Lesson Plan Template for Unit Plan

DAY OF UNIT & NAME

OF LESSON/ACTIVITY
Sergio Rushing: Day Seven: Sex and Race Book Delegations
FEATURED STANDARD
(Include sufficient detail
based on the standards
youre using. If youre
using the CO standards,
include the Standard,
Prepared Graduate
Statement, Concepts &
Skills Students Master,
and Evidence Outcomes.
If you are using the CCSS,
include the anchor
standard and the
appropriate grade-level
band.
CCSS. ELA-LITERACY. W.11-12. 3.
Analyze the impact of the authors choices regarding how to develop
and
Relate elements of a story or drama (e.g., where a story is set, how the
action is
ordered, how the characters are introduced and developed).

CCSS. ELA-LITERACY. W.11-12. 3.
Analyze a complex set of ideas or sequence of events and explain how
specific
individuals, ideas, or events interact and develop over the course of the
text.

PURPOSE OF
ACTIVITY (Think of this
as your mini-rationale:
What are you trying to
accomplish through this
lesson/activity? In your
overall sequence, why
does it make sense here?
This is also the place to
indicate briefly: 1) the
principle of Connected
Learning you are
emphasizing and 2) how
this lesson will provide
extra support and/or
challenge for the needs of
individual learners,
especially ELLs.)
Part of a collaborative unit includes bringing separate ideas into a larger picture. To
scaffold off of Day 6 students will begin to bring their novels focus on sex and race
into a larger discussion in the hopes to see different perspectives within their novels.
To do this students will act as delegates from their own books settings and bring about
a conversation of how sex and race is portrayed in their own novel. Students will
create a large circle with nine chairs in the middle. The nine represent two delegates
from each group including a bystander to help keep the discussion going. The main
focus of this is to get a better understanding of how race and sex define characters in
novels. Students tend to skip out on understanding the implications of authors
including certain genders or races in their novels. How they are portrayed and who
represents them gives way to a much more in depth conversation on how identity can
or cant be shaped by race or gender, inclusion and exclusion of certain races or
genders, and who represents these individuals in their novels.

Connected Learning: This activity mainly focuses on a shared process. We want
students to widen their perspective on how race and sex can play a large part of
identity within their novels. In order to do that students will be working as a larger
group coming to conclusions and focusing on questions surrounding a shared purpose.

To address ELLs and students with disabilities I will focus on posting some of the
questions on the board or have some of the students take notes. Danling Fus research
on ELLs focuses on them becoming immersed with writing in two different
languages. She calls this code switching. This will help ELLs both practice and
understand the core concepts that the class is focusing on. (Writing Between
Languages).

MATERIALS (Include
texts, handouts, special
equipment or materials)
Video: https://www.youtube.com/watch?v=TrJJ6ncp1fc
Labtop, Desks, Paper

Dont forget to follow each lesson plan with any handouts youll distribute to students as you teach this particular lesson. If
youre distributing a lengthy article like a short story or referring them to a specific website, you can just list the title or the URL.
Please include brief pieces like poems, however. Also, please place assignment sheets and scoring guides for FORMATIVE AND
SUMMATIVE ASSESSMENTS in a separate section of your unit plan even though youll introduce them on a particular day.

PROCEDURES
(Include a play-by-play
account of what students
will do from the minute
they arrive to the minute
they leave your classroom.
Indicate the length of each
segment of the lesson. List
an estimate of actual
minutes each step will
takes.)
1: We want to keep a focus on language skills. We will do a 10-15 mini lesson on a
consistent and recurring problem we see with their writing or analyzing skills.
2: LOTR Video that demonstrates what a delegation is and why it is important to
respect all values and opinions in the classroom. 10 mins
3: Instruction and set-up. Large circle with a circle of 9 desks in the middle. 5 mins
4: The facilitator will start us off with introductions and a brief overview of each
novels premise and general idea on gender and race. 10 mins
5: Discussion with various questions and comments from each group. Students are
expected to speak at least once in which I will keep track as a participation grade.
30-40 mins.
6: Wrap-up and concluding discussion. 5-10 mins
7: Housekeeping and online discussion reminder. 2-4 mins.

ONGOING
ASSESSMENT (Describe
what youll do to
determine whether or not
students achieved the
purpose described above.)
Student will not be graded on any of delegation but will receive or be docked
participation points if they do not commit to the conversation.

REFERENCES (Include a
brief citation if youve
adapted an activity/
materials from another
source.)
This lesson was loosely adapted from Professor Antero Garcias lesson in E 405
Adolescent Literature.
Sample Lesson Plan for In-Class Activity: Silent Discussion

DAY OF UNIT &
NAME OF LESSON/
ACTIVITY
DAY 7: Silent Discussion
CCSS ANCHOR
STANDARDS AND
GRADE-LEVEL
BAND
Speaking and Listening Anchor Standard #1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and expressing
their own clearly and persuasively.

11
th
-12
th
grade-level band:
discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
PURPOSE OF
ACTIVITY
This activity will help students engage more actively with a text through written responses in the
silent discussion and verbal participation in the whole-class share. This will be the first
experience with a literacy routine we will revisit in the remainder of the unit and throughout the
year. The activity emphasizes a shared purpose for learning by giving students the opportunity to
address key questions and ideas in the assigned texts. It should also prepare ELL students to
participate verbally in English by allowing them to first rehearse their ideas in writing on the
large sheet of paper and their sticky notes. They should use as much English as possible, but can
incorporate some native language as well if they dont know the English vocabulary necessary to
complete their thought.
MATERIALS Large sheets of paper with prompts in the center, tape, markers, sticky notes


PROCEDURES 1. Before class, arrange desks and chairs into small groups before class and put a put a
large piece of butcher paper in the center of the group. Each group will be responding
to a different prompt. (See attached.)
2. Welcome students to class, ask them to sit at one of the small groups, then go over
the Daily Log. Review the protocol for the Silent Discussion and take any questions
students might have. (10 mins.)
3. Ask students to review the text (which they should have read the night before for
homework) and to respond silently to the prompt on the big sheet of paper at the
center of their table. Using the provided markers, students can write comments or
questions, make connections, etc. Model this first on the doc camera, if necessary,
using one of the prompts you have provided on one of the big sheets of paper. (20
mins.)
4. After all students at the table have had a chance to respond to the prompt at their
table, instruct them to post their sheets of paper on the walls around the room. (5
mins.)
5. Give each student a few sticky notes and explain that they will be taking a Gallery
Walk. At each poster, they should read the groups comments and then write a
comment of their own on their sticky note and post it near a related idea. Model first,
if necessary. (15 mins.)
6. After students have used all their sticky notes, ask them to return to their original
groups to read what others have written on their posters. They should discuss the
comments and decide on a question or comment that pushed their thinking to share
out with the whole class. What did they learn about the topic that they didnt know
before? (10 mins.)
7. Share out one table at a time, asking students to carry the discussion as much as
possible. (20 mins.)
8. If time permits after all groups have shared, ask students to complete a ticket out the
door, describing how the silent discussion process influenced their thinking about the
prompt at their table. (5 mins.)
ONGOING
ASSESSMENT
Students will submit their tickets out the door for completion points. Students will not be
formally graded on their contributions, but I will observe their discussions and keep track of
participation.
REFERENCES Adapted from Facing History and Ourselves website: http://bit.ly/1hhp7DN
TABLE TOPICS

Table #1
Meeno Rami recommends that in order to thrive, teachers should try to make their classrooms
joyful places where students and teachers can engage in vulnerable learning.

What questions, reactions, or feelings, does this recommendation raise for you? How will you
follow Meenoos advice when you have your own classroom?

Table #2
Meeno Rami recommends that in order to thrive, teachers should try to make their classrooms
joyful places where students and teachers can engage in vulnerable learning.

Do you think our classroom feels like this kind of space? Why or why not? Over the next few
weeks, how can we make our classroom a joyful place where vulnerable learning can occur?

Table #3
Meenoo Rami recommends that in order to thrive, teachers should connect with a few hopeful
people and engage in solution-oriented conversations.

How will you find mentors and professional networks that will help you do that? How will you
surround yourself with others who will help you elevate your practice?

Table #4
Some us like the autonomy that comes with our classroom life; we can choose to close the door
and live in our little corner of the world. However, when we do this, we take away the chance for
us to learn from others near and far from us. Plus, if we want our students to be collaborative
problem-solvers that our increasingly complex world requires, we must model this mode of
learning for them (Thrive, p. 40).

What questions, reactions, or feelings, does this recommendation raise for you?

Table #5
Meenoo recommends that you find mentors who will help you:

1. see whats possible in your practice
2. fine-tune your instruction
3. dare you into new work
4. find community
5. see whats possible in your writing life
6. share your work publicly
7. stay balanced in your life

What questions, reactions, or feelings, does this recommendation raise for you?