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Concept Based Unit Plan

The Power of Words -- Identifying Audience

Day 9 of 9, Week 3 of 3
Plan Type: Summary

Essential Question:
1. Who is my audience?
2. How can words be powerful?

Objectives:
SWBAT
1. Understand that words are a powerful tool because of how they affect an audience.
(Cognitive)
A. Words can inspire an audience. (Day 1, 2, 9)
B. Inspiring words are short, powerful, and frequently accompanied by images. (Day 1, 2, 9)
C. Words can be powerful by energizing their audience. (Day 3, 4, 9)
D. Energizing words use images to lift up their audience. (Day 3, 4, 9)
E. Words can be powerful by illuminating objects, ideas and emotions for their audience.
(Day 5, 6, 9)
F. Words can be powerful by informing their audience. (Day 7, 8, 9)
G. Informative words use descriptions to show things to their audience. (Day 7, 8, 9)
H. Sharing words with an audience shares their power (Day 9)

2. Value bravery, kindness, and respect.


A. Be brave by writing down their ideas and expressing themselves. (Day 2, 3, 4, 6, 8, 9)
B. Be brave by sharing their ideas with an audience. (Day 3, 9)
C. Be kind and respectful when others share their ideas with them. (Day 3, 9)

3. Write and reflect on the power of their words to influence a specific audience.
A. Identify the intended audience of a written work. (Day 1, 2, 3, 4, 5, 6, 7, 8, 9)
B. Write an inspirational message for a someone in need. (Day 1, 2, 9)
C. Create an illustration based on an energizing image. (Day 3, 4, 9)
D. Write an illuminating poem for a specific audience. (Day 5, 6, 9)
E. Write an informative descriptive essay for a specific audience. (Day 7, 8, 9)
F. Share personal writing with an audience. (Day 9)

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:
- Portfolio
- The students will submit a portfolio of the work that they have done in class thus
far: their inspirational image, their energizing illustration, their illuminating poem,
and their descriptive essay. See summative assessment plan for more details.
(1A, 1B, 1C, 1D, 1E, 1F, 3A, 3B, 3C, 3D, 3E)
- Observations
- During their presentations I will be observing the students to see if they are
bravely sharing their work, which means that they are willingly speaking in front
of their peers, and respectfully and kindly listening to their peers. (1H, 2A, 2B,
2C, 3F)
- Participation Self-Evaluation
- The students will write an exit ticket telling me about how they felt presenting
their material and how they feel about the unit as a whole. (1H, 2A, 2B, 2C, 3F)
Material Needed
- Portfolio
- Laptops

Technology Usage
- The students will submit their portfolio on Google Drive

Differentiation
All of my students benefit from getting to choose which of the texts that they may read. This
means that they may choose the text that they are the most comfortable presenting.

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.

Greet Students (5) [20]


There is no reading caf today, so I will direct the students to find their homebase seat.

Workshop (15) [35]


The students will have fifteen minutes to finish tying loose ends and getting reading to present.
Sharing Portfolio (30) [65]
The students will share one of their portfolio pieces with the class. The students will have two
minutes apiece to share their piece.
I will be observing the students to see if they are meeting my affective objectives.

Reflection Writing (10) [75]


The students will spend 10 minutes writing a scaffolded reflection.

Class Party (15) [90]


When the students are done I will have donuts and other snacks for them to eat during a class
party. I will also put on music and we will play games.