UbD Lesson Plan Template

Client Organization: Preston Middle School Main Contact: Kaitlyn Szejna Email Address: klszejna@gmail.com VITAL INFORMATION
Author

Date: 10/7/13

Kaitlyn Szejna Book Club Norms

*Subject(s)

Why are we doing this? Topic or Unit of 9 Stud *Grade/Level y *Summary Students will work in whole group and small groups to develop norms for their book club meetings that will take place throughout the unit.
Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Prepared Graduates: - Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the gro ups attainment of an objective Concepts and skills students master: 1. Successful group discussions require planning and participation by all Evidence Outcomes 21st Students can: c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.6.6) d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.6.1) i. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a) ii. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b) iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

STANDARDS
*Standards

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 1 DESIRED RESULTS
-Students will participate in discussions to create goals and set norms for their book clubs. Established Goals

Understandings Overarching Understanding Related Misconceptions Essential Questions

Students will be able to take ownership for their own book club books and they will feel like it is their group, not mine.

Students may need guidance on what norms look like.

What you should expect from yourself and your classmates in terms of: Class preparation Discussion (whole-class, small-group, pair-share) Collaboration on projects

Steps to take if someone violates these norms:

Knowledge

Students need to know how to voice their opinions and concerns with the class. After the first unit, a community is built within the class and students know how to effectively communicate with one another. Effective communication is important for this lesson to function.

Skills

Lesson Plan

-Attendance and Housekeeping (5minutes) - Introduction to books (10 minutes) I will share what each book is about with students. I will give a brief plot summary of each book. I will explain to students that each book has a character whose decisions are an important part of their lives and explain that is what our book clubs will focus on. -Rate Books for Book Clubs (10 minutes) I will give students about 5 minutes to discuss the books with each other after the introduction. Students will each get out a sheet of paper with their name on it and rate the books 1-4. (5 minutes)

-Journal Entry 1 (7 minutes) (I will be forming Book Clubs while students write in their journals) What decisions do you make in your life that has an effect on yourself or others? Are some decisions more simple to make than others? Make a list of all of the decisions you make each day. -Think Pair Share (10 minutes) Students will find a partner sitting next to them to talk about their journal entries. Students will have an opportunity to share with the whole group if they want to. -Book Club Norms (35 minutes) We will work as a class and in the book clubs to develop norms. As a whole group I will explain to students that the class norms that we developed in Unit 1 apply to their book clubs as well. I will tell students that they need norms for their book club that help them with accountability, and the expectations that have for each other on how far they will have read each day. I will ask students to get into their book clubs and start writing a list of their norms for their book clubs. -Norms Share Out (3 minutes) Students will share their book club norms with the class. Students are free to steal from other book clubs.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 2: Assessment Evidence

Performance Task Description: What authentic performance tasks will students demonstrate the desired understandings?
-Students will be responsible for participating in whole group and small group discussions.

By what criteria will performances be judged? -The criteria will be graded based on participation. Participation includes speaking during whole group or small group discussion and adding to the list of norms for the book club book. Students will receive 10 points if they do any of the above activities. Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? -Students will create a document that lists their desired norms for their book club books. How will students reflect upon and self assess their learning:

-Students will have to readdress their norms that they have created throughout the unit. Goal Role Audience Situation Product/Performance Standards Students will produce their own set of norms. Each student will contribute to the list of norms. They are their own audience. Small group work. Students will produce a list of norms that they will follow during every book club meeting. Effective communication.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 3: Learning Plan What learning experiences and instruction will enable students to achieve the desired results? How will the design:
Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Students are coming from the community building unit. This is the first unit of the year that really focuses on content. This unit will help students see where the class is headed and take some ownership of their class. Students have already set class norms during the first unit, this will be a familiar exercise. I will give students the opportunity to read over my plans for the year and let them know my rationales behind what we will be learning. Dictionary day, book clubs, presentations, and persuasive essays.

Students will write a persuasive essay about the books that they have presented to the class. Students must persuade me which book to add to my plans for next year. Students will have to take what they have learned from their book club books and create a presentation to share their book with the rest of the class. The book trailers are trying to persuade other students that their book was the best. Students will then write a persuasive essay using the information from the presentations.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Students will have the chance to choose their own book club books. There are four books for students to choose from. Students will write down their preferences 1-4 and I will create book club groups.