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Concept Based Unit Plan

The Power of Words -- Identifying Audience

Day 6 of 9, Week 2 of 3
Plan Type: Summary
Content Requirement Satisfied: Writing Experience

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)
E. 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.
D. Write an illuminating poem for a specific audience.

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:
- Illuminate Poem
- The students will be writing their own poem and this poem will be included in their
final portfolio. My expectation is that this poem is specific in the object or idea
that it describes and that the students are able to identify their audience. If I will
briefly check over these to ensure that the students are meeting my expectations.
If they are not than I will write a short note to them or have a short conversation
with them, depending on what they need, and give them a chance to revise their
image before incorporating it into their final portfolio. (1E, 2A, 3A, 3D)

Material Needed
- Elmo document camera
- Projector and screen
- Laptops
- Quickwrite Reflection Journals

Technology Usage
I would use the document camera to model the process of writing a poem.

Differentiation
All four of my students will benefit from the choice that I am providing them in that they get to
write about whatever they like.
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.

Minilesson: Writing a Poem (15) [35]


I start by connecting our content to the previous day, checking in with the students about their
ideas.
I would then use the document camera to model the process of writing a poem.

Poetry Writing Workshop (20) [55]


The students will have twenty minutes to work on writing their essay. I will circulate the room
during this time, conferencing with students and scaffolding the process for them on an
individual level.
The students will have the option to write these on their computers or in their quickwrite
reflective journals.
Discussion: Sharing our Poems (10) [65]
The students will share their poems with their base groups. During this time I will circulate,
facilitating the process.

Check-in: Audience (10) [75]


We will have a quick whole group check in about the audience of our poems.

Workshop: Explanation (10) [85]


The students will have a few minutes to work on a quickwrite explanation for their poem.

Closure: Exit Ticket (5) [90]


I will give the students their exit ticket (see assessments) and dismiss them when they are done.