Unit Theme :Being Puerto Rican Through Folktales Week: #: 1Teacher: Subject: English Grade: ______7th________ Date: From March 9 to May 11 20____

Desired ResultEnduring Understanding EU1. Our home country influences who we are through its language, culture, and customs.EU2. The setting of our lives shapes who we are by providing novel experiences.EU3. Folktales provide entertainment, but also share local wisdom or lessons to be learned.

Assessment EvidenceSummative Evaluation (Performance Task (unit projects, exams, etc.) 1- Write a personal narrative using transitional words, writing process and sensory language.

Learning PlanSuggested Learning Activities:

Day 1 Day 2 Day 3 Day 4 Day 5Standards Listening, Writing, Speaking Listening, Writing, Speaking Listening, Writing,

SpeakingListening, Writing,

SpeakingListening, Speaking,

WritingExpectations 7.L1.b – Class discussion of topic

“What does it mean to be Puerto Rican?”

7.W.8- Free write about topic7.S.1- Oral contribution of topic.

7.S.4- Persuade others of importance of topic

7.L1.b – Class discussion of topic “What does it mean to be Puerto

Rican?”7.W.8- Free write about topic

7.S.1- Oral contribution of topic.7.S.4- Persuade others of

importance of topic

7.L1.b – Class discussion of topic

“What does it mean to be Puerto Rican?”7.W.8- Free write

about topic7.S.1- Oral

contribution of topic.7.S.4- Persuade

others of importance of topic

7.L1.b – Class discussion of topic

“What does it mean to be Puerto Rican?”7.W.8- Free write

about topic7.S.1- Oral

contribution of topic.7.S.4- Persuade

others of importance of topic

7.L1.b – Class discussion of topic

“What does it mean to be Puerto Rican?”

7.W.8- Free write about topic

7.S.1- Oral contribution of topic.

7.S.4- Persuade others of importance of topic

Academic Strategy

Objective

Students will contribute with words from free write about Being Puerto Rican for

Poster showing.

Students will create poem “Who I am” using transitional

words(Attachment 7.1) to create awareness of real events.

Create a word wall with vocabulary words from inference chart.

Oral discussion of inferences.

Students will complete a word detective

organizer (attachment 7.1) with 7 words from short story (“Guanina-

Sample Lesson Attachments) read in class. Contribute with relevant information

for word analysis and use.

Students will recognize structure and use of

personal narratives with examples. Oral

discussion to make connections with

personal narrative. When writing about a

topic.

Region: __________________ District:________________________

School: ____________________________________

EU1. Our home country influences who we are through its language, culture, and customs.EU2. The setting of our lives shapes who we are by providing novel experiences.EU3. Folktales provide entertainment, but also share local wisdom or lessons to be learned.

Assessment EvidenceSummative Evaluation (Performance Task (unit projects, exams, etc.) 1- Write a personal narrative using transitional words, writing process and sensory language.

Learning PlanSuggested Learning Activities:

Initial Activities

The teacher develops routine activities and review of previous class. Students will discuss question about Being Puerto Rican.

The teacher develops routine activities and review of previous class. Class discussion of Cultural Identity and “Who I Am”.

The teacher develops routine activities and review of previous class. Word Wall of vocabulary words

The teacher develops routine activities and review of previous

class. Discussion of word detective

organizers and use

The teacher develops routine activities and review of previous

class. Introduction of Personal Narratives and use in writing.

Development Activities

The student will write a paragraph about Being Puerto Rican and relate words of cultural identity.

The student will write the poem: “Who I Am” using transitional

words.

The student will present vocabulary

words from poem and identify cultural

identity and awareness with

classmates

The student will select 7 words from a short story read in class about Being Puerto

Rican from “Guanin”

The Student will discuss and

comprehend use of personal narrative in

writing, use of transitions and sensory

language with topic given of unit theme.

Closing Activities

Student will select one word and write on Poster to share connections on

Being Puerto Rican

Student will share poem with classmates and identify

inferences

Student will select one vocabulary word to present on a Word

Wall

Student will present word and conncection

to cultural identity

Student will review structure of personal narrative and present

paragraph.

Formative Assessment – Other evidence

Poster showing Inferences and poetry writing Word Wall Word Detective Organizer 7.1Short Story-Guanina- attachment

Materials

Homework

Differentiated Instruction Strategies___ Special Education ___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection