Lpday 8

Unit Working Title: Who Am I?
– Harnessing Identity Through Language
Unit “Big Idea” (Concept/Theme): Reclaiming Identity in Language Variations
Unit Primary Skill focus: Switching
Week __3__ of 4; Plan #__8__ of 9; [90 mins.]
Plan type: 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. f. Students will understand that Standard English is not the only appropriate manner of
speaking and writing.
4. u. Students will know that code-switching is the practice of translating between language
variations.
Performance (do):
5. i. Students will be able to select vocabulary, tone and style, with audience and purpose in
mind.
Affective (feel/value) and/or Non-Cognitive:
7. v. Students will be able to maintain respect when code-switching.
SOL’s:
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
a) Identify intended audience.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multiparagraph compositions with unity elaborating the central idea.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing.
CCS’s:
CCSS.ELA-LITERACY.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 7 here.)
Methods of Assessment:
[How will you know if the intended learning occurred?]
o Code-Switching Practice [SOL 7.7; 2.f, 4.u, 7.v]
o Group Conferences [SOL 7.7; CCSS.W.7.5; 2.f, 4.u, 7.v]
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:

[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be expected to come in and sit at their assigned seats, there will be no changes in
the seating today or throughout the lesson. The seats are arranged as base groups with the
students in six groups of four students. The classroom is arranged in this manner, so that the
students always have an elbow-partner to work with, and are easily be able to do group work,
without disrupting the class’ seating arrangement, or getting up. I will have hand-written the “Do
Now” on the board, before the students come into the classroom. That way I can focus on being
present and greeting them as they enter the room.
1. [_5_mins.] Welcome/ HW Check-In

Here I will be greeting each of the students by name as they walk into the classroom, then I will
be walking around the room as the students get settled, checking that they have done their HW
that is due today, and just taking the time to check-in individually with each student that
everything is going well. During this time, students will have time to debrief with their base-
groups, and discuss how they feel their projects are going so far.
2. [_25_mins] Code-Switching Practice

During this next part of class, I will have had the opportunity to look at some of the formative
assessments the students have been during throughout the unit, and so I will be doing a review on
anything they seem to be unclear about. I will also allow the students to voice what it is they
need to go over. This will allow me to make sure that the students are really prepared for the
summative assessment, and understand all the unit vocabulary and terms, as they continue to
work on their projects.
Next, I will have prepared a code-switching hand-out, with the three different forms of code-
switching we have been learning about in class, AAVE, Chicano and Southern. The students will
be first completing this handout independently. This should not be too difficult for the students,
as they have done this before, but I will be circulating the room to provide support and make sure
the students are being supported in any way necessary.
If the students finish early, they will be able to quietly share in their answers with their elbow
partners, but I do foresee this taking all of the allotted time.
3. [_15_mins] Code-Switching Discussion

I will be giving the students about 10 minutes do go over their answers and discuss what they
wrote in their base groups. It will be good for them to work as a group to figure out what they
were not able to translate or explain as a group, before we go on to the answers as a whole class.
Finally, I will be giving the students the opportunity to correct their work, by going over it with
them in class, and making sure that everyone understands what they did right or wrong. The
students will then be turning this in to me for feedback, and I will be using this as a formative
assessment.
4. [_40_mins] Project Work & Group Conferences

The second part of class, I wanted to dedicate a large portion of time to group work for the
projects. It is a long project with multiple components, and I wat to give the students the most
amount of time I can possibly a lot during class time. While the groups are working
independently on their projects, I will be conferencing with each of the groups. Here the students
will be presenting their HW to me, which was figuring out the format of their project and making
a plan for completion. I will be giving them feedback on what they are presenting to me, as well
as some advice on how they can time-manage and get this project done on time.
5. [_5_mins] Closure
Students will be using the last 5 minutes to wrap up what they are doing and get ready to end
class for the day. I will also be telling them what to expect during our next class, and letting them
know that the only homework they have is to continue working on their projects for at least 30
minutes at home, but more if need be.
Materials Needed (list):

o “Into the World” project materials
o Computers to access Goggle Classroom for handout
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
o Code-Switching Handout

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Unit Working Title: Who Am I?

– Harnessing Identity Through Language

Unit “Big Idea” (Concept/Theme): Reclaiming Identity in Language Variations

Unit Primary Skill focus: Switching

Week 3 of 4; Plan #8 of 9; [90 mins.]

Plan type: Summary

Content Requirement Satisfied:

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

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

7. v. Students will be able to maintain respect when code-switching.

Beginning Room Arrangement:

1. [_5_mins.] Welcome/ HW Check-In

2. [_25_mins] Code-Switching Practice

3. [_15_mins] Code-Switching Discussion

4. [_40_mins] Project Work & Group Conferences

Materials Needed (list):

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

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