Daily Lesson Plan

Topic/Learning Goal: Art to Support Bad Boy chapters 1-2

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Learning Target: 1) Students will be able to organize information from chapters one and two of Bad Boy. 2)
Students will be able to sequence information form chapters one and two of Bad Boy into a Roots graphic
organizer. 3) Students will be able to create a family tree of their own.
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1. Opening (Warm-Up)

What will I do to remind students about todays instructional goals and how todays class fits said goals
What will I do to hook students for a bell ringer today?

Bell Ringer: How has your family influenced your life? In what ways do you take after them?
Differ from them? If you had to choose four terms to describe your family, what would they be?
(Note A: 1 min think time and then 7 mins to write seven sentences using timer to make sure we
are on task) (Note B: I will not have them share these because these can be very personal and
embarrassing for students.)

2. Activities/Methods of instruction to present content to students (I do, we do, you do)

What type(s) of instruction s will I use in todays class

Teacher-led, student-led, independent, collaborative, etc.
What activities will I use to ensure high engagement

Reading and Activity: To begin instruction I will explain how these questions fit as a
compliment to our theme, powerful nurturing can make the quality of our lives better, and the
anticipatory poetry set that we did for Bad Boy. Without further ado, I will read chapter 1 and
we will take notes on the family ties in our Bad Boy journals. Then students will read chapter 2
in small groups and add to the notes. When we are done with the reading, students will do a JotPair-Share (JPS) with the question set: Walters family is what society has called an
untraditional family. How is it the family untraditional? Do you think the term untraditional
is still a good one to use Why or why not? (Note A: We will fast-map [briefly cover] the term
untraditional because I think once we talk about what it means they will realize they know it)

3. How will I asses students during the class period?

Instructional feedback at the whole class level

Assessments of individual students

Graphic Organizers and Project: When the JPS is over, I will show a family tree that has been
prepared using my family as an example of how to fill one out. Under my tree, there will be the
terms loving, strict, sacrificing and loud around the roots. I will explain that these terms are what
makes my family who they are and, likewise, are the things that impacted me growing up. Next, I
will pass out the blank family tree graphic organizer and fill in the grandparent slots to further
demonstrate the methodology. We will brainstorm terms to go under Walters tree and vote on
the four best options. Students will then work with an elbow partner to finish the graphic
organizer and its completion will be their ticket to art supplies so that they can make their own
family tree chart from scratch. In addition to the family tree, each student chart will need to
have four family characteristics entwined with their roots and two pictures of items that
represent their families as well (these can be cut form magazines). With seven minutes left, we

4. Are there any students that in class to whom I should pay particular attention and what actions will I take with
those students?

Remind them of purpose (interacting with their past

Give alternatives to assignment (Go out of my way to interact with reluctant students)
Remind them of expectations.

Alternative Writings: Students who do not want to make their own family tree from scratch
and decorate it will be allowed to fill out another graphic organizer for reduced credit. However, I
will not give them that option until I have gotten supplies for them, traced an outline, written
their name on the back of the poster board etc.

FAMILY TREE