Concept Unit Lesson Plan Template Unit Working Title: The League of Extraordinary Middle Schoolers Unit Big

Idea (Concept/Theme): Heroes Unit Primary Skill focus: Conflict Week 1 of 4; Plan # 2 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Introductory Week Summary Lesson 1 (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): Students will understand that effective collaboration relies on adhering to a set of agreedupon expectations and consequences. Students will understand that group works function like teams. Affective (feel/value): Students will feel value creating expectations and consequences as a way of establishing good faith with group members. Performance (do): Students will work in groups to create group contracts consisting of expectations and consequences. Groups will create team names and find their own headquarters in the room. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually g) Assume shared responsibility for collaborative work.

Procedures/Instructional Strategies [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] Desks will be arranged in rows at the beginning of class for the purpose of getting students seated quickly so that I can place them in groups quickly.

1. [20 mins.] Bridge: Permanent Groups and Team Building Get students seated in rows, informing them that it doesnt matter where they sit because they will be relocating shortly. Read off names for each group. Tell them to pick a space in the room, in chairs, on the floor, etc. to meet for their first meeting. These will be their permanent base groups for the semester. Once the groups have situated themselves throughout the room, tell them that they will be playing two truths and a lie as a way of getting to know each other better. Give them the following example: a) I went to a camp that was haunted when I was in middle school. b) I went backpacking in New Mexico for two weeks and only was able to shower once. c) I ran across the field of the Georgia Dome in college. Tell students that they will write their two truths and a lie on a piece of paper (that they can get from the front of the room) and not put their name on it. They will then fold theirs up and put it in the center of the group. Each member will pick out a slip and try to guess who it belongs to and which one is the lie. 2. [30 mins.] Step 1: Team Names and Headquarters After students have finished their games, tell students that their job is to come up with a team name, a sign with their team name on it, and that they are to pick a space in the room to designate as their headquarters. Their names and signs must be school appropriate and their space in the room must be large enough to fit four desks. Tell them that they may use the arts corner, which contains art supplies such as cardboard, paint, tape, etc. Students have 30 minutes to develop names, signs, and spaces. Walk around the room to ensure that students are on-task, creating appropriate names and signs, and help any teams that are stuck or are having disagreements. 3. [ 20 mins.] Step 2: Guided Group Discussion Guide students through group discussion of expectations, consequences, and goals for the semester. Instruct each group to first brainstorm together a list of expectations they want the group to have and uphold. Tell them that these may be similar to the expectations for the classroom, but they may want to make them specific to how they will work collaboratively together, such as holding everyone accountable for work, or allowing everyone to talk equally. Have them star the ones they all agree are important expectations. After students have completed their expectations brainstorm have students brainstorm consequences for those starred expectations.

Have students brainstorm a list of goals to work towards over the course of the year. Goals can be as simple as collaborated effectively on all group work or can be as grand as specifying a particular project they would like to work on as a group. Walk around to each group and sit in to listen to their conversations. Ask questions about their ideal classroom or group environment to prompt discussion if they seem to be struggling to brainstorm ideas. 4. [15 mins.] Step 3: Drafting Group Contracts Instruct students to draft a contract for their group using the computer paper at the front of the room. Tell them to use the contracts their parents or guardians signed as a template. Project template on the SmartBoard for students to refer to as they draft their contracts. Walk around the room to help groups write their contracts. Look for groups who are silent or arent writing. Make sure they are discussing the contracts and not things outside of the classroom. 5. [5 mins] Closure: Exit Slip Tell each group to hand in their draft of their group contracts and to make sure that they include their team name and individual names at the top. Inform them that I will be typing them up for them to sign the next day. Have them place their drafts on the desk near the door and pick up a classroom expectations contract for their parents to sign. The contracts have both English and Spanish so that Charlies parents can also read it. Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Group Discussion o Team Building Exercise and Team Naming o Group Brainstorm Summative: o Draft of Group Contract 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) Having students collaborate and create their own expectations for group work helps all students become involved. It ensures that shyer students like Adam are brought into the conversation, that all cultures and backgrounds are respected, and that all students, regardless of ability, are respected for their contributions. The use of art engages most students and sets the tone for the classroom. They can see how this class is about embracing all types of art and subjects. They can do things that interest them. It engages students like Charlie, who is art-focused rather than writing focused.

Writing the contracts in both English and Spanish help involve Charlies parents in his academic life. Having all contracts in Spanish as well as English prevents Charlie from feeling embarrassed and singled-out. Materials Needed: Art supplies (cardboard, paint, tape, string, paintbrushes, etc) Computer paper Contract Template SmartBoard Classroom Expectations Contract