Beruflich Dokumente
Kultur Dokumente
analysis, reflection, and research in 2 out of 3 trials with 75% accuracy as measured by student work
Goal #2: By 9/11/2018, Student will demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts from the
Goal #3:By 9/11/2018, Student will read and comprehend literary nonfiction in the grades 11–CCR text
observation, work samples, teacher made tests and curricular exams. RL.11.10
Goal #4: By 9/11/2018, Student will develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience 75% accuracy in 4 of 5 trials as measured by teacher observations, work
Google Docs, Chromebook, iPad, Coggle, Google Blogger, Quicknote, Google Classroom,
Slides
Common Core standards:
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
L.11.12.6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
foundational works of American literature, including how two or more texts from the same period treat
W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
W.11-2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose or audience.
L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Technology standards:
ISTE STANDARD 1: Creativity and Innovation- Students demonstrate creative thinking, construct
ISTE STANDARD 2: Communication and Collaboration- Students use digital media and
ISTE STANDARD 3- Research and Information Fluency- Students apply digital tools to gather,
ISTE STANDARD 4- Critical Thinking, Problem Solving and Decision Making- Students use
critical thinking skills to plan and conduct research, manage projects, solve problems, and make
Materials: Intelligences:
Naturalists, Visual,
Prezi
Intrapersonal,
Google Docs Interpersonal, Visual,
Verbal
Naturalist, Visual,
Coggle Intrapersonal
Visual, Kinesthetic
Projector
Auditory, Intrapersonal,
Springboard Interpersonal, Visual,
Verbal
Mindmeister Visual, Intrapersonal,
Logical
Day 1:
1. Using the iPad, the teacher will use Kahoot to present various pictures Visual, Auditory,
Kinesthetic, Verbal,
that may or may not represent Americans. The students will have to Interpersonal, Naturalist
asked to move to the left side of the classroom if they believe the picture
represents what an American is, or move to the right if they do not think
2. Using Quicknote, the students will be asked to type up a quick write Logical, Visual
Day 2:
1. The students will be introduced to how to extend a definition. Using a Visual, Auditory, Logical,
Naturalist
PowerPoint presentation, the teacher will explain the various ways to
2. As the teacher is going over the PowerPoint, the teacher will ask the
Day 3:
1. The students will read their first Essay using Springboard Online, Auditry, Visual,
Interpersonal
“Veterans Day: Never Forget their Duty” by Senator John McCain. After
Kahoot!.
2. For their ticket out the door, the students will be asked to create a quick Verbal, Intrapersonal
summary using the “Voice Memos” app or Microsoft word, and email it
Day 4
1. Using Coggle, the students will categorize what they think patriotism is Naturalist, Visual,
Intrapersonal
and isn’t. The thinking map should have two main branches: What they
2. The students will then use their Chromebook to read the same essay as
Visual,Auditory,
yesterday: “Veteran’s Day: Never Forget their Duty” through Kinesthetic
definition of patriotism.
3. After highlighting the quotes, the students will be asked to create a Visual, Interpersonal
thinking map using Mindmeister to identify and write down the four
Day 5
1. The students will complete the graphic organizer in Google Logical, Intrapersonal,
2. After completing the graphic organizer, the students will be Interpersonal, Verbal
reading it, the students will correct any errors and submit the
Day 6
Source”, which the students will type into their word document
choose a student using Class dojo to read the definition aloud. The
students will then type in the definition from the website. Lastly, the
teacher will give the students five minutes to write their own
2. The students will get into their assigned groups and answer the Interpersonal, Visual,
Kinesthetic, Intrapersonal
following question, which will be posted in a Google Doc. There is
four groups, where each group will be assigned one question. After
Why is it important?
might have looking at the statue of liberty for the first time as a
Day 7
Auditory, Verbal,
1. The students will read and following along to a speech that
will then be required to identify how both the iconic image from the
previous day and speech from today both describe the immigration
definition is this speech. Lastly, the student will submit their blog or
Day 8
Auditory, Interpersonal,
1. The students will listen to the poem, “I Hear America Singing” by Verbal
will ask the students to identify imagery in the poem. The students
students watch the PhotoStory of the poem using the same YouTube
link.
Visual, Intrapersonal,
3. Lastly, the students will create a Symbaloo with words or phrases Naturalist
Day 9
Musical, Visual,
1. Today, the students will listen to the song “I Hear America Singing”
in google classroom. The teacher will play the song for a second
students will be asked to compare and contrast the poem and song
definition of an American.
Day 10
Visual, Auditory, Musical
1. Students will listen and follow along to the short story, “America
be six boxes in the story board. On day ten, the students will be
story board.
will be responsible for identifying the tone for each section of the
short story, and list important diction that helps us understand the
3. For their exit ticket, the students will be ask to independently reflect
on how they think each of the sources they have learned about help
1. The students will use the iPads to create a mind map on Coggle. The
2. The main branches will be the title of the various sources we read or
independently or in groups.
Day 13
thesis statement for their definition essay, which they will type into
Mindmeister for their main bubble. The students will then decide
2. The students will identify two different sources that they believe
best support their definition of an American, and add that into their
Mindmeister. On the thinking map, the students will title the two
sources and identify whether the source is using classification,
3. After choosing the two sources, the students will be asked to find
The two quotes will also be inputted on the thinking map, after the
essay outline. Because this is their day to write their rough draft, the
monitor learning.
2. At the end of the period, the students will be asked to submit their
drafts, and group the students in heterogeneous groups for day 15.
Teacher’s responsibility after class- The teacher look over the student
Day 15-
Kinesthetic, Visual,
1. As the students walk into the classroom, the students will be asked
projected on the wall. Each QR code will tell the student who his or
Verbal, Interpersonal,
2. Once in their groups, the students will have ten minutes to read and
edit their partner’s essay on Google Doc. Once the timer goes off,
the students will have to exchange information with their peers and
make suggestions on how they can improve their paper. This should
http://turnitin.com/ .
Product: Intelligences:
Visual, Naturalist,
PREZI- Categorizing the Extended Definitions Intrapersonal
Voice Memos app or Microsoft Word- Summary of McCain’s Essay Verbal, Interpersonal,
Intrapersonal
Naturalist, Interpersonal,
Coggle- Thinking Map Categorizing what patriotism is and isn’t Visual
Google Blogger or Voice memo- Phrases that describe Americans Auditory, Musical,
intrapersonal
Interpersonal, Visual,
Story Board That- Story Board of “America and I” Naturalist
Google Blogger or Voice Memo app- explaining how each of the sources Intrapersonal, Verbal,
they learned about provide a definition for an American Visual
Coggle- Thinking map with the various Sources read through Unit and their Visual, Interpersonal,
interpretation of an American. Intrapersonal, Naturalist
one source on the sources from the unit four or more sources
StoryBoard That! Student did not Student completed 2 of Student provided the
board. board.
Academic Student has less than Student has five-10 Student has 10-13
Vocabulary
Microsoft office five terms on the terms in the document. Academic terms in the
worksheet.
Symbaloo! On Poem Student did not add Student added 5-10 Student added 13-15
and song
any words related to words related to the words related to the
America or Americans. two sources and the two source sources and
American. American.
FINAL ESSAY Student did not Student provided one Student provided two
America.