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  • 7/31/2019 12.4 Then and Now

    1/5

    Unit 12.4: Then and NowEnglish as a Second Language

    5 weeks

    June 2012 1

    Stage 1 - Desired Results

    Unit SummaryIn this unit, students will study historical texts and current events to analyze and debate the issues tohelp understand the context at the root of the events. Students will focus on societal events and issuesin and affecting Puerto Rico, but will also read about current events in other parts of the world as well.

    Transfer goal: Students will leave the class able to use their knowledge of current events to becomebetter informed citizens able to analyze and evaluate arguments, form opinions, debate issues, andstand up for what they believe in.

    Content Standards and Learning Expectations

    Listening/Speaking

    L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, problem solve, explain aprocess, and express opinions integrating comparison and contrast statements.L/S.12.4 Expresses thoughts and opinions to evaluate text, and to debate current events, concepts, andliterary elements; makes predictions and inferences, and draws conclusions from listening to a varietyof texts, performances, and multimedia sources; listens to sort and prioritize information.

    Reading

    R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, andinferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution;uses text evidence to validate responses.

    Writing

    W.12.4 Compares, contrasts, evaluates, and critiques two or more forms of writing on similar topics towrite a critical essay.

    Big Ideas/Enduring Understandings: Societal, cultural, and institutional change and

    growth come from our personal journeys overtime.

    Exploration and understanding of currentevents provides an ever-changing vehicle forstudents to examine their own views of

    society, belief systems, values, and biases. Good readers evaluate texts, critique ideasand depend on personal knowledge to verify, justify, and clarify their responses/judgments.

    Essential Questions: How do our personal journeys shape society

    and culture? How does an awareness of current events

    inform opinions and affect our daily lives? What are some of the major ethical/moral

    controversies in our society?

    How do we determine which texts/experts tobelieve and why?

    Content (Students will know) Current events Sources of information Cause and effect Conflict and resolution

    Skills (Students will be able to) Use appropriate language structure to analyze

    and evaluate issues. Debate current events. Analyze and determine conflict and

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    Unit 12.4: Then and NowEnglish as a Second Language

    5 weeks

    June 2012 2

    Content Vocabulary Debate (noun and verb) Conflict resolution Critical essay Point of view Cause and effect Critique, debate, evaluate, determine, analyze

    (academic vocabulary)

    resolution.

    Compare, contrast, evaluate, and critique twoor more forms of writing on similar topics towrite a critical essay.

    Stage 2 - Assessment Evidence

    Performance Tasks

    Then and Now Comparing Historical and Current Events Students will choose a current event affecting

    Puerto Ricans and compare it to a historicalevent.

    Students will need to research the historicalevent to find out the details about the event.

    Students should note the causes and effectsof both events and compare them. Theyshould also compare the conflicts involved inthe events.

    Students will share their research andcomparison with the class in the form of anoral presentation and poster.

    Students will be evaluated using a rubric.

    Debatable Issue The teacher will provide the students with

    copies of an article from a current issue of anewspaper in English. The students should allhave the same article.

    The teacher will assign half of the class to the

    pro argument and the other half to thecon argument. Using attachment 12.4Performance Task Debatable Issue, studentswill record arguments for their side of theargument.

    The students will then note arguments for theopposing side of the debate and writepossible rebuttals for those arguments.

    As a whole class or in small groups, thestudents will use their note sheet to debatethe issue with their classmates.

    Other Evidence

    Literacy Journals:o Daily Quick-Writeso Reading Log Students will record titles

    and pages read of books read individually.The teacher may choose to add responsequestions to the daily log or the responsequestions can be answered in theResponse Log.

    o Reading Response Log Students willrespond to what they read individuallyand what they listen to in the read alouds

    in this section of the Literacy Journal.o Personal Word Wall Students will record

    new words learned throughout the unit. Anecdotal evidence of comprehension of

    topics during group work and class discussions Cause and Effect graphic organizer (see

    attachment: 12.4 Learning Activity Causeand Effect)

    Problem/Solution Graphic Organizer (seeattachment: 12.4 Learning Activity ProblemSolution)

    Summary and/or presentation of a weeklynews article

    Critical Essay comparing two genres on thesame topic (See Learning Activities )

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    Unit 12.4: Then and NowEnglish as a Second Language

    5 weeks

    June 2012 3

    The students will be evaluated on their notesheet as well as on their performance in thedebate.

    Stage 3 - Learning Plan

    Learning Activities

    Read Alouds from Historical Fiction and Current Events The teacher will read a historical fiction novel about Puerto Rican history aloud to the class. The

    read-aloud novel and accompanying activities should be run concurrently with other lessons in theunit. The teacher should use this opportunity to demonstrate fluency in reading, to analyze andevaluate the issues, and to discuss cause and effect. If applicable, the teacher should lead the

    students in discussions or debates comparing events in the novel to current events in Puerto Rico. The teacher will read aloud current event articles from newspapers and websites. This is anopportunity to start discussions and debates about current events. If possible, links should bemade to historical events in Puerto Rico and around the world.

    Compare and Contrast Two Forms of Writing on Similar Topics to Write a Critical Essay Students will compare and contrast the historical fiction novel read aloud (above) with another

    form of writing on the same topic (non-fiction, poem, memoir, etc.) to write a critical essay. (Tipson writing compare/contrast essay can be found here: http://www.bookrags.com/articles/5.html ; http://www.wiredprof.com/102/102assignments/crit1.htm ; http://grammar.about.com/od/c/g/criticalessayterm.htm .)

    The following questions should be answered through the essay:o What are the differences between writing styles of the two pieces?o How is the information different in the fiction you read, compared to the other genre? How is

    it the same?o What kinds of information did you learn from fiction texts that you couldnt learn from the

    other genre? Students can use attachment 12.4 Learning Activity Comparing Genres Organizer to organize

    their essays.

    Current Events Discussions and Debates Students will sign up ahead of time for a day to present a current events news story. On his or her

    assigned day, the student will lead a class discussion about a current event he or she is interestedin. The students should prepare a brief oral presentation explaining the situation and starting aclass discussion. All of the students in the class should participate in the discussion and share theirthoughts and opinions on the topic. For events that are especially controversial or exciting to thestudents, the teacher should follow up the discussion by facilitating a debate about the issue.(Note: If English newspapers are not available, stories written in Spanish are acceptable.Presentation and discussion should be held in English.)

    Cause and Effect in the News The teacher will provide the students with the front page of a newspaper in English. (Note: If

    English newspapers are not available, stories written in Spanish are acceptable.) After the studentshave had a chance to skim the page, the students (or teacher) will choose an article to discuss.

    http://www.bookrags.com/articles/5.htmlhttp://www.bookrags.com/articles/5.htmlhttp://www.bookrags.com/articles/5.htmlhttp://www.wiredprof.com/102/102assignments/crit1.htmhttp://www.wiredprof.com/102/102assignments/crit1.htmhttp://grammar.about.com/od/c/g/criticalessayterm.htmhttp://grammar.about.com/od/c/g/criticalessayterm.htmhttp://grammar.about.com/od/c/g/criticalessayterm.htmhttp://www.wiredprof.com/102/102assignments/crit1.htmhttp://www.bookrags.com/articles/5.html
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    Unit 12.4: Then and NowEnglish as a Second Language

    5 weeks

    June 2012 4

    Using attachment 12.4 Learning Activity Cause and Effect, students will explore the causes andeffects of the events in the news article.

    Conflict and Resolution The teacher will provide the students with copies of a newspaper in English (or a specific article

    from the newspaper). After the students have had a chance to read the article, they will useattachment 12.4 Learning Activity Problem Solution to explore and note the conflict or problemdescribed in the article and resolution or solution offered. If no resolution or solution is described,the students will write a