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Concept Based Unit Plan

The Power of Words -- Identifying Audience

Day 5 of 9, Week 2 of 3
Plan Type: Full Detail
Content Requirement Satisfied: Model Text and Mentor Text

Essential Question:
1. Who is my audience?
2. How can words be powerful?
5. How can words illuminate something for their audience?

Objectives:
SWBAT
1. Understand that words are a powerful tool because of how they affect an audience.
(Cognitive)
A. Words can be powerful by illuminating objects, ideas and emotions for their audience.

2. Value bravery, kindness, and respect.


A. Be brave by writing down their ideas and expressing themselves.

3. Write and reflect on the power of their words to influence a specific audience.
A. Identify the intended audience of a written work.

SOLs:
7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations.
d) Use language and style appropriate to audience, topic, and purpose.
7.3 The student will understand the elements of media literacy.
e) Craft and publish audience-specific media messages.

CCSS:
CCSS.ELA-LITERACY.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific
expectations.)

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.

Assessments:
Formative:
- Annotations of poems
- The students will be making annotations on William Carlos Williams and Nora
Bradfords poems to help them comprehend the meaning of the text and who the
audience is. These annotations will show me that the students understand the
text. If most of the students understand it then I will move on with the material
and have a few short conferences with the students who do not understand the
material. If the students annotations do not show me that they understand the
text than I will do some review the following day. (1E, 2A)
- Exit Ticket
- The students will write an exit ticket identifying the audience of the poems that
they read. I will sort these post its into two piles: gets it and doesnt get it. I will
write an affirmational note on those who did get it and have a short conversation
or review some material with those who did not, depending on the numbers of
post its in each pile. These post-its will also inform whether or not I suggest that a
student revises their inspirational image. (3A)

Material Needed
- Copies of William Carlos Williams Red Wheelbarrow
(https://docs.google.com/document/d/1yE1eS_UIemr8NF_5QhEdAD9jG9gO-z22esrXk9
EO388/edit?usp=sharing)
- Copies of Nora Bradfords Watermelon
(https://docs.google.com/document/d/1u38uAyGWBVPwvtmnRZcgu5U4xImcu7DSa4nY
Vu_2oRY/edit?usp=sharing)
- Elmo document camera
- Projector and screen
- Things to write with
Technology Usage
I will be using the document camera to help me model the annotation process.

Differentiation
Jakes IEP states that group work needs to be scaffolded. Therefore he will be using today as a
break from group work and will be sitting at the collaborative table in the back of the room alone.
I still expect him to do all of the work, but I will not be asking him to turn and talk to any partners
or have any discussions.

Aniya needs a little bit more challenge, therefore I will be pushing her farther than the others by
asking her more difficult questions, particularly during the portion of the lesson when she is
reading independently.

Procedures
Beginning Room Arrangement: The desks are arranged into five tables of four desks apiece.
There are also soft reading spaces, such as the beanbag corner and two different couches, and
a kidney shaped conference table in the back of the room. When the students enter they know
to pick up handouts by the door, leave their bookbags and class materials at their homebase
seats, and sit anywhere they find comfortable and productive and read their independent book
for the fifteen minute reading caf.

Reading Caf (15)


The students have 15 minutes to read a book of their choice wherever they like in the room. The
only expectation is that they are silent and reading. During this time I take attendance and
circulate the room to conference and read with students.

Greet Students (5) [20]


When the students are done with Reading Caf I would instruct them to make their way back to
their homebase seats.
Okay team! Lets find our way back to our homebase seats.
The students would close their books and return to their homebase seats.
William Carlos Williams Think Aloud (20) [40]
- Thank you boys and girls! How was it to get back into Reading Caf?
- I would listen to a few student responses and we would talk for a minute or two about
how their independent reading was going.
- Your books sound awesome. I cant wait to read a few of them myself.
- Now, we have been doing a lot of hard work to understand how words can be powerful.
Weve looked at how they can inspire their audience, weve explored how they can
energize their audience. Now were going to look at how words can illuminate objects,
ideas, or experiences for people.
- But before we get there, have any of you heard the word illuminate before? Do any of
you know what it means.
- I do not expect that I will get the answer that Im looking for. I expect that some students
might connect the word to Illuminati but otherwise I expect to see a sea of blank faces.
I want them to think about it for a second before I answer though, therefore I will give
some wait time before answering my own question.
- To illuminate something means to bring it into the light. Have you guys ever used a
restroom in a strange place and noticed how the light made you look different in the
mirror than you do at home?
- I will give the students a few seconds to answer this question and share their thoughts
as Im sure that they will have several.
- After giving the students a few minutes to respond I will guide them back to the task at
hand by saying: words can sometimes have the same effect. They can sometimes help
you to see something, even something thats familiar and normal, in a new light, so that it
looks strange or new.
- We are going to be reading a poem today by one of my favorite poets called Red
Wheelbarrow
- You should have picked up this (holding up a copy of William Carlos Williamss Red
Wheelbarrow) handout as you walked in. Please get it out now and get ready to follow
along with some annotations.
- I would give the students a few seconds to put their stuff away and get out their pencils.
- When I see that the students are ready I will begin to think aloud as I annotate William
Carlos Williamss Red Wheelbarrow under the document camera.
- I would start the think aloud by reading the poem out loud and noting how short it is.
From there I would say that the first thing I notice is the image, particularly the color
words, which I would annotate. I would also point to the images on the handout as
examples of what a wheelbarrow looks like. I would then talk to them about what the
word glazed means, and what it would mean for a wheelbarrow to be glazed with
rainwater. Once weve gotten through the last three stanzas I would return to the first
stanza and ask the students what it is about a red wheelbarrow that so much depends
on it, that it would be so important to write a poem about. I expect that I will get a wide
range of interpretations. My personal interpretation, which I will share with the students,
is that a red wheelbarrow, which is a small and simple part of life, is important because
the small and simple parts of life are important.

Independent Reading and Discussion: Watermelon (30) [65]


- After we read and annotate Red Wheelbarrow I will transition by introducing the
students to Nora Bradfords Watermelon
- Thank you guys for all of your interpretations. You guys really help me to understand the
poem in a new and special way. Now, on your way in you should have picked up this
handout (holding up the Watermelon handout).
- This is a poem by a student who was not that much older than you guys that was
inspired by William Carlos Williams Red Wheelbarrow. She was in eighth grade when
her teacher read Red Wheelbarrow with her and she was so inspired that she wrote
this poem.
- Now I want you to read Watermelon independently making the same kind of
annotations that we made when we read Red Wheelbarrow.
- I would then circulate the room, checking in with students, conferencing, and making
myself available to answer questions. In particular I would spend some time with Aniya
to make sure that she is being challenged.
- When the students are done with their annotations I will have them turn and talk with
their base groups so that they can share their annotations and share what they think of
the poem.
- During this time I will go conference with Jake and then circulate the room.
- When the students are done talking with their base groups I would ask them to share out
with the whole class.
- When the students are done talking about their interpretations of the poem we will talk
about who we believe the audience of Bradford and Williamss poems are.

Illuminate Poem Brainstorm (15) [85]


- Awesome job you guys. Tomorrow we are going to be writing our own illuminate poems
like Nora Bradfords. So I want to spend this last little bit of class brainstorming what
what you think you might want to illuminate for your audience.
- The students would have about fifteen minutes to brainstorm what they might want to
write their poem about tomorrow. My expectation is that everyone would have an idea
before they leave class.
Exit Ticket (5) [90]
- When we have five minutes left in class I will give the students their exit tickets. When
they have finished answering their exit ticket then I will dismiss them.