Unit Theme: 12.3 The Long and Short of It
Teacher:
Subject: English
Grade: 12th
Region: __________________
District: ________________________
School: __________________
Reform Strategy: _________________
Week: # 2
Date: From ________________ to __________________ 20____
Desired Result
Enduring Understanding
EU1. The insight we gain about ourselves and our world from our background and experiences helps us better understand our surroundings, our influences and what we read and write about.
EU2. Well-developed characters and setting add interest and substance to creative writing and help us better understand and relate to what we read.
EU3. The connections we make to texts and the way we express ourselves, influences who we are, affects our understanding and impacts others.
EU4. Short stories have a distinct structure and purpose and play a specific role in fictional narrative literature.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Let Me Tell You What Really Happened
2. Creating a Story from a Wordless Picture Book or Picture
Learning Plan
Suggested Learning Activities:
Day 1
Day 2
Day 3
Day 4
Day 5
Standards
Listening & Speaking/Reading
Writing & Language
Writing & Language
Writing & Language
Writing & Language
Expectations
12.L.1b; 12.L.1d; 12.S.2b 12.R.3L
12.R.4L 12.R.3I 12.R.5L
12.W.3; 12.W.7; 12.LA.3e;
12.LA.3e; 12.LA.3g
12.W.3; 12.LA.3e; 12.LA.3e;
12.LA.3g
12.W.3; 12.LA.3e; 12.LA.3e;
12.LA.3g
12.W.3; 12.LA.3e; 12.LA.3e;
12.LA.3g
The student will incorporate
evidence from the short story to
support his/her ideas and check
verb and subject agreement in
the brief response.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
The student will incorporate
evidence from the short story to
support his/her ideas and verify
grammar, and punctuation.
The student will incorporate
evidence from the short story to
support his/her ideas and verify
grammar, punctuation, and edit
their brief response.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
Academic Strategy
Instructional Strategy and Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
The student will write a brief
response about the importance of
the different point of view chose in
the short story.
The student will incorporate
evidence from the short story to
support his/her ideas in the brief
response.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
*Attendance
*Announcements
*Routine: Date/Greeting
*Brainstorming
*Other:
Desired Result
Enduring Understanding
EU1. The insight we gain about ourselves and our world from our background and experiences helps us better understand our surroundings, our influences and what we read and write about.
EU2. Well-developed characters and setting add interest and substance to creative writing and help us better understand and relate to what we read.
EU3. The connections we make to texts and the way we express ourselves, influences who we are, affects our understanding and impacts others.
EU4. Short stories have a distinct structure and purpose and play a specific role in fictional narrative literature.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Let Me Tell You What Really Happened
2. Creating a Story from a Wordless Picture Book or Picture
Learning Plan
Suggested Learning Activities:
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
reviewing yesterday’s class on
reviewing yesterday’s class on
reviewing last week’s work. The from prior day.
from prior day.
the career option research
the career option research
teacher will continue to elicit
*Teacher will ask questions in
*Teacher will ask questions in
project. The teacher will continue
project. The teacher will continue
student’s prior knowledge on
order to elicit prior knowledge
order to elicit prior knowledge
to elicit student’s prior knowledge
to elicit student’s prior knowledge what they have learned.
on yesterday’s work.
on yesterday’s presentations.
on what they have learned and
on what they have learned and
listen to their experiences.
listen to their experiences.
The teacher reads aloud a short
story with strong character traits.
*The student will write a brief
*The student will continue to write *The student will continue to
* The student will continue to
The student will continue to
response to the question: How is
a brief response about the
write, incorporate evidence to
write a brief response. The
write a brief response. The
____ the element used as the
importance of the different point
support, and check verb subject student will incorporate
student will incorporate
focus of the different point of view of view chose in the short story.
agreement in his or her brief
evidence from the short story to evidence from the short story to
important or significant to the
*In his or her response, the
response of the short story.
support his/her ideas and verify support his/her ideas and verify
short story? In his or her
student will then incorporate
grammar, and punctuation.
grammar, and punctuation.
response, the student will
evidence from the short story to
*The student will hand in his or
incorporate evidence from the
support his/her ideas.
her final work.
Development Activities
short story to support his/her
ideas.
• This is a good site to help
prepare: http://www.learner.
org/interactives/
literature/read/pov1.html.
The student will use attachment
12.3 as they read the short story.
*Check student’s work
*Review and summarize what the *Review and summarize what
*Review and summarize what
*Review and summarize what
*Class summary
students have learned.
the students have learned
the students have learned
the students have learned
Closing Activities
*Other:
*Review vocabulary learned
*Review vocabulary learned
*Review vocabulary learned
*Review vocabulary learned
*Other:
*Other:
*Other:
*Other:
Desired Result
Enduring Understanding
EU1. The insight we gain about ourselves and our world from our background and experiences helps us better understand our surroundings, our influences and what we read and write about.
EU2. Well-developed characters and setting add interest and substance to creative writing and help us better understand and relate to what we read.
EU3. The connections we make to texts and the way we express ourselves, influences who we are, affects our understanding and impacts others.
EU4. Short stories have a distinct structure and purpose and play a specific role in fictional narrative literature.
Assessment Evidence
Summative Evaluation (Performance Task):
1. Let Me Tell You What Really Happened
2. Creating a Story from a Wordless Picture Book or Picture
Learning Plan
Suggested Learning Activities:
Attachment: 12.3 Other Evidence
Attachment: 12.3 Other Evidence Reading Response Log
Rubric
Rubric
Formative Assessment – Other
– Character Traits Worksheet
– Character Traits Worksheet
Other
Other
Other
evidence
Other:
Worksheet
Other:
*Notebooks
*Notebooks
*Websites
*Board
*Power point presentation
*Other:
*Other:
*Notebooks
*Computer
*Board
Materials
*Other:
*Notebooks
*Computer
*Other:
*Notebooks
*Other:
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection