|Lesson Plan ID:
I Am Not My Hair: A Lesson in Self-Image
Featuring the India.Arie song "I Am Not My Hair," this lesson takes students through the pre-writing, production, and editing phases of an informative essay.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(7) ||21. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2] |
|ELA2015(7) ||23. 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 20-22 above.) [W.7.4] |
|ELA2015(7) ||24. 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 the first three standards in the Language strand in Grades K-7.) [W.7.5] |
|ELA2015(7) ||36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1] |
|ELA2015(7) ||37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2] |
|ELA2015(7) ||38. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3] |
|Primary Learning Objective(s):
1. I can complete a cause and effect multi-flow map in which I analyze and identify the causes and effects of poor self-images.
2. I can plan, write, and peer edit an informative essay.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Students should have a basic understanding of a five paragraph essay.
1. As students listen to the song "I Am Not My Hair," they will make personal connections to the song (text to text, text to world or text to self).
2. After listening, they will briefly write down the connections that they made to the text.
3. Students should turn to a partner and share the connections that they made to the text.
4. The teacher should call on students to share the connections that they made to the text.
1. The teacher will guide students to read the chunked text. (Each stanza is a chunk.)
2. After reading each chunk silently, students will independently write a one sentence summary of the stanza. The teacher will then give students about two minutes to turn and share their summary with their partner. Before moving to the next chunk of text, the teacher will ask students to share out the summary statement to make certain that an accurate summary is given.
After Activity: The teacher will direct each student to a multi-flow map. Students will complete the maps by analyzing and identifying the causes and effects of poor self-images.
Before Activity: Using their multi-flow maps from the day before, students will write a five paragraph informative essay in which they identify the causes and effects of a poor self-image.
During Activity: Using the writing rubric, students will first self score their essays and then peer score essays.
After Activity: Using the results from the two scoring sessions, students will produce a final copy of their informative essay.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The student multi-flow maps will be assessed as the teacher walks the room, checking maps for content. The informative writing scoring rubric will be used for the scoring of the essays.
Students needing extra assistance may need to complete a planning tree map (found on Makes Sense Strategies app). They may need assistance from the teacher in planning for and completing the map.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: