Documente Academic
Documente Profesional
Documente Cultură
Rationale: This unit is a scaffolded multi-genre writing unit about social issues. It
will fall in December because the three different genres of writing used
argumentative, informational, and personal narrativewill be taught in the earlier
four months of the school year. The goal of this unit is for students to explore
social issues that affect the real world and their personal lives through their ability
to write in these different genres. By writing in multiple genres about issues that
affect them personally, the students will be able to find the connection between the
individual genres of writing, the writing processes, and themselves as peers in the
same classroom working towards the same goal. Students will learn the
significance of supporting arguments with evidence across genres and finding the
connectedness in these genres and arguments.
Assessment:
Formative:
Summative:
25 26 27 28 29 30 31
LESSON PLAN 1
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
AZCCRS: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
e. Provide a concluding statement or section that follows from and supports the argument presented. (910.W.1)
AZCCRS: 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions...
d. Use precise language and domainspecific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
AZCCRS: 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well
structured event sequences.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
AZCCRS: 1. Initiate and participate effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse
partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
ISTE-S: 2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
ISTE-S: 6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and
operations.
Objectives (Explicit): Use Blooms verbiage and formula
SWD application of multi-genre writing through the use of argumentative, informational, and narrative aspects by writing a reflection
about a thought-provoking image based on prior knowledge; personal opinions, thoughts, and ideas, and information provided during class.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)
Originality 20
Descriptive Details 10
Specified Image 6
Required Length 4
Grammar/Conventions 2
Total: 40
30/40 = mastery
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
Write a quick-write on a spoken word poem about social issues and discrimination.
Share ideas with a partner and the class both verbally and electronically.
Write notes on how to respond to art.
Write about what they see in a specified image for evidence of mastery.
Key vocabulary: Materials/Technology Resources to be Used:
Argumentative YouTube
Narrative Menti.com
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations during your instructional input/teaching?
If student does not complete the quick-write, teacher will talk with them during the pair and share. If a group of students do not
respond to the think-pair-share, teacher will work with them during independent practice.
Directions written on the projector and on the white board. Directions written on the paper for students who need it in front of them.
Individual help to students who dont understand the question.
5 MINS Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is ready to move onto
independent practice? And how are you going to differentiate if they do not understand?
Ask the students questions that they can answer as a class. Have other students paraphrase and repeat the answers to ensure understanding.
If student seems to be struggling with the assignment, teacher will work with them individually.
Work through demonstration first with the students, having them highlight the four different parts that they need to include so that they
understand the requirements.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential questions will they reflect on in
their closure of the lesson?
Explain the importance of using your own judgement to interpret art in all forms, whether it be words, pictures, or videos. This helps you to convey
arguments, which you use every day, whether they be in the form of information that youve learned or personal narrative experiences that you can share.
THINK!
FREE-WRITE
What do you see? In two minutes, write about what you saw, felt, and thought of
while watching the opening video. Write your initial reactions.
If you need help, respond to the following questions:
What is privilege? Where have you seen (or not seen) privilege in your life?
PAIR!
TALK WITH YOUR PARTNER
ABOUT WHAT YOU WROTE
SHARE!
GO TO MENTI.COM
CODE: 38 28 02 submit
ENTER THREE WORDS
DEMONSTRATION
5.
I chose to respond to image five, which depicts a human figure standing in a dark room looking through a
periscope shaped and colored like the Facebook logo. The periscope, which appears to be shooting out of
a barred window, is attached to a door that assumedly leads outside of the dark room. The door is open so
that the human could probably leave, and it is bright and grassy outside. This photo resonated with me
personally because I feel that there is a social issue around people receiving all of their outside knowledge
from social media instead of going outside and experiencing life for themselves. This specifically applies
to cultural groups, which have been systematically discriminated against based on stereotypes that are
typically spread through different kinds of media. While other people can leave the door to see that not all
people of different cultures are as they appear on media, the people who stay inside the dark rooms
looking through the lens of social media all of the time are only getting the single story glimpse of these
different cultures. This causes them to adopt these stereotypes for their own because they dont have any
other story of these people to go off. For example, I have experienced this false single-story in my own
life. Coming from a small town in Pennsylvania, I was constantly surrounded by stereotypes of white,
straight, cisgender men and women who were typically very conservative and traditional individuals.
Although I didnt personally adopt some of their opinions of different races, I often felt curious about
them and wondered if they were true or not. Upon moving to Arizona and attending Arizona State, I was
soon able to meet and befriend hundreds of peoples of different races, cultures, and religions that proved
that these social media stereotypes were false all along.
What do you see?
Sometimes we can be looking at the same exact picture or story as somebody else and see
two completely different things or feel two completely different ways. It is important to
understand and respect different opinions and the fact that no two people will think, see, or
write exactly alike.
Below are four images, each of which are thought provoking and can be somehow related to a
controversial social issue or idea. Choose one in particular that you would like to work with
for this assignment.
Steps:
1. Choose one of the pictures below that you find most interesting, one that provokes a
thought or feeling for you. Make sure that it is one you will feel comfortable writing and
sharing ideas about.
2. On one side of notebook paper, specify the picture number that you are working with
and then construct a response to the image.
3. Write about what social issue you believe that this image is portraying, focusing on
what you can see, feel, and think about while looking at the image.
4. Use descriptive language to describe the photo and the emotions it creates.
5. There is no right or wrong answer--just your own opinions, thoughts, and ideas.
1. 2.
3. 4.
LESSON PLAN 2
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
AZCCRS: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Gradespecific expectations for writing types are defined in standards 13 above. (910.W.4)
AZCCRS: 1. Initiate and participate effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse
partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
AZCCRS: 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 910 reading and
content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words
position or function in a sentence) as a clue to the meaning of a word or phrase.
Objectives (Explicit): Use Blooms verbiage and formula
SWD understanding of vocabulary words by writing a free-write that demonstrates their ability to use the words in context with a prompt.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)
Students will respond to the question in a free-write: How would you respond to the question what are you? using at least 4 of the 6 words in context. It
will be half a page long written.
Originality 5
Length 5
Use of terms 5
Total: 15
12/15 = Mastery
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
Students will write down vocabulary words and definitions and then write a keyword a picture to help them remember it.
Students will study the words with their peers.
Students will write a free-write based on a prompt, using the vocabulary words correctly in context.
Key vocabulary: Materials/Technology Resources to be Used:
Vacant, Stewardess, Hollowness, Grimaces, Ashamed, Mnemonic flash cards (index cards)
Mulatto
Paper
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Explain that the class will be reading a story relevant to social issues like we have previously been talking about in class. Have a short discussion re-cap of the
last lesson and how the students reflected on it over the weekend.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations during your instructional input/teaching?
Ask students what they think these words mean. Have other students paraphrase meanings of others to ensure understanding.
Have the words on the projector and white board. They will also be read aloud.
Demonstrate how to fill out the mnemonic cards on the back with definition, keyword, and picture. Provide examples for students who do
not understanding the concept.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is ready to move onto
independent practice? And how are you going to differentiate if they do not understand?
Students who are struggling to understand the words during practice will work with the teacher to study them after a short time.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations?
Students who cannot respond to the question will be asked for evidence of mastery through a written or oral vocabulary quiz rather than
the written one.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential questions will they reflect on in
their closure of the lesson?
Explain the diversity of life that exists everywhere, inside and outside of the classroom and how insensitive it is to ask people certain questions.
Short Story So What Are You, Anyway? By Lawrence Hill
http://www.mscruz.yolasite.com/resources/5.%20So%20What%20Are%20You%20Anyway.pdf
4. Discuss the significance of the title and how it relates to the theme of the
story. Support your answer with two quotes from the story.
5. Describe the setting and explain how it impacts the reader of the story.
8. Are the Nortons depicted as racist or curious by the author? Explain using
the text to support answer.
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
SWD analysis and support of a central theme in multiple sources such as stories, news articles, and personal examples by creating a multi-
page website that shows their use of argumentative, informational, and personal narrative writing.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
Informational Weebly
Narrative Laptops
Reflection
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Explain that the class will be creating a website that uses their knowledge of the story previously read and the paper that they wrote about the story. The goal
of the website is to continue exploration of social issues like we have previously been talking about in class by using multiple genres of writing. Have a short
discussion re-cap of the last 1-page assignment and how the students reflected on it over the weekend.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations during your instructional input/teaching?
Ask students questions to check for understanding of the requirements (why they are required to do certain parts)
If students cannot follow along with the group, they will be given their own computer to follow along with the teacher or come up to the
computers desk to watch first-hand.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations?
Students who struggle with using the technology will work individually with the teacher for 1-1 instruction to the new technology.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential questions will they reflect on in
their closure of the lesson?
Explain to students that they will be working on this project for the next week and have a draft of it due on the following Monday for peer editing. Each day,
they will be required to show evidence that they completed a part of the website.
Explain that this is similar to how real-world jobs will work with individual responsibilities, deadlines, and memos to prove that work progress has been
completed. Additionally, the three different writing styles can be used throughout life to support arguments in their everyday life.
Demonstration website
http://willinghamb2016.weebly.com/
LESSON PLAN 4
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
SWD appraisal and critiques of other students Weebly websites by filling out the grade sheet for each of the other groups websites,
giving each group a certain point amount for each of the requirements and providing a two-sentence justification with suggestions for revision and
editing.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)
Students will be graded on whether or not they brought a completed website to class and completed all of the other groups peer edits.
5 website completed
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
Students will write grades and reasoning for those grades on the grade sheet for the other groups websites.
Key vocabulary: Materials/Technology Resources to be Used:
Argumentative Weebly
Narrative Laptops
Reflection
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Re-cap the goal and requirements of the website. State the objectives for todays peer-editing class.
Pass out peer-editing sheets so that each group can rotate to every groups laptop.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations during your instructional input/teaching?
The instructions that were given orally will also be on the whiteboard for those students who need to see them visually or those who also
need reminders throughout the class period.
Ask if there are any questions about the process.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is ready to move onto
independent practice? And how are you going to differentiate if they do not understand?
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need differentiation or
accommodations?
Students who dont understand what steps to take will be advised by the teacher 1-1.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential questions will they reflect on in
their closure of the lesson?
Explain that they will now be able to revise their website based on their peers advice before they present their finalized website to the class.
Real-world connection: it is important to take other peoples advice and feedback into consideration before completing final projects in college or the workplace so that you get an
additional viewpoint to catch any errors that you didnt find by yourself. This will help prevent the embarrassment of your professors or bosses finding these errors instead of a
fellow peer.
Name:
Create a group website that synthesizes knowledge about social issues, three
different styles of writing, and real world and personal examples.
There are three main components: theme page, real-world page, and personal
page.
Grade Sheet
/4 Home page: All of the group members name are on it, and there is a summary of the project
(2-3 sentences).
4 Works Cited page: All of the links of websites used for information and photos must be on this
page.
/2 Division of Labor page: This page must list the parts of the project with the name of the
group member who did each part.
/30 Presentation:
__/5 Content: The presentation opens with a summary of their theme and is organized
appropriately.
__/10 Equality: Each group talks about their parts on each page
__/10 Verbal and Non-verbal Skills: each group member shows verbal and non-verbal
presentation skills, including eye contact, body language, poise, and enthusiasm.
__/5 Originality and creativity
/100 Total
Comments:
Group Website: ___________________________ Group Editing: _______________________________
Create a group website that synthesizes knowledge about social issues, three
different styles of writing, and real world and personal examples.
There are three main components: theme page, real-world page, and personal
page.
/4 Home page: All of the group members name are on it, and there is a summary of the project
(2-3 sentences).
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4 Works Cited page: All of the links of websites used for information and photos must be on this
page.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
/2 Division of Labor page: This page must list the parts of the project with the name of the
group member who did each part.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
/70 Total
Comments:_______________________________________________________________________
_____________________________________________________________________________________