Unit Plan

Unit Theme: 12.4 Then and Now Date: ______Period:4 weeks Teacher:

Subject: English

Reform Strategy (PCEA):

Grade:12 3 4 5 6 7 8 9 10 11 12

Transversal Themes: Cultural Identity  Civic and Ethic EducationEducation for PeaceEnvironmental EducationTechnology and Education Education for work

Integration:Spanish English  Social Studies Science  Math Fine Arts Physical Education Health Sciences TechnologyLibrary

EssentialQuestions
EQ1.How does an awareness of current events inform opinions and affect our daily lives?
EQ2. What are some of the major ethical/moral controversies in our society?
EQ3. How do we as readers and thinkers determine which texts/experts to believe and why?
Transfer Objectives (T) and Acquisition (A)
T1. The student will leave the class able to use the knowledge of current events to become a more informed citizen, better able to analyze and evaluate arguments, form opinions, debate issues, and stand up for what he/she believes in. The student will read and write informational texts to demonstrate his/her depth of understanding and ability to communicate with accurate and appropriate English.
The student acquires skills to...
A1. Listen and respond to, synthesize, explain, describe, support, and discuss information; answer and formulate closed and open-ended questions; listen to, classify, and prioritize information.
A2. Critically analyze closed and open-ended questions and answer with increasing knowledge.
A3. Determine two or more main ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis and be able to provide an objective summary of the text.
A4. Draw evidence from literary or informational texts to support analysis, reflection, and research.

PERFORMANCE TASK ACTIVITIES

Días / Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards and Expectations
12.L.1, 12.S.1a, 12.L.1b
Learning Activity:
*The teacher will explore what the students know on historical fiction novel.
*The teacher will begin to talk about the author and the purpose of his or her novel.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.L.1, 12.S.1a, 12.L.1b
Learning activity
*The teacher will begin to read aloud about a historical fiction novel to demonstrate fluency, to analyze and evaluate. As the teacher reads, he/she will ask the students questions to check understanding. Teacher may use pictures to illustrate the scenes.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.L.1 & 12.S.1
Learning activity
*The teacher will continue to read aloud about a historical fiction novel to demonstrate fluency, to analyze and evaluate. As the teacher reads, he/she will ask the students questions to check understanding. He or she may use any visuals to illustrate the most important scenes.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.L.1 & 12.S.2.a
Learning activity:
*The teacher will continue to read aloud about a historical fiction novel to demonstrate fluency, to analyze and evaluate. As the teacher reads, he/she will ask the students questions to check understanding. Teacher may use pictures to illustrate the scenes.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.L.1 & 12.S.2.a
Learning activity:
*The teacher will continue to read aloud about a historical fiction novel to demonstrate fluency, to analyze and evaluate. As the teacher reads, he/she will ask the students questions to check understanding. Teacher may use pictures to illustrate the scenes.
Performance Task:
Then and Now—Comparing Historical and Current Events
1
Week
Standards and Expectations
12.L.1 & 12.S.2.a & 12.LA.3h
Learning activity:
*The teacher will present various situations to explain what is cause and effect. The students will identify which one is the cause and which is the effect.
*The teacher will discuss cause and effect.
*Ifapplicable, the teacher should lead the student in discussions or debates comparing events in the novel to current events in PR.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.L.1d,12.S.2a & 12.LA.3
Learning Activity:
The teacher will discuss cause and effect
If applicable, the teacher should lead the student in discussions or debates comparing events in the novel to current events in PR.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.R.9I, 12.S.2c & 12.W.4
Learning Activity:
*Review the vocabulary learned from prior day.
*Teacher will ask questions in order to elicit prior knowledge on yesterday’s work.
*Teacher will form groups where students work collaboratively.
*The teacher reads aloud current event articles from newspapers and websites.Reference:
For newspapers from Puerto Rico, States and other.As students read, they will take notes on what have caused or causing that problem in Puerto Rico and its effects.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.R.9I, 12.S.2c & 12.LA.4a
Learning Activity:
*Review the vocabulary learned from prior day.
*Teacher will ask questions in order to elicit prior knowledge on yesterday’s work.
*The teacher reads aloud current event articles from newspapers and websites.Reference:
For newspapers from Puerto Rico, States and other. As students read, they will take notes on what have caused or causing that problem in Puerto Rico and its effects.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.R.2I & 12.R.1
Learning Activity:
*The teacher will explains what is a critical essay and its parts.
*The student compares and contrasts the historical fiction novel read aloud (above) with another form of writing on the same topic to write a critical essay.
(Tips on writing compare/contrast essay can be found here:
/articles/5.html; 102/102assignments/crit1.htm; com/od/c/g/criticalessayterm.htm.)
*The students will begin their drafting.
Performance Task:
Then and Now—Comparing Historical and Current Events
2
week
Standards and Expectations
12. W.2, 12.W.7& 12.LA.1
Learning Activity:
Student will write a critical essay while comparing and contrasting issues from Puerto Rico.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.W.4a, 12.R.8 & 12.LA.3d
Learning Activity:
Student will write a critical, compare and contrast essay.
Performance Task:
Then and Now—Comparing Historical and Current Events / Standards and Expectations
12.S.6 & 12.LA.3
Performance task:
The student shares his/her research and comparison with the class in the form of an oral presentation and poster. / Standards and Expectations
12.S.6 & 12.S.3
Performance task:
The student shares his/her research and comparison with the class in the form of an oral presentation and poster (continue). / Standards and Expectations
12.S.6 & 12.S.3
Learning Activity:
*The teacher divides the students in groups and provides the student with a newspaper in English. (Note: the Turabo University has online newspapers

*Each group chooses an article to discuss and debate on a current event.Using attachment 12.4 Learning Activity Cause and Effect, the student explores the causes and effects of the events in the newspaper.
*Students choose the day to present the current event he/she chose.
(Performance task)
Debatable Issue
3
weeK
Standards and Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
The teacher will begin the class reviewing last week’s work. The teacher will continue to elicit student’s prior knowledge on what they have learned on issues that have affected them and society.
The students will be divided in groups. They will make a liston issues affecting Puerto Rico. Then, they will choose an issue that they will like to debate on and write the reasons for which they have chosen that issue.
Performance task:
Debatable Issue / Standards and Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*The teacher will provide students with an article from the newspaper. All the students should have the same article.
*The teacher will divide the group in pro and con.
*Using attachment 12.4 Performance Task – Debatable Issue, students record arguments for their side of the argument. The student then notes arguments for the opposing side of the debate and writes possible refutable arguments.
Performance task:
Debatable Issue / Standards and Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*The teacher will provide students with an article from the newspaper. All the students should have the same article.
*The teacher will divide the group in pro and con.
*Using attachment 12.4 Performance Task – Debatable Issue, students record arguments for their side of the argument. The student then notes arguments for the opposing side of the debate and writes possible refutable arguments.
Performance task:
Debatable Issue / Standards and Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*Using attachment 12.4 Performance Task – Debatable Issue, students record arguments for their side of the argument. The student then notes arguments for the opposing side of the debate and writes possible refutable arguments (continue).
Performance task:
Debatable Issue / Standards and Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*Using attachment 12.4 Performance Task – Debatable Issue, students record arguments for their side of the argument. The student then notes arguments for the opposing side of the debate and writes possible refutable arguments
(continue).
Performance task:
Debatable Issue
4
week