Unit Theme:10.3 ChoicesWeek: # 3

Teacher: Subject: English Grade: 10th Date: From ______to ______20____

Desired Result
Enduring Understanding
Example: Students will understand that...
EU1. Our sense of self is influenced by relationships, conflicts, choices, and experiences.
EU2. Words powerfully affect meaning; therefore careful word choice is critical.
EU3. Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text and in spoken language.
EU4. Narratives allow us to share observations, perceptions, or personal experiences to connect with and influence the world. .
Assessment Evidence
SummativeEvaluation (Performance Task) (unit projects, exams, etc.) Choices Essay with Word Choice (Peer Editing)
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Reading
Writing / Reading
Writing / Reading
Writing
Language / Reading
Language / Reading
Language
Expectations / 10.R.1
10.W.8 / 10.R.1
10.W.8 / 10.R.1
10.W.8
10.LA.1 / 10.R.4.L
10.LA.1 / 10.R.4.L
10.LA.1
Academic Strategy
Instructional Strategy and Phase / Application / Application / Application / Exploration / Exploration
Objective / After completing their draft, the student will proofread and make corrections to their draft. / After reading their revised draft students will edit and revise their essay. / After the editing stage of the Choices essay the student will rewrite their essay in polished form. / After discussing the informative work, the student will practice using LPR3 for context clues. / After a short reading selection, the student will use LPR3 to identify at least two context clues.
Initial Activities / The teacher will meet with students briefly (individually) to check their progress and will prompt them to reread the work and make necessary changes. / The teacher will meet with students briefly (individually) to check their progress and will prompt them to edit their work / The teacher prompts students to rewrite their essays in a clear and neat form, ready to be handed in at the end of the class. / The teacher introduces the LPR3 mnemonic as a useful aid for figuring out unknown words from context. / The teacher reviews LPR3 on the board using a graphic organizer
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
Development Activities / Students will work with their peers to identify spelling, grammar and capitalization errors in their draft. / Students will meet with their peers to check for word choice and make their narrative writing clearer / Students work independently to get their essay rewritten and presentable. / The student writes the acronym LPR3 (Mnemonic device for context clues) / The students read a short story given by the teacher.
Closing Activities / Students rewrite their draft. / Students will edit their essay for fluidity. / The teacher collects each essay and assesses the
essays using a teacher-created rubric focusing on main idea and details, word choice, and adherence to the assignment
requirements. / The student practices the process steps with the teacher using examples from the board. / The student writes in the notebooks at least two words that he/she was able to infer its meaning and present the examples of the clues they used.
Formative Assessment – Other evidence / PT 1 Choices Essay
Completion
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection