UbD Lesson Plans 2015-2016 – English I/English I Honors 2 nd Quarter Accommodations to identified ESE/ESOL students extended (i.e.- seating, additional time, individual instruction, etc.) Andrew Disney, FL DOE Certified 6-12 English Teacher [email protected]Collection 6 Unit: Heroes and Quests Essential Question (UBD Stage 1): What defines a true hero? Collection (UBD Stage 1) Collection 6: Heroes and Quests Essential Question: Collection Quote: “If a journey doesn’t have something to teach you about yourself, then what kind of journey is it? - Kira Salak What Task? (UBD Stage 1) Argumentation/Evaluation Essay After reading from "The Odyssey" and two additional texts, write an essay in which you discuss the characteristics and qualities of a hero and evaluate whether the quest shapes the hero or the hero shapes the quest. Support your position with evidence from the texts. D1: Be sure to acknowledge competing views. D8: Include citation. Standards (UBD Stages 1 & 2) LAFS.910.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. What Skills? (UBD Stage 1) Preparing for the Task Students will research credible sources and develop a position on both sides of a current polarizing issue. Students will utilize evidence and create bilateral argumentative claims. Students will present their text-based findings and discuss the assigned topic.
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UbD Lesson Plans 2015-2016 – English I/English I Honors 2nd Quarter
Accommodations to identified ESE/ESOL students extended (i.e.- seating, additional time, individual instruction, etc.)
Andrew Disney, FL DOE Certified 6-12 English Teacher
Essential Question (UBD Stage 1): What defines a true hero?
Collection (UBD Stage 1)
Collection 6: Heroes and Quests
Essential Question: Collection Quote: “If a journey doesn’t have something to teach you about yourself, then what kind of journey is it? - Kira Salak
What Task? (UBD Stage 1)
Argumentation/Evaluation Essay
After reading from "The Odyssey" and two additional texts, write an essay in which you discuss the characteristics and qualities of a hero and evaluate whether the quest shapes the hero or the hero shapes the quest. Support your position with evidence from the texts. D1: Be sure to acknowledge competing views. D8: Include citation.
Standards (UBD Stages 1 & 2)
LAFS.910.W.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. LAFS.910.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. What Skills? (UBD Stage 1) Preparing for the Task
Students will research credible sources and develop a position on both sides of a current polarizing issue.
Students will utilize evidence and create bilateral argumentative claims.
Students will present their text-based findings and discuss the assigned topic.
UbD Lesson Plans 2015-2016 – English I/English I Honors 2nd Quarter
Accommodations to identified ESE/ESOL students extended (i.e.- seating, additional time, individual instruction, etc.)
Andrew Disney, FL DOE Certified 6-12 English Teacher
1) Student will view a short introductory, unbiased video on the assigned topic. 2) Students will be strategically grouped for collaborative research and discussion. 3) Students will research the assigned topic and create Cornell Notes citing sources. 4) Students will discuss and share individual perspectives with group members. 5) Students will compete an Exit Slip creating bilateral argumentative claims.
Assessment:
Appropriate research and Internet activity will be supervised. Properly cited Cornell Notes. Participation in group discussion will be monitored. Exit slip demonstrating bilateral argumentative claims and credible resources.
Guiding Question: Should Syrian refugees be allowed in America?
1. What is happening in Syria?
2. Why do Syrian refugees want to emigrate?
3. Why should Syrian refugees be allowed in America?
4. Why should Syrian refugees not be allowed in America?
5. What is the best website to use for this topic?
B.E.S.T. Quadrant: Student Practice Duration: 2 days
Dates: November 23-24, 2015
IPPAS Focus: Dimension 3, Element 1 MIHS SIP: An area of growth would be in the acquisition of 21st century skills—collaborating, demonstrating, and participating in the learning process, expectations and the implementation of common unit lesson plans. The focus of essential questions and higher order questioning through discussion and standards-based instruction with the use of Understanding by Design (UbD) as a resource will greatly impact this area of the strategic plan.
UbD Lesson Plans 2015-2016 – English I/English I Honors 2nd Quarter
Accommodations to identified ESE/ESOL students extended (i.e.- seating, additional time, individual instruction, etc.)
Andrew Disney, FL DOE Certified 6-12 English Teacher