Unit+Four+Planning+2012

=Unit 4: Making a New Nation (The Revolutionary War)= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skills? • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning?
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * Reading Comprehension 2.2.4** Draw inferences, conclusions, or generalizations about text and support them with
 * Literary Response and Analysis** **3.1** Identify and analyze the characteristics of __poetry__, drama, fiction, explain the appropriateness of the literary forms chosen by an author for a specific purpose.
 * In Narrative Analysis of Grade-Level-Appropriate Text**
 * 3.3** Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.
 * 3.4** Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.
 * Social Studies**
 * 5.5** Students explain the causes of the American Revolution. ||
 * ===Understandings:===
 * That our country is based on the idea of inalienable rights**
 * Understanding that inalienable rights are ones that you are born with and can't be taken away without cause.**
 * The Brits/Loyalist were all wrong and bad. That the situation is black and white.** || ===Essential Questions:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * If all men are created equal, why did we have slavery** ||
 * ^  || ===Essential Background:===
 * The geography of the American Colonies in relation to Europe;**
 * Population density of the era; comparison to Europe;** ||
 * ====//Students will know . . .//====
 * Persuasive writing**
 * Create/write a persuasive essay citing support for their position from readings and other knowledgeable sources.** || ====//Students will be able to know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Persuasive essay on rights of people**
 * Rubric** || ===Other Evidence:===
 * Weekly selection assessments**
 * Question and concept board, unit journal, survey at unit end.** ||
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? February 27- March 2 || ** Read: //...If You Lived at the Time of the American Revolution// ** Vocabulary - ; Grammar - ; Spelling - ; March 5-9 || ** Read: //The Night the Revolution Began// and ** Vocabulary - ; Grammar - ; Spelling - ; March 12-16 || ** Read: **** //The Declaration of Independence// ** Liza will teach this lesson Vocabulary - ; Grammar - ; Spelling - ; March 19-23 || ** Read: //The Master Spy of Yorktown// ** Vocabulary - ; Grammar - ; Spelling - ; March 26-30 || ** Read: //Shh! We're Writing the Constitution// ** Vocabulary - ; Grammar - ; Spelling - ; April 9-13 || ** Read: //We the People of the United States// ** Vocabulary - ; Grammar - ; Spelling - ; April 16-20 ||  ||   ||   ||
 * || **Open Court** || **Writing** || **Social Studies** ||
 * **Week One**
 * Think/Ideas: ** ;
 * Create/Do: ** || **M -**
 * T -**
 * W** -
 * Th -**
 * F** - ||  ||
 * **Week Two**
 * //The Midnight Ride of Paul Revere// **
 * Think/Ideas: ** ;
 * Create/Do: ** ||  ||   ||
 * **Week Three**
 * Think/Ideas: ** ;
 * Create/Do: ** ||  ||   ||
 * **Week Four**
 * Think/Ideas: ** ;
 * Create/Do: ** ||  ||   ||
 * **Week Five**
 * Think/Ideas: ** ;
 * Create/Do: ** ||  ||   ||
 * **April 2-6 Spring Break** ||
 * **Week Six**
 * Think/Ideas: ** ;
 * Create/Do: ** ||  ||   ||
 * **Week Seven**