Concept Unit

Lesson Plan 3 [90 min]

Unit: Life Isnt Fair: Overcoming Adversity in Literature
Unit Primary Skill focus: narrative writing
Critical Learning Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will know how to use supportive details/evidence in a journal entry.
2. Students will know the definition of poetry.
Affective (feel/value):
3. Students will feel that their opinions and choices matter.
Performance (do):
4. Students will be able sustain silent reading.
5. Students will be able to write a journal response to their SSR.
6. Students will be able to discuss in small and large groups.
SOLs: [List with numbers portrayed in the SOL document]
Communication
7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
c) Identify conventional elements and characteristics of a variety of genres. [for this lesson,
poetry]
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]
Desks will be arranged in small groups of four each. Name cards will already be on the desks.
A Declaration for Students:
I am somebody. I was somebody when I came. Ill be a better somebody when I leave. I am
powerful, and I am strong. I deserve the education that I get here. I have things to do, people to
impress, and places to go.
-Rita Pierson

When the students enter the room, I will have the above saying projected on the board. This
saying will be projected every day for the first week of class to emphasize its importance.
Today, there is another note on the board. SSR: 15 min
1. [10 min] Introduction
Today the students composition journals are in the Pick Up basket at the front of the
room. As they come in, I ask that they pick them up.
I ask students if they brought in their book for SSR, as mentioned yesterday. For those
who havent, I explain that they need to bring in books of their choice for SSR. Every day, I
explain, we will read in class for 10-25 minutes daily and write about what we read. When
they enter the classroom, they will look at the board to know how long they will be reading.
They dont need to worry about the time; its something I will be monitoring.
They must have your SSR book with you every day. If they are between books or have
lost or forgot your book, they should get a book from the shelf when they enter, and either
return it to the shelf or check it out before they leave. They must be finishing books on a
regular basis to be successful. They should remain seated and read quietly until the end of
SSR time.
SSR is a graded activity. I will record a total of two book chats each six weeksone per
3 weeks. Students may take as many book chats as they wish per six weeks. I will count
their highest two as test grades. I will also grade their Journal responses. When they finish
reading a book, they should sign up for a Conference/Book Chat. While book chats will
normally be before/after school, during breaks/lunch, and during planned extra class time,
this first book chat will happen on the last day of this planned unit to show students how the
book chats will work.
Unless otherwise stated, students should read 15 minutes of their SSR choice book every
night for homework. I ask students to add a note of this to their assignment pads. I hand out a
homework log for them to fill out and let them know they will need a parents signature to
sign off on the log. Students are allowed to abandon a book, so long as they fill out a Book
Abandon Form. When they complete a book, they will need to fill out a Book Completion
Response (note: the completion sheet will become more detailed and complex as the
students learn more through lessons throughout the semesterfor now it is very basic).
There is also a Continuation Form for students who have not yet finished reading their
book by the book chat. I hand out some questions students might be asked at a book chat.
Now, its time for the actual reading and journaling.
3. [20 mins.] Sustained Silent Reading (with 5 minute explanation of task)
I ask students to pull out their composition notebooks and turn to a new page. On this page
they are to write:
SSR Response Entry
Date:
Book Title:
Pages read:
I model this on the board. I hand out a list of ideas for journal entries. They can choice any
question to respond to from the list. I give them a minute to read through the list.

I explain that during their reading today, they will need to pick a question from the idea list
and think about it while reading. They can pick a different idea to respond to while reading if
they change their minds. After they finish reading they will be writing a short entry in their
journal about idea. Ill let them know when it is time to stop reading and start writing.
4. [10 min] SSR Response: Discussion About Journaling
I let students know its time to stop reading. I hand out rubrics for the grading of journals,
pointing out that I will be grading on complete sentences and supporting evidence. I ask the
students what they think supporting evidence means, and we take a minute to discuss this. I
ask a student to volunteer what question they are planning to respond to. When I have a
volunteer, I ask how they will support their response. How will they prove that what they are
saying is true? We work through the question to make sure everyone knows what kind of
supportive details should be in the journals. If necessary, I ask for one more example.
5. [10 min] Journaling
Students are told to begin writing. They are to write until they feel they have fully answered
the prompt. I let students know I will be reading their responses over the weekend and that I
will respond to them, both to their actual thoughts and letting them know what kind of grade
they would achieve normally (since this is the first response, the grade is suggestiveevery
one will get full credit).
If students finish early, they are asked to read some more, although this reading does not
need to be logged or journaled.
5. [5 min] Quick Write
While their journals are out I ask students to do a quick write to the prompt What is
poetry? I instruct them to brainstorm any words, phrases, feelings, or associations that come
to mind when thinking about poetry. Then I ask them to fill out the three talking points on the
group discussion worksheet Ive just handed out. I tell students they these worksheet will be
graded for completion. There are no right or wrong answers.
6. [15 min] Small Group Discussion
Students discuss and fill out group discussion worksheets.
7. [15 min] Large Group Discussion
We discuss what students have talked about. We correct any misconceptions. Then I ask
students to take a moment to think about a quote from W.H. Auden, For poetry makes
nothing happen I tell them that Auden was a poet, and that, in fact, this quote is from one
of his poems. They are given a minute of silence to collect their thoughts. Do they agree?
Disagree? What kind of things can poetry make happen if any? Why do they think Auden
wrote such a thing in a poem?
8. [5 min] Closure: Exit Slip
Weve just completed our first week together! What have students liked? What have they
disliked? Do they have any questions? Students turn in exit slips and group discussion
worksheets.

I let students know that we will be listening to and reading some poems on Monday.
I hand out a syllabus that includes the expectations and consequences students came up with
earlier in the week. I tell students to add, read syllabus, have parent/guardian sign to their
assignment pads. I explain that we will be going over the syllabus in detail on Monday.
Methods of Assessment:
Formative:
o Discussion about journaling (1)
o Quick Write (2, 3)
o SSR (3, 4)
Summative:
o SSR Journal Entry (3, 4)
o Small Group Discussion (2, 3, 5)
o Large Group Discussion (2, 3, 5)
Differentiated Instruction to accommodate one or more of my profiled students:
Paris, who is usually outspoken, has many chances for her voice to be heard in todays lesson.
There is a lot of choice, support, and multiple chances to voice opinions. The journaling focuses
on complete sentences and detailed support but not grammar. Paris has trouble with grammar so
this gives her an opportunity to write freely and without frustration. Because she has the choice
of what book to read for SSR, she can pick a book that isnt above her reading level. If she picks
something too difficult, she has an opportunity to abandon it with the abandonment worksheet.
Materials Needed:

Paper
Pens/pencils
Composition notebooks
Smartboard
SSR books (for kids)
Assignment pad
Reading log worksheet (A)
Abandon form (B)
Completion form (C)
Continuation form (D)
Book chat questions (E)
Journal response ideas (F)
Rubrics for journals (G)
Journal grading sheet (H)
Group discussion worksheet (I)
Syllabus

Materials Appendix:
Rubrics A-H were obtained and modified from: http://cms.pflugervilleisd.net/Page/3583
A: Reading Log
NAME _________________
Date

Period __________

Reading Material

Minutes

Pages read

F/S/S_____

__________________

______

______ - _______

M _____

__________________

______

______ - _______

T _____

__________________

______

______ - ________

W _____

__________________

______

______ - _______

Th _____

__________________

______

______ - _______

My Child has read a total of ________ minutes this week.

____________________
(Parent Signature)

B: Book Abandon Form

I decided to quit reading __________________________________
By ________________________________
I started it on (date) _________ and have read through page ________
It is about __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I have decided not to finish it because (be very specific)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
I need to find a book that __________ _______________________________________
_______________________________________________________________________
Some things I can do to make sure I get the right book for me are __________________
_______________________________________________________________________
______________________________________________________________________
One book I have read on my own and liked before is ___________________________
by _____________________________.
C: Book Completion Response
I finished reading __________________________________
By ________________________________
It was about __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
My favorite passage was on page (s) _______________
I liked this part because _________________________________________________
______________________________________________________________________
This part was important to the book because __________________________________
______________________________________________________________________
______________________________________________________________________

I recommend this book to people who _______________________________________

_______________________________________________________________________
The author made the story **__________________________ by __________________
_______________________________________________________________________
______________________________________________________________________
**Ideas for the blank: realistic, exciting, suspenseful, sad, hopeful, engaging, humorous, scary,
adventurous, believable, etc
D: Book Continuation Response
I have been reading _____________________ by ______________________________ and am
on page ___.
I am not finished because _________________________________________________.
It is about (be very specific)
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
My favorite part so far is on page _____
In this scene (give details about what was happening)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
This part is important to the story because ___________________________________
_____________________________________________________________________.
Right now I am in chapter ________. Here is what is going on right now in the story
___________________________________________________________________
___________________________________________________________________ .
One prediction I have for what might happen later is _________________________

I think this because ___________________________________________________

___________________________________________________________________.
I should be finished reading this by ____________________.
My goal for the next three weeks in reading is ____________________________________
E: Questions for First Semester Book Chats
General:
1. Were there any difficulties you had reading the book?
2. Is there a part you'd like to share?
3. What is your opinion of the book?
Skills:
1. What is the author's point of view?
2. What was the author's purpose in writing the book?
3. What is the problem in the story?
4. How was the problem solved?
5. Who are the characters in the book?
6. What is the plot of the story?
7. What is the setting of the book?
8. What sparkle words did you find used in the book?
Opinion:
1. Who is your favorite character and how would you describe him/her?
2. Why did you choose this book?
3. How could you change the ending?
4. Which character would you like to play?
5. What kinds of books do you like to read?
6. Why did you choose this book?
F: Journal Response Ideas
1. What are your first impressions? Look at the cover, title, number of pages, the back of the
book, the first chapter, etc. Describe what you see. Make some inferences and predictions.
2. What made you laugh, cry, get angry, sigh, sit on the edge of your seat, etc?
3. What words stood out for your? Were they pretty, big, strange, new, funny, silly,
confusing? Explain.
4. Which character(s) do you relate to? Does she or he remind you of someone? How
does the author develop the character so you really feel like you know that person?

5. Which character(s) do you really dislike? How does the author develop the character
so you will really hate/fear him or her? Does he or she change? How?
6. What important events are happening or happened to change the direction (plot) of the
story? What led up to this? Why was this important to the story? What do you think will
happen next?
7. Is there something you dont understand or are confused by? Do you think the author
is purposely leaving out information to keep you guessing? What questions do you
have?
8. Is there something you think is going on that has not been stated yet? What clues has
the author given you to help you make this inference?
9. If you were writing the story, how would you change it? Why?
10. Who should read this book? Why?
11. Did you find the end (conclusion) satisfying? Why/why not? Would you change
anything?
12. What connections can you make between this book and your own life? Can this author
relate to teens today? Explain.
13. What have you learned from this book? Did you find yourself saying, I never realized
that? Explain.
14. What truth about life (theme) is the book revealing? For example, is it showing that
love conquers all or that people often hurt those they love most? Do you agree with
the theme?
15. What is the overall feeling (tone) you get from the book? How does the author achieve
this? What details help to create this tone?
G: Rubrics for Journals
________________________________________________________________________.
Great: 10
Good: 9
Fair: 8
Needs Work: 7
Thoughtful ideas are
Good ideas are given in
Some good ideas.
Incomplete entries
given in complete
mostly complete
Some support.
and sentences. Little
sentences and supported sentences and somewhat
Some incomplete
or no support for
with accurate details.
supported with accurate
sentences.
ideas.
details.

H: Journal Grade

Name____________________
Per. ________ Date________
Journals _______ - _________
Number done

1 2

Quality score

8 9

6 7 8 9 10

10

Number x Quality = _________

I: Small Group Discussion
Worksheet
Instructions:
1. Before breaking into small groups, you will EACH record three talking points here
(questions, insights, or ideas that the text prompted). These talking points will be the
foundation from which your discussion will build.
2. During the discussion, jot down significant aspects of the text, ideas that come from the text,
etc.
3. Each week, after the discussion, you will spend 5 minutes evaluating your discussion using
the rubric included.

Talking Points:
1.

2.

3.

Group Evaluation:
1. Today, our discussion focused mainly on

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2.
Come to a consensus as to how well your group accomplished the following goals. Please
dont just put an X in the box; add brief notes to support your rating.
note: This will be blown up to be full-paper sized.
4

We used specific aspects of the text from

this weeks reading to make points, to
contrast ideas, to prompt questions, etc. In
doing so, we frequently pointed to specific
passages, words, pages.
All members of the group participated
thoughtfully and critically in the
discussion. This would also indicate that
everyone had their texts handy for close
consideration.
When our discussion took a turn that went
perhaps a bit too far out of the context of
what we felt was relevant, we were able to
recognize this and bring it back easily.
We followed the norms set by our class

3.
In our next discussion, our group will work on (Note an area related to your group
discussion where you feel you would like to improve together)

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