Keystone Level D: Unit 3 Project EXCELL/North Kansas City ...



Keystone Level D: Unit 3 Project EXCELL/North Kansas City Schools | |

|Title of Unit/Big Idea: How can we tell what’s right? Time Frame: 4-8 weeks |

|Student Group: 9, 10, 11, 12 Developing ELL |

|WIDA ELP Standards: |

|Standard 1: English language learners communicate for social and instructional purposes within the school setting. |

|Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts. |

|Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science. |

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|MO Standards: |

|Goal 1, 5: Comprehend and evaluate written, visual, and oral presentations and works |

|Goal 2, 1: Plan and make written and oral and visual presentations for a variety of purposes and audiences. |

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|What essential questions will be considered? |What understandings are desired? |

| How can we tell what’s right? | |

|How are myths used to teach morals? |Literature can inspire ethical discussions that shape our actions.|

|Can Pluto really be considered a planet? | |

|Whom do you trust to give you advice? | |

|When do people have to fight for what they believe to be right? | |

|What key knowledge and skills will students acquire as a result of this unit? |

|Students will know…(content objectives) |Students will be able to…(language objectives) |

|How to read different types of text: fables, editorials, fiction, and non-fiction (social |Write a persuasive essay using academic, literary and key |

|studies). |vocabulary |

|How to identify problems and solutions, distinguish fact from opinion, identify author’s |Demonstrate reading comprehension through discussions and |

|purpose, summarize |questioning. |

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|Vocabulary Words: | |

|Academic : | |

|Literary: | |

|Key: | |

| | |

|Achievement consult | |

|Individual contrast | |

|Issue creative | |

|Pursue reveal | |

|Analyze | |

|Ethical | |

|Justify | |

|Principle | |

|Biased | |

|Debate | |

|Define | |

|Objectively | |

| | |

|Internal conflict | |

|Theme | |

|Moral | |

|motivation | |

|Auditorium | |

|Concert | |

|Congregation | |

|Determination | |

|Injustice | |

|Spirituals | |

|Astronomy | |

|Celestial | |

|Eccentric | |

|Proposed | |

|Revolution | |

|terrestrial | |

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|Language Structures: | |

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|Assessment Evidence |

|Performance Tasks: |Other Evidence: |

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|Fictional narrative writing |Reading Selection Test |

|Unit Projects |Unit Test |

|Radio Commercial | |

|TV Interview | |

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|Learning Plan |

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|Part 1 |

|Part 2 |

|Part 3 |

|Part 4 |

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|Introduction |

|134-139 |

|150-153 |

|162-165 |

|174-177 |

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|Reading |

|140-145 |

|154-157 |

|166-169 |

|178-181 |

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|Practice Book |

|65-71 |

|72-78 |

|79-85 |

|86-92 |

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|Wrap-up |

|146-147 |

|158-159 |

|170-171 |

|182-183 |

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|Writing |

|148-149 |

|160-161 |

|172-173 |

|184-185 |

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|Approximate Time 3-6 class periods 3-6 class periods 3-6 class periods 3-6 class periods |

|Required: |

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|Unit Wrap-up |

|Link the |

|Readings |

|Projects |

|Further Reading |

|L & S Workshop |

|Writing Workshop |

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|3 |

|186 |

|187 |

|187 |

|188-189 |

|190-193 |

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|Approximate Time Discretionary Discretionary Discretionary 1-2 class periods 3-6 class periods |

|Required: |

|Text and Text Support Materials: |

|Keystone Level D |

|Practice Book |

|Reader’s Companion |

|Keystone Video |

|Keystone Audio and Computer CD |

|The Interpreter (P) by Charles Randolph |

|The House on Mango Street by Sandra Cisneros |

|Walk Two Moons by Sharon Creech |

|Supplementary Materials (Available to Support Learning Plan): |

|United Streaming |

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|Smithsonian Art Connection |

| (teacher created vocab. Games) |

|ae/keystone (resource for projects, writing fluency, reading fluency, video scripts, and all levels of keystone texts for additional for readings) |

|Pluto videos from |

|Clips of Marion Anderson singing on |

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Language Structures/Word Analysis:

Synonyms; superlative adjectives; uses of would; long and short vowels; some and indefinite pronouns; prefixes; modal must; irregular plurals

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