Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Surprise! Unit Primary Skill focus: writing memoirs Week 3 of 4; Plan # 9 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Embedded technology Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. The student will understand that surprise is rooted in the unexpected a. The student will explore the relationship between context and surprise Affective (feel/value) and/or Non-Cognitive: Performance (do): 4. The student will be able to analyze and evaluate cause and effect relationships and their impact on surprise c. The student will analyze how texts set up unexpected moments 5. The student will be able to write a memoir incorporating cause and effect and surprise SOLs: None. CCSs: None.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: desks will be arranged in clusters so that students are sitting in groups of four, facing each other.

[ 15 mins.] Bridge/Hook/Opening to lesson: Greet students at the door as they enter; direct them to the do now, which is to read the excerpt of Me Talk Pretty One Day and write about the prompt on the board, which is Identify a moment in this story that surprised you. How did the author set up the context before this moment? Did he use timing effectively? Offer Aveni, Louise, and other weak readers the opportunity to listen to the excerpt being read aloud through iPods. [ 15 mins.] Step 1: Pair-Share Context and Timing in Surprise Have students share their thoughts from the previous prompt with the person sitting across from them. Tell students that they have five minutes to discuss and remind them that they must have one succinct statement ready to share with the class at the end of the time. Circulate and ensure that students are working productively. After five minutes, ask the pairs to share their findings with the whole class and write important and/or repeated themes on the board [10 mins.]. [ 8 mins.] Step 2: Statement Writing Have students write a short statement about how texts set up unexpected moments. Remind them to include one question or topic they would like to challenge themselves to explore further. [ 42 mins.] Step 3: Memoir Drafting Have students begin to write their memoirs, using the planners that they created in the previous lesson. Remind them to use what they know about the concepts of memoir and surprise to craft a believable story with an unexpected twist. Then have students retrieve laptops from the class cart (one per student) and turn the laptops on. Circulate and assist as students turn on the computers, log into them, open Google Chrome, and start a new document to type their memoir in. Continue to circulate and offer support as students write the first drafts of their stories. [ 10 mins] Closure: So What? Check-in At the end of class, have students swap drafts with the person who sits diagonally from them. Write these questions on the board: What was the unexpected moment in this text? How did the text set up this unexpected moment? Were you surprised or not? Remind students of the class norms for giving productive feedback. Have students review their partners story and answer these questions. At the end of class, have students swap back their drafts and thank each other. Tell students that for they need to finish these drafts at home by Monday. 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. Formative: Discussion of Me Talk Pretty One Day questions (1, 1a, 4, 4c) Memoir drafting (5) So What? Check-in (1, 1a, 4, 4c)

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) I have recorded the Me Talk Pretty One Day excerpt to support my weaker readers, such as Aveni and Louise, though I am giving them the choice to use this or not.

Materials Needed: Class set of laptops Excerpt of Me Talk Pretty One Day Audio recording of excerpt on iPods