Documente Academic
Documente Profesional
Documente Cultură
Unit Theme:12.2 Walking into the Future Date: Semester II Period: 6 weeks Teacher:
Subject: English
Reform Strategy (PCEA):
Grade: 1 2 3 4 5 6 7 8 9 10 11 12
Transversal Theme: Cultural Identity Civic and Ethic Education Education for Peace Environmental Education Technology and Education
Education for Work
Integration: Spanish English Social Studies Science Math Fine Arts Physical Education Health Sciences Technology
Transfer Objective (T) and Acquisition (A)
T1. At the end of this unit, the student will be able to use his/her knowledge of research skills and the writing process to effectively demonstrate information
about careers. The student will explore and examine career topics of interest and find sites and sources to read and cite and people to interview in preparation
for the research writing and presentation. The student will demonstrate understanding of appropriate speech registers—formal and informal.
The student acquires skills to...
A1. Demonstrate comprehension of oral presentations and discussions on a variety of social, academic, college, and career topics by asking and answering
questions that show thoughtful consideration and extension of the ideas or arguments.
A2. Plan and deliver a variety of oral presentations and reports on social, academic, college, and career topics that present evidence and facts to support ideas
using growing understanding of formal and informal registers.
A3. Evaluate, analyze, research/synthesize, and document inferences and conclusions drawn from in-depth critical reading of appropriate texts and viewing of
multimedia (when available). Examine ideas, increasingly complex phenomena, processes, and relationships within and across texts.
A4. Conduct sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation and college profile research (for job
and university search).
EQ1. How do our personal journeys shape society, culture and our work and vice versa?
EU1. Societal, cultural, and institutional change and growth come from our personal journeys over time and influence society as well as our work.
EQ2. What does it mean to be career-minded?
EU2. Successful, career-minded people identify goals and research steps towards meeting those goals.
EQ3. How do my questions and interests guide my research and findings?
EU3. Good research papers are guided by personal questions, include information collected from multiple sources and cited with specific evidence.
PERFORMANCE TASK ACTIVITIES
Day
1
WEEK
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.R.1 12.R.7I 12.W.4 12.R.1 12.R.7I 12.W.4 12.R.1 12.R.7I 12.W.4 12.R.1 12.R.7I 12.W.4 12.R.1 12.R.7I 12.W.4
2 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b
Learning Activity: Learning Activity: Learning Activity:
WEEK.
The student will continue to Learning Activity: Learning Activity: The student will continue to
record titles and pages read of As a class, the summaries The teacher gives the class a record titles and pages read of
the books he/she reads The student reads multiple should be printed, alphabetized, vocabulary quiz about career the books he/she reads
individually. The class works reviews of a college or and compiled into an names and career-related individually. The class works
together to compile a book of university and completes a T- informational resource that can vocabulary (teacher-created together to compile a book of
occupational summaries. Each chart with column headings of be kept in the classroom or in based on vocabulary taught occupational summaries. Each
student writes summaries of “Fact” and “Opinion” with the school library as a during the unit). student writes summaries of
three different occupations of examples from the reviews. reference for other students. The student will continue to three different occupations of
their interest. (The teacher may This resource provides useful record titles and pages read of their interest.
decide to have the student write Performance Task: organizers for note-taking, the books he/she reads
more than three summaries.) referencing citations and individually. The class works Performance Task:
The student can use attachment Occupational Summaries keeping on track to complete together to compile a book of Occupational Summaries
12.2 Performance Task – Note- assignments. occupational summaries. Each
Taking to record information http://www.readwrite student writes summaries of
gathered while reading about think.org/classroom- three different occupations of
the different careers. resources/lesson-plans/wading- their interest.
The student should organize through-teaching-internet-
each summary into an 983.html?tab=4#tabs Performance Task:
appropriate expository essay Occupational Summaries
format. Performance Task:
Performance Task: Occupational Summaries
Occupational Summaries
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
3 12.R.1 12.R.7I 12.W.5 12.R.1 12.R.7I 12.W.5 12.R.1 12.R.7I 12.W.5 12.R.1 12.R.7I 12.W.5 12.R.1 12.R.7I 12.W.5
12.W.6 12.LA.1 12.LA.1b 12.W.6 12.LA.1 12.LA.1b 12.W.6 12.LA.1 12.LA.1b 12.W.6 12.LA.1 12.LA.1b 12.W.6 12.LA.1 12.LA.1b
WEEK
12.LA.2a 12.LA.2b 12.LA.2a 12.LA.2b 12.LA.2a 12.LA.2b 12.LA.2a 12.LA.2b 12.LA.2a 12.LA.2b
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Writing Process – Editing The student uses attachment The student chooses one In the essay, the student must: Identify both the public and
The student practices spotting 12.2 Learning Activity – Self career to focus on for this Identify the title of the chosen private settings that provide
mistakes in writings by editing and Peer Editing to review project. He/she uses books, career. employment for the career.
the paragraphs on the printable paragraphs or essays written by websites, and personal Provide a job description for Identify the starting pay and
worksheets found here: their peers (or themselves). interviews to find information the career. expected maximum pay for the
http://www.superteacher This checklist should also be about the career. List and explain the necessary career.
worksheets.com/proofreading.ht used when editing essays and The student should compile skills required to perform the Identify and explain jobs you
ml. He/she practices using basic paragraphs for the performance their information and use duties of the career. can do while in high school and
editing marks to mark the tasks. attachment 12.2 Learning Identify the educational college that might build the
mistakes in the paragraphs. Performance Task: Activity – Outline Worksheet to requirements to obtain a job skills needed for the career.
Performance Task: organize their paper. and advance in that career Identify specific academic or
Career Option Research Paper Career Option Research Paper Performance Task: Performance Task: vocational schools that will
Career Option Research Paper Career Option Research Paper prepare one for the career.
Include what was learned from
the interviewee about the
career.
Performance Task:
Career Option Research Paper
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
4 12.L.1a 12.S.2 12.S.3 12.S.6 12.L.1a 12.S.2 12.S.3 12.L.1a 12.S.2 12.S.3 12.L.1a 12.S.2 12.S.3 12.L.1a 12.S.2 12.S.3 12.S.6
12.LA.1b 12.LA.2a 12.S.6 12.LA.1b 12.LA.2a 12.S.6 12.LA.1b 12.LA.2a 12.S.6 12.LA.1b 12.LA.2a 12.LA.1b 12.LA.2a
WEEK Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
The student will be evaluated The student will continue to The student will continue to The student will continue to The student will continue to
on a teacher-created rubric or present their Career Option present their Career Option present their Career Option present their Career Option
attachment 12.2 Performance research orally to the class. (If research orally to the class. (If research orally to the class. (If research orally to the class. (If
Task – Career Project Rubric. computers and projection computers and projection computers and projection computers and projection
The student will present their equipment are available, the equipment are available, the equipment are available, the equipment are available, the
Career Option research orally to student should produce a student should produce a student should produce a student should produce a
the class. (If computers and Power Point presentation to Power Point presentation to Power Point presentation to Power Point presentation to
projection equipment are support his/her oral support his/her oral support his/her oral support his/her oral
available, the student should presentation.) The student presentation.) The student presentation.) The student presentation.) The student
produce a Power Point should incorporate his/her own should incorporate his/her own should incorporate his/her own should incorporate his/her own
presentation to support his/her opinions into the presentation. opinions into the presentation. opinions into the presentation. opinions into the presentation.
oral presentation.) The student (For example, “I think the salary (For example, “I think the salary (For example, “I think the salary (For example, “I think the salary
should incorporate his/her own for teachers is not very high for teachers is not very high for teachers is not very high for teachers is not very high
opinions into the presentation. considering how important their considering how important their considering how important their considering how important their
(For example, “I think the salary job is.”) job is.”) job is.”) job is.”)
for teachers is not very high Performance Task: Performance Task: Performance Task: Performance Task:
considering how important their Career Option Research Paper Career Option Research Paper Career Option Research Paper Career Option Research Paper
job is.”)
Performance Task:
Career Option Research Paper
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
5 12.L.1a 12.S.2 12.S.3 12.S.6 12.L.1a 12.S.2 12.S.3 12.S.6 12.L.1a 12.S.2 12.S.3 12.S.6 12.L.1a 12.S.2 12.S.3 12.S.6 12.L.1a 12.S.2 12.S.3 12.S.6
12.LA.1b 12.LA.2a 12.LA.1b 12.LA.2a 12.LA.1b 12.LA.2a 12.LA.1b 12.LA.2a 12.LA.1b 12.LA.2a
WEEK
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
The student will continue to The student will continue to The student will continue to The student will continue to The student will continue to
present their Career Option present their Career Option present their Career Option present their Career Option present their Career Option
research orally to the class. (If research orally to the class. (If research orally to the class. (If research orally to the class. (If research orally to the class. (If
computers and projection computers and projection computers and projection computers and projection computers and projection
equipment are available, the equipment are available, the equipment are available, the equipment are available, the equipment are available, the
student should produce a Power student should produce a student should produce a student should produce a student should produce a
Point presentation to support Power Point presentation to Power Point presentation to Power Point presentation to Power Point presentation to
his/her oral presentation.) The support his/her oral support his/her oral support his/her oral support his/her oral
student should incorporate presentation.) The student presentation.) The student presentation.) The student presentation.) The student
his/her own opinions into the should incorporate his/her own should incorporate his/her own should incorporate his/her own should incorporate his/her own
presentation. (For example, “I opinions into the presentation. opinions into the presentation. opinions into the presentation. opinions into the presentation.
think the salary for teachers is (For example, “I think the salary (For example, “I think the salary (For example, “I think the salary (For example, “I think the salary
not very high considering how for teachers is not very high for teachers is not very high for teachers is not very high for teachers is not very high
important their job is.”) considering how important their considering how important their considering how important their considering how important their
Performance Task: job is.”) job is.”) job is.”) job is.”)
Career Option Research Paper Performance Task: Performance Task: Performance Task: Performance Task:
Career Option Research Paper Career Option Research Paper Career Option Research Paper Career Option Research Paper
Standards and expectations Standards and expectations Standards and expectations Standards and expectations
WEEK 6
Standards and expectations 12.W.5 12.W.6 12.LA.1 12.W.5 12.W.6 12.LA.1 12.W.5 12.W.6 12.LA.1 12.W.5 12.W.6 12.LA.1
12.W.5 12.W.6 12.LA.1 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b 12.LA.1b 12.LA.2a 12.LA.2b
12.LA.1b 12.LA.2a 12.LA.2b Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Learning Activity: The student writes a response The student writes a response The student writes a response The student writes a response
The student writes a response to each presentation in which to each presentation in which to each presentation in which to each presentation in which
to each presentation in which he/she sorts and prioritizes the he/she sorts and prioritizes the he/she sorts and prioritizes the he/she sorts and prioritizes the
he/she sorts and prioritizes the information learned and information learned and information learned and information learned and
information learned and identifies three facts and one identifies three facts and one identifies three facts and one identifies three facts and one
identifies three facts and one opinion from each presentation. opinion from each presentation. opinion from each presentation. opinion from each presentation.
opinion from each presentation. • The presentations are • The presentations are • The presentations are • The presentations are
• The presentations are assessed using a rubric and the assessed using a rubric and the assessed using a rubric and the assessed using a rubric and the
assessed using a rubric and the responses will be informally responses will be informally responses will be informally responses will be informally
responses will be informally assessed for comprehension of assessed for comprehension of assessed for comprehension of assessed for comprehension of
assessed for comprehension of fact and opinion using an Exit fact and opinion using an Exit fact and opinion using an Exit fact and opinion using an Exit
fact and opinion using an Exit Slip. Slip. Slip. Slip.
Slip. Performance Task: Performance Task: Performance Task: Performance Task:
Performance Task: Career Option Research Paper Career Option Research Paper Career Option Research Paper Career Option Research Paper
Career Option Research Paper