Stage 1 Desired Results
RL. 1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inference drawn from the text.
RL. 3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RI.2 Determine an author’s point of view or purpose in a text: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RI.4 Delineate and evaluate the argument and specific claims in a text, assessing, whether the reasoning is sound and the evidence is relevant and sufficient;
SL Engage effectively in a range of collaborative discussion (one-on-one, in groups and teacher led) with diverse partners building on others ideas and expressing their own clearly.
SL.3 Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.
SL.5 Integrate multi-media and visual displays into presentations to clarify information, strengthen claims and evidence and add interest.
W.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.4 Produce clear, coherent writing. Development, organization, and style are appropriate to task, purpose, and audience. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.6 Use technology, including internet, to produce and publish writing. Present the relationships between information/ideas efficiently as well as to interact and collaborate with others
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Students will be able to independently use their learning to;
Produce and publish their writing using the internet
Build their understanding in poetry writing
Enhance their vocabulary and speaking skills in class presentations
Give a detailed analysis of texts
Raise claims and evidences in order to strengthen arguments.
UNDERSTANDINGS Students will understand that…
Rights are accompanied with Responsibilities.
Fundamental Human Rights have been in controversy throughout history.
Advocating for reform is an essential tool for equity in a society.
Choices we make have consequences that have impacts beyond ourselves.
Skills are necessary before writing poetry
How are rights and responsibilities related?
What are ethical and moral values instilled in a society?
Why do societies struggle for equality? What is the relationship between power and equality?
How can we analyze documents effectively and efficiently to understand their primary messages?
What strategies can we use to help us to understand and interpret the intended messages?
Which skills should be learnt before writing any piece of poetry?
Students will know…
A Tell Tell Heart
Chilling adventures of Sabrina
Literary terms and related to theme
Students will be skilled at…
The students will be skilled at writing poetry as well as developing and creating storylines of their own
Other skills will be; Citing texts, making claims and inferences
Students will be able to describe the characteristics of gothic literature and synthesize this knowledge by composing an original gothic horror short story.
Stage 2 – Evidence
SUMMATIVE / PERFORMANCE TASK(S) — WHAT WILL YOU COLLECT FOR A GRADE?
Weekly writing of poems and presentation.
1.Students to present learning outcomes in the four contexts learnt in class (70%)
evaluation will be done based on analysis of the text
Notable character in the contexts.
The general application of the storyline in real life
Detailed analysis of a tell-tale heart and the Raven(20marks)
Compose an original Gothic Horror short story and group project (20marks)
Essay on the Chilling Adventures of Sabrina; main themes, characters, character traits and reasons why it is considered the best show on air (30marks)
2. Students to will write a poem that has a particular theme, employs literary devices learnt in class, has a persona and an interesting theme development. Flow of ideas in the poem should be emphasized
OTHER EVIDENCE — WHAT ELSE (DISCUSSION, QUIZZES, PARAGRAPHS, SKITS, PRESENTATIONS) WILL ALLOW YOU TO DETERMINE THEIR UNDERSTANDING: Quiz: characters
Present journal entries
Explain how you use the concepts of hierarchy and task-relevant prior knowledge when planning a unit?
What is your opinion regarding the distinction between teaching and learning?
I created three videos called Cliffhangers because each story does not have an ending. The ideal for these video prompts was when students were writing in their journal they have to use there critical thinking skills to decide how the story ends and what is missing? Here is a link to the video: https://youtu.be/Woo8ckKxif8
2. I need you to make this paragraph sound more educational. I need you to discuss what the students are learning and for example building their critical thinking skills and etc. How this challenge is good for there writing skills and how I came up with such an awesome idea. How does doing projects benefit the student? I DO CARE WHAT YOU SAY JUST mention how I was in the National Writing Project. Just make sure it sounds academic and viewer discretion advised. because the lesson was for college students.
IGNORE TRANSGENDER STORYLINE
I created a video promo called Arendall Heights I like for you to give a synopsis of the thesis paper and discuss why I created a web series promo. Make sure you put view direction advised for watching the promo. Link: : https://youtu.be/bjyETpzWgwU
I created a lesson plan about satire and did video clips from other shows and what I need from you is the give an overview of the lesson plan, mention the edited clips were collected from various sources, discuss how it make 8th graders understand satire. Link: https://www.youtube.com/watch?v=P3nE9-tsLqQ
I created a lesson plan about developing a thesis statement. I created a powerpoint that I will attached. I want a review written up about the lesson plan and the videos I used. Here is the link to the video promo I created: https://youtu.be/XMtUGBozDGg
Have a conclusion paragraph about how and why media mixes with English.
The videos and the lesson plan for 3 is attached.
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