Letter: View From the Performance-Based Learning Strategies: Essential Question Unit Goals Empire State Building by Assessment Task Prepare What does it mean to TG p. 658 Helen Keller Present an Oral Retelling Participate Fully see? Evaluate written narrative by Poetry Collection: Blind Prompt: Can one have sight Support Others analyzing how authors introduce Fatima Naoot, translated but no vision, or vision but no Clarify and develop central ideas or by Kees Nijland sight? themes. RL.2 SL.4, SL.4.b, SL.5 Working as a Team Expand knowledge and use of The Seer of Ambon Take a Position academic and concept vocabulary by W. S. Merwin List Your Rules RL.4, RI.4 the Rules a narrative in which you On His Blindness by Name your Group convey an experience or event Jorge Luis Borges, Create a Communication using effective techniques, translated by Robert Plan details, and well-structured Mezey sequences. W.3 Short Story: The Country Making a Schedule Conduct research projects of of the Blind by H. G. various lengths to explore a topic Wells Working on Group Projects and clarify meaning. W.8.7 Memoir: The Neglected Correctly use varied sentence Senses structures to add interest to writing from For the Benefit of and presentations. L.1 Those Who See by Collaborate with your team to build Rosemary Mahoney on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text Reading Informational Text Speaking & Listening Language Writing RL.2, RL.4, RL.5, RL.9-10 RI.4, RI.9-10 SL.1, SL.1.a, SL.2, SL.3, SL.4, L.1, L.1.b, L.4, L.4.a, W.3, W.4, W.5, W.6, SL.4.a L.4.b, L.4.c, L.4.d, L.5, W.7 L.5.a Making Meaning Language Effective Expression Development Days 17-18
Letter: View From the Empire State Building by Helen Keller Poetry Collection: Blind Fatima Naoot, translated by Kees Nijland The Seer of Ambon by W. S. Merwin On His Blindness by Jorge Luis Borges, translated by Robert Mezey Short Story: The Country of the Blind by H. G. Wells Memoir: The Neglected Senses from For the Benefit of Those Who See by Rosemary Mahoney Performance-Based Assessment Task Present an Oral Retelling Prompt: Can one have sight but no vision, or vision but no sight? SL.4, SL.4.b, SL.5 Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question What does it mean to see? Unit Goals TG p. 658 Evaluate written narrative by analyzing how authors introduce and develop central ideas or themes. RL.2 Expand knowledge and use of academic and concept vocabulary RL.4, RI.4 a narrative in which you convey an experience or event using effective techniques, details, and well-structured sequences. W.3 Conduct research projects of various lengths to explore a topic and clarify meaning. W.8.7 Correctly use varied sentence structures to add interest to writing and presentations. L.1 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.2, RL.4, RL.5, RL.9-10 Reading Informational Text RI.4, RI.9-10 Speaking & Listening SL.1, SL.1.a, SL.2, SL.3, SL.4, SL.4.a Language L.1, L.1.b, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.5, L.5.a Writing W.3, W.4, W.5, W.6, W.7 Making Meaning Language Development Effective Expression Days 17-18