Unit Title:



|Unit Title: |Tasting the Sky! |

|Pillar Focus: |* Community |Time Frame: |*2/2 - 4/20 |

|Significant Concepts/ |Israeli-Palestinian conflict |

|BIG Ideas: |struggle, poverty and war |

| |Middle East |

| |Narrative writing |

| |Video with a message |

| |Reading literature |

| |Vocabulary |

| |Refugees |

| |Oppression |

|Unit Questions: |*Factual: How does it feel to experience war and struggle? |

|Standards |POWER standards: |PS.1 Reading Literature |

|and Content: | | |

| |PS.1 Reading Literature |Subject-Specific Content Standards and Knowledge: |

| |PS.3 Writing Standards |RL.9-10.1. Cite evidence to support analysis of what the text says explicitly as well as |

| |PS.4 Speaking and Listening |inferences drawn from the text. |

| |PS.5 Language Standards |RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its |

| |PS.6 Personal Engagement |development over the course of the text, ; provide an objective summary of the text. |

| | |RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, |

| | |including figurative and connotative meanings; (e.g., how the language evokes a sense of |

| | |time and place; how it sets a formal or informal tone). |

| | | |

| | |RL.9-10.6. |

| | |Analyze a particular point of view or cultural experience reflected in a work of |

| | |literature from outside the United drawing on a wide reading of world literature. |

| | | |

| | |W.9-10.3. Write narratives to develop real or imagined experiences or events using |

| | |effective technique, well-chosen details, and well-structured event sequences. |

| | |Engage and orient the reader by setting out a problem, situation, or observation, |

| | |establishing one or multiple point(s) of view, and introducing a narrator and/or |

| | |characters; create a smooth progression of experiences or events. |

| | |Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple |

| | |plot lines, to develop experiences, events, and/or characters. |

| | |Use a variety of techniques to sequence events so that they build on one another to create|

| | |a coherent whole. |

| | | |

| | |Use precise words and phrases, telling details, and sensory language to convey a vivid |

| | |picture of the experiences, events, setting, and/or characters. |

| | |Provide a conclusion that follows from and reflects on what is experienced, observed, or |

| | |resolved over the course of the narrative |

| | | |

| | | |

| | |W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, |

| | |rewriting, or trying a new approach, focusing pecific purpose and audience. |

| | |W.9-10.6. Use technology, including the Internet, to produce, publish, and update |

| | |individual or shared writing products, taking advantage of technology’s capacity to link |

| | |to other information and to display information flexibly and dynamically. |

| | | |

| | | |

| | | |

| | |SL. 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and |

| | |logically such that listeners can follow the line of reasoning and the organization, |

| | |development, substance, and style are appropriate to purpose, audience, and task |

| | |SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, |

| | |and interactive elements) in presentations to and evidence and to add interest. enhance |

| | |understanding of findings, reasoning, |

| | | |

| | |SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of |

| | |formal English when indicated or appropriate. |

| | | |

| | |L.9-10.5. Demonstrate understanding of figurative language, word relationships, and |

| | |nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in |

| | |context and analyze their role in the text. Analyze nuances in the meaning of words with |

| | |similar denotations |

| | |L.9-10.6. Acquire and use accurately general academic and domain-specific words and |

| | |phrases, ; demonstrate independence in gathering vocabulary knowledge when considering a |

| | |word or phrase important to comprehension or expression. |

| | | |

| | |PE. Culture |

| | |Showing a sense of respecting, honoring, understanding and valuing the practices, ideas, |

| | |and experiences shared by a common groi-integral when building a community. |

| | | |

|Key Vocabulary: |Students will be tested on vocabulary words |

|Culminating Assessment: | Reading literature |

| | |

| |Role— Reading literature exam |

| |Audience— Teacher |

| |Format—Reading questions |

| |Task—Comprehension questions |

| | |

| |Writing |

| | |

| |Role—Biography/Narrative writer |

| |Audience— Teacher |

| |Format—Narrative story |

| |Task—Narrative writing |

| | |

| |Speaking and Listening |

| |Role: movie maker |

| |Audience: Teacher and peers |

| |Format: Movie |

| |Task: Sending out a message through media |

| | |

| |Language |

| | |

| |Role: Life-long vocabulary learner |

| |Audience: Teacher |

| |Format: Vocabulary |

| |Task: Vocabulary test |

| | |

| |PE |

| | |

| |Role: Culture learning |

| |Audience: classroom |

| |Format: formative progress tracker and participation |

| |Task: Earn points for formatives and participation |

|WRAC— |*Week1: WIDA practice |

|Writing and Reading Across |*Week2: WIDA testing and SAT practice |

|Curriculum: |*Week 3: Background on Tasting the sky |

| |Week4: Continue reading Tasting the Sky, |

| |Week5: (Reading summative)Writing process |

| |Week 6: (NARRATIVES DUE), Begin working on videos |

| |Week 7: Continue working on videos,(Videos due) Watch videos |

| |Week 8:Language usage week (Language summative) |

|Curricular Resources and |*Resources: Online resources, Of Mice and Men |

|Technology: | |

| |*Technology: Smartboard |

|Interdisciplinary |*This unit will contain topics and information related to social studies, history, and other social sciences. |

|Connections: | |

|Other Important |Mid winter break, Spelling bee, WIDA |

|Information: | |

|BACKWARDS |Week |* WIDA practice |*Monday: SNOW DAY |

|Planning: |1:Feb | |Tuesday: SNOW DAY |

| |2-6 | |*Wednesday: Scantron results, grades, missed work |

| | | |*Thursday: WIDA-Listening practice |

| | | |*Friday: WIDA-Writing practice |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 2: |WIDA and SAT |*Monday: Do-now, SPELLING BEE |

| |Feb 9-13| |Tuesday: Do-now , WIDA Testing, SAT English practice |

| | | |*Wednesday: Do-now, WIDA Testing, SAT Math practice |

| | | |*Thursday: Do-now , WIDA Testing, SAT Social studies |

| | | |*Friday: Do-now, SAT Science |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| | | | |

| |Week 3: |Background on Israeli-Palestinian |*Monday: NO SCHOOL |

| |Feb |conflict, Begin reading |Tuesday: NO SCHOOL |

| |18-20 | |*Wednesday: Do-now, KWL CHART using groups and jigsaw technique using articles. |

| | | |*Thursday: SNOW DAY |

| | | |*Friday: SNOW DAY |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teachers. They will |

| | | |receive a picture book of the story to help them better understand the plot of the story. |

| |Week 4:|* * Continue reading |*Monday: Do-now, PowerPoint on Background on Israeli-Palestinian conflict |

| |Feb | |Tuesday: Do-now , Watch documentary on 6-day war |

| |23-27 | |*Wednesday: Do-now, Begin reading historical note and Part one- A letter to no one. |

| | | |*Thursday: Do-now , Quiz on historical notes and general information. Continue reading chapters|

| | | |1-2 in reading groups. |

| | | |*Friday: Do-now, Pop quiz on chapters 1-2, continue reading chapter 3 in reading groups. |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 5:|*Reading groups and quizzes |*Monday: Do-now, Quiz on chapter 4, In-class reading on chapters 5-6, within reading groups |

| |March | |Homework chapter 7 |

| |2-6 | |Tuesday: Do-now, Quiz on chapter 7, In-class individual reading on chapters 8-9, Homework |

| | | |chapter 10 |

| | | |*Wednesday: Do-now, Quiz on chapter 10, In-class individual reading on chapters 11-13, Homework|

| | | |chapter 14 |

| | | |*Thursday: Do-now, Quiz on chapter 14, In-class individual reading on chapters 15-17, Homework |

| | | |chapters 18-19 |

| | | |*Friday: Do-now, Finish reading chapters 20-22, Review and discussion |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 6:|*Reading summative narrative Writing |*Monday: Do-now, Study day |

| |March |process |Tuesday: Do-now , READING SUMMATIVE |

| |9-13 | |*Wednesday: Do-now, Pass out narrative writing rubric, outlining the narrative |

| | | |*Thursday: Do-now , outlining and drafting |

| | | |*Friday: Do-now, Pep-rally, continue drafting |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 7:|*Message in a video |*Monday: Do-now (Figurative vs. literal meaning), Drafting |

| |16-20 | |Tuesday: Do-now (Similes) Peer review autobiography |

| | | |*Wednesday: Do-now (Metaphor) Second draft |

| | | |*Thursday: Do-now (personification) Final draft |

| | | |*Friday: Do-now,(hyperbole) NARRATIVES DUE, Pass out video rubric, show examples of videos |

| | | |with important messages |

| | | | |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 8:|*Planning, revising, editing Videos |*Monday: Do-now, (understatement) Begin outlining script for video |

| |March | |Tuesday: Do-now, (onomatopoeia) Begin recording video |

| |23-27 | |Wednesday: Do now- ( Idiom) Continue recording video |

| | | |*Thursday: Do-now (Pun) Begin editing video |

| | | |*Friday: Do-now, (Proverb) Continue editing video |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 9:|*Language usage |*Monday: Do-now, (oxymoron) Finalizing videos |

| |March | |Tuesday: Do-now , Watch, discuss and critique videos |

| |30-2 | |*Wednesday: Do-now, Watch, discuss and critique videos |

| | | |*Thursday: Do-now , LANGUAGE USAGE SUMMATIVE |

| | | |*Friday: Do-now, Spring break |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

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