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Region: __________________ District: ________________________

School: __________________ Reform Strategy: _________________

Unit Theme: 12.1 My Journey so Far Week: # 1

Teacher: Subject: English Grade: 12th Date: From _____________ to _____________ 20____

Desired Result
Enduring Understanding
EU1. Societal, cultural, and institutional change and growth come from our personal journeys over time.
EU2. People learn about themselves through their journeys.
EU3. Authors use journeys to develop plot, character, and theme.
EU4. To get the most out of what they read, active readers learn and apply a variety of strategies.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Before and After
2. Flash-Forward/Flashback Narrative
Learning Plan
Suggested Learning Activities:
Day 1 Day 2 Day 3 Day 4 Day 5
Standards Listening & Speaking Listening & Writing Listening & Speaking Listening & Speaking Reading & Writing

Expectations 12.L.1, 12.S. 5 & 12.S.6 12.L.1, 12.W.3 & 12.W.8 12.L.1 & 12.S.1 12.L.1 & 12.S.1 12.R.5L, 12.W.3 &12.W.8

Academic Strategy

Instructional Strategy and Phase

The student reads and identifies The student reads high-interest Student will explain, defend or Student will explain, defend or The student reads the different
biographies, memoirs, and/or biographies, memoirs, and/or challenge orally their challenge orally their parts of the story and puts them
Objective
personal narratives in an personal narratives. arguments on the quotation arguments on the quotation in the correct order.
exercise. chosen. chosen.
___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory ___ Recall / Memory
___ Skill / Concept ___ Skill / Concept ___ Skill / Concept ___ Skill / Concept ___ Skill / Concept
Depth of Knowledge (DOK)
___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking ___ Strategic Thinking
___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking ___ Extended Thinking
*Attendance *Attendance *Attendance *Attendance *Attendance
*Announcements *Announcements *Announcements *Announcements *Announcements
*Routine: Date/Greeting *Routine: Date/Greeting *Routine: Date/Greeting *Routine: Date/Greeting *Routine: Date/Greeting
Initial Activities
*Brainstorming *Brainstorming *Brainstorming *Brainstorming *Brainstorming
*Other: *Other: *Other: *Other: *Other:
The teacher will begin the class The teacher will begin the class The teacher will begin the class *Review the vocabulary learned *Review the vocabulary learned
Desired Result
Enduring Understanding
EU1. Societal, cultural, and institutional change and growth come from our personal journeys over time.
EU2. People learn about themselves through their journeys.
EU3. Authors use journeys to develop plot, character, and theme.
EU4. To get the most out of what they read, active readers learn and apply a variety of strategies.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Before and After
2. Flash-Forward/Flashback Narrative
Learning Plan
Suggested Learning Activities:
exploring what the students know reviewing yesterday’s class on reviewing last week’s work. The from prior day. from prior day.
about biographies, memoirs, and types of writings. The teacher will teacher will continue to elicit *Teacher will ask questions in *Teacher will ask questions in
personal narratives. The continue to elicit student’s prior student’s prior knowledge on order to elicit prior knowledge order to elicit prior knowledge
students will write what they know knowledge on what they have what they have learned. on yesterday’s work. on yesterday’s presentations.
on a cardboard or brown paper. learned.
* In groups, students will identify * Teacher begins discussing what * Student will explain, defend or *Student will explain, defend or *The teacher provides each
different types of writing of the are quotations about journeys (see challenge orally their challenge orally their student or groups all of the
activity given. (Teacher will give other evidence Journal Entry arguments on the quotation arguments on the quotation parts of a short story which are
the students an exercise with Responses to Quotations about chosen. chosen (continue). not in chronological order.
different types of paragraphs: e.g. Journeys). *The student reads the different
personal narrative, biography, *The student writes a short parts of the story. Then, he/she
memoirs, and add a distracter or argument defending or challenging tries to place the parts in the
two example: play and/or a quotation related to the theme of correct order, so the story flows
expository and the students will journeys (see Learning Activities or in a logical sequence. When
identify the types of readings). http://www.joyofquotes.com/journey the student is satisfied with
Development Activities _of_life_quotes.html for ideas). The his/her reconstructed story, the
student supports his/her response student tapes sections together
with details from the text. in the correct order. The
*The teacher chooses various student uses a master copy of
biographies, memoirs, and the story to check his/her work.
personal narratives to read aloud to *Teacher explains the parts of
the class. The student records titles the story.
and pages read in his/her Reading
Log and writes short responses
(assigned by the teacher) in his/her
Response Log.
*Check student’s work *Review and summarize what the *Review and summarize what *Review and summarize what *The student will name identify
*Class summary students have learned. the students have learned the students have learned each part in his/her story.
Closing Activities
*Other: *Review vocabulary learned *Review vocabulary learned *Review vocabulary learned *Review and summarize what
*Other: *Other: *Other: the students have learned
Desired Result
Enduring Understanding
EU1. Societal, cultural, and institutional change and growth come from our personal journeys over time.
EU2. People learn about themselves through their journeys.
EU3. Authors use journeys to develop plot, character, and theme.
EU4. To get the most out of what they read, active readers learn and apply a variety of strategies.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Before and After
2. Flash-Forward/Flashback Narrative
Learning Plan
Suggested Learning Activities:
*Review vocabulary learned
*Other:
Reading Response Log Reading Response Log Reading Response Log Rubric Rubric
Formative Assessment – Other
Other: Other: Other Other Other
evidence
*Notebooks *Notebooks *Newspaper *Power point presentation *Power point presentation
*Other: *Other: *Websites *Board *Board
Materials *Notebooks *Computer *Computer
*Other: *Notebooks *Notebooks
*Other: *Other:
Homework

Differentiated Instruction
Strategies

___ Special Education


___ LSP/LEP
___ Section 504
___ Gifted

Teacher Reflection