Unit Theme:1.5 Let S Celebrate Date: Period: 4 Weeks Teacher

Unit Plan

Unit Theme:1.5 Let’s Celebrate Date: Period: 4 weeks Teacher:

Subject:______English______

Reform Strategy (PCEA):

Grade:x12 34 5 67 8 910 11 12

Transversal Theme: xCultural Identity  Civic and Ethic Educationx Education for PeaceEnvironmental EducationTechnology and Education Education for Work

Integration:Spanish English x Social Studies Science  Math xFine Arts Physical Education Health Sciences Technology

Transfer Objective (T) and Acquisition (A)
T1. The student will leave the class being able to use his/her learning about celebrations to develop his/her appreciation of Puerto Rico’s culture and his/her own ability to express him/herself artistically.
The student acquires skills to...
A1. Listen, interact, and respond to peers and adults asking and answering appropriate questions, following instructions, and discriminating sounds that differ from their first language.
A2. Engage in ever expanding conversation based on life events or textual events as well as delivering brief oral presentations.
A3. Decode words using phonics clues and patterns to read texts at his/her level as well as describing texts and mastering text features.
A4. Write for a variety of purposes including researching and writing an informational text.
Essential Questions
Why read and write?
How do you celebrate who you are, being Puerto Ricans, and what makes the island unique and special?
Why do we make music?
How are culture and identity connected?

PERFORMANCE TASKACTIVITIES

Days / Monday / Tuesday / Wednesday / Thursday / Friday
Standards and expectations
(PT1)
1.L.1;1.L1b;1.S.1
Teacher introduces the topic: “Types of Art”. Student listens and interacts; asks and answers questions; uses gestures and expressions to demonstrate understanding.
Activity:Discussion of the question: “What makes Puerto Rico Unique?” / Standards and expectations
1.L.1;1.S.1
Student listens and interacts; ask and answers questions; participates in class and group discussion.
Activity: The student brings in his/her favorite music, art, crafts, and clothes that represent Puerto Rico to him/her. / Standards and expectations
1.L.1a;1.l.1b;1.S.4;1.S.4a
The student expresses opinions; tells and elaborates statements; asks and answers questions.
Activity:The student comes up with interview questions for the guest. / Standards and expectations
1.L.1;1.L.1a;1.S.1;1.S.4
The student listens and interacts; ask and answers questions; describes paintings.
Activity:
The student looks at the paintings and describes what he/she sees. Social interaction with peers. Oral Communication. / Standards and expectations
1.L.1; 1.S.4;1.W.1
The student listens, interacts; participates in class discussion; discriminates between similarities and differences.
Activity:
The teacher uses attachment, 1.5 Learning Activity – Venn Diagram
1
week
Standards and expectations
1.W.1;1.S.1;1.S.14
The student listens, interacts, expresses opinions; participates in class discussion.
Activity:
The teacher creates a Puerto Rico vocabulary chart (Puerto Rico looks like, sounds like, feels like, smells like, taste like) with the students. / Standards and expectations
1.W.1
The student writes simple sentences to describe.
Activity:
The student creates his/her own Poem for Puerto Rico using the sentence starters (Puerto Rico sounds like ____, Puerto Rico looks like ____, Puerto Rico smells like _____, Puerto Rico tastes like _____, Puerto Rico feels like ____, and this is why I love my home!). / Standards and expectations
1.L.1;1.S2c
The student participates in class discussion about the question: “What holidays do we celebrate in Puerto Rico?”; student uses complete sentences to convey meaning.
Activity:
The student, with teacher assistance, comes up with lists of activities, food, music and songs that accompany the holidays. / Standards and expectations
1.l.1;1.R3.1;1.R7
The student listens and reacts;participates in class discussion;describes individuals, events, pieces of information in an informational text;identifies story details and compares and contrasts.
Activity:After listening to a read aloud about Columbus and the Tainos, the student compares how the indigenous and Columbus are portrayed. The student uses illustrations to identify story details and to categorize similarities and differences between characters using a T-chart or Venn diagram. / Standards and expectations
Celebrating Me Through Art
1.l.1;1.R3.1;1.R7;1.W.1
The student answers the question: “How do you celebrate who you are?” to create a scrapbook of music, art and crafts.
Activity: On each page of the scrapbook, the student writes: _____ is important to me because ______.
2
week.
Standards and expectations
(PT2)
1.LA.4c;1.R.FS.11;1.R.FS.11a
Teacher introduces the topic with nursery rhymes. The student recognizes sound syllables, spoken words; reads nursery rhymes; uses basic phonemic awareness to decode.
Activity:
The teacher creates picture cards from vocabulary words and the student matches the picture to words on the word wall.
Link:
/go/will/rimesand rhymes.htm / Standards and expectations
1.R.FS.11d;1.R.FS.12b;1.R.FS.12c
The student will know final –e as rule; associate long and short vowel sound; isolate and pronounce initial, middle vowel and final sounds.
Activity:
The student does word sorts based on patterns and creates word wheels from CVC, CVVC and CVCe words found in read aloud or from Rhyme a Week.
Links:

wheels.html / Standards and expectations
1.R.10;1.R.FS.12
The student reads nursery rhymes; knows and apply phonics and word analysis skills.
Activity:
The student reads books from the printed mini books from the word families.
The student reads these books to a partner at school or a family member at home. These books can provide vocabulary for the student to create word family books, word family wheels, etc.
Link:
ordFamilyBooklets / Standards and expectations
1.L.1F;1.R.FS.11d;1.R.FS12a
The student discriminates and identifies sounds; pronounces and decode.
Activity:
The teacher invites word play to manipulate and pronounce
words with CVC, CVVC, and CVCe patterns by playing “Create a Word” with rolling dice with letters and pronounce theword.
Link:
kindergarten-level-one/ / Standards and expectations
1.L.1f;1.R.FS.11;1.R.FS.13
The student discriminates and identifies sounds; recognizes sound and spoken words; decodes regularly spelled one syllable words.
Activity:
The student does word sorts with CVC cards, plays “go fish” or matching games with word cards that have CVC pattern.
Link:
words.html
3
week
Standards and expectations
1.W.2;1.W.6
The student participates in writing; uses a combination of copying, drawing and writing to compose informational texts.
Activity: The teacher creates phonics flip books where students can create words.
Link:
/ Standards and expectations
1.W.2;1.W.6;1.W.7;1.W.FS.9
The student participates in writing; remembers information about experiences or gather information; Recognizes organization and basic features of print.
Activity:
The student selects what his/her favorite holiday is in Puerto Rico and creates a product to represent why we celebrate and what are the ways we celebrate this holiday. / Standards and expectations
1.R.5;1.W.6;1.W.7
The student recognizes common types of texts;participates in shared research and writing projects;remembers information about experiences.
Activity:
The teacher reviews the front cover, back cover, and title page of the book. The student conducts research by finding information in books and by interviewing
others (family, other students, teachers, community members).Students complete his product. / Standards and expectations
My Favorite Celebration
1.S.6
The student delivers brief oral presentation of the product.
Activity:
Oral presentations / Standards and expectations
My Favorite Celebration
1.S.6
The student delivers brief oral presentation of the product.
Activity:
Oral presentations
4
week
Standards and expectations / Standards and expectations / Standards and expectations / Standards and expectations / Standards and expectations
5
week