Concept Unit

Lesson Plan Template

Unit Working Title: Why Do I Care?
Unit Big Idea (Concept/Theme): Value Systems
Unit Primary Skill focus: Reflection
Week 3 of 3; Plan #9 of 9; [90 mins.]
Plan type: Summary
Content Requirement Satisfied:
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. Students will know that their values come from their experiences.
d. Students will understand how their values connect to past experiences.
e. Students will be able to identify significant moments from their pasts.
g. Students will be able to reflect on past experiences in order to understand their
influence on their values.
Affective (feel/value) and/or Non-Cognitive:
3. Students will value reflection and understanding where they come from.
a. Students will know that reflection writing helps to process ideas.
b. Students will understand that reflection helps gain insight on prior experiences.
c. Students will feel connected to experiences from their past and the impact they had on
them.
g. Students will be able to create artistic representations that reflect their memoir story.
h. Students will be able to articulate the significance of their representation in a
statement.
Performance (do):
4. Students will be able to write a memoir that reflects their own value systems.
a. Students will know that memoirs are in the first-person point of view.
b. Students will know that memoirs use description to show what is happening.

c. Students will know that memoirs share the authors thoughts and feelings about the
topic.
d. Students will know that memoirs include dialogue.
e. Students will know that memoirs include a reason why the story is important.
f. Students will know how to form a compound sentence.
g. Students will know the different conjunctions in FANBOYS and when they should be
used.
h. Students will understand why we use compound sentences in our writing.
i. Students will be able to create vivid detail in their writing.
j. Students will be able to articulate why their memoir story is important.
k. Students will be able to create compound sentences from simple sentences.

5. Students will be able to reflect on the value systems of another person or community.
d. Students will be able to articulate the values presented in another persons work.
SOLs: [List with numbers portrayed in the SOL document]
CCSs: [List with numbers portrayed in the CCS document]
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

Formative
Artistic representations- 3g
Artist Statements- 3h

Summative
Memoir papers- 1d, 1e, 1g,
3a, 3b, 3c, 4a, 4b, 4c, 4d, 4e,
4f, 4g, 4h, 4i, 4j, 4k
Gallery walk and sharing- 5d
Journal reflections- 3a, 3b

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: The class will be arranged into tables of desks, with four
desks pushed together to create a table group. There will be five different desk groupings/tables
in the classroom.
1.
[10 mins.] Bridge/Hook/Opening to lesson: Welcome and Turning In Work

I will welcome students into class and have them turn in their final copies of their memoirs to
me. I will then have students read their SSR books for around 10 minutes while I get supplies
ready for the next activity.
2.

[5 mins.] Artistic Representations Instructions

I will explain that today we will be sharing our memoirs with the rest of the class, but we will not
be reading them. Instead we are going to make artistic representations of our memoirs and
have a gallery walk at the end of class for everyone to see. I will explain that these
representations can be some sort of drawing, a digital creation, a poem any artistic form they
want to create that in some way represents what their memoir was about or a value they have. I
will demonstrate by creating an artistic representation of my memoir first for the class.
3.

[20 mins.] Working on Artistic Representations

Students will then have a chance to work on their artistic representations. While this is
happening, I will circulate the room and observe what students are working on. I will ask
questions about what their creation represents and why they thought to do it that way. I will also
provide help for those who need it and support for those who feel stuck. I will make sure each
student is focused and continues to work throughout the time frame. If a student is really done
before the time is over, then they may sit at their desk and read their SSR book.
4.

[5 mins] Artist Statements Instructions

I will then have students take a break from their designing to learn about the artist statement
that should go with their work. I will explain to students that the artist statement is like a caption.
It quickly tells viewers what their art represents and why. I will explain that it should be kept
short and sweet so that viewers will actually read it as they go by. Typically if something is too
long, then people will not stop to view it. I will demonstrate what an artist statement looks like by
creating my own in front of the class based on the artistic representation I created earlier.
5.

[15 mins] Artist Statements work

Students will then develop their own artist statements. I will circulate the room to see how
students are doing and answer any questions during this time. I will also pay attention to
students who may be stuck and find a way to help them create a statement. I will let students
know that if they finish their artist statement they may either keep working on their
representation or read their SSR book.
6.

[20 mins] Gallery Walk

I will explain to students that now we are going to show off our work. In doing this, we can learn
about other peoples values and experiences just in our small class community. It will help us to
see what values we share and which ones differ from the people around us. Students will hang

or place their representations around the room. I will put on soft classical music and students
will walk around and observe each others art. I will walk with them, taking note of the things
students did and making sure that all students walking around are staying on task.
7.

[5 mins] Sharing

After the time is up students will come back to their seats and we will have a quick time to share
what they learned from the gallery walk. Volunteers will raise their hands and I will call on
students to tell the class what they found interesting or surprising from the gallery walk. I will
also ask if students found any values represented that lined up with their own, and if that
surprised them at all.
8.

[10 mins] Reflection on unit

I will then tell students that we will move from reflecting on the gallery walk to reflecting on the
unit as a whole. In their journals I was them to answer two prompts:

1. What was their biggest take-away from the unit?

1. What did they like about the unit? What would they have skipped?
I will then collect the journals to review students input over the weekend. I will tell the students
that I had a lot of fun exploring our values and experiences this unit, and look forward to seeing
the wonderful work students create in the unit to come.

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)
Today I would have Andrea and Mason plan to share something from after the gallery walk. This
way they could both participate in class in a way that wont cause them any embarrassment.
They will also have time to prepare for it if I let them know at the beginning, so it could help
them focus more when walking around the room.
Materials Needed (list):
Arts and crafts supplies