CBUP Lesson Plan Template: DAY 2

Week 1 of 4; Plan #2 of 12; [90 mins.]

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

Cognitive (know/understand):

Performance (do):
8. Students will be able to listen actively to their peers.
c) Students will be able to collaborate in order to generate and understand class norms
d) Students will be able to listen while others are talking

Affective (feel/value) and/or Non-Cognitive:

9. Students will respect the diverse voices in their classroom communities through active
listening.
a. Students will understand that each member of our community brings unique
experience, background, and perspective to the classroom

SOL’s: [List with numbers portrayed in the SOL document]

VSOL 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.

CCS’s: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

Methods of Assessment:

Diagnostic Formative Summative

Common Threads (9a): Home Court & Observations
(8c, 8d, 9a)
 Shows students initial  Partner work and whole
ability to self-reflect on group discussion during
themselves and draw this activity will show their
connections to others as ability to collaborate and
members of a listen while others are
community/team. I will speaking. My observation
gather data from of discussion will also
listening to them inform me about their
similarities and skills for listening and
respecting diverse voices.
Skit performance (8c, 8d)
 These will demonstrate
student knowledge of
classroom routines and
expectations, and my
observation will inform me
about students’ ability to
work collaboratively and
listen to one another. My
assessment will show me
which areas covered so far
 differences during and need to be revisited and
after the game. Reflections which need to be
 These will inform me expanded.
about students’ progress
towards grasping the
rationales behind the
norms as well as their
feelings about their ability
to work with and listen to
their classmates.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement: The room is set up with the desks in a circle. The board says
that they are allowed to choose their seats for today and store their things underneath them. A Do
Now is projected on the board that reads Respond in your notebooks: 1. Why are class norms
important? 2. How do they impact our classroom community? 3. How will you develop your
identity within our community?

1. [ 5 mins.] Welcome/Do Now

I will greet students at the door, making sure I can see the hallway and the classroom in order
to supervise as students get settled and start their Do Nows. There is a Do Now on the board
asking them to respond in their notebooks to three short questions.
Respond in your notebooks:
1. Why are class norms important?
2. How do they impact our classroom community?
3. How will you develop your identity within our community?

2. [ 10 mins.] Classroom Meeting

I will remind students of the practice run we did with classroom meeting the day before (see
LP 1) and have them move to the rug. I will ask for a volunteer to lead today’s meeting and
hand the instructions for the greeting and share for the day (goals for the semester). Once
complete, we will use the Who Is It facts that students wrote down on their exit slips the
previous day in lieu of a game. We will do about half the class today and finish up tomorrow.

3. [ 10 mins.] Common Thread Game

As we transition from Who Is It, which focuses on individual identity and uniqueness, I will
explain to students that this game is going to help us see a lot of simple ways that we are all
connected within our class and community. I will have a ball of yarn or string for this game
and I will start out with it in my hands. To begin, I will share one small fact about my life,
hobbies, or interests, and students will try and find a way to connect with what I’ve shared.
Once they have thought of a connection they will raise their hands and I will choose one
student to toss the ball of yarn to while still holding on to one end. The student that catches it
will state their connection and then share a small fact about themselves, after which other
students will raise their hands with connections and receive the ball of yarn. Each person who
catches it will hold onto part of the string as they toss the ball. At the end of this activity, we
will have a big web in the middle that will show students the connectedness of our classroom
community.

4. [ 20 mins.] Home Court

After we see how we are connected within our classroom, I will explain that we need to work
as a team to continue defining the ways we will make this classroom a safe space for us to all
explore and express our individual identities.

[2 mins.] Introduction

I will introduce the “Home Court” norm/routine by asking students to think back to what
they’ve gotten to know about themselves and about each other in the past two days. I will
follow this up by explaining to students that we are all a team in this classroom, and
statistically, teams win more game when they are at home than when they are away. This is
consistent across all sports, including professional and amateur. To help all students feel
included, I will remind them of the different teams that are not related to sports—dance
teams, debate teams, families, etc.

[3 mins.] Partner Brainstorm

I will ask students to turn to a partner and brainstorm in their notebooks all the reasons they
think teams might win more games at home than when they are away. I will encourage them
to write down everything they think of to make sure they have something to share when we
come back together as a whole class.

[5 mins.] Share Out/Norms

I will remind students of the Active/Attentive listening norms we established yesterday. I will
then ask each pair to share out one thing they wrote down. Because this was a brainstorm,
each pair should have backup things to say if their main ones were said by another pair. I will
have students check off which ones on their list are said by others and add new ones that they
didn’t have before the share. Most students will write down fan support and a familiar
playing field as their major reasons. After sharing, I will open up a small discussion for us to
talk about why these things improve performance at home.

[5 mins.] Establishing “Home Court” as a Class Norm

I will explain that we are a team in this classroom just like any other team they’ve ever been
a part of and that we will work best when we feel comfortable and supported in our “Home
Court.” I will ask students to suggest ways that we can create our own home court advantage,
and explain the implementation of home court. Anytime we hear someone say something
negative towards someone else, be it a put-down, microaggression, or overt insult, any one of
us can say “Home Court,” and that person will know they need to apologize and reevaluate
their behavior. This sets the stage for how students are expect to act and interact within this
classroom community.

[5 mins.] Whole Class Reflection

 I will ask students what they think of this norm and why it is important for a positive
classroom community. I will open up the floor for suggestions and feelings about how to
create the best home court advantage using this norm and explain the importance of common
ground, collaboration, and teamwork are in the classroom. I will also use this time to address
misconceptions and answer questions.

5. [ 10 mins.] Establishing Silent Patient Waiting

We will transition briefly into one more class norm that needs to be established before we
really dive into our unit content. Students will work in pairs (different from the pairs they
worked in earlier) to brainstorm a list of what they should be doing when they finish an
assignment (individual OR group), or when they wish to speak during a lesson. I will put up
a piece of chart paper on the board while they brainstorm. After brainstorming, students will
share their ideas and I will write a master list on the chart paper. This will be posted on the
wall next to our active-attentive listening norms. I will stress to students the importance of
maintaining a respectful environment that is conducive to learning at all times, especially
when we finish and others are still working or we with to share our ideas with the group.

6. [ 25 mins.] Skit Preparation and Presentation

I will explain to students that everything we’ve talked about in the past two days is crucial
for use to create a space that feel safe and inviting to learn and grow in. To make sure that
students understand the routines and expectations we’ve created, they will work in groups to
create skits based on everything we’ve covered. The skits will be about daily classroom
routines, active-attentive listening, home court, and silent patient waiting. Students will be
split into four groups and assigned to one of the four mentioned above. Their task will be to
write and perform a 2-3 minute skit of an example or a non-example of their assigned
procedure.

I will take notes on each group’s performance, evaluating the depth of their understanding of
the execution and rationale of each procedure. To evaluate all student understanding of each
procedure, students will complete s graphic organizer. There will be four boxes, one
corresponding to each of the skits. Students will be asked to write down the main ideas and
evidence of how to exemplify each procedure. During their prep time, I will be circulating
around the room to answer questions and check in with students about their progress.

7. [ 5 mins.] Questions

I will answer questions regarding any of the procedures or skits, asking certain groups to
explain their process again for clarification if others remain confused or unsure of the norms.

8. [ 5 mins] Closure: Journal Reflection

As an exit ticket/closure activity, students will reflect on the process of skit making, as well
as on their personal feelings about the norms and procedures in place for our classroom. They
will have the opportunity here to suggest other community activities or norms and voice
opinions or questions they have about what is in place already.

Materials Needed (list):

1. Ball of yarn
2. Chart paper
3. Projector
4. Student notebooks
5. Skit Graphic Organizer