INTRODUCTION Day 1 Unit 14-Year-Old Teaches Family Unit Goals: Reading, Writing & Research, Language, the of Half” Speaking & Listening “Power Discuss It: Why do people acquire more than they Academic Vocabulary: Informative Text need? your response before sharing your ideas. Launch Text: I Came, I Saw, I Shopped (Lexile 990) WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text (Short Whole-Class Learning Essential Question Unit Goals: Story): The Necklace by Assessment Task Strategies: What do our TG p. 358 Guy de Maupassant, Listen Actively possessions reveal Evaluate written informative texts by Write an Informative translated by Clarify by asking about us? analyzing how authors introduce and Essay MacAndrew Prompt: What questions develop central ideas. RI.2 Anchor Text something valuable? Monitor Understanding Expand Knowledge and use of academic and Story): Civil Peace by What makes something Interact and Share ideas concept vocabulary RL.4, RI.4 Chinua Achebe a treasure? an informative essay in which you Media (Photo Gallery): Language Development: effectively convey complex ideas, concepts, Fit for a King: Treasures Conjunctive Adverbs and information. W.2 of Tutankhamun and Semicolons Conduct research projects of various lengths W.9.2.a-f, W.9.5, to explore a topic and clarify meaning. W.7 W.9.9-10, L.9.2, L.9.2.a Correctly use conjunctive adverbs and semicolons to link two or more closely related independent clauses. L.1.b 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 Reading Informational Speaking & Listening Language Writing NOTES: RL.1, RL.2, RL.3, RL.5, Text SL.4, SL.4.b, SL.5, SL.6 L.2, L.2.a, L.2.c, L.3, W.2, W.6 RL.6, RL.9-10 RI.1 L.4.b, L.4.c, L.6 UNIT 4 Whole-Class Learning GRADE 10 All That Glitters Making Meaning Language Development Effective Expression Days 3-7
INTRODUCTION Day 1 Unit 14-Year-Old Teaches Family the “Power of Half” Discuss It: Why do people acquire more than they need? your response before sharing your ideas. Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Informative Text Launch Text: I Came, I Saw, I Shopped (Lexile 990) WHOLE-CLASS LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text (Short Story): The Necklace by Guy de Maupassant, translated by MacAndrew Anchor Text Story): Civil Peace by Chinua Achebe Media (Photo Gallery): Fit for a King: Treasures of Tutankhamun Assessment Task Write an Informative Essay Prompt: What something valuable? What makes something a treasure? Language Development: Conjunctive Adverbs and Semicolons W.9.2.a-f, W.9.5, W.9.9-10, L.9.2, L.9.2.a Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question What do our possessions reveal about us? Unit Goals: TG p. 358 Evaluate written informative texts by analyzing how authors introduce and develop central ideas. RI.2 Expand Knowledge and use of academic and concept vocabulary RL.4, RI.4 an informative essay in which you effectively convey complex ideas, concepts, and information. W.2 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Correctly use conjunctive adverbs and semicolons to link two or more closely related independent clauses. L.1.b 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.1, RL.2, RL.3, RL.5, RL.6, RL.9-10 Reading Informational Text RI.1 Speaking & Listening SL.4, SL.4.b, SL.5, SL.6 Language L.2, L.2.a, L.2.c, L.3, L.4.b, L.4.c, L.6 Writing W.2, W.6 NOTES: UNIT 4 Whole-Class Learning GRADE 10 All That Glitters Making Meaning Language Development Effective Expression Days 3-7