Unit Theme: Being Puerto Rican Through Folktales 7.1 Week: # 2 Teacher: Subject: English Grade: 7th Date: From ____________to________20_________ Desired Result Enduring Understanding Assessment Evidence Summative Evaluation (Performance Task (unit projects, exams, etc.) 1- Write a personal narrative using transitional words, writing process and sensory language. Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Reading, Writing, Speaking Reading, Speaking Writing, Speaking Writing, Writing Expectations 7.R.1- Read information about sensory 7.R.10- Read and comprehend 7.W.3 Discussion of 7. W.3 Writing using 7.W.8 Revision and – – language and use. poem writing process, narrative elements editing of a piece of 7.S.1- Discuss sensory language terms 7.R.1- Analysis of poem for purposes and 7.W.4- Revision of writing. with examples. cultural identity, sensory language audiences. writing process: 7.W.3- Write a literary 7.W.8 Identify sensory language for and inferences. 7.S.1- Contribute with (drafting, revising, text developing real – narrative writing purposes. 7.S.1- Contribute to class by oral relevant information editing, editing marks, experiences using conversation. about writing process and publishing) narrative elements. and structure 7.R.1 Read texts to explain cultural identity Academic Strategy Instructional Strategy and Phase : Students will discuss sensory language Students will Students will discuss Students will write a Performance Task; read poem” Coca and use in narrative writing through Cola and for cultural writing process, personal narrative Student peer edits Coco Frio” examples and a poem to identify details identity, sharing connections and structure and purpose. about an event that published piece of (Poem is to develop question- EQ: Does inferences. Oral discussion of Also a review of the happened in their narrative writing using our home make us who we are?) analysis through guide question: writing process for country that influenced rubric (Attachment 7.1) Objective Why is being Puerto Rican personal narratives to who he/she is. Use of important? And Does our home contribute to class transition words, make us who we are? Review through the example sensory images and home writing process are to “Stories from my be developed town”.
Unit Theme: Being Puerto Rican Through Folktales 7.1 Week: # 2 Teacher: Subject: English Grade: 7th Date: From ____________to________20_________ Desired Result Enduring Understanding Assessment Evidence Summative Evaluation (Performance Task (unit projects, exams, etc.) 1- Write a personal narrative using transitional words, writing process and sensory language. Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Reading, Writing, Speaking Reading, Speaking Writing, Speaking Writing, Writing Expectations 7.R.1- Read information about sensory language and use. 7.S.1- Discuss sensory language terms with examples. 7.W.8 – Identify sensory language for narrative writing purposes. 7.R.10- Read and comprehend poem 7.R.1- Analysis of poem for cultural identity, sensory language and inferences. 7.S.1- Contribute to class by oral conversation. 7.W.3 – Discussion of writing process, purposes and audiences. 7.S.1- Contribute with relevant information about writing process and structure 7. W.3 Writing using narrative elements 7.W.4- Revision of writing process: (drafting, revising, editing, editing marks, and publishing) 7.W.8 – Revision and editing of a piece of writing. 7.W.3- Write a literary text developing real experiences using narrative elements. 7.R.1 Read texts to explain cultural identity Academic Strategy Instructional Strategy and Phase Objective : Students will discuss sensory language and use in narrative writing through examples and a poem to identify details (Poem is to develop question- EQ: Does our home make us who we are?) Students will read poem” Coca Cola and Coco Frio” for cultural identity, sharing connections and inferences. Oral discussion of analysis through guide question: Why is being Puerto Rican important? And Does our home make us who we are? Review Students will discuss writing process, structure and purpose. Also a review of the writing process for personal narratives to contribute to class through the example “Stories from my home town”. Students will write a personal narrative about an event that happened in their country that influenced who he/she is. Use of transition words, sensory images and writing process are to be developed Performance Task; Student peer edits published piece of narrative writing using rubric (Attachment 7.1)