Unit Theme: 7.2 Puerto Rico Travel Brochure Week: # 6 Teacher: Subject: English Grade: 7th Date: From ____________ to ___________ 20 ___________ Desired Result Enduring Understanding Assessment Evidence Summative Evaluation Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Reading Reading Listening, Writing, Speaking Listening, Writing, Speaking Listening, Speaking, Writing Expectations 7.R.1 Read a variety of texts to explain ideas, facts, events, cultural identity processes, supplying textual evidence 7.R.10-Read and comprehend informational of appropriate complexity 7.W.7 Draw evidence from literary or informational texts to support analysis, reflection, and research. 7.S.1- Oral contribution of topic 7.LA.4-Determine or clarify the meaning of unknown and multiple-meaning words based on appropriate reading . 7.LA.5b Distinguish among the connotations of words with similar denotations 7.S.1- Oral contribution of topic 7.W.2- Write informational texts to examine and analyze topics and convey ideas independently using appropriate text organization. 7.W.8 Write routinely for short or long periods of time a descriptive paragraph 7.W.2- Write informational texts to examine and analyze topics and convey ideas independently using appropriate text organization. 7.W.7- Draw evidence from literary or informational texts to support analysis. 7.LA.1 Demonstrate command of the conventions of English grammar. 7.W.2- Write informational texts to examine and analyze topics and convey ideas independently using appropriate text organization. 7.W.7- Draw evidence from literary or informational texts to support analysis. 7.LA.1 Demonstrate command of the conventions of English grammar. Academic Strategy
Instructional Strategy and Phase Objective The student writes a descriptive paragraph of Puerto Rico’s art forms using a graphic organizer effectively. The student identifies differences between connotations and denotations correctly. Students write a description of two cultural attractions of Puerto Rico correctly. Students use paragraphs developed throughout the unit to complete a brochure. Students use the paragraphs developed throughout the unit to complete brochure. Depth of Knowledge (DOK0 ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities Teacher completes routine activities and reviews previous work. Oral discussion of graphic organizer for pyramid details and main idea. Teacher completes routine activities and reviews previous work Students brainstorm on cultural attractions in Puerto Rico. High lighting connotations and denotations. Teacher completes routine activities and reviews previous work. Discussion of graphic organizers discussed in class to complete description of cultural attractions Graphic Organizer (Venn Diagram, Graphic Chart from Units 7.1 or 7.2) Teacher completes routine activities and reviews previous work. Students follow the instructions of creating a brochure and rubric presented for this task. Writing rubric 7.2 Oratory Rubric Performance Task Teacher completes routine activities and reviews previous work. Students follow the instructions and rubric presented for this task. Writing rubric 7.2 Oratory Rubric Performance Task Development Activities Students summarize information (using Graphic Organizer- Main Idea and Details Pyramid), to write a descriptive paragraph of Puerto Rico's art forms. : Students identify connotations and denotation word groups with examples and practice activity from attachment 7.2(See Attachment 7.2 Resource-Connotation Word Group and Resource Students write a description of two cultural attractions. Students use one of the organizers discussed in class to gather ideas. Students work in pairs or groups creating brochure with information developed in class and brochure outline. Link: Students in pairs or groups prepare brochure with outline provided. Revision and editing are completed.
Connotation Word Challenge). Closing Activities Pair share discussion of descriptive paragraph of Puerto Rico’s art forms. Group conversations about different art forms. Students answer a quiz (created by the teacher) on connotations and denotations developed from examples and practice. Students discuss cultural attractions of Puerto Rico and importance in society. Students discuss brochure outline completed in groups or pairs for support. Students present brochures created in class. Teacher uses writing and oral rubric for presentations. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education __ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection