UnitTheme: 11.3 Identity -Personal Narrative Week:# 5

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

Desired Result
Enduring Understandings
EU1. Experiences, relationships, history, and culture influence identity.
EU2. Persuasion is a genre with a unique set of characteristics and structure. Word choice and style will depend on the purpose and audience.
EU3. Persuasion through editorials and other mediums attempt to influence beliefs and behavior through language, word choice and by debating different points of view supported by evidence.
EU4. Language and word choice come from context and word meanings derived from history and culture. Our backgrounds influence what words we choose and how we perceive them.
Assessment Evidence
SummativeEvaluation (Performance Task) Integrated Assessment 11.2 …see attachment 11.2. Persuasive Writing Structure Persuasive Study on a Social Issue. Persuasive Essay
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Writing / Reading/Writing / Reading/Writing / Writing/ Language / Writing/ Language
Expectations / 11.W.2 / 11.R.4l
11.W.4 / 11.R.4l
11.W.4 / 11.W.2
11.LA.4.a / 11.W.1
11.LA.3.a
Academic Strategy
Instructional Strategy and Phase / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
____ Application
Objective / The studentusesargumentative .expository texts using persuasive expanding vocabulary. / Develop and strengthen writing as needed by planning outlines and graphic organizers addressing the writing process. / At the end of this lesson, the student will have worked in small groups to read and analyze a given text. / By the end of this lesson, the student will analyze the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts. / By the end of this lesson, the student willWrite arguments to support claims in an analysis of appropriate reasoning evidence.
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 / *Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
Other:______
______/ *Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
Other: ______
______/ *Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
Other: ______
______/ *Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
Other: ______
______/ *Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
Other: ______
______
Development Activities / The student will download organizer files for the writing process.
/ The student works individually or with a partner to make note cards for each root. / The student will read,
Red Scarf Girl or any other story chosen from the additional resources bank / The student willexpress and defend viewpoints and opinions, be able to soften arguments to support the thesis of their written notes. Use attachment 11.3 Performance task. / The student express, clarify, and defend viewpoints and opinions according to personal interest.
Closing Activities / Individual or partner exit activity game. / Individual or partner work to make note cards for each root. / Integrating technology
/ Differentiating exercise:
/ Activity: Newspaper card note.
Formative Assessment – Other evidence / Reader’s Response and Writer’s Response questions in his/her persuasive essay.
Performance Task – Editorial Pre-Writing to plan his/her editorial. / Reader’s Response and Writer’s Response questions in his/her persuasive essay.
Performance Task – Editorial Pre-Writing to plan his/her editorial / Activity evidence slip.
Anecdotal evidence of comprehension and participation is collected during discussions and group work / Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial. / Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial.
Anecdotal evidence of comprehension and participation is collected during discussions and group work
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection