January 7th -- Day 1: 80 minutesMain topic: Guidelines and Welcome Back Day!Content Standard(s): CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Goal(s):The students will be able to refresh what is expected of them in this English 7 classroom.The students will be able to participate in icebreakers to get to know their student teacher and their peers better.Materials: notecards, markers, glitter, handouts of course descriptionHomework due: N/ALearning Activities:15 minutes: We will be going over the course overview10 minutes: We will be refreshing the classroom expectations and possibly altering them if needed.20 minutes: Create classroom rules for the semester.10 minutes: Go over their names/nicknames/what they prefer to be calledIce Breakers –20 minutes: Create your own nametag! On these nametags, draw some pictures that describe you or will help the class learn a little more about you.2 Truths and a Lie: Write them down on the back of your nametag. THEY CANNOT BE LAME! EX: I have two brothers = lame.

Homework Assigned: Think about some books you would like to read for this unit. It can be anything you want, but must be approved by me. I will be taking the class to the library tomorrow to pick it out and then you will be asked to write a 1 paragraph rationale as to why you chose that. (Assignment sheet to be handed out tomorrow – Jan. 8th)Notes: **Since this is the first day, make an impression on the students! Be strict, but also have fun and get to know them. If it doesn’t go directly as this plan, it’s your first day, relax and enjoy it.**

January 8th -- Day 2: 80 minutesMain topic: Good Teacher/Good Student• Content Standard(s):CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Goal(s):The students will be able to express their expectations that they expect from

themselves as well as what they expect from the teacher.The students will be able to collaborate with the teacher to ensure a safe and fun environment.The students will be able to pick out their own book and start writing their own rationale.The teacher and a student will be able to attempt at other student’s names.Materials: dry erase markers, white board, rationale handoutsHomework due: The students should have a list of books they are considering to read.Learning Activities:7 minutes: Name Game! I will first attempt at guessing the students’ names.20 minutes: Good teacher/Good activity – We will start by having the students write everything that they think a “good teacher” should be. Then, they will write everything that they think a “good student” should be. I will then go through all of them and decide whether they are able to actually happen or not. For example: some might put a “good teacher” as assigning no homework, which in my classroom there will need to be outside work to get everything accomplished!25 minutes: We will be heading to the library to find a book of their choice that they would like to read.10 minutes: Start writing a rationale based on the criteria needed. If student doesn’t finish, then it will be due tomorrow.10 minutes: Start reading chosen books.8 minutes: Closure – Explain the Body Bag Assignment to bring in.Homework Assigned: Bring in a bag of your choice. Something that represents you, or maybe it’s just your backpack. I would like you to bring in the top three most important things about you, or 3 things that describe you. Anything that makes you – you! Tomorrow will look like the basic structure of the rest of the semester – something like this: Silent Reading – 20 minutes; Journal – 10 minutes; Name Quiz – 10 minutes;

Sharing bags – 40 minutes.Notes: **Don’t forget to create your own body bag for tomorrow!**

January 9th -- Day 3: 80 minutesMain topic: Bag PresentationsContent Standard(s):

CCSS.ELA-Literacy.SL.7.5 Include components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*Goal(s):The students will be able to continue reading their books and writing their first journal reflection.The students will be able to share their presentations with their classmates so we can all learn more about each individual.Materials: Students will need their writing journalsHomework due: The students should have brought in their bag assignment to present to the class.

Learning Activities:5 minutes: Name Game! I will go around and name people’s names.20 minutes: Sustained Silent Reading (SSR)10 minutes: Journal – Prompt: What are you liking so far about your book? Tell us about the setting, any characters?, anything we should know?40 minutes: Bag Presentations – I will go first and model for them a way of presenting, but doesn’t have to be how they want to do it. Have fun with it!5 minutes: Closure – Explain Partner’s BiographiesHomework Assigned: No homework today!Notes:

January 10th -- Day 4: 80 minutesMain topic: Partner BiographiesContent Standard(s):

CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Goal(s):The students will be able to do an interview of a partner that I will have assigned them.The students will be able to present a presentation of their partner so the class and I can collaborate on what we as a class have as similarities and differences in when it comes to English.Materials: Biography sheet, writing utensil, computers with access to internet, white boardHomework due: N/A

Learning Activities:10 minutes: Describing the Partner Biography assignment, answering questions, placing them into their partners.20 minutes: The students will have to work on managing their time effectively because they will have 20 minutes to write by themselves individually first (~4 minutes), then interview and write on their partner (~6), then they will be creating a presentation to present to the entire class (~10 minutes). The presentations should only be 2-3 minutes each, but must include a visual of their choice.50 minutes: Presentations to the class and writing reoccurring themes on the white board.Homework Assigned: Read for twenty minutes in your book since we didn’t have time during class! Write in your journals: How does this book relate to me? What are some similarities/differences between one of the characters and myself? (Can use a Venn Diagram that might be helpful.)Notes: **If presentations don’t get finished, will finish tomorrow – leave time**

January 13th -- Day 5: 80 minutesMain topic(s): Scavenger Hunt – Introduction to Personal NarrativesContent Standard(s):

• CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

◦ CCSS.ELA-Literacy.W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

◦ CCSS.ELA-Literacy.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

◦ CCSS.ELA-Literacy.W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

◦ CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CCSS.ELA-Literacy.W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

Goal(s):The students will be able to participate in a scavenger hunt based around their classmates.The students will be able to continue to build a classroom community.The students will be able to understand what a personal narrative is.Materials: Scavenger Hunt Handout, writing utensil, Personal Narrative assignment sheetHomework due: Students should have written in their journals based on their writing prompt I gave them on Friday.Learning Activities:5 minutes – Name Quiz: I will ensure that I know all of their names by going around and saying them.15 minutes: SSR – [Will be checking Journal Homework during this time]5 minutes: Journals -- Do you still like your book? Why or why not?[~15 minutes: Finish presentations if needed]~20 minutes: Scavenger Hunt – If there are still presentations, we won’t be doing this.35 minutes: I will be lecturing to the class about personal narratives, and giving them their assignment sheet and rubric so they will know what I am looking for. We will discuss, answer questions, etc. If there is time leftover, the students will begin an outline for their papers.

Homework Assigned: Come to class with a rough draft outline on what your personal narrative will be. It doesn’t have to be perfect; we will be peer editing them during class.Notes: **Alter your lesson tomorrow based on what they bring in for outlines – what do the students need?**

January 14th -- Day 6: 80 minutesMain topic(s): Creating an Outline and an IntroductionContent Standard(s):

CCSS.ELA-Literacy.W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.CCSS.ELA-Literacy.W.7.4 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.)

Goal(s):The students will be able to write an effective outline.The students will be able to peer edit each other’s work.The students will be able to write an introduction.Materials: Scavenger Hunt Handout, writing utensil, Personal Narrative assignment sheetHomework due: Students should have a rough draft of their outlines.Learning Activities:5 minutes – Name Quiz: I will ensure that I know all of their names by going around and saying them.15 minutes: SSR – [Will be checking Journal Homework during this time]

5 minutes: Journals -- Do you still like your book? Why or why not?[~15 minutes: Finish presentations if needed]~20 minutes: Scavenger Hunt – If there are still presentations, we won’t be doing this. The students will be going around and finding classmates that meet the description on their worksheets. They have to use a different name for each space provided.15 minutes: I will be lecturing to the class about personal narratives, and giving them their assignment sheet. We will discuss, answer questions, etc. I will then explain the peer editing process that will be used for the day. There will be a checklist for them to ensure their partner has everything they need as well as a couple options on the back for them to do. If they have time leftover they will be going to another partner.20 minutes: Peer Editing Workshop

Homework Assigned: Bring a polished outline and an introduction to be edited for your personal narrative.Notes:

January 15th -- Day 7: 80 minutesMain topic(s): Grammar Lesson! -- CommasContent Standard(s):

CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.7.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Goal(s):The students will be able to identify where commas are placed correctly and how to use them effectively in their writing.The students will be able to peer workshop their introductions.Materials: writing utensil, highlighters, comma PowerPointHomework due: Students should have a polished outline to hand into me. They should also have an introduction to be work shopped today.Learning Activities:20 minutes: SSR10 minutes: Journal – Has anything happened in your book that you didn’t expect? Is there anything you are anticipating on happening?20 minutes: Comma Lesson – students should be writing down notes for future reference. This will be a time to ask questions and fully understand where commas go.30 minutes: Peer Workshop. Students will be getting with a different partner they haven’t worked with yet, and filling out a workshop sheet on their partner’s papers. They will rotate with different partners until the class is over. They should attempt to get two different classmate’s comments.Homework Assigned: Keep working on personal narrative. Bring a “final draft” to class tomorrow for one last peer workshop and a conference with the teacher. “Final draft” means if it were due today, this is the best I have it from working by myself.Notes: **Ensure that students attach their workshop comments with their final papers.**

January 16th -- Day 8: 80 minutes

Main topic(s): Final Workshop and Work time on papersContent Standard(s):

CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 here.)

CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Goal(s):The students will be able to finalize and use computers if needed to ensure a solid paper.The students will be able to workshop one last time before the paper is due.The students will be meeting with me individually for a brief minute or two to clarify any last questions.The students will be able to understand that writing is a process from how many peer workshops and steps they have gone through this week.Materials: All their papers, work shops, etc. thus farHomework due: Students should have all of their products from workshops, and anything that helped them finalize this paper. I will be checking during their brief conference with me.Learning Activities:

80 minutes: Students will be working individually on finalizing their papers. I will have a handout if they would like to have someone proofread it one more time; it will be up to them on how they would like to manage their time. They will be meeting with me for a couple minutes showing me how they are planning to organize their materials, and if they have any lingering questions. I will be skimming their papers myself so they have one last edit before they submit their final papers.Homework Assigned: Final Papers Due tomorrow at the beginning of the class!Notes:

January 17th -- Day 9: 80 minutesMain topic(s): Creative Writing Friday!Content Standard(s):

CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-Literacy.W.7.4 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.)Goal(s):The students will be handing in their personal narratives.The students will be partaking in various writing activities to continue working on their writing skills.

Materials: Final papers; writing utensil, notebook, PowerPoint of awkward family photosHomework due: Final Papers dueLearning Activities:15 minutes: I will be playing a song from YouTube to congratulate them on finishing their papers and hopefully instill in them how rewarding it is to work that hard and be DONE! -- https://www.youtube.com/watch?v=d4tSE2w53ts -- It’s a great day to be alive! They will be handing in their papers and doing a dance move of their choice to express happiness.65 minutes: CREATIVE WRITING FRIDAY!

Awkward Family Photos: http://awkwardfamilyphotos.com/ The students will be writing stories, plays, anything they want – anything that

comes to mind when they see the family photo. After they write for 10 minutes, they will be sharing out for ten minutes. We will be doing this until the class runs out.

Closure: No school on Monday! Enjoy your day off and Martin Luther King Jr. Day. We will begin advertisements on Tuesday in the homestretch to ending our community-building unit! Explain the homework assignment for them to have completed.

Homework Assigned: Bring in your favorite advertisement. It can be a magazine, commercial, anything that you enjoy. Read for twenty minutes in your book – Write a journal entry on anything you want – Ex.) What was interesting? Did you notice anything that seems suspicious, interesting, scary, etc.? Do you still like this book? Give me a summary of what you have read so far; as if you were explaining it to a friend.Notes:

UbD Lesson Plan

Client Information: Blevins Middle School Telephone: (712)830.2554

Main Contact: Miss Bleam Date: January 21st, 2013 – Day 10

Email Address: fbleam@rams.colostate.edu

VITAL INFORMATIONSubject(s) Exploration of Language – Identity Formation – Community Building

Topic or Unit of Study Community BuildingGrade/Level/Time English 7 – 80 minutes

Summary During this lesson, the students will be exploring different advertisements and what they portray. I will be lecturing for the first twenty minutes or so on different advertisements and some terms that need to be defined. The class will discuss a couple ads together, and then they will be going on their own to create their own ad that portrays their own identity accurately, but also including what others might assume of them from their appearance. They will be required to do two reflections, but for this particular lesson, they will be doing a reflection on their ads they created.

STANDARDSStandards CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and

ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone

STAGE 1: DESIRED RESULTSEstablished Goals The students will be able to interpret meanings they receive from various

advertisements on race, class, gender, and age by class lecture and discussion. The students will be able to explore the English language and where it comes

from by reading various ads. The students will be able to create their own ad that portrays their own

identity. The students will be able to explore how they perceive others.

The students will be able to establish a community by learning about their peers.

Understandings

Overarching Understanding

Related Misconceptions

Students will be able to relate this back to the overarching concepts:o How is this transferable to my life?o How does this alter or deepen my perspective on life?

Students will understand different advertisements and how to create their own.

Some misconceptions will be that all advertisements are true, but throughout this activity the students will be able to understand that people can make assumptions about various things, especially since they will be creating an advertisement reflecting themselves.

Essentials Questions How does language shown in advertisements shape and form our culture and identity?

How do advertisements reflect our English language? How does language help us to form our own culture and identities? How does language and analyzing allow us to view various perspectives?

Knowledge Students will know: How race, gender, class, and age are developed in an advertisement That there are many ways to interpret texts (in this case, advertisements) Definition and examples of stereotypes

Skills Students will need these skills or they will be enhanced on: They will need to understand stereotypes They will be developing their interpreting skills They will be exploring the English language They will need to be able to be respectful of others identities They will need to be able to participate with an open-mind They will be enhancing their critical discourse analysis skills

STAGE 2: Assessment EvidencePerformance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?The students will be creating their own advertisements about themselves. In these advertisements, they will be required to include race, gender, class, and age without using those exact words. I will be able to see that they have understood the language exploration when they finish these products.

By what criteria will performances be judged?The students will be judged based on creativity (as long as they can back up what they created, I will consider

it to be creative; if they show initiative in creating something meaningful rather than checking off another project), and included common language terms that will be discussed in the lecture. I will be asking them to present a 2-3 minute speech on their advertisement the next day and how they perceive their own identity compared to what people might actually see them as.

Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

They will demonstrate achievement by the creation of their advertisement, and their presentation to the class. I will be walking around to ask questions and ensure their understanding.

How will students reflect upon and self assess their learning?For homework, the students will be writing up a reflection (no word count) on what they learned about themselves and their classmates. They will consider how advertisements create our culture and cause people to perceive people in certain ways. They will also consider how they form and perceive themselves as individuals of this society.

Goal To explore their own identity by exploring how they see themselves, how their classmates see themselves, and how our world wants us to be seen through advertisements.

Role Advertisement creatorsAudience The United States – Society – Our classroom

Product/Performance The students will be creating advertisements about themselves after discussing and analyzing various ads as a class. The next day, they will be presenting them to ensure understanding. Their reflection will also be a main form of assessment to reveals after thoughts of their project and then another reflection after their peers present.

Standards They will be able to meet the standards addressed previously by analyzing the various ads and revealing how they can be interpreted. They will be able to meet the second addressed standard by determining various words and phrases given during the lecture.

STAGE 3: Learning PlanWhat learning experiences and instruction will enable students to achieve the desired results? How will the design:Where are your students headed?Where have they been?How will you make sure the student know where they are going?

My students are headed to creating an environment where their own identity and personal opinions are respected. By doing this activity, the students will be asked to reflect twice: 1) after they create their ad 2) after their peers present. Currently, we are in the process of developing relationships with one another,

and I think this activity will help to create the environment of respect, openness, and various perspectives/cultures/identities into the classroom. From their ads, presentations, questions, and reflections, I will be able to ensure their understanding from their products.

How will you hook students at the beginning of the unit?

To start, I want to show them my ad that I created about myself and what it means to me. I think by revealing how I see myself will get them excited to create and present their own advertisements.

What events will help students at the beginning of the unit?How will you equip them with needed skills and knowledge?

This activity will be during the second week after we have already done some activities to get to know each other. I think it would be risky to start right away with this because the students wouldn’t know anything about each other and might be a little hesitate to reveal things about themselves. During the first week, I will be equipping them with activities to get to know each such as ensuring they know each others names, doing various ice-breakers, creating our Instagram class page, and much more. By doing this, I think they will feel more comfortable and eager to present in front of each other at the beginning of this unit. If they aren’t there yet, I will consider putting them in smaller groups.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

I am having them two reflections as noted earlier. They will be: 1) reflecting after creating their ad 2) reflecting after presentations. I will guide them in this process by providing some guiding questions for them to consider, but not too many because I want them to be really honest and no just answer these questions as a checklist.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

This part will be reflected partially in their own personal reflections, but also in their answers that they come up with when analyzing various ads at the beginning of the class. By the students listening to their classmates and from my guiding questions they will be able to consider alternatives to what they had initially thought.

How will you tailor and otherwise personalize By this assignment being a huge part about developing a product based on them individually, I think they will

the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

be extremely engaged because it’s open-ended. There is no right or wrong answer to this assignment, just guidelines that need to be included in the project. Each student will be able to show their culture, identity, and how they perceive themselves from this product which will bring many different perspectives into the classroom.

January 22nd -- Day 11: 80 minutesMain topic(s): Grammar Mini-Lesson/Advertisement Workshop & Work timeContent Standard(s):CCSS.ELA-Literacy.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.Goal(s):The students will be learning about our exploration through language.The students will be able to adapt how we see and view others into their own advertisements they will be creating.The students will be able to workshop another peers advertisement and give constructive feedback.Materials: PowerPoint for mini-lesson, Advertisement workshop sheetHomework due: The students should have a rough draft or an idea of what they want to do their advertisement on.

Learning Activities:20 minutes – Exploration of language (see below lesson plan)50 minutes – Workshop and workday on their advertisements. They should be using the internet, finding sources, and working throughout this class period. I will be wandering around looking to see if they need help, questions answered, etc.10 minutes – Closure: Explain to the students what tomorrow and Friday will look like. They will be coming in and placing their advertisements on the doc cam. The students will judge what they think of the advertisement and how it reflects that certain student. The student will then be explaining if the class was accurate or if they had some inaccurate assumptions. I will be explaining to them that this is a safe place, and why I decided to do this lesson last. We have built up a solid community now so our class should be able to have a good discussion without being disrespectful. If a student is disrespectful they will be sent into the hallway to write a 2-page paper on why they were being disrespectful, and how respect should look. Then, they will write an apology letter to the student, as well as apologizing to their face with myself present.Homework Assigned: Presentations are due tomorrow and Friday – Have students sign up for a day to present or I will just place the students.Notes: **Ensure that the students understand the expectations of being respectful. It will not be tolerated.**Class: English 7Lesson: Exploration of Language – Mini LessonTeacher: Miss Bleam

Objectives: The students will be able to explore language through an activity and consider the development and how it comes to be.

Standards: CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Materials: paper and writing utensil

Duration: 15 minutes

Anticipatory Set: I will show a picture of some eccentric shoes to get the discussion started, and to get them wondering what the activity will be.

Teaching: InputFor this mini lesson, the students will be doing an activity based on language exploration. (Developed from my LAPP #5). The class and I will be able to use the Internet to show each of the shoes that will be in the activity. ~2 minutes: Start with a question where does language come from in your opinion? How do we form what we know? ~2 minutes: I will be explaining the activity to them and showing them some examples from my own that I did during my E322 class. [For this activity, we will be looking at different types of shoes and writing down what each of you think individually about who would actually wear this type of shoe. Refer to page 91, chapter 4, in Language Exploration and Awareness: The Elements located on my desk. It will layout the guidelines and instruction.] ~4 minutes: I will have them write down their answers to each of the various shoes that are given. They won’t have much time so I will ensure they are writing down what first comes to mind. ~5 minutes: We will be sharing out in our groups and discussing the different/similar answers that we came up with. ~2 minutes: I will sum up what we have talked about and ask if their opinion on where language comes from has changed or not.

Checking for UnderstandingThis will be addressed by asking the first question of where they think language comes from. I will see what they know or are already thinking by this question.

Guided Practice: This part of my lesson will be shown from the activity that they will be doing on shoes. They will be writing down who wears what shoes based on what they think.

Closure: I will bring the group back to the overall essential question on where do they think language comes from? I will encourage them to go out after class and observe more of how we form language.

Independent Practice: I will be having them bring in one thing that they observed on how our world forms language outside of class.

January 23rd -- Day 12: 80 minutesMain topic(s): Present AdvertisementsContent Standard(s):

CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and toneGoal(s):The students will be able to analyze their peers advertisements.The students will be able to present effectively with the peers on their advertisement.The students will be able to have a class discussion on how this develops stereotypes.The students will be able to know how to be respectful and have a meaningful conversation with their peers.Materials: Doc Cam, any source needed for the students to present effectively.Homework due: Advertisements DueLearning Activities:80 minutes: Present Advertisements

Students will get up in front of the class and have an 8 minute discussion with the class on how their classmates view their presentation

Students will then express what they wanted the students to see about them and

how they were either accurate or inaccurate. Students will guide the conversation, and I will jump in when needed.

Nine students will go today, and nine will go tomorrow for a total of 72 minutes each day.

8 minutes: Closure – Express how the presentations went. Remind them that all reflections are due tomorrow.

Homework Assigned: All reflections are due on Friday.Notes:

SNOW STORM: TWO-HOUR LATE START!

Previous Plan for the day:

January 24th -- Day 12: 80 minutes – LAST DAY OF UNIT! *Main topic(s): Present AdvertisementsContent Standard(s):

CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact

of a specific word choice on meaning and toneGoal(s):The students will be able to analyze their peers advertisements.The students will be able to present effectively with the peers on their advertisement.The students will be able to have a class discussion on how this develops stereotypes.The students will be able to know how to be respectful and have a meaningful conversation with their peers.Materials: Doc Cam, any source needed for the students to present effectively.Homework due: Advertisements DueLearning Activities:80 minutes: Present Advertisements

Students will get up in front of the class and have an 8 minute discussion with the class on how their classmates view their presentation

Students will then express what they wanted the students to see about them and how they were either accurate or inaccurate. Students will guide the conversation, and I will jump in when needed.

Nine students will go today, and nine will go tomorrow for a total of 72 minutes each day.

8 minutes: Closure – Express how the presentations went. Remind them that all reflections are due tomorrow.

Homework Assigned: All reflections are due on Friday.Notes:

ALTERED SCHEDULE: 1:40- 2:30 (50 minutes) [Refer to Calendar with Silver Day schedule to see entire day]

January 24th -- Day 12: 80 minutes – LAST DAY OF UNIT! *Main topic(s): Present AdvertisementsContent Standard(s):Goal(s):The students will be able to analyze their peers advertisements.The students will be able to present effectively with the peers on their advertisement.The students will be able to have a class discussion on how this develops stereotypes.The students will be able to know how to be respectful and have a meaningful conversation with their peers.Materials: Doc Cam, any source needed for the students to present effectively.Homework due: Advertisements DueLearning Activities:50 minutes: Present Advertisements

Students will get up in front of the class and have an 8 minute discussion with the class on how their classmates view their presentation

Students will then express what they wanted the students to see about them and how they were either accurate or inaccurate. Students will guide the conversation, and I will jump in when needed.

6 students will go today, and 3 will go on Monday due to the late start. Today will be 6 for 48 minutes; 3 for 24 minutes on Monday.

8 minutes: Closure – Express how the presentations went. They can hand in their

reflections on Monday if they need to since we have such short time today.Homework Assigned: All reflections are due on Monday.Notes: **If students wish to hand in reflections on Monday – remind them they should be extra polished since they have a few extra days to do it.