- I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
- I can determine the central ideas in an informational text. (RI.7.2)
- I can analyze the interactions between individuals, events and ideas in a text. (RI.7.3)
Long Term Learning Targets
Supporting Targets
- I can determine the central ideas in "Why Couldn't Snow White Be Chinese?"
- I can give evidence in support of a central idea of "Why Couldn't Snow White Be Chinese?"
- I can analyze the interaction between an individual and events and ideas in "Why Couldn't Snow White Be Chinese?"
Ongoing Assessment
- Mid-Unit 1 Assessment
Agenda
Agenda | Teaching Notes |
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1. Opening A. Entry Task: Introduction to Vocabulary in "Why Couldn't Snow White Be Chinese?" (7 minutes) 2. Work Time A. Mid-Unit 1 Assessment (20 minutes) B. National Identity: the 2010 Census (15 minutes) 3. Closing and Assessment 4. Homework A. Complete Question 4 in the identity journal Lesson 5 task. |
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Vocabulary
bluntly, cuisine, chagrin, depiction, mundane
Materials
- Vocabulary terms and definitions: "Why Couldn't Snow White Be Chinese?" (one to display)
- "Why Couldn't Snow White Be Chinese?" (one per student)
- Mid-Unit 1 Assessment: Evidence, Ideas, and Interactions in "Why Couldn't Snow White Be Chinese? (one per student)
- Mid-Unit 1 Assessment: Evidence, Ideas, and Interactions in "Why Couldn't Snow White Be Chinese? (answers, for teacher reference)
- 2010 Census: United States Profile (one per student and one to display)
- Document camera and/or chart paper (one piece)
- Identity journals (begun in Lesson 1; one per student)
- Identity anchor chart (begun in Lesson 1)
Opening
Opening | Meeting Students' Needs |
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A. Entry Task: Introduction to Vocabulary in "Why Couldn't Snow White Be Chinese?" (7 minutes)
* "I can objectively summarize 'Why Couldn't Snow White Be Chinese?'" * "I can identify the supporting evidence for an analysis of 'Why Couldn't Snow White Be Chinese?'" * "I can analyze the interaction between an individual and events and ideas in 'Why Couldn't Snow White Be Chinese?'"
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Work Time
Work Time | Meeting Students' Needs |
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A. Mid-Unit 1 Assessment (20 minutes)
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B. National Identity: the 2010 Census (15 minutes)
* "What do you notice?" * "What do you wonder?"
- The census was first conducted in 1790 and occurs every 10 years. - The census documents the ethnicity, race, and housing of people living in America. - Citizens, legal residents, long-term visitors, and illegal residents are all counted. - To protect the privacy of the people counted, the census takers are prohibited from revealing any personal information about the people they count, and the specific census records are sealed for 72 years.
* "How do you think the data in this profile influences our national identity--our sense of who we are as Americans?" * "How do you see the data in this profile reflected in your own personal sense of identity? Fill in the sentence below: 'I am _______________________________________, and in the profile I see this connection: ________________________________________.'" * "Where do you think the data in this profile would fit in the Sample Cultural Identifiers?"
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Closing & Assessments
Closing |
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A. Reviewing Learning Targets (3 minutes)
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Homework
Homework |
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Note: Be ready to return the Mid-Unit 1 Assessment to students in Lesson 6. When you assess it, only indicate whether answers are correct or incorrect; do not provide correct answers. Students will correct their own Mid-Unit 1 Assessment for homework as a way to prepare for the End of Unit 1 Assessment. Consider providing time a future lesson to review the answers as a whole class. |
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