describe themselves and others Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments Students will: Instructional Focus: Students will use the present simple ( Be, Do, Have, Like)to describe themselves and their interests Students will make negative statements with present simple Students will use present simple to describe their homeland Students will use contractions Students will use subject pronouns Sample Assessments: Formative - Quick writes, Do nows, Exit tickets Where are your roots? Write a reflection on the unit? Where will your children have roots? Write questions you still have about the unit What will you name your child and why? Making connections This part reminds me of... This part is like... Summative Students will write a sensory poem to describe an emotion Students will write a paragraph about the origin of their names Grammar test present simple “be” present simple (be, do, have, like) present simple with negative contractions write sentences using capital to start and punctuation to end. subject pronouns vocabulary Instructional Strategies: Reading Analyze a poem and a short story Students will identify theme and Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
How do we draw conclusions from fables, folktales and myths? How do we learn? How can we describe what is happening right now using the present progressive? How is the present progressive different from the present simple? How does questioning while reading improve comprehension? How do problems in stories increase interest? Direct education Experience Making mistakes Attaining wisdom can be an unpleasant process Story elements combine to create fiction Conflict makes plot more interesting Author’s don’t always give the reader information, instead readers must draw conclusions Questioning leads to comprehension Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments Students will: Instructional Focus: Students will use action verbs in the present simple ( positive and negative forms) Students will use the present progressive Students will use the present progressive negative form Students will create questions using the present progressive Students will use helping verbs (Can, May Must, Should) Students will tell/retell stories of attaining wisdom using the present progressive tense Sample Assessments: Formative - play charades to identify present progressive Quick writes, Do nows, Exit tickets Various what would you do if….? Explain what else the character could have done? Play would you rather game Summative Students will create a comic strip of a folktale Students will write a problem and advice column Grammar test using grammar in unit Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Analyze a particular point of view or
Reflecting on past experiences Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning? Enduring Understandings What will students understand about the big ideas? What qualities help a person survive? How does luck play a role in survival? How do the mind and body work together for survival? How can we use the past tense to describe past actions? Why do authors sometimes choose to leave stories open-ended? How does reflecting on past experiences help us gain greater insights? How can we write so that others agree with us? How can we identify text evidence to support a claim? Students will understand that… the mind and body affect chances of survival the past simple allows us to talk about past experiences many factors affect a person’s chances of survival open ended stories can be effective in making fiction more engaging reflecting can help us learn from past experiences In order to persuade, we must support our claims with evidence from the text Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments Students will: Instructional Focus: Students will use past tense of “be” Students will use regular past tense verbs Students will use irregular past tense verbs Students will write questions with the past tense Students will give commands using the imperative Students will make claims and support those claims with evidence Sample Assessments: Formative - students will play verb tense Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
games differentiating among the verb tenses students will take mini- quizzes on the irregular past students will play “find someone who…” to practice irregular past questioning and answering Quick writes, Do nows, Exit tickets, Think of a person who is a survivor- what did they survive and how? Reflect on today’s lesson and write a journal Rewrite a quote in your own words? Write 2 sentences using a vocabulary word. What surprised you about class today and why? What was your favorite part of the story? What was your least favorite part of the story? Predict what will happen next I predict that... I bet that... I think that... Since this happened (fill in detail), then I bet the next thing that is going to happen is... Reading this part makes me think that this (fill in detail) is about to happen... wonder if... Summative Students take a grammar test on the unit’s vocabulary Students will write a book review of Dracula as a three paragraph composition Do you think the novel Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Initiate and participate effectively in a range of collaborative discussions in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Fight or Flight?: James E. Porter Andrea Minarcek: Survivor Rulon Gardner: Hardheaded Dracula ( Cengage) Unit 5: Values Big Ideas: Course Objectives / Content Statement(s) Values Describing values Comparing and contrasting Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning? Enduring Understandings What will students understand about the big ideas? What are values? How do we develop values? How can we behave according to our values? How does point of view affect our values? Is luck something objective? Why or why not? Explain if cheating is always bad? How can we talk about our goals using the future tense? How can we use connecting words to write complex sentences? Students will understand that… Point of view affects how people view the same situation People are motivated by values It is important for teenagers to have goals Comparing and contrasting different texts and aid in obtaining new insights Using connecting words allows a writer to better express themselves Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments Students will: Instructional Focus: Students will use the future tense will+ base form of verb going to + base form of
verb present progressive + time marker Students will use time markers to talk about the future Students will use future time clauses I will graduate when I’m 18. Use Because, Since, When, Before, and After to write complex sentences Use various tenses to compare and contrast values from different cultures Sample Assessments: Formative: Rank what you think is most important in life List what makes you happy Summative: Grammar test on grammar points Illustrated timeline students’ future goals Novel and chapter test Students write essay comparing and contrasting two texts Instructional Strategies: Reading: Identify themes in a story - Scholarship Jacket Compare themes- Young at Heart and Grandmothers by Margaret Walker Examine point of view in “Luck” Author story of O.Henry Writing: Identify elements of a play Create a Venn Diagram comparing Young at Heart and Grandmothers by Margaret Walker Use a web to describe a grandmother or another family Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Initiate and participate effectively in a range of collaborative discussions in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Analyze in detail how an author's ideas or