intraedu.dde.printraedu.dde.pr/Planificacion Curricular/English/9TH... · Web viewAssessment Evidence. Learning Plan. Suggested Learning Activities: Day 1. Day 2. Day 3. Day 4. Day

Unit Theme: 9.2 Communicating My Ideas Week: # 1

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

Desired Result

Enduring Understanding

EU1. Literature both reflects and contributes to knowledge.EU2. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world.EU3. Looking back to make sense of prior experiences can bring meaning to memories.T3. The student will leave class able to apply a smooth and fluent flow to his/her writing about t

Assessment Evidence

Learning PlanSuggested Learning Activities:

Day 1 Day 2 Day 3 Day 4 Day 5Standards Reading

SpeakingReading Reading Reading Writing

Expectations 9.R.6L9.S.2

9.R.6.L9.R.10

9.R.5.L 9.R.5.L 9.R.5l9.R.1

Academic Strategy

Instructional Strategy and Phase

ObjectiveThe student will be able to identify details through guided questions introduce by literary genre of personal narrative and memoir.

The student will be able to think / pair during a read out loud about the elements of memoir.

The student will be able to compare and contrast two different passages provided by the teacher.

The student will create a hand book.

The student will continue working with the handbook in order to explain the difference between a memoir and a personal narrative.

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

___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking




Region: __________________ District: _______________________

School: __________________ Reform Strategy: ________________



Assessment Evidence


Initial ActivitiesThe teacher introduces literary genres of personal narrative and memoir.

The teacher will read out loud when “I was Young in the Mountains”

The teacher will read out loud. The teacher explains that each student creates a handbook that compares and contrasts the elements of memoirs and personal narratives.

The teacher will explain the rubric for the evaluation

Development Activities

The teacher will explore who is the main character?

What are some events that happened on the narratives?

The students will work in groups and share their experiences.

The student will be able to compare and contrast from personal narrative and memoir.

The teacher providestwo brief texts, one memoir and one personal narrative (see Literature Connections) for each student to read and annotate to notice elements of the genre.

Explain the difference between a memoir and a personal narrative.

Closing Activities The teacher will summarize the lesson orally and clarify doubts.

The teacher will formulate a series of open questions and clarify doubts.

Assign the students to revise work as homework.Clarify doubts.

Discuss the differences and similarities stated on the given Veen Diagram.

The teacher will summarize lesson and clarify doubts.

Formative Assessment – Other evidence

Materials

Homework

Differentiated Instruction Strategies



Assessment Evidence


___ Special Education___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection


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

Desired ResultEduring Understanding

Region: __________________ District: ________________________


EU1. Literature both reflects and contributes to knowledge.

EU2. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world.

EU3. Looking back to make sense of prior experiences can bring meaning to memories.

T1. The student will leave class able to use his/her knowledge of memoirs and personal narratives to better reflect upon and understand his/her own experiences as well as those of others.

T2. The student will leave class able to apply his/her knowledge of reading skills to analyze a particular narrative perspective.

T3. The student will leave class able to apply a smooth and fluent flow to his/her writing about the past.

Assessment Evidence


Day 6 Day 7 Day 8 Day 9 Day 10Standards Speaking Language Language Language Language

Expectations 9.S.3 9.LA.1 9.LA.1 9.LA.1b

9.LA.1b 9.LA.3

Academic Strategy


Objective

The students will be able to present the handbook.

The student will be able to demonstrate prior knowledge of verbs by identifying them of the reading selection “When I was Young in the Mountain”

The students complete a past tense verb assessment.

The student will be able to explain how he/she knew each verb was written in the past tense.

The student will be able to explain how he/she knew each verb was written in the past tense.

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

___ Recall / Memory___ Skill / Concept___ Strategic Thinking










Assessment Evidence


___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking

Initial ActivitiesThe teacher will explain the rubric.

The students will receive the instructions of the worksheet in order to work actively on task.





The students will be able to present the handbook prepared to the class.

Identify the verbs on the handout.



See attachment 9.2pages3-4


See attachment 9.2pages 5-6

Closing Activities The teacher will collect all the handbooks and clarify doubts.

Discuss the exercises and clarify doubts.




Formative Assessment – Other evidence See 9.2 attachment See attachment 9.2

pages3-4See attachment 9.2

pages 5-6

Materials







Assessment Evidence


Homework


___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection


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

Region: __________________ District:________________________

School: __________________ Reform Strategy: _________________

Desired ResultEduring UnderstandingEU1. Literature both reflects and contributes to knowledge.EU2. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world.EU3. Looking back to make sense of prior experiences can bring meaning to memories.T1. The student will leave class able to use his/her knowledge of memoirs and personal narratives to better reflect upon and understand his/her own experiences as well as those of others. T2. The student will leave class able to apply his/her knowledge of reading skills to analyze a particular narrative perspective. T3. The student will leave class able to apply a smooth and fluent flow to his/her writing about the past.

Assessment Evidence


Day 11 Day12 Day 13 Day 14 Day 15Standards Speaking

WritingWriting Speaking Speaking Speaking

WritingExpectations 9.W.4

9.W.89.S.2a

9.W.4 9.S.2b 9.S.1 9.S.59.W.1a

Academic Strategy


ObjectiveThrough the study of a rubric, the student will write a rough draft on When I Was Young In… Flip Book.

At the end, the student will complete a Flipbook following a rubric.

Through the use of a rubric, the student will present his/her Flipbook orally in front of the class.

Through the study of Point of View, the student will identify within a text first, second or third person.

Through the study of Point of View, the student will identify within a text first, second or third person.






Initial Activities


Assessment Evidence

Learning PlanThe teacher introduces the requirements of the assignment by reviewing the writing and speaking rubrics with the class (See Attachment 9.2: Performance Task-When I Was Young in...Rubrics).

The teacher gives the rough drafts back to the students, along with the completed peer review feedback form.Each student revises his/her rough draft to reflect the feedback.

The teacher will go over the speaking rubric orally.

The teacher introduces the term “point of view” and defines it as the voice telling the entire story.

The teacher discusses homework.


The student completes a rough draft. (See Attachment 9.2:Performance Task-RoughDraft Template) and pairs with peers for feedback.

The student edits rough draft taking in consideration all the feedbacks.

The student will present his/her Flipbook in front of the class.

The teacher explains that perspective or narrative perspective is another term for point of view.The teacher explains that most narratives are told from either the first or third person point of view.The teacher presents and posts notes on point of view for future reference.(See Attachment: 9.2 Learning Activity- Point of View Notes).

The teacher explains that writers choose a point of view from which to tell their stories. The teacher takes a sample excerpt of text that is written in first person (see When I Was Young in the Mountains if a familiar mentor text is helpful) and thinks aloud to describe how it would be different if it were written in second and third person points of view.The teacher then models how to write a few sentences of the same text in second and then third person points of view.


Assessment Evidence

Learning Plan

Closing Activities

The teacher collects the rough drafts, notes any spelling or grammar errors, and provides feedback on the use of correct past tense verbs.

The student rewrites and creates a final draft of the flipbook(See to Attachment 9.2: Learning Activity-Make a Flipbook).

The teacher assesses the flipbooks using the writing rubric and the presentations using the speaking rubric (See Attachment 9.2: Performance Task-When I Was Young in…Rubrics).

The teacher models how to determine the point of view of various short excerpts from texts read previously in the year or from texts listed in Literature Connections. The teacher completes a chart for each text with the title/point of view/an example sentence that shows the point of view is…/I know this is the correct point of view because…

The student will follow this same process to re-write a different excerpt of text in two different points of view.


Attachment 9.2: Performance Task-When I Was Young in…Rubrics

Attachment 9.2: Performance Task-Rough Draft Template

Attachment 9.2: Learning Activity-Make a Flipbook.

Attachment 9.2: Performance Task-When I Was Young in…Rubrics

Attachment: 9.2 Learning Activity- Point of View Notes

Materials


Assessment Evidence

Learning Plan

HomeworkSee Literature Connections or the website www.readingworksheets.com


___ Special Education ___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection



Desired ResultEnduring UnderstandingEU1. Literature both reflects and contributes to knowledge.EU2. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world.EU3. Looking back to make sense of prior experiences can bring meaning to memories.T1. The student will leave class able to use his/her knowledge of memoirs and personal narratives to better reflect upon and understand his/her own experiences as well as those of others. T2. The student will leave class able to apply his/her knowledge of reading skills to analyze a particular narrative perspective. T3. The student will leave class able to apply a smooth and fluent flow to his/her writing about the past.

Assessment Evidence


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

WritingSpeakingWriting

Speaking ListeningWriting

WritingLanguage Arts

Region: __________________ District: ________________________



Assessment Evidence

Learning PlanLanguage Arts

Expectations9.W.39.L.1

9.W.39.S.5.

9.S.2b9.L.1b9.W.4

9.LA.1a9.LA.1b

9.W.49.LA.1a9.LA.1b

Academic Strategy


Objective

Given enough practice on Point of View, the student will write journal entries using one for each.

Given enough practice on Point of View, the student will create three comic strips using one for each.

Through the presentation of three comic strips, the student will demonstrate the correct use of the first, second, and third point of view.

Through the study of the rules for combining sentences, the student will be able to identify independent clauses individually.

After the students demonstrate understanding on compound and complex sentences, they will combine sentences individually.






Initial Activities The teacher reviews the 3 points The teacher provides a graphic The teacher will review the The teacher introduces a brief The teacher explains that


Assessment Evidence

Learning Planof view (first, second, and third person).

organizer of comic strip boxes. (See Attachment: 9.2 Performance Task- Point of View Comic Strips Graphic Organizer).

presentation rubric. passage on combining sentence (see attachment 9.2 Learning Activity- Rules for Combing Sentences).

combining sentences help make paragraphs flow, sound less choppy and repetitive.


The student writes a journal entry to synthesize what he/she learned about various points of view and their benefits.The student revises a previous journal entry about a brief, meaningful time in his/her life to be written from a different point of view.

The student creates three comic strips to tell the story from his/her journal entry in three different points of view (first, second, and third).

The student will present his/her comic strips orally in front of the class.

After the student reads the passage, the teacher leads a discussion to gauge students’ reaction to the flow of the writing.

The teacher models the various methods for effectively combining sentences(see attachment 9.2 Learning Activity- Rules for Combining Sentences).

Closing Activities

The teacher introduces the task and reviews the sample comic strip and rubric.(See Attachment: 9.2 Performance Task- Point of View Comic Strips Expectations)

The student gives personal touch to the comic strips with colors.

The teacher will assess the comic strip presentations with the use of a rubric.

The teacher elicits suggestions about how the flow of the writing could be improved.

The students complete given examples with teacher’s assistance and then independently.

Formative Assessment – Other evidence Attachment: 9.2 Performance

Task- Point of View Comic Strips Expectations

Attachment: 9.2 Performance Task- Point of View Comic Strips Graphic Organizer

Attachment: 9.2 Learning Activity- Introduction to Combing Sentences

Attachment: 9.2 Learning Activity- Rules for Combining

Sentences


Assessment Evidence

Learning Plan

Materials

HomeworkThe student free writes in his/her journal about a brief, meaningful moment from a previously written entry.



Teacher Reflection




Assessment Evidence


Region: __________________ District: ________________________



Assessment Evidence

Learning PlanDay 21 Day 22 Day 23 Day 24 Day 25

Standards SpeakingWriting

Language Arts

SpeakingWriting

Language Arts

SpeakingWriting

Language Arts

Writing SpeakingWriting

Expectations 9. W.39. W.49.S.2b

9.LA.1a9.LA.1b

9. W.39. W.49.S.1

9.LA.1a9.LA.1b

9.S.19.W.19. W.49.LA.1a9.LA.1b

9. W.39.W.8

9.W.49.W.89.S.1

Academic Strategy


Objective

Given enough information on how to combine sentences, the student will rewrite paragraphs with the use of conjunctions and explain its usage.

Through the study of combining sentences, the student will revise journal entries.

Through the study of combining sentences, the student will reflect on the benefits of both the writer and the reader in the written form.

After providing enough prewriting techniques as the first step of The Writing Process, the student will select a personal narrative or memoir and begin writing.

While following The Writing Process, the student will write a rough draft on his/her personal narrative or memoir.


Assessment Evidence

Learning Plan






Initial Activities

The teacher reads two paragraphs aloud. Then the teacher provides a copy of two paragraphs for each student.

The teacher discusses homework with students orally (see attachment: 9.2 Learning Activity- Combining Sentences #1).

The teacher discusses homework with students orally(see attachment: 9.2 Learning Activity- Combining Sentences #2).

The teacher discusses prewriting technique.

The teacher discusses homework with students orally(see attachment: 9.2 Learning Activity- Combining Sentences #3).


The student rewrites the two paragraphs by combining sentences where appropriate.

The student selects previously written journal entries and revises them to combine sentences where appropriate.

The student reflects orally on the process of revising multiple sentences and paragraphs by combining sentences.

The student chooses to write either a personal narrative or memoir following the writing process.

The student reads over what he/she had written on the attachment 9.2 Learning Activity –Documenting Text Patterns for a Memoir or Personal Narrative the previous day individually.

Closing Activities The student explains where and why he/she chose to combine sentences, citing the Rules for Combining Sentences.

The student presents his/her revisions to a partner who provides feedback on any other sentences that could be combined.

The student explains in the written form the benefits to both the writer and the reader for combing sentences.

The student generates ideas through prewriting techniques for a personal narrative or a memoir using the guidelines suggested in attachment 9.2

The student writes a rough draft based the generated ideas from attachment 9.2 Learning Activity –Documenting Text Patterns for


Assessment Evidence

Learning PlanLearning Activity –Documenting Text Patterns for a Memoir or Personal Narrative.

a Memoir or Personal Narrative.


9.2 Learning Activity –Documenting Text Patterns for


9.2 Learning Activity –Documenting Text Patterns for


Materials

HomeworkStudent completes attachment: 9.2 Learning Activity- Combining Sentences #1

Student completes attachment: 9.2 Learning Activity- Combining Sentences #2

Student completes attachment: 9.2 Learning Activity- Combining Sentences #3



Assessment Evidence

Learning Plan___ Special Education___ LSP/LEP___ Section 504___ Gifted

Teacher Reflection



Region: __________________ District: ________________________



Assessment Evidence


Day 26 Day 27 Day 28 Day 29 Day 30Standards





Language Arts

Expectations9.W.49.LA.1

9.LA.1b

9.W.49.LA.1

9.LA.1b

9.W.49.LA.19.LA.1b9.LA.2

9.W.49.LA.1

9.LA.1b9.LA.29.LA.6

9.LA.1a9.LA.1b

Academic Strategy


Objective While the student reads his/her personal narrative or memoir, he/she will develop and strengthen writing as needed by drafting and revising.

While the student reads his/her peers personal narrative or memoir, he/she will develop and strengthen writing as needed by drafting and revising.

Through personal narrative or memoir, the student will develop and strengthen writing as needed by revising and editing his/her paper following the writing process.

Given enough practice on the writing process, the student will complete a personal narrative or memoir and hand in for evaluation.

At the end of Performance Task #4, the student will answer Attachment: 9.2 Learning Activity- Combining Sentences #5 as a final test correctly.


Assessment Evidence

Learning Plan






Initial Activities

The student corrects the first ten exercises from attachment: 9.2 Learning Activity- Combining Sentences #4 as a review of the previous class.

The student corrects the next ten exercises from attachment: 9.2 Learning Activity- Combining Sentences #4 as a review of the previous class.

The student reflects on the feedback and revises his/her own paper on a clean sheet of paper.

The student reflects on the last feedback.

The teacher will read instructions of test.

Development ActivitiesThe student reads and self-reflects on his/her rough draft.

The student rewrites his/her rough draft on the personal narrative or memoir.

The student presents his/her final draft in a silent gallery walk.

The student edits final draft for publishing on a clean sheet of paper.

The student will complete attachment: 9.2 Learning Activity- Combining Sentences #5 individually as part of the test.

Closing Activities The student underlines places where he/she could combine sentences and change verbs into the past tense form.

The student trades papers with a partner to peer edit and underline places where the writer could combine sentences or change verbs into past tense form. The peer editor also circles and labels any features of personal

The student reads various peer-written papers and provides feedback on sticky notes attached to the final drafts.

The teacher assesses the composition using the rubric. (See Attachment 9.2: Performance Task-Personal Narrative or Memoir Rubric).

The student will hand in attachment: 9.2 Learning Activity- Combining Sentences #5 for final test evaluation.


Assessment Evidence

Learning Plannarrative or memoir genre that the writer uses.


Attachment: 9.2 Learning Activity- Combining Sentences #4 (1-10)

Attachment: 9.2 Learning Activity- Combining Sentences #4 (11-20)

Attachment 9.2: Performance Task-Personal Narrative or Memoir Rubric

Attachment: 9.2 Learning Activity- Combining Sentences #5

Materials

HomeworkStudent completes attachment: 9.2 Learning Activity Combining Sentences Practice #4 (11-20)



Teacher Reflection

Documents

intraedu.dde.printraedu.dde.pr/Planificacion Curricular/English/9TH... · Web viewAssessment Evidence. Learning Plan. Suggested Learning Activities: Day 1. Day 2. Day 3. Day 4. Day