Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Surprise! Unit Primary Skill focus: memoir writing Week 3 of 4; Plan # 7 of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): Affective (feel/value) and/or Non-Cognitive: Performance (do): 2. The student will cultivate a level of comfort with uncertainty b. The student will seek challenge continually 3. The student will be able to use a variety of prewriting strategies a. The student will use graphic organizers to generate and organize ideas 4. The student will be able to analyze and evaluate cause and effect relationships and their impact on surprise b. The student will know the definitions of cause and effect and surprise c. The student will analyze how texts set up unexpected moments d. The student will be able to create cause-and-effect chains to depict the connection between events. 6. The student will be able to read, analyze, and discuss a variety of texts b. The student will be able to define and identify essential traits of a memoir SOLs: [List with numbers portrayed in the SOL document] None. CCSs: [List with numbers portrayed in the CCS document] None.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: desks will be arranged in clusters so that students are sitting in groups of four, facing eachother. [ 25 mins.] Bridge/Hook/Opening to lesson: Start the lesson by having students read A Mistake That Should Last a Lifetime and create cause-and-effect chains about the plot. When students are done the chains, they should write answers to how did the text set up this unexpected moment? [ 10 mins.] Step 1: Discuss findings on A Mistake That Should Last a Lifetime Have students discuss their cause-and-effect chains and how they answered the question above with the people in their base groups. Circulate while students discuss to ensure that they are working productively. [ 5 mins.] Step 2: Revise memoir statements Then tell students now Id like you guys to spend just 5 minutes adding to the document you wrote yesterday about memoir. Go grab a computer and then copy and paste your previous statement so that there are two identical versions of the statement you wrote yesterday, one on above the other in the same document. Do not touch the top one, but go ahead and revise the bottom one, highlighting any changes you make. Add any thoughts that really grabbed you from our discussion just now and be sure to add in one question or topic that you want to challenge yourself to explore further. [ 10 mins.] Step 3: Introduce rubric and memoir assignment Introduce the big memoir writing assignment and walk students through the rubric, answering questions as they come up. [ 10 mins.] Step 4: Expand Writing Territories Have students pull out the Writing Territories they compiled in lesson 3. Encourage them to add at least five more territories, perhaps inspired by the past two weeks of school or the works we have read in the class thus far. Remember that you will be sharing these memoirs with me and with the whole class so please keep that in mind and choose a topic that you are comfortable sharing with all of us. [ 10 mins.] Step 5: Model filling out 1 Topic = 18 Topics Organizer Use the Elmo to project an empty copy of the 1 Topic = 18 Topics organizer. Model filling it out, using the topic of James and Carlys pregnancy announcement. [ 15 mins.] Step 5: Students fill out 1 Topic = 18 Topics Organizer Tell students to choose a moment that has actually happened in which there was a powerful or important surprise

Circulate as students fill out the 1 Topic = 18 Topics organizer and make sure they are working productively and not getting stuck for too long. [ 5 mins] Closure: Exit ticket Have students write an exit ticket to answer the following questions: What topic from your organizer excited you the most? Which one has the most surprise! potential? 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: Revision of statement on memoirs (6b) Filling out 1 topic = 18 topics organizer (3, 3a) Discussion of Mistake That Should Last a Lifetime cause-and-effect chains (4, 4b, 4c, 4d) 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) This lesson differentiates for weaker readers, such as Aveni and Louise, by presenting the memoir assignment and rubric in two forms visually and aurally. Mark will benefit from the creation of the graphic organizer, which will force him to slow down and be more thoughtful than he usually is.

Materials Needed: 1 Topic = 18 Topics Organizer (Gallagher, Write Like This) Rubric and memoir assignment