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7499985-887730Region: __________________District: _______________________School: __________________Reform Strategy: _________________4000020000Region: __________________District: _______________________School: __________________Reform Strategy: _________________Unit Theme: Being Puerto Rican Through Folktales 7.1Week: # 4Teacher: Subject: English Grade: 7th Date: From ____________ to _________ 20__________ Desired ResultEnduring Understanding 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 EvidenceSummative Evaluation (Performance Task (unit projects, exams, etc.) 2- Presentation of a Puerto Rican Folktale ( Create a folktale to share with peers and family) Learning PlanSuggested Learning Activities:Day 1Day 2Day 3Day 4Day 5Standards ReadingReadingReadingReading, Reading and WritingExpectations7.R.1- Read to explain cultural identity, support analysis and conclusions7.R. 5L- Analyze and contribute to development of folktale.7.R.1- Read text to explain details and process of a proverb7.R.5L- Analyze proverbs in culture7.R.2L- Determine a proverb with details.7.R.3L- Describe proverb according to culture, wisdom and beliefs.7.R.2L- Determine proverb with details7.R.3L- Describe proverb using humorous dialog.7.R..6L- Explain development of proverb through narration7.R.1- Read text of proverbs7.W.4- Develop and strengthen writing processAcademic Strategy Instructional Strategy and PhaseObjectiveThe student shares cultural proverbs and wisdom of family members’ experiences accurately. Oral conversations and comprehension of proverbs of family members experiencesThe student discusses proverbs from Puerto Rico to identify culture and beliefs with examples developed in groups effectively.. The student selects a proverb or creates his/her own lesson that shares an important part of Puerto Rican culture or other countries beliefs to his/her classmates.The student will add humorous dialogue and magic or unreal events that lead to solution of the problem.The student will peer edit and self-assess published work using rubric ( Attachment 7.1 Writing Tool- folktale Rubric)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 ThinkingInitial ActivitiesThe teacher will complete routine activities and review previous class. Introduction of cultural proverbs sharing experiences with examples. The teacher completes routine activities and reviews previous class. An introduction of culture and beliefs through Proverbs is given through a matching of parts of proverbs for students to complete and discuss cultural beliefs ( proverbs used are to develop awareness of cultural beliefs of country or countries) Websites with Puerto Rican proverbs.yale.edu/ynhti/curriculum/.../91.02.06.x.htmling/article.cfm?ref..The teacher completes routine activities and reviews previous class. Instructions for writing proverbs with cultural identity through examples are to be discussed.The teacher will complete routine activities and review previous class. Instructions of integrating humorous dialogue and magic or unreal events.The teacher will complete routine activities and review previous class. Instructions with rubric on peer editing given in attachment 7.1Development ActivitiesA discussion and comparison of cultural proverbs and wisdom with family members experiences through Proverb guide questions:(Questions are to be related to proverbs- for example: What advice does the proverb give?How does the proverb relate to your country?How does the proverb relate to other countries?How does proverb relate to family experiences?Compare country and other countries with proverb given to each student or in pairs. The student identifies proverbs from examples provided by teacher (attachment- Sample Lesson 7.1) Each student or pairs will present a proverb from Puerto Rico and discuss beliefs and importance.The student creates his/her lesson proverb that shares Puerto Rican culture or beliefs with guide questions:Does the proverb relate to country?What is the cultural identity of proverb?The student will integrate humorous events writhing proverb lesson that shares Puerto Rican culture and beliefs.The students will share work with peers for peer and self edit assessment with rubric 7.1 writing tool.Closing ActivitiesThe student reviews proverbs and importance to cultural identity with family experience examplesThe student will discuss orally and review proverbs.Link: proverbs written by students and integration of cultural awareness and beliefsThe student will revise work to include elements of proverb, beliefs, culture awareness, and humorous events.The student will discuss peer editing rubrics to gain insight on beliefs and culture of Puerto Rico.Formative Assessment – Other evidenceActivity Proverb examples from family experiences.( Attachments of folktales and proverbs for importance of cultural identity to be used or others by teacher)Attachment 7.1 Proverbs in Sample LessonsPerformance Task In Class– Create Proverb of Puerto Rican culturePerformance Task In Class - Create Proverb of Puerto Rican culture adding humorous dialogue and eventsPerformance Task- Editing and self -assessment with rubric- writing tool for Folktales.MaterialsHomeworkDifferentiated Instruction Strategies___ Special Education ___ LSP/LEP___ Section 504 ___ GiftedTeacher Reflection ................
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