Zhang All9plans 05 06 16

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Concept Unit
Lesson Plan Template
Unit Working Title: Speaking Up: You As An Activist
Unit Big Idea (Concept/Theme): Courage
Unit Primary Skill focus: Persuasion
Week 1 of 3; Plan #1 of 9; [90 mins.]
Plan type: ____Full-Detail _X_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):
1. Studentswillbeabletoknowthatspeakinguprequirescourage.
a. Studentswillbeabletoknowthatsmallactsofcouragetakeasmucheffortand
haveasmuchimpactasbigactsofcourage.
Affective (feel/value) and/or Non-Cognitive:
3. Studentswillbeabletofeelconfident/empoweredtospeakup.
b. Studentswillrespondtotheirpeersusinglanguagethatisrespectfuland
appropriatetotheaudienceandcontext.
Performance (do):
5. Students will be able to act courageously.
a. Students will be able to develop their personal definition of courage.
b. Students will be able to demonstrate their personal definition of courage using the skill
of persuasion.
7. Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andotherpeoples
developingideasofcourage.
b.Studentswillbeabletoaffirmthewaysthatpeoplewithdifferentperspectivesexpress
theircourageandspeakup.
SOLs: [List with numbers portrayed in the SOL document]
7.1 The student will participate in and contribute to conversations, group discussions, and
oral presentations.
c) Make statements to communicate agreement or tactful disagreement with others
ideas.
d) Use language and style appropriate to audience, topic, and purpose.
CCSs: [List with numbers portrayed in the CCS document]
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CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
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: Rate This
Quote & Courage
Continuum
I will observe and take
general notes on what
students developing
understandings of
courage are. This will
inform my instruction
by showing me how
split the class opinions
on courage are. If the
class feels similarly
about a lot of the
statements, I will try to
introduce more
controversial
statements about
courage or activist
news articles to see
how students will
articulate their
disagreement and
differences of opinion.
(1a, 5b, 7b)
Formative
Courage Debates:
Teacher Notes
I will be taking notes on
student behavior during
the debates, such as the
kind of language
students are using,
what tone students are
speaking in, body
language, etc. to assess
how students are
articulating their
response to other
peoples opinions, which
might be very different
from their own. I will
also be assessing
students developing
understanding of the
process of a courageous
action. This will inform
my instruction by
showing me how much I
need to embed
instruction on being
respectful into the unit.
(1b, 3b, 5a, 5b, 7b)
Journal Entry
Courage Goal
I will be reading these
journal entries (in
students Writers
Notebooks) to assess
students emerging
definition of courage.
This will inform my
instruction by letting me
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.
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know to what extent I
need to support and/or
challenge students to
keep developing their
personal definitions of
courage inside the
classroom with explicit
prompts and reminders.
(5a, 5b)
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]
Students will be seated in tables of 4. There are five tables in total.
1. [16 mins.] Bridge/Hook/Opening to lesson:
As a reminder of what to do for the Do Now, I will tell students, Hello, scholars! Since
the Do Now routine is still new to us, I want to remind to you please pay attention to the
projector screen as you walk in every morning. On the projector screen you will see the
instructions for todays Do Now, which will be a small warm up activity for you to focus
on while I take attendance.
[5 mins.] Do Now: Rate This Quote
When students come into the classroom, a Google Slide will already be projected on the
board, instructing students to grab a Do Now paper in the front. Students will have 5
minutes to grab the materials they need for class, settle down in their seats, and complete
the Do Now. There will be 5-7 quotations/statements about courage, some of which might
edge on the side of controversial, that students will rate on a scale from 1 to 10, where 1
stands for disagreement and 10 stands for agreement.
These statements might include the following:
1. It takes courage to sit down and listen.
2. It takes a great deal of [courage] to stand up to our enemies, but just as much to stand
up to our friends. (J.K. Rowling)
3. Success is not final, failure is not fatal: it is the courage to continue that counts.
(Winston Churchill)
4. The most courageous act is still to think for yourself. Aloud. (Coco Chanel)
5. Without fear, there cannot be courage. (Christopher Paolini)
6. A man with outward courage dares to die; a man with inner courage dares to live.
(Lao Zi)
7. Speak up, because the day you dont speak up for the things that matter to you is the
day your freedom truly ends. (Google)
[5 mins.] Courage Continuum
After students have had some time to consider each quotation/statement during the Do
Now, I will display each quotation or statement on a Google Slide. When I show each
quotation or statement, students should quietly go stand along the length of the room that
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they feel best represents their stance on the quotation/statement. On the left front corner
of the room, there will be a sign that says, I absolutely DISAGREE and on the right
front corner of the room, there will be a sign that says, I absolutely AGREE. Students
will be able to see the range of opinions that each person has, but it also doesnt put
anyone strictly on the spot to volunteer their opinions. There will be a trial statement to
let students practice once, using a silly statement such as Broccoli is one of my favorite
foods.
[5 mins.] Whole Class Debrief
After students finish doing the Courage Continuum with the last statement, we will
transition to the whole class debrief. When students sit back down in their base groups, I
will ask them a few questions. In a whole class context, students will discuss how they
felt in having to commit to feeling one way or another on a quotation or a statement
(because they had to physically stand up and move to a location indicating agreement or
disagreement), especially if most of their peers felt differently. Did they feel some
conflicted feelingswanting to say something different but bowing to peer pressure? Did
they want to change their stances on any of the quotations? Why didnt they? What held
them back? I will also ask students if there are any statements that they are burning to
briefly discuss before we move forward with class.
[1 min.] Hook
Now that we have finished our warm up activities of seeing what the general class initial
opinions about courage are, we are going to stretch our definitions of courage by seeing
how other people take courageous action. We are going to look at some really cool
examples of real people dealing with obstacles and/or scary situations and analyze what
exactly these people are feeling and doing. Some big questions we will be thinking about
today include: How is courage being expressed in these situations? What inspires
people to take courageous action?
2. [51 mins.] The Courage Debates
I will introduce students to The Courage Debates, explaining the purpose of this activity,
which is to see where we all stand in terms of how we think about courage. I will
emphasize that when I have done this activity with students before, there were always a
lot of people with different opinions. These people didnt come to an agreement every
time, and discussion was actually really interesting because of the different opinions! I
will encourage students to stay true to their opinions and be courageous in expressing
them even if it seems like everyone else thinks differently.
[3 mins.] Directions
I then will give directions on how this activity will proceed. Directions will be displayed
on the projector as well. Students will watch or read the mentor text in question, then
decide whether or not they think this mentor text is a powerful example of courage.
(Students will put their heads down and raise their hand if they thought the text was not a
powerful example of courageso I can see what the break down of student opinion is.
When students lift their heads I will instruct them to split into teams of NO, YES, and I
DONT KNOW, whereupon students will work together to come up with a defense for
that texts courage or lack of demonstrating courage. If students are unanimous in a YES
or NO side, I will be the defense for the other side. Students in the I DONT KNOW side
will function as the audience for the debate, though they will also be having a small
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group discussion on the mentor text.) If students have been in the audience twice already,
they must pick a side for the final text so they get a chance to speak.
[8 mins.] Mentor Text 1: King Elizabeths Hoist the Colors Speech from Pirates of
the Caribbean (2:46)
Students will view this mentor text (in a class-wide context, vote with their heads down)
(as a reference for me, and to give them some anonymity before they split off into teams),
then split into the three teams. Students will come up with a defense of this text being a
powerful example of courage (team YES) or not being a powerful example of courage
(team NO). These teams must justify their claims with evidence from the mentor text.
Team I DONT KNOW will talk about why they werent sure and take notes on how the
mentor text could be both a powerful example of courage and not a powerful example of
courage. I will not provide them with a list of characteristics as I want students to
brainstorm and start figuring out for themselves what they see as courage or not and
examining what preconceptions they have about courage.
[8 mins.] Present Your Case & Vote 1
I will call the teams back to attention with a raised hand and saying Give Me 5! and invite
each team to come to the front of the room to speak. Each team has 3 minutes to present
their case. Teams might want to write something down so theyre prepared to present
their case convincingly. After the cases are presented, the students in the I DONT
KNOW team/audience have 2 minutes to deliberate and vote how they feel depending on
the arguments. After students in the audience decide their vote, I will then draw
conversation on Text 1 to a close and transition to Text 2.
[8 mins.] Mentor Text 2: Harriet Tubman and the Underground Railroad History
Channel Video (3:07 mins)
conversation on Text 2 to a close and transition to Text 3.
[8 mins.] Mentor Text 3: Unforgettable by Pages Matam, Elizabeth Acevedo, & G.
Yamazawa (3:05 mins)
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conversation on Text 3 to a close.
Transition: I will call student attention by raising my hand and calling, Give me 5! I will
ask students to come back together as a class so that we can have a brief debrief on how
courage showed up in these three texts.
[5 mins.] Whole Class Debrief on Courage Debates
As a whole class, we will have a debrief where students explain the similarities and
differences in how the people in these three different mentor texts demonstrated courage
and what inspired them to take action. I will ask for student to raise their hands when they
have something to say.
Transition: If students are still talking, I will try and wait for a natural pause in student
dialogue before calling attention. I will observe that we had a really productive discussion
today about how different people demonstrate courage differently. I will explain to
students that by the end of the unit, they themselves will have demonstrated courage in
their own way through the summative assessment.
3.
[8 mins.] Introduce Summative Assessment

I will then spend some time introducing the summative assessment, the Use Your Voice
Project. I will go over the parts of the Use Your Voice Project with students. I will pass
out the rubric, and tell students to please put it into their Writers Notebooks for now. We
will look at it more closely when we are ready to start writing our drafts. I will ask
students if they have any questions and provide wait time.
To transition to the Ranking Articles quick activity, I will tell students that looking ahead
to the next class, I realized that there is one thing I need to have students need to do
before the next class.
4. [5 mins] Ranking Jigsaw Articles for Next Class

I will give students a preview of next class, saying that were going to be doing a new
type of discussion called a jigsaw discussion where students will be reading different
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articles. I will pass out to students a handout with just the titles of the articles and ask
students to write down onto the handout which article they prefer to read the most.
Students will write down by each article title a number 1-4 based on their impressions of
the article titles, 1 being the article they want to read the most and 4 being the article they
want to read the least. When I sort students into their groups, I will take their interest
preferences strongly into consideration, but I will also consider student readiness and
reading levels.
To transition to the final activity of the day, I will share with students my impressions of
what we learned about courage today and how excited I am that we are going on this
journey of discovering what courage looks like for different people and for themselves. I
will then explain that students will be taking the first step by deciding what courage goal
in their daily lives that they want to accomplish by the end of the week.
5. [5 mins] Closure: Setting a Courage Goal
Students will take the last few minutes of class to write in their Writers Notebooks. I will
ask students to set a courage goal for the next week. This should be something that
students have difficulty doing, something that needs a little courage to inspire them to do.
It could be as small as talking more in class discussions, asking someone out, asking for
help, learning to dance, trying something new, etc. We will revisit this idea later and
check in to see what progress students have made towards this goal. I will write a courage
goal alongside students and share with them my progress at that check-in point as well.
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 Although Kelly does not usually participate in class, particularly in whole class
discussions, I have adapted my instruction so that there are some opportunities for
students to work in slightly smaller groups during the Courage Debates (although the
group size will really depend on which teams students decide to join based on their
honest opinions about the mentor text).
Jackie Since Jackie has a hard time connecting to students who are vastly different
from her, but is able to talk to such peers in an academic setting like group work, I
adapted instruction so that she is able to interact more with peers that she does not usually
work with. Because students are analyzing how courage is expressed through these
mentor texts, Kelly will also be able to discuss a topic that is not as directly personal to
herself, which will support her in forging connections with peers who are different from
her.
MarkSince Mark has an avid interest in pursuing books with themes of adventure,
action, and fantasy, I am hoping to hook his interest into these courage mentor texts with
the first mentor text (King Elizabeths Hoist the Colors Speech from Pirates of the
Caribbean), which is a movie with fantasy, adventure, and historical fiction elements in
it. I intentionally ordered the texts so as to hook student interests before offering them a
slightly denser text to analyze, and hopefully Marks interest in adventure and fantasy
will extend to pirates.
Materials Needed (list):
Do Now handout
Paper signs with I absolutely AGREE and I absolutely DISAGREE
Tape
Google Slides with the mentor texts for the Courage Debates
Use Your Voice Project Description handout
Use Your Voice Rubric
Ranking These Articles handout
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
Google Slides (https://docs.google.com/presentation/d/1BrI7oJ7BEaowhbFKhKxaedKbbbB7v19YjQDYctkVpk/edit?usp=sharing)
Unit Objectives
You will be able to act courageously.
You will be able to understand the process of a courageous action.
You will be able to reflect on the effect of a courageous action on an audience.
You will be able to express your reactions to your own and your peers developing
ideas of courage.
Description
Picture This: You are an activist! Although you are one person, everyone has a
voice. That means you has the power to speak up and create change! For the Use
Your Voice Project, you are going to demonstrate courage by undergoing and
reflecting upon the process of a courageous action. Your task is to decide on an
injustice to speak up about. You will choose your stance on this injustice and speak
to an audience about your stance, persuading them to your side to the best of your
ability. This speaking up can take the form of an actual speech, a podcast, a blog
post, etc., and will be presented, shared, and/or published to your actual audience.
Requirements of your Persuasive Text:
1) Length: 1-2 pages
2) Style: 12 pt. Times New Roman font, double-spaced
3) Contains: at least 2 persuasive techniques
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Your Steps
Decide which injustice you find important enough to speak up about.
Explain your personal connections to this cause.
Identify your stance and the stances that your opposition/critics might have.
Identify an audience that you want to speak to about your injustice.
Decide which medium (e.g. speech, blog post, podcast, radio show piece,
etc.) would be the most effective for you to persuade your audience.
Create your persuasive text.
Present, share, and/or publish your persuasive text.
After your peers present, share, and/or publish their persuasive text, you will
respond to their persuasive text.
Reflect on the Use Your Voice Project and describe your process of speaking
up for your cause, its effect on your intended audience, and your own
response.
Note: You will be required to conference at least once with me to discuss your
ideas and plan for the project.
Persuasive Text and PresentationRubric 25%

Task:Eachstudentwillgivea23minutepresentationthatspeaksupaboutaninjustice(ofthestudentschoice),identifyingitandpossibly
offeringsolutionsorbeginningstepstowardsresolvingtheinjustice.Thestudentmayalsochoosetheformatoftheirwritingpiecebuteveryone
isrequiredtoidentifytheirtopicandpiecetoanaudienceoftheirpeers.
Scoring
Mastery10
PartialMastery9
Progressing8
Category
Characteristic The persuasive text The persuasive text The persuasive text
demonstrates a
demonstrates a
demonstrates an
sofPersuasive
clear
and
clear
emerging
Writing
comprehensive
understanding of
understanding of
understanding of
most of the
some of the
all the
characteristics of
characteristics of
characteristics of
persuasive writing:
persuasive writing:
persuasive writing:
introduction, stance
introduction, stance
introduction,
on injustice topic,
on injustice topic,
stance on injustice
possible solutions,
possible solutions,
topic, possible
and conclusion.
and conclusion.
solutions, and
One or two of these
conclusion.
characteristics are
incomplete or not
as well developed
as the others.
Contentof
Thepersuasivetext
Thepersuasivetext
Thepersuasivetext
demonstratesathought
demonstratesa
demonstratesan
Persuasive
provokinganalysisof
competentanalysisof
emerginganalysisofthe
Text
theinjusticetopicand
theinjusticetopicand
injusticetopicand
potentialsolutions.
potentialsolutions.
potentialsolutions.
Clarityand
Organization
Emerging7
Thepersuasivetext
demonstratesalimited
(requiringrethinking)
understandingofsomeof
thecharacteristicsof
persuasivewriting:
introduction,stanceon
injusticetopic,possible
solutions,andconclusion.
Morethantwoofthese
characteristicsare
incompleteornotaswell
developedastheothers.
Thepersuasivetext
demonstratesalimited
(requiresrethinking)
analysisoftheinjustice
topicandpotential
solutions.
Allofthepersuasivetext Allofthepersuasivetext Allofthepersuasivetext Notallofthepersuasive
isorganizedinto
isorganizedinto
isorganizedinto
textisorganizedinto
paragraphswith
indentations.
Thewritingisalways
clearandusesspecific
vocabularytoconvey
meaning.
Grammarand Thepersuasivetexthas
nogrammaticaland
Mechanics
mechanicalerrors.
Thesentencesvaryin
structureandflow
smoothly.
paragraphswith
indentations.The
writingismostlyclear
andusesspecific
vocabularytoconvey
meaning.
Thepersuasivetexthasa
fewgrammaticaland
mechanicalerrors.
Mostofthesentences
varyinstructureand
flowrelatively
smoothly.
Presentation Thepresentationlasts
Thepresentationlasts
between45minutes.
between45minutes.
Thespeakerspeaks
Thespeakerspeaks
clearlyandloudly
clearlyandloudly
enoughtobeheardby
enoughtobeheardby
everyoneinthe
mostpeopleinthe
audience.
audience.
Thespeakerisalways
Thespeakerisfrequently
usingeyecontact,a
usingeyecontact,a
livelytone,hand
livelytone,hand
gestures,andother
gestures,andothertypes
typesofbodylanguage
ofbodylanguageto
toengagetheaudience.
engagetheaudience.
*Ifthereisapartmissing,you will get a zero for that part.
paragraphs,butsomeare
missingindentations.
Thewritingis
sometimesclearand
sometimesusesspecific
vocabularytoconvey
meaning.
Thepersuasivetexthas
somegrammaticaland
mechanicalerrors.
Manyofthesentences
varyinstructureand
flowsomewhat
smoothly.
Thepresentationlasts
between45minutes.
Thespeakerspeaks
clearlyandloudly
enoughtobeheardby
somepeopleinthe
audience.
Thespeakerissometimes
usingeyecontact,a
livelytone,hand
gestures,andothertypes
ofbodylanguageto
engagetheaudience.
paragraphs,andmanyor
allaremissing
indentations.Thewriting
israrelyclearandrarely
ordoesnotusespecific
vocabularytoconvey
meaning.
Thepersuasivetexthas
manygrammaticaland
mechanicalerrors.
Someofthesentencesvary
instructure.Theflowof
thesentencerequires
somerethinking.
Thepresentationdoesnot
lastbetween45minutes.
Itiseithertooshortor
toolong.
Thespeakerspeaksclearly
andloudlyenoughtobe
heardbyveryfewpeople
intheaudience.
Thespeakerisrarelyusing
eyecontact,alivelytone,
handgestures,andother
typesofbodylanguageto
engagetheaudience.
ReflectionRubric15%
Scoring
Category
Personal
Process
Effect(s)on
Intended
Audience
YourOwn
Response
Distinguished10
Proficient9
Intermediate8
Clearlyandthoughtfully Clearlydescribessignificant Somewhatclearlydescribes

describessignificant
aspectsofyourprocessof
significantaspectsofyour
speakingupforyour
processofspeakingupfor
speakingupforyour
cause.
yourcause.
cause.
Clearlyexplainshowyour Somewhatclearlyexplains
Clearlyandthoughtfully
projectdemonstrates
howyourproject
explainshowyourproject
courage.
demonstratescourage.
demonstratescourage.
Clearlyandthoughtfully Clearlyidentifiesand
Somewhatclearlyidentifies
identifiesandexplainsthe
explainstheeffectsof
andexplainstheeffectsof
effectsofyourspeaking
yourspeakinguponyour
uponyourintended
intendedaudience.
intendedaudience.
audience.
Identifiesyourintended
audience
audience.
audience.
Clearlyandthoughtfully
identifiesandexplains
yourownresponseto
yourspeakingup.
Novice9
Itisunclearwhatarethe
speakingupforyour
cause.
Itisunclearhowyour
projectdemonstrates
courage.
Itisuncleartheeffectsof
intendedaudience.
Itisunclearwhoisyour
intendedaudience.
Clearlyidentifiesand
Somewhatclearlyidentifies Itisunclearyourown
explainsyourown
andexplainsyourown
responsetoyourspeaking
up.
up.
up.
UseYourVoiceProjectTotalScore
Persuasive Text and

Presentation Score
Reflection Score
Total Project Score
Concept Unit
Unit Working Title: Speaking Up: You As An Activist
Week 1 of 3; Plan # 2 of 9; [90 mins.]
Plan type: X Full-Detail ____Summary
Content Requirement Satisfied: Vocabulary development instruction, 1 short text as a model
(vocabulary cards with pictures and words on them) 3 text passages as mentor texts (The
transcript of Viola Davis speech, the blog post about the R-word, the news article about the
Muslim student who was bullied), genre: news article, genre: blog post, genre: informational
video
[Since Viola Davis speech references something that Harriet Tubman says, Ive added that
Harriet Tubman speech to the cool texts that well examine on the first day of the unit so that the
students who get Viola Davis speech have been frontloaded for it.]
SWBAT:
2.Studentswillbeabletounderstandtherelationshipbetweenmakingachoiceandspeakingup.
a.Studentswillbeabletoknowthatspeakingupoftencomesfromaplaceoffeeling
conflictingemotions.
3. Students will be able to feel confident/empowered to speak up.
b. Studentswillrespondtotheirpeersusinglanguagethatisrespectfulandappropriatetothe
audienceandcontext.
Performance (do):
5. Students will be able to act courageously.
a. Students will be able to develop their personal definition of courage.
6. Students will be able to analyze the process of a courageous action.
a. Students will be able to analyze the process of a courageous action done by other
people.
b. Students will be able to analyze the process of a courageous action done by
themselves.
oral presentations.
Communicate ideas and information orally in an organized and succinct manner.
ideas.
7.3 The student will understand the elements of media literacy.
c) Describe how word choice and visual images convey a viewpoint.
CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
Diagnostic
Courage Debates:
Teacher Notes (from
Lesson Plan 1)
I will have already
taken notes on student
behavior during the
debates, such as the
kind of language
students are using,
what tone students are
speaking in, body
language, etc. to
assess how students
are articulating their
response to other
peoples opinions,
which might be very
different from their
own. I will have also
assessed students
developing
Formative
Jigsaw Graphic
Organizer
I will circulate and
observe students
interactions with each
other to assess
students developing
ideas of what injustices
are and what causes
someone to speak up
against them. This will
inform my instruction on
how many more
opportunities I will
provide for students to
analyze the process of
other peoples
courageous actions. (2a,
6a, 8b)
Jigsaw Class
Summative
Presentation Day
understanding of the
process of a
courageous action. This
will have informed my
instruction today
because I will have
taken into
consideration student
preferences AND
students developing
understanding of what
it means to respond to
someone in a
respectful manner
when grouping
students together into
their expert groups.
(1a, 7b)
Discussion
I will observe and take
notes on students
other to assess
students developing
ability to discuss an
issue (in this case:
injustices) with people
who have different
perspectives in a small
group setting. This will
inform my instruction in
whether I will provide
more small group
setting discussion or
large group setting
discussions, depending
on how much I need to
scaffold for student
participation and
confidence in speaking
in front of people. (3b,
6a, 8b)
Free Write Reflection
I will collect students Do
Now Free Write & Free
Write Reflection
(written on the same
handout) to assess
students understanding
of what inspires a
person (whether theyre
a victim or a bystander)
to take action or to
speak up in a situation
of injustice. This will
inform my instruction in
what kinds of questions
I will ask students to
consider in the Graffiti
next class. (5a, 6b)
Students will be seated in five tables of four students each.
[2 mins.] Opening to lesson
Hello, everyone! Its nice to see you guys this energetic this morning. Lets recall what we
discussed last class. Can I get someone to briefly describe the major ideas we focused on
last class? Looking for: We looked at some really cool texts describing what courage
looks like, we saw a lot of different people doing different things that were all considered
to be courageous in some way, we found out what the final project is going to be like, etc.
Me: Exactly! We also did one more really important thing towards the end of classIt
was about making a connection to your own life? Looking for: We made courage goals
for ourselves, we decided how we were going to do something courageous, etc. Me: I am
so glad that we got to do that because thats what this unit is all about: you guys making
choices to empower yourselves, whether thats doing small things like choosing what kind
of injustice topic youre interested in or bigger things like setting a courage goal.
Were going to start off today with a free write that invites you to think about courage in
your personal life again, but this time, as a witness to someone elses courage.
[6 mins.] Do Now: Free Write
The prompt is as follows: Look back through your life. Was there ever a time when you
have seen firsthand someone speak up about an issue even when they knew other people
disagreed with them? Describe what happened.
Students are expected to start working on their Do Now as soon as the bell for the start of
class rings. While students are working on their Do Now, I will take attendance and then
take a minute prepare the document camera and my model of a vocab card (but not show
it under the document camera yet). Then I will take the remaining time to circulate and
see how students are doing.
I will not be asking students to share about their free writes. We will be returning to them
at the end of the lesson, though!
[2 mins.] Bridge
I will say, To be more specific about what we did yesterday, we looked at a movie clip, a
informational video about Harriet Tubman, and a Spoken Word poem. These media clips
are resources focusing on issues of injustice, some familiar and some brand new. Today
were going to extend what you learned and explore four different accounts of injustices
in detail. We will look at what everyday people did in the face of such injustices, and then
start to think about how we are going to tackle issues of injustice when we see them
happening in our own lives. If something like that happens, should we speak up? Is it our
place to speak up? What inspires us to speak up? How will we go about speaking up?
9. [20-25 mins.] Injustice Vocabulary Appetizer (Vocab Cards)
I will introduce the routine of Vocabulary Appetizers to my students, as that is something
I want to get into the habit doing for every unit. I will tell them, Some of you might be
thinking, what is a Vocabulary Appetizer? Why are we talking about food and vocabulary
together? Very strange! Well, my dear scholars, the Vocabulary Appetizer is a small taste
of the vocabulary we will encounter in our readings every unit. Today, we will be tasting
some vocab related to injustices.
Next, I will introduce the Vocab Cards to the class. As I am talking, I will walk around
the classroom and then back to the front so I can use the document camera. I will say,
Remember how you guys chose which articles you wanted to read within your base
groups last class? Depending on which topic you chose, you will be getting a short list of
vocabulary words (about 5). These words are not random! You will see them in your
jigsaw readings later today, so its important that we prep our minds for them now. You
are going to create vocab cards, which are a special kind of flash cards, to help you learn
these words.
Now I am going to show you an example of a vocab card that I made last night. I will pull
up my example under the document camera. This vocab card is no ordinary vocab card.
It is a different way of learning new vocabulary words where you make connections
between the word and what you already know. First, you have the vocabulary word itself
at the top. Then, you will write a few synonyms on the side. Lastly, you can draw any kind
of picture that reminds you of this vocab word. You can use it like a regular flashcard,
and the best part is that if youre stuck, looking at the picture might help remind you of
its meaning.
[5 mins.] Modeling How to Make a Vocab Card
I will show students a model of a vocab card to show them what my expectations are. I
created a vocab card for the word relentless. On the back of my paper, I wrote the
word relentless out, like I would do for a flash card. On the front side, I wrote the
definition of the word, such as never-ending, constant, and nonstop. Then I drew
a picture that reminds me of the definition of relentless. So I have a picture of myself
being rained on. I have a huge frown on my face because my umbrella is broken and the
rain is coming down relentlessly.
I will then actually model for students the process of making a vocab card for a
vocabulary word. I will use call and response to elicit student input into the process. Now
that we have looked at this model, lets make one together. Were going to look at the
word Snapchat. I heard a lot of excited cheering! Many of you seem to have some
experience using this app, yes? Thats great! Use your expertise to help us make this
vocab card.
All right, lets start out by writing the word on the back of this paper. I will write the word
on the back of the page. Turn it to the front, and here we are, lets write the word at the
top and underline it to show that its a vocabulary word. What should we do first? I
anticipate students saying either the picture or the definition, and either way is fine. You
guys said it, lets write the definition first. Bullet points are fine, synonyms are fine, or
even the whole definition. The most important thing is that you write the definition in
your own words so you understand it and remember it more easily. What do you propose
I write, scholars? Looking for: an app on the phone, a kind of social media, its like
Instagram, it can be used to take a selfie, you can use it to message other people using
pictures, it only lasts for 5-20 seconds, etc. I will write down student answers. Now lets
decide on the picture I should draw. What do you think? Are we going to try and stretch
Ms. Zhangs artistic talents? Looking for: the app icon, what the main screen of the
Snapchat looks like. I will draw a combination of student suggestions. This vocab card is
looking good!
I will reassure students who feel like drawing isnt their thing, Dont feel pressured to
make your vocab look like a masterpiece. We are not measuring your artistic ability;
stick figures are great, too!
[Transition: I will pull up the Google Slide with the vocabulary words for each topic.
Now youll be able to do your own vocab cards. Everyone, remember to look at the
projector to see which vocabulary words you are creating vocab cards for. You will look
under your selected jigsaw topic. Once you have looked to see which vocabulary words
you are tasting, move into your expert group.
If you are watching the Stop the R Word video, please move to the back left corner
desks. If you are reading the article Why I wont ban the word retard move to the
back right corner desks. If you are watching Viola Davis Emmy speech about
opportunity, come to the group of desks at the front left, and if you are reading the article
Muslim High School Student Bullied come to the group of desks at the front right. The
student desks are arranged in 5 groups of 4, as usual. Students might have to pull up an
extra chair to fit at the desks. There will also be signs posted to each wall area indicating
where students should move to.
Before you start, remember that you must each make your own vocab cards, but you may
ask each other for advice. You have 9 minutes, starting now!]
[9-14 mins.] Creating Vocab Cards
Students are now seated in the expert groups. They are working individually (must create
their own vocab cards), but they may feel free to talk and help each other come up with
examples. Students will be making 5 Vocab Cards, as each text has 5 vocabulary words to
be defined.
I will circulate around the classroom to see if any students need support or have any
questions about the assignment. If students do not know what a word means or want to
look up some synonyms, there are dictionaries and laptops available for students to look
up words. I will have the laptops charged, powered on, and displaying the online
dictionary resource Collins COBUILD
(http://www.collinsdictionary.com/dictionary/english-cobuild-learners/campaign).
[Transition: I will stomp three times and say loudly, If you can hear me, stomp three
times and look at me. I will do this once or twice more until I have all the students
attention and talking has come to a close. All right, now that all of you are done with your
vocabulary cards, lets move onto our Show & Tell.]
[6 mins.] Show & Tell
Since you all are reading different articles and/or watching different videos for your
jigsaw reading, you all have different vocabulary words. To share the knowledge, we are
going to have take a few minutes to show each other our vocabulary words. At your
Expert Groups (where you are seated right now), talk for 1 minute to decide who is going
to come up to share one or two of your vocab cardsthe ones you are MOST proud of.
You must nominate 1 or 2 people.
Students will get 1 minute to nominate 2 people at their table to show their vocabs to the
class using the document camera.
I will circulate around the class and see if there are tables having trouble coming to an
agreement about who to nominate. Some students might not want to share their work,
while other tables may have too many people wanting to share their work.
For the tables with nobody wanting to share their work, I will stop by and say, Have you
scholars come to an agreement about who is coming up to share your vocab card? No?
Tell me what you are thinking. Anticipating: Im too shy to go up there, I dont want to
share my work, I just dont feel like it, etc. I might say, Is this one yours? I love your
definition for this word and I think the rest of your classmates would love to see it, too.
Would you be okay with a group member going up with you to help you explain your
card?
For the tables with all members wanting to share their examples, I will say, I am so happy
that you scholars are all so excited to share your work! Unfortunately, you can only
nominate two people because were out of time. The next part of our lesson is really
interesting and I want to make sure you all have enough time to really dig into it. How
about you four figure out in the next 30 seconds who is going up and at the end of class I
will collect your vocab cards and put them up around our classroom?
I will then bring student attention back to me with a similar attention strategy. I will
stomp three times and say loudly, If you can hear me, stomp three times and look at me. I
will do this once or twice more until I have all the students attention and talking has
ceased. We have only a few minutes to present your examples, so I want you to pay close
attention. The nominees will come up one after another in order of Table 1, 2, 3, 4, and 5.
Students will come up to share their vocab cards. Questions I might ask students to
explain their cards a little include, Tell us about your drawing. Why did you pick this
symbol to represent your word? Ooh, I love your definition. What made you choose
that particular synonym?
[Transition: Awesome job, scholars! I really enjoyed seeing all the different vocab cards
you created for our Vocabulary Appetizer. Now that weve had a taste for these words, we
need to put on our Critical Thinking Hats for reading the articles and watching these
videos. But remember, we didnt create these vocab cards for the fun of itwe created
them to be tools that we can use to help us understand what were reading. If you are
reading an article or watching a video and you come across one of your vocab words,
please use your Vocab Cards!]
10. [32 mins.] Jigsaw
[12 mins.] Expert Groups Jigsaw
Students are already seated with their expert groups. Students had selected the reading
they thought looked interesting at the end of last class. (When I sorted students into their
groups, I took their interest preferences strongly into consideration, but I also considered
student readiness and reading levels.) The way I divided students was that students in
their base groups had to decide amongst themselves who would read which of the 4
articles knowing that there had to be someone reading one of each articles. If all the
students are present today, then all 4 groups should have 5 people.
Directions
For this next part of the lesson, you are going to read the article/video that you selected
at the end of last class individually. You will have 6 minutes to finish read your
article/view your video. If you finish early, look to see if your Expert Group members are
done reading, too. If they are still reading, give them space and start looking ahead to the
Jigsaw Handout and read the questions. If they are done, you may look over the
questions together and work through them together. Refer back to the article/video as
necessary.
Before you get started, lets look carefully at #3. This can be a tricky question because I
am asking you to think about the medium in which the speaker is presenting his or her
beliefs. If the speaker is using a blog post to talk, what makes that more effective than
just talking to someone face to face? If the speaker is giving a speech at a TV awards
ceremony, how is that different from giving a speech in front of your classmates? When
you get to that question, identify the medium that your speaker uses and think about what
kind of audience it can reach.
Students will have 6 minutes to read their article and then spend 7ish minutes working
together as a group to answer the questions on the Experts Handout. I will circulate to
address student concerns as they arise.
[TRANSITION: Eyes on me! Now that you have identified the injustices and discussed
what inspired these people to speak up on these different injustices, you are going to
move back to your base groups, where you each read a different article. This means that
YOU are the EXPERT and you are responsible for sharing with your base group
members what you have learned and any areas of confusion. You will explain what kind
of text (Was it a news article? Was it a speech transcript?) you read and discuss your
answers to the questions. Note that for the R word there are two articles that take
different stances on the issue. When you are sharing with your group, take care to
compare and contrast those twothe blog and the informational video.
That was a lot of directions. Can I get someone to tell me what are the things you must do
when you get into your base groups?]
[9 mins.] Base Groups Share Out
Students will transition back to their base group seats, share their findings, and take notes
on the other articles. I will circulate to address any student concerns.
[20 mins.] Class Discussion of the Jigsaw Texts
[5 mins.] Class Discussion Norms?
It is the second day of the unit, so I will share with students my expectations for a
productive, respectful class discussion. Possible phrasing: This is how I envision
our class discussions going: I want discussion to be respectful and productive.
Im okay with disagreement, and in fact, I love it! Thats one way how we develop
new understandings, by being persuaded to the other side. How might we go
about achieving that? What kinds of expectations should we set for ourselves in
whole class discussion? How are expectations for small group discussion and
whole class discussion different?
[15 mins.] Actual Class Discussion
Students will talk about any differences of opinion they had over their texts, what
kind of injustice they read about/viewed, and the way of speaking up they saw
in each text. I will act as a facilitator.
I will ask students, Did any groups have any major disagreements over your
texts?
If students say, Yes, I will ask them to explain the situation. Student A might say:
we got into an argument about how effective the informational video about
banning the R-word was. I thought that it was really effective because its a video
talking kind of behind the scenes of a movie and interviewing all these people. I
also thought that its on YouTube, and so many people can find it. But Student B
doesnt think so. Student B thinks that only a select group of people will watch it.
Student B might say, Its not the most popular video so nobodys ever going to
watch it!
Me: I love your passion and enthusiasm Student A and B. I think you both make
really good points: Student A, I heard you say that this particular message that
the R-word should be banned was enhanced by the kind of medium the message
was presented in. The video format is really easy to post onto the Internet and
share with a lot of people. Student B brings up an interesting point about the
audience though. How will the videomakers attract new audience members to
watch their video?
Student A: I would share it with my family!
Me: Mhm, thats one way to spread it around: sharing it with people you know
hmmm, why might that be a precarious position for the videomaker to be in,
anyone?
Student C: Wellwhen youre giving a speech to an audience, the audience kinda
has to listen to you. Theyre sitting in front of you, theyre right there and cant go
anywhere. But with the internet there are so many different things you could be
doing that if youre not interested in the video, you would just stop. No matter
how many times you shared a video with someone, your friend still might not
watch it.
Student A: I see your point, but I think that you have the same problem with
giving a speech to an audience. The audience is there, but they dont have to be
paying attention to what youre saying. You can lead a horse to water but you
cant force it to drink water.
Me: Those are very thoughtful observations. I wonder what that says about the
relationship between a texts medium and its audience? I get the feeling that you
guys are asking the same question with two different types of mediums: how do
different texts of different mediums make sure they always have an audience?
And so on and so forth. I would also invite other students into the conversation so
that I am speaking less and letting students drive the conversation. I would step in
to facilitate if students were getting drastically off topic or having too many side
conversations.
11. [15 mins.] Closure: Return to the Do Now Free Write
[7 mins.] Re: Free Write
I will invite students to reflect on what they wrote for the Do Now Free Write and ask
them to consider how they might do things differently. Turn back to your Do Now sheet.
In the space below your first free write, consider this: now that we have analyzed some
examples of people speaking up against injustices in different waysthink about what
you did in your own example. If you could go back to that situation and do something
differently, what would you do instead? How? Why? Explain your redo action(s).
[8 mins.] Students Volunteer Sharing
Students may volunteer to share out their Free Write original and redo. If students are
interested in hearing mine and want to hear me being vulnerable, then I would be happy
to share mine with them.
Students will not have homework on this day.
JoeI am trying to differentiate to interest for Joe; he might have an interest in one of the topics
if he has experienced some injustices based in disabilities himself or towards his parents. In
terms of accessibility, some of the articles have pictures headings and captions, whereas I have
created a transcript for students that want to be able to read along as they watch the video.
JackieTodays lesson will be a particular challenge for Jackie because it asks students to
investigate what the speaker/victims might be feeling and what inspires them to speak up, a task
that pushes students to feel sympathy (if not empathy) towards others. Furthermore, I
intentionally selected these texts so that they reflected a variety of experiences that are not
necessarily experienced by all in our class. But, Jackie will be supported by the small group
structure of the jigsaw so she can build up to speaking about these issues in the class discussion,
as well as getting a chance later to choose an injustice topic of interest.
Student Laptops, open to Collins COBUILD Dictionary
Teacher Laptop
Google Slides
(https://docs.google.com/presentation/d/1APRrkf0doPonqno_A2nKEtd_o9NlxS8eExAQ8rK8Ws/edit?usp=sharing)
Do Now handout
2 Vocabulary Vocab Models
Jigsaw Text Set
Experts Handout

handouts, etc.)
Google Slides
(https://docs.google.com/presentation/d/1APRrkf0doPonqno_A2nKEtd_o9NlxS8eExAQ8rK8Ws/edit?usp=sharing)
Do Now handout [see pages 25-26]
2 Vocabulary Vocab Models [see page 27]
Student laptops open to Collins COBUILD Dictionary
(http://www.collinsdictionary.com/dictionary/english-cobuild-learners/campaign)
Jigsaw Text Set
o Stop the R Word Spread the Word to End the Word #wherehopegrows video
& transcript [see page 28]
o Why I wont ban the word retard Stacie Lewis post [see page 29]
o Viola Davis Emmy 2015 Outstanding Lead Actress speech video & transcript
[see page 30]
o Muslim High School Student Bullied By Classmate with ISIS Snapchats
article [too long to copy over to Word doc]
Experts Handout [see page 31]
Do Now handout (front)

Directions: Read the prompt below and write on the topic for 5 minutes. Keep your pen moving
for the entire 5 minutes, and write down whatever comes into your mind.
Prompt: Look back through your life. Was there ever a time when you have seen firsthand
someone speak up about an issue even when they knew other people disagreed with them?
Describe what happened.
Do Now handout (back)
Injustice Vocabulary Appetizer

Stop the R Word Group A
1. Perpetuate
2. Pledge
3. Embrace
4. Awareness
5. Eliminate
Why I wont ban the word retard Group B
1. Pledge
2. Freedom of speech
3. Campaign
4. Censorship
5. Humanely
Viola Davis Emmy 2015 speech Group C
a) Harriett Tubman
b) Separates
c) Women of Color
d) Opportunity
e) Redefined
Muslim High School Student Bullied Group D
1. Bullying
2. Outrage
3. Slurs
4. Biased
5. Responsibility
Vocabulary Vocab Card models
Stop the R Word Spread the Word to End the Word #wherehopegrows video TRANSCRIPT
One word that I wish was not used is the word retard.
Whenever Connor hears it, it upsets him so much.
To me the R word is the worst possible word you can use. I think it keeps people in a little box
that they dont even belong in. Were just perpetuating the myth of theyre stupid, theyre
dumb.
It makes me angry. Definitely makes me angry.
It has never been used the way that its clinically described in the dictionary.
The term mental retardation is a medical term and its one that, until recently, was very
commonly used. The medical community now officially calls that an intellectual disability.
I thought we had a unique opportunity on this film [Where Hope Grows]. I was like, Im going to
get everyone to not say it, whether its crew or whether its actors. Every single person signed an
Eliminate the R Word pledge. It was cool to see that they really embraced it and took it seriously.
I wish people knew how smart that Down syndrome people are.
Down syndrome does not define a person. Were all a lot more similar than we are different.
It really is just a conscious shift once you realize its not something that makes people feel good.
Most people are good people. As soon as you just bring awareness, we truly can eliminate it.
Why I wont ban the word retard

Stacie Lewis, posted: March 7, 2012, 2:45pm
in: You and Your Family, Dilemmas, Me & My Kids, News, Mom Stories
Today, in her post Would you call my child a retard? Ellen Seidman, mother to a son with cerebral palsy
and author of the blog Love that Max said, As I write this, close to 250,000 people have signed a pledge
against the word retard. A kajillion more dont get whats so wrong.
I am one of those people.
Seidman was writing in support of The Special Olympics campaign r-word: spread the word to end the
word. Even though I admire Seidmans relentless championing of her son and those like him I even
wrote on her blog myself I cant agree with her here, or the campaign.
Im not in the business of banning words. If you believe in Freedom of Speech, you cant choose to
believe only when people say what you want to hear.
Seidman doesnt think the campaign is about censorship. Ultimately, this isnt just about a wordits
about respect. Its about getting people to consider kids and adults with cognitive impairment equal
members of society. Its not about censorship, either; its about starting a conversation on how people can
better treat Max and others like him.
As the mother of a disabled little girl, I get very tired of empty platitudes. Despite the good intentions and
enthusiasm for this campaign, I cant help but feel that that is exactly what this is on a major scale. The
populist wave of anti-retard tweets and posts and retweets disturb me profoundly. There is a segment of
the population that feel better about themselves when they attach themselves to campaigns like this.
(And, thats not a criticism of Ellen Seidman who does work to improve the lives of disabled children.)
Ask yourself: What will this campaign accomplish? How will it improve the lives of disabled people?
Requesting people remove a word from their vocabulary does not erase vile behavior. It wont stop hate
crimes against disabled people or parents from abandoning their disabled children. Asking people to not
use retard means they can pat themselves on the back and go on acting like complete jerks, if thats
what they are. It rewards people for doing nothing.
The campaign is a failure. It was a failure before it even began. It is a failure on a grand scale because
the word wont disappear and because people will feel they have made a difference to the disabled when
really they have accomplished nothing.
Finally, one more thought. I know that Seidman has received some incredibly offensive remarks from
cowards who like the sound of their own bile and enjoy publishing it on a popular blog like hers. Their
response is not justification for the campaign. If anything, it should remind us that we have Freedom of
Speech for a reason and the reason is to call those people at their game.
The word retard isnt the issue. Treating the disabled humanely is. Now that is something worth fighting
for.
Do you think the word retard should be banned?
Are you wondering: if dont sign the pledge, what can I do to help the disabled? Read 5 simple ways you
can help on my blog at Mama Lewis and the Amazing Adventures of the Half-Brained Baby.
Photo: Flickr (decafeined 2011)
ViolaDavis2015EmmysAward*speech
Inmymind,Iseealine.Andoverthatline,Iseegreenfieldsandlovelyflowers
andbeautifulwhitewomenwiththeirarmsstretchedouttomeoverthatline.ButI
can'tseemtogettherenohow.Ican'tseemtogetoverthatline.ThatwasHarriett
Tubmaninthe1800s.Andletmetellyousomething,theonlythingthatseparates
womenofcolorfromanyoneelseisopportunity.YoucannotwinanEmmyfor
rolesthataresimplynotthere.
Sohere'stoallthewriters,theawesomepeoplethatareBenSherwood,PaulLieb,
PeterNowalk,ShondaRhimes.Peoplewhohaveredefinedwhatitmeanstobe
beautiful,tobesexy,tobealeadingwoman,tobeblack.AndtotheTarajiP.
Hensons,theKerryWashingtons,theHalleBerrys,theNicoleBeharies,the
MeaganGoods,toGabrielleUnion,thankyoufortakingusoverthatline.Thank
youfortheTelevisionAcademy.Thankyou.
*TheEmmysareanannualTVaward.ItisliketheGrammysformusic.Itisa
prettybigdeal.
YOUARETHEEXPERT
For R-Word Campaign
1. Whatistheinjusticeaddressed?
2. Whatisthespeakersstanceontheinjustice?
3. Howdoesthespeakeruseaspecificmedium(blog,newsarticle,informationalvideo,
speech)tospeakupabouttheinjustice?
4. What feelings of conflict does the speaker feel? How can you tell?
Muslim High School
Student Bullied
Viola Davis Speech
Against R-Word Campaign
Concept Unit
Unit Working Title: Speaking Up
Content Requirement Satisfied: Writing instruction, 1 short text as a model (my Topic Blast
teacher model)
SWBAT:
1.Studentswillbeabletoknowthatspeakinguprequirescourage.
a.Studentswillbeabletoknowthatsmallactsofcouragetakeasmucheffortandhave
asmuchimpactasbigactsofcourage.
b.Studentswillknowthatwritingisamethodofspeakingup.
d.Studentswillknowthatwritingisoftenaprecursortospeakinguporally.
3.Studentswillbeabletofeelconfident/empoweredtospeakup.
b.Studentswillrespondtotheirpeersusinglanguagethatisrespectfulandappropriateto
theaudienceandcontext.
Performance (do):
8.Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andotherpeoples
a.Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeersexpress
oral presentations.
ideas.
e) Use a variety of strategies to listen actively.
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate
and organize ideas.
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.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Diagnostic
Do Now: Quick Write
Using their written
responses, I will assess
students current
understanding of
courage in their
personal lives.
Listening to their oral
responses to their
peers sharing, I will
assess their developing
ability to respond to
peers who may have
differing perspectives.
This will inform my
instruction on what
other kinds of Do Nows
I will have students do,
depending on what
kinds of connections
students are making.
(1a, 1b, 1d, 3b, 8a, 8b)
Formative
Graffiti on Colors of
Courage
I will assess students
developing ability to
identify and reflect on
instances of courage in
their own lives as well
as their developing
abilities to respond to
peers either by
affirming or disagreeing
respectfully. This will
inform my instruction by
shaping how explicit I
make our classroom
norm of respect in the
next class. (1a, 1b, 3b,
8a, 8b)
Generalizations
observe student
discussions when they
Summative
Presentation Day (Day
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
are making
generalizations as well
as listening to the class
wide discussion so that I
may assess students
developing
understanding of what
inspires people to do
courageous acts. This
will inform my
instruction in this class
by letting me see what
ideas or preconceptions
about courage I need to
challenge students to
think more about (even
during their Topic
Blasts). (1b, 1d, 3b, 8a,
8b)
Topic Blast
I will circulate and take
notes on students
progress on selecting a
current event injustice
topic. I will use this
information to inform
my instruction; if
necessary I will conduct
conferences with
students during
workshop today. (1b)
Exit Ticket
I will collect these to
assess students
developing
understanding of their
injustice topic and their
plans for the Use Your
Voice Project. This will
inform my future
instruction by showing
me where I need to
support students more
in their Use Your Voice
project. (1b)
[1 min.] Bridge
Yesterday, you scholars did a jigsaw on injustices to see the range of injustices that
people face every single day. These are issues happening in current events! Today, our
goal is to dig deep inside of ourselves and share some potentially vulnerable feelings.
[3 mins.] Do Now: Quick Write
Before students begin their Quick Writes, I will give a quick introduction of the task and
explain the purpose: to get students thinking about which tasks in their daily lives require
them to be courageous. These tasks might take a tiny amount of courage or a lot of
courage, depending on the task and the person. In their Writers Notebooks, students will
take 3 minutes to write down as many things they can think of that they find hard, scary,
anxiety-inducing to do. After the timer for 3 minutes goes off, students must put their
pencils down.
It will say on the Google Slide, What are some things or tasks make you feel frightened
or anxious? Write down AS MANY things you can think of. Please be prepared to share
this list with your base group.
Transition: I will say to students, All right, time is up. Now that you have jotted down
some thoughts about tasks that make you frightened, you will turn to your base group
members and compare your lists to see if you have anything in common.
[4 mins.] Base Group Share
In their base groups, students have 4 minutes to quickly see if there are any listed items in
common between their lists. If there are no items in common, what are some patterns
they notice about their listed items?
After 4 minutes of discussion, I will call attention to me by raising my hand and saying,
Give me 5! I will ask students to come back to a whole class debrief so that the class
could share with each other what this process of writing down their fears felt like.
Students will discuss as a class what it was like for them to write down a list of tasks or
things that they feel anxious or afraid of doing. Was the act of writing it down cathartic?
Was it scary to put it down in writing? Did it take courage? Other thoughts?
Transition: I will draw the whole class debrief to a close after 5 minutes and move onto
the next part of the lesson. I will say, Now that we have reflected on the experience of
writing down some vulnerable feelings and gotten a taste of what it is like to
communicate with each other through writing down something first, we are going to see
what it is like to have a discussion with each other through writing in an activity
called Graffiti.
Remember our rules for respect! We want to make sure our class remains a safe space. I
will ask students what we could do to achieve our goal of being respectful when sharing
personal experiences and when disagreeing with others. All right, lets see what the base
group Graffiti is all about!
2. [39 mins.] Graffiti on the many Colors of Courage
I will then give students directions for how the graffiti will commence. I will also explain
the purpose of the base group graffiti, which is to offer students a different way of
expressing their opinions. This way, students who feel less comfortable speaking in front
of the class can share their thoughts through writing, and other students can respond to
those thoughts directly onto the paper as well. Graffiti also lets students draw diagrams or
pictures to express themselves, hence the name graffiti.
[12 mins.] Graffiti Pass Around
Each table will receive a piece of chart paper/bulletin board paper. Each piece of paper
will have a different question on it.
Potential Questions:
What do you think inspires someone to do something courageous?
What is an example of someone doing something courageous that you have seen in
books, movies, video games or on TV?
What is an example in your life of someone (you, your family, your friends, etc.) doing
something courageous?
Courage doesnt always roar. Sometimes courage is the quiet voice at the end of the
day saying, I will try again tomorrow. Do you agree with this quote? Why or why not?
Look at this example scenario [insert example scenario]. Is this courage? Why or why
not? OR Create your own example scenario of someone demonstrating courage in an
unconventional way and explain your reasoning.
Students will each get a different colored marker to write their ideas down. For each
round, students have 3 minutes to read what other people wrote and write down their
thoughts on the piece of paper. After the 3 minutes, students must put their markers down
and have someone (nominated beforehand) to walk the paper over to the other table. I
will be circulating during this time so that I can support any students who appear to be
struggling to write their thoughts down.
[7 mins.] Small Group Generalizations
After all the papers with the different questions are passed around, students will get their
original graffiti paper back and discuss the ideas written down by their classmates. In
their groups, students discuss the ideas they find (what are their classmates thinking?
What is something new they hadnt thought about before?) and make a generalization
about the ideas written down and will come up to the board and write down their
generalization.
[15 mins.] Graffiti Class Discussion.

In the whole class context, each base group will present their original/first question and
their generalization. I will encourage students who want to expand more on their
thoughts/ideas/examples or to disagree to speak. As a class, students will discuss each
question and the generalizations made.
Transition: I will tell students thank you for trying out a new discussion format and
comment on how I thought it went and how its newness was helpful in eliciting responses
(and hearing different student voices) we may not have gotten through a regular verbal
class discussion. I will explain the connection between the Graffiti activity and writing
minilesson about Topic Blast, which is that the Graffiti activity asked students to think
about examples in their own lives that shows someone taking courageous action, and got
students reflecting on how they have already seen or experienced courage as young
people. Now, students will be writing a Topic Blast, which is a way that the students can
actually begin brainstorming and making choices about which direction they want to take
their injustice topic: what will they talk about, to which audience? These questions all
shape the way their courageous action will be done.
3.
[30 mins.] Writing Mini-Lesson on the Topic Blast

[5 mins.] Writing Workshop Introduction
I will introduce the idea of writing workshop. Today we will be trying something new, a
writing workshop. What do you scholars think of when you hear the word workshop? I
will give wait time so students can jog their memories for any mention of the word.
Looking for: a car workshop, a workshop where somebody works to fix things, etc. I
could say: Yes, those are great examples of how workshops offer you a space to do work
at your own pace. Like you said, there are so many different kinds of workshops; a car
workshop is where mechanics take apart cars and put them back together. Now, what
does workshop have to do with writing, you might be thinking? Well, were doing the
same thing with writing! You will work independently for the most part on your final
projects. Sometimes I have an aspect of writing that I want you scholars to really focus
on, like brainstorming or revising your draft for organization, so I will teach a
minilesson on it and then give you a sizeable time after (like 10-20 minutes) to practice
the skill I taught you.
Right now it might sound a little strange to work on your writing by yourselves, but the
freedom to work at your own pace within our general class timeline will give you time to
really get into the process of writing. This will give you space to change your mind on a
topic and still be able to get support on your final project. This is a routine that we will
get more comfortable doing with more practice, and soon enough it will feel natural to
you.
Transition: All right, lets get started. Today I will be teaching you how to use Topic Blast
to brainstorm ideas for writing.
[10 mins.] Model Topic Blast
I will let students know that the purpose of the Topic Blast is to help them get started on
their big assignment for the unit, the Use Your Voice project that I introduced on the first
day of the unit. I will model how to brainstorm ideas based on a general topic by doing a
Topic Blast. In front of students, I will verbalize my thought process for choosing an
injustice topic. I will decide to write about the injustice of using derogatory language
against people with mental disabilities, and generate different ideas on it, with different
stances, as well. Writing by hand and using a document camera to show students how I
am filling in the Topic Blast handout, I will model exploring these ideas through the
Topic Blast. I will also verbalize my thought process around choosing a specific idea to
write about and lastly, generate a question about my injustice topic based on my Topic
Blast.
I will then transition to having students doing a Topic Blast on their own in writing
workshop mode.
[10-15 mins.] Having students practice it in writing workshop.
Using the topic they have chosen during the last class (Day 2), students will create their
own Topic Blast. Students will also generate a question about their injustice topic based
on their Topic Blast (similarly to how I modeled it for them). I will circulate and provide
support as needed. Many might have trouble getting started after they write in their topic,
so I will stop by and prompt them with potential scenarios or questions and then ask them
to make connections to their own lives: have they heard of something like this happening
to any of their friends or family? Have they heard of something like this happening in the
news?
I will give students a 5-minute warning before the end of writing workshop. When time
comes to an end, I will comment generally on how I saw students generate a lot of cool
ideas that I am excited to them explore more. I will then transition to explaining the exit
ticket and its purpose, which is to see how students are doing with their courage goal and
their project. I will emphasize to students that this is just a check-in and not a graded
assignment. I will then pass out the Exit Ticket.
4. [8 mins] Closure: Exit Ticket
Students will take the last few minutes of class to complete the Exit Ticket for today. This
Exit Ticket will ask students to consider what progress they have made towards the
courageous goal that they set on the first day of the unit (two classes ago) and to reflect
on their progress on the project so far. If students finish up before the time is up, they
may turn in their exit slip and take out a book of their own choice (either their own or
borrow one from my classroom library) to read until the bell rings.
JoeI will try to hook Joe into thinking about courage in his own life with one of the
Graffiti questions that asks students to pick out an example of someone doing something
courageous from books, movies, videogames, or TV. I dont often get to talk about
videogames in my unit, and this is a great opportunity to hook in not only Joe, but
another student, Mark, as well. Since Joe has an IEP and is receiving support for a
specific learning disability in reading, I will try and get these Graffiti questions to him a
couple days in advance of the day we are doing the activity so that he gets a chance to
read through it (which would be especially effective if he is working with a reading
specialist and would be able to take reading from this class to the reading specialist). For
his Topic Blast, if Joe appears to be struggling to choose a topic, I might encourage him
to explore his interests and see if there are any injustice topics related to videogames that
he could further explore.
KellyKelly also has an IEP and does receive pull-out services in English with a reading
specialist. I will also get the Graffiti questions and the Topic Blast assignment to her
ahead of time so that she can read through them with her reading specialist. With the
Graffiti, I am also hoping that the questions asking students to share about their personal
lives will encourage Kelly to participate in this Graffiti.
JackieSince Jackie has a hard time connecting to students who are vastly different
from her, I am hoping that with this exercise of writing to classmates instead of directly
speaking to them (and conversation possibly becoming confrontational) will encourage
Jackie to respond to peers she might not normally respond to. Because the markers
students are using are not differentiated by color, students have some sense of anonymity
and a lessening of pressure to not make mistakes in class. I have also added an option to
Question 5 in the Graffiti activity where instead of analyzing the example scenario I
would provide of an unconventional way of demonstrating courage, I invite students to
write their own brief scenario of someone demonstrating courage in an unconventional
way and explaining why. This question option was written with students like Jackie in
mind who might enjoy the extra challenge.
MarkSimilar to Joe, I dont often provide explicit links to video games in this unit, so
the Graffiti question about finding an example of someone doing something courageous
from books, movies, videogames, or TV, was also written in mind to invite Mark to speak
on one of his favorite topics. Since Mark often acts tough in group situations with
classmates and is more relaxed during one-on-one situations, the relative anonymity of
the Graffiti activity hopefully seems like an invitation to Mark to share his thoughts, too.
Having students write down their thoughts before coming together for a class discussion
is also a way to ease Mark into preparing himself for discussions in larger group
scenarios.

ELMO document camera
Do Now Google Slides
My modeling text for the Topic Blast
Exit Ticket
handouts, etc.)
1. Do Now Google Slides (https://docs.google.com/presentation/d/10EL0WXCo0zh1y1Y0L7gSuNoGW7Yo8iAwZ2EVNLR4Bc/edit?usp=sharing)
2. My modeling text for the Topic Blast
3. Exit Ticket
Topic Blast
It hurts peoples
feelings when I say
it
People
can use
lots of
other
words
instead
I dont use the R word

in everyday speech
anyway
A lot of people believe that
its morally wrong to use the
R word and started the
Spread the Word to End the
Word campaign
Using the R
Word
Many people with

intellectual disabilities
find this word to be
offensive
But isnt spreading awareness of

the word just reminding people
that they can use it again? The
campaign might seem
counterproductive.
My Question(s): Why does derogatory language like the

R word have so much power? Why do people want to use
this word?
Exit Ticket
Consider everything that you have discussed in this class about what it takes to do
something courageous. Look back to the courageous goal that you decided to make two
classes ago. What progress have you made towards this courageous goal? Hint: if you do
not remember what your goal was, look in your Writers Notebook.
Please check all that apply! Then tell me more about the stage of the project you are
currently at. Hint: you could talk about what you already have, what you want to
accomplish next, or what questions or concerns you have.
o
o
o
o
Stage 1: Select an injustice topic.

Stage 2: Decide on a stance.
Stage 3: Brainstorm ideas about your topic using Topic Blast.
Stage 4: Choose an idea or question about your topic to further explore.
Concept Unit
Unit Working Title: Taking Courageous Action
Unit Big Idea (Concept/Theme): Courageous Action
Week __2__ of 3; Plan #_4_ of 9; [~90 mins.]
Plan type: _x_Full-Detail ____Summary
Content Requirement Satisfied: A reading experience. Genre: Song, genre: news video,
genre: poetry
SWBAT:
1. Studentswillbeabletounderstandthatspeakinguprequirescourage.
b. Studentswillbeabletoknowthatwritingisamethodofspeakingup.
d.Studentswillbeabletoknowthatwritingisoftenaprecursortospeakinguporally.
2. Studentswillbeabletounderstandtherelationshipbetweenmakingachoiceand
speakingup.
a. Studentswillbeabletoknowthatspeakingupoftencomesfromaplaceof
feelingconflictingemotions.
4.Studentswillbeabletovaluecourageousactionasworththechallenge.
a.Studentswillbeabletoreflectonthevalueofcourageousactionthroughwriting.
Performance (do):
5.Studentswillbeabletoactcourageously.
b.Studentswillbeabletodeveloptheirpersonaldefinitionsofcourage.
6.Studentswillbeabletoanalyzetheprocessofacourageousaction.
a.Studentswillbeabletoanalyzetheprocessofacourageousactiondonebyotherpeople.
7.Studentswillbeabletoreflectontheeffectofacourageousaction.
b. Studentswillreflectontherelationshipbetweenmakingachoiceandspeakingup.
SOLs:
7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations.
Communicate ideas and information orally in an organized and succinct manner.
Use language and style appropriate to audience, topic, and purpose.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate
and organize ideas.
CCSs:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
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.
Diagnostic
Do Now: Quick Write
I will assess the
students initial ability
to explore their own
courageous actions in
writing when I review
the Do Now responses
in their Writers
Notebooks. This will
by letting me know if I
need to provide more
in-class time to look at
mentor texts
demonstrating courage
and providing
scaffolding. (1b, 2a, 3a,
Formative
What Does Having
Courage Look Like?
Handout:
I will review the
students drawings and
explanations of this
handout in order to
assess their developing
ability to analyze the
process of a courageous
action done by other
people. This will inform
my instruction in
influencing what kinds
of mentor texts I will
choose to best support
student interests and
Summative
Presentation Day
7b)
Do Now: Quick Write
Sharing
I will assess the
to respond to their
peers in a respectful
manner. This will
by letting me know if
we need to revisit our
classroom norms and
relearn or redefine our
definition of respect.
(1d, 3b)
explorations of different
expressions of courage.
(1b, 2a, 6a, 7b)
Reflection
I will use students
reflections on how to
frame their courageous
action for the Use Your
Voice project to assess
students development
of their own definitions
of courage and
changing attitudes
towards the value of
courage. This will inform
my instruction by
showing me how
students understanding
of courage (against
injustices) is developing,
how student progress
on their project is
developing, and what
kinds of guiding
questions I might need
to prepare to ask
students during our
conferences. (1b, 4a,
5b)
Students are seated in tables of 4 (their base groups).
Students will be seated at their base groups. Many of them will have gotten their Writers
Notebook per the instructions on the Google Slides, but some wont have. I will start
class by saying, Good morning, scholars! I hope youre having a good day, because
were going to be consuming some exciting and very different texts today. Last class we
dug deep to get to know our own perspectives on courage a little better and also
discussed how the media, TV, movies, books tend to portray courage. Today, our main
goal is to investigate how people can demonstrate courage in different ways. We will
think specifically about what makes their actions courageous, and why these people are
inspired to act.
Transition: The first thing we will start off with, as always, is a Do Now that is projected
on our projector screen. Todays is a quick write entry in your Writers Notebook.
a. [5 min] Do Now: Quick Write
TheDoNowisalreadyprojectedontotheprojectorscreenwhenstudentswalkin.
Iwillcontinuegivinginstructions,For those of you who have not gotten your
Writers Notebook yet, please do so that you can get started on your Do Now. You
will have 5 minutes to complete it. I will also remind students that theywillbe
expectedtosharesomethingabouttheirquickwrite;itiswrittenontheGoogle
Slide,BepreparedtoshareaGoldenLinewiththerestoftheclass.
DoNowpromptasfollows:
Lookbackinyourlifeandrememberatimewhensomeonepushedyoudownor
insultedyou.Whathappened?Howdidyoureact?Howdidyoufeel?...Youhave
5minutestobeginyourfreewrite.Ifstudentssaythatneitherofthosethingshas
everhappenedtothem,Iwillsay,Ifneitherofthosethingshavehappenedtoyou,
pleaseimagineascenariowherearandompersoncomesuptoyouinthemiddle
oftheschooldayandinsultsyou(feelfreetoimaginewhatkindofinsultsorwhy
theyinsultedyou,aswell).Howwouldyoufeel?Howdoyouthinkyouwould
react?
AsstudentsarecompletingtheirDoNow,Iwilltakeattendanceandthen
circulatetoseewhatstudentsarewritingandhowmuchstudentsarewriting.If
somestudentsarestrugglingtowritedownsomething,Iwillaskthemto
rememberaspecifictimewhentheywereliterallypushedoverontheplayground
orfiguratively,likewhenafriendinsultedthem,andthentowriteaboutwhat
happened.
Iwillgivestudentsa1minutewarningwhentheQuickWritetimeiscomingto
anend.
b.[8mins.]DoNowShare
After5minutes,Iwillcallstudentattentionbacktomebysaying,Giveme5!and
raisingmyhand.Whenstudentsnoticemycallingtheirattention,theywillraise
theirhandsinresponse,makeeyecontactwithme,andquietdown.Iwillwaitfor
theclasstogetquietbeforeIaskthemtoshare.Tellmehowyoufeltatthe
momentwhenyou[insertstudentexample,suchasbeingrudelyshovedover
whenstudentsarewalkingdownthehallway].Howdidyoufeel?
Lookingfor:feelingliketheyhadtodosomethingbecausetheyfeltangryorthat
itwasunfair.Iwouldaddresseachstudentindividuallyandsaysomethingtothe
effectof,Itseemslikeyouhadsomereallystrongemotionalreactionstothe
personwhodidthattoyou/thesituation.Ifstudentsdonotexplainwhathappened
next,Icouldaskthem,Ifyoufeelcomfortablewithsharingthis,whathappened
nextdidyoudosomething,andifso,whatdidyoudo?
CanIhave35volunteerssharewithusyourGoldenLinefromyourfreewrite?I
anticipatestudentstowriteabout:beingbullied,beingcalledameanname,being
pushedontheplayground,etc.AresponseIwouldhavetothosestudentssharing
vulnerableexperiencesisWow,thosearesomegreatGoldenLines.Icanhear
howharditwasforyoutogothroughthat,butyoumadeitthrough!
Transition:Illsay,Thoseweresomereallythoughtfulfreewrites.Itwasbrave
ofyoutosharethosepersonalmemorieswiththerestoftheclassandI
appreciateyoudiggingintoamemorythatmightbepainfultoexperienceagain.
Nowwearegoingtolistentoasingerwhowentthroughsomesimilarlypainful
experiencesandwroteasongabouthowshestruggledandmadeittotheother
side.ThissongiscalledSkyscraperbyDemiLovato.Wearelisteningtothis
becauseIwanttoexposeyoutodifferentwaysthatpeoplearetakingcourageous
actionandthinkabouthowyoumightbeabletofollowDemisexamplein
broadcastingamessagetoawideaudience.
IwillthenpassoutthetranscriptofthelyricsandthenpullupiTunestoplaythe
song.
2. [19 mins.] Reading the Song Skyscraper
I will tell students, We are going to listen to the song and experience it first. We will talk
about what your emotional response is, and then go back and retrace the actions of the
speaker to try and figure out what emotions the speaker is feeling and what inspires the
speaker to sing this song.
Before we listen to the song, I will say, Hasanyoneheardofthissongbefore?Someof
you?Letswaituntileveryonehasachancetolistentothesongandthenwecanalltalk
aboutit.Remember,aswearecarefully listening to the song, we should be following
along with the lyrics. Ifyouhearareallystrongimageoralineyoureallylike,please
circleit.
WewilllistentoDemiLovatossongSkyscraper(3:43)withstudentsfollowingalong
onatranscriptoflyrics.
a. [8 mins.] SkyscraperCall and Response
Afterthesongends,Iwillconductacallandresponsediscussionwithstudentsabout
distinctivelyricsinthesong.Iwillask,Whatlyricsreallystruckyouwhenyoulistened
tothissong?Werethereanystrongimagesyoucouldseeinyourheadasyoulistened?
QuestionsImightaskinclude,Whatisyouremotionalresponsetothissong?Whatare
somethingsyounoticedaboutthesongthatmadeitreallypowerful?Ifstudentsare
havingtroublewithidentifyingtheiremotionalresponseorelementsofthesongthat
madeitpowerful,Iwillaskamorescaffoldedquestionsuchas,Whataresomelinesyou
remember?Then,Iwillguidestudentstolookforrepetitioninthesong:Lookingatthe
lyrics,whataresomelinesthatrepeat?
Lookingfor:LikeI'mmadeofglass,/LikeImmadeofpaper,Likeaskyscraper/
Likeaskyscraper,Goonandtrytotearmedown/
Iwillberisingfromtheground,YoucantakeeverythingIhave
YoucanbreakeverythingIam,andGorun,run,run
Asstudentsaresharingthelyricstheynoticerepeat,Iwillhighlightthelinesthatare
beingsharedonmycopyofthepoemunderthedocumentcamera.Iwillinstructthemto
dothesameontheirowncopies:Letshighlightthoselinesthatwejustdiscussed.Itll
makeiteasiertofindwhenwelookbackonthissongtotracetheactionsofthespeaker.
Transition:Iwillsay,Nowthatwehavefoundsomekeywordsthatdescribetheactions
ofthespeaker,letstryandvisualizeinourmindswhatishappening.
b.[11mins.]VisualizationasaClass
Weasaclasswilllookattheactionsofthespeakerinthesongtogether.Iwillhavea
studentcomeuptotheboardanddrawwhattheythinktheactionis:Cansomeonecome
totheboardtodrawwhattheythinkthespeakersactionsare?Totherestoftheclass,I
willsay,AsStudentBdrawsontheboard,makesureyouarefollowingalongonyour
ownhandout.Ifyoureconfusedorhaveaslightlydifferentimageinyourhead,wecan
discussitafterStudentBhasfinisheddrawing.
StudentanswersIanticipate:itsconfusing,goingup,standingup,risinglikea
skyscraper.Ifstudentsareconfused,Iwilldirectthemtolookataspecificstanzainthe
song(thechorusstanzasandthebridge)anddiscusstheimagesinthere.Letslookat
oneofthechorusexamples.Iwill,onthecomputerscrolldowntothispartofthelyrics
sectionandaskstudents,Tellmeabouttheimagethatstrikesyouthemostinthisstanza.
[Chorus:]
YoucantakeeverythingIhave
YoucanbreakeverythingIam
LikeI'mmadeofglass
LikeI'mmadeofpaper
OhOh
Goonandtrytotearmedown
Iwillberisingfromtheground
Likeaskyscraper
Likeaskyscraper
Ifstudentsdonotidentifythissimile,Iwillsay,Whatsanotherimageyoucanfindin
thisstanza?Ifstudentsdoidentifythissimileofrisingbeingcomparedtoaskyscraper
beingbuiltontheirown,Iwillgoaheadandask,Whatkindofemotiondoyouthinkthat
DemiisfeelingatthismomentwhenshedeclaresIwillberisingfromtheground/Like
askyscraper/Likeaskyscraper?Icanevenreplaythefewsecondsofthesongwhere
thisstanzaislocated.Lookingfor:Demiisfeelingdefiant,sheisdaringsomeonetotry
andtakeherdown,butshewillstandandresistalleffortstotakeherdown.
Iwillthenasktheclassatlarge,Haveanyofyoufeltlikethisbefore?Whatwasthe
situation?Lookingfor:studentstodescribeafewsituationswheretheystruggledwith
anynumberofthings(thesesituationswilllikelyberelatedtotheselfratherthan
situationsdepictedonTVorinamovie).Hmmm,Ihavefeltthesamewayasyou
scholars.Myparentsneversupportedmeinmycareerchoiceanditfeltliketheywere
pushingmedownallthetime.ButIrememberstickingtomychoicestobecomea
teachernomatterwhattheysaidtotryandpersuademetoadifferentfield(computer
science,law,etc.).Itwasreallyhardtostandstrongandtall,butIdidit.AndhereIam
today,beingwithyouscholars!
Transition:Sowehaveseenoneexampleofsomeonegoingthroughapersonalstruggle
andfindingthecouragetokeepgoingandthentellingherstorytopeoplethrough
writingasongandperformingit.Andwefoundthatalotofusempathizewithher
emotions.Nowwearegoingtolookatanexamplewheresomeoneistakingcourageous
actionagainstthegovernment.
3. [23 mins.] Frontloading students about current race relations in the U.S.
I will explain the purpose of watching this video: The purpose of watching this news
video is to make connections from our class into the real world. Your Use Your Voice
Projects are going to help you make an impact in the world around you, and here is a
recent example of someone taking action to stand up for her beliefs and against an
injustice that she saw.
Transition: Before we actually watch the video, we are going to review some class norms
as this video contains something that is very controversial and many people will have
strong opinions about it.
a. [5 mins.] Review of Class Norms
I will continue to facilitate a review of the class norms. Lets go over the class
norms and remind ourselves of how we can make sure our class is a safe space
for EVERYONE. More specifically, if we want to be able to respectfully disagree
with another person, what would that look like? Looking for: we should wait our
turn to speak, not interrupting anyone when theyre speaking, we should maintain
a respectful tone, make eye contact, inviting others into the conversation. I will
respond, Yes, those are all positive behaviors to keep in mind. Remember that its
not a bad thing to disagree with one another, in fact, disagreement makes
conversation more interesting! One thing to remember is that we need to express
our disagreement in a respectful way. What are some things you could say to
disagree with someone? Looking for: I can see what youre saying, but I
dont agree with you. I think Can you explain further what you mean by that?
It sounded like you were sayingto me, etc. As students list these sentence
stems, I will write them on the white board so that students can reference it during
the discussion.
Transition: Now that we have reviewed how to respectfully disagree with someone
and created a list of potential things we could say, we are going to move onto
watching our video.
b. [10 mins.] Watch Bree Newsome Video & Whole Class Discussion
I will explain what we are doing with the video: We are going to watch this news
video of someone taking courageous action in the year 2015 and experience it
first. We will talk about what your emotional response is, and then go back and
retrace the actions of the speaker to try and figure out what emotions the activist
is feeling and what inspires the activist to take action.
I will not explain what happens in the video apart from my brief description in the
transition because I want to see how students respond to this kind of courage:
actually taking action (in a peaceful, nonviolent manner). We will watch the video
ofBreeNewsomeclimbinguptheflagpoletotakedowntheConfederateflagin
Charleston,SouthCarolinaandgettingarrested.(June27th,2015)
TobeginthediscussiononwhatBreeNewsomeisdoing,Iwillask,Whatis
happeninginthevideo?Cansomeoneexplaintomewhatthecourageousaction
hereis?
Studentanswersmightbe:peacefulprotest,shesclimbinguptheflagpole,
shestakingdowntheflag,shesprotestingagainstthegovernment,theflagis
bad,shessayingsomethingaboutGod
Iwouldsay,SowhatIthinkImhearingyouguyssayisthatBreeNewsome
istakingcourageousactionbytakingdowntheflagbecauseitsendswhat
somepeopleseeasaharmfulmessage.TheConfederateflagcanmean
differentthingstodifferentpeople,andthatisokay!Cansomeonetellme
whatkindofmessageflyingtheConfederateflagmighthave?
Iwillalsomakesuretosay,Wediscussedwhatshesdoingwhatelseis
happeninginthevideo?IheardsomeonementionearlieraboutBreeshouting
something.Letswatchthissegmentagain.Payattentiontowhatsheis
sayingandwhoshewastalkingto.
Aftershowingstudentsthesegmentof0:271:44),Iwillask,Nowthatweve
watchedthispartagaintotakeacloserlook,whatdowenoticeaboutBrees
behavior?WhatwasBreetalkingabout?
c.[8mins.]VisualizationofBreeNewsomeVideo&ElbowPartners
Then,theclasswilllookattheactionsoftheactivist,drawanddescribewhatthey
thinkonthehandout.Studentswilldiscusstheirideaswiththeirelbowpartner.
Justlikelasttimewhenwelookedatthespeakersactionsinthesong
Skyscraper,nowwewilllookatBreeNewsomesactions.Wewillwatchthe
videoagain;asyouwatch,besuretokeepaneyeonBreeNewsomesactions.
Whatisshedoing,inthismomentofcourageousaction?Issherunningaway,is
shestayinghere?Whatdirectionontheflagpoleisshegoing?Iwillplayasmall
segmentofthevideo,justofthepartwhenBreeisclimbingupthepoleand
sayingsomethingtothecrowd.
ThenIwillguidestudentstofocusontheirWhatDoesHavingCourageLook
Likehandout.TakeamomenttocloseyoureyesandvisualizeBreeNewsomes
actions/pathway.Takeafewminutestodrawitonyourhandoutandthenwrite
anexplanationforyourdrawing.Turntoyourelbowpartnerandtake2minutes
todiscussyourdrawings.Wewillthenshareoutasaclass.Iwillcirculateand
observewhatstudentsaresaying.Iwillhaveastudentcomeuptotheboardand
drawwhattheythinktheactionisandjustifytheiranswer(referencingwhatBree
didorsaidinthevideo).
Discussionwrapupandtransition:Iheardalotofgreatinsightsabout
courageousaction.ThisgroupoverheretalkedaboutBreeclimbingupanddown
thepolebeingasimpleactionthatshowedalotofcourageonherpart,whilethis
groupdiscussedwhatsheshoutedasbeingjustaspowerful.Andthegroupbythe
backnoticedsomethingreallyimportant;afterBreecamedown,shestoodthere
atthebottomandletherselfbearrested.Althoughsheknewthatshewasgoingto
bearrested,shestillstucktoherdecisionandfollowedthroughwithher
courageousactionoftakingdowntheConfederateflag.Thisisareallygreatway
toconnecttothepoemwerereadingtodaybyMayaAngelou,whichisabout
takingcourageousactionevenwhenpeopledisagreewithyouandtrytoprevent
youfromtakingaction.
4. [27 mins.] Reading Still I Rise
a.[7mins.]ReadAloudofStillIRise
IwillaskastudenttopassoutcopiesofStillIRisetoeveryonewhileIgive
instructions.WeareconductingaclassReadAloudbymyself,different
students,andNickiMinajseveraltimes,nottoperformbuttounderstand
whatsgoingoninthepoem.IwilldoafirstReadAloudofthepoemandthen
askforvolunteerstotryandpractice.Howdotheygetthecopiesofthepoemor
isitjustprojectedontheboard?
IwillreadaloudStillIRisebyMayaAngelou.Pleasefollowalongandreadin
yourheadasIreadaloud.Thinkaboutthecourageousactionthespeakeris
takinginthispoem.
Iwillreadthepoemaloud.ThenIwillaskaboutvocabularywords:Arethereany
vocabularywordsthatareconfusingforyou?SomewordsIanticipatediscussing
are:trod(line3),sassiness(line5),oilwells(line7),andhaughtiness(line17).
ThenIwillinviteseveralstudentstoreadaloudtheentirepoembyaskingfor
volunteers.Whowantstoreadthispoemaloudforusagain?Iftherearemultiple
studentsraisingtheirhands,Iwillchoose23students,especiallythosewhomay
havenotspokentodayalready,toeachreadabout3stanzas.Dontworryabout
mispronouncingwords;itisokaytomakemistakesbecausewearealllearning
andseeingthispoemforthefirsttime.Totherestoftheclass,Iwillgivethemthe
samepurposeasbefore.Makesureyouarefollowingalongaswelistento
StudentsA,B,andCread.Thinkaboutthecourageousactionistakinginthis
poemagain;doesyourthinkingchangebasedonthewaythepoemisread?
Iftherearenostudentvolunteers,Iwillsay,Nobodywantstoreadit?Allright,I
willrespectthat.KeepinmindthatIwillkeepaskinginfutureclassesbecauseI
wanttogiveyoutheopportunitytopracticereadingaloudandimprovereading
fluency.But,weareasafespacehereandIwantyoutofeelcomfortabledoingit.
Withnostudentvolunteerstoreadthepoem,thenwewilldefinitelylistento
NickiMinajreadthispoem.Iwantyoutohearthispoemreadinadifferentway.
NickiMinajintentionallyspeakswithatonethatisdifferentfromthekindoftone
thatweusedwhenreadingaloudthispoem.Asyouwatchandlisten,thinkabout
theeffectsofNickiMinajsperformanceofthispoem.Howisitdifferentfromour
experienceofreadingitseveraltimesasaclass?Whatdidshedowithhervoice
andherbodylanguagetohelpmakeherperformancemorepowerful?
IfthereAREstudentvolunteersandwearerunningoutoftime,Iwillconsider
skippingoverthispartoflisteningtoNickiMinajsreadingandmovingonto
analyzingthecourageousactioninthepoem.
Transition:Nowthatwehaveheardseveraldifferentreadingsofthepoemtosee
thenuancesinthestoryittells,weregoingtocontinueclosereadingthepoemto
figureouttheactionsofthespeaker.
b.[10mins.]VisualizationWithElbowPartners(duringreading)
Iwillinstructstudents,Turntoyourelbowpartner.Thispersonwillbeworking
togetherwithyoutolookatactionsofthespeakerofthepoem.Justlikelasttime
whenwelookedatactionsofBreeNewsomeinthevideo,nowwewilllookatthe
speakersactionsinthispoem.Takeasecondandthirdlookthroughthepoem
andpayattentiontodirectionwordslikeupanddown.Iencourageyouto
highlight/underlinethosewordsinthepoem.Then,takeamomenttocloseyour
eyesandvisualizethemostpowerfulimageyourememberfromthepoem.Takea
fewminutestodrawitonyourWhatDoesHavingCourageLookLike?Handout
andwriteanexplanationforyourdrawing.Inthisexplanation,makesurethat
youexplainwhatyouthinkisgoingoninthepoemwiththespeaker.Whenyou
andyourpartnerhavefinished,pleaseraiseyourhandssothatIcancomeover
andchecktomakesureyouareontherighttrack.Iwillcirculateandobserve
whatstudentsaresaying.Ifstudentsarefinishingbeforeotherelbowpartners
finish,Iwillencouragethemtolookatthepoemagain:Weregoingtobetalking
aboutthislaterinaclassdiscussion,soyougettothinkaboutitbeforehandand
prepareyourself.Thinkaboutthepoemsmessageandwhoitsintendedaudience
is.Arewethataudience?Ifnot,thenwhois?
Meanwhile,Iwillcontinuecirculatingandcheckingelbowpartners
understandings.Iwillhaveastudentcomeuptotheboardanddrawwhatthey
thinkthespeakersactionisandjustifytheiranswer(pointingtotextual
evidence).
Transition:Nowthatwehavefiguredoutthespeakersactionsinthepoem,lets
talkaboutthepoemsmessageinaclassdiscussion.
5. [10mins.]WholeClassDiscussion(afterreading)
Wewillhaveaclasswidediscussiononwhatthepoemsmessageisandwhothe
poemsintendedaudienceis.Iwilltellthestudents,Forourclassdiscussion,
raiseyourhandwhenyouwanttosaysomethingandforthefirstpersonwho
speaks,Iwillcallonyoutoanswer.After,thepersonwhoisspeakingcanchoose
whoisresponding.However,youneedtobemakingsurethatyouarenotjust
callingonthesamepeopletotalk,asthisisaCLASSdiscussion.Wearetrying
thisnewwayofdoingclassdiscussionbecauseIwanttoletyouscholarscarry
theconversationmore,andIwilloccasionallyinterject.Backtothetopicofour
discussion:ourpurposeistofigureoutthepoemsmessage.
Iwillaskthequestions,Whatisthepoemtryingtosay?andWhodoyouthinkis
thepoemsaudience?
Ianticipatestudentsanswerstobe:thepoemissayingthatapersonisrising
aboveotherpeople,apersonisfacingalotofhardshipslikebeingshotorcutor
killed,thepoemisaskingalotofquestionsinthebeginning.WhatImightsayif
itlookslikenootherstudentshaveideas:Thequestionsatthebeginningofthe
poemisagreatobservation;nowletmeaskyou,whatdoyouthinkthepointof
askingthosequestionsare?Moreguidedquestion:Doyouthinkthoseare
questionsthatthespeakeractuallywantsanswered?
OtherquestionsIwillalsoaskifstudentsdonotbringthemup,Rememberwhat
yourreactionsasanaudiencetothepoemwasdoyouthinkwearethe
poems/MayaAngelousaudience?Whyorwhynot?Lookingfor:Idontknow
whotheaudienceis,itsayou,wemightbetheaudience,wemightnotbethe
audience,wellthepoemsays
WhatImightsay:Hmmm,yes,itdoesntsayexplicitlyinthepoemwhothe
speakeristalkingto.Thereisonlytheyou,asastudentpointedout.The
problemistheyoucouldrefertoonepersonoragroupofpeopleorallofus
readingit.Iwonderifthereareanyothercluesinthepoemthatmighthelpus
infersomethingabouttheintendedaudience?
Transition:Wow,IfeellikewelearnedsomuchaboutStillIRisejustfromthe
ReadAloudsbyourclassmates(thankyou,studentA,B,andC)andtheNicki
Minajreadingandthevisualizationexercisewedidwithallthreeexamplesof
courage.Nowwearegoingtotakesometimeandreflectontheexampleswe
lookedattoday:thesongSkyscrapers,thevideoofBreeNewsometakingdown
theConfederateflag,andthepoemStillIRiseandconsiderhowwemight
similarlythinkaboutourownspeakingupactions,whichtakecourage.
6.
[8 mins.] Closure: Reflection handout

ThereflectionquestionsareonthebackoftheWhatDoesCourageLookLikehandout.I
willexplainthequestionsonthereflection,saying,Question4asksyoutomake
connectionsandnoticedifferencesbetweentheseexamplesofcourageousaction.Takea
closerlookatquestion5.Howwillyoutakeinspirationfromtheseexamplestoframeyour
ownspeakingupactionfortheUseYourVoiceProject?
StudentswillanswerthequestionsonthebackoftheWhatDoesHavingCourageLook
Like?handoutinordertoguidethemintheirreflection.Reflectingonthewaythatcourage
hasbeenframedinthethreetexts:tellingastorythroughsong,broadcastingyourprotest
onvideo,makingadeclarationthroughpoetry,studentswillnowwriteareflectiononhow
theywillbeinspiredtoframetheirownstoryofcourageousactionandspeakingupagainst
aninjusticeissue.
Illsay:Thankyou,everyone,forhavingsucharichdiscussionontakingcourageous
actionwithmetoday.Somepeoplemight,likeMayaAngelou,writeapoem;somepeople
might,likeDemiLovato,writeasong;somepeoplemighttellastoryorgiveaspeech.We
canseethattherearemanydifferentwaysoftakingcourageousactionandIhopethatyou
continuetoconsiderhowyouwillframebeingcourageousinyourUseYourVoiceProject
throughouttherestoftheunit.Pleasehandmeyourhandout(frontisWhatDoesCourage
LookLike?andthebackisReflection)beforeyouwalkoutthedoor.Haveagreatdayand
bethinkingaboutyournextstepforyourprojects!
1. KellySince she is interested in music and I often see her wearing headphones in the
hallways and sometimes in class, I wanted to hook her into this lesson by using a
song, Skyscraper by Demi Lovato that incorporates a lot of similar rising and
standing up in the face of adversity movements that are present in Maya Angelous
poem Still I Rise. Since Kelly enjoys conversing with her friends, I wanted to adapt
my instruction so that she would be able to engage with her peers in a meaningful
way. Although I did not have very much small group work today, I intentionally gave
opportunities for students to discuss their ideas with their elbow partners (especially
in the Visualization activities where students visualize a powerful image from the
courage examples) so that Kelly still has opportunities to talk about her ideas before
coming to whole class discussions.
2. Joebecause Joe does not interact with other students very much in class, even
during group work, I have tried to frame class so that students are talking with their
elbow partners today; this way, if Joe has been flying under the radar because other
students have lead the group or hasnt gotten a chance to assert himself in group
work, he can do so more easily with just one other person. If Joe has not been talking
in group work because of a shy personality, then perhaps he will feel a little more
comfortable talking with an elbow partner, and can build up towards participating
more in a 4-person group.
a) Google Slides containing Do Now, Bree Newsome video and Nicki Minaj reading of
Still I Rise, and instructions
b) Copies of Skyscraper by Demi Lovato lyrics
c) iTunes to play song
d) Copies of Still I Rise by Maya Angelou poem
e) Handout: What Does Having Courage Look Like?
handouts, etc.)
Google Slides displaying Do Now

(https://docs.google.com/a/virginia.edu/presentation/d/1-FyMnCGQk_1wqAlb5OhKAUxNv7IUFnhc73zVjPWLok/edit?usp=sharing; you might have to
copy and paste this into the browser because clicking directly on it doesnt always work)
Skyscraper lyrics by Demi Lovato
Still I Rise by Maya Angelou
SkyscraperbyDemiLovato
[Verse1:]
Skiesarecrying,Iamwatching
Catchingteardropsinmyhands
Onlysilenceasit'sending
Likeweneverhadachance
Doyouhavetomakemefeellike
There'snothingleftofme?
[Chorus:]
LikeI'mmadeofglass
LikeI'mmadeofpaper
Likeaskyscraper
Likeaskyscraper
[Verse2:]
Asthesmokeclears,Iawaken
Anduntangleyoufromme
Woulditmakeyoufeelbetter
TowatchmewhileIbleed?
Allmywindowsstillarebroken
ButI'mstandingonmyfeet
[Chorus:]
LikeI'mmadeofglass
LikeI'mmadeofpaper
Likeaskyscraper
Likeaskyscraper
[Bridge:]
Gorun,run,run
I'mgonnastayrighthere,
Watchyoudisappear
Yeah,oh
Gorun,run,run
Yeah,it'salongwaydown
ButIamclosertothecloudsuphere
[Chorus:]
LikeI'mmadeofglass
LikeI'mmadeofpaper
OhOh
Likeaskyscraper
Likeaskyscraper
(Likeaskyscraper)
Likeaskyscraper
Likeaskyscraper
StillIRise
Youmaywritemedowninhistory
Withyourbitter,twistedlies,
Youmaytrodmeintheverydirt
Butstill,likedust,Illrise.
Doesmysassinessupsetyou?
Whyareyoubesetwithgloom?
CauseIwalklikeIvegotoilwells
Pumpinginmylivingroom.
Justlikemoonsandlikesuns,
Withthecertaintyoftides,
Justlikehopesspringinghigh,
StillIllrise.
Didyouwanttoseemebroken?
Bowedheadandloweredeyes?
Shouldersfallingdownliketeardrops,
Weakenedbymysoulfulcries?
Doesmyhaughtinessoffendyou?
Dontyoutakeitawfulhard
CauseIlaughlikeIvegotgoldmines
Diggininmyownbackyard.
Youmayshootmewithyourwords,
Youmaycutmewithyoureyes,
Youmaykillmewithyourhatefulness,
Butstill,likeair,Illrise.
Doesmysexinessupsetyou?
Doesitcomeasasurprise
ThatIdancelikeIvegotdiamonds
Atthemeetingofmythighs?
OutofthehutsofhistorysshameIrise
UpfromapastthatsrootedinpainIrise
Imablackocean,leapingandwide,
WellingandswellingIbearinthetide.
LeavingbehindnightsofterrorandfearIrise
IntoadaybreakthatswondrouslyclearIrise
Bringingthegiftsthatmyancestorsgave,
Iamthedreamandthehopeoftheslave.
Irise
Irise
Irise.
MayaAngelou
What Does Having Courage Look Like?

Draw a picture of the most powerful image you remember after...
Put this picture into your own words. How would you describe it?
1a. listening to
Skyscraper by
Demi Lovato.
1b.
3a. reading and

listening to Still I
Rise by Maya
Angelou.
3b.
2a. watching
the video about
Bree Newsome.
2b.
Reflection
4. What are some similarities and differences between these 3 examples of
courageous action?
5. Looking ahead towards your Use Your Voice Project, think about what your
courageous act is. You are speaking up about an injustice: _____________
___________________. Taking inspiration from these examples: telling a story
through song, broadcasting your protest on video, making a declaration through
poetry, how will you frame your courageous action?
Concept Unit
Unit Big Idea (Concept/Theme): Speaking Up
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)
1. Studentswillbeabletounderstandthatspeakinguprequirescourage.
b. Studentswillbeabletoknowthatwritingisamethodofspeakingup.
d.Studentswillbeabletoknowthatwritingisoftenaprecursortospeakingup
orally.
b.Studentswillbeabletorespondtotheirpeersusinglanguagethatisrespectful
andisappropriatetotheaudienceandcontext.
Performance (do):
a. Studentswillbeabletodeveloptheirpersonaldefinitionofcourage.
b. Studentswillbeabletodemonstratetheirpersonaldefinitionofcourage.
b.Studentswillbeabletoreflectontherelationshipbetweenmakingachoiceand
speakingup.
8.Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andother
peoplesdevelopingideasofcourage.
a. Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeers
expresstheircourage.
SOLs:
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:
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.
Diagnostic
Do Now Reflection
I will assess the
to identify and analyze
the audience of each of
the previous class
mentor texts. This will
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
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
Summative
Presentation Day
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)
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.
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:IwillwalkstudentsthroughtheDoNow
prompt:LookingbacktoDay4stexts:SkyscraperbyDemiLovato(asong),
StillIRisebyMayaAngelou(apoem),andthevideoofBreeNewsome
removingtheConfederateflaginSouthCarolina,considerthesequestions:Who
aretheaudiencesineachtext/situation?Whatelementsofthosetextsmadethem
sopersuasiveandpowerfultoyou,theiraudience?
Youwillhave5minutestojotdownsomenotesinyourWritersNotebooks.Be
preparedtoshareyourideaswithyourbasegroup.
[5mins.]BaseGroupShareReflections
After5minutes,Iwillsay,Allright,class!Timeisup.Youarenowgoingto
shareyourideaswithyourbasegroup.Youhaveanother5minutesandIlllet
youknowwhenitistimetoshareyourideaswiththewholeclass.Iwillcirculate
aroundtheroomwhilebasegroupsaresharingideaswitheachother.AsI
circulate,Iwillrundownachecklistofstudentnamesandjotdownnotesfor
all/asmanystudentsaspossible.
Ifstudentsarestuck,Iwillstepinandasksomeguidingquestions,Letsfocuson
thefirsttext,theDemiLovatosong.Whodoyouthinkwastheaudienceofthis
song?Demisfans?Themysteriousyou?Whichcharacteristicsofsongsdo
youthinkDemiusedparticularlywelltosendhermessageandwhy?
Ifstudentsarehavinggoodconversations,Iwillstepbackandletthemtalk.After
5minutes,Iwillcallstudentattentionbacktomebysaying,Giveme5andraise
myhand,lookingforstudentstostoptalking,lookatme,andraisetheirhands,
too.
[6mins.]WholeClassShare
Iwillwaituntilallstudentattentionisonmebeforespeaking,sayingthatWhile
circulatingIheardsomanygreatconversations.Letslookattheaudiencefor
oneofthesetexts.Weonlyhavetimetotalkabout1ofthem.Whichonewould
youmostliketotalkabout?Okay,IhearalotofpeoplecallingoutSkyscraper
byDemiLovato.Letsthinkwhoistheaudience?Whatdidyounoticeabout
thesetextsdoingwellintermsofbeingpersuasive?
Lookingfor:Theaudienceisforthissong,SkyscraperbyDemiLovato,is
anyonewhoislisteningtothesong,maybesomeonewhodoesntreallypay
attentiontothelyricsatfirstbutthengetsreallyinterestedbecauseofthemelody,
fansofDemiLovatofrombeforethisalbumcameout,peoplewhoarelisteningto
theradioontheirwaytoclassorwork.
Greatobservations,youscholarsnotedthatalotofpeopleinDemisaudience
mightnotevenbeconcernedaboutcourageuntiltheyrealizethatsthesubjectof
thesong.DoyouthinkthatDemisstrategyofwritingasongisareallyclever
wayofspreadingthismessageofcourage?Lookingforanyanswer:no,itisnot
becauseonlysomepeoplelikepopmusic,alotofpeopledontevenlistentothe
wordswhentheylistentomusicsoitsafutileeffortORyes,itisbecauselotsof
peoplearefansofDemiLovatoandshessendingthisgoodmessageaboutbeing
braveandrisingupdespitepeopleputtingyoudowntoalotofteenagegirls,even
ifnoteveryonelistenstothewords,thissongisgettingalotofcoveragewhen
radiostationsplayitorwhenmoviesuseitaspartofitssoundtrack.
Wow,Imhearingsuchmixedopinions.Idothinkthatallofyouaremakingvalid
points.Imhearingsomeonesaythattheaudiencedoesntalwayspayclose
attentiontothepointofthesongandtheiraimistoenjoythemusic,nottolisten
thesongsmessage(whichisprobablyoneofDemisgoals,forherfanstoget
herstory),sothemismatchinaimsmightpreventthesongfrombeingentirely
successfulsharingthisideaofcourage.Ontheotherhand,Ihearotherssaying
thatsongsarereallyflexiblebecausetheyhavebothamelodyandthelyricsthat
tellstories.Theyalsohavealotofopportunitiestobecombinedwithother
technologyormediatobeshared:TV,movies,theradio,evenjustfriends
sharingwitheachother.
Transition:ThisissuchaninterestingconversationandIwouldlovetohear
moreaboutyourthoughtsoncourageandsongs.However,wearerunningoutof
timeforthenextpartofthelesson,whichImreallyexcitedaboutbecauseyou
scholarsgettoexperimentalittlewithyourfinalprojectideas.Forsomeofyou,
doingthismightbeoutofyourcomfortzonebecauseyouliketheideayouhave.I
wanttoencourageyoutobeflexible(rememberhowwecreatedourclassroom
normofbeingmoreflexibleinresponsetounexpectedsituationsinthefirstweek
ofschool?)andtotrymixingitup!Ifyoutryitandstilllikeyouroriginalidea
better,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
Afterbothmembersofeachpairgetachancetotalkabouttheirownprojectsand
chosenmediumsandabout10minuteshavepassed(orshorter,dependingon
studentprogress),Iwillaskstudentstoshareintheirbasegroupswhattheyare
initiallygoingtobedoingintermsofaudienceandmedium.ThenIwantstudents
toexplorehowtheyfeltaftercompletingtheSwitchItUp:Mediumsexercise
andcomparehowtheyfelt.Discussinyourbasegroupsyourinitialplanforthis
UseYourVoiceprojectwhenyouwalkedintotheclassroomtoday.Then,reflect
onhowyoufeltafterfinishingtheSwitchItUp:Mediumexperimentandsee
whatnewideasmightcomeup!
Transition:Nowthatyouhavehadsometimetochataboutthisexperiencein
yoursmallgroups,letsshareoutwiththerestoftheclasstoseewhatyouall
thoughtandtogivemesomefeedbackaswell.Iwanttoknowifthisexercisewas
worthyourtimeandifyoufoundittobehelpful!
[6mins.]ClassWideDiscussion
Intheclasswidediscussion,Iwillask,Howdoyoufeelaboutchoosingyour
mediumsforyourpersuasivetext?Raiseyourhandifyoufeltmoreaffirmedin
youroriginalchoice.Raiseyourhandifyouchangedyourmindcompletelyabout
whatmediumwillspeakbesttoyouraudience.Andfinally,raiseyourhandifyou
stillfeelsomeconfusionoverit.
Transition:Allright,Iseethatwehavesomemixedfeelingsaboutyourcurrent
choiceofmediumforyourpersuasivetext.Thatisokay!Youcancontinueto
thinkaboutitasweworkonwritingourdraftsinwritingworkshopnext.]
3. [15 mins.] Mini-lesson on Starting to Write a Draft
Usingmyownwriting,Iwillmodelforstudentswhatstudentsshouldbeincludingin
theirwritingdraftandhowstudentsshouldbeusingpersuasivetechniques.
Everyone,IwillbemodelingtoshowyouhowIidentifiedmyaudienceand
medium/formatofmypersuasivetext,andthenwiththatinmind,Iwillbeginthisdraft.
IwillgotothenextslideontheGoogleSlideandfillintheinformationasstudents
chimeinwiththeirideas.Myinjusticetopicwasdisability,whichisahugetopic
coveringalot.SoIdecidedtofocusmoreonderogatorylanguagethatsusedagainst
peoplewithdisabilities.Ihavesomeideasabouttheinjusticeofusinglanguageto
intentionallyhurtorharmsomeone,suchascallingapersonretarded.Ithinkmy
stancewillbetheideathatusingthiswordisoffensivebecauseitshurtfultoother
peopleandweshouldallstopusingthisword.Mygoalistospreadawarenessofthis
wordshurtfuleffectstoalargeaudience.
BeforeIbegindrafting,firstIneedtoidentifymyaudience.Doesanyonehave
suggestionsforanaudiencethatIcouldtalktoaboutmytopic?Lookingfor:studentsat
school,teachersatschool,thecommunitythatwelivein(likeaneighborhood),etc.Iwill
callonsomeonewhoraisestheirhand.
Allright,wedecidedthatmyaudiencewouldbethestudentsandteachersatourschool.
Helpmeouthere.Whatdoyouthinkwouldbethebestwaytosendmymessageto
everyoneatschool?Lookingfor:aschoolcampaign,aspeechinthemorning
announcements,etc.Iwillcallonsomeonewiththeirhandup;ifnoonehastheirhand
up,Iwilldrawapopsiclestick(withstudentsnames),akindofacoldcall.Theseareall
greatideas,butletsdigdeeper.Aschoolcampaignhasalotofpartstoit:wecouldget
organizeanassembly,weinvitestudentstogetinvolvedistherespaceforMEtospeak
uporwritesomethingthateveryoneshouldread?Ifnot,howcouldwemakespacefor
myspeakingupaction?Lookingfor:makingaspeechduringschoolorafterschool
(possiblyatanassembly),makingaspeechoverthemorningannouncements(likea
podcast),blogpostorarticleintheschoolnewsletter.
Hmm,itseemslikeIhavealotofoptions.Iwonder,whatareeachoftheseoptionspros
andconsforreachingouttopeople?Whichoptionwillallowmetoprojectmymessage
tothemaximumnumberofpeople(studentsandteachers)atonetime?Lookingfor:the
schoolnewsletterwouldbeagoodway,butnoteveryonereadsit/theschoolnewsletteris
forparentstooandnotnecessarilyjustteachersandstudents;everyonehastolistentothe
morningannouncements,buttheresnotenoughtimeforafullspeech;arequired
assemblywouldmakesureeveryoneistheretolistentoyouandyoucangiveafull
speech.
Okay,sonowthatIdecidedthatIamgivingaspeechatanassemblytoreachmy
audienceofstudentsandteachers,Ihavetostartwritingmydraft.
IwillswitchovertoGoogleDocsandtypemydraftsincestudentswillalsobeusing
GoogleDocstowritetheirdrafts.Atthetopofmydraft,Iwillhavewrittenthree
persuasivetechniquesoutsowecanreferencethemasIwrite:usingaHook,Hamburger
(Gallagher181),SetThemUpandKnockThemDown(Gallagher182).
WhenIstartoffmyspeech,howdoImakesurethatIcancatcheveryonesattentionso
theyarelisteningtomefrommyveryfirstword?Lookingfor:usingahook!Right,using
ahook,whichyouguyslearnedhowtowritelastyear,isthefirstpersuasivetechnique
weregoingtotry.NowImthinking,whatwouldmakeagoodhookgivenmytopicand
myaudience?Hmm,maybeIwillshareafactthatnoteveryoneknowsabout.Iwillwrite
(underlinedwordsindicatewriting):
Didyouknowthatmorethan6.5millionpeopleintheU.S.haveintellectualdisabilities?
ThenIwillaskstudents,whatdoyouthink?Lookingfor:thatisareallyhighnumber,
butIdontknowwhatanintellectualdisabilityis.Iwillexplain,Hmm,soitsoundslike
someofyouinmyaudiencedontknowwhatImtalkingabouteventhoughitsoundslike
abignumber.SoIneedtobethoughtfulandconsiderwhomyaudienceis!NowIneedto
explainwhatImean.Well
Intellectualdisabilitiesareadisorderwherepeoplewhohaveitarelimitedintheir
intelligentfunctioningandinsocialskills.Limitedintelligentfunctionmeansthatthese
peoplehaveahardertimewithlearning,reasoning,problemsolving.Limitedsocialskills
meansthatthesepeoplearentalwaysawareofsocialcuesandneedalotofpracticewith
socialskillsandinteractingwithotherpeople.
Whataboutnow?Doesthatmakemoresense?Ifstudentsnod,Iwillgoontosay,Hmm,
readingthis,canyoutellwhatmystanceonmyinjusticeis?Lookingfor:intellectual
disabilities,notreally.Well,Iamtalkingaboutintellectualdisabilities,butImstill
introducingit.Ihaventreallyidentifiedtheproblemyet.Letmedothatnowandsee
whatyouthink.
WhenpeopleusetheRword,retard,todescribepeoplewithintellectualdisabilities,itis
reallyhurtfulandinsulting!Theseperpetratorsareusingthewordintentionallytoput
peoplewithintellectualdisabilitiesdown,andintentionallyhurtingsomeoneisnever
okay.IagreewiththeEndtheWordcampaign.WeshouldstopusingtheRword
completelysopeoplewontbeabletouseitsocarelesslyandhurtfullyanymore.
Scholars,identifywhattheproblemisandwhatmystance(oropinion)is.Lookingfor:
ProblemisusingtheRword,hurtingsomeonewithanintellectualdisability,etc.Stance
isweshouldstopusingtheRwordcompletely.Yes,thatsexactlyit.Iidentifiedthe
problem:otherpeoplecallingpeoplewithintellectualdisabilitiestheRword,whichis
reallyhurtful.Ialsoexpressedmystanceonit:weshouldstopusingthewordaltogether.
NowthatIhavewrittenanintroduction,Ineedtousesomeotherpersuasiveelementsto
convinceyouthatImright.
Dependingontime,Iwilltrytosqueezeinintroducingtheothertwopersuasive
techniques,Hamburger(Gallagher181)andSetThemUp;KnockThemDown
(Gallagher182),orImightmakethehookintroductionshorterbecausemoststudents
alreadyknowwhatthehookisafterlearningitin6thgrade.
AfterIfinishmodelinghowIwouldtrytoimplementthesethreepersuasivetechniques
andmakemypoints,Iwillsaytothestudents,Allofmythoughtsarekindof
disorganized,butthatsnormalforafirstdraft.
Transition:Iwilltellstudents,Youjustsawmebeginadraftandknowthatitsokayfor
ittobeatotallymessyprocess.Nowitisyourturntoputyourthoughtsontopaper!
4.
[30 mins.] Writing Workshop: Drafting Persuasive Texts

Iwillcontinuesaying,Letstransitionintoworkshopmode.Takeoutyourlaptopsto
GoogleDriveandopenupanewdocumentforyourdraft.Rememberthatthistime
shouldbequietsothateveryonecanfocusontheirwriting.Ifyouneedtolistentomusic,
thatisfineaslongasitisthroughheadphonesandnottooloudthatIcanhearitfrom
acrosstheroom.Iwillputoutthedifferentjigsawtextswereadacoupleofclassesago
soyoucanlookatthemforinspirationanddecidingyourmedium.
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:Greatjobeveryoneonstartingyourdraftsfor
yourpersuasiontexts.Everyoneisatadifferentstage,andthatistotallynormal!Isaw
manyofyoumakegoodprogresstowardswritingthefirstdraft,andIlookforwardto
readingyourcompletedrafts!
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 indepth 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.
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
handouts, etc.)
Google Slides displaying Do Now
(https://docs.google.com/a/virginia.edu/presentation/d/10h9d6DXLfQmvqvqNhZWReITP0M1rcMFxMxF8vx2wuo/edit?usp=sharing)
Concept Unit
Plan type: _X__Full-Detail ____Summary
Content Requirement Satisfied: Writing instruction, technology use (students are using Google
Docs collaboratively to provide feedback to each other), at least 1 short text as a model (a
different draft of the injustice topic, the use of the R-word for the Question Flood)
SWBAT:
b.Studentswillbeabletoknowthatwritingisamethodofspeakingup.
c.Studentswillunderstandthatwritingisacontinuousprocess.
a.Studentswilldemonstratesuccessfullytheiractionofspeakingupinfrontofan
audiencemadeupoftheirpeers.
b.Studentswillrespondtotheirpeersusinglanguagethatisrespectfuland
Performance (do):
a. Studentswillbeabletodeveloptheirpersonaldefinitionofcourage.
b. Studentswillbeabletodemonstratetheirpersonaldefinitionofcourage.
a.Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeers
expresstheircourage.
d) Establish a central idea and organization.
f) Write multiparagraph compositions with unity elaborating the central idea.

g) Select vocabulary and information to enhance the central idea, tone, and voice.
j) Revise sentences for clarity of content including specific vocabulary and
information.
oral presentations.
b) Ask probing questions to seek elaboration and clarification of ideas.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 7 here.)
Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
Diagnostic
Anticipation Guide
I will assess the
students initial
understanding and
preconceptions about
the writing process and
the revision process
when I survey the
class opinions towards
the statements. This
will inform my
instruction by giving
me an idea of how
explicit I need to make
my writing instruction
and how much I need
to review or provide
instruction on the
stages of writing. (1b,
1c)
Formative
Question Flood
observe the students
other and review the
comments students
make in each others
Google Docs in order to
assess students
developing ability to
writing in a critical, yet
respectful manner. This
will inform my
instruction by showing
me how much we need
to review our classroom
norms of being
respectful towards one
another and reinforce
Summative
Presentation Day
instruction on how to
provide constructive
feedback in a respectful
manner. (1a, 3a, 3b, 5a,
5b, 8a)
Writing Conferences
I will conduct writing
conferences with
students to assess
students developing
understanding that
writing can be both a
method of speaking up
and a stepping stone to
speaking up about a
topic. This will inform
my instruction by letting
me see where students
are and how much
writing workshop time I
need to provide in the
next few classes. (1c,
8a)
I will say, Welcome, scholars to class! Last class you got a chance to play around with
the medium of your Use Your Voice Project to find a good fit for your message and
audience and started writing a draft. Today you will be zooming in to think about the
writing process in particular so that you will begin to understand the many stages of the
writing process; this will help you with finishing your drafts.
[3-5 mins.] Do Now Anticipation Guide
For their Do Now, students will complete an anticipation guide about the writing
process. Before students walk in, there will be instructions for the Do Now projected
onto the board. While students are completing their Do Now, I will be taking
attendance and then circulating to see what students are saying.
[3 mins.] Brief Anticipation Guide Review
I will briefly ask students to raise their hands if they wrote Agree, then Disagree for
each statement on the anticipation guide to get a sense of what students think about
the writing process. Scholars of 2nd Block! What do you make of the statement, When
I write an essay, I write it down once and then Im done. Forever? If you wrote
True, please raise your hand. If you wrote, False, please raise your hand. I will
survey the class and then make a comment like, Hmm, I see that there is some
disagreement here.
And so on and so forth.
I will not be discussing most of the statements. I am looking to discuss the statements
When I write an essay, I write it down once and then Im done. Forever. and
Writing takes a lot of courage, the first one because it most pertains to the idea of
revision and we are focusing on revision today with students; the second one because
it pertains to the idea of writing as a way to speak out and affirming students who
share vulnerable experiences through writing.
Transition: After I finish asking about the 7 statements, I will say, All right, now that
we have surveyed the class on how you feel about writingwe are going to return to
our writing workshop. You will be working on finishing your drafts so that we can get
to revising them. After 16 minutes, I will call time and come back together for a
minilesson about a revising strategy. As you get started, Ill be coming around to
check on your status.
Take our your computers, open up Google Docs, and lets get started!
9. [20 mins.] Writing Workshop Drafting
[5-8 mins.] Status of the Class
Although students are still working on their drafts for their persuasive text about
standing up against an injustice, in this lesson they will also be focusing on the
process of writing. Students are continuing to work on their drafts from the class
before (where students turned in their draft on Google Classroom/Docs).
I will walk around the classroom to conduct a Status of the Class and check in
with each student to see what stage they are at for creating their persuasive text. I
will ask, Since last class, has your topic changed? If students topics have
changed, I will write down their new topic. What stage of the writing process are
you at? Brainstorming? Drafting? Ready for revision? I will write down
brainstorm, draft, or revising for students possible statuses.
After I finish checking Status of the Class, I will circulate for a few more minutes
and then start to conduct conferences.
[10-12 mins.] Conferences
For conferences, I will check the Conferences sign up on the whiteboard to see
how many students signed up. Before I conference with the students who signed
up, I will first prioritize conducting conferences with students I anticipate needing
support early in the drafting process and who have not already signed up to
conference with me today. I will have time later in the second half of writing
workshop and conference with the students who have signed up then.
Potential Scenario: Student has not started.

Me: Tell me about your topic of injustice. What is your stance on the topic?
Student A: I was doing this other topic, but now Im interested in the injustice
racism. I think racism is bad.
Me: Hmm, we are in the middle of our drafting stage. Im afraid that you wont
have enough time to begin and finish a new draft in class. Are you sure about
starting over?
Student A: Yes! I like this topic way more.
Me: Okay then. Lets try and narrow your topic down. Racism is a very broad
topic. Is there a specific example that youre thinking about?
Student A: Yeah, I think I remember my older sister talking about people in
Arizona arresting a lot of Spanish people based on how they look.
Me: That sounds familiar. I think the problem was that Arizona passed a law that
made it legal for the police to stop anyone who might look like they are
undocumented without any real evidence. Why dont you use our school databases
to look up this law, Arizona SB 1070, and get a general idea of what your stance
is? Start writing your draft, and conference with me again next class.
Transition: I will give students a friendly 5 minute time reminder and then when
time is up, I will call students to attention by saying, Give me 5! and raising my
hand. When students quiet down, raise their hands, and make eye contact with me,
I will say, All right, scholars, lets bring it together to learn a revising strategy
called the Question Flood that you do with a partner. Having a second pair of
eyes look at your draft will help you because they might be able to see things that
you missed.
10. [30 mins.] Minilesson on Revising using Question Flood
I will ask students, What do you think Question Flood is about? What comes to
mind when you hear the words Question Flood? Looking for: a lot of
questions, flood makes me think of a rainstorm flooding the streets, etc. I will say,
Thats exactly right! You guys are making really good inferences about what
Question Flood is based on what you already know. When you do a Question
Flood, you look at someone elses draft and write questions in the margin of the
paper. Since we have begun to write our drafts on Google Docs, you will be using
the Commenting feature to insert questions in the margins of the paper.
a. [15 mins.] Model of Question Flood
I will provide students with a draft of mine (on Google Docs) and show them how
to do the Question Flood.
Class, we are going to learn about what you can do to revise your essay after you
finish writing your first draft. Thats right! After you finish your drafts, we are
going to keep working at it and write a second draft. I am going to model the
revising strategy called Question Flood.
This is a very early draft I wrote (it is different from the one last class). I wanted
to show you scholars this one because it is still a bit underdeveloped, as you can
see! Im not where I want to be yet, but I have some good ideas down. (The
underlined text is the draft that I am showing students.)
I believe that the R word should be banned. This word hurts a lot of people, so we
shouldnt use it. So casually. Its really hurtful. It hurts people because it insults
them about the amount of intelligence they have. This word has become an insult
and we have a responsibility to make everyone feel safe. If itll take banning this
word, we should ban it!
I will tell students, My topic of injustice is about the use of the R word. My stance
is that we should ban the word and just find a different word to use instead.
Nowlets look at my draft more closely. What are some questions that are left
unanswered about my injustice topic? Id like for you guys to generate some
questions that will help me think about what details I can add to paint a fuller
picture. When you think of a question, please raise your hand.
I will give wait time. After 30 seconds, if still no one has raised their hand, I will
prompt, Lets start from the top. If I were someone reading this for the first time, I
might wonder, What is the R word? The writer doesnt explain that at all and I
dont know what the writer is talking about. Rat? Rocket? If students do raise their
hand, I will keep calling on them to give me questions. My model paragraph, with
questions handwritten in the margins (though on the computer I have typed my
Question Flood in light blue), might look something like this:
I believe that the R word should be banned. (What R word? Please explain.) This
word hurts a lot of people (Who exactly? Do you know anyone whos felt hurt
when they heard that word?), so we shouldnt use it (Where? At school? Outside
of school?). So casually. Its really hurtful. It hurts people because it insults them
about the amount of intelligence they have. This word has become an insult and
we have a responsibility to make everyone feel safe (Where? In what situations?).
If itll take banning this word, we should ban it! (Are there other ways of making
people feel safe besides banning it?)
A screenshot of the actual Google Doc:
At the end of students questions, I will first change the editing mode of the
Google Doc to Suggesting. I will tell students, When you are doing revisions
based on your friends Question Flood, please do NOT resolve the questions that
your friend inserted and make sure that you are editing your paper in Suggesting
mode. That way I can see the changes that you made. To get to Suggesting mode,
click on View, then Mode (the second item on the drop down menu), then
Suggesting (again, the second item on the drop down menu).
I will model rewriting my draft by adding in the parts where I answer their
questions. Hmm, What R word? is a great question. Even though I knew what I
was thinking about, I forgot that someone else might not! Ill rewrite this part.
I believe that the R word should be banned. The R word, retarded, hurts a lot of
people, especially people with intellectual disabilities. My friend, Sammy, has a
younger brother with an intellectual disability. She really dislikes it when people
use this word because shes witnessed how hearing it hurts her brothers feelings.
We definitely should not be using the R word so casually. It hurts people by
insulting them about the amount of intelligence they have. This word has become
an insult and we have a responsibility to make everyone feel safe at school. If itll
take banning this word, we should ban it! Lets all make a pledge on the
campaigns website to Spread the Word to End the Word.
A screenshot of the Google Doc version, which shows the revisions in Suggesting
mode:
At the end of my modeling, I might say, Wow, these are some great suggestions
that you made just by asking a couple of questions. Look at how much my
paragraph has improved! I included a personal story, which helped support my
claim that the R word hurts people when we use it. What was it like for you guys
to practice that with me?
I anticipate student answers: Can we ask any kind of questions? It was really
fun to ask all these questions. It was kind of boring. I liked to see everyones
questions. Depending on student answers, I might respond, Your questions
should be related to the draft, but as long as it makes sense to ask the question in
the context of the draft, you can ask any kind of question. I might also say, Yes, I
find this kind of revision process to be really engaging because Im challenged to
think beyond what I already have.
Transition: I will then transition to students doing revision and say, Now youll
get a chance to try this yourself! You will get together with your Elbow Partner
and exchange drafts (what you have so far is fineI know everyone is at a
different place). You have 7 minutes to finish your Question Flood. Use the
commenting feature on Google Docs to write your questions in the margin of your
partners paper (the way I did on mine). Right now you are JUST doing the
Question Flood part. Dont do the revising yet.
b. [10-15 mins.] Question Flood in Pairs
I will have sorted students into pairs ahead of time so that students are not just
pairing up with their friends, which has the potential for many students to get off
task. I will have sorted students into pairs according to their readiness levels (such
as pairing Jackie with another student identified as gifted so that they can really
challenge each other through their peer feedback), their interests, and the
possibility for some students to pair up with their friends if they are usually pretty
quiet and need to be talking with someone they feel comfortable with.
Students will give peer feedback using Question Flood. Students will use Google
Docs commenting feature to record their questions. I will be circulating during
this time to see what students are writing for their questions and checking to make
sure that students are on task.
Potential student questions include finding the Suggesting mode, and for that I
will show them how to do it and then ask them to teach their peer feedback
partner if they have that question, thereby making the process more efficient!
Transition: I will bring the class back together by saying, Give me 5! and raising my
hand to gain their attention. When they make eye contact with me, raise their hand, and
quiet down, I will say, Thank you for working so diligently, everyone! We are going to
shift back into normal writing workshop mode where you have time to work
independently on your drafts. You can either keep writing your drafts (if you hadnt
finished early before we did the Question Flood) or you can begin revisions based on the
peer feedback you got via the Question Flood.
For the students who are doing revisions based on your friends Question Flood, please
do NOT resolve the questions that your friend inserted and make sure that you are editing
your paper in Suggesting mode. That way I can see the changes that you made.
11. [20 mins.] Writing Workshop
Here is a reminder that you have 19 minutes to continue working on your draft. I will
also be conferencing with the students that have signed up to conference with me.
Students will commence writing on their drafts (either continuing to finish their draft) or
starting to revise based on the peer feedback from the Question Flood revising strategy.
[20 mins.] Conferences (3-5 mins. each)
To conference with students who have signed up, I will walk to where students
are seated and pull up a chair to talk with them. I will ask students to start making
an action plan for the remaining days until the project is due. This step will
encourage students to plan ahead a little and break down what they have left into
smaller, more manageable steps. Questions I have include, Tell me about what
you have so far, for example, what is your injustice and your stance? What do you
need to do to finish your project? I will also say, Lets figure out how to break this
down into smaller steps. That way you can work on this a little bit every day
instead of leaving it all until the night before.
As the end of writing workshop time draws near, I will give students a time
reminder of about 5 minutes and then 1 minute. At the close of writing workshop,
I will remind students about todays homework. Today, we have homework for the
first time (it is one of the few times we have homework in my classroom)! Your job
is to keep working on these drafts at home. Since the drafts are on Google Docs,
those of you with internet can access them at home. Those of you who do not have
internet access should stay after class so I can print out your drafts and you can
work on them by hand. The purpose of this homework is to give you some extra
time to keep carving away at your drafts while they are fresh in your mind and
you are still in the momentum of writing. Next class, you will be doing Revision in
Stations so it will be most helpful for you if you bring in a completely revised
draft based on the Question Flood so that you can concentrate fully on other
revision aspects.
Transition: I will say, Now that we have done some drafting and revision today,
we are going to go back to looking at our anticipation guide and filling it out now
that we have some more experience with the writing process.
12.
[12 mins.] Closure: Anticipation Guide Close, Review, & Last Thoughts/Questions
a. [5 mins.] Closure: Anticipation Guide
I will reiterate the purpose of the anticipation guide: The purpose of us
completing the anticipation guide is to see how our ideas about writing have
changed since the beginning of today. You will have 3 minutes to complete the
After column of the Anticipation Guide.
Students will then complete the after column of the anticipation guide.
I will circulate to see when students are finishing up; if they do not finish up
quickly, I will give students a 30 second time warning. I will call students back to
attention, saying, When you are finished, please put down your pencil and give me
a thumbs up. When everyone is ready, I will transition into going over the
Anticipation Guide.
b. [7 mins.] Review & Last Thoughts/Questions
To begin the quick review of the Anticipation Guide, I will say, After going
through the Question Flood today, has anything changed in the way that you think
about the writing process? What about the revision process? Lets go through the
statements to see what has changed for you, if anything.
The students who wrote True for the first statement, When I write an essay, I
write it down once and then Im done. Forever, please raise your hands. What
about students who said False to that one? If there is still a lot of disagreement, I
will let the students take the floor and explain their positions.
I will continue to go through the Anticipation Guide in this way until I get through
seven statements. I will not have students discuss every single one; the only ones I
intend on discussing are When I write an essay, I write it down once and then
Im done. Forever, and Writing takes a lot of courage, especially the latter one.
I will say, Sometimes we dont think too hard about the writing process, but it can
be helpful to do so. We might feel less frustrated when doing it if we understand
that writing is a process. Remember that next class, we will be moving along the
stages of writing and you will be in writing stations doing targeted revisions!
o MarkSince Mark is more relaxed and willing to share his opinions during one-on-one
interactions, I adapted instruction so that the peer feedback activity would work well for
him. As long as I am monitoring he and his feedback partner to make sure that they are
on task and not getting distracted all the time, I think it will offer him a chance to really
focus on his writing. Moreover, the peer feedback activity using Question Flood does not
require talking between the peer feedback partners, as feedback is given through the
commenting feature on Google Docs.
o JackieFor the Question Flood peer feedback activity, I will pair her with another
student in the class who is identified as gifted so that they may really challenge each
other to stretch themselves with their peer feedback.
o JoeDuring the Question Flood peer feedback activity, I will likely work closely with
Joe instead of pairing him up with another student so that he is receiving support for his
specific learning disability in reading. I will also prioritize conferencing with Joe again to
follow up with our last conference about his interest in investigating the injustice of
sexism against women and girls in gaming culture.
o Google Slides
o Computer
o Anticipation Guide
o Text to be modeled & Question Flooding version
handouts, etc.)
o Anticipation Guide
o Text to be modeled & Question Flooding version
(https://docs.google.com/document/d/1Re8sLPrsATj12LXDCt0Uw2fuvFeEUTMyVPpg_p7Tvg/edit?usp=sharing)
o Google Slides
(https://docs.google.com/a/virginia.edu/presentation/d/18afqjVlz8fPuWkZ8UrGvBJm4F4Ex9H4QD5V2zrWBmU/edit?usp=sharing)
Anticipation Guide
Instructions: Look at the Before column and indicate whether you think the
statement is true or false by writing down True or False.
Before
Statement
a) When I write an essay, I write it down
once and then Im done. Forever.
b) Revision is the same thing as editing for
grammar and mechanics.
c) There are many strategies I can use to
revise a paper.
d) Writing down my thoughts is a good
way to prepare for giving a speech.
e) In some ways, writing is like making a
sculpture.
f) Although writing can be a lot of hard
work, I feel proud of myself when I finish
writing something.
g) Writing takes a lot of courage.
After
Concept Unit
Content Requirement Satisfied: Writing instruction, syntax instruction (varying sentence
length)
SWBAT:
b.Studentswillanalyzetheprocessofspeakingup.
c.Studentswillknowthatwritingisamethodofspeakingup.
d.Studentswillknowthatwritingisoftenaprecursortospeakinguporally.
Performance (do):
a. Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeersexpress
theircourage.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard coordination, and
subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and
information.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 7 here.)
Diagnostic
DoNow:Reflection&Base
GroupShare
Iwillcirculateandtakenotes
onhowconfidentstudents
arefeelingintheirUseYour
VoiceProject.Thiswill
informmyinstructioninthis
classbyhowIprioritize
conferencingwithstudents
andhowIapproacheach
studentduringthe
conference.(1c,1d,8a)
Formative
StationObservations
Iwillcirculateandobserve
studentprogressatthevarious
stationssothatImayassess
studentsprogressin
developingtheirpersonal
definitionsofcourageand
theirconfidenceintheir
persuasivetextdrafts.This
willinformmyinstructionin
howIcanstructurethenext
fewclassesactivitiestobe
mostbeneficialandsupportive
tostudents.(1c,1d)
StudentRevision
Conferences
Whilestudentstakethetime
toreviseaccordingtotheir
checklists,Iwillhold
conferenceswithstudentsto
seewheretheyarewiththeir
UseYourVoiceProject.We
willbegintosetdownan
actionplanforthestudent.
Thiswillinformmy
instructionforthenextclass
(andtheDressRehearsal)in
howIcandifferentiateto
studentsneedsatthispointin
theprojecttimeline.(1b,1c,
Summative
Presentation Day
1d)
a. [10 mins.] Bridge/Hook/Opening to lesson:
I will say, Good morning everyone! Over the last few classes, weve spent quite a bit of
time working on developing our drafts and learning a new revision strategy called
Question Flood and then revising drafts based on peer feedback! Today, were going to
keep working on the revision stage of writing, but tailored to your specific needs! We will
have writing stations today, and each station will have a different activity for you.
Transition: Before we get down to business with the stations, we are first going to do a
Do Now reflection on where you are right now with your Use Your Voice Project.
[5 mins.] Do Now: Reflection on Where You Are
In their Writers Notebooks, students will take 5 minutes to reflect on where they
are in the Use Your Voice project. Students will determine what they still need to
do left in the time they have remaining before Presentation Day and break it down
into manageable steps if possible. Students will write this down on a new page in
their Writers Notebook. If students are having trouble, we will talk about it
during our conference.
Transition: After 4 minutes, I will give students a 1-minute warning and when
the last minute is up, I will then call student attention by saying, Give me 5! and
raising my hand. After they mirror my raised hand and quiet down, I will instruct
them to discuss their reflections with each other in their base groups so that they
will feel a sense of everybodys in the same boat and find that many of them are
struggling with similar issues. I will explain that students can and should share
advice with each other.
[4 mins.] Base Group Share
In their base groups, students have 3-4 minutes to share with each other where
they are in the process, and give each other advice on what to do next. I will be
circulating to see what students are saying and to get an idea of how to provide
students with support.
Transition: I will then call student attention by saying, Give me 5! and raising my
hand. After they mirror my raised hand and quiet down, I instruct them to
patiently wait for me to conduct Status of the Class so that I will also know where
they are.
[1 min.] Hook
Yesterday, you scholars began revising your persuasive text drafts and some of
you were even able to give and receive some peer feedback! Those of you who
were not able to finish the peer feedback portion, never fear! Today you will have
plenty of time to dig deep into your drafts for revision.
b. [5-7 mins.] Status of the Class (excel sheet listed in the Materials Appendix)
I will give students a quick run down of what the status of the class looks like / sounds
like / how students should respond. I will conduct a Status of the Class, ask students to
describe what stage of the project they are at:
c.
[42 mins.] Writing Stations: Targeted Revision

I will explain the purpose of Writing Stations, which is to give students opportunities to
do targeted revision on specific aspects of their drafts, such as varying sentence length,
adjusting the tone/voice of their persuasive text, and revising their hooks. I will explain
that going to these stations will give students a framework for how to revise specific
aspects of their persuasive texts so that they know which direction to work towards
during writing workshop today.
I will have intentionally sorted students into groups according to varying readiness levels
(at least so that there is one student in each group who can lead at each station), behavior
management, and student motivation (for instance, if working with a friend in a group
will encourage a student to stay on task or feel like its more of a safe space).
I will give students directions for the stations and instruct students to move into their
groups [pre-assigned]. After 10 minutes at each station, students will switch to the next
station. All students must get to all 4 stations.
[10 mins.] Varying Sentence Length
Students are revising their drafts based on the peer feedback from Question Floods, they
will work on varying the length of their sentences at this station. There will be written
instructions for students to follow. I will find a student who has a strength in varying
sentence lengths, I will ask that student to take the lead in showing their peers how to best
revise for sentence length.
Transition: I will give students a 3-minute time warning. After 10 minutes (there will be
an online timer displayed on the board but without any sound), I will announce that it is
time to move to the next station, and students will move to the next station.
[10 mins.] Adjusting the Tone / Voice
At this station, students will work on adjusting the tone / writing voice of their persuasive
text so that it is more effective and suitable to their audience. There will be index cards
with suggested tone words depending on which audience students have chosen. There
will be multiple copies of each kind so that students who have similar audiences can still
work on revision for this aspect. Each student will choose one of these cards. I will find a
student who has a strength in adjusting the tone / voice in their persuasive text, I will ask
that student to take the lead in showing their peers how to best revise for tone / voice.
[10 mins.] Interesting Hook
At the third station, students will work on revising their persuasive texts hook. At this
station, students are able to consult each other for ideas on revising their hook. There will
be laptops at this station available for student use in case they need to look up statistics or
facts. I will find a student who has extra experience in writing really interesting and
engaging hooks and knows how to write multiple types of hooks, I will ask that student to
take the lead in showing their peers how to best revise their hooks.
[10 mins.] Wild Card
At the last station, I will be stationed at this station for most of the time (or I will ask one
of my colleagues if they have a free period to come in and supervise this station so
that I can circulate the entire time). I will be here as a resource for students who have any
other questions (that are not covered by the other stations) about their persuasive texts.
For the last three minutes, I will circulate around the classroom.
the end of stations and time to shift back into writing workshop and conferences. I will let
students know that if they wish to conference with me, they should sign up for
conferences.
d. [21 mins.] Writing Workshop & Conferences
Students will continue working on their drafts and revisions (depending on where they
are in the process), using the checklist from peer revision as a guide to see where they are
and what steps they need to do next. While students are working on their drafts, I will
hold conferences with the remaining students who were not able to conference with me
during the last class on Day 6. During our conferences, the student will start writing an
action plan for the next two days for how they will finish up the project.
Transition: I will give students a 5-minute warning; when the 25 minutes end, I will call
student attention to me by saying, Give me 5! and raising my hand. When students raise
their hands and quiet down, I will shift us into the closure activity, which is to adjust
students action plans now that they have done some revision in class.
e. [10 mins] Closure: Looking at the Action Plan & Status of the Class 2
[5 mins.] Adjust Action Plan
Students will take a few minutes to adjust and finalize their action plan (the one
they made with me during our conference) according to what they got down with
today and choose one thing to work on for homework that will be due in the
next days class.
[5 mins.] Status of the Class Round 2

I will call Status of the Class again and see where students are in terms of their
Use Your Voice Project. Every student will be required to tell me what their next
step for homework due the next class is.
KellyI will make sure to place Kelly in a group with one of her friends so that she feels
like she has a person she can trust as she moves through the stations. During the stations
when I am able to circulate, I will monitor Kellys group to make sure that she is on task.
For the writing workshop, I will allow Kelly to listen to music when she is working
independently as long as the music it not too loud or distracting. If I see her being too
distracted by the music, then I will have to instruct her to turn it off.
JackieI will challenge Jackie to be one of the students in the class who leads other
students at the stations.
JoeI will make sure to place Joe in a group with Frank, with whom he seems to be the
most comfortable with out of everyone in the class. This way, he also feels supported in
his group and can ask someone he can trust for help. During the writing workshop, I will
check-in with Joe to see how he is doing, although I will not prioritize conferencing with
him (unless he requests to!) this class since he enjoys writing about video games and his
topic is about sexism in the gaming industry.
Do Now Google Slides (CREATE)
Status of the Class Google Sheet
Station materials
handouts, etc.)
(https://docs.google.com/presentation/d/1_HnOLrd9x7Ws5b4Dcnop1tv09xsVsWmsg5MUwKl6-A/edit?usp=sharing)
Status of the Class Google Sheet
(https://docs.google.com/spreadsheets/d/17hyLXVzpvacLVfZeZUcgRgi0HmX_G0dpm8
yiM2n0pkI/edit?usp=sharing)
Concept Unit
Content Requirement Satisfied: Writing instruction
SWBAT:
d.Studentswillbeabletoknowthatwritingisoftenaprecursortospeakinguporally.
a.Studentswillbeabletodemonstratesuccessfullytheiractionofspeakingupinfrontof
anaudiencemadeupoftheirpeers.
Performance (do):
a.Studentswillbeabletoarticulatetheeffectoftheirowncourageousaction.
8.Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andotherpeoples
a.Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeersexpresstheir
courageandspeakup.
oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
Presentation of Knowledge and Ideas:
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
Diagnostic
Do Now: Quick Write
& Whole Class
Debrief
I will take notes on
students anxieties and
stresses so that I can
address them later in
the class and offer
students some
strategies to help cope
with those anxieties
and sources of stress.
(1d, 3a, 3b
Formative
Dress Rehearsal
observe student
practices to get a sense
of what students areas
of strength and
weaknesses are so that
I can offer some tips
and support during this
Dress Rehearsal time. I
will use the rubric to
give me a sense of
where students are at.
This could potentially
inform instruction in
future units in terms of
how I structure the unit
depending on students
reactions and progress
in this unit. (1d, 3a, 7a,
8a)
Summative
Presentation Day (the
next class), students will
express their ideas
Writing workshop: stu revising, practicing in pairs (if done revising)
1 full run through w/ teacher after school or with a friend/parent rubric to fill out! (the goal is
to have everyone finished by now, but allow for what you have so far practicing)
Reflection: how feeling after last workshop? Share out tips for prepping for next class
presentation?
Hw: last minute touches, SLEEP, eat well, etc.

I will say, Welcome to the Dress Rehearsal class! Last class we went through stations to
do some targeted revisions; today we will finish revising our drafts and do a practice run
through of your persuasive text presentation with a partner.
[5 mins.] Do Now: Quick Write
I will explain the purpose of the Quick Write, which is to have students vent out
their anxieties and get some advice for how to cope with those anxieties before
the big day tomorrow.
In their Writers Notebooks, students will take 3 minutes to write down as many
things they can think of that worries, stresses them out about this project. Is it the
quickly diminishing amount of time left? Is it that the student has procrastinated?
Is it that the injustice issue is too complex? Is it that speaking up in front of peers
is really scary? Etc. (It will say on the Google Slide that students should be
prepared to share their Quick Writes.)
I will invite student volunteers to say one thing that stresses them out about this
project and/or the Presentation Day. I will go around the room and to get as much
of a comprehensive sense of what students are anxious about. I will ask students if
they have any advice for each other, and ask students to draw on their past
experiences with dealing with situations like presenting such as public speaking,
going to auditions, performing in a play, singing to an audience, etc.
[1 min.] Hook
Yesterday, you scholars worked really hard on beginning revision and going to
town on revising your persuasive texts. Do you smell that? I will sniff the air
dramatically. The end is near! Success is awaiting you around the corner! Today
well be finishing our revisions and then doing a Dress Rehearsal where you and
a partner will practice giving your presentation; this way, even if you dont have
time to practice at home tonight, youll have a little experience with what it feels
like to present your project to another person. First things first, lets get those
finishing touches onto your projects!
2. [20 mins.] Writing Workshop
Students will finish up their revisions from the last class. If there are any students who
still need to conference with me, I will finish our conferences. If conferences do not take
up the entire time, and I have extra time, I will circulate around the room and check on
students that I am somewhat concerned about (the students that I know are behind, for
example).
3.
[25 mins.] Presentation Day Dress Rehearsal

[7 mins.] Reminder on Safe Space / Respect for Peers in Giving Feedback
I will provide time to remind students about our class norms about respect and ask
students to what it means to have a safe space and what behaviors they should
strive for in order to be respectful when they are practicing in Dress Rehearsal and
giving feedback to each other.
I will remind students that it is okay if they havent completely, perfectly finished
their drafts, they can definitely still do this practice with what they have now. I
will provide students with a note sheet giving instructions. I will then give verbal
instructions for how this Dress Rehearsal will happen:
i. Students A and B will partner up with someone in their base group.
ii. Student B will read aloud their own persuasive text draft.
iii. Student B will give their draft to Student A.
iv. Student A will read aloud Student Bs persuasive text draft as if they are
giving the presentation while Student B listens.
v. Student B will reflect on what went differently in the two versions of
their drafts and jot down a couple of notes onto a notesheet provided by
the teacher.
vi. Repeat steps 2-5 with Student A.
[25 mins.] Dress Rehearsal
Each students will take about 9-10 minutes for their part of the dress rehearsal. I
will circulate around the class to see which students need support. If there are
students absent and there is an odd number, I will have a group of three who just
spent less time on each persons draft.
4. [20 mins.] Wild Card Time
For these 20 minutes, students may either continue working on finalizing their persuasive
texts, practicing extra with a partner, or reading a book. There will be a designated zone
in the classroom for each of these activities so that students who need quiet are not
distracted by students who are practicing giving presentations to their peers. I will be
circulating throughout this time to see which students need some extra support.
5. [12 mins.] Closure: Reflection & Last Minute Tips
[5 mins.] (Written) Reflection
Students will take a few minutes to reflect in their Writers Notebooks: How are
you feeling after your last workshop? Have your anxieties changed from earlier?
[5-7 mins.] Last Minute Tips & Reminders
I will ask students to share out tips for last minute preparation for next class,
Presentation Day. What should you do for breakfast? How much sleep should you
get? How do alleviate the anxiety over public speaking? I will remind students to
check their checklists to make sure they have everything covered. I will remind
students to either print out a copy of their final persuasive text or let me know that
they need me to print out a copy.
MarkFor the Dress Rehearsal where Mark is partnered with one other person, he will
hopefully feel more comfortable and able to focus with only one person there working
with him.
KellyFor the Dress Rehearsal, Kelly will be paired with someone (not one of her close
friends in the class) so that she will be more likely to stay on task.

(https://docs.google.com/presentation/d/1MnEYDd7KzcwjCJY4OnswNdz_Eh0R20smT
H3ApByXOT4/edit?usp=sharing)
Dress Rehearsal Notesheet
handouts, etc.)
(https://docs.google.com/presentation/d/1MnEYDd7KzcwjCJY4OnswNdz_Eh0R20smT
H3ApByXOT4/edit?usp=sharing)
Concept Unit
Content Requirement Satisfied:
SWBAT:
b. Studentswillanalyzetheprocessofspeakingup.
a.Studentswillbeabletodemonstratesuccessfullytheiractionofspeakingupinfrontofan
audiencemadeupoftheirpeers.
c. Studentswillrespondtotheirpeersusinglanguagethatisrespectfuland
Performance (do):
7. Students will be able to reflect on the effect of a courageous action.
a. Students will be able to articulate the effect of their courageous action.
b. Students will be able to reflect on the relationship between making a choice and
speaking up.
a.Studentswillbeabletoaffirmthewaysthattheythemselvesandtheirpeersexpress
oral presentations.
ideas.
e) Use a variety of strategies to listen actively.

Presentation of Knowledge and Ideas:
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
Diagnostic
Do Now & Past and
Present Lists
I will observe students
body language and see
what students say
during the Class Share
for their comparisons
of their Past and
Present Lists. How
nervous or anxious the
class seems will inform
what kind of pep
speech I will give my
students and what kind
of last minute tips,
such as breathing tips,
I give students.
Formative
Summative
Today, students will
express their ideas
respond to their peers
and their own act of
Use Your Voice
Persuasive Text
Students will turn in their
persuasive text right
after they give their
presentation on it. I will
assess students
persuasive text using a
rubric.
Use Your Voice
Presentation
I will be assessing
students on their
presentation of their Use
Your Voice Persuasive
Text on their oral
presentation skills, such
as eye contact,
projection of voice, and
other qualities listed in
the rubric.
Reflection
I will be assessing
students reflection of
their journey on this
project, also using a
rubric.
I will welcome students to the Presentation Day. I will explain that we are starting off
with a mini-stretch session to help alleviate everyones nerves and get students out of
their chairs before we do anything related to the Presentation Day itself.
[3 mins.] Do Now: Part 1. How Do You Feel
There is no Google Slide for this, I will write brief instructions on the whiteboard
for students to read. I will also tell the students on what they should do. Students
should share very briefly in their base groups how they are feeling today: Do they
feel prepared? Do they feel anxious because they have stage fright? Do they feel
proud of themselves? Do they feel excited?
While students are completing the first part of their Do Now, I will be pulling up
the digital copies of student projects for the first 5 students who are going to go
today so that we save a little on time. I dont want to open more than that in case
it gets confusing to students which projects are theirs or the computer crashes.
[2 mins.] Do Now: Part 2. Stretches
Before we do anything today, I will have a student lead the class through a series
of stretches. I will have approached this student before this class to ask if they felt
comfortable leading their classmates through a low-key exercise like this.
[1 min.] Hook
Scholars, guess what today is? Its your big day! We will be going in order around
the room in terms of where you are sitting so that everyone knows when their next
turn is. Well, scholars, theres not much I have to say. I am really proud of all the
hard work you have put into this project, and you should be, too! The floor is
yours. Good luck!
2. [73 mins.] Presentations
[5 mins.] Reminders of Respect
Before we get started on giving the presentations, I will briefly remind students
what the expectations for respectful behavior looks like and, in particular, what
respectful audience behavior looks like when their peers are presenting something
they spent a lot of time and effort into preparing. I will present students with a
non-example of a good audience member behavior and ask them how the
audience member should be behaving in order to be respectful.
I will call students up when it is their turn to present their persuasive text. Presenting the
text means that students will introduce themselves, their injustice topic and stance, and
show the actual persuasive text itself. If students wrote a blog post or speech, they should
read it directly to the audience. If students made some kind of video, they may show it or
talk about it. Students know when it is their turn to come up to the front to give their
presentation because we are going in order of students seating chart, going base group by
base group. Students will present for 2-3 minutes each. Although student presentation
time plus reminders of respect time should only take 65 minutes, I am allotting some
extra time to provide for transitions: students walking up the board, students pulling up
their digital materials (if their persuasive text is digital), students waiting for their peers
to quiet down so they can start presenting.
3. [10 mins.] Reflection
Students will get started on the reflection portion of the summative assessment. Students
will respond to their own presentation as well as that of their peers. The reflection
questions include:
Describe your process of speaking up for your cause.

What do you think was the effect of your persuasive text on your intended
audience?
What is your own response to your persuasive text?
Which one of your peers presentations did you think was the most powerful?
Why?
4. [1 min.] Closure: Last Comments

I will tell students: Give yourselves a round of applause. I am so incredibly proud of all
of you today. Each and every one of you was courageous today, and may there be many
moments in the future where you find your courage.
KellyI supported Kellys interests by providing her with student choice in the Use Your
Voice Project.
Mark I supported Marks interests by providing her with student choice in the Use
Your Voice Project.
Jackie I supported Jackies interests by providing her with student choice in the Use
Your Voice Project.
Joe I supported Joes interests by providing her with student choice in the Use Your
Voice Project.
Reflection Handout
handouts, etc.)
N/A

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Zhang All9plans 05 06 16

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Zhang All9plans 05 06 16

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1

[8 mins.] Introduce Summative Assessment

4. [5 mins] Ranking Jigsaw Articles for Next Class

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

Use Your Voice Project

Persuasive Text and PresentationRubric 25%

Clearlyandthoughtfully Clearlydescribessignificant Somewhatclearlydescribes

Persuasive Text and

Total Project Score

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

Do Now handout (front)

Do Now handout (back)

Injustice Vocabulary Appetizer

Vocabulary Vocab Card models

Why I wont ban the word retard

For R-Word Campaign

Viola Davis Speech

Against R-Word Campaign

[15 mins.] Graffiti Class Discussion.

[30 mins.] Writing Mini-Lesson on the Topic Blast

Materials Needed (list):

I dont use the R word

Many people with

But isnt spreading awareness of

My Question(s): Why does derogatory language like the

Stage 1: Select an injustice topic.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

[8 mins.] Closure: Reflection handout

Google Slides displaying Do Now

What Does Having Courage Look Like?

3a. reading and

d) Establish a central idea and organization.

move onto the next

[30 mins.] Writing Workshop: Drafting Persuasive Texts

f) Write multiparagraph compositions with unity elaborating the central idea.

Potential Scenario: Student has not started.

[42 mins.] Writing Stations: Targeted Revision

[5 mins.] Status of the Class Round 2

Hw: last minute touches, SLEEP, eat well, etc.

[25 mins.] Presentation Day Dress Rehearsal

Materials Needed (list):

e) Use a variety of strategies to listen actively.

Describe your process of speaking up for your cause.

4. [1 min.] Closure: Last Comments

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