DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION UNIT INTRODUCTION OVERVIEW SELECTION SELECTION Whole-Class Learning Anchor Text Anchor Text Flowers for Algernon Flowers for Algernon Daniel Keyes Daniel Keyes SE pp 340-343 SE pp 344-347 SE pp 348-349 SE pp 350-353 SE pp 354-358 Unit Goals Launch Text Essential Question MAKING MEANING MAKING MEANING Students will deepen their Students will read In what different ways can “The perspective about human Human Brain”. Students will people be intelligent? Concept Vocabulary Read the Selection intelligence by reading, then be able to engage in subconscious; suspicion; Selection Audio writing, speaking, listening, discussions about human despised; deterioration; Flowers for Algernon: Whole-Class Learning and presenting. intelligence. Strategies introspective; regression Accessible Leveled Text Unit Goals Video Listen actively Word Network First Read STANDARDS Clarify by asking Academic Vocabulary Students add new to their Students Notice, Annotate, RL.8.10 questions assimilate; tendency; Word Network as they read Connect, Respond as they Monitor understanding integrate; observation; texts in the unit. read the selection the first Interact and share ideas documentation Word Network time. Whole-Class Learning Guide: Fiction Strategies Home Connection Letter Summary Spanish Home Connection Students a summary of Read the Selection Table of Contents Preview Letter the Launch Text. Selection Audio Preview the selections in the Unit 4 Answer Key Flowers for Algernon: unit and discuss how they Launch Activity Accessible Leveled Text relate to the EQ and unit STANDARDS Students participate in an topic. L.8.6; PIII activity related to the unit STANDARDS RL.8.10; PI.8 QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Assessment: Refining Your Thinking STANDARDS
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 340-343 UNIT INTRODUCTION SE pp 344-347 OVERVIEW Whole-Class Learning SE pp 348-349 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE pp 350-353 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE pp 354-358 Unit Goals Students will deepen their perspective about human intelligence by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary assimilate; tendency; integrate; observation; documentation Home Connection Letter Spanish Home Connection Letter Unit 4 Answer Key STANDARDS L.8.6; PIII Launch Text Students will read “The Human Brain”. Students will then be able to engage in discussions about human intelligence. Word Network Students add new to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Assessment: Refining Your Thinking STANDARDS Essential Question In what different ways can people be intelligent? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary subconscious; suspicion; despised; deterioration; introspective; regression First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Fiction Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10; PI.8 MAKING MEANING Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10