Region: __________________
District: ________________________
School: __________________
Reform Strategy: ________________
Unit Theme: 12.4 Then and Now
Teacher:
Week: # 2
Grade: 12th
Subject: English
Date: From _______________ to __________________ 20____
Desired Result
Enduring Understanding
EU1. Exploration and understanding of current events provides an on-going way for students to examine their own views of society, belief systems, values, and biases.
EU2. The most controversial moral and ethical dilemmas depend on your point of view and are evaluated based on analysis, cause, effect, history, politics, cultural perspective etc.
EU3. Good readers and thinkers evaluate texts, critique ideas and depend on personal knowledge to verify, justify, and clarify their responses/judgments.
Assessment Evidence
Summative Evaluation (Performance Task): 1. Then and Now—Comparing Historical and Current Events—Oral Presentation 2. Debatable Issues—Note Sheet Evaluation
Learning Plan
Suggested Learning Activities:
Day 1
Day 2
Day 3
Day 4
Standards
Listening, Speaking & Language Listening, Speaking & Language
Reading, Speaking & Language
Reading, Speaking &
Language
Expectations
12.L.1 & 12.S.2.a & 12.LA.3h
12.L.1d,12.S.2a & 12.LA.3
12.R.9I, 12.S.2c & 12.W.4
12.R.9I, 12.S.2c & 12.W.4
Day 5
Reading
12.R.2I & 12.R.1
Academic Strategy
Instructional Strategy and
Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
Conceptualization
Conceptualization
Conceptualization
Conceptualization
Conceptualization
The student will listen, respond,
and follow turn taking to ask and
answer relevant questions
during class discussion while
discussing cause and effect
situations affecting Puerto Rico.
While debating on current
issues, the students will listen,
react with peers to contribute to
class discussion by turn taking
asking and answering relevant
questions and apply their
knowledge on language usage
as a mean to comprehension.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will begin reviewing
While reading and taking notes on
current issues that affect Puerto
Rico, the student will write in order
to develop and strengthen writing
skills.
While reading and taking
notes on current issues that
affect Puerto Rico, the student
will write in order to develop
and strengthen writing skills.
While reading, the student will
determine two or more main ideas
of informational text in order to
compare contrast and write a
critical essay.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
*Review the vocabulary learned
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
*Review the vocabulary
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
*The teacher will begin the class
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will present various
Desired Result
Enduring Understanding
EU1. Exploration and understanding of current events provides an on-going way for students to examine their own views of society, belief systems, values, and biases.
EU2. The most controversial moral and ethical dilemmas depend on your point of view and are evaluated based on analysis, cause, effect, history, politics, cultural perspective etc.
EU3. Good readers and thinkers evaluate texts, critique ideas and depend on personal knowledge to verify, justify, and clarify their responses/judgments.
Assessment Evidence
Summative Evaluation (Performance Task): 1. Then and Now—Comparing Historical and Current Events—Oral Presentation 2. Debatable Issues—Note Sheet Evaluation
Learning Plan
Suggested Learning Activities:
situations to explain what is
yesterday’s situations that are or from prior day.
learned from prior day.
explaining what are critical essays
cause and effect. The students
have affected Puerto Rico.
*Teacher will ask questions in
*Teacher will ask questions in
and its parts.
will identify which one is the
order to elicit prior knowledge on
order to elicit prior knowledge
cause and which is the effect.
yesterday’s work.
on yesterday’s work.
*Teacher will form groups where
students work collaboratively.
*The teacher will discuss cause
*The teacher should lead the
* Each group will read current
* Each group will continue to
*The student compares and
and effect situations that are
student in discussions or
event articles from newspapers
read current event articles
contrasts the historical fiction
affecting us in the classroom
debates comparing events in the and websites (Suggested
from newspapers and
novel read aloud with another
environment.
novel to current events in PR.
Reference:
websites and take notes on
form of writing on the same topic
*If applicable, the teacher should *The students will use a Vann
http://bibliotecavirtualut.suagm.edu what have caused or causing
to write a critical essay.
lead the student in discussions
Diagram to compare the events
For newspapers from Puerto Rico, that problem in Puerto Rico
(Tips on writing compare/contrast
or debates comparing events in
in the novel and current events
States and other. As students
and its effects.
essay can be found here:
Development Activities
the novel to current events in
affecting Puerto Rico.
read, they will take notes on what
http://www.bookrags.com
PR.
have caused or causing that
/articles/5.html;
problem in Puerto Rico and its
http://www.wiredprof.com/
effects.
102/102assignments/crit1.htm;
http://grammar.about.
com/od/c/g/criticalessayterm.htm.)
*The students will begin their
drafting.
*Review what the students have *Review and summarize what
*Review and summarize what the
*Review and summarize what
*Review and summarize what the
learned
the students have learned.
students have learned
the students have learned
students have learned of the
Closing Activities
*Class summary
*Review vocabulary learned
*Review vocabulary learned
*Review vocabulary learned
critical essay
*Other:
*Other:
*Other:
*Other:
*Review vocabulary learned
*Other:
Reading Response Log
Reading Response Log
Reading Log
Reading Response Log
Reading Response Log
Formative Assessment – Other
Cause and Effect Exercise
Vann Diagram
Other
Other
Other
evidence
Other:
Other
*Novel
*Exercise Sheet
*Novel
*Vann Diagram
*Newspaper
*Newspaper
*Notebooks
on Cause and Effect
*Log
*Websites
*Websites
*Other:
Materials
*Log
*Notebooks
*Notebooks
*Notebooks
*Notebooks
*Other:
*Other:
*Other:
Desired Result
Enduring Understanding
EU1. Exploration and understanding of current events provides an on-going way for students to examine their own views of society, belief systems, values, and biases.
EU2. The most controversial moral and ethical dilemmas depend on your point of view and are evaluated based on analysis, cause, effect, history, politics, cultural perspective etc.
EU3. Good readers and thinkers evaluate texts, critique ideas and depend on personal knowledge to verify, justify, and clarify their responses/judgments.
Assessment Evidence
Summative Evaluation (Performance Task): 1. Then and Now—Comparing Historical and Current Events—Oral Presentation 2. Debatable Issues—Note Sheet Evaluation
Learning Plan
Suggested Learning Activities:
*Other:
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection