CBUP Lesson Plan Template: DAY 10

Unit Working Title:

Unit “Big Idea” (Concept/Theme):

Unit Primary Skill focus:

Week 4 of 4; Plan #10 of 12; [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:

Cognitive (know/understand):

2. Students will understand that people have control over aspects of their identities.
a. examine how people go about controlling aspects of their identities
3. Students will understand that questioning is a way to learn about themselves and others.
a. Students will apply their knowledge about questioning and identity in the
exploration of essential questions

Performance (do):

8. Students will be able to listen actively to their peers.

b. Actively listen, think together, and ask follow-up questions

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

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.
c) Make statements to communicate agreement or tactful disagreement with
others’ ideas.
e) Use a variety of strategies to listen actively.

VSOL 7.2 The student will identify and demonstrate the relationship between a speaker’s
verbal and nonverbal messages.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures
to enhance verbal communication skills.

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:

1. Review Discussion Obs. (obj. 3a, 8b)

2. Review Discussion Graphic Organizer (Obj. 3a)
3. Self Check-in (obj. 2a)
4. Conferencing (check in on majority of unit objectives)

Procedures/Instructional Strategies

Beginning Room Arrangement: The room is set up in usual base group pods with 4 desks at
each pod. A Do Now is projected on the board. The Do Now is projected on the board and reads:
What questions are still lingering in regards to the final project?
[Changes in this arrangement that become necessary later will be noted in the plan]

1. [5 mins.] Welcome/Do Now

I will greet students at the door, giving them an elbow bump and saying their name to
make sure they know that I see that they are here and appreciate their presence. As they
enter they will get their notebooks and find their seats to get started on their Do Now.

2. [10 mins.] Classroom Meeting

We will shift into our classroom meeting circle and I will ask for a student volunteer to
be the leader for today. We will go around the circle for the greeting and the share that is
listed on the classroom meeting calendar and then students will get to choose which short
game they’d like to play today. We will keep it strictly to the 10-minute time period so as
not to intrude on any of the work time scheduled for today.

3. [30 mins.] Content Review

[10 mins.] Feedback on drafts

During this time, I will provide general feedback about things I noticed across all the
project proposals that were turned into me on Friday, taking time to review any elements
that had glaring issues in multiple projects. This may take the form of another minilesson
on questioning, emphasis on the importance of clear evidence in the analysis portion, or a
small discussion about the elements of a carefully constructed project.

[10 mins.] Small Group Discussion

I will provide each base group with a few of the unit’s essential questions (no two groups
will have overlapping questions), and ask them to use our active-attentive-listening norms
to talk through them for a few minutes. This will get all the groups thinking back over the
course of the unit and revisiting earlier questions from a more experienced point of view.
They will have graphic organizers with boxes for each of the questions to take notes
during their discussion and when other groups share later. I will be circulating during this
 time and taking note of each group’s participation and engagement with reviewing the
material. I will also note if I hear any large misconceptions that ought to be addressed
with the entire class at the start of the share out.

[12 mins.] Whole Group Share

I will get attention back up to the front of the room using “If you can hear me clap once”
and move students into a whole class share out about the questions they had and the
answers they discussed. This will consist of each group taking about 3-4 minutes to
explain the main points of the discussion with the rest of the class. Students will take
notes in the remaining boxes of their graphic organizers to keep track of their ideas. Once
all groups have shared we will take a few minutes to debrief as a group and revisit any of
the questions that left lingering feelings.

4. [5 mins.] Self Check-In

Following the group share about essential questions, students will complete a brief self
check-in where they will score themselves on their progress and confidence with each
element of the final project. This will give them and I both a sense of which areas we
need to focus on during conferencing and work time. Students will hand in these check in
sheets and I will use them immediately to group students into conference groups and
decide which students are having struggles that require the most immediate attention.

5. [25 mins.] Work Time on Projects/Conferencing

The next portion of class will be spent working final projects. I will conference with
groups of students with similar things to work on as they move towards developing their
projects, and then I will visit with individual students who need specific assistance or
feedback on their projects. I will also circulate around the classroom to monitor behavior
and progress, and let students know that they may consult their interview partners if they
have a questions they think they can answer.

6. [5 mins] Closure: Q & A

This time will be used for students to revisit the questions they wrote in the Do Nows,
voice any lingering concerns they still have about the project, or ask burning questions
that surfaced throughout the class that they were unable to ask me in conference time. It
will also be time for them to get clarification about how the next two days will look as we
finish up projects and get ready to share them with the class on Friday. I will ask them to
keep their self check-ins and our conferences in mind as they prepare to put the final
touches on their projects.

Materials Needed (list):

1. EQ Graphic Organizers
2. Student Notebooks
3. Student Check-in sheets