks and go to the website linked on the class
homepage, sixwordmemoirs.com. I will then instruct them to go to the teen version of the
site, as they have to select that from a pop up window. After they are on the site, I will give
them 5 minutes to explore it and see what they think. I will let them work with their tables or
partners, whichever one they prefer. They cannot move across the room. After they visit the
website, I will pose the question again, Are these memoirs? I expect them to say yes, but if
they do not I will explain how they are. Either way, I will explain that a 6 word memoir
requires very careful word choice as they do not have a lot of space. I will then do a brief
mini-lesson on punctuation (syntax).
41. [10 mins.] Punctuation
I will take the example memoir, Mind said salad; heart said pizza as the example to show
how the author fit more words in by choosing punctuation carefully. I will then ask them to
go through 6 word memoirs.com and see what other memoirs use careful punctuation in their
memoirs. I will then use this to transition to introducing step 3 of the final project and
modeling it.
42. [20 mins] Introducing/Modeling/Rubric

I will pass out the sheet, Memoir: I Made a Choice Part 3 of the Final Project and read out
the instructions. I will ask if there is any confusion on the instructions before I model it. I will
then model taking my memoir and cutting it down to 6 words. I will also make sure to use
punctuation to show how that can give great meaning to a 6 word memoir. I will finally pass
out the rubric so they can see the point break down and ask questions. I will then pause to
take all questions before turning the class back to the workshop.
43. [30 mins] Workshop
As before, I will circulate during workshop and make sure all students are on task and
support those who need help.
44. [10 mins] Closure
I will bring the class back together to close by reminding them that this is due tomorrow. I
will let them work on it for 20 more minutes in the beginning of class in case they need more
time, but it will be due after that. I will also state that they will all be sharing their memoir in
some way tomorrow. I will ask for final questions and offer for them to come by my
planning/lunch period to work on it.

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 benefits all students because they are allowed to explore the memoirs that interest
them while also writing a memoir about what choice they want to write about.
Materials Needed (list):
chromebook
Their memoirs
Memoir: I Made a Choice Part 3 of the Final Project sheets
Rubric
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Memoir: I Made a Choice
Part Three of the Final Project
You have now reached the end! This will be the hardest cut yet. We are now reducing our
memoirs down to 6 words. Dont worry we can do it. Use the examples from class, and ask
Miss Wiles for help.
Here are the steps well be doing:
1. Go through the 3 sentences and highlight words that you really think are essential.
2. See if you can combine those words with creative punctuation.
3. Try and re-try.
4. Double check that this reflects the emotion you want the memoir to have.
5. You are done!

Concept Unit
Lesson Plan Template
Unit Working Title: If a Butterfly Beats Its Wings: Choice and Consequence
Unit Big Idea (Concept/Theme): Choice and Consequence
Unit Primary Skill focus: Word Choice
Week 3 of 3; Plan #9 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied:
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
5. Students will understand the connection between choices and consequences, both in text
and in their lives.
d. Students will know how to think critically about a choice they made.
Affective (feel/value) and/or Non-Cognitive:
7. Students will value their choices as much as their consequences.
d. Students will put equal weight on both choices and consequences.
Performance (do):
10. Students will be able to write a reflective piece on the process of examining a choice they
made.
11. Students will be able to write a memoir in which they examine a life choice they have
made.
a. Students will apply word choice to their memoir.
SOLs:
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
d) Establish a central idea and organization.
CCSs:
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic

Formative

Summative
All objectives are addressed in
the summative assessment, due
today.

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]
45. [20 mins.] Bridge/Hook/Opening to lesson:
On the board I will have the instructions:
If you have not finished your memoir, you have 20 minutes to do so. If you have finished,
you have 20 minutes of SSR time. Ask Miss Wiles if you need help.
46. [10 mins.] Preparing to Share the Memoir
After the 20 minutes is up, I will call everyone to attention. I will tell them that we have one
more portion before were ready to share the memoirs. I will then pass out thick card stock
cut into long strips. I will give them the instructions to write their memoirs on these strips. I
will give them the option of either presenting the memoir to the class, or putting it on the
wall and having a gallery walk. Each person can choose what he/she wants to do. I will first
ask for the volunteers who want to share out loud.
47. [15 mins.] Sharing out loud/gallery walk
We will briefly revisit norms to see remind the class what to do when someone is sharing. I
will then ask the students who want to share to come up to the front. They will present their 6
word memoirs. Because not all students will be presenting, I will not ask questions to them
since some will only be putting theirs on the wall. We will politely listen and clap. After
everyone who wants to share out loud shares, I will ask everyone, even those who share out
loud to get up and put theirs around the room using special tape I will provide. I will do it
table by table so it doesnt get messy. Once everyone has shared, I will ask for everyone to
take 5 minutes and walk around the room to see their peers work. After 5 minutes I will ask
them to return to their seats.
48. [20 mins] Reflection
I will pass out papers with reflection questions on it, and they will take 20 minutes to reflect
on their work process. The questions will include: What was the hardest part of the project

for you? What is the portion you are the proudest of? What section do you think you need to
improve?
49. [20 mins] Gather materials
After they have done their reflection, I will pass out another sheet that has a list of things,
including another copy of the rubric, that they need to compile and turn it. I will give them 20
minutes to get all of their materials together to turn in.
50. [5 mins] Celebration!
I will tell them that they all did a great job and as a treat I have cookies for them. They have 5
minutes to get a cookie(s). After that, I will bring them back together for the final part of the
unit.
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 is differentiated by allowing students to pick whether or not they personally share
their memoir or not.
Kelly: She does not have to speak in front of the class if she does not want to.
Jackie: She can share and express her outgoing personality.
Joe: Joe can feel comfortable not having to share/be directly addressed.
Mark: Mark does not have to share his writing if he does not feel comfortable expressing his
emotions.
Materials Needed (list):
Card stock strips
Tape
Reflection sheet
Rubrics and materials sheet
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)