___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Skill / Concept ___ Skill / Concept ___ Skill / Concept ___ Skill / Concept ___ Skill / Concept Depth of Knowledge (DOK) ___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking The teacher will present the routine The teacher will present the The teacher will The teacher will The teacher will present activities and review. The student will routine activities and review present the routine present the routine the routine activities and discuss sensory language and narrative Students will discuss vocabulary activities and review. activities and review of review. Instructions for writing words of poem and sensory Introduction of writing personal narrative peer editing using language. process and structure. structure, writing editing marks Initial Activities ( Paragraph process and narrative attachment. Hamburger Example) writing. Link The student will identify sensory The student will read the The student will The student will write a The student will peer poem:” language from examples provided orally. Coca Cola and Coco Frio with discuss the writing personal narrative edit classmates work of class discussion (Guide process and steps with about a particular personal narrative using Questions: What is the poem examples for students event that happened in rubric (peer editing about? How does the poem to comprehend their country. Use of rubric- attachments and compare and contrast Puerto development of a sensory language and resources -editing marks and What sensory personal narrative. integration of chart) is to be used to Rico’s culture?, Development Activities images can be identified in the (Guide for personal transition words. provide awareness). poem?) narrative- topic, (Sequence Chart for supporting evidence of Before, During and topic/theme for After) narrative, transitions, sensory images and conclusion) Student will discuss examples of Students will review sensory Oral discussion of Student will complete Student will discuss sensory language for narrative writing. language present in poem and writing process and writing of personal findings from peer Closing Activities vocabulary words related to analysis through steps narrative for oral editing to clarify use of cultural identity within writing and discussion ( a rubric writing process and structure. can be used to cultural identity theme.
Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities The teacher will present the routine activities and review. The student will discuss sensory language and narrative writing The teacher will present the routine activities and review Students will discuss vocabulary words of poem and sensory language. The teacher will present the routine activities and review. Introduction of writing process and structure. ( Paragraph Hamburger Example) Link The teacher will present the routine activities and review of personal narrative structure, writing process and narrative writing. The teacher will present the routine activities and review. Instructions for peer editing using editing marks attachment. Development Activities The student will identify sensory language from examples provided orally. The student will read the poem:” Coca Cola and Coco Frio with class discussion (Guide Questions: What is the poem about? How does the poem compare and contrast Puerto Rico’s culture?, and What sensory images can be identified in the poem?) The student will discuss the writing process and steps with examples for students to comprehend development of a personal narrative. (Guide for personal narrative- topic, supporting evidence of topic/theme for narrative, transitions, sensory images and conclusion) The student will write a personal narrative about a particular event that happened in their country. Use of sensory language and integration of transition words. (Sequence Chart for Before, During and After) The student will peer edit classmates work of personal narrative using rubric (peer editing rubric- attachments and resources -editing marks chart) is to be used to provide awareness). Closing Activities Student will discuss examples of sensory language for narrative writing. Students will review sensory language present in poem and vocabulary words related to cultural identity Oral discussion of writing process and analysis through steps within writing and structure. Student will complete writing of personal narrative for oral discussion ( a rubric can be used to Student will discuss findings from peer editing to clarify use of writing process and cultural identity theme.