Concept Unit Lesson Plan Template Unit Working Title: Expect the Unexpected Unit Big Idea (Concept/Theme):

Community Unit Primary Skill focus: Being a community member Week ___1__ of 4; Plan #____2___ of 12; [90 mins.] Plan type: Summary Content Requirement Satisfied: None Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will know that each of them brings different skills and interests to this class. 2. Students will know that creativity requires a balance of cause-and-effect and surprise. Affective (feel/value) and/or Non-Cognitive: 3. Students will understand what it means to be in a community. Performance (do): 4. Students will be able to write two truths and a lie about themselves. SOLs: [List with numbers portrayed in the SOL document] None. CCSs: [List with numbers portrayed in the CCS document] None.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: desks will be arranged in clusters so that students are sitting in groups of four, facing eachother. [ 10 mins.] Bridge/Hook/Opening to lesson:

Greet students at the door and remind them to find their base group seats and get started on their Do Now. As students come in and get seated, they begin their Do Now, which is the student interest inventory. [ 5 mins.] Step 1: Bridge Greet the class and ask them to greet each of their tablemates for two minutes. Ask them to make a team pile of their interest inventories. Then display a Wordle made from the exit tickets from last class. Have students point out which words were mentioned most frequently and hypothesize as why. Explain that today we will be making class norms, which are like rules or standards that everybody has to follow. [ 30 mins.] Step 2: Think-Pair-Share to Group Norms - Think [5 mins.] As the Wordle discussion comes to a close, ask students to spend five quiet minutes brainstorming and writing down some ideas for norms for the class. Remind them that these should be short (no more than ten words or so) statements. Students should be able to explain why their idea is important to them or to our class. While students are thinking, circulate and collect Do Nows. - Pair [10 mins.] Have students turn to the person sitting across from them in their base group and share their thoughts. They should prepare two to three norms that theyre really passionate and be able to explain, given our vision of our class as a team, why theyre important. Walk around the room and make sure students are discussing class norms respectfully and productively. - Share [15 mins] Have each pair report their findings to the class and write down repeated themes or particularly good wordings on the board. Work together as a class to narrow all the suggestions down to five or so norms. [ 15 mins.] Step 3: Two truths and a lie mentor text exploration Show students three or four mentor texts of two truths and a lie, including this one: A- I recently sold part of my family farm in Puerto Rico. B- In college, I won a hot dog eating competition. C- When I was a child, I had a burn on my arm from a piece of coral. Have students spend five minutes studying the texts individually and writing down what they think makes good truths and lies for this game. Then discuss the characteristics of good truths and lies as a class for ten minutes. [ 5 mins.] Step 4: Two truths and a lie creation Give students five minutes to come up with their own truths and lies. Remind them to feel free to write them down if they need to. [ 20 mins.] Step 5: Two truths and a lie game

Get students seated in a big circle on the floor. Remind students of the class norms they just created. Explain that for this game, we will not go around in a circle and the teacher will not call on anybody. Instead, each student may share their truths and lie as they feel ready. All students must share by the end of the class. After each student shares all three, the class will respectfully offer guesses about which one was a lie. [ 5 mins] Exit Ticket: Have students write down three ideas for their base group name and turn them into me as they leave. 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. Formative: Exit Ticket (3) Mentor Text exploration discussion (2) Think, Pair, Share (3) Do Now (1) Two Truths and a Lie Game (1, 4) Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled studentsidentify them by name) The inventories will serve as the basis for my future differentiation by student interest. However, I also built scaffolding into the writing of the truths and lie in order to help students begin to explore the connection between cause-and-effect and surprise and in order to help quieter students like Aveni and students like Louise, who may need a little quiet thinking time, to prepare ideas before they have to share with the class. This step will also benefit Mark, by causing him to slow down some! Materials Needed: Student Interest Inventory, whiteboard Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Student Interest Inventory Alexandra Aldridge and Emily Sullivan

What is your favorite school subject? Why do you like it?

What is your least favorite school subject? Why do you dislike it?

Do your grades in school accurately reflect how hard you try in school? Please explain.

What are your favorite things to do outside of school?

Tell me about someone in your life who you really care about. What do you admire about this person? Tell me about your favorite or ideal teacher (please dont tell me his/her name). What did you like about him/her?

If you could change the way school is run, what changes would you make?

What advice could you give me on teaching this class? For the next five questions, 5 is I strongly agree and 1 is I strongly disagree:

I feel comfortable presenting a project in front of the class. 12345 I enjoy writing stories. 12345 I enjoy reading fiction in school. 12345 I enjoy reading fiction at home in my free time. 12345 I enjoy reading nonfiction texts that teach me something new. 123 45 I enjoy reading nonfiction texts about things Im already interested in. 123 45 In response to the last question, what are some nonfiction subjects that you enjoy reading about? List a few here: ____________________________________________________

Circle any items that you read frequently:

Tweets

Texts

Magazines

Newspapers

Fiction novels

Nonfiction books

Short Stories

Other: ________________________

Please write about a time when you felt comfortable and happy in school. Describe the experience using sensory details (What did you see? What did you hear? What did you smell?)