CBUP Lesson Plan Template: DAY 4

Week 2 of 4; Plan #6 of 9; [90 mins.]

Plan type: __✔__Full-Detail ____Summary

Content Requirement Satisfied: Reading Experience, Vocabulary Instruction, Text as Mentor

(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 individuals’ identities are affected by the communities they
are a part of.
c. A person’s perception of a given community influences the way they act and
present themselves within it.

Performance (do):

5. Students will be able to describe how a person’s identity changes in the different
communities they belong to.
a. Identify the communities a person belongs to
b. Identify choices people make about their identities in different communities

6. Students will be able to analyze the choices individuals make that affect their identities in
communities.
b. Discuss the reasoning behind the choices characters make

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

SOL’s: [List with numbers portrayed in the SOL document]

1. 7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character
development, plot structure, theme, and conflict.
b) Make, confirm, and revise predictions.
c) Use reading strategies to monitor comprehension throughout the reading
process.

CCS’s: [List with numbers portrayed in the CCS document]

Methods of Assessment:

Diagnostic Formative Summative

Title of assessment tool:
Do Now
Students will demonstrate
what they already know
about Community
membership by…Responding
to questions about Junior’s
community membership and
how that community impacts
who he is
Criteria:
What is a community?
[I’m looking for students to
identify a community as a
group of people that someone
belongs to, part of what
makes someone who they
are, the people you grew up
around, etc.]
At this point, which
communities does Junior
belong to?
[At this point in the story
Junior belongs to the Rez
community]
How does he see himself
within his community?
[Acceptable responses
include: He knows he is
smart but sees himself as the
community see him—as a
weird kid/loser. He feels that
he belongs but that there is
more out there for him. He is
conflicted about being
accepted for who he is and
who he wants to be/what he
wants to do.]
How data will be used: This
data will be used to construct
a lead in to this lesson about
presenting identity in
multiple communities.
How students will receive
feedback: I will look at their
responses as they begin to
Title of assessment tool:
Venn Diagram Exit Ticket
Students will show their
progress toward
understanding that
individuals’ identities are
affected by the communities
they are a part of by
comparing the way Junior
presents and describes himself
at Readran v. on the Rez.
Criteria:
List the elements of Junior’s
identity at Reardan (include
predictions) and on the rez. In
what ways is he different? The
same?
[Acceptable responses:
Reardan: Arnold, outsider,
follows different rules, no
friends, tries to hide his rez
side, no one knows family
situation, etc.
Rez: Junior, has a best friend,
kind of an outsider, traitor,
everyone knows his family,
smarter than peers, etc.]
Questions:
What new choices does Junior
make about his identity at
Reardan?
Why might Junior choose to
present himself differently?
When have you made a choice
to act differently in a certain
setting?
How data will be used: I will
note which elements students
have in each box, keeping
track of ones that overlap and
contradict. Results on this exit
ticket will help frame the
following lessons.
read and conference with
individuals who are
struggling with the elements
of community membership
[1a, 5a, 6a]
How students will receive
feedback: Feedback will be
given verbally to address
whole-class growth or
misconception at the start of
the following lesson.
Individual issues will be
addressed in small
conferences.
[2c, 5a, 5b, 6a]
Title of assessment tool:
Post-reading discussion
Students will show their
progress toward identifying
changes in identity and
considering the choices people
make about their identities by
responding to guiding
questions in their base groups.
Criteria:
Revisit do now questions:
[I will be looking for students’
answers to have evolved and
incorporate the new
information we have about the
school community he joined.
These questions are meant to
get them thinking about how
the perception of a given
community influences the way
people act and present
themselves. The discussion is
priming them to make the
comparisons required on the
Venn Diagram]
How has Junior’s community
membership changed?
How does he see himself
within his community?
Predict: what choices will he
make to construct his identity
with his new peers?
 How data will be used:
This informal data will be
used on-the-spot, as I listen for
any glaring misconceptions
that need to be addressed
before students complete their
exit slips where they apply
what they’ve discussed here.

How students will receive

feedback: As I walk around, I
will listen in on conversations
and provide immediate
feedback in response to their
points.

[2c, 5a, 5b, 6a]

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 students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Maria Discussion questions are
presented as ‘guiding,’
in place so that they
have a frame around
which to form their
thoughts.
Nilofar Discussion questions are
presented as ‘guiding,’
so that most advanced
students can feel free to
answer them and expand
into deeper
conversation.
Alex Approaching the essential Alex is provided with
questions and themes using a larger print version
YA is more likely to hold of the text to follow
Alex’s attention and keep along and use as
them engaged as we work reference.
through this multifaceted
lesson.
Kamal Kamal’s base group is
an area of solace for
him. As he is
 repeating this grade,
he is placed with a
neighbor friend who
knows his situation
and who he feels
comfortable sharing
his learning with
without feeling
embarrassed.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement: Students will be seated in their usual base group seats. They
will all have retrieved their writer’s notebooks from the class bins at the start of class and will
have them on their desks. I will be standing in the doorway to greet each student by name and
give them a little elbow bump. I will be able to see the hallway as well as the classroom. There is
a Do Now on the board asking them.

1. [10 mins.] Do Now/Classroom Meeting

Good morning, class. Happy Monday! I hope everyone had a fun and relaxing weekend, and that
we all got caught up in our books so that’ we’re ready to tackle chapter 8 today in class. As
you’ll remember from our discussions about expectations and class routines, we need to finish
our Do Now before we can move to classroom meeting. Make sure you have your notebook, and
respond to these questions. [Slide 2. Give students about 3 minutes.] As you begin finishing up
your Do Now, note the page it’s on in your notebooks because we will be revisiting them later in
class. Go ahead and close your notebooks and move to the rug at the back of the room for
classroom meeting.

2. [7 mins.] Classroom Meeting

Alright it looks like today’s classroom meeting leader is ________. Go ahead and tell us what
the greeting is for today. [Students will each greet the people on either side of them. They will
make eye contact, say the persons name, and give a high five/fist bump/elbow tap—whichever
the leader says for the day.] And what does our schedule say the ‘share’ is for today? If you don’t
want to share today, just say pass when it gets to you. [The share topics were chosen in advance
by our professional team to provide a good mix of meaningful ice breakers and fun fact share
outs to help build strong classroom community] Wonderful, you all have such interesting things
to share, I know more about you every day. Alright we have time for a quick game of _______.
[The game is often chosen by students, mixed up each day. This provides time for students to get
energy out before the lesson so they are abler to focus on the material] Who would like to start?

Okay, back to our seats! I’ve passed out copies of ch.8 of The Absolutely True Diary of a Part-
Time Indian.

3. [ 5 mins.] Summary of The Absolutely True Diary of a Part-Time Indian up to ch. 7

Before we start chapter 8 and talk about the questions you just responded to, who would
like to start us off with a summary of the overview I gave you to read for homework last
night? We’ll be doing a round the world summary, so make sure you’re listening and
 ready to jump in if you’re called on. The way this works is that one of you will start off,
so for example if I was doing it, I would say “Junior is the main character, he lives on the
Spokane Indian Reservation” and then call on (student name), and they could say “His
family is very poor and he gets bullied a lot at school. He has a best friend names
Rowdy.” What questions do you have about this?

Who wants to start? [Call on a raised hand and allow them to summarize a few sentences
before moving to another student. I will be looking for them to hit the points:
 Junior lives on the Spokane Indian Reservation
 He is very poor
 His best friend is Rowdy and he gets bullied a lot
 He threw a book at a teacher
 He wants to switch schools
 He and Rowdy got in a big fight]

Nice summary, guys. I can tell you’re invested in Junior’s community and development.

4. [2 mins.] Setting a Purpose

Last week we spent a lot of time talking about individual identities and how our home
communities can impact those identities. Can a few people raise their hands and remind
me of some of the biggest things we talked about? [Pause for raised hands] This week we
are going to start digging into what identity looks like when a person belongs to multiple
communities. Raise your hand if you belong to more than one community. [Call on 2-3
hands and ask them to share what communities those are]

5. [ 15 mins.] Pre-reading: Probable Passage

To get us thinking before we read, we’re going to do an activity called probable passage.
How many of you remember doing probable passage in your classes last year? [Pause for
raised hands. I know that this is a strategy used in our sixth grade classrooms, so this will
give me the opportunity to see which of my students did not attend sixth grade here or
need a refresher.] For those of us who haven’t done it before, who can explain the way it
works? [Use this opportunity to get students taking control of their learning, sharing knowledge
with their peers. Make sure the mention the word list, category boxes, unknown words,
predictions, and gist statements.]

[Start passing around stacks of graphic organizers to each group] This is meant to get you thinking
about what it means to belong to different communities and how identity can be affected by them.
This list [display word list on the board, Slide 3.] is made up of words that come directly from
Chapter 8 of our books. You will be using the graphic organizer that is coming around to group
the words into boxes based on your predictions about what happens next. The boxes include
Characters, Setting, Conflicts, Identity Elements, and Unknown Words. The “To Discover” part
is there for you to write down questions you have about what will happen or about how these
words go together. When you finish sorting the words, you’ll write a short, one sentence,
statement about what you think its going to happen in this next chapter. We will be sharing these
with our groups before we move on so make sure you have one ready.

What questions do you have about this?

Possible questions include:
 Can we put a word in more than one box?
o Answer: Nope, once it’s in one box it can’t go in another.
  What if we don’t know where a word goes?
o Answer: Do your best to get it into one of the boxes. Only use the Unknown
Words box for words you actually don’t know the meaning of.

We’ll be working individually this time because we all share the background knowledge of the
first 7 chapters. Remember that the purpose here is to start making predictions about the impact
of community on identity and identifying words we don’t know. Go ahead and get started on this.
We’ll take about 8 minutes.

If you can hear me clap once… [Continue routine until students are focused back on me] Okay
guys, we’re going to talk with our base groups not to share the gist statements we came up with
and make a list of the unfamiliar words at each table. The person in the seat closest to the pencil
sharpener will share first and we’ll go counter clockwise around the table. We’ll spend about 4
minutes on this and then we’ll start addressing the words we didn’t know. [Start timer on slide]

6. [ 15 mins.] Pre-Reading: Addressing Vocabulary

Can one member from each group please raise their hands and tell me which words the
people at your table were unfamiliar with? We’re going to take some time to go over
these before we start reading the chapter. [Students will likely identify “fistcuffs” and
“mutilated” as tricky words.] Make sure to pull out your notebooks and add these words
into the vocabulary section.

Let’s start with fistcuffs. What does this word sound like? What do we already know
about Junior that might help us figure out what this word means? [Some students likely
put this word in their conflict box and will suggest that it has to do with fist fights or
punching] Yes, so fistcuffs is another word for fist fights.

Let’s see, the other one we had some trouble with was mutilated. Can everyone repeat
that back to me please? Write this down: Mutilated – really physically messed up, usually
gross. Turn to a partner and take turns filling in this sentence frame— [Slide 5] The
strawberry had been mutilated by ___________ making it very unappetizing.

Now that we’ve addressed those ones, I have just a few more I’d like us to go over before
we start reading. [Repeat the process I did with “mutilated” for: translucent, accused,
hermit.]

7. [20 mins.] Reading Ch. 8

We’re going to see all of these words show up in this next chapter, so make sure you’re
marking the text up like I modeled for you last week. I’ll put that text back up on the doc
cam for you to look at if you need to. Think about the effect that each new character has
on Junior. Who remembers when we talked about how Rowdy affects Junior? Will you
share a few of those ways to get our minds back in the zone of character effects? [Pause
for hands. Make sure to cover how Junior acts differently when Rowdy is around v. when
he isn’t both at home and at school.] Right, so be paying attention to how the new
characters we meet affect Junior as well. We will spend the next 20 minutes reading
quietly.

Keep your gist statements in mind and make sure you are tracking your comprehension
and predictions as you read like we talked about and practiced yesterday. This is an
opportunity for you to hone those skills. You may do this in your notebooks or there are
sticky notes on the materials table if you find those more helpful. [As students read, I will
 look over their Do Nows from the beginning of class, noting the data I will use to shape
tomorrow’s lesson. I will also use this tie to conference with any individual students that
struggled to identify the elements of community. If there are glaring whole-class issues, I
will take a few minutes of this time to revisit the elements I wanted them to identify]

8. [ 5 mins.] Post-Reading: Revisit Probable Passage

It looks like just about everyone has finished reading. If you haven’t yet, that’s okay, but
pause yourself for a few moments and there will be some time to finish later. In your base
groups, take a look back at what you wrote in the character and identity element boxes.
Were your predictions right? How might you alter your statements now? [Let students
share that they had listed Arnold and Junior in the box thinking they were two separate
people. Allow them to revise their predictions by stating the actual relationship of the
names]

9. [5 mins.] Small Group Discussion

Still in our base groups, we’re going to take some time now to revisit the questions from
our Do Now at the beginning of class. Use these to guide you as you talk about this
chapter. Remember our class norms posted on the wall up here and the strategies we
talked about last week for good active listening. Who can quickly remind me of the norms
we set up for being good active listeners? [Call on hands rapid fire until the norms have
been covered and are fresh in students minds] I’ll be walking around taking note of how
attentive we are all being.

At this point, which communities does Junior belong to?

Strong student responses:
 reardan and the rez
 Indian and white
 His home and his new school
 A poor community and a rich community

How does he see himself within his new community?

Strong student responses:
 An outsider
 Like he doesn’t know any of the rules
 Unable to socialize or make connections

Predict: what choices will he make to construct his identity with his new peers?
Strong Student responses:
 Might lie about his family
 Go by Arnold instead of junior
 Follow new social rules
 Hide information about his home

10. [10 mins] Closure:

To wrap up class, we’re going to be completing a Venn diagram exit ticket. The two
circles are labeled “Junior/rez” and “Arnold/Reardan”. I want you to think again about
the questions you talked about in your groups. In what ways is he different in the different
communities? How is he the same? Answer the questions at the bottom once you’ve filled
 out the diagram. If you haven’t finished reading yet, do that now. If you don’t have
enough time to complete the exit slip during class time you may bring it to me during
study hall or as an entrance slip tomorrow.

Make sure you have your names on your exit slips and that you drop them in the bin on
the way out. Remember to read the next two chapters before next class and to come and
see me during study hall if you need any help. I look forward to seeing you all next class!

Materials Needed (list):

1. Smart board
2. Projector
3. The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
4. Probable Passage Sheets
5. Venn Diagrams
6. Bookmarks

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

handouts, etc.)

Appendix A: Google Slides

Appendix B: Probable Passage Word List
Appendix C: Probable Passage Graphic Organizer
Appendix D: Venn Diagram Exit Ticket
Appendix B: Probably Passage Word List

Probable Passage List of Words (to be displayed on the overhead projector):

1. Junior
2. Arnold
3. Penelope
4. Rez
5. Reardan
6. Hermit
7. Fistcuffs
8. Defending
9. Indian
10. Mutilated
11. Scared
12. Accused
Appendix C: Probable Passage Graphic Organizer

Probable Passage

Title of Selection _______________________

Author _______________________________
Characters Setting Problem

Gist Statement
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Outcomes Unknown Words To Discover…

1. __________________________

2. __________________________

3. __________________________
Appendix D: Venn Diagram Exit Ticket

Name: _____________________________ Date: ______________

Exit Ticket: Identity Venn Diagram

Directions: List the elements of Junior’s identity at Reardan (include predictions) and on the rez.
In what ways is he different? The same?

Junior/Rez Arnold/Reardan

Questions:

1. What new choices does Junior make about his identity at Reardan?

2. Why might Junior choose to present himself differently?

3. Reflect: When have you made a choice to act differently in a certain setting?