Region: __________________
District: ________________________
School: __________________
Reform Strategy: _________________
Unit Theme: 12.1 My Journey so Far
Teacher:
Week: # 1
Grade: 12th
Subject: English
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
Standards
Listening & Speaking
Listening & Writing
Listening & Speaking
Expectations
12.L.1, 12.S. 5 & 12.S.6
12.L.1, 12.W.3 & 12.W.8
Date: From _____________ to _____________ 20____
Day 4
Listening & Speaking
Day 5
Reading & Writing
12.L.1 & 12.S.1
12.L.1 & 12.S.1
12.R.5L, 12.W.3 &12.W.8
Student will explain, defend or
challenge orally their
arguments on the quotation
chosen.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will begin the class
Student will explain, defend or
challenge orally their
arguments on the quotation
chosen.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
*Review the vocabulary learned
The student reads the different
parts of the story and puts them
in the correct order.
Academic Strategy
Instructional Strategy and Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
The student reads and identifies
biographies, memoirs, and/or
personal narratives in an
exercise.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will begin the class
The student reads high-interest
biographies, memoirs, and/or
personal narratives.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will begin the class
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
*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
about biographies, memoirs, and
types of writings. The teacher will
teacher will continue to elicit
personal narratives. The
continue to elicit student’s prior
student’s prior knowledge on
students will write what they know knowledge on what they have
what they have learned.
on a cardboard or brown paper.
learned.
* In groups, students will identify
* Teacher begins discussing what
* Student will explain, defend or
different types of writing of the
quotations about journeys are (see challenge orally their
activity given. (Teacher will give
other evidence Journal Entry
arguments on the quotation
the students an exercise with
Responses to Quotations about
chosen.
different types of paragraphs: e.g. Journeys).
personal narrative, biography,
*The student writes a short
memoirs, and add a distracter or
argument defending or challenging
two example: play and/or
a quotation related to the theme of
expository and the students will
journeys (see Learning Activities or
identify the types of readings).
http://www.joyofquotes.com/journey
Development Activities
_of_life_quotes.html for ideas). The
student supports his/her response
with details from the text.
*The teacher chooses various
biographies, memoirs, and
personal narratives to read aloud to
the class. The student records titles
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
*Class summary
students have learned.
the students have learned
Closing Activities
*Other:
*Review vocabulary learned
*Review vocabulary learned
*Other:
*Other:
from prior day.
*Teacher will ask questions in
order to elicit prior knowledge
on yesterday’s work.
from prior day.
*Teacher will ask questions in
order to elicit prior knowledge
on yesterday’s presentations.
*Student will explain, defend or
challenge orally their
arguments on the quotation
chosen (continue).
*The teacher provides each
student or groups all of the
parts of a short story which are
not in chronological order.
*The student reads the different
parts of the story. Then, he/she
tries to place the parts in the
correct order, so the story flows
in a logical sequence. When
the student is satisfied with
his/her reconstructed story, the
student tapes sections together
in the correct order. The
student uses a master copy of
the story to check his/her work.
*Teacher explains the parts of
the story.
*Review and summarize what
the students have learned
*Review vocabulary learned
*Other:
*The student will name identify
each part in his/her story.
*Review and summarize what
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:
Formative Assessment – Other
evidence
Materials
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
Reading Response Log
Other:
Reading Response Log
Other:
Reading Response Log
Other
Rubric
Other
*Review vocabulary learned
*Other:
Rubric
Other
*Notebooks
*Other:
*Notebooks
*Other:
*Newspaper
*Websites
*Notebooks
*Other:
*Power point presentation
*Board
*Computer
*Notebooks
*Other:
*Power point presentation
*Board
*Computer
*Notebooks
*Other: