Unit Calendar

Here is the Unit Calendar for this two week unit. The final formative assessment will not be until much later in the year during the Pen Pal Potluck. 

1. Unit Context Subject: English 9 Unit Topic: The Native American Representation of the Luiseno Indians of Pechanga Grade: 9 Unit Length: 2 weeks Length of Class Period: 50 Minutes

Unit Rationale Rationale: This unit is essential for our student's learning because it focuses on literacy, critical thinking, making connections between subjects, articulating historical perspectives, researching, cataloging, and uploading cultural and historical documents, and making connections between their school identity and their community. This unit relates to adolescents because it focuses on adolescent experiences and perspectives specifically during the pen pal writing activity. It creates a bond between the GOHS student and the Pechanga Chammakilawish School by developing a dialogue that furthers cultural understanding. The unit will also involve a lot of technology specifically the creation of blog, a research based website where immunizations and diseases that have been carried from Europe to the Americas will be kept, and students will use Skype to communicate with their Pen Pal during the class period. This unit is perfect for social justice and equity because many students at Great Oak High School are unfamiliar and unaware of the cultural and historical influences of the Pechanga Luiseno Indians even though the school is located down the street from the Reservation. These Native Americans are underrepresented in the Temecula community and are rarely acknowledged for their success outside of the casino's endeavors. This unit also focuses on equity and community by bridging the gap between the middle school/elementary school students at Pechanga Chammakilawish and the older high school students at Great Oak High School. Because the Reservation does not have it's own high school, many of the students transfer to Great Oak High school. By establishing an environment of welcoming and friendliness early on, we establish a more equitable environment with the influx of these Native American students. Enduring Understandings: Study, learn, and analyze the importance of language in reference to the "Temecula Massacre." Was it a massacre or a heroic stance?Students will make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretation. Essential Questions: What is the author's purpose? What is the author's stance on the issue? How do you know? What textual evidence supports the author's stance? How important is language when describing a historical event? What is the difference between a "massacre" and a "heroic stance"?Many Native Americans were forced to attend schools that removed them from their families for long periods of time often returning unable to communicate with their own families. How would language isolation affect the family unit? How would language isolation affect a person’s self esteem of perception of themselves? How does language isolation affect Native Americans today?

Week 1

Monday Presenting the Purpose of the Projects Co-Teaching with Ms. Sorben, Ms. Avina, and Mr. Eagleton Overview of Native American history, language, culture, and biological aspects.	Tuesday How to Write a Letter	Wednesday Reading and Annotating the Temecula Massacre Excerpt	Thursday Co-Teaching with Mr. Eagleton Setting up the Mock Trial and Beginning	Friday Co-Teaching with Mr. Eagleton Mock Trial
Daily Objective: Students will be able to comprehend the purpose of the unit and Native American history, language, and biology by filling out and completing their graphic organizer.	Daily Objective: Students will be able to write a letter to their pen pal by filling out the “Letter” graphic organizer and beginning to draft their letter to their pen pal.	Daily Objective: Students will be able to articulate the author's stance on the Temecula Massacre by completing the vocabulary KWL chart, annotating the text, and writing a final reflection that requires students to pose critical thinking questions.	Daily Objective: Students will be able to argue, articulate, and defend their stance on the Temecula Massacre by participating in the Mock Trial activity and completing their Mock Trial Reflection graphic organizer.	Daily Objective: Students will be able to argue, articulate, and defend their stance on the Temecula Massacre by participating in the Mock Trial activity and completing their Mock Trial Reflection graphic organizer. Students are also required to submit their completed letters to their pen pals so that they can be sent/emailed.
Standard: Writing Standard 1.5 Synthesize information from multiple sources	Standard: Writing Standard 2.5 Write business letters: b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.	Standard: Reading Standard 2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretation.	Standard: Listening and Speaking 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.	Standard: Listening and Speaking 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.
Student Activity: Students will takes notes on the graphic organizer and ask questions related to the ITU and the objectives. Students will receive a biography/contact sheet containing the information for their "pen pal".	Student Activity: Students will work individually to completely fill out their “Letter” graphic organizer and will begin drafting their letter to their pen pal.	Students Activity: Students will be able to articulate the author's stance on the Temecula Massacre by completing the vocabulary KWL chart in a Think-Pair-Share, annotating the text, and writing a final reflection that requires students to pose critical thinking questions.	Student activity: Students will take on the role that they have chosen and or been assigned during the trial. The roles will be: judge, jury, attorneys, plaintiffs (Luiseno Indians), defendants (Californios), journalist, and tribal members. Students will have to come up with questions for the defendant and plaintiffs. At the conclusion of trial each student will have to write a reflection. The students representing journalist will have to write an article for a local paper. The jury members will have to write a paper defending the way they voted. The plaintiffs and defendants will have to write based on how they feel about the verdict and whether or not they got a fair trial.	Student Activity: Students will take on the role that they have chosen and or been assigned during the trial. The roles will be: judge, jury, attorneys, plaintiffs (Luiseno Indians), defendants (Californios), journalist, and tribal members. Students will have to come up with questions for the defendant and plaintiffs. At the conclusion of trial each student will have to write a reflection. The students representing journalist will have to write an article for a local paper. The jury members will have to write a paper defending the way they voted. The plaintiffs and defendants will have to write based on how they feel about the verdict and whether or not they got a fair trial.
Assessment: The teacher will assess student's by managing by walking around and collecting the student's completed graphic organizer and signed “pen pal” contact information.	Assessment: The teacher will assess student's by managing by walking around and monitoring student progress while the students fill out their “Letter” graphic organizer. The teacher will not collect the graphic organizer so that students can take it home to finish drafting. The teacher will place a stamp on the graphic organizers to indicate students comprehension of the material and to allot credit for completing the assignment.	Assessment: The teacher will assess student's by collecting their KWL charts and final written reflection as a Ticket Out activity.	Assessment: Teacher will collect student's written reflection based on the following possible questions: How do you feel about the Temecula Massacre? Did your feelings or ideas about the massacre change after having the trial, why or why not? Did your personal verdict coincide with the verdict of the jury?	Assessment: Teacher will collect student's written reflection based on the following possible questions: How do you feel about the Temecula Massacre? Did your feelings or ideas about the massacre change after having the trial, why or why not? Did your personal verdict coincide with the verdict of the jury? The teachers will also collect their student's pen pal letters so that they can be sent out/emailed.

Week 2

Monday Co-Teaching with Mr. Eagleton Last Day of the Mock Trial

Tuesday Introducing the Interview Project How to conduct an Interview and What Questions to Ask

Wednesday Skype Interview with Your Pen Pal

Thursday Creating fliers, banners, and e-vites for the Pen Pal Potluck.

Friday Getting the Word Out How to Send an E-vite Creating fliers, banners, and evites for the Pen Pal Potluck.

Daily Objective: Students will be able to argue, articulate, and defend their stance on the Temecula Massacre by participating in the Mock Trial activity and completing their Mock Trial Reflection graphic organizer.

Daily Objective: Students will be able to formulate interview questions, practice appropriate interview techniques, and begin working on their Interview Project by completing the Interview Questions graphic organizer and participating in a mock interview with one of their peers.

Daily Objective: Students will be able to conduct an interview with their pen pal by using Skype to conduct and record their conversation and adding it to their final potluck presentation. Students will also complete their Interview Reflection.

Daily Objective: Students will be able to design and create fliers, e-vites, and banners for the Pen Pal Potluck by using Googledocs drawing to create the flier. Students will also use Skype's conversation feature to work with their Pen Pal in creating the fliers, banners, and e-vites.

Daily Objective: Students will be able to design and create fliers, e-vites, and banners for the Pen Pal Potluck. Students will also use Skype's conversation feature to work with their Pen Pal in creating the fliers, banners, and e-vites. Students will learn how to send an evite and send a rough draft to Miss S. Students will be able to use technology as a means of communicating with the community and informing the community of the upcoming pot luck specifically e-vites, Facebook, and Twitter. The students will also have to post fliers around campus and write a bump for the morning announcements and the GOHS website.

Standard: Listening and Speaking 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.	Standard: Speaking Applications 2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview.	Standard: Speaking Applications 2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview.	Standard: Writing Strategies 1.8 Design and publish documents by using advanced publishing software and graphic programs. 2.6 Write technical documents	Standard: Writing Strategies 1.8 Design and publish documents by using advanced publishing software and graphic programs. 2.6 Write technical documents
Student Activity: Students will take on the role that they have chosen and or been assigned during the trial. The roles will be: judge, jury, attorneys, plaintiffs (Luiseno Indians), defendants (Californios), journalist, and tribal members. Students will have to come up with questions for the defendant and plaintiffs. At the conclusion of trial each student will have to write a reflection. The students representing journalist will have to write an article for a local paper. The jury members will have to write a paper defending the way they voted. The plaintiffs and defendants will have to write based on how they feel about the verdict and whether or not they got a fair trial.	Student Activity: Students will be able to formulate interview questions, practice appropriate interview techniques, and begin working on their Interview Project by completing the Interview Questions graphic organizer and participating in a mock interview with one of their peers and completing their Interview Reflection.	Students Activity: Students will be able to conduct an interview with their pen pal by using Skype to conduct and record their conversation and adding it to their final potluck presentation. Students will also complete their Interview Reflection.	Student activity: Students will be able to design and create fliers, e-vites, and banners for the Pen Pal Potluck by using Googledocs drawing to create the flier. Students will also use Skype's conversation feature to work with their Pen Pal in creating the fliers, banners, and e-vites. Students must send Miss S. a link to their Googledocs assignment to ensure that the assignment has been started and a plan has been formulated. Students are not expected to have a rough draft completed by the end of the period because this will be the first time they have used Googledocs.	Student Activity: Students will be able to design and create fliers, e-vites, and banners for the Pen Pal Potluck. Students will also use Skype's conversation feature to work with their Pen Pal in creating the fliers, banners, and e-vites. Students will learn how to send an evite and send a rough draft to Miss S. Students will be able to use technology as a means of communicating with the community and informing the community of the upcoming pot luck specifically e-vites, Facebook, and Twitter. The students will also have to post fliers around campus and write a bump for the morning announcements and the GOHS website.

Assessment: Teacher will collect student's written reflection based on the following possible questions: How do you feel about the Temecula Massacre? Did your feelings or ideas about the massacre change after having the trial, why or why not? Did your personal verdict coincide with the verdict of the jury?

Assessment: The teacher will assess student's by managing by walking around and collecting the student's Interview Reflection.

Assessment: The teacher will assess student's by collecting their completed Interview Reflection.

Assessment: Students must send Miss S. a link to their Googledocs assignment to ensure that the assignment has been started and a plan has been formulated. Students are not expected to have a rough draft completed by the end of the period because this will be the first time they have used Googledocs. Teacher will insert a smiley face into their text on their Googledocs in order to indicate approval and credit for the assignment.

Assessment: The teachers will assess students by having the students send Miss S. a rough draft of their e-vite to prove comprehension of the technology and to be able to see the progression from the previous day's rough draft. The teachers will assess students by having each student print a copy of their flier, checking the GOHS website, and checking her student's Twitter feeds. Students have until Monday to post all of the information.