Concept Unit Lesson Plan Template Unit Working Title: The League of Extraordinary Middle Schoolers Unit Big

Idea (Concept/Theme): Heroes Unit Primary Skill focus: Conflict Week 1 of 4; Plan #1 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Introductory Week Full-Detail Lesson Plan (Note: Refer to the list in the document called Part 2.3_Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being taught in this lesson: SWBAT: Cognitive (know/understand): Students will understand that their actions will have consequences. Students will know the classroom expectations for the entire year. Affective (feel/value): Students will feel that their input is valued. Students will value the input of others. Performance (do): Students will be able to develop a list of expectations and consequences. Students will complete a Student Interest Survey. SOLs: [List with numbers portrayed in the SOL document] 8.2) The student will develop and deliver oral presentations in groups and individually. g) Assume shared responsibility for collaborative work. Procedures/Instructional Strategies [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] Desks are arranged in pods of four. 1. [10 mins] Bridge: Introduction

Hi, everyone! My name is Ms. Schmidt and I am very excited to get to know all of you! I want everyone to get up and form a circle. Now, we are going to play a game so that we can get to know everyone. I want you to say your name, your favorite television show, and an adjective with the same letter of your first name. Ill go first. Im Ms. Schmidt, my favorite tv show is Parks and Rec, and my adjective is Sporty. Students go around the circle sharing their favorite tv shows and adjectives. Students are instructed to return to their seats when the activity is finished. 2. [15 mins] Step 1: Student Interest Survey Pass out Student Interest Surveys. Students remain in their desks in the circle arrangement for this activity. I am passing out to all of you a Student Interest Survey. On it are some questions about school, some questions about your hobbies, and some questions about what you like to do outside of school. This helps me get to know you a little better outside of what you do in here. So I want you to take your time and fill out the questions. You dont have to write in complete sentences if you dont want to. Just do what you can to answer the questions. 3. [25 mins] Step 2: Think-Pair-Share [5-7 mins] Now we are going to try to develop a social contract for our classroom. That means today we are going to make a list of classroom expectations and consequences for the entire year. Right now I want each of you to take out a piece of paper and write down things that you think make a good learning environment for you. These can be things like how other people treat you, how you treat them, and other things that you think will help you learn successfully. Students write down their ideas while I walk around the classroom and help any students who look like they are stuck. Once most students look like they are ready I will bring their attention back to the front of the room. [7-10 mins] Once you have finished writing your thoughts I want you to turn to the person sitting next to you and talk about what you have written. Make a note of anything the two of you have in common or of anything your partner said that you think is a really good idea. Give students 7-10 minutes to share their ideas with their partners. Then, call their attention to the front of the room, asking them to share their ideas with their classmates. [10 mins] Lets share what you have discussed. Im going to write down recurring themes on the SmartBoard. Also, if you have anything that you think should also be on the board, let me know and I can add it. Students go around to each group and share what they have discussed.

4. [10 mins] Step 3: Developing Class Expectations Now that everything is on the board, lets start working on what we think we need to have on our classroom expectations list. Well look at each bullet point, and decide whether its a good classroom expectation for us. If yes, Ill make a note of it so that we can put it on a big Classroom Expectations poster later this week. If no, I will scratch through it. We go through each bullet point, deciding if and why each expectation should be included. 5. [25 mins] Step 4: Developing Class Consequences [5 mins] Alright, we now have a great classroom expectations list. I will copy this onto a poster and we can hang this in the room tomorrow. But if we have classroom expectations, it means we need to have appropriate expectations if they are broken. I want each pair to take a few expectations and brainstorm some appropriate consequences. I assign each pair a one or two expectations. I walk around as each pair brainstorms consequences. [10 mins] I want each group to tell the class their expectations and what consequences they chose and why. After each group presents, we will discuss the consequences and see if we cant add a few more options to choose from. We do this for each group and hold the appropriate discussion. I record the brainstorming list in the document on the SmartBoard. [10 mins] That was a great discussion. Now lets go through each expectation and suggested consequences and whittle the ideas down to one or two for each expectation. Students discuss and weigh the merits of each consequence. Once they have decided I inform them I will create a second poster to hang in the room listing the consequences. I also inform them that these will be printed up tomorrow in a contract form. They must sign them and must have their parents sign them as well. 6. [5 mins] Closure: Exit Slip I want everyone to take out a new sheet of paper. Write your name at the top. I want you to tell me two people you would want to be in a group with and one person you dont feel comfortable working with in a group. Keep in mind that these groups will be like your team for the year. Youll be doing a lot of school work, projects, and discussions together, so you want to be with people who you will work with well. Your best friend who distracts you may not be the best choice. No one but me will see these. Fold them in half and put them on the desk near the door before you leave.

While in other schools, most students dont know each other on the first day of school, in CPCS, by eighth grade most students have been in the same classes since sixth grade. They have very close friends, and they also have some peers that they dont get along with at all. Giving students some choice will help ensure that students who dont get along dont have to work together so that we can have a more inviting classroom environment.

Methods of Assessment: [How will you know if the intended learning occurred?] Formative: o Free write o Participation in group discussion o Think-Pair-Share Summative: o Student Interest Surveys o Class Expectations List o Class Consequences List 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) In order to differentiate for my students, I begin the class with a free write to help my ELL student, Julie, and my struggling reader, Emma. They have a chance throughout the class to think before they say so that they can contribute to the classroom conversation. Allowing students to help define our classroom expectations and consequences give students like Charlie the potential to bring in his own cultural values. He can help shape the classroom in a way that reflects his own values and feel as if his culture and individuality is being acknowledged and respected. Materials Needed: Students will need to bring journals Smart Board Poster board Student Interest Survey Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Student Interest Survey The Basics Full Name: Birthday: Where you were born: Siblings (names, what are they like?):

Pets (names, type of animal):

You have three tweets (no more than 25 words each) to describe yourself or your life to me. They must be school appropriate! 1)

2)

3) What I Like to Do

What activities do you do outside of school (sports, clubs, recreational activities)?

Do you participate in school-related extracurricular activities (school sports, band, key club, etc.)? If yes, which ones?

What type of music do you like to listen to and why?

What are your goals for this year?

If you could have any job in the world, what would it be and why?

Reading and Writing Do you like to read? Explain why or why not.

What type of non-academic reading do you do regularly, if any (Facebook, Twitter, email, newspapers, blogs, etc.)?

What type of non-academic writing do you do regularly, if any (Facebook, Twitter, email, blogging, diary/journaling, etc.)?

What is one thing you think should be taught in English class that no one has ever really taught you?

Is there anything I should know that would help you learn better in class? If so, explain how I can help you learn better.