Unit 1: Literature Blood on the River

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

CCSS ELA Standards for California

Reading Literature
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Understandings:

Students will understand that . . .
• We can learn about history through fictional characters
• We can learn more about a novel together
• Our history is a complicated and complex interaction between the natives who were already here and the new comers who came and took over the country
Idea
• How to read for information when reading literature
• Native Americans were already here when English and other European colonists arrived and were eventually displaced by this continued immigration.
Misunderstandings
• That displacement doesn't matter or didn't take place.
• I'm happier reading alone (yes, that's good, but you can learn from others too)

Essential Questions:

Provocative Questions?
• People have been moving into other peoples' land for a long time, is this right?
• What does this story tell us about the story of our country?

Essential Background:

Background knowledge
• Geography of the Western Hemisphere
• The settlement patterns of the Americas
• How long it took to get from England to the Americas under sail power

Students will know . . .

• How to work in reading groups where we teach each other
Skills and knowledge
• Procedures for reciprocal teaching.

Students will be able to know . . .

  • Think of these as secondary skills / content

Stage 2 – Assessment Evidence

Performance Tasks:

• Weekly Assessments
Authentic task
• Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit

Other Evidence:

• How will students reflect upon and self-assess their learning?
Reading group reports for the week

Stage 3 - Learning Plan

Links:

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?

Week

Reading

Writing/Other Activities

Two
9/14
Introduction of novel
Read Chapter 1-5 (p1-46)
Modeling small group discussion and the different roles whole class
Three
9/21
Read Chapter 6-10 (p41-80)
Start students on small groups
Developing questions in group
Four
9/28
Read Chapter 11-15 (p81-122)
Continue with small group
Five
10/5
Read Chapter 16 - 20 (p123 - 164)

Six
10/13
Read Chapter 21-25 (p165-208)
Discuss weekly assessment writing in group
Seven
10/20
Read Chapter 26 - end (p209-234)
End of unit projects