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Direct instruction

Ms. Chento Subject: AP ENGLISH / POP Culture 9th & 10th Grade

PIRATE WEEK: History Vs. Literature

ollege Ready Standards, ISTE Standards apply to this lesson

laims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
nformational texts to support analysis, reflection, and research.
ords and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impa
nse of time and place; how it sets a formal or informal tone).
f view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points
media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findin

ormula

ween Historical Accuracy and Fictionalized Characteristics


ve gleaned from the presentations and texts to complete a quiz

l evidence on the historical accuracy of Pirates, view video documentation on pirate lore an
sten to accounts of experts in Historical Nautical matters we will develop a complete pictu
Fictional literature and History.
uis Stevensons Treasure Island for Fictional Characteristics, compare and contrast them ag

duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.) Students will complete an open ended que
be completing a research based assignment on a pirate figure of their choice to include comparison / contrast to the literature versions that h

complex): Content and Language objectives action verbs such as write, list, highlight, etc.) Formulate and write a proper thesis statem
Society. Listen to, read and give persuasive feedback to peers.

ssess, appraise and conclude. Materials/Technology Resources to be Used:

Laptop, White boards for Discussion and Google Docs for

Socratic APP website that allows for Quizzes, comprehens


for timely answers.

Prezi APP for the Presentation that introduces the Unit as a


with Prezi or PowerPoint

ing, and make RELEVENT to real life) ENGAGE/ hook the students

, ie Jack Sparrow and the Pirates of the Carribean prior to discussing Treasure Island. Who doesnt like Jack Sparrow?
Student Will: Be specific

ccuracy . *Take notes based on the lessons parameters, *understand

d Fictional Allusion *Draw their own conclusions between History and Fiction

es, Privateers, Piracy an their purpose for Governments Treasury

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/
nnect history with Pop Culture.
Student Will: Be specific

and list their accomplishments Discuss and choose as a class via voting, show of hands

nput from the classs discussion time Give proper input that adds to the overall positive collabo

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

Student Will: Be specific

Comprehend the lesson

Develop an essay for long term Unit plan

Outline their essay and historical figure / pirate

on How will your instruction look different for those students who need differentiation or accommodations?

What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?

rtrayal and Pop Culture versions of pirates, students will understand and apply these movies to their own understanding of histor
says.