Collection 6 Unit: Heroes and...

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

[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.




[email protected]

What Instruction? (UBD Stage 3)

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.




[email protected]

Mr. Disney’s English Class 23-24 Nov 2015

Name__________________________________________________________

Guiding Question: Should Syrian refugees be allowed in America?


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3. Why should Syrian refugees be allowed in America?

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4. Why should Syrian refugees not be allowed in America?

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LAFS.910.W.3.7

LAFS.910.SL.1.1 (a)

LAFS.910.W.1.1 (b)

Guiding Question:

Should Syrian refugees be allowed in America?



3. Why should Syrian refugees be allowed in

America?

4. Why should Syrian refugees not be allowed in

America?



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.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

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.

a. Come to discussions prepared, having read and researched material under study;

explicitly draw on that preparation by referring to evidence from texts and other research

on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

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.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the audience’s

knowledge level and concerns.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning


Common Core Standards for Speaking and Listening

SL.9-10.1 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.

SL.9-10.1a Come to discussions prepared, having read and researched material under study;

explicitly draw on that preparation by referring to evidence from texts and other research on

the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g.,

informal consensus, taking votes on key issues, and presentation of alternate views), clear goals

and deadlines, and individual roles as needed.

SL.9-10.1c Propel conversations by posing and responding to questions that relate the current

discussion to broader themes or larger ideas; actively incorporate others into the discussion;

and clarify, verify, or challenge ideas and conclusions.

SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding and

make new connections in light of the evidence and reasoning presented.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats

(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,

identifying any fallacious reasoning or exaggerated or distorted evidence.

Name_____________________________________________ Collection 6 Argumentative Essay

Primary Claim:

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Supporting Evidence:

1) ___________________________________________________________________________________

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2) ___________________________________________________________________________________

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3) ___________________________________________________________________________________

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Name_____________________________________________ Collection 6 Argumentative Essay

Primary Claim:

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Supporting Evidence:

1) ___________________________________________________________________________________

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2) ___________________________________________________________________________________

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3) ___________________________________________________________________________________

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Andrew DisneyEnglish Teacher

Merritt Island High School

English I Honors/English I

B.E.S.T. Quadrant: Student Practice

Duration: 2 days

Dates: November 23-24, 2015

IPPAS Focus: Dimension 3, Element 3


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.

What Instruction? (UBD Stage 3)

• Student will view a short introductory,

unbiased video on the assigned topic.

• Students will be strategically grouped for

collaborative research and discussion.

• Students will research the assigned topic and

create Cornell Notes citing sources.

• Students will discuss and share individual

perspectives with group members.

• Students will compete an Exit Slip creating

bilateral argumentative claims.

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.

MIHS Demographics

Collection 6 Unit: Heroes and...

Documents

Transcript of Collection 6 Unit: Heroes and...