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. |
| |
|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 | |
| | |
| | |
| | |
|Language Structures: | |
| | |
| | |
|Assessment Evidence |
|Performance Tasks: |Other Evidence: |
| | |
|Fictional narrative writing |Reading Selection Test |
|Unit Projects |Unit Test |
|Radio Commercial | |
|TV Interview | |
| | |
| | |
| | |
|Learning Plan |
| |
| |
|Part 1 |
|Part 2 |
|Part 3 |
|Part 4 |
| |
|Introduction |
|134-139 |
|150-153 |
|162-165 |
|174-177 |
| |
|Reading |
|140-145 |
|154-157 |
|166-169 |
|178-181 |
| |
|Practice Book |
|65-71 |
|72-78 |
|79-85 |
|86-92 |
| |
|Wrap-up |
|146-147 |
|158-159 |
|170-171 |
|182-183 |
| |
|Writing |
|148-149 |
|160-161 |
|172-173 |
|184-185 |
| |
| |
|Approximate Time 3-6 class periods 3-6 class periods 3-6 class periods 3-6 class periods |
|Required: |
| |
|Unit Wrap-up |
|Link the |
|Readings |
|Projects |
|Further Reading |
|L & S Workshop |
|Writing Workshop |
| |
|3 |
|186 |
|187 |
|187 |
|188-189 |
|190-193 |
| |
| |
|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 |
| |
|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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