Concept Unit

Unit Working Title: Respect: How do we do it?

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal Writing

Week 2 of 3; Plan # 7 of 9; [90 mins.]

Plan type: X Full-Detail ____Summary

Content Requirement Satisfied: Grammar/ Syntax: Using Quotation marks

(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:

SWBAT:
Cognitive (know/understand):
2. Real respect is a continuous/everyday action.

A. Reviewing another peers work requires respect for the other person.

B. In peer review, respect is shown when responses focus on expanding what is

good in their peers piece

3. Writers demonstrate value for themselves when they write about their personal
experiences.
C. Conversations between characters require specific punctuation to mark the

conversation.

D. Descriptive language can create an image for the reader.

E. Students will be able to use features of mentor texts in their own writing.

4. __Students will know the difference between disrespect and disagreement.

A. Respectfully disagreeing with someones thoughts requires accepting their

opinions and then adding your own.

B If there is a disagreement, one should disagree with the ideas and not the

person.

C. Respecting someones work means at least appreciating their work if not

enjoying it.
Affective (feel/value) and/or Non-Cognitive:
5. _Students will value being a part of a respectful classroom community.

A. _Students will feel comfortable sharing their ideas with their classmates.

b. _Students will value their own work and that of others.

c. Respecting others helps to create a positive learning community.

Performance (do):
6. __Students will be able to demonstrate respect.

A. Students will be able to respectfully critique the work and ideas of others.

B. Students will be able to respectfully critique the work and ideas of themselves.

8.__ Students will be able to communicate their ideas about respect and what it means.

a. Students will be able to communicate through writing.

B. Students will be able to express their ideas orally.

SOLs: [List with numbers portrayed in the SOL document]
_8.2 The student will develop and deliver oral presentations in groups and individually
h) Use a variety of strategies to listen actively.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
f) Use quotation marks with dialogue and direct quotations.
CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.W.8.4

Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1-3 above.)
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.

Diagnostic Formative Summative

 Opening class discussion:
look to see if students can
identify the importance of
quotation marks and when to
use them. (3C)
Students will write a
conversation between two
characters. Use the dialogue to
help the reader understand
who the character is. At least
one paragraph. (3ce, 8b)
Personal writing- At the end of
the unit, students will submit
their final writing piece. (3cde,
8a).

Calendar conversation: How

have you seen respect being
demonstrated in the
classroom? How can it
improve? (2a, 5abc, 8a)

I will informally assess the

peer review process as
students work with each other.
(2ab, 4abc, 5abc, 8b)
rocedures/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]

1. [10 mins.] Bridge/Hook/Opening to lesson:

Do-now: Students respond to questions as they come in. They look at a conversation on the
board and answer the questions. How do we know that someone is talking? What patterns do
you see in punctuation around where they talk? Good morning everyone! Thank you so much
for coming in and getting into your seats quietly before the bell rang. You all are doing an
awesome job getting this routine down. I see many of you have started on the do-now. If you
havent, make sure you get started in the next minute. What I want you all to do is read this
passage carefully. Then, I want you to list what you notice about how this conversation is
written. What format is used? What effect does it have? [Students work on their do-now. I take
attendance and monitor for questions.
Discussion: Lets take a few minutes now to chat about what we noticed about this passage.
Whats happening in this passage? [Students respond: Theyre having a conversation. Theyre
talking to each other.] Right. There are two people talking to each other. How do we know?
[Students respond: There are quotation marks to show us. It says, he said.] Yeah, so when we
get started, the words tell us that he said something. The quotation marks show us exactly what
he said. What effect does using the quotations have on the piece? How is it different than if the
author didnt use quotations? [Students respond]. Awesome brainstorming guys. Now, were
going to talk about the specific rules for how we use quotation marks in our writing.
2. [15-20 mins.] Mini-lesson: Using Quotation Marks in Writing
a. How:
i. There are lots and lots of ways that quotation marks can be used, and we
will address all of those ways this year. Today, were going to focus on
how we use quotation marks most in our personal writing.
ii. What you all started to pick up on when looking at that sample from our
mentor text is that quotation marks show us when someone is speaking.
Thats called dialogue when its a conversation between people in writing
[Write dialogue on the board.] Were going to focus on punctuating
dialogue because that can be really effective in your writing
 iii. Opening and Closing:When using quotations, you all noticed that there
are both opening quote marks and closing quote marks. You need one both
at the beginning and the end of what the character says, or else the reader
does not know when the talking part starts and stops. Sometimes when
youre writing really fast you might forget to add the one at the end
because you want to keep going, but you have to have that closing
quotation to signal the end. Sometimes people think of quotation marks as
lips like theyre talking. You can keep that in mind if that helps you
remember to box the quote of with quotation marks.
iv. Start a new line: Another thing that I heard some of you saying about
using quotations in writing is that you start a new line for each new
speaker. Every time someone else says something, they get a whole new
line. This helps us to visualize how different people are speaking. We can
see that there has been a change when the words are on a new line.
v. Punctuation: One thing that can be confusing when using quotation
marks is figuring out how to punctuate the sentence. When your character
says something, the punctuation is usually going to go on the inside of the
quotation marks. That means it will look like this [write Jack fell down.]
Look how the period is inside of the ending quotation mark. Commas also
going inside of the quotation marks. In our paragraph that we analyzed
for today, there was a comma when the author said something like he
said. When the author is continuing the sentence after the quote, you use
a comma. In our example, it says, Im guarding you, I said. Even
though, Im, guarding you is a full sentence, we put a comma because
theres still more outside of the quote. A comma is also used before a
quote, if part of the sentence comes before. For example: I said comma
Come eat lunch with me today! Lets look at a couple of examples here.
Turn over your excerpt and we can look at these.
b. Why
i. We use quotations in writing because they help to make the writing more
interesting. The quote can tell us something about a character, too. When
Junior says Not tonight, he said. Tonights my night. What did he
mean? What did that tell us about him as a character? Would it have been
as powerful if the author just said, Junior was confident that night.
c. Model
i. I am going to show you all how I might incorporate a conversation into
my personal piece. Put down your pencils/Lower your laptops so that you
can pay attention. Lets look back at the topic I chose. I decided to write
about the time that I finally learned how to get up on one ski. I had tried
for two whole summers, and then spent the whole day out on the river
trying over and over and over again. Then, all of a sudden, I was up. I am
going to write a conversation between my dad and me before I got up.
This is a draft, so it may be messy! [I show my paragraph on the board.]
What do you all notice about how I used quotations? How did I mark the
quotations? [Students respond]. What did the quotations add? [Students
respond].
Dad poked my leg and asked, You wanna give it one more go before we call it a night?
I dunno, I mumbled back at him, partially hiding behind the beach towel as I rehearsed
the various stages of failure I had already experienced.
Come on, Dad urged. The waters perfect right now. Lets try it again. Ill bet you get it
this time.
 Fine, but only one more time, I griped, trying to conceal a smile at the excitement. I
started to zip up a life vest as Dad threw the rope out behind the boat. My legs were trembling.
Remember: hold on for dear life and try to not to breathe. Lean back, Dad explained for
the hundredth time that day.
Got it, I said before plunging into the water with my ski. As I reached the end of the rope, I
got my body situated. Lean back, ski in front on the right side of the rope, push the ski towards
the left into the rope for balance. Alright! I yelled to my dad from twenty feet away.
Ready! Dad cried, and he pushed the throttle down, and I held on for dear life, and I
didnt breathe, and I did lean back, and I was up! Sliding across the water on one ski, grinning
ear to ear.
Woooooeeeeeee! I shouted out into the world so that all living things could feel my joy. I
had done it. I had finally done it.
3. [5 mins.] Explanation of next part of their writing assignment
a. Now that you all have had a chance to see how I would use quotation marks, its
time for you all to get a chance at doing this in your writing. I want you all to
think of a conversation that you had during that time you learned to respect
yourself. If you already have a conversation written in your piece, use this time to
revise. If you do not already have a conversation, here are some steps for you.
Everyone listen to these steps because they could help you, too. So, first, think
about your topic that you chose. Think about the genre that you want to write in.
Some of you chose narratives, some poetry. Now, your job for the next 30 minutes
is to work individually to create a draft of a conversation that you had with
someone else when you learned to respect yourself. I thought of the conversation I
had with my Dad. You can think of a conversation you had. After you write your
draft, you will work with a partner to share your ideas. Take one minute now just
to think about what you can write about [time for one minute.] Ok, jot down you
conversation topic so that you can stay focused on it. Now, go an ahead and start
writing!
4. [25-30 mins] Workshop Conversation for their Personal Piece
a. As students get started, I take a moment to survey the classroom. If I see that
students are not starting to write, I will check on their topics and double-check
that they understood the material. I will also monitor for use of quotation marks. I
will give time updates every ten minutes. I want to be a little hands-off in this
portion of the class so that students have time to really focus on their writing.
5. [15 mins] Share with Peers
a. Remind them of Procedure
i. Ok guys, its time for us to share our writing with our peers like we did
yesterday. To review, we are going to respectful of each others work,
which means we will offer positive feedback about what they are doing
well. We will support their ideas, and appreciate their experience. We will
only give one suggestion for something they could add, or something they
could do more of. Give each partner space to read and comment. Do not
argue with the feedback that you receive. You all were really great at this
yesterday, and I hope to see it again today!
b. Give Instructions/ Write on Board
i. For peer review, you will work with your elbow buddy. Make eye contact
now with your elbow buddy. Thank you. The elbow buddy sitting closest to
me will be the first to speak. Raise your hand if youre sitting closer to me
than your partner is. Great. You have a minute to explain your project.
Go.
ii. Now, the other partner, raise your hands, you have one minute to
explain your topic.
 iii. Now each of you take three minutes to read each others conversations
and think of positive feedback.
iv. Now, the person closest to me, take two minutes to share your feedback.
v. Now the other partner, share your feedback.
6. [10 mins] Closure:
a. Calendar Conversations
i. Ok guys, today were going to do our second calendar conversation for
this week. The first one, you all told me a little about some of your favorite
things to do. For this one, I want you to tell me how you have seen respect
being used in our classroom. Think of one or two examples of how youve
seen respect in the class!

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)
For this project, work is already differentiated based on what students chose to write
about. Since the project is very individual, the students are working on something important to
them, which make the work differentiated.
To help Jamie stay focused during this assignment, I talked to her before class to let her
know what we were doing. I also let her know that she could sit on a balance stool to do her
work so that she could rock in her seat some while she worked. She agreed to do so. We
discussed that she could take a two-minute break every 10 minutes if she need to not do work for
a little bit.
To help LaQuan, I have put him near elbow buddies who are not his friends so that he
doesnt try to hide his good work from his friends. I placed him near a high-achieving student
who I know will push him to do his best because she will offer suggestions on his piece. She will
also ask a lot of questions to see where he stands. I also talked to LaQuan about his project and
made sure it was something that he was passionate about so that he would want to do a good job
of writing it.
I will check in with Roberto as he begins his assignment to make sure that he knows what
is expected of him. I will also review the reading that we did so that he knows what happened. I
will also check with Roberto during the do-now to see how he is grasping the idea of the
quotation marks and why we use quotations in writing. I also told Roberto the importance of the
silent independent work, so he agreed to sit away from his friends so that he wouldnt be tempted
to talk with them.
I print out all of the materials for Laney so that she does not have to use a screen. If she is
not in school, I will record the class as I give instruction on quotations. I will also write a note to
her parents to see how she understands the material. I will try to communicate with her while she
is absent. I will also give her extended deadlines so that she does not have to have the stress of
working if her headaches are too bad.
Materials Needed (list):
Google Slides:
https://docs.google.com/a/virginia.edu/presentation/d/135zMWyyK75ESq3QM5PYYUllKEGlQ
XElDlbvhskAq3pQ/edit?usp=sharing

Appendix A: Do-now
Appendix B: Practice Problems
Appendix C: Reminders
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Appendix A:
Do-Now: Read over this section and then answer the questions below.

I kept glancing over at Wellpinit as they ran their lay-up drills. And I noticed that Rowdy
kept glancing over at us.
At me.
Rowdy and I pretended that we werent looking at each other. But, man, oh, man, we
were sending some serious hate signals across the gym.
I mean, you have to love somebody that much to also hate them that much, too.
Our captains, Roger and Jeff, ran out to the center circle to have the game talk with the
refs.
Then our band played the Star-Spangled Banner.
And then our five starters, including me, ran out to the center circle to go to battle against
Wellpinits five.
Rowdy smirked at me as I took my position next to him.
Wow, he said. You guys must be desperate if youre starting.
Im guarding you, I said.
What?
Im guarding you tonight.
You cant stop me. Ive been kicking your butt for fourteen years.
Not tonight, I said. Tonights my night.
Rowdy just laughed.

Questions:

1. In this section, how do we know when someone is talking?

2. What patterns do you see in punctuation around where they talk?

Appendix B:
Practice Examples: Add the proper punctuation.

Marshall said Tomorrow is my first day of work

I dont feel like doing anything today grumbled Janet.

Wow James cried Im so excited for this new school year

Appendix C:
Reminders of how to use punctuation with quotations

Remember, always use a quotation mark at the beginning and at the end of the quote.

Ms. Sheffield said, Put the comma before the quote if its part of a sentence.

Put the comma inside of the quotation marks if the sentence continues, said Ms. Sheffield.

You know, Laquan said. Ms. Sheffield taught us to put the period inside of the quotation
marks when its the end of the sentence.