9. Final Paper Presentations!

Unit Working Title:

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal Writing

Week ____3__ of 3; Plan #___9_____ of 9; [90 mins.]

Plan type: ____Full-Detail _X___Summary

Content Requirement Satisfied:

(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:

SWBAT:
Cognitive (know/understand):
4. Students will know the difference between disrespect and disagreement.
b. Respecting someones work means at least appreciating their work if not
enjoying it.
Affective (feel/value) and/or Non-Cognitive:
5. Students will value being a part of a respectful classroom community.

a. _Students will feel comfortable sharing their ideas with their classmates.

b. _Students will value their own work and that of others.

c. Respecting others helps to create a positive learning community.

others.
Performance (do):
8. Students will be able to communicate their ideas.
a. Students will be able to communicate through writing.
b. Students will be able to express their ideas orally.

SOLs: [List with numbers portrayed in the SOL document]

_8.2 The student will develop and deliver oral presentations in groups and individually

f) Critique oral presentations.

CCSs: [List with numbers portrayed in the CCS document]

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.

Diagnostic Formative Summative

Practice Presentation: Respect Reflection: Students
Students practice presenting submit final personal
to a partner. I will observe reflection.This reflection will
students to see if they are demonstrate student
understanding the understanding of respect and
presentation process and to how it can be used in the
monitor questions that arise. classroom. [1bc]
[5abc, 8b] Final Presentation: Students
present projects. Their final
presentations will demonstrate
how they connected to the
mentor text and their revision
process. [5abc, 8ab].

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]
Students will be set-up in a semi-circle that connects to the presentation area.
1. [5 mins.] Bridge/Hook/Opening to lesson:
a. Do-Now: meditative: As students come into the room, they first draw a number.
Soft music will be playing and the lights will be down. As a class, we will take a
moment to breathe and relax in order to prepare for a day full of presentations. I
will use the last minute of this time to reintroduce the next steps for the class
presentations.

2. [80 mins.] Students give project presentations (up to 80 minutes=4 minutes per
student+8 mins of transition)
a. Students present their projects one at time. The numbers that the students picked
will determine the order in which the students go. Students will have up to 4-
minutes to present their ideas and a bit of their writing. After students present, the
class will clap for them.

3. [5 mins] Closure:
a. Exit Ticket: Rate the respect that you have seen demonstrated in the classroom.
Students will receive a page with a rating scale at the top asking questions about
respect as it has been used by themselves and their classmates. Students are asked
to choose a number and defend their choice using evidence. The respect sheet will
be worked-on in class and completed for homework.

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)
Ill give Roberto and Jamie worksheets that guide their presentation process. These worksheets
will have each segment of the presentation and a box for them to put notes. This will help them
prepare their notes and remember what they want to say. I will also work with Laney before this
class to create a plan for if she cannot come to class that day.
Materials Needed (list):
Exit Ticket
Candy/Other goodies