Unit Plan

Unit Theme: 12.4 Then and Now Date: _____________ Period :4 weeks Teacher:
Subject: English
Reform Strategy (PCEA):
Grade:  1 2 3 4 5 6 7 8 9  10  11  12
Transversal Themes:  Cultural Identity  Civic and Ethic Education  Education for Peace  Environmental Education  Technology and Education 
Education for work
Integration:  Spanish  English  Social Studies Science  Math  Fine Arts  Physical Education  Health Sciences  Technology  Library

Essential Questions

EQ1.How does an awareness of current events inform opinions and affect our daily lives?
EQ2. What are some of the major ethical/moral controversies in our society?
EQ3. How do we as readers and thinkers determine which texts/experts to believe and why?

Transfer Objectives (T) and Acquisition (A)

T1. The student will leave the class able to use the knowledge of current events to become a more informed citizen, better able to analyze and evaluate
arguments, form opinions, debate issues, and stand up for what he/she believes in. The student will read and write informational texts to demonstrate his/her
depth of understanding and ability to communicate with accurate and appropriate English.
The student acquires skills to...
A1. Listen and respond to, synthesize, explain, describe, support, and discuss information; answer and formulate closed and open-ended questions; listen to,
classify, and prioritize information.
A2. Critically analyze closed and open-ended questions and answer with increasing knowledge.
A3. Determine two or more main ideas of an informational text and analyze their development over the course of the text, including how they interact and build
on one another to provide a complex analysis and be able to provide an objective summary of the text.
A4. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Días Day 1
Standards and Expectations
12.L.1, 12.S.1a, 12.L.1b
1
WEEK
Learning Activity:
*The teacher will explore what
the students know on historical
fiction novel.
*The teacher will begin to talk
about the author and the
purpose of his or her novel.
Performance Task:
Then and Now—Comparing
Historical and Current Events
Friday
Standards and Expectations
12.L.1 & 12.S.2.a & 12.LA.3h
2
PERFORMANCE TASK ACTIVITIES
Day 2
Standards and
Expectations
12.L.1, 12.S.1a, 12.L.1b
Learning activity
*The teacher will begin to
read aloud about a historical
fiction novel to demonstrate
fluency, to analyze and
evaluate. As the teacher
reads, he/she will ask the
students questions to check
understanding. Teacher may
use pictures to illustrate the
scenes.
Performance Task:
Then and Now—Comparing
Historical and Current
Events
Standards and
Expectations
12.L.1d,12.S.2a & 12.LA.3
Day 3
Standards and Expectations
12.L.1 & 12.S.1
Learning activity
*The teacher will continue to
read aloud about a historical
fiction novel to demonstrate
fluency, to analyze and
evaluate. As the teacher
reads, he/she will ask the
students questions to check
understanding. He or she
may use any visuals to
illustrate the most important
scenes.
Performance Task:
Then and Now—Comparing
Historical and Current
Events
Standards and Expectations
12.R.9I, 12.S.2c & 12.W.4
Day 4
Standards and Expectations
12.L.1 & 12.S.2.a
Learning activity:
*The teacher will continue to
read aloud about a historical
fiction novel to demonstrate
fluency, to analyze and
evaluate. As the teacher
reads, he/she will ask the
students questions to check
understanding. Teacher may
use pictures to illustrate the
scenes.
Performance Task:
Then and Now—Comparing
Historical and Current Events
Standards and Expectations
12.R.9I, 12.S.2c & 12.LA.4a
Day 5
Standards and
Expectations
12.L.1 & 12.S.2.a
Learning activity:
*The teacher will continue to
read aloud about a historical
fiction novel to demonstrate
fluency, to analyze and
evaluate. As the teacher
reads, he/she will ask the
students questions to check
understanding. Teacher may
use pictures to illustrate the
scenes.
Performance Task:
Then and Now—Comparing
Historical and Current
Events
Standards and
Expectations
12.R.2I & 12.R.1
 Learning activity:
*The teacher will present
various situations to explain
what is cause and effect. The
students will identify which one
is the cause and which is the
effect.
*The teacher will discuss
cause and effect.
*If applicable, the teacher
should lead the student in
discussions or debates
WEEK
comparing events in the novel
to current events in PR.
Performance Task:
Then and Now—Comparing
Historical and Current Events
Standards and
3
Expectations
Learning Activity:
Learning Activity: *Review the vocabulary
The teacher will discuss learned from prior day.
cause and effect *Teacher will ask questions
If applicable, the teacher in order to elicit prior
should lead the student in knowledge on yesterday’s
discussions or debates work.
comparing events in the
*Teacher will form groups
novel to current events in
where students work
PR.
Performance Task: collaboratively.
*The teacher reads aloud
Then and Now—Comparing current event articles from
Historical and Current newspapers and websites.
Events Reference:
www.bibliotecavirtualut.suag
m.edu
For newspapers from Puerto
Rico, States and other. As
students read, they will take
notes on what have caused
or causing that problem in
Puerto Rico and its effects.
Performance Task:
Standards and Standards and
Expectations Expectations
Learning Activity:
*Review the vocabulary
learned from prior day.
*Teacher will ask questions in
order to elicit prior knowledge
on yesterday’s work.
*The teacher reads aloud
current event articles from
newspapers and websites.
Reference:
www.bibliotecavirtualut.suagm
.edu
For newspapers from Puerto
Rico, States and other. As
students read, they will take
notes on what have caused or
causing that problem in
Puerto Rico and its effects.
Performance Task:
Then and Now—Comparing
Historical and Current Events
Standards and
Expectations
Learning Activity:
*The teacher will explains
what is a critical essay and
its parts.
*The student compares and
contrasts the historical
fiction novel read aloud
(above) with another form of
writing on the same topic to
write a critical essay.
(Tips on writing
compare/contrast essay can
be found here:
http://www.bookrags.com
/articles/5.html;
http://www.wiredprof.com/
102/102assignments/crit1.ht
m; http://grammar.about.
com/od/c/g/criticalessayterm
.htm.)
*The students will begin their
drafting.
Performance Task:
Then and Now—Comparing
Standards and
 12. W.2, 12.W.7&
12.LA.1
Learning Activity:
Student will write a critical
essay while comparing and
contrasting issues from
Puerto Rico.
Performance Task:
Then and Now—Comparing
Historical and Current
Events
WEEK
Standards and Expectations
12.W.4a, 12.R.8 & 12.S.6 & 12.LA.3 12.S.6 & 12.S.3 Expectations
12.LA.3d 12.S.6 & 12.S.3
Performance task: Performance task: Learning Activity:
Learning Activity: The student shares The student shares his/her *The teacher divides the
Student will write a his/her research and research and comparison students in groups and
critical, compare and comparison with the class with the class in the form provides the student with
contrast essay. in the form of an oral of an oral presentation and a newspaper in English.
presentation and poster. poster (continue). (Note: the Turabo
University has online
Performance Task: newspapers
http://bibliotecavirtualut.s
Then and Now—
uagm.edu/
Comparing Historical and
*Each group chooses an
Current Events
article to discuss and
debate on a current
event. Using attachment
12.4 Learning Activity
Cause and Effect, the
student explores the
causes and effects of the
events in the newspaper.
*Students choose the day
to present the current
event he/she chose.
(Performance task)
Debatable Issue
Standards and Standards and Standards and Standards and
 12.L.1, 12.S. 5 & 12.S.6
4
Learning Activity:
The teacher will begin the
class reviewing last week’s
work. The teacher will continue
to elicit student’s prior
knowledge on what they have
learned on issues that have
affected them and society.
The students will be divided in
groups. They will make a list
on issues affecting Puerto
Rico. Then, they will choose an
issue that they will like to
debate on and write the
reasons for which they have
chosen that issue.
Performance task:
Debatable Issue
WEEK
Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*The teacher will provide
students with an article from
the newspaper. All the
students should have the
same article.
*The teacher will divide the
group in pro and con.
*Using attachment 12.4
Performance Task –
Debatable Issue, students
record arguments for their
side of the argument. The
student then notes
arguments for the opposing
side of the debate and writes
possible refutable
arguments.
Performance task:
Debatable Issue
Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*The teacher will provide
students with an article from
the newspaper. All the
students should have the
same article.
*The teacher will divide the
group in pro and con.
*Using attachment 12.4
Performance Task –
Debatable Issue, students
record arguments for their
side of the argument. The
student then notes
arguments for the opposing
side of the debate and writes
possible refutable
arguments.
Performance task:
Debatable Issue
Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*Using attachment 12.4
Performance Task –
Debatable Issue, students
record arguments for their
side of the argument. The
student then notes arguments
for the opposing side of the
debate and writes possible
refutable arguments
(continue).
Performance task:
Debatable Issue
Expectations
12.L.1, 12.S. 5 & 12.S.6
Learning Activity:
*Using attachment 12.4
Performance Task –
Debatable Issue, students
record arguments for their
side of the argument. The
student then notes
arguments for the opposing
side of the debate and writes
possible refutable
arguments
(continue).
Performance task:
Debatable Issue