CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Adversity: Universally Experienced, Individually Overcome

Unit “Big Idea” (Concept/Theme): Overcoming Adversity

Unit Primary Skill focus: Memoir Writing

Week ___1___ of 4; Plan #____1____ of 12; [90 mins.]

Plan type: ____Full-Detail __x__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called “Concept Unit Lesson Plans”)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

Cognitive (know/understand):

U1: Students will understand that adversity is an inevitable part of life and a universal experience

Lesson Objectives:

U1: Students will understand the expectations for this class

U2: Students will understand what adversity is

K1: Students will know more about me

K2: Students will begin to know how to overcome adversity

D1: Students will create norms that will help guide our class
D2: Students will take a student interest survey
D3: Students will read an article about overcoming adversity

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 Summative

 Title of assessment tool: Title of assessment tool: Title of assessment tool: Exit
Discussion Article Questions Slip

Students will demonstrate
what they already know
about adversity by engaging
in a class discussion.
Criteria: We will have a
class discussion about what
adversity means to each
individual and what some
ways to overcome it are
Students will show their
progress toward understand
adversity by answering
questions in conjunction with
and after the NYT article
Criteria: Students will have
some questions to guide their
reading and more discussion-
based questions for afterwards
Students will ultimately be
assessed (today or in a future
lesson) on understanding
adversity by filling out an exit
slip
Criteria: The exit slip will ask
them to reflect on what they
learned today about adversity
and how they will engage with
it over this unit.

How data will be used: To How data will be used: To see

inform future areas of
instruction
How students will receive
feedback: From me orally
during the discussion
if students understood and
took away something positive
from the article
How students will receive
feedback: From me mostly for
completion. If there are
outstanding misconceptions
they will be addressed
separately
How data will be used: To see
where students stand after the
first day
How students will receive
feedback: They will not unless
there are misconceptions to be
addressed

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 students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
All students I have also created a
“Getting to Know Me”
quiz, which is a more
engaging way to do this
than just telling them.
Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[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]

1. [_15__mins.] Welcome/Greeting/Syllabus

This is the first day of classes, so I will welcome students by showing them to their seat
while simultaneously taking roll. Once everyone is here I will greet them and pass out the
syllabus. We will go over it together, and this includes going over the class expectations
(rules). I will leave time for questions

2. [_20__mins.] Student/Teacher Interest Survey

We will start with the teacher interest questionnaire that I designed about myself. This
will be a great way for the students to get to know me better. I will make a joke about
having a quiz on the first day. We will then go over the answers together. Afterwards, the
students will begin filling out their interest survey. I will explain that I will collect them
tomorrow in class, but for them to complete as much as possible in the allotted time now.

3. [15___mins.] Creating Norms/Reviewing Expectations

We will work as a class to develop some classroom norms that we want to have for the
year. Letting the students help create these norms will hopefully help them be more
engaged and eventually help them adhere to the norms. Additionally, we will review my
expectations for the class (essentially the class rules), which are to maintain mutual
respect and maintain accountability. We will talk as a class as to what these expectations
mean, and what sub-expectations they create.

4. [_10__mins.] Adversity Discussion

Once the first day formalities are out of the way, we will begin our unit on Overcoming
Adversity. This discussion is just a diagnostic way to assess where students stand on the
topic. We will discuss what adversity is and potential ways to overcome it, as well as
examples from the students of adversity they have faced and/or have overcome.

5. [_20__mins] Article

After the discussion I will pass out the NYT article on adversity as well as a question
sheet to go along with it. Students will read the article independently and answer the
guiding questions independently. Some of the questions are more discussion/opinion-
based and should be answered at the end of the article. For this, students can work with a
partner. I will be walking around during this time in case anyone has questions

6. [5 mins] Exit Slip

 The exit slip today asks a few questions, specifically some about the syllabus/norms to
ensure everyone was paying attention, but mostly about the idea of adversity. This will
set the tone for the rest of the unit and allow student the opportunity to ask questions
early on.

7. [5 mins] Extra Time

I will allow myself 5 extra minutes of class time in case something takes longer than
planned (on the first day especially this is often the case)

Materials Needed (list):

Syllabus
Student Interest Survey
Teacher Interest Questionnaire
NYT Article
Exit Slips

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)