Unit Theme: It’s A Mystery! Week: # 4

Teacher: Subject: English Grade: 11th Date:From ______to______20____

Desired Result
Enduring Understandings
EU1. Mystery requires suspense, clues, details, alibis, character development and motivation and details to be engaging and effective.
EU2. Multiple strategies including using context clues, prediction, inference and descriptive
language can be used to help readers and writers determine the meaning of unfamiliar
words and to understand what is read.
EU3. The elements of mysteries, particularly detective stories and expository writing include providing background information and facts to solve the story. Show but not tell, cause and effect, and investigation are all key to expository fiction.
Assessment Evidence
SummativeEvaluation (Performance Task) Explain a Process Integrating Compare/Contrast(unit projects, exams, etc.)
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Speaking / Speaking / Writing / Writing / Writing
Expectations / 11.L.1a
11.S.6 / 11.L.1a
11.S.6
11.R.2L / 11.L.1a
11.S.3
11.W.2 / 11.S.6
11.S.3
11.W.2 / 11.S.6
11.S.3
11.W.2
Academic Strategy
Instructional Strategy and Phase / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application
Objective / By the end of this lesson the student will have researched the use of figurative language ina given mystery novel. / Once lesson has ended the student will have criticized the use of figurative language used in daily news reports using a report form. / By the end of this lesson the student will have completed the analysis of his/her pre-write and complete a Brian Storm Graphic organizer on the chosen journal. / The student will engage in a writing session to produce an expository essay with a first and final draft. / The student will engage in a writing session to produce an expository essay with a first and final draft.
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 begin glass with given routines. The teacher will follow with a modeling of examples of figurative language in a chosen text by the teacher. / The teacher will begin reading a short excerpt from the reading “The Dying Detective” to emphasis on how language is use to develop scenarios and feelings. The student will be allowed to develop questions based on the teachers modeling. / The student should work through the steps of the writing process in order to produce a high quality final copy. / The teacher will present the guidelines per writing process for the student to write the first draft for of their essay. The teacher if not done so will provide a review of editing marks and assign editing collaborators. / The teacher will provide examples of varied writing styles as a forefront of students to mold their first draft into their written essay.
Development Activities / The student will use dictionary, internet search sites and available mystery stories and or books to complete an investigative report (mock). The student will work to complete a four square example for the type of figurative language assigned. The student will provide a cited example, cited definition, personal example and definition, and a non-verbal representation of the concept. The student will provide a short speech of his/her finding. / The student chooses three expository journal entries from the unit and develops them into an essay. The student will explore different sources to find at least five journals to complete the Pre-writing phase and use a Report Form to evidence the careful planning of this written assignment. / The teacher will provide a prewriting Brainstorm Graphic Organizer so that the students can visual prepare the firsts draft of their expository essay. / Student Writing Session. Direct writing of First draft and editing time. / Student Writing Session. Direct writing of First draft and editing time.
Mystery Novel
Closing Activities / The teacher will provide feedback on the given developed activity. The teacher will decide on further day for assignment as needed. / The student will keep a written journal of new encountered vocabulary words. The teacher will give in context examples of the following unit concepts, clues, interrogate, and investigate, sidekick, suspect, and victim. / The teacher will provide a review of the draft writing techniques and a short period of question and answers for the brain storm activity. / Feedback session for volunteers to share with whole group written progress. / Feedback session for volunteers to share with whole group written progress.
Formative Assessment – Other evidence / Figurative Language Four Square Assignment (formative rubric) / Multiple Journal Reading Report Form / Brain Storm Graphic Organizer
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teachers Reflection