Unit Theme:Being Puerto Rican Through Folktales 7.1Week:#2

Unit Theme:Being Puerto Rican Through Folktales 7.1Week:#2

Teacher: Subject: English Grade: 7thDate:From ______to______20______

Desired Result

EnduringUnderstanding

EU1. Our home country influences who we are through its language, culture, and customs.
EU2. The setting of our lives shapes who we are by providing novel experiences.
EU3. Folktales provide entertainment, but also share local wisdom or lessons to be learned.
Assessment Evidence
SummativeEvaluation (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)
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
InitialActivities / 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.
(Prewriting, draft, editing, (editing marks), revision and publishing) / Student will complete writing of personal narrative for oral discussion ( a rubric can be used to emphasize the writing process and oral communication skills / Student will discuss findings from peer editing to clarify use of writing process and cultural identity theme.
Formative Assessment – Other evidence / Link: Sensory Language

Activity:
/ Attachment 7.1 poem “Coca Cola and Coco Frio”) / Writing Process Attachment 7.1 and Sample Lessons with examples. / Performance Task: Stories from my home town. Write a personal narrative / Self and Peer Editing - Rubric Evaluation:
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Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection