Region: __________________
District: ________________________
School: __________________
Reform Strategy: ________________
Unit Theme: 10.4 My World
Teacher:
Subject: English
Week: # 2
Grade: 10th
Date: From _______________to __________________ 20____
Desired Result
Students will understand that ...
EU1. Our experiences and relationships on a personal, social, historical, and political level affect our actions and decisions and reflect and influence who we are and what we
become.
EU2. Making personal, text-to-text, text-to-world connections help us understand what we read and inform what we write. Determining main idea, predicting events, inferring
and identifying truth from fiction, and supporting our statements with evidence all increase our understanding of the texts we read and produce.
EU3. Complex ideas are examined and conveyed through critical thinking, the use of specific language, and text-based evidence.
EU4. Good readers read and write literature and informational texts for different purposes with style and content dictated by and reflected in those purposes.
Assessment Evidence
Summative Evaluation (Performance Task) (unit projects, exams, etc.)
Family Member Interview /Newspaper Project/Shared Experiences – Life in High School
Day 1
Standards
WRITING
READING
LISTENING
Expectations
10.W.2
10.R.3I
10.L.1c
Learning Plan
Suggested Learning Activities:
Day 2
Day 3
WRITING
LANGUAGE
READING
READING
LISTENING
WRITING
LANGUAGE
SPEAKING
SPEAKING
10.S.5
10.LA.2
10.R.4I
10.R.2I
10.L.1c
10.W.2
10.S.6 (Homework)
10.S.5
10.W.7 (Homework)
10.LA.2,LA.1a (Homework)
Day 4
Day 5
WRITING
LANGUAGE
READING
WRITING
LANGUAGE
10.W.2
10.LA.2
10.R.2
10.W.2
10.LA.1a
PERFORMANCE TASK 2
Newspaper Project
The students will produce a
newspaper article (a news
report, an editorial and a sports
story) based on current
community events, including
appropriate headlines.
-The students will edit their own
news report of a current event
happening in school or local
Academic Strategy
Instructional Strategy and Phase
Objective
Haven discuss the instructions for
the Family Member Interview, the
students will have a complete list
of interview questions to complete
an interview.
PERFORMANCE TASK 1
Family Member Interview
After the explanation of the
document “Personal Narrative
Assignment Sheet”, the students
will know how to organize their
narrative using a graphic
organizer. (Graphic Organizer
must be prepared by the teacher)
After the reading of several
news stories articles, the
students will be able to infer
main ideas by writing new
headlines from each story.
The students will produce a
newspaper article (a news
report, an editorial and a sports
story) based on current
community events, including
appropriate headlines.
Desired Result
Students will understand that ...
EU1. Our experiences and relationships on a personal, social, historical, and political level affect our actions and decisions and reflect and influence who we are and what we
become.
EU2. Making personal, text-to-text, text-to-world connections help us understand what we read and inform what we write. Determining main idea, predicting events, inferring
and identifying truth from fiction, and supporting our statements with evidence all increase our understanding of the texts we read and produce.
EU3. Complex ideas are examined and conveyed through critical thinking, the use of specific language, and text-based evidence.
EU4. Good readers read and write literature and informational texts for different purposes with style and content dictated by and reflected in those purposes.
Assessment Evidence
Summative Evaluation (Performance Task) (unit projects, exams, etc.)
Family Member Interview /Newspaper Project/Shared Experiences – Life in High School
Learning Plan
Suggested Learning Activities:
Depth of Knowledge (DOK)
Initial Activities
Development Activities
Closing Activities
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The teacher will present the
attachment 10.4 – Performance
task – Interview Tips to the
students.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The teacher will introduce the
concept of personal narrative.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The teacher will give examples
of main ideas from news stories
articles and explain relationship
of main idea and the article.
The teacher will explain how to
deliver an effective interview by
discussing the attachment 10.4
PT – Interview Tips and modeling
examples.
The teacher will divide the
students in groups and provide
paragraphs strips from a personal
narrative. Students will read each
paragraph and evaluate the
content through a group
discussion.
The students will organize the
paragraphs strips following the
personal narrative structure given.
The teacher will clarify doubts.
Students will divide in small
groups and the teacher will
provide news articles without
headlines. The students will
read and discuss the news
articles cooperatively to infer
and write the main idea.
Class discussion about the
inferences from each group’s
news article.
The teacher will hand out a list of
7 open-ended questions (look at
page 5 from the Unit 10.4) and
the students will add 3 questions
as a group to finish complete their
interview questions.
-The students will draft a news
report of a current event
happening in school or local
community in a paragraph
(Main Idea).
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The teacher will show an
example of a news report of a
current event happening in
school or local community using
the 5 W’s and H question
words.
The students will write a
paragraph using the 5 W’s and
H question words about a news
report of current event
happening in school or local
community.
community in a paragraph
(Main Idea).
The students will turn in their
draft for editing.
Clarify doubts.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The students will reread and
analyze their edited draft.
The students will rewrite and
make the appropriate
corrections aiming for the clarity
of their own news report.
Desired Result
Students will understand that ...
EU1. Our experiences and relationships on a personal, social, historical, and political level affect our actions and decisions and reflect and influence who we are and what we
become.
EU2. Making personal, text-to-text, text-to-world connections help us understand what we read and inform what we write. Determining main idea, predicting events, inferring
and identifying truth from fiction, and supporting our statements with evidence all increase our understanding of the texts we read and produce.
EU3. Complex ideas are examined and conveyed through critical thinking, the use of specific language, and text-based evidence.
EU4. Good readers read and write literature and informational texts for different purposes with style and content dictated by and reflected in those purposes.
Assessment Evidence
Summative Evaluation (Performance Task) (unit projects, exams, etc.)
Family Member Interview /Newspaper Project/Shared Experiences – Life in High School
Learning Plan
Suggested Learning Activities:
Formative Assessment – Other
evidence
Materials
Homework
PT1- Family Member Interview
Assignment - Due Date: Day 2
from Week 3
-Interview
-Personal Narrative of the
interview
Complete Daily Work
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
DESIGN A RUBRIC – Helpful
rubric sites are listed in the
Additional Resources section