Region: __________________
District: ________________________
School: __________________
Reform Strategy: ________________
Unit Theme: 12.5 See It My Way
Teacher:
Subject: English
Week: # 3
Grade: 12th
Date: From _______________ to _________________ 20____
Desired Result
Enduring Understanding
EU1. Persuasion has specific techniques and strategies to change people’s minds, influence ideas and inspire change.
EU2. Individuals’ beliefs and actions are influenced by background, culture, history, family, etc., and play an important role in their communities.
EU3. The pen is mightier than the sword.
Assessment Evidence
12.5 Performance Task – Writing Topic Exploration
Learning Plan
Suggested Learning Activities:
Day 1
Day 2
Day 3
Day 4
Standards
Listening, Reading, & Writing
Listening & Speaking
Writing, Speaking, & Reading
Reading, Writing, & Speaking
Day 5
Writing & Reading
Expectations
12.L.1b, 12.R.10 &12.W.1a
12.L.1a &12.S.5b
12.R.3I, 12.S.5b, & 12.R.W5
12. R.3I &12.R.W5; 12.S.5b
12. R.3I &12.R.W5
12.W.1
The student will listen and
identify the concepts and format
of a debate in order to compare
and contrast them.
The student will listen to
speeches, movies and/or video
(youtube videos, etc.) and
discuss and debate on what they
have watched or listen to.
The student analyzes and explains the
main idea and important details in
writing.
The student needs to correctly cite
the references and sources used.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
The student writes a letter to
the editor of a local newspaper
about a current event issue that
is important to him/her following
the APA format while writing
and citing.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Academic Strategy
Instructional Strategy and
Phase
Objective
Depth of Knowledge
(DOK)
Desired Result
Enduring Understanding
EU1. Persuasion has specific techniques and strategies to change people’s minds, influence ideas and inspire change.
EU2. Individuals’ beliefs and actions are influenced by background, culture, history, family, etc., and play an important role in their communities.
EU3. The pen is mightier than the sword.
Assessment Evidence
12.5 Performance Task – Writing Topic Exploration
Learning Plan
Suggested Learning Activities:
Attendance
Attendance
Attendance
Attendance
*Announcements
*Announcements
*Announcements
*Announcements
*Routine: Date/Greeting
*Routine: Date/Greeting
*Routine: Date/Greeting
*Routine: Date/Greeting
*Brainstorming
*Brainstorming
*Brainstorming
*Brainstorming
*Other:
*Other:
*Other:
*Other:
The teacher will begin exploring The teacher will begin exploring
The teacher will begin exploring what
The teacher will begin exploring
Initial Activities
what the students have learned what the students have learned
the students have learned of the
what the students have learned on
on different types of debates.
on different types of debates.
different speeches, movies, and videos the importance of details and main
presented during the prior class.
idea when writing and reading.
The teacher will begin to explain how
to correctly cite the references and
sources used.
The teacher reads aloud while
The teacher should also find web- The student analyzes and explains the The student analyzes and explains
students listen (or the student
based resources for issues
main idea and important details to the
the main idea and important
can read independently or in
presented in speeches, movies
editor and other persuasive texts in
details to the editor and other
groups) multiple persuasive
and video (youtube videos, etc.)
writing or orally in small groups. The
persuasive texts in writing or orally
texts on social issues, including for lively discussions and
student needs to correctly cite the
in small groups. The student
speeches, ideally, the teacher
debates.
references and sources used. This
needs to correctly cite the
finds texts on both sides of an
http://www.speechtopicssite helps with letter format:
references and sources used.
issue and reads both in order to help.com/speech-writing-tip.html;
http://www.ncte.org/action/write
This site helps with letter format:
compare them and provide
http://www.speech-topicshttp://www.ncte.org/action/write
Development Activities
opportunities for lively
help.com/persuasive-speechdiscussions and debates
ideas.html
among students. Reading
Response Log-The student
responds to what he/she read
individually and what he/she
listens to in the read aloud in
this section of the Literacy
Journal.
Closing Activities
Review what the students have
learned
Review what the students have
learned
Review what the students have
learned
Review what the students have
learned
Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The teacher will begin exploring
what the students have learned
on the importance of citing
references when writing.
The student writes a letter to
the editor of a local newspaper
about a current event issue that
is important to him/her.
Review what the students have
learned
Desired Result
Enduring Understanding
EU1. Persuasion has specific techniques and strategies to change people’s minds, influence ideas and inspire change.
EU2. Individuals’ beliefs and actions are influenced by background, culture, history, family, etc., and play an important role in their communities.
EU3. The pen is mightier than the sword.
Assessment Evidence
12.5 Performance Task – Writing Topic Exploration
Learning Plan
Suggested Learning Activities:
*Class summary
*Class summary
*Class summary
*Class summary
Reading Response Log-The
Reading Response Log-The
Reading Response Log-The student
Reading Response Log-The
student responds to what
student responds to what he/she
responds to what he/she read
student responds to what he/she
he/she read individually and
read individually and what he/she individually and what he/she listens to
read individually and what he/she
Formative Assessment –
what he/she listens to in the
listens to in the read aloud in this
in the read aloud in this section of the
listens to in the read aloud in this
Other evidence
read aloud in this section of the section of the Literacy Journal.
Literacy Journal.
section of the Literacy Journal.
Literacy Journal.
*Class summary
Letter to an editor of a local
newspaper about a current
event issue
Materials
N/A
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
The student teams should
incorporate any class discussion
suggestions which would improve
their action plan.
Student teams will be allowed
to review and correct their final
draft to hand in tomorrow.