Concept Unit

Lesson Plan 9 - Coffeehouse

Unit Working Title: Frenemies
Unit Big Idea (Concept/Theme): Perspective
Unit Primary Skill focus: Point of View/Conflict
Week ___3___ of 3; Plan #____9____ of 9; [90 mins.]
Plan type: ____Full-Detail _X___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:
Unit Learning Objectives
10. _Create a Portfolio that explores the concept of Frenemies through multi-genre perspective
writing.
Lesson Objectives
SWBAT:
Cognitive (know/understand):
a) The expectations of the portfolio assignment
b) Discussion helps us to think through new ideas
Affective (feel/value) and/or Non-Cognitive:
c) Quality writing comes from hard work!
d) Reflection helps us to think about where we have come and we want to go.
Performance (do):
e) Create a portfolio of writing pieces
f) Participate in discussion according to discussion rules
g) Reflect on the unit
SOLs: [List with numbers portrayed in the SOL document]
6.2
6.7

The student will present, listen critically, and express opinions in oral presentations.
The student will write narration, description, exposition, and persuasion.
c) Organize writing structure to fit mode or topic.

CCSs: [List with numbers portrayed in the CCS document]

N/A
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]
All the desks have been pushed to the back of the class. A Mic (not plugged in) is placed at the
front of the room, the chairs make a U around it. Theres a black cloth hung on a board, and
tinkle lights hung around the board and the room. At a table in the back are cookies and drinks.
1. [_5__mins.] Bridge/Hook/Opening to lesson:
A. 5 - 10 Minute Prep Time
Students check to make sure their portfolios and binders are order and ready to
turn in. Students can place their completed binders on my desk.
Once finished with that, student can practice reading aloud their piece to a friend,
or help with any last minute set up.
Since I cannot display these on the board, I will stand outside the room and tell
students as they walk in.
2. [_50__mins.] Step 1: Coffeehouse
A. This is the presentation of their summative assessment. One student stands
next to the open-mic, and other students sit in chairs surrounding the make-shift
stage. Each student will share one piece from their portfolio with the class.
They can give a one minute explanation of which prompt they chose, and provide
some background on characters/perspectives they have chosen.
After each student the class snaps. At the end of every 5 students that present or
so, students can share something they liked or learned from one of the pieces.
I will have a order that I have printed out and place on the wall, so students know
when they are going, and I will remind them as I present each person. Like Now
we have Lily, and up next is Cordelia
3. [_30__mins.] Step 2: Reflection
A. Part I: Individual
Students will complete a handout with reflection questions that help them to think
about what they have learned this unit, the concept, their own skills, how they
have grown, where they want to go, and feedback for me about the unit design
itself.
B. Part II: Discussion
The chairs will be moved to a circle shape. Students will keep their reflection
sheets as notes. I will tell them this is their time to make meaning, I will only
speak to help guide them. I will give students a few of the Unit Questions to
answer, and they will discuss them as a class, based on what they know, as well as

a moment to reflect on the coffeehouse. Using a little ball, students can pass the
ball to whoever wants to speak. Only the person holding the ball can speak.
I will have sentence starters for discussion written to a posterboard and taped to
the wall.
Sentence Starters
I think that
I agree with . But I think.
I disagree with.because
I wonder.
4. [_5__mins] Closure: Exit Ticket
A. Index Cards
Overall, please write one big thing you have learned from this unit, and one thing
you still want to know

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.
The Portfolio is the Summative Assessment of the Unit, through the portfolios I will assess
students understanding of writing, reading, and organizations skills, as well as their
understanding of the concept unit. (Unit 10, a, e)
Binder/Journal as the Summative Assessment of their participation in class, by completing Do
Nows and class work.
During the discussion, I take notes and listen to students response that demonstrate an deeper
understanding of the topic/themes. In later units we will focus on discussion skills, but during
this discussion I am looking for participation, respect, and an understanding of the unit. (b, f)
Individual Reflection, I will read student responses to asses their metacognitive thinking about
their own learning, as well as taking feedback for what parts of the Unit worked well or did not
work well for their interests of learning preferences. (d, g)
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 coffeehouse atmosphere will excite Cordelia and create an atmosphere that will
appreciate her writing. The low-risk pressure of sharing will also help Lily and Jordan
chance their impression of presentations as well as writing. Since it is flexible, Johnny
can share a piece as well. These kinds of activities create a class history and community,
bringing joy into the classroom that students will remember.
Adding the ball element to the discussion could engage Lily and Jordan, while also
helping Cordelia find a way to speak. Johnny can use the discussions sentence starters,
along with everyone else, to learn the academic language of discussion.

Materials Needed:
Supplies for Coffeehouse
o Lights
o Mic
o Special chair
o Cookies, tea, napkins, etc (Provided by parents!)
Reflection Handouts
Fishbowl Discussion Roles
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Appendix A: Sample Rubrics for Diary Piece and Perspective Piece

Diary of the Left Shark

Mentor Text Writing Assignment
Task: Using this mentor text, write a diary entry about two rivals
Possibilities include:
Rewriting Left Sharks story from the perspective of Right Shark Eric,
or Katy Perry
Real or Fictional examples from history, literature, pop culture, etc.
Your own experience or imagination

Genre: Diary

Craft Skill:
Conflict

Grammar &
Mechanics:
Complex
Sentences
Wow Factor
Total

Excellent (5-4)

Competent (3-2)

-Writes in First Person

Narration
-Includes sharp,
specific details about
events and characters
-Concise entries, with
quick, fluent
sentences
-Clear, strong tone of
the Narrator

-Writes in First Person

Narration
-Includes some
specific details about
events and characters
- Mostly concise
overall, with quick
sentences
-Some Elements of
Tone of the Narrator

Needs Work (1-0)

Includes two or three

of these traits:

-Inconsistently uses First

Person Narration
(Misuse of proper
pronouns)
-Includes little to no
specific details and
events and characters
-Lengthy sentences and
explanations that lose
the focus of the piece
-No elements of Tone
Includes one or two of Includes one or zero of
these traits:
these traits

-includes details to
explain conflict
between characters
-creates a central
event of conflict
-uses personal
reflection to think
about conflict

-includes details to
explain conflict
between characters
-creates a central
event of conflict
-uses personal
reflection to think
about conflict

-Clear subject and

verb in every sentence
-Varied sentence
length

-Mostly clear subject

and verb in every
sentence
-Mostly Varied
sentence length

-includes details to
explain conflict between
characters
-creates a central event
of conflict
-uses personal reflection
to think about conflict

-Occasionally clear
subject and verb in
sentences
-Little to no variety in
sentence length
(+.5

+1

+2

+3)

Perspective Writing Assignment

In response to a narrative nonfiction article, students write three different paragraphs describing
the event through a different perspective/POV each time.

Excellent (5-4)

Student
demonstrates a
strong
understanding
of the text
Uses key
moments from
the text as the
basis of their
work

Understanding
of the Text

Understanding
of Point of View

Student writes
from two
different
perspectives.
Student shows
consistent use
of a POV
throughout
each piece.
Student
consistently
uses proper
pronouns to
match POV.
Student shows
strong
understanding
about a
subjects
perspective,
feelings, or
motivation.

Competent (3-2)

Student
demonstrate
s a basic
understandi
ng of the
text
Uses some
moments
from the text
as the basis
of their work
but
sometimes
gets off topic

Consistently
uses complex
sentences, all
with at least

Student
writes from
two
different
perspective
s
Student
shows
some
consistent
use of a
POV
throughout
each piece.
Student
shows
some
consistenc
y using
proper
pronouns
according
to POV.
Student
shows
basic
understand
ings about
subjects
perspective
, feelings,
or
motivation.
Usually
uses
complex
sentences,

Needs Work (10)

Student
demonstrat
es a weak
understandi
ng of the
text
Use little to
no
examples
from the
text
Mostly offtopic

Student
writes in
one
perspectiv
es
Little to no
consistenc
y using
POV for
each
piece.
Little to no
consistenc
y using
proper
pronouns
according
to POV
Student
shows
weak
understan
ding of
subjects
perspectiv
e,
feelings,
or
motivation
.

Unclear
subject
and verb
in complex