Note: Refer To The List in The Document Called "Concept Unit Lesson Plans"
Note: Refer To The List in The Document Called "Concept Unit Lesson Plans"
Note: Refer To The List in The Document Called "Concept Unit Lesson Plans"
Cognitive (know/understand):
a. Students will understand that norms are necessary to build a classroom community.
b. Students will understand that norms are based off of respect for one another.
Performance (do):
c. Students will know how to show respect towards their peers and teachers.
SOL’s:
7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations.
d) Use language and style appropriate to audience, topic, and purpose.
CCS’s:
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
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.
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.]
Alright, I hope y’all had a little bit of time to quickly get to know who is in your group for today.
My name is Ms. Vibes and I am really excited to get to know y’all this year! I thought that a good
way to start today off would be by getting to know a little bit about each other. We are going to
be doing a few ice breakers during the next classes to build our classroom community, so I’m
excited to get started!
(Here I will be answering the questions so that I can participate with the students, and also model
on this first day of school how I want them to be working.)
Looks like y’all are done with the questions, let’s go on and move to the next part. Now I want
y’all to take the Post-it and crumble them up into tight balls, like snowballs. Next, I would like
y’all to quickly and quietly, get up, and form two lines facing each other. The one on the left of
me will be the yellow snow, and the one on the right will be the white snow. Great, that was so
quick and organized thanks y’all. Ok now listen closely, when I say go, I want y’all to start
throwing the snowballs, and keep throwing them until I say stop – ready, set, go!
Ok. If you had a white snowball, make sure you are picking up a yellow snowball, and if you had
yellow to begin, make sure your snowball now is white. Now I would like the yellow snow balls
ONLY to open their snowballs. I want the yellows to go around the room and figure out whose
snow ball you have. Take about a minute. Alright, now I want y’all to introduce yourselves to
your partner and for the people whose answers they were to spend 3 minutes talking about them.
Alright. Now we are going to go around the room and the person with the yellow snow ball will
introduce us to their partner and explain their partner’s answers.
Great job y’all. We are now going to have all of the white snowballs open their balls up and look
for the persons whose answers you have. Go ahead and introduce yourselves when you’ve found
your partner and you can answer the questions!
Let’s go ahead and do the final partner share!
Great job y’all, I am so glad we got to get to know one another a little better and get moving a
little bit this early in the morning. Let’s get back to our desks and get started on this next part!
(Here I will give students a few minutes and brainstorm and answer the question, some expected
answers may be:
It builds community.
We know what to expect.
We are all equal, and know that there are equal expectations.)
Those are great. And super important to keep in mind. Norms, help not only me to run a
classroom, but also, they hold us all accountable. We know the minute we walk in what is
allowed or not allowed in the classroom. That way if a conflict arises it also helps us figure out
how to solve it, without it escalating. Now let’s think about why y’all think it is important to set
classroom norms as a whole class, and not just have me handing you a list of rules?
(Here I will give students a few minutes and brainstorm and answer the question, some expected
answers may be:
Because in a community we should all have a voice.
If we help create the norms, we can also be accountable.
We can’t say that we didn’t know the expectations.
It means that you respect us as equals in this room.)
Those are all awesome, and true answers. I think that it is so important for all of us to see
ourselves as equals in this class. As all being able to make mistakes, to forgive, to be able to take
academic risks, and to be able to work together. If we are all held to the same standards, then we
also will all know what to do if things do go wrong, or if things get tough.
4. [_25_mins.] Think-Pair-Share
Now, what I would like us to do, is take some time doing what is called a think-pair-share. I’m
sure many of y’all have done this before, but I am going to go over what this is. First, I would
like y’all to work independently and “think” about some of the questions I am going to post on
the board. Next, y’all are going to “pair” with your table groups and discuss what y’all wrote
individually, and finally we are going to “share” as a whole class. Alright so for this part I
would like y’all to get out something to write with, either pen and paper, or your laptops. I am
going to give y’all about 5 minutes to answer the first questions independently. Any questions –
alright, get started! (See Appendix A)
(Here I will be walking around, and checking in with students that seem to be struggling. It will
also give me a good opportunity to see how different students work independently.)
Great job y’all. Now y’all can go ahead and take about 8 minutes discussing with your tables
what y’all have come up with.
(Here I will try to spend about 2 minutes with each of the groups, discussing what they have
come up with, and listening to how they work in groups. It will give me a better idea of how they
collaborate and participate in groups. I will also be able to hear a wide variety of student answers
during this time.)
Alright, let’s all come back together. How was that? Good, I’m glad y’all enjoyed it. I really
liked the opportunity to go around and listen to all of the different groups. There were some very
similar and very different things being said. Let’s spend the next couple minutes going around
each group and having y’all share what y’all talked about.
(Here I will give groups the opportunity to go around and share what they talked about)
Alright, now the last activity I would like y’all to do, is look back and what y’all wrote for the
question “what does respect mean to you?”. I would like y’all to each brainstorm an adjective or
a phrase that comes to mind when y’all think about respect, whether it is here or anywhere else.
For example, when I think of “respect”, I think of listening to others.
Take about 2-3 minutes to brainstorm. You can do it individually, or in your base groups if you
like.
Alright, now that y’all have brainstormed some adjectives and phrases, I would like some
volunteers to come up and write those adjectives on the board. Y’all can feel free to rotate who
writes for your group.
(Here I will give students about 3-5 minutes to write on the board.)
Does anyone what to talk about their adjective? Or share why they came up with that?
(Here I will give students 2-4 minutes to share their adjective choices.)
Will: Language variations are basically different ways of saying the same thing in a language.
Great job, Will. Yes, language variations are the different ways we can express things. For
example, some people address a group of people as “you guys”, some say “you all”, some will
say “y’all”. Those are all language variations.
With that in mind, do you notice how all of the examples I gave are ways we all speak? I want
y’all to think about this question: do y’all believe there is such a thing as “good” or “bad”
English. Go ahead and take a few minutes to discuss this at your tables.
(Here I will give students about 3-5 minutes to discuss this question in their base groups.)
Mia: I think that there is bad English, if like the spelling is wrong or it’s bad grammar, but if
someone just says things differently, then that’s not wrong.
Will: I think there are stereotypes, but no “bad” English, each variation has its own way of
writing and saying things.
That’s awesome thinking y’all. And I’m glad y’all have brought up stereotypes, and grammar
patterns, because we will be learning about all of those during our unit.
I want to talk about one last term before we wrap up for the day. So y’all brought up this idea
that language variations are just different ways of expressing the same thing. Has anyone ever
heard of the term code-switching? Take about 2 minutes to think about that with your base
group.
(Here I will give students 2 minutes to discuss in their base groups what they think this means.)
o Overhead projector
o PowerPoint
o Post-It Notes
o White Board
https://docs.google.com/presentation/d/1uLZYZ7t_JPWoKgH8tFv4PhX0Mchz1_sKzhwUSDM
SZ6U/edit#slide=id.g36257fc156_0_0
Appendix B: Student Survey
Preferred Name:
Class:
Do you speak any other language(s), if so is this the language you speak at home?
Do you belong to any organizations, teams, or clubs in and out of school? Which ones?
Do you have any major events coming up this year that you would like me to know
about?
Think back to teachers from your past. Give an example of an experience with a teacher
that you felt was very helpful and give another example of an experience that made
learning difficult. Explain both of your choices:
When you’re having a bad day, how do you cope? How do you want others to interact
with you?
Let’s say that you made the schedule for one day of class, but you had to teach something
English-related. What would you teach about?
If you could have a meal with anyone, dead or alive, who would it be and why?