intraedu.dde.printraedu.dde.pr/Planificacion Curricular/English/9TH... · Web viewAssessment Evidence. Summative Evaluation (Performance Task) (unit projects, exams, etc.) My goals

Unit Theme: 9.1 Genres Overview, Elements of Fiction Week: # 1

Teacher: Subject: English Grade: 9 th Date: From ________________ to __________________ 20____

Desired ResultEnduring Understanding

EU1. Literature both reflects and contributes to knowledge.EU2. We use a variety of literary genres for an array of purposes in written language.EU3. Understanding of a text’s features and structure helps the reader make meaning of the text.EU4. Writing is a multi-step process.

Assessment EvidenceSummative Evaluation (Performance Task) (unit projects, exams, etc.) My goals for 9th grade/Elements of fiction mini-book /genre overview

Learning PlanSuggested Learning Activities:

Day 1 Day 2 Day 3 Day 4 Day 5Standards Writing

LanguageListing

WritingLanguage

WritingLanguage

LanguageWriting

LanguageWriting

Expectations 9.W.49.L.Ic

9.W.49.LA.2a9.LA.2b

9.W.49.LA.2a9.LA.3a

9.LA.1a9.LA.69.W.4

9.LA.1a9.LA.69.W.4

Academic Strategy

Instructional Strategy and Phase

Objective

As a way of introducing the unit, students will go over the writing process to review what is done in each step.

Given a review of the writing process, students will practice editing and revising, by editing a series of sample paragraphs using the editing marks

Once students have worked with the different steps of the writing process, they will start their writing process (Prewriting step) for the essay: “My goals for the 9th grade”. (Performance task)

After completing an outline of their essay: “My goals for the 9th grade”, students will write a 1st draft and revise it.

Once the students have completed a draft of their essay, they will edit it using an editing check list.

Depth of Knowledge (DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking




Initial Activities The teacher asks essential questions EQ1/EQ2 to activate

The students will complete a focalized list to review the writing

The teacher will begin the class by explaining the

The teacher will review the part of the essay: introduction, body

The teacher will review the capitalization rules,

Region: __________________ District: ________________________

School: __________________ Reform Strategy: _______________




Learning Planprior knowledge.The teacher will brainstorm with the students in order to explore students’ background knowledge about the writing process.

process and steps.The teacher and the students will review the editing marks.

instructions of performance task # 1 (My goals for the 9th grade).Review essay format/parts of the essay (5 paragraph essay)

and conclusion.Review the parts of the essay pointing out that the body will include their 3 goals.

punctuation and commonly misspelled words before students can edit their own writing.

Development Activities

Guided by the teacher, the students will discuss the writing process and what it’s done in each step.

The teacher will write a paragraphs (board or projected) and edit it together with the students using the editing marks.

As a prewriting activity, the students will make a list of at least five goals they have for English class.

Student will work on their 1st draft of the essay.

Students will use and editing check list to edit their writing.

Closing Activities

The teacher will provide multiple pre-writings strategies and discuss them with the students.(Brainstorming, clustering, outlining, listing)Give students a topic or writing prompt and ask them to choose one strategy to prewrite about.

The teacher will handout sample paragraphs that the students will edit using the editing marks. Students will work in pairs to complete these tasks.

The students will choose which three goals are the most important for them to achieve and write and create an outline for his/her essay.

The students will revise their draft focusing on content by answering the following questions:

1. Are my goals clear?2. Do I explain how I am

going achieve my goals?

3. Do I explain why I want to achieve these goals

Students will exchange their paper with a peer for a final revision and editing.

Formative Assessment – Other evidence

Attachment 9.1 writing process notesBrainstorming activities

Focalized listEditing revising exercises

Prewriting outline Drafting Attachment 9.1 editing check list.

Materials

Homework (optional) In their journals students will answer a prompt given by the teacher and will work through the first two steps of the writing process

(optional) Complete their 1st draft if time was not enough in order to finish it during the classroom period.




Learning Plan

Differentiated Instruction Strategies

___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection







Day 6 Day 7 Day 8 Day 9 Day 10Standards Reading

ListeningReadingListening

SpeakingListeningLanguage

SpeakingLanguage

ListeningSpeakingReading

Expectations 9.R.109.R.5L9.L.1a

9.R.109.R.5L9.L.1b

9.L.1a9.S.2c9.LA.2b

9.S.19.L.1a9.R.10

9.L.1a9.S.19.R.10

Academic Strategy


Objective

Before reading a variety of texts, students will be able distinguish between different genres and their traits.

Through the study of literary genre, students will read and comprehend a variety of literature to compare and contrast the structure of two or more literary texts to classify them.

Before reading a chosen novel, the students will complete he anticipation guide to activate their prior knowledge and built curiosity about the novel.

After revising the elements of fiction, the students will identify the elements during the rea-aloud of the chosen novel.

After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it.

Depth Of Knowledge ( DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking





Region: __________________ District: ________________________

School: ___________________ Reform Strategy: _________________




Learning Plan

Initial ActivitiesBy using the technique of clustering the students will classify the different types of literary genres.

The teacher will provide small groups with selection form texts from a variety of text.

The teacher introduces the anticipation guide as a pre-reading strategy.

The teacher will hand out attachment 9.1 story

The teacher will guide a discussion in order to set background knowledge of the novel.


The teacher discusses the traits of the different genres.The teacher will provide students with a notepad to be completed during the discussion.The teacher reads a selection from a modal text that represents the different genres.

The students read the selections with a small group and categorized the text according to the definitions

The teacher will provide several statements about key concepts presented in the novel or text; which should be structured as a series of statement in their anticipation guide.The teacher will identify the four corners of the classroom, with: (strongly agree, agree, disagree & strongly disagree).As the teacher read the statement, the students to their corner of preference and jot-down their perfective in their chart.

The teacher will review the elements of fiction using attachment 9.1 story map

The teacher and volunteer students will read aloud portions of the chosen text.

Closing Activities

The teacher leads the students in a discussion of the traits of the text that demonstrate genres and the differences between the selections.

The students groups share their findings by giving a brief synopsis of each text, explaining their reasoning for their decisions on genre categorization.

After the four corner activity, the students will write down on the charts the reasons for his /her opinion. Participate in a group discussion.

The teacher can bring an example text for the student to identify (the elements of fiction)

The teacher and the students will have a discussion on the exposition (plot) of the chosen text (focusing in character and settings).


ClusteringGenres Chart (note chart) from sample lesson page 15 of the unit.

Group synopsisGenre Chart

(see attachment 9.1: Learning Activity – Anticipation guide – this can be modified to fit any novel that the teacher chooses to read and study).




Learning Plan

Materials

HomeworkThe teacher will give a writing prompt related to the novel to be read. (journal writing)


___ Special Education ___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection


Teacher: Subject: English Grade: 9 th Date: From ________________ to _________________ 20_____

Desired Result

Enduring Understanding


Assessment EvidenceSummative Evaluation – Performance Task: Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast


Day 11 Day 12 Day 13 Day 14 Day 15

StandardsListeningSpeakingReading



ReadingListeningSpeakingReading


Expectations 9.L.1a9.S.19.R.10

9.L.1a9.S.19.R.10

9.L.1a9.S.19.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

Academic Strategy

Region: __________________ District: ________________________

School: __________________ Reform Strategy: ________________

Desired Result




Learning Plan


Objective

After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it










Initial Activities

Development Activities In a text the student identifies themore effectively persuade the audience to agree with the claims.

The teacher reads aloud one text from a debate and stops to repeat any idioms or figures of speech that the writer used.

The students complete a similar chart using a text from the other side of the debate discussed on the previous day.

The teacher leads a discussion about the use of idioms in both texts and whether or not they strengthened the arguments of either side. (Questions such as: How did the idioms reflect the tone or purpose of the writer? Were the idioms or figures of speech helpful in

The teacher reads aloud a brief paragraph that includes both active and passive voice.The teacher thinks aloud to explain several examples of both types of voice.

Each student receives two index cards with active and passive written on them.

The teacher reads or displayssentences and students hold up the active index card when

Desired Result




Learning Planpersuading the audience). the sentence uses active voice

and the passive index card when the sentence uses passive voice.

Closing Activities

The student reads another text with a partner to underline irrelevant evidence and annotate the reasons why the evidence doesn’t support the author’s claim.

The student writes a summary to indicate whether or not he/she was convinced by the persuasive messages and which of the text The student frequently cites examples from the texts to support his/her assertions.

The teacher charts the idioms, their possible meanings based on the context, and an inference about why the author might have used the idiom.

Citing examples from either text, the students write a reflective summary to synthesize their thoughts on the effect of figures of speech on a persuasive tone.

Students will review a portion of the debate used in an earlier lesson and annotates or color codes where the author used passive voice or active voice.


Performance Task # 2 Am I Persuaded? Memo)

Graphic organizer Reflective writing Active or Passive? Game &Color Coding exercise

Materials

Homework



Teacher Reflection





Assessment EvidenceSummative Evaluation (Performance Task) - (unit projects, exams, etc.) - Summative Evaluation - Am I Persuaded? Memo - Persuasion Scrapbook - Persuasive Letter to Principal - Persuasive Podcast


Day 16 Day 17 Day 18 Day 19 Day 20Standards Listening

SpeakingReading





Expectations 9.L.1a9.L.1d

9.L.1a9.L.1d

9.L.1a9.L.1d

9.L.1a9.L.1d

9.L.1a9.L.1d

Region: __________________ District: ________________________





Learning Plan9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.S.19.R.2L9.R.3L9.R.4L .9.R.6L9.R.10

9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

Academic Strategy


Objective

After the students review persuasive materials in the classroom library the student draws conclusions about which type of voices are used more often by persuasive writers and explains why that might be the case.

Given enough practice and discussion of persuasive techniques in language the student will write a draft on their persuasive letter to the principal about an issue in the school community.

Once the students have written a draft, they will peer review and edit to complete their persuasive letter to the principal about an issue in the school community.

At the end of the lesson the student will listen to a speech and evaluate the speech effectiveness in persuading the audience.

After students take turns reading sections of the speech they will write reflections to evaluate which speakers were more effective.






Initial Activities The teacher will write sentences on the board and students will place index cards beside the sentences to review the use of active and passive voice.

The teacher will discuss the rubric for the performance task activity.

The teacher leads a brainstorm to create a list of possible

*The teacher will review with the students the peer review guideline.

The teacher will brainstorm what the students know about speeches.

The teacher distributes copies of another persuasive speech.




Learning Planpersuasion topics.


Students will go thought the classroom library and review persuasive materials.

Students will create a T-chart with examples of active and passive voice.

The teacher divides the students in groups of three who will work on the same issue.

The students will complete a web to generate reasons for his/hers persuasive claim

The students trade papers and evaluate each other using the rubric. Then each partner completes the Peer Review Guidelines handout. (See Attachment: 9.4 Performance Task- Peer Review Guidelines).

The students edit each other’s papers for grammar, spelling, and conventions using a color pencil.

The teacher plays a recording of the persuasive speech so that students can hear the intonation, inflection, etc. of the speaker

The teacher asks WH questions about the recording.

The teacher plays the recording for second time.

The teacher breaks into partnerships to read sections of the speech out loud to each other.

The students take turns reading sections of the speech

Closing Activities

The student draws conclusions about which type of voices is used more often by persuasive writers and explains why that might be the case.

The student analyzes whether or not active or passive voice is more effective when attempting to persuade an audience to believe a claim.

The student uses his/her Persuasive Topic Exploration sheets to outline the body of his/her letter.

The student composes a rough draft of the letter using the outlines.

The student orally presents his/her letter to a different partner who chose a different topic on which to persuade the principal.

The student evaluates the speech using the Persuasive Speech Rubric to guide his/her listening. (See Attachment: 9.4 Learning Activity- Persuasive Speech Rubric).

The student listens and gives feedback to their classmates according to the Persuasive Speech Rubric


Passive and active activityT-Chart

Performance Task : Persuasive letter to Principal

Performance Task : Persuasive letter to Principal

Attachment: 9.4 Learning Activity- Persuasive Speech Rubric




Learning Plan

Materials

HomeworkThe student underlines any times he/she used active voice or figures of speech in order to persuade in their drafts.



Teacher Reflection


Teacher: Subject: English Grade: 9 th Date: From ______________ to _______________ 20____

Region: __________________ District: ________________________

School: __________________ Reform Strategy: _________________





Day 21 Day 22 Day 23 Day 24 Day 25Standards Listening

SpeakingReading





Expectations 9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

9.L.1a9.L.1d9.S.19.R.2L9.R.3L9.R.4L9.R.6L9.R.10

Academic Strategy


ObjectiveAfter listening to various speeches student will write a reflection to evaluate which speakers were more effective.

After listening to sample podcast student will identify elements of persuasive technique in podcast.

In order to accomplish the performance task students will draft the script for the podcast.

In order to accomplish the performance task students will revise and edit the script for the podcast.

As a final activity of the unit students will share and evaluate each other’s podcast.






Initial Activities The teacher reviews the previous lesson.

The teacher creates a listening

The teacher selects a sample podcast and introduces it by briefly discussing podcasts.

The student brainstorms a topic about which he/she would like to persuade his/her family.

The student revises the podcast using the given format as a guideline but he/she may have more points to articulate.

The teacher discusses the rubric criteria that will be used for the podcast.




Learning Plancenter that features speeches for students to listen to and evaluate.


The student writes reflections to evaluate which speakers were more effective..

The teacher plays the podcast the first time, so students listens the overall claim.

The teacher distributes a handout that explains guidelines for persuasive speaking. (See Attachment: 9.4 Performance Task- Elements of Persuasive Speaking).

The student add figure of speech and examples of active voice to his/hers script of the podcast.

Students listen to other podcast and evaluate it using a rubric.

Closing Activities

Student explains his/her reasoning by citing relevant examples from the speeches.

The teacher plays the podcast the second time, to identify elements of persuasive techniques

The student writes a draft of his/her podcast script. (See Attachment: 9.4 Performance Task- Persuasive Podcast Sample Format).

The student edits the scrip for the podcast before recording it.

The student provides feedback to their classmates and suggestions may be given.


Other evidence (Reflections) (Performance Task # 4Persuasive Podcast)

(Performance Task # 4Persuasive Podcast)



Materials

Homework Recording the podcast using technology integration






Learning Plan

Teacher Reflection



Region: __________________ District: ________________________






Day 26 Day 27 Day 28 Day 29 Day 30Standards Writing

LanguageListing

WritingLanguage

WritingLanguage

LanguageWriting

LanguageWriting

Expectations9.W.49.LA.2a9.LA.2b

9.W.59.W.49.LA.2a9.LA.2b

9.W.49.W.59.LA.2a9.LA.3a

9.S.2b9.W.49.R.109.R.5L9.R.2L9.R.3L9.R.4L9.R.6L

9.L.1c9.L.1ª9.LA.2ª9..LA.69.L.d9.S.1

Academic Strategy


Objective

After presenting examples of persuasive texts and identifying authors claim the student will find an example of a persuasive piece to identify persuasive elements.

Having introduced the unit by presenting several examples of persuasive text and media and discussing claim the student will debate or discuss whether or not the claims in the texts they found are convincing.

After discussing the persuasive strategy definitions the student will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.

The student will discuss through which piece is more effective in persuading their audience.

After discussing author’s purpose claim and persuasive techniques the student will create part one of the persuasion scrapbook.









Learning Plan

Initial Activities

The teacher asks essential questions EQ1/EQ2 to activate prior knowledge.

The teacher introduces the unit by presenting several examples of persuasive texts and media.

The teacher reviews elements of persuasive text.

The teacher will discuss persuasive strategy definitions (Attachment 9.4 Learning Activity - Strategy Definition)

The teacher distributes students into new groups with a representative from each of the initial groups.

The teacher collects magazines, pamphlets, speeches, etc. and accesses (or prints out) student-friendly websites with advertisements.


The teacher conducts read aloud and think aloud regarding the subject and the claim or message of each text or media example

The student presents the text or media.The students share his/her observations with a group of three other students.

The teacher assigns students to one of four groups.Each group sits at a table or computer (if technology is available) with a different persuasive piece.

The students collaboratively read and view the piece, writing examples of each persuasive strategy that they find in the examples column of Attachment: 9.4 Learning Activity-Strategy Definition.

In the new groups, each student presents the text/media that he or she read and the persuasive strategies that he or she found.

The students take turns listening, presenting, and asking questions for clarification

The student creates a scrapbook with at least five pages for five different persuasive texts/media.On each page the student pastes a copy of a different persuasive text.

Closing Activities The teacher explains that the author’s purpose or main point in a persuasive text is called the claim. The teacher thinks aloud about whether or not the claim is convincing and justifies all ideas with evidence from the example.

The students debate or discuss whether or not the claims in the texts they found are convincing.

The students will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.

The students discuss which piece was more effective in persuading its audience.They use examples from the texts to support their assertions.

The student circles all examples of persuasive techniques that he/she finds in each text/media.




Learning PlanThe teacher distributes attachment 9.4 Learning Activity - Persuasion Is All Around You that is going to be used to guide the homework


Attachment 9.4 Learning Activity - Persuasion Is All Around

Attachment 9.4 Learning Activity - Strategy Definition

Performance task # 1 Persuasion Scrapbook

Materials

Homework

The student finds an example of a persuasive piece from the newspaper, television, radio, magazine, or billboard and completes the activity Persuasion Is All Around You to be presented during the next class.

The student writes a response independently to explain each persuasive strategy and provide one example of each from the texts.


___ Special Education ___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection

Documents

intraedu.dde.printraedu.dde.pr/Planificacion Curricular/English/9TH... · Web viewAssessment Evidence. Summative Evaluation (Performance Task) (unit projects, exams, etc.) My goals