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

Surprise! Unit Primary Skill focus: writing memoirs Week 4 of 4; Plan # 12 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: (Note: Refer to the list in the document called Concept Unit Lesson Plans) 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: 2. The student will cultivate a level of comfort with uncertainty a. The student will be able to rely on himself or other students for answers, instead of asking the teacher immediately. b. The student will seek challenge continually Performance (do): 4. The student will be able to analyze and evaluate cause and effect relationships and their impact on surprise a. The student will explore surprise in their own life and lives of people they know b. The student will know the definitions of cause and effect and surprise c. The student will analyze how texts set up unexpected moments d. The student will be able to create cause-and-effect chains to depict the connection between events. 5. The student will be able to write a memoir incorporating cause and effect and surprise a. The student will be able to establish a central idea and organization 6. The student will be able to read, analyze, and discuss a variety of texts b. The student will be able to define and identify essential traits of a memoir SOLs: 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

d) Describe cause and effect relationships and their impact on plot. 6.7 The student will write narration, description, exposition, and persuasion. d) Establish a central idea and organization. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing. CCSs: CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-LITERACY.W.6.3.A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-LITERACY.W.6.3.D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 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. [ 2 mins.] Bridge/Hook/Opening to lesson: Good morning and welcome to our final share day! To start off today, I would like each student to read their memoir story, or part of their memoir story, out loud to their base group. Readers: try to read with emotion and loudly enough that your group can hear you but quietly enough that youre not disturbing everybody else. Listeners: be sure to listen actively and respectfully. Each reader gets nine minutes to share and then quickly move on to the next person please. Ready, GO! [ 40 mins.] Step 1: Students share memoirs Circulate while students read their memoirs aloud to their base groups. [ 18 mins.] Step 2: Final Peer Review of Memoirs Okay you guys did a great job sharing and listening and I hope you really enjoyed that! When I say GO I would like you to trade papers with the person across from you and then write a paragraph or two answering this question how did the text set up this unexpected moment? Feel free to draw out their memoirs cause-and-effect chain if that will help you. I want you to work quietly and individually for this portion of class. Ready, GO! [ 5 mins.] Step 3: Screening Class Six Word Memoirs Im really proud of how hard you guys have been working in this unit and Ive been continuously impressed by the caliber of your work. Ive compiled a video of your six word memoirs and would like to show it to you now. I think you guys will really enjoy this video take this time to admire your own accomplishments!

Show video of six word memoirs. It will look something like this: http://www.youtube.com/watch?v=usIn9CXGBUw [ 10 mins.] Step 4: Final Revision of Memoir Statements For the next ten minutes or so, please make one final version of your statement on what it means to be a memoir and what makes a good memoir. Again, highlight all the changes you make and add in one challenging question or topic you want to explore in the future. [ 10 mins.] Step 5: Final Revision of Surprise Statements For the next ten minutes or so, please make one final version of your statement on what it means to be a surprise and what makes a good surprise. Again, highlight all the changes you make and add in one challenging question or topic you want to explore in the future. [ 5 mins] Closure: Base Group Discussion For the last few minutes of class, I would like you to have a discussion in your base groups. I want each person to share one thing that surprised them in this unit, how they felt about that surprise when it happened, and how they feel about it now. Circulate as students discuss. Say goodbye to them as they get dismissed. 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: Closing Base Group Discussion (2, 2a, 2b) Summative Assessment: Process (2, 2a, 2b) Performance (1, 1a, 4, 4a, 4b, 4c, 4d, 5, 5a, 6.7, 6.7.d, 6.7.i, 6.7.j, W6.3.A, W6.3.D) Progress (1, 1a, 4c, 6, 6b, 6.5, 6.5.d) 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) This lesson allows room for all students to explore their interests and interact with the learning goals at their own readiness level. However, it particularly encourages the development of a growth mindset through the attention to revision and accomplishment, and thus benefits John, Aveni, and Louise. All three of these students suffer from a fixed mindset from years of being too under or over prepared for school and thus benefit greatly from the development of a growth mindset. Materials Needed: Class video of six word memoirs, Rubrics

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Class video of six word memoirs (http://www.youtube.com/watch?v=usIn9CXGBUw) Progress Rubric Advancing (8 points) Memoir Statement demonstrates significant growth; you continually challenge yourself Surprise Statement demonstrates significant growth; you continually challenge yourself Surprise in Texts Statement demonstrates significant growth; you continually challenge yourself Practicing (6 points) Developing (4 points) Beginning (2 points)

Performance Rubric Memoir Story Basic Requirements: 2 3 pages in length (double-spaced, 1 inch margins, 12 pt. Times New Roman) Incorporate an unexpected moment Rubric: Advancing (8 points) Cause and Effect: you must incorporate believable but interesting cause and effect, such as those in the stories we have been tracking through cause and effect chains. Timing: use cause-and-effect to enhance the revelation of the unexpected moment So What?: The reader should be invested in the story and should be able to explain why the story matters. Impactful Language: The words chosen should be descriptive and vivid. 2 free points. In my class, there will be no failure. If your story does not meet or exceed these standards, you will be revising it until it does. Process Rubric Practicing (6 points) Developing (4 points) Beginning (2 points)

Advancing (8 points) Revising Drafts change significantly as you incorporate peer and instructor feedback Working You use inclass work time productively and stay focused on the assigned task Contributing You share your insights in class and group discussions and give your partner thoughtful feedback during peer review sessions Self-reliance The student will be able to rely on himself or other students for answers, instead of asking the teacher immediately.

Practicing (6 points)

Developing (4 points)

Beginning (2 points)