Unit+Three+Planning+2011

=Unit 3: Heritage Culture= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * 1) Unit Three 2011 Science
 * 2) Unit Three Social Science
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

//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? rss url="http://www.diigo.com/rss/user/Mizmercer/5unit3" link="true" number="20" ||
 * 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. ||
 * ===Understandings:===
 * Seeing things from the perspective of others**
 * What motives our behavior, and the behavior of others?**
 * They are just like me, or they are completely different, misunderstanding others, or not understanding them at all.** || ===Essential Questions:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * What is culture, and what does it tells us about a group of people?** ||
 * ^  || ===Essential Background:===
 * Culture is more than just food, costumes, and dancing, but they are part of how a groups sees and interprets the world around them. It is the values and relationships that a group shares.** ||
 * ====//Students will know . . .//====
 * How to analyze culture; recognizing cultural ideas and actions**
 * How to look at their own culture, and the culture of others in a way that is thoughtful and respectful, and teaches them something.** || ====//Students will be able to know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * A report on their own culture; a poem about themselves that reflects some of their culture.**
 * 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? 1/9 - 1/13 || ** Read: **** //The Land I Lost// ** Vocabulary - Antonyms, Context Clues; Grammar - Adjectives; Spelling - The /ow/ sound; (see writing) || **M -** Review of Planet Reports complete sentences "lifting" from the question sentence response Emphasis on short answer response || 1/17 - 1/20 4 days MLK Holiday || ** Read: **** //The West Side// ** Vocabulary - Homophones, Spanish Words; Grammar - Prepositions; Spelling - The Final /el/ sound; (see writing) || **T -** Review of last week's test: Short answers that are complete sentences; Sensory Details (C&LA); Emphasis on short responses that are 3-4 sentences; || 1/23 - 1/27 || ** Read: **** //In Two Worlds// ** Vocabulary - Synonyms, Concept Words; Grammar: Adverbs; Spelling - The /or/ and /ar/ sounds; paragraph (see writing) || **M -** Review of last week's test More on the stand-alone paragraph Write a paragraph online Emphasis on paragraph response || 1/30 - 2/3 || ** Read: **** //Love as Strong// ** Vocabulary - Homonyms, Levels of Specificity ; Grammar: Conjunctions and Interjections; Spelling - Consonant Blends; Other: Sounds of Language (alliteration, assonance) 2/6 - 2/10 || ** Read: **** //Night Journey// ** Vocabulary -Antonyms; Grammar - Pronouns; Spelling - Silent Letters; Other: Figurative Language; 2/14 - 2/17 4 days Lincoln's Birthday || ** Read: **** //Parmele// ** Review of Spelling, Vocabulary, Grammar 2/21 - 2/24 4 days President's Day || **Benchmarks?** || **Unit Project** ||
 * || **Open Court** || **Writing** ||
 * **Week One**
 * //(Vietnam)// **
 * Think/Ideas: ** Author POV/Purpose;
 * Create/Do: ** Learn about short answer response
 * T -** Weekly Writing: Short answers that are
 * W** - Continue Weekly Writing: Short answer response
 * Th -** Macbooks/Online; Write a complete one
 * F** - Weekly selection assessment:
 * **Week Two**
 * //(Puerto Ricans in NYC)// **
 * Think/Ideas: ** Drawing Conclusions (do in writing);
 * Create/Do: ** Learn about short answer response
 * W** - Weekly Writing: The Descriptive Paragraph and
 * Th -** Macbooks/Online;
 * F** - Weekly selection assessment:
 * **Week Three**
 * //(Yup'ik in Alaska)// **
 * Think/Ideas: ** Compare and Contrast;
 * Create/Do: ** Learn about writing a stand-alone
 * T-** Weekly Writing:
 * W** - Continue Weekly Writing
 * Th -** Macbooks/Online;
 * F**- Weekly selection assessment:
 * **Week Four**
 * //as Ginger (Chinese in Seattle)// **
 * Think/Ideas: ** Making Inferences;
 * Create/Do: ** Thinking about your own family and culture; || **Unit Project** ||
 * **Week Five**
 * //(Russian Jews during the Pogroms)// **
 * Think/Ideas: **
 * Create/Do: ** adsf || **Unit Project** ||
 * **Week Six**
 * //(African Americans before Civil Rights)// **
 * Think/Ideas: **
 * Create/Do: ** adsf || **Unit Project** ||
 * **Week Seven**