CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: “The Danger of a Single Story”: Confronting Stereotypes Through
Reading and Writing Personal Narratives

Unit “Big Idea” (Concept/Theme): Confronting stereotypes

Unit Primary Skill focus: Personal narrative and reflection

Week _4_ of 4; Plan #_10_ of 12; [90 mins.]

Plan type: __x__Full-Detail ____Summary

Content Requirement Satisfied: Writing instruction and grammar instruction

(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:

Performance (do):
4. Students will be able to tell a personal story that shows how multifaceted they are.
e.. Students will be able to revise their personal narratives for power and clarity

SOL’s: [List with numbers portrayed in the SOL document]

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate
with an emphasis on exposition and analysis.

CCS’s: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

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

Title of assessment tool: My Story Summative Assessment Draft

Students will show their progress towards being able to tell a personal story that shows
how multifaceted they are by revising the first draft of their My Story summative
assessments for power and clarity (objective 4e)

Criteria: Rubric

How data will be used: To see if students are coming close to meeting unit objectives and
to see what mini-lessons I need to teach to the full class and what to focus in on during
individual conferences.
 How students will receive feedback: On first draft, students will receive written feedback
via a rubric and verbal feedback via conferencing. On the final draft, students will
receive a grade and overall feedback on via the rubric.

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
Tyler Tyler can be disengaged if
he doesn’t see the relevance
of what he is learning.
Personal narrative writing
accounts for adolescent
perspective in the
classroom.
Jessica Jessica reads and writes
below grade level.
Handouts for notes and
opportunities for one-
on-one conferences with
the teacher scaffold her
learning.
Jose Jose is one of two
English Language
Learners in the class. To
support his access to the
content of the lesson, we
are utilizing visuals and
analogies to further
cement the rules we are
teaching. Additionally,
throughout the lesson,
we will read the
sentences aloud which
help students, and
particularly ELL’s,
understand how
different punctuation
causes pauses in
sentences.
Sarah The individual
conference time and
personal goal setting for
growth will provide
differentiation for Sarah
 and give her more
autonomy over her
learning.

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:

Students will enter the room and sit with their assigned base groups. Slides for the day will be
projected up on the board (see Appendix A).

1. [2 mins.] Welcome

As students enter the room, I greet them by name, exchange a few pleasantries, and take
attendance.

Good morning everyone, hope everyone had a wonderful weekend. I know I enjoyed reading the
first drafts of your “My Story” Personal Narrative and was very impressed with the reflection
you have showed thus far.

Today is a writing workshop day. Our agenda is:

1. Mini-lesson on semicolons
2. Writing workshop and writing conferences

So today our learning target is: I can revise and edit my writing to add power and clarity.

2. [5 mins.] Quick review of independent and dependent clauses

Before we jump into our mini-lesson about the semicolon, I want to do a quick review of
independent vs. dependent clauses which I know you have learned about in previous years but
think we need a refresher on.

Can everyone please get out their writer’s notebook and turn to their “Editing” section. On the
next clean page, please write the heading, Independent and Dependent clauses, and take notes
below that will be helpful for you.

Of these two clauses up on the board, which is the independent clause and which is the
dependent clause?

1. When Sarah went on spring break

2. Sarah went on spring break

[Allow time for students to raise their hands. Call on a student.] Correct, #1 “When Sarah went
on spring break” is a dependent clause. How do you know? [Call on a student.] Yes, it is a
dependent clause because it is an incomplete thought and cannot stand alone as a sentence. The
“when” word makes it dependent. Other words that signal dependent clauses are:
 after once until
although provided that when
as rather than whenever
because since where
before so that whereas
even if than wherever
even though that whether
if though while
in order that unless why

Please copy these down in your notebook. Does anyone have any questions about why #1 is a
dependent clause? [Allow for wait time and address any questions in the moment]. Now based
on what we know about dependent clauses, can anyone infer what the definition of an
independent clause is? [Call on a student]. Great, that is correct! An independent clause
represents a complete thought and can stand on its own as a complete sentence.

3. [6 mins.] Mini-lesson: Semicolon Video and Analogy

As I was reading your drafts over of the weekend, I noticed many missed opportunities to use
semicolons. Here is a picture of a semicolon – what do you notice about it? [If they are silent,
prompt further and ask which two punctuation marks the semicolon is made up of - the period
and comma].

Okay, to give you an overview of the rules and usage for semicolons, we are going to watch a
short video from TEDEd about semicolons. You don’t need to take notes while you watch as the
video moves rather quickly, and we will be going over the rules more explicitly after we watch.
[Dim the lights and play the video that is embedded in the slides. Video is 3:36].

Alright, I hope y’all enjoyed that video--I found it super helpful to visualize the rules. So, you
already noticed that a semicolon is a combination of a period and comma. A trick to
remembering the appropriate time to use it is when a sentence calls for a longer pause that a
comma but less than the full stop of a period. Thus, a semicolon is like a yield sign; it is a signal
to pause but not to completely stop from moving. Often you use a semicolon when combining
two sentences that are closely related or link well together. So it helps me to think of another
analogy to visualize what a semicolon does to a sentence. The link between the two sentences is
like two people holding hands. Thinking about semicolons in this way helps me because just like
people who are holding hands are linked together, a semicolon links two complete thoughts
together.

Overall, these punctuation marks allow us to create meaning and show relationships. Good
writers use semicolons to add power, clarity and style to their writing.

Differentiation: This activity is aimed to help students like Jose, who is an ELL. For this
activity, we are utilizing visuals and analogies to try and make content more accessible.

4. [10 mins] Semicolon Rules and Examples

Now, I am going to pass around a handout with the most common uses of semicolons. We will
go over each rule and an example and then you will create your own example, following the rule.
[Pass out handout]. As we talk through the rules, please feel free to take additional notes on the
handout to help you remember. After we finish, you will tape this handout into your writer’s
notebook.

Semicolons Rules
1. Semicolons are used to combine or join two closely related complete sentences (two
independent clauses)
- For this rule, the semicolon replaces the period or FANBOYS conjunction (for,
and, nor, but, or, yet, so)
- the sentences should be closely enough related that a full stop/period isn’t
necessary

Example: Emily is terrible at keeping secrets; she promptly revealed the location and time of the
surprise party when I asked what she was doing.

So, these clauses could technically also have been written in two other ways:
Emily is terrible at keeping secrets. She promptly revealed the location and time of the
surprise party when I asked what she was doing.
OR
Emily is terrible at keeping secrets, and she promptly revealed the location and time of
the surprise party when I asked what she was doing.

Both are grammatically sound, but I chose to use a semicolon instead to show the close
relationship between the sentences.

Another example: “It was the best of times; it was the worst times.” A Tale of Two Cities

Does anyone have any questions about this rule?

Okay, now that we have given you two examples of using semicolons to join two closely related
sentences/independent clauses, please write your own on the handout in the space provided.
Feel free to work with your table partner to create the sentence. [Give student 1 minute to
write their own sample sentence. We are going to try to keep a brisk pace to keep them engaged.
Teacher circles to help and clarify]. Can anyone share their sample sentence with the class?

Semicolons Rules
2. Semicolons are used before a conjunctive adverb that joins the clauses of a longer
compound sentence
- Common conjunctive adverbs include however, therefore, thus, consequently
- Compound sentences = two independent clauses
- For this rule, you are often breaking up a very long sentence to make sure that the
meaning is clear

Example: Emily is terrible at keeping secrets; therefore, I did not tell her about the surprise
until the day of the party.

Example: A semicolon is used correctly when joining two complete, but related sentences; thus,
the reader feels the link, albeit subtly.
Does anyone have any questions about this rule?

Okay, now that we have given you two examples of using semicolons before a conjunctive adverb
that joins the clauses of a longer compound sentence, please write your own on the handout in
the space provided. Feel free to work with your table partner to create the sentence. [Give
student 1 minute to write their own sample sentence. Teacher circles to help and clarify]. Can
anyone share their sample sentence with the class?

As you are revising and editing your personal narratives over the next few days, I task you to
add at least one semicolon into your writing!

Please use the tape at each of your base groups, to tape this handout on the next clean page of
your “Editing” section.

5. [3 mins.] Three-minute break

I know it is a bit early to take our three-minute break today, but in order to maximize our writing
workshop and conferencing time, that is just the way it has to be. Please enjoy Tamarius’
favorite song!

Three-minute break to stretch legs, use restroom, get water, chit-chat. Play a student’s favorite
song.

6. [10 mins.] Directions: Independent Correction Sheet and Rubric

In a moment, I am going to pass around everyone’s writing portfolio. In it you will find three
items: your personal narrative draft, your draft rubric, and your independent correction sheet.
As I have told you before, I do not grade your first-draft of writing. First drafts are often
tentative and should be a time to take risks and think through what you want to say. I did,
however, highlight the scores you would get as of right now on the rubric to show you where you
are doing well and where some rethinking may be needed. I also gave you some overall
feedback and 2 specific revision and/or editing goals I want you to work towards for the final
product. During our writing conferences, you will help me create your 3rd revision goal.
Hitting these goals will be a part of the “growth” dimension of your rubric.

[Pull up document camera to project independent correction sheet – appendix C]

I also want to introduce to you your independent correction sheet. Instead of correcting all your
grammar errors for you, I have you fill out this sheet so that you can practice identifying and
correcting errors in your own writing according to standardized English conventions. As I read
your writing, I highlighted 3 full sentences that contained errors. In the first column here, you
will rewrite the highlighted sentence. So, an example sentence that needs some help from a
former student is: I was born Black, I wasn’t born afraid. I write that in the first column. Now,
I try to figure out what the error is, how to correct it, and identify the error type. After our
review of independent and dependent clauses this morning, I realize that those are two
independent clauses/complete sentences and as such cannot be combined with just a comma.
This sentence contains a punctuation error. I can fix the sentence in a few ways. Who can give
me one? [Look for these three ways: replace the comma with a period to separate the two
sentences, add a FANBOY after the comma, or combine with a semicolon. Take a poll to
determine which way students want me to fix it]. If you cannot figure out the error
independently, you may ask your elbow partner for help or wait until your individual conference
with me.

My goal is to meet with about 10 of you today to give you some more individualized feedback
and answer any specific questions you have. I will meet with the rest of you next class. If you
feel like you need to talk to me today or more urgently, please put a sticky note with your name
on it on the conferencing table. If not, I will work through my preplanned list. Please bring your
writing portfolios when you come to the conferencing table, your writer’s notebook to take notes,
and a pencil.

During this workshop time, please diligently work on revising and editing your personal
narratives. You only have today and next class to work on it (besides any out of school work)
before we share during our gallery walk! Revision is absolutely key to improving as a writer!

7. [50 mins.] Writing workshop and conferencing

My goal for this conferencing time is to get to at least 10 students. I predict that conferences will
range from 2-5 minutes per students. Today, I chose 10 students who need a bit more guidance
that the rest of the class to get on the right track for their second draft so most conferences will
run the full 5 minutes. I will focus must of the conference on general feedback on craft, the
rubric and areas of revision in the actual narrative but will have some quick grammar instruction
planned for individuals who most need it. I will direct students to take notes in their writer’s
notebook: copying models and/or writing down rules. After the conference, I will encourage
students to immediately implement the feedback.

8. [2 mins] Closure and looking to next class:

Thank you everyone for participating so fully and respectfully today. I think you did a great job
of working diligently to revise and edit your personal narratives. Next class will be a full day of
writing workshop and conferencing and will include some opportunities for peer feedback as
well. If you want to conference with me before then, please stop by during study hall or make an
appointment to come by before or after school. For homework, please read your choice book
for 30 minutes and log how many pages you read on your reading log.

You may pack up now. Thank you all for today!

References/resources:
Gallagher, Independent Correction Sheet

Materials Needed (list):

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

handouts, etc.)

Appendix A: Slides
Appendix B: Semicolon Rules handout
Appendix C: Independent Correction Sheet
Appendix B: Semicolon Rules handout

Semicolon Rules

1. Semicolons are used to combine or join two closely related complete sentences (two
independent clauses).
- For this rule, the semicolon replaces the period or FANBOYS conjunction (for, and,
nor, but, or, yet, so)
- the sentences should be closely enough related that a full stop/period isn’t necessary

Example: Emily is terrible at keeping secrets; she promptly revealed the location and time of
the surprise party when asked what she was doing tonight

My sentence:

2. Semicolons are used before a conjunctive adverb that joins the clauses of a longer
compound sentence
- Common conjunctive adverbs include however, therefore, thus, consequently
- Compound sentences = two independent clauses
- For this rule, you are often breaking up a very long sentence to make sure that the
meaning is clear

Example: Emily is terrible at keeping secrets; therefore, I did not tell her about the surprise
until the day of the party.

My sentence:
Appendix C: Independent Correct Sheet

Name:______________________________

Independent Correction Sheet

Write the Sentence Where the Write the Corrected Version of the Sentence Here Identify the Problem(s) Here
Problem Occurs Here
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling
grammar punctuation
word choice sentence structure
run-on verb tense
commas documentation
clarity active voice
spelling