Unit+Three+Planning+2013

=Unit 3: Taking a Stand/Ancient India/Earth's Ecosystems= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// //Students will understand that. . .// 1. Different ways people have taken a stand against the status quo 2. How the geography and religious beliefs influenced development in India 3. The interconnectedness of living beings, and the systems they live in 1. Why did they decide to take a stand? How did they take a stand and why choose that means of protest? 2. The influence of poly-theism and reincarnation on development in India. The geography and geology that make/made India so fertile 3. Organisms exchange energy and nutrients both symbiotic/parasitic and as predator/prey 1. Taking a stand involves making choices, and trade-offs 2. Life looks different when you can return after death; Gods are not always friendly or fair; 3. We all depend on each other 1. Taking a stand is easy, or without risk 2. They are just different and weird 3. Biological relations are always exploitative (i.e.; predator/prey) || ===Essential Questions:=== • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? 1. Ability to analyze the motivation and actions of characters, real and fictional; Compare and contrast the choices and actions of various characters. 2. Talk about causes and effects within early Indian Civilizations and compare and contrast to civilizations we've already studied in Middle East/Fertile Crescent/Egypt/Africa • Cite textual evidence to support analysis of what the text says 1. How to write a persuasive essay including bibliography and oral presentation; 2. Cause and effect and compare/contrast essays on Ancient India 3. Understanding the following genres: • 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:===
 * 1. Literature/****Reading **
 *  [|CCSS.ELA-Literacy.RL.6.1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 *  [|CCSS.ELA-Literacy.RL.6.2] Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * [|CCSS.ELA-Literacy.RI.6.2]  Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * Writing**
 * [|CCSS.ELA-Literacy.W.6.1]  Write arguments to support claims with clear reasons and relevant evidence.
 * [|CCSS.ELA-Literacy.W.6.2]  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * 2. Social Studies **
 * History and Social Science 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
 * [|CCSS.ELA-Literacy.RI.6.1]  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * [|CCSS.ELA-Literacy.RI.5.3]  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
 * 3. Science **
 * Ecology (Life Sciences) 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.
 * <span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif;">[|CCSS.ELA-Literacy.RI.6.1] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * <span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif; font-size: 13px; text-decoration: initial;">[|CCSS.ELA-Literacy.RI.4.3] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif; font-size: 13px;"> Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ||
 * ===Understandings:===
 * Idea**
 * Understanding**
 * Misunderstandings**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * Why protest, why not "follow the rules"?**
 * Is protest disrespect?**
 * Why polytheism? Why reincarnation? Why a caste system?** ||
 * ^  || ===Essential Background:===
 * Protest**
 * Status quo**
 * Opinion, persuasion, and argumentation**
 * Physical geography of Southern Asia** ||
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * Create/do** || ====//Students will be able to know . . .//====
 * Persuasion in oral and written form, marketing/political short forms like sound bites
 * Epics(?)
 * Business letters especially those making a complaint ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * 1. Persuasive essay and oral presentation**
 * 2. Ending group project (graphic/comic, poster, brochure, etc.)**
 * MAYBE: Writing an epic (will it be their own, or recount one from Ancient Civilization?)**
 * 3. Ending essay exam with choice of questions to answer**
 * Rubric** || ===Other Evidence:===
 * Weekly assessments that will include essays on Social Studies, Science, and readings/standards**
 * Question and concept board, class discussions, online and Friday journal writing, survey at unit end.** ||
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 1/7 - 1/11/2013 || ** Read: ** Pretty Pennies p266-78 **Vocabulary:** Compound Words p54-5; **Grammar:** Helping Verbs, Double Negatives p70-1; or protest sign || **Writer's Craft:** Transition Words C&LA p78-9 //Bumper Sticker and Protest Signs as a genre// || **Chapter 6 Lesson 1** Geography of Ancient Africa p204-7 Map and Globe Skills p 24-39 1/14 - 1/18/2013 || ** Read: **Class Discussion p282-9 **Vocabulary:** Analogies p58-9; **Grammar:** Clauses and Subordinating Conjunctions p76-7; Write a complaint letter || **Writer's Craft:** Tone of a Business Letter C&LA p72-3 || **Chapter 6 Lesson 2** Nubia p210-213 Kingdom of Kush p 214-17 p 40-53 1/22 - 1/25/2013 MLK Holiday || ** Start in Week 2 ** Point of View C&LA p8203; Also, from **//Grimke Sisters://** Map and Globe Skills 1/28 - 2/1/2013 || ** Skip: **The Grimke Sisters p293-301 **Vocabulary:** Concept Words p70-1; **Grammar:** Types of Sentences p86-7; Start work on creating an epic || **Unit 1 Chapter 1** **Lesson 4 Earth's Food Chains, Webs, and Pyramids** p 66-79 2/4 - 2/8/2013 || ** Read: **Sweeping Pittsburgh Clean p328-37 **Vocabulary:** French Words p74-5; **Grammar:** Reflexive, Intensive, & Demonstrative Pronouns p92-3; Variety C&LA p88-9 Start work on persuasive || **Unit 3 Chapter 7** **Lesson 3** Hinduism p248-55 Start work on creating an epic || **Unit 1 Chapter 1** **Lesson 5 Earth's Cycles for Life** p 80-91 Essay emphasizing interconnections and cause/effect || 2/11 - 2/15/2013 2/19 - 2/22/2013 Pres Day Holiday || ** Read: **Passage to Freedom p340-9 **Vocabulary:** Review p78-9; **Grammar:** Review p96-7; Essay: Com pare and Contrast to Hinduism Continue work on your own epic || **Reflect on Sly Park** 2/25 - 3/1/2013 PC Minimum Days ||  || Persuasive Essays due Oral Presentations || **Unit 3 Chapter 7** **Lesson 5** India's First Empires p266-72
 * || **1. Open Court** || **Writing** || **2. Social Studies** || **3. Science** || **Assessment** ||
 * **Week One**
 * Think/Ideas: ** What is fair, How to complain;
 * Spelling:** //-ous// ending p56-7;
 * Create/Do: ** Make your own bumper sticker
 * Think/Ideas: **
 * Create/Do:** Map activities || **Unit 1 Chapter 1** **Earth's Ecosystem**
 * Lesson 1 Introduction to Earth's Ecosystems**
 * Think/Ideas: **The number and types of organisms in an ecosystem depend on the resources available.
 * Create/Do:** Jot Dot notes, soil layers diagram || Open Court Weekly Assessment ||
 * **Week Two**
 * Think/Ideas: ** Making Inferences C&LA p74-5;
 * Spelling:** //-ity, -y// endings p60-1;
 * Create/Do: **
 * Chapter 6 Lesson 3**
 * Think/Ideas:** What was the geographical context of Egypt and how did they interact?
 * Create/Do:** Jot Dot notes || **Unit 1 Chapter 1** **Lesson 2 Photosynthesis:The**
 * Basic Process of Life**
 * Think/Ideas: ** Much of the energy for living things is created through photosynthesis
 * Create/Do:** Jot Dot notes, photosynthesis diagram || Essay on Kingdoms of Nubia and Kush ||
 * **Week Three**
 * Read: **I Have a Dream p306-11; readings on slavery in U.S.
 * Think/Ideas: ** Slavery, reconstruction, and the Civil Rights movement in US
 * Spelling:** //-ion// endings p68-9;
 * Vocabulary:** Figurative Language p66-7;
 * Grammar:** Verb Tenses p85-6;
 * Create/Do: ** One paragraph speech based on complaint letter
 * Spelling:** //-ness, -ment// endings p64-65;
 * Vocabulary:** Latin Roots p62-3;
 * Grammar:** Participles and Participial Phrases p80-1; || //Speeches as an oral and written genre// || **Unit 3 Chapter 7 Ancient India Lesson 1** Geography of Ancient India p236-39
 * Think/Ideas: **
 * Create/Do:** Map activities || **Unit 1 Chapter 1** **Lesson 3 Microscopic Organisms on Earth** p 54-65
 * Think/Ideas: **Energy and matter are transferred from one organism to another at the microscopic level.
 * Create/Do:** Jot Dot notes || Skip assessment due to holiday ||
 * **Week Four**
 * Read: **Gandhi p312-25
 * Think/Ideas: ** What does non-violent protest mean?;
 * Spelling:** //-ence, -ance// endings p72-3;
 * Create/Do: ** Speaking points ; || //Persuasive writing and speaking genre// || **Unit 3 Chapter 7** **Lesson 2** India's Early Civilizations p240-5
 * Think/Ideas:** What conditions helped civilizations grow in India?
 * Create/Do:** Jot Dot notes
 * Think/Ideas: **Energy and matter are transferred from one organism to another in food chains and food webs.
 * Create/Do:** Jot Dot notes, food chain, and web diagrams || Choice of essays on OCR/ Social Studies/ Science ||
 * **Week Five**
 * Think/Ideas: ** Cause and Effect C&LA p90-1;
 * Spelling:** //-ive// endings p78-9;
 * Create/Do: ** || **Writer's Craft:** Sentence
 * Think/Ideas: ** Compare and Contrast to Egyptian beliefs
 * Create/Do:** Jot Dot notes
 * Think/Ideas: **Earth recycles water and other substances, such as carbon and nitrogen.
 * Create/Do:** Prepare for Chapter Assessment || **Assessment of Chapter 1 - Preparing for our trip to Sly Park**
 * **Sly Park**
 * No Classes** ||
 * **Week Six**
 * Think/Ideas: ** ;
 * Spelling:** Review p80-1;
 * Create/Do: ** || Work on persuasive essays and oral presentations || **Unit 3 Chapter 7** **Lesson 4** Buddhism p258
 * Create/Do:** Jot Dot notes
 * Spend time on end of unit/chapters** || **Chapter project/ assessment for social studies** ||
 * **Week Seven**
 * Think/Ideas: ** Cause and Effect of India's first empires


 * Create/Do:** Jot Dot notes
 * Video:** Story of India || **Skip due to end of unit/chapters and minimum days** ||  ||