Katherine Freeman Concept Unit Lesson Plan 12 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 4 of 4; Plan #12 of 12; [90 min.] Plan type: Summary Content Requirement Satisfied: N/A Critical Learning Objectives

SWBAT: Affective: 4. Students will feel pride in their sense of identity. a. Students will share their personal writing with their classmates and teachers. b. Students will reflect on the process of exploring their identity. 5. Students will develop a class community in which they feel safe and respected. b. Students will develop class norms to honor during discussions. 6. Students will recognize and value differences in the class community. c. Students will examine the personal writing of their classmates and provide meaningful feedback.

Procedures/Instructional Strategies Beginning Room Arrangement: The desks will be in four rows of four chairs each. There will be a table set up at the side of the room with a tablecloth, plates, napkins, plastic utensils, cups, juice and water, and cookies. 1. [5 min.] Opening to lesson: I will welcome the class and make sure that everyone has put their food on the table. I will announce that they will have 20 minutes to setup, but we need to figure out who will go where in the room. The students will be able to decide for themselves where they would like to display their projects, and they can rearrange the desks if they would like.

Katherine Freeman 2. [20 min.] Preparation for Presentations: Students will have 20 minutes to finish up their projects and get them setup. During this time, I will walk around and provide help and support to students. If students finish early, I will encourage them to help their peers set things up, or to do anything else to prepare the room. I will also project our social map on the board to stay up for the gallery walk.

3. [35 min.] Gallery Walk & Potluck: Five minutes before our guests arrive, I will explain the feedback process to the students. I will give each students a stack of eight post-it notes. As students walk around and look at other pieces, they will have to write a comment on a post-it and put it next to the project. They should use all of their post-its during this time, and if they see a project that doesnt have a lot, they should add one. Then, I will welcome them to get a plate of food and begin exploring! As our guests arrive, I will invite them to have some food if they would like, and I will give them some post-its for feedback as well. I will encourage the students to spend some time standing with their projects so they can answer questions or explain things for the guests or other students. I will also take pictures of the students projects during this time. At the end of our gallery walk, I will thank the guests for coming and congratulate the students on a job well done. 4. [5 min.] Feedback Review: I will ask the students to return to their project and read over the feedback notes. They will want to compile and save these, because they will be important for completing their final reflection paper. I will encourage students to use their journals to jot down some thoughts and reflections about the process: what they learned about themselves, and what they learned about their classmates. 5. [20 min.] Class Norms Revision: I will ask the students to pull their chairs out into the middle of the room and sit down, so we can review our class norms. Before class, I will have compiled the norms they all submitted into one file and consolidated them. I will read over the norms for the students and ask if they have any questions about them. Next, I will ask if there is anything we should add and everything we should take away. I will engage every student in this discussion, calling on them to ask if they have any comments or suggestions. By the end of the discussion, we will have a finalized set of norms. I will tell students that I will print out copies for each of them and also create a poster with the norms to put up in the classroom.

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6. [5 min.] Closure: With five minutes left, I will tell the students they did a wonderful job on this unit, and I am so excited to read their reflection papers. I will remind them that by next class, they must turn all final project materials into me. This means they will need to complete their reflection paper, and turn in four revision forms and either hard or digital copies of each piece of writing. Students will then be asked to clean up their projects and put the room back in order. I will thank them again for their hard work and tell them I look forward to learning much more about them throughout the school year.

Methods of Assessment: Project presentation [4a] Feedback [6c] Class norm revision discussion [5b] Reflection paper [4b]

Differentiated Instruction to accommodate one or more of my profiled students: Michael can tend to dominate discussion, so during our discussion of norms, I want to ensure that his voice is heard, but not dominant. I may take his comments and use them to create questions for other students. I will make sure he feels his opinion is valued, and I will try to help him be a leader in the discussion. Materials Needed: Tablecloth Plates Napkins Plastic utensils Cups Juice Water Tape Craft supplies on hand Post-its Class norm list