Concept Unit

Lesson Plan Template

Unit Working Title: Speaking Up
Unit Big Idea (Concept/Theme): Speaking Up
Unit Primary Skill focus: Persuasion
Week __2__ of 3; Plan # 5 of 9; [90 mins.]
Plan type: _x_Full-Detail ____Summary
Content Requirement Satisfied: Writing lesson, embedded technology use (students are
using Google Docs to create their drafts), 1 short text as a model (my early draft of the
injustice topic the use of the R-word)
(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:
Cognitive (know/understand):
1. Studentswillbeabletounderstandthatspeakinguprequirescourage.
b. Studentswillbeabletoknowthatwritingisamethodofspeakingup.
d.Studentswillbeabletoknowthatwritingisoftenaprecursortospeaking
uporally.
Affective (feel/value) and/or Non-Cognitive:
3.Studentswillbeabletofeelconfident/empoweredtospeakup.
b.Studentswillbeabletorespondtotheirpeersusinglanguagethatis
respectfulandisappropriatetotheaudienceandcontext.
Performance (do):
5.Studentswillbeabletoactcourageously.
a. Studentswillbeabletodeveloptheirpersonaldefinitionofcourage.
b. Studentswillbeabletodemonstratetheirpersonaldefinitionof
courage.
7.Studentswillbeabletoreflectontheeffectofacourageousaction.
b.Studentswillbeabletoreflectontherelationshipbetweenmakinga
choiceandspeakingup.
8.Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,and
otherpeoplesdevelopingideasofcourage.
a. Studentswillbeabletoaffirmthewaysthattheythemselvesandtheir
peersexpresstheircourage.
SOLs:

7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
a. Identify intended audience.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs:
CCSS.ELA-LITERACY.W.7.10

Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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
Do Now Reflection
I will assess the
students initial ability
to identify and analyze
the audience of each of
the previous class
mentor texts. This will
inform my instruction
by showing me to what
extent I need to review
the different effects of
using different
mediums on an
audience and to what
extent I need to ask
students to justify their
content-medium
choices during class
today. (1a, 1b, 7b)

Formative
Google Docs Draft
Looking at the progress
that students make
towards creating a draft,
I will assess students
developing personal
definitions of courage
and the success of their
persuasive text to
demonstrate their
action of speaking up.
This will inform my
instruction on how
much instruction and
review I will give about
the elements of a
persuasive text. (3b, 5a,
5b)
Mediums Think-PairShares & Base Group
Discussions

Summative
Use Your Voice Project
At the end of the unit on
Presentation Day
(Lesson Plan 9), students
will express their ideas
about courage (still
developing during this
lesson) by presenting
their persuasive text to
an audience of their
peers. Students will also
respond to each others
and their own acts of
courage in a reflection.

I will be circulating
during these
discussions. Using my
notes on how far
students are, I will
assess if I need to
clarify some things or
move onto the next
stage of the lesson. (3b,
8a
Student Conferences
I will prioritize
conferencing with
students that I
anticipate need
immediate support. I
will assess students
ability to compose a
draft and what other
scaffolds the student
might need in the
upcoming classes. (7b)
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]
This is the new arrangement that students will have already changed to during the Intro
Week. There are 5 tables and students sit in assigned seats in groups of 4.
1. [16 mins.] Bridge/Hook/Opening to lesson:
I will have a student pass out the What Does Courage Look Like handout back to
the class. Meanwhile, I will say to the class, Welcome to another day in our
classroom! I am so excited for todays lesson, where we will be thinking about the
medium in which you will speak up for your Use Your Voice Project! We will
start by looking at some familiar texts from last classas you can see on the Do
Nowand thinking about what different kinds of mediums offer to their
audiences. Why do audiences like listening to a song about rising up in courage
versus reading a poem versus watching a video of someone doing something
courageous? All right, lets get started.
[5mins.]DoNowWritingReflection:Iwillwalkstudentsthroughthe
DoNowprompt:LookingbacktoDay4stexts:SkyscraperbyDemi
Lovato(asong),StillIRisebyMayaAngelou(apoem),andthevideo

ofBreeNewsomeremovingtheConfederateflaginSouthCarolina,
considerthesequestions:Whoaretheaudiencesineachtext/situation?
Whatelementsofthosetextsmadethemsopersuasiveandpowerfulto
you,theiraudience?
Youwillhave5minutestojotdownsomenotesinyourWriters
Notebooks.Bepreparedtoshareyourideaswithyourbasegroup.
[5mins.]BaseGroupShareReflections
After5minutes,Iwillsay,Allright,class!Timeisup.Youarenowgoing
toshareyourideaswithyourbasegroup.Youhaveanother5minutesand
Illletyouknowwhenitistimetoshareyourideaswiththewholeclass.I
willcirculatearoundtheroomwhilebasegroupsaresharingideaswith
eachother.AsIcirculate,Iwillrundownachecklistofstudentnamesand
jotdownnotesforall/asmanystudentsaspossible.
Ifstudentsarestuck,Iwillstepinandasksomeguidingquestions,Lets
focusonthefirsttext,theDemiLovatosong.Whodoyouthinkwasthe
audienceofthissong?Demisfans?Themysteriousyou?Which
characteristicsofsongsdoyouthinkDemiusedparticularlywelltosend
hermessageandwhy?
Ifstudentsarehavinggoodconversations,Iwillstepbackandletthem
talk.After5minutes,Iwillcallstudentattentionbacktomebysaying,
Giveme5andraisemyhand,lookingforstudentstostoptalking,lookat
me,andraisetheirhands,too.
[6mins.]WholeClassShare
Iwillwaituntilallstudentattentionisonmebeforespeaking,sayingthat
WhilecirculatingIheardsomanygreatconversations.Letslookatthe
audienceforoneofthesetexts.Weonlyhavetimetotalkabout1ofthem.
Whichonewouldyoumostliketotalkabout?Okay,Ihearalotofpeople
callingoutSkyscraperbyDemiLovato.Letsthinkwhoisthe
audience?Whatdidyounoticeaboutthesetextsdoingwellintermsof
beingpersuasive?
Lookingfor:Theaudienceisforthissong,SkyscraperbyDemiLovato,
isanyonewhoislisteningtothesong,maybesomeonewhodoesntreally
payattentiontothelyricsatfirstbutthengetsreallyinterestedbecauseof
themelody,fansofDemiLovatofrombeforethisalbumcameout,people
whoarelisteningtotheradioontheirwaytoclassorwork.

Greatobservations,youscholarsnotedthatalotofpeopleinDemis
audiencemightnotevenbeconcernedaboutcourageuntiltheyrealize
thatsthesubjectofthesong.DoyouthinkthatDemisstrategyofwriting
asongisareallycleverwayofspreadingthismessageofcourage?
Lookingforanyanswer:no,itisnotbecauseonlysomepeoplelikepop
music,alotofpeopledontevenlistentothewordswhentheylistento
musicsoitsafutileeffortORyes,itisbecauselotsofpeoplearefansof
DemiLovatoandshessendingthisgoodmessageaboutbeingbraveand
risingupdespitepeopleputtingyoudowntoalotofteenagegirls,evenif
noteveryonelistenstothewords,thissongisgettingalotofcoverage
whenradiostationsplayitorwhenmoviesuseitaspartofitssoundtrack.
Wow,Imhearingsuchmixedopinions.Idothinkthatallofyouare
makingvalidpoints.Imhearingsomeonesaythattheaudiencedoesnt
alwayspaycloseattentiontothepointofthesongandtheiraimisto
enjoythemusic,nottolistenthesongsmessage(whichisprobablyoneof
Demisgoals,forherfanstogetherstory),sothemismatchinaimsmight
preventthesongfrombeingentirelysuccessfulsharingthisideaof
courage.Ontheotherhand,Ihearotherssayingthatsongsarereally
flexiblebecausetheyhavebothamelodyandthelyricsthattellstories.
Theyalsohavealotofopportunitiestobecombinedwithother
technologyormediatobeshared:TV,movies,theradio,evenjustfriends
sharingwitheachother.
Transition:ThisissuchaninterestingconversationandIwouldloveto
hearmoreaboutyourthoughtsoncourageandsongs.However,weare
runningoutoftimeforthenextpartofthelesson,whichImreallyexcited
aboutbecauseyouscholarsgettoexperimentalittlewithyourfinal
projectideas.Forsomeofyou,doingthismightbeoutofyourcomfort
zonebecauseyouliketheideayouhave.Iwanttoencourageyoutobe
flexible(rememberhowwecreatedourclassroomnormofbeingmore
flexibleinresponsetounexpectedsituationsinthefirstweekofschool?)
andtotrymixingitup!Ifyoutryitandstilllikeyouroriginalideabetter,
thatistotallyfine!Thepurposeofthisnextactivityistogiveyouguys
somespacetomessaroundwithyourideasandfindtherightfitforyou.
2. [21 mins.] Switching It Up: Mediums
[7 mins.] Think-Pair-Share
In pairs, I will have students talk about their own anticipated audience and
chosen medium. I will display this prompt on the projector: Now
consider, who is your anticipated audience? What is the best way to send
your message to everyone in your audience? Using what medium/format?

There will also be a list of pairings of mediums projected onto the board. I
will have pairings such as letter song, speech poem, podcast
speech.
In pairs (find your elbow-partner), think about your Use Your Voice
project and who your anticipated audience is. Who is it, and how will your
medium/format convey your message? When you have finished evaluating
your own project and jotted down some notes onto a sheet of paper, look
at the board again. Try experimenting! If you chose to write a letter for
your persuasive text, consider what would change if you wrote it as a song
instead. If you chose to write a poem, think about what would change if
you wrote it as a speech instead. If you chose to write a speech, think
about what would change if you wrote it as a poem or a podcast. And so
on and so forth.
As students are discussing in pairs, I will circulate around the room to
listen to student conversations and jot down notes.
[8 mins.] Base Group Discussion
Afterbothmembersofeachpairgetachancetotalkabouttheirown
projectsandchosenmediumsandabout10minuteshavepassed(or
shorter,dependingonstudentprogress),Iwillaskstudentstosharein
theirbasegroupswhattheyareinitiallygoingtobedoingintermsof
audienceandmedium.ThenIwantstudentstoexplorehowtheyfeltafter
completingtheSwitchItUp:Mediumsexerciseandcomparehowthey
felt.DiscussinyourbasegroupsyourinitialplanforthisUseYourVoice
projectwhenyouwalkedintotheclassroomtoday.Then,reflectonhow
youfeltafterfinishingtheSwitchItUp:Mediumexperimentandsee
whatnewideasmightcomeup!
Transition:Nowthatyouhavehadsometimetochataboutthis
experienceinyoursmallgroups,letsshareoutwiththerestoftheclass
toseewhatyouallthoughtandtogivemesomefeedbackaswell.Iwant
toknowifthisexercisewasworthyourtimeandifyoufoundittobe
helpful!
[6mins.]ClassWideDiscussion
Intheclasswidediscussion,Iwillask,Howdoyoufeelaboutchoosing
yourmediumsforyourpersuasivetext?Raiseyourhandifyoufeltmore
affirmedinyouroriginalchoice.Raiseyourhandifyouchangedyour
mindcompletelyaboutwhatmediumwillspeakbesttoyouraudience.
Andfinally,raiseyourhandifyoustillfeelsomeconfusionoverit.

Transition:Allright,Iseethatwehavesomemixedfeelingsaboutyour
currentchoiceofmediumforyourpersuasivetext.Thatisokay!Youcan
continuetothinkaboutitasweworkonwritingourdraftsinwriting
workshopnext.]
3. [15 mins.] Mini-lesson on Starting to Write a Draft
Usingmyownwriting,Iwillmodelforstudentswhatstudentsshouldbe
includingintheirwritingdraftandhowstudentsshouldbeusingpersuasive
techniques.
Everyone,IwillbemodelingtoshowyouhowIidentifiedmyaudienceand
medium/formatofmypersuasivetext,andthenwiththatinmind,Iwillbeginthis
draft.
IwillgotothenextslideontheGoogleSlideandfillintheinformationas
studentschimeinwiththeirideas.Myinjusticetopicwasdisability,whichisa
hugetopiccoveringalot.SoIdecidedtofocusmoreonderogatorylanguage
thatsusedagainstpeoplewithdisabilities.Ihavesomeideasabouttheinjustice
ofusinglanguagetointentionallyhurtorharmsomeone,suchascallingaperson
retarded.Ithinkmystancewillbetheideathatusingthiswordisoffensive
becauseitshurtfultootherpeopleandweshouldallstopusingthisword.My
goalistospreadawarenessofthiswordshurtfuleffectstoalargeaudience.
BeforeIbegindrafting,firstIneedtoidentifymyaudience.Doesanyonehave
suggestionsforanaudiencethatIcouldtalktoaboutmytopic?Lookingfor:
studentsatschool,teachersatschool,thecommunitythatwelivein(likea
neighborhood),etc.Iwillcallonsomeonewhoraisestheirhand.
Allright,wedecidedthatmyaudiencewouldbethestudentsandteachersatour
school.Helpmeouthere.Whatdoyouthinkwouldbethebestwaytosendmy
messagetoeveryoneatschool?Lookingfor:aschoolcampaign,aspeechinthe
morningannouncements,etc.Iwillcallonsomeonewiththeirhandup;ifnoone
hastheirhandup,Iwilldrawapopsiclestick(withstudentsnames),akindofa
coldcall.Theseareallgreatideas,butletsdigdeeper.Aschoolcampaignhasa
lotofpartstoit:wecouldgetorganizeanassembly,weinvitestudentstoget
involvedistherespaceforMEtospeakuporwritesomethingthateveryone
shouldread?Ifnot,howcouldwemakespaceformyspeakingupaction?
Lookingfor:makingaspeechduringschoolorafterschool(possiblyatan
assembly),makingaspeechoverthemorningannouncements(likeapodcast),
blogpostorarticleintheschoolnewsletter.
Hmm,itseemslikeIhavealotofoptions.Iwonder,whatareeachofthese
optionsprosandconsforreachingouttopeople?Whichoptionwillallowmeto

projectmymessagetothemaximumnumberofpeople(studentsandteachers)at
onetime?Lookingfor:theschoolnewsletterwouldbeagoodway,butnot
everyonereadsit/theschoolnewsletterisforparentstooandnotnecessarilyjust
teachersandstudents;everyonehastolistentothemorningannouncements,but
theresnotenoughtimeforafullspeech;arequiredassemblywouldmakesure
everyoneistheretolistentoyouandyoucangiveafullspeech.
Okay,sonowthatIdecidedthatIamgivingaspeechatanassemblytoreachmy
audienceofstudentsandteachers,Ihavetostartwritingmydraft.
IwillswitchovertoGoogleDocsandtypemydraftsincestudentswillalsobe
usingGoogleDocstowritetheirdrafts.Atthetopofmydraft,Iwillhavewritten
threepersuasivetechniquesoutsowecanreferencethemasIwrite:usinga
Hook,Hamburger(Gallagher181),SetThemUpandKnockThemDown
(Gallagher182).
WhenIstartoffmyspeech,howdoImakesurethatIcancatcheveryones
attentionsotheyarelisteningtomefrommyveryfirstword?Lookingfor:usinga
hook!Right,usingahook,whichyouguyslearnedhowtowritelastyear,isthe
firstpersuasivetechniqueweregoingtotry.NowImthinking,whatwouldmake
agoodhookgivenmytopicandmyaudience?Hmm,maybeIwillshareafact
thatnoteveryoneknowsabout.Iwillwrite(underlinedwordsindicatewriting):
Didyouknowthatmorethan6.5millionpeopleintheU.S.haveintellectual
disabilities?
ThenIwillaskstudents,whatdoyouthink?Lookingfor:thatisareallyhigh
number,butIdontknowwhatanintellectualdisabilityis.Iwillexplain,Hmm,
soitsoundslikesomeofyouinmyaudiencedontknowwhatImtalkingabout
eventhoughitsoundslikeabignumber.SoIneedtobethoughtfulandconsider
whomyaudienceis!NowIneedtoexplainwhatImean.Well
Intellectualdisabilitiesareadisorderwherepeoplewhohaveitarelimitedintheir
intelligentfunctioningandinsocialskills.Limitedintelligentfunctionmeansthat
thesepeoplehaveahardertimewithlearning,reasoning,problemsolving.
Limitedsocialskillsmeansthatthesepeoplearentalwaysawareofsocialcues
andneedalotofpracticewithsocialskillsandinteractingwithotherpeople.
Whataboutnow?Doesthatmakemoresense?Ifstudentsnod,Iwillgoontosay,
Hmm,readingthis,canyoutellwhatmystanceonmyinjusticeis?Lookingfor:
intellectualdisabilities,notreally.Well,Iamtalkingaboutintellectual
disabilities,butImstillintroducingit.Ihaventreallyidentifiedtheproblemyet.
Letmedothatnowandseewhatyouthink.

WhenpeopleusetheRword,retard,todescribepeoplewithintellectual
disabilities,itisreallyhurtfulandinsulting!Theseperpetratorsareusingtheword
intentionallytoputpeoplewithintellectualdisabilitiesdown,andintentionally
hurtingsomeoneisneverokay.IagreewiththeEndtheWordcampaign.We
shouldstopusingtheRwordcompletelysopeoplewontbeabletouseitso
carelesslyandhurtfullyanymore.

Scholars,identifywhattheproblemisandwhatmystance(oropinion)is.
Lookingfor:ProblemisusingtheRword,hurtingsomeonewithanintellectual
disability,etc.StanceisweshouldstopusingtheRwordcompletely.Yes,thats
exactlyit.Iidentifiedtheproblem:otherpeoplecallingpeoplewithintellectual
disabilitiestheRword,whichisreallyhurtful.Ialsoexpressedmystanceonit:
weshouldstopusingthewordaltogether.NowthatIhavewrittenan
introduction,Ineedtousesomeotherpersuasiveelementstoconvinceyouthat
Imright.
Dependingontime,Iwilltrytosqueezeinintroducingtheothertwopersuasive
techniques,Hamburger(Gallagher181)andSetThemUp;KnockThemDown
(Gallagher182),orImightmakethehookintroductionshorterbecausemost
studentsalreadyknowwhatthehookisafterlearningitin6thgrade.
AfterIfinishmodelinghowIwouldtrytoimplementthesethreepersuasive
techniquesandmakemypoints,Iwillsaytothestudents,Allofmythoughtsare
kindofdisorganized,butthatsnormalforafirstdraft.
Transition:Iwilltellstudents,Youjustsawmebeginadraftandknowthatits
okayforittobeatotallymessyprocess.Nowitisyourturntoputyourthoughts
ontopaper!
4.

[30 mins.] Writing Workshop: Drafting Persuasive Texts

Iwillcontinuesaying,Letstransitionintoworkshopmode.Takeoutyour
laptopstoGoogleDriveandopenupanewdocumentforyourdraft.Remember
thatthistimeshouldbequietsothateveryonecanfocusontheirwriting.Ifyou
needtolistentomusic,thatisfineaslongasitisthroughheadphonesandnot
tooloudthatIcanhearitfromacrosstheroom.Iwillputoutthedifferentjigsaw
textswereadacoupleofclassesagosoyoucanlookatthemforinspirationand
decidingyourmedium.
As students begin drafting, I will circulate with my checklist and check in with
students, jotting down notes about which stage students are at. When I finish
making my rounds, I will start to conference with students, especially those I
anticipate will need immediate attention and/or extra support, such as Joe, who
frequently does not complete assignments and seems generally really quiet in
class.

Some questions I can ask during conferences can be:

What is your injustice topic and how will you be speaking up about it?
After our Switching It Up exercise, what have you decided about the medium or
format in which you will be speaking up?
Tell me how your action of speaking up will demonstrate courage on your part.
A conference with Joe might go longer than the typical conference because I want
to do an in-depth check in with Joe since he does not participate that much in
class usually.
I would start out with asking Joe about his chosen topic. What is your injustice
topic and how will you be speaking up about it? Since I have encouraged Joe to
look at issues of injustice in videogames because that seems to be one topic he is
really passionate about, Joe might say, I think I might do it on videogames. I
would say, That sounds interesting, but tell me more about what specifically is an
injustice issue in videogames. Is there anything unfair happening when people
play videogames? Joe could say, I dunno. Maybe that thing where girls are made
fun of when they play video games. I would say, That sounds like a great topic,
Joe! I think that you can delve really deeply into the double standard against girls
in the gaming culture. Im really glad to see you find a topic that interests you
and that youre challenging yourself to learn more about the kind of injustice that
you might necessarily feel but other people do. Have you thought about what kind
of medium you want to send your message? Joe might shake his head. I would
then say, Thats okay, why dont you tell me your general plan of speaking up
about this topic first and what courageous action you are planning to
demonstrate? We can continue thinking about the specific medium after. Joe could
say, I dont want to make a video. I just want to write a blog post. Being in a video
is too much pressure for me so I want to write about it instead. I dont know about
that courage part. I will say, Joe, it sounds like you have put some thought into
the medium. I agree that posting a blog post onto the internet would be a great
way to get your message out. Even though you are not making a video, your blog
post is still an example of courage. Since this double standard in gaming is a hot
topic, you are putting yourself out there! All right, it sounds like you have a lot of
great ideas. Im going to leave you to it and let you keep working on your draft.
These questions (What is your injustice topic and how will you be speaking up
about it? After our Switching It Up exercise, what have you decided about the
medium or format in which you will be speaking up? Tell me how your action of
speaking up will demonstrate courage on your part.) have been created with the
reflections that students wrote at the end of the last class in mind. Students were
to make connections between Maya Angelous poem Still I Rise and their own
lives, reflecting on how they could have demonstrated courage in a specific
situation in their own lives.
At the end of the workshop period, students will submit their drafts (at whatever
stage they are at) onto the Google Classroom platform so that I may look at where

students currently are and adjust the next days lesson. I will remind students,
Remember to put your name at the top of your page and give your Google Doc a
name so that I know what the file is for.
5. [8 mins.] Closure: Status of the Class
I will go through my checklist of students, calling out their names. When I call out
their names, I want students to share out their injustice topic, their audience, their
medium, and where they are currently in the process of writing. All right, class!
Im going to check the status of the class. When I call out your name, please tell
me what your injustice topic is, your audience, your chosen medium/format, and
where you are currently in the process of writing.
AttheendofStatusoftheClass,Illsay:Greatjobeveryoneonstartingyour
draftsforyourpersuasiontexts.Everyoneisatadifferentstage,andthatis
totallynormal!Isawmanyofyoumakegoodprogresstowardswritingthefirst
draft,andIlookforwardtoreadingyourcompletedrafts!
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)
6. KellySince Kelly works with a reading specialist, I will provide her with the
prompts for class before hand so that she can see them ahead of time. I will also
make sure to prioritize conferencing with Kelly during writing workshop to check
in with her and see what kind of support I will need to provide Kelly. I will make
sure that Kelly is placed in a base group with a friend. Having that friendship will
hopefully encourage Kelly to participate more in small group discussion and class
discussion. If, however, having Kelly and her friend in the same group is
counterproductive, I will have to rearrange base groups so that Kelly is less likely
to be off task.
7. JoeSince Joe is very reticent in class and frequently does not finish
assignments, I will prioritize conferencing with him during the Writing Workshop
section. I want to do an in-depth check in with him because I usually dont hear
from him in a classwide setting. Although Joe rarely responds to direct questions,
I am hoping the one-on-one mode will help him feel a bit more comfortable
sharing his ideas. I am also encouraging him to continue with his interest in
videogames and finding a way to identify an injustice in the gaming world, as he
is most engaged in class when he can find connections to this topic.
Materials Needed (list):
8. What Does Courage Look Like handout (already filled out by students)
9. Google Slide containing Do Now
10. Google Docs to record and show my modeling to students
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)

Google Slides displaying Do Now

(https://docs.google.com/a/virginia.edu/presentation/d/10h9d6DXLfQmvqvqNhZWReITP0M1rcMFxMxF8vx2wuo/edit?usp=sharing)