2015+Unit+1+Literature

=Unit 1: Literature __Blood on the River__= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

**[|CCSS ELA Standards for California]**
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. || //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 • 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. • 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:=== • 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? || • 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 || • How to work in reading groups where we teach each other • Procedures for reciprocal teaching. || ====//Students will be able to know. . .//==== • Weekly Assessments • 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 ||
 * Reading Literature **
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Authentic task**
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

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

[[file:Lesson Plans Literature Unit 1.docx]]
9/14 || Introduction of novel Read Chapter 1-5 (p1-46) || Modeling small group discussion and the different roles whole class || 9/21 || Read Chapter 6-10 (p41-80) || Start students on small groups Developing questions in group || 9/28 || Read Chapter 11-15 (p81-122) || Continue with small group || 10/5 || Read Chapter 16 - 20 (p123 - 164) ||  || 10/13 || Read Chapter 21-25 (p165-208) || Discuss weekly assessment writing in group || 10/20 || Read Chapter 26 - end (p209-234) || End of unit projects ||
 * ===Week=== || ===Reading=== || ===Writing/Other Activities=== ||
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 * Seven