Revised 7.1.

13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
Le$$n
Title &
T'i(
.ntro. to Willia" /oldin0s Lord of the Flies
(L1F)
%o'ietal Rules (Wh# 2o We
3eed %o'ial 1rder4)
2efiniton of 5ivili&ation
(What it Means to be
5ivili&ed6 Live in
5ivili&ation)
3atural 3e'essities (7Look
for the bare ne'essities
the si"ple bare
ne'essities
Foret about #our $orries
and #our strife78)
Fro" 5ivil to %avae
CA Cntent
Stan!a&! )*
N#m+e&
5o""on 5ore W+3a. Write narratives to
develop real or i"ained e)perien'es or
events usin effe'tive te'hnique! $ell+'hosen
details! and $ell+stru'tured event sequen'es.
a. 9nae and orient the reader b# settin out
a proble"! situation! or observation and its
sinifi'an'e! establishin one or "ultiple
point(s) of vie$! and introdu'in a narrator
and6or 'hara'ters: 'reate a s"ooth
proression of e)perien'es or events.

5o""on 5ore RL+1. 5ite
stron and thorouh te)tual
eviden'e to support anal#sis
of $hat the te)t sa#s
e)pli'itl# as $ell as
inferen'es dra$n fro" the
te)t! in'ludin deter"inin
$here the te)t leaves
"atters un'ertain.
5o""on 5ore %L+1'.
.nitiate and parti'ipate
effe'tivel# in a rane of
'ollaborative dis'ussions
(one+on+ one! in roups! and
tea'her+led) $ith diverse
partners on rades 11;1<
topi's! te)ts! and issues!
buildin on others= ideas
and e)pressin their o$n
'learl# and persuasivel#.
'. >ropel 'onversations b#
posin and respondin to
questions that probe
reasonin and eviden'e:
ensure a hearin for a full
rane of positions on a topi'
or issue: 'larif#! verif#! or
'hallene ideas and
'on'lusions: and pro"ote
diverent and 'reative
5o""on 5ore RL+1. 5ite
stron and thorouh
te)tual eviden'e to
support anal#sis of $hat
the te)t sa#s e)pli'itl# as
$ell as inferen'es dra$n
fro" the te)t! in'ludin
deter"inin $here the
te)t leaves "atters
un'ertain.
5o""on 5ore L+?d
2eter"ine or 'larif# the
"eanin of unkno$n and
"ultiple+"eanin $ords
and
phrases based on grades
1112 reading and
content!
'hoosin fle)ibl# fro"
a rane of strateies.
d. @erif# the preli"inar#
deter"ination of the
"eanin of a $ord or
phrase (e..! b# 'he'kin
the inferred "eanin in
'onte)t or in a di'tionar#).
5o""on 5ore R.+A.
-nal#&e seventeenth+!
eihteenth+! and
nineteenth+'entur#
5o""on 5ore RL+1. 5ite
stron and thorouh
te)tual eviden'e to
support anal#sis of $hat
the te)t sa#s e)pli'itl# as
$ell as inferen'es dra$n
fro" the te)t! in'ludin
deter"inin $here the te)t
leaves "atters un'ertain.
5o""on 5ore R.+7.
.nterate and evaluate
"ultiple sour'es of
infor"ation presented in
different "edia or for"ats
(e..! visuall#!
quantitativel#) as $ell as in
$ords in order to address
a question or solve a
proble".
5o""on 5ore RL+1.
5ite stron and
thorouh te)tual
eviden'e to support
anal#sis of $hat the te)t
sa#s e)pli'itl# as $ell as
inferen'es dra$n fro"
the te)t! in'ludin
deter"inin $here the
te)t leaves "atters
un'ertain.
5o""on 5ore L+?d.
2eter"ine or 'larif# the
"eanin of unkno$n
and "ultiple+"eanin
$ords and phrases
based on grades 1112
reading and content!
'hoosin fle)ibl# fro" a
rane of strateies.
d. @erif# the preli"inar#
deter"ination of the
"eanin of a $ord or
phrase (e..! b#
'he'kin the inferred
"eanin in 'onte)t or in
a di'tionar#).
1
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
perspe'tives.
foundational *.%.
do'u"ents of histori'al
and literar# sinifi'an'e
(in'ludin (he 2e'laration
of .ndependen'e! the
>rea"ble to the
5onstitution! the Bill of
Rihts! and Lin'oln=s
%e'ond .nauural
-ddress) for their the"es!
purposes! and rhetori'al
features.
Mea$#&a+le
O+,e(ti-e
+Fro" the tea'her0s uided le'ture! the 1
1t
h or
1<th rade students $ill individuall# na"e and
identif# the "ain 'hara'ters! identif# the
settin! and establish the novel0s openin
situation on notebook paper. %tudents $ill
then! provided a s'enario! e)plain and
des'ribe an i"ained e)perien'e of bein on a
deserted island.
+.ndividuall#! 11
th
or 1<
th

rade students $ill 'ite
stron and thorouh te)tual
eviden'e! in $ritten for"! to
support anal#sis of $hat the
L1F te)t sa#s e)pli'itl# as
$ell as inferen'es dra$n
fro" the te)t! in ans$erin
their 'he'k for readin and
understandin qui& and as
$ell as in refle'tin for the
pro"pt on the ba'k of their
qui&. (hen! in roups of
three to four! students $ill
have a 'ollaborative
dis'ussion about "ade up
rules and eli"inated rules
based on their student
handbook! and 'learl#
define and re'ord their
findins! reasonin! and
'on'lusions! as to $h# the#
aree or disaree $ith the
rule! read# to share and
dis'uss $ith the 'lass in a
'lass dis'ussion6 debate.
+.ndividuall#! 11
th
or 1<
th

rade students $ill 'ite
stron and thorouh
te)tual eviden'e! in
$ritten for"! to support
anal#sis of $hat the L1F
te)t sa#s e)pli'itl# as $ell
as inferen'es dra$n fro"
the te)t! in ans$erin their
'he'k for readin and
understandin qui& and
as $ell as in refle'tin for
the pro"pt on the ba'k of
their qui&. (hen students
$ill define and verif# the
preli"inar# deter"ination
of the "eanin of the ter"
7'ivil!7 7'ivili&ation!7 and
identif# all ten
a"end"ents on the Bill of
Rihts to be able to
after$ards! in roups!
e)plain! on paper! and
verball#! the i"portan'e
of havin the Bill of
Rihts.
+.ndividuall#! 11
th
or 1<
th

rade students $ill 'ite
stron and thorouh
te)tual eviden'e! in $ritten
for"! to support anal#sis
of $hat the L1F te)t sa#s
e)pli'itl# as $ell as
inferen'es dra$n fro" the
te)t! in ans$erin their
'he'k for readin and
understandin qui& and as
$ell as in refle'tin for the
pro"pt on the ba'k of their
qui&. (hen! in $ritten
for"at! students $ill
identif# and e)plain four
basi' ne'essities the#
'annot fun'tion $ithout
(shelter! food! sleep!
prote'tion! et') and
e)plain $here and $h#
these ne'essities fit into
-braha" Maslo$=s
Bierar'h# of 3eeds
>#ra"id! in order to
address and best ans$er
the question of $hat
+.ndividuall#! 11
th
or 1<
th

rade students $ill 'ite
stron and thorouh
te)tual eviden'e! in
$ritten for"! to support
anal#sis of $hat the
L1F te)t sa#s e)pli'itl#
as $ell as inferen'es
dra$n fro" the te)t! in
ans$erin their 'he'k
for readin and
understandin qui& and
as $ell as in refle'tin
for the pro"pt on the
ba'k of their qui&. (hen!
students $ill define and
verif# the preli"inar#
deter"ination of the
"eanin of the ter"
Csavae!D Csavaer#!D
and sear'h to identif#! in
their L1F=s 5h.? te)t! to
dire'tl# quote! $ith the
pae nu"ber in'luded!
and e)plain (dra$
inferen'es) in $ritten
for"! of at least five
<
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
'onstitutes basi' hu"an
ne'essit#.
dire't quotes that
dire'tl# e)e"plifies an#
parti'ular 'hara'ter or
'hara'ters! as $ell as
settin in the book that
e)pli'itl# de"onstrates
'hara'ter6 settin
transitionin fro" the
state of bein 'ivil to
be'o"in savae.
Le$$n
Int&!#(ti
n
Int&!#(tin:
+%ho$ 'lip of 7Bo$ to %urvive - 2eserted
.sland7 (3 "inutes)E
httpE66$$$.#outube.'o"6$at'h4
vFWWdGt$vkf.. .ntrodu'e ne$ unit on
Willia" /oldin0s Lord of the Flies.
+.n student friendl# lanuae! tea'her $ill
share "easurable obHe'tives(s) $ith the
students at the beinnin of the lesson.
+Briefl# dis'uss readin fro"
the niht before. -sk
questions and $ait for
student response.
+5he'k for Readin and
*nderstandin Iui& 5h.1E
Refle't on 5h. 1 pro"pt on
the ba'k of qui& to $rite to.
+(rade qui&&es and 'he'k
qui&&es as a 'lass.
+Return raded qui&&es to
students to sho$ s'ore.
+Return raded qui&&es to
tea'her to be inputted on
online radin s#ste".
+Iui&&es $ill be returned
to"orro$.
Int&!#(tin:
+%ho$ short 5h.1 %u""ar#
and -nal#sis @ideo 5lip.
+.n student friendl#
lanuae! tea'her $ill share
"easurable obHe'tive(s) $ith
the students at the
beinnin of the lesson.
+Briefl# dis'uss readin
fro" the niht before. -sk
questions and $ait for
student response.
+5he'k for Readin and
*nderstandin Iui& for
5h. <: Refle't on 5h. <
pro"pt on the ba'k of
qui& to $rite to.
+(rade qui&&es and 'he'k
qui&&es as a 'lass.
+Return raded qui&&es to
students to sho$ s'ore.
+Return raded qui&&es to
tea'her to be inputted on
online radin s#ste".
+Iui&&es $ill be returned
to"orro$.
+(ake the opportunit# to
return #esterda#=s raded
qui&.
Int&!#(tin:
+%ho$ short 5h.<
%u""ar# and -nal#sis
@ideo 5lip
+ .n student friendl#
lanuae! tea'her $ill
share "easurable
+Briefl# dis'uss readin
fro" the niht before. -sk
questions and $ait for
student response.
+5he'k for Readin and
*nderstandin Iui& for
5h. 3: Refle't on 5h. 3
pro"pt on the ba'k of qui&
to $rite to.
+ (rade qui&&es and 'he'k
qui&&es as a 'lass.
+Return raded qui&&es to
students to sho$ s'ore.
+Return raded qui&&es to
tea'her to be inputted on
online radin s#ste".
+Iui&&es $ill be returned
to"orro$.
+(ake the opportunit# to
return #esterda#=s raded
qui&.
Int&!#(tin:
+%ho$ short 5h.3
%u""ar# and -nal#sis
@ideo 5lip.
+.n student friendl#
lanuae! tea'her $ill
share "easurable
+Briefl# dis'uss readin
fro" the niht before.
-sk questions and $ait
for student response.
+5he'k for Readin and
*nderstandin Iui& for
5h. ?: Refle't on 5h. ?
pro"pt on the ba'k of
qui& to $rite to.
+(rade qui&&es and
'he'k qui&&es as a
'lass.
+Return raded qui&&es
to students to sho$
s'ore.
+Return raded qui&&es
to tea'her to be inputted
on online radin
s#ste".
+Iui&&es $ill be
returned to"orro$.
+(ake the opportunit# to
return #esterda#=s
raded qui&.
Int&!#(tin:
+%ho$ short 5h.?
%u""ar# and -nal#sis
@ideo 5lip.
3
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
obHe'tive(s) $ith the
students at the beinnin
of the lesson.
obHe'tive(s) $ith the
students at the beinnin
of the lesson.

+.n student friendl#
lanuae! tea'her $ill
share "easurable
obHe'tive(s) $ith the
students at the
beinnin of the lesson.
Le$$n
B!"
.Di&e(t
In$t&#(tin/
+(ea'her $ill dire't le'ture fro" pa'ed notes
on 9l"o! on Willia" /oldin0s Lord of the Flies
"ain 'hara'ters! the settin! and the novels
openin situation $ithout ivin a$a#
i"portant and "aHor plot details.
+(ea'her $ill then provide a s'enario! on 9l"o!
to students! reardin i"ainin be'o"in
stranded on a deserted island! and dire't
students to $rite! on paper! about this
i"ained e)perien'e or event usin effe'tive
te'hnique! details! and sequen'es. %tudents
$ill be dire'ted to use 'reativit# to enae or
orient a reader.
($o %'enarios $ill be providedE
9G of >rovided %'enario .E 2urin a se'ret
%enior 'elebration trip out to the se'ret
Laoons >aradise! over the pa'ifi'! $ith four of
#our friends! one of the enines on #our
private airplane suddenl# fails. 2urin a lu'k#
'rash landin! thouh the pilot dies fro" a
heart atta'k! #ou and #our friends be'o"e
stranded on a deserted island.
9GE of >rovided %'enario ..E 2urin a trip! #ou
be'o"e stranded so"e$here on an island.
Bo$ did this happen4 9)plain. What are #our
first thouhts4 What $ould #ou "iss fro"
ho"e4 What are the first fe$ thins #ou should
do on the island4 Bo$ $ill #ou et alon $ith
others4 Bo$ do #ou et help4 Bo$ do #ou
plan on be'o"in res'ued4
+(he tea'her $ill first roup
students in roups of three
to four. 1n the 9l"o! the
tea'her $ill sho$ and
verball# pose one "ade up
rule! and one eli"inated
rule! based on the %tudent
Bandbook and ask students
for a response to the rules in
questionE .n allo$in several
students to take turns in
ans$erin! ans$ers $ould
probe reasonin and
eviden'e! to ensure a
hearin for a full rane of
positions! for e)a"ple! as to
$h# that rule should be
$ritten in the %tudent
Bandbook or be eli"inated.
(his previe$ $ould also
serve to de"onstrate to
students ho$ to take turns
($ith hands raised! patientl#
$aitin)! e)press
the"selves! and ask
questions! in order to
pro"ote diverent and
'reative perspe'tives.
+For 9GE Iuestion posed
about "ade up rule in the
%tudent BandbookE (uff
+1n the 9l"o! tea'her $ill
$rite out and read a
di'tionar# definition of
7'ivil7! 7'ivili&ation!7 (use
e)a"ples to better help
students understand) and
pass out a Bill of Rihts
handout that addresses
all ten a"end"ents! $ith
roo" for additional notes
on ea'h a"end"ent.
(ea'her $ill pro'eed to
revie$ the *.%. Bill of
Rihts $ith the 'lass on
the 9l"o! $ith additional
notes su'h as e)a"ples
to better understand the
a"end"ents.
+(ea'her $ill then break
up students into roups of
three to four and students
$ill be dire'ted to de'ide
to do $ithout one of the
a"end"ents in the Bill of
Rihts! thinkin up!
dis'ussin! and $ritin
possible 'onsequen'es
and s'enarios if an
a""end"ent $as taken
a$a#! re'ordin all this to
be turned in.
+(ea'her $ill have
students take out a pie'e
of paper and identif# and
e)plain! their four basi'
ne'essities the# 'annot
fun'tion $ithout.
9GE Food. . et tired and
frustrated if . a" hunr#.
+(ea'her $ill pass out a
'op# of -braha"
Maslo$=s Bierar'h# of
Bu"an 3eeds >#ra"id.
1n the 9l"o! tea'her $ill
introdu'e (i"portant parts
onl#) arti'le on 9l"o about
Maslo$0s Bierar'h# of
3eedsE httpE66ps#'holo#.
about.'o"6od6
theoriesofpersonalit#6
a6hierar'h#needs.ht"! and
revie$ the handout
passed out to students.
+(ea'her dire'ts students
to fit their four 'hosen
basi' ne'essities on
-braha" Maslo$=s
>#ra"id! and e)plain in
$ritin! dire'tl# on the
p#ra"id! $here and $h#
their 'hosen basi'
+1n the 9l"o!
F1RM(9G( tea'her $ill
$rite out and read a
di'tionar# definition of
7savae!7 7saveer#!7
(use e)a"ples to better
help students
understand) and revie$
an e)a"ple of one
dire't quote! $ith the
pae nu"ber in'luded!
and e)planation that
dire'tl# e)e"plifies an#
parti'ular 'hara'ter or
'hara'ters! as $ell as
settin in the book that
e)pli'itl# de"onstrates
'hara'ter6 settin
transition fro" the state
of bein 'ivil to
be'o"in savae.

9GE C%o"e of the bo#s
$ore bla'k 'aps but
other$ise the# $ere
al"ost nakedD (/oldin
JK).
9)planation of ho$
quote sho$s transition
fro" 'ivil to be'o"in
?
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
(itan Bih %'hool students
$ill obtain offi'ial parental
and ad"inistrative
per"ission to brin an# non+
'a"pus parti'ipants to (uff
(itan Bih %'hool dan'es.
((his is "eant to in'ite a
short dis'ussion as to $h#
students "a# think this is a
ne'essar# rule).
+%tudents are allo$ed to put
in their $ords of thouht at
an# iven ti"e b# raisin
their hand and $aitin to be
'hosen to respond.
(ea'her $ill be the referee6
response 'hooser for this
a'tivit#.
(ea'her $ill 'all on one
student! $ith their hand
raised! and 'lass $ill re"ain
silent as he or she ans$ersE
%tudent Response -E (he
s'hool needs to kno$ $ho
is 'o"in on 'a"pus and
#our parents need to kno$
$ho #ou are oin to the
dan'e $ith.
(ea'her $ill 'all on another
student and 'lass $ill
re"ain silent as he or she
ans$ersE %tudent Response
BE What if it=s so"eone $ho
used to 'o"e to (uff (itan
Bih thouh4
ne'essities fit in a
parti'ular area.
+%tudents $ill then be
dire'ted to de'ide $here
and $h# La'k0s needs (the
hunter in L1F) and
Ralph0s needs ('on'erned
$ith buildin shelters in
L1F) best fit in -braha"
Maslo$0s Beirar'h# of
3eeds >#ra"id! $ritin
dire'tl# on the p#ra"id to
e)plain.
savaeE (his quote
dire'tl# sho$s that the
bo#s are be'o"in
savae be'ause
althouh the# re"ain
so"e$hat 'lothed $ith
Cbla'k 'aps!D the# stand
"ostl# naked in front of
ea'h other $ithout an#
sha"e! $here in
'ivili&ation! ba'k ho"e!
in Britain! it $ould be
dee"ed understandabl#
inappropriate be'ause
of their learned 'ivili&ed
"anners.
+(ea'her $ill break
students up into pairs
for the assin"ent to
dire'tl# quote! $ith the
pae nu"ber in'luded!
and e)plain (dra$
inferen'es) in $ritten
for"! of at least five
dire't quotes fro" 5h.
?0s L1F that dire'tl#
e)e"plifies an#
parti'ular 'hara'ter or
'hara'ters! as $ell as
settin in the book that
e)pli'itl# de"onstrates
'hara'ter6 settin
transitionin fro" the
state of bein 'ivil to
be'o"in savae.
M
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
(ea'her $ill 'all on one
student! $ith their hand
raised! and 'lass $ill re"ain
silent as he or she ans$ersE
%tudent Response 5E What
if #ou don=t $ant to ask #our
parents be'ause the# don=t
like #our friends4
(ea'her $ill 'all on one
student! $ith their hand
raised! and 'lass $ill re"ain
silent as he or she ans$ersE
%tudent Response -E (hen
"a#be #ou shouldn=t be
hanin out $ith so"eone
#our parents don=t like.
+++++++++++++++++++++++++++++++++++++
(hen the tea'her $ill
previe$ an eli"inated rule
and ask students $hat the
proble" "iht beE (RuleE
5ell phone use is onl#
allo$ed at break). ;5ell
phones should be allo$ed at
all "o"ents! even durin
'lass! not Hust at break.
((his is "eant to in'ite a
short dis'ussion as to $h#
students "a# $ant to
eli"inate a rule).
(ea'her $ill 'all on one
student! $ho has their hand
raised! and 'lass $ill re"ain
silent as he or she ans$ersE
%tudent Response 1E . think
that=s reat be'ause 'ell
phones $ould help us do
J
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
our $ork.
(ea'her $ill 'all on another
student! $ho has their hand
raised! and 'lass $ill re"ain
silent as he or she ans$ersE
%tudent Response <E . don=t
think that=s a reat idea. We
"iht o on our apps! or FB!
and not et our stuff done. .
don=t "ean to sound like a
nerd! but so"eti"es it=s
hard to 'on'entrate! and
usin a phone so freel#
$ould distra't "e or other
students around "e.
Both rules! "ade up and
eli"inated! $ill be posed in
order to in'ite dis'ussion
and thouht a"onst
students and sho$ the"
ho$ the# $ill be takin
turns! so all responses are
'onsidered.
Le$$n
B!"
.St#!ent
A(ti-it"/
+%tudents $ill pro'ess novel "ap infor"ation
(Lord of the Flies le'ture that in'ludes
ba'kround infor"ation before beinnin
novel) and take notes! in their o$n $ritten
$ords! fro" the tea'her0s notes.
+-fter$ards! students $ill then! $ith the
provided s'enario of be'o"in stranded on a
deserted island! $rite! on paper! about an
i"ained e)perien'e or event! usin effe'tive
te'hnique! details! and sequen'es. (heir oal
is to use 'reativit# to enae or orient a
reader. 1n the sa"e paper! students $ill then
individuall# think and re'ord on paper! up to
-fter previe$in the
tea'her=s e)a"pleE
+.n partners! one half of the
'lass $ill 'o"e up $ith three
to five ne$ rules for the
student handbook and $h#E
9)E /u" $ill be 'onsidered
a finable offense of N1M.OO if
found on 'a"pus be'ause
of the proble" it 'auses the
'a"pus 'onsiderin its
re"oval.
+(he other half of the 'lass
+%tudents $ill $rite out the
di'tionar# definition of the
ter" C'ivil!D C'ivili&ation!D
and re'eive a *.% Bill of
Rihts handout that
addresses all ten
a"end"ents! $ith roo"
for additional notes on
ea'h a"end"ent. -s the
tea'her revie$s the ten
a"end"ents on the *.%
Bill of Rihts! students $ill
Hot do$n! on the handout!
e)a"ples! and6 or qui'k
+%tudents $ill identif# and
e)plain! in $ritin! their
four basi' ne'essities
+%tudents have -braha"
Maslo$=s Bierar'h# of
3eeds handout passed
out to the" and the#
revie$ it $ith the tea'her.
+.n a $ritten for"at!
students $ill 'o"pare
$hat the# identified and
e)plained as their four
+%tudents $ill $rite out
the di'tionar# definition
of the ter" Csavae!D
Csavaer#!D and as the
tea'her de"onstrates
ho$ to 'hoose a quote
and e)plain it! students
$ill 'op# it to their notes
and save it in order to
have an e)a"ple to o
off of for their in 'lass
quote assin"ent.
+.n pairs! students $ill
7
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
ten pa'kable travel ite"s6 ite"s the# 'an find
on an island! and ho$ ea'h "a# be used
valuabl# to survive6 be found.
$ill think of eli"inatin one
rule alread# stated in the
handbook and $h#E
9)E .nstead of bannin
$eapons and firear"s:
-llo$in bo# s'out6 tool
knives on 'a"pus for the
purpose of 'uttin thins
openin ite"s! art! and
bein prepared.
notes (dire'ted b#
tea'her) to "ost easil#
identif# and understand
the first ten a"end"ents
on the Bill of Rihts.
+-fter$ards! in roups of
three to four! students $ill
de'ide to do $ithout one
of the a"end"ents in the
Bill of Rihts! thinkin up!
dis'ussin! and $ritin
possible 'onsequen'es
and s'enarios if an
a""end"ent $as taken
a$a#! re'ordin all this to
be turned in.
basi' ne''essities $ith
$hat -braha" Maslo$0s
>#ra"id sho$s! b#
de'idin $here and $h#
ea'h ne'essit# best fits on
the p#ra"id! e)plainin in
$ritin!
dire'tl# on the p#ra"id.
+%tudents $ill then de'ide
$here and $h# La'k0s
needs (the hunter in L1F)
and Ralph0s needs
('on'erned $ith buildin
shelters in L1F) best fit in
-braha" Maslo$0s
Beirar'h# of 3eeds
>#ra"id! $ritin dire'tl#
on the p#ra"id to e)plain.
sear'h! to dire'tl# quote!
$ith the pae nu"ber
in'luded! and e)plain
(dra$ inferen'es) in
$ritten for"! of at least
five dire't quotes fro"
5h. ?0s L1F that dire'tl#
e)e"plifies an#
parti'ular 'hara'ter or
'hara'ters! as $ell as
settin in the book that
e)pli'itl# de"onstrates
'hara'ter6 settin
transitionin fro" the
state of bein 'ivil to
be'o"in savae.
Le$$n
Cl$#&e +(ea'her $ill ask students questions reardin
the le'ture notes! spe'ifi'all# reardin the
"ain 'hara'ters! settin! and the novels
openin situation so that students "a# ans$er
in their o$n $ords. 9GE Where are the bo#s
fro"E Great Britain.
+(ea'her $ill then ask for student volunteers to
share their s'enarios and6 or ten pa'kable
ite"s! $ith 'onsideration! and bein "indful of
strulin students! 'hoose students to share
a fe$ lines reardin their provided s'enario if
no one volunteers.
+(ea'her $ill dis'uss an# s'enarios or unique
ite"s as a 'lassE 9)E *sin earphones as a tie.
P(akin a free 5>R6First -ide 5ourse offered
b# the 'it# to sta# prepared. 9)plain the topi's
+-fter $alkin around and
'onsultin $ith students
about their rules! both "ade
up and eli"inated! students
$ill have a 'ollaborative
dis'ussion! as a 'lass!
about their "ade up rules
and eli"inated rules based
on their student handbook.
+(ea'her $ill initiate 'lass
dis'ussion6 debate b#
'hoosin fro" one side first!
then the otherE Let the
sho$do$n bein bet$een
both sides E). %tudents $ill
pro'eed to dis'uss their
rules based on their 'lear
definitions! re'orded
+Revie$ as a 'lass the
definition of the ter"
7'ivil!7 7'ivili&ation!7 and
'all on students (use de'k
of 'ards6 popsi'le sti'ks!
labeled $ith student
na"es! to 'hoose
students+ $ith
'onsideration! and bein
"indful of strulin
students) to ive the
sinifi'an'e6"eanin of
ea'h a"end"ent on the
Bill of Rihts. (+>raise $ill
be on the sinifian'e of
the a"end"ent). (hen
revie$
the effe'ts of "issin an
a"end"ent on the Bill of
+(ea'her $ill qui'kl# re'ap
$hat -braha" Maslo$=s
Bierar'h# of 3eeds
>#ra"id represents.
+%tudents $ill then
interate and evaluate
-braha" Maslo$=s
Bierar'h# of 3eeds
>#ra"id as a 'lass! usin
volunteered ans$ers or
$ith 'onsideration! and
bein "indful of strulin
students! 'hoose students
to share! as to $hat a fe$
students= basi' needs are
and e)plain $here and
$h# these ne'essities fit
into -braha" Maslo$=s
Bierar'h# of 3eeds
+Revie$ as a 'lass the
definition of the ter"
Csavae!D Csavaer#!D
and! revie$ so"e of the
best quotes! $ith pae
nu"ber in'luded!
(5hosen b# the tea'her
fro" the student)
to share on 9l"o and
have the 'lass $rite
do$n and e)plain (dra$
inferen'es) in $ritten
for"! that dire'tl#
e)e"plifies an#
parti'ular 'hara'ter or
'hara'ters! as $ell as
settin in the book that
e)pli'itl# de"onstrates
'hara'ter6 settin
K
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
of the ne)t three $eeks.
+(ea'her $ill ask students if the# have an#
questions.
AT CONCLUSION OF LESSON: (ea'her $ill
pass out 'lass set of Willia" /oldin0s Lord of
the Flies novels6 qui'kl# take 'lass to librar#6
bookstore to 'he'k out novels.
+(ea'her $ill announ'e ho"e$orkE Read
5hapter 1 in L1F and i"aine #ourself in the
sa"e s'enario as 'hara'ters in 5h.1. 5he'k
for Readin and *nderstandin qui& to"orro$Q
findins! reasonin! and
'on'lusions as to $h# the#
aree or disaree $ith the
rule! dis'ussin it $ith the
'lass durin a debate. .n
this $a#! students $ill be
able to build on others0 ideas
and e)press their o$n
'learl# and persuasivel#.
5onversation $ill propel
$hen students are takin
turns posin and respondin
to rules in question that
probe reasonin and
eviden'e! ensurin for a
hearin on a full rane of
positions. .n finali&in the
rule! to aree or disaree
$ith it!++b# a sho$ of
hands++! a final vote $ill be
'asted to sho$ if the
"aHorit# of the 'lass arees
or disarees $ith the rule.
+%tudents $ill then be
handed a 16? sheet rubri'
$here the# $ill then rate
the"selves and others in
their roup on a s'ale of 1!
bein the $orst! and M bein
the best as to ho$
su''essful roup "e"bers!
and the"selves! $ere in
(Iui'k note of 7bein
B139%( $ith #ourself7 6
7/radin #ourself
B139%(L,7 $ill be ured) E
+>osin questions
+Listenin to responses
Rihts.
For e)a"pleE
What if the K
th

-"end"ent did not e)ist4
Would it then be leal or
ok to have a 'onvi'ted
'ri"inal thro$n into a
shark tank4
+(ea'her $ill ask students
if the# have an#
questions.
AT CONCLUSION OF
LESSON: %tudents $ill
turn in their roup findins
and s'enario 'on'lusions
based on takin a$a# one
a"end"ent fro" the Bill
of Rihts! to be raded.
+(ea'her $ill announ'e
ho"e$orkE Read 5h.3 in
L1F. 5he'k for Readin
and *nderstandin qui&
to"orro$Q
>#ra"id! in order to
address and best ans$er
the question of $hat
'onstitutes basi' hu"an
ne'essit#.
+(he 'lass $ill "ove on to
ans$er! $ith student
volunteered responses! or
$ith 'onsideration! and
bein "indful of strulin
students! $here and $h#
La'k=s needs (the hunter
in L1F) and Ralph=s needs
('on'erned $ith buildin
shelters in L1F) best fit on
Maslo$=s >#ra"id.
+(hrouh a 'lass vote! b#
a sho$ of hands! students
$ill 'hoose one side to be
on in L1F. (9ither the
hunter side of La'k! or the
buildin the shelters side
of Ralph).
+(ea'her $ill ask students
if the# have an# questions.
AT CONCLUSION OF
LESSON: %tudents turn in
their $ritten e)planations
of their identified and
e)plained basi' needs!
their e)planation as to
$here and $h# their basi'
needs fit in -braha"
Maslo$0s Bierar'h# of
3eeds >#ra"id! and
transitionin fro" the
state of bein 'ivil to
be'o"in savae!
before sharin $hat a
parti'ular student
'on'luded fro" the
quote.
+(ea'her $ill be
'he'kin and sinin
students off durin
proress "onitorin.
+(ea'her $ill ask
students if the# have
an# questions
AT CONCLUSION OF
LESSON: (ea'her $ill
announ'e ho"e$orkE
Read 5h. M in L1F.
5he'k for Readin and
*nderstandin qui& first
thin Monda#Q
A
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
+9)pressin ideas
+Buildin on other ideas
+>ersuadin others
+%upport $h# the# areed or
disareed
%tudents $ill then shuffle
the rubri's and set the" out
on the table so roup 'an
see ho$ their roup
"e"bers rate the".
+((ea'her $ill do the sa"e
but durin proress
"onitorin)
+(ea'her $ill ask students if
the# have an# questions.
AT CONCLUSION OF
LESSON: Re'orded rules
$ill be turned in before the
end of the period $ith all
roup "e"ber na"es! to be
raded.
+(ea'her $ill announ'e
ho"e$orkE Read 5h. < in
L1F. 5he'k for Readin
and *nderstandin qui&
to"orro$Q
$here and $h# La'k and
Ralph0s needs fit on the
p#ra"id! to be raded.
+(ea'her $ill announ'e
ho"e$orkE Read 5h. ? in
L1F. 5he'k for Readin
and *nderstandin qui&
to"orro$Q
A!a'tatin*
En0a0emen
t St&ate0ie$
+9%L students and students $ith spe'ial needs
pla'ed in roups to follo$ alon $ith a'tivit#
and parti'ipate. (ea'her $ill 'onstantl# $alk
around and "onitor 'lass6 assess student
proress and be available for help if needed. .f
available! tea'her0s aide6 .nstru'tional -ide $ill
be used to the "ost produ'tive e)tent possible
for assistan'e.
+9%L students and students
$ith spe'ial needs pla'ed in
roups to follo$ alon $ith
a'tivit# and parti'ipate.
(ea'her $ill 'onstantl# $alk
around and "onitor 'lass6
assess student proress
and be available for help if
needed. .f available!
+9%L students and
students $ith spe'ial
needs pla'ed in roups to
follo$ alon $ith a'tivit#
and parti'ipate. (ea'her
$ill 'onstantl# $alk
around and "onitor 'lass6
assess student proress
and be available for help if
+9%L students and
students $ith spe'ial
needs pla'ed in roups to
follo$ alon $ith a'tivit#
and parti'ipate. (ea'her
$ill 'onstantl# $alk around
and "onitor 'lass6 assess
student proress and be
available for help if
+9%L students and
students $ith spe'ial
needs pla'ed in roups
to follo$ alon $ith
a'tivit# and parti'ipate.
(ea'her $ill 'onstantl#
$alk around and
"onitor 'lass6 assess
student proress and be
1O
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
+>a'in notes $ill be provided to students $ith
learnin needs.
+- list of 'hara'ters $ill be provided for
students $ho need support.
+(ea'her $ill repeat an# verbal readin or
dire'tion as ne'essar#.
tea'her0s aide6 .nstru'tional
-ide $ill be used to the
"ost produ'tive e)tent
possible for assistan'e.
+%tudents $ill take turns in
ans$erin and respondin
to rules to assure ever#one
in the 'lass ets a turn.
+(ea'her $ill repeat an#
verbal readin or dire'tion
as ne'essar#.
needed. .f available!
tea'her0s aide6
.nstru'tional -ide $ill be
used to the "ost
produ'tive e)tent possible
for assistan'e.
+%tudent $ill re'eive a
'op# of the Bill of Rihts.
+(ea'her $ill o over eas#
e)a"ples and6or pi'tures
to have students better
understand the Bill of
Rihts.
+(er" C'ivili&ationD $ill o
onto $ord $all ('lassroo"
$all $ith $ords to kno$).
+(ea'her $ill repeat an#
verbal readin or dire'tion
as ne'essar#.
needed. .f available!
tea'her0s aide6
.nstru'tional -ide $ill be
used to the "ost
produ'tive e)tent possible
for assistan'e.
+%tudents $ill re'eive a
'op# of -braha"
Maslo$=s Bierar'h# of
Basi' 3eeds.
+(ea'her $ill sho$ an
e)a"ple of his or her
need.
+(ea'her $ill repeat an#
verbal readin or dire'tion
as ne'essar#.
available for help if
needed. .f available!
tea'her0s aide6
.nstru'tional -ide $ill be
used to the "ost
produ'tive e)tent
possible for assistan'e.
+(ea'her $ill pass out a
fe$ e)a"ple quotes
$ith e)planations for
students $ith learnin
needs.
+(er" Csavaer#D $ill o
onto $ord $all
('lassroo" $all $ith
$ords to kno$).
+(ea'her $ill repeat an#
verbal readin or
dire'tion as ne'essar#.
A$$e$$men
t
+P&0&e$$ Mnit&in0E
+(ea'her $ill $alk around and 'he'k on
student le'ture notes and $ork. (ea'her $ill
ask questions to "ake sure students
understand the 'hara'ters! settin! and
situation. %tudents re'eive praise!
en'ourae"ent and advi'e. (ea'hers $ill ask
students if the# have an# questions.
+S#mmati-eE
(ea'her $ill deter"ine if students have "et
the learnin oals at the end of the lesson b#
askin questions reardin the le'ture notes!
spe'ifi'all# reardin the "ain 'hara'ters!
settin! and the novels openin situation so
that students "a# ans$er in their o$n $ords.
9GE Where are the bo#s fro"E Great Britain
+(ea'her $ill then ask for student volunteers to
+P&0&e$$ Mnit&in0E
+Iui& 5h. 1! Readin and
*nderstandin Iui& R
>ro"pt qui'k $rite
+(ea'her $ill "onitor ho$
students are doin in their
roups! stoppin b# to
'he'k $hat the roups have
re'orded. -lthouh tea'her
"a# initiate
dis'ussion6debate! tea'her
$ill take "ental notes! and
serve "ore to verball# uide
students throuh dis'ussion.
(ea'her $ill be the referee6
response 'hooser for this
a'tivit#. (ea'her $ill take
+P&0&e$$ Mnit&in0E
+Iui& 5h. <! F1RM(9G(
Readin and
*nderstandin Iui& R
>ro"pt qui'k $rite
+(ea'her $ill deter"ine
roup (dis'ussion) b#
askin $hi'h 7riht7 the#
have 'hosen to eli"inate.
(hen question reardin
possible s'enarios.
%tudents re'eive praise!
en'ourae"ent and
advi'e. (ea'her $ill ask
students if the# have an#
questions.
+Ent&" Le-el:
+(ea'her $ill deter"ine if
students 'an identif# and
e)plain their basi'
ne'essities.
+P&0&e$$ Mnit&in0E
+Iui& 5h. 3! Readin and
*nderstandin Iui& R
>ro"pt qui'k $rite
+(ea'her $ill $alk around
to oversee $hat students
have identified and
e)plained as their basi'
ne'essities! as $ell as
$here students have
'hosen to fit their basi'
ne'essities on -braha"
+P&0&e$$ Mnit&in0E
+Iui& 5h. ?!
F1RM(9G( Readin
and *nderstandin Iui&
R >ro"pt qui'k $rite
+(ea'her $ill $alk
around 'he'kin
students! sinin the"
off! and pi'kin so"e of
the best quotes $ith
e)planations to use $ith
the 'lass at the end of
the lesson. %tudents
re'eive praise!
en'ourae"ent and
advi'e. (ea'her $ill ask
students if the# have
11
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
share their s'enarios and6 or ten pa'kable
ite"s! $ith 'onsideration! and bein "indful of
strulin students! 'hoose students to share
a fe$ lines reardin their provided s'enario if
no one volunteers.
+Reardin individual 'lassroo" a'tivit#! at
doorE %tudents $ill orall# state ho$ to
i"provise the use of an ite" (vie$ it in a
different "anner) before e)itin the 'lassroo".
9)E 7*sin a pen'il to spear fish!7 and 7usin a
'hair le for prote'tion.7
+For"al assess"ent based on "ade up
s'enarios
note of $ho is parti'ipatin
and $ho "a# not be
parti'ipatin! and have
students take turns! or 'all
on those $ho need to
parti'ipate.
2urin proress "onitorin
of 'lass dis'ussion! tea'her
$ill rate and sin students
off on a rubri'! reardin
ho$ su''essful the# are in
their roupsE 1n a s'ale of
1! bein the $orst! and M
bein the best as to ho$
su''essful students areE
+>osin questions
+Listenin to responses
+9)pressin ideas
+Buildin on other ideas
+>ersuadin others
+%upport $h# the# areed or
disareed
+%tudents re'eive praise!
en'ourae"ent and advi'e.
(ea'hers $ill ask students if
the# have an# questions.
+For"al assess"ent based
off of Readin and
*nderstandin Iui& R
>ro"pt qui'k $rite $ill be
taken.
1S#mmati-eE
+(ea'her $ill deter"ine if
students have "et the
learnin oals b# askin
the 'lass about the
definition of 'ivil!
'ivili&ation! 'allin on
students to ive the
sinifi'an'e6"eanin of
ea'h a"end"ent on the
Bill of Rihts! and
revie$in
the effe'ts of "issin an
a""end"ent on the Bill
of Rihts. .f no one
volunteers! bein "indful
of strulin students!
tea'her $ill 'hoose
students to tell about $hat
$ould happen if an
-"end"ent $ere done
a$a# $ith.
+Reardin individual
'lassroo" a'tivit#! at
doorE %tudents $ill think of
one 'on'ept that the# 'an
be thankful of for
'ivili&ation and verball#
share. 9GE 7Runnin
$ater!7 7internet.7
+For"al assess"ent
based off of Readin and
*nderstandin Iui& R
>ro"pt qui'k $rite $ill be
taken.
+For"al assess"ent
based off of roup
Maslo$=s Bierar'h# of
3eeds >#ra"id and $h#!
as $ell as $here the#
have pla'ed La'k and
Ralph=s needs in -braha"
Maslo$=s Bierar'h# of
3eeds >#ra"id and $h#.
%tudents re'eive praise!
en'ourae"ent and
advi'e. (ea'her $ill ask
students if the# have an#
questions.

+For"al assess"ent
based off of Readin and
*nderstandin Iui& R
pro"pt qui'k $rite $ill be
taken.
+For"al assess"ent
based off of -braha"
Maslo$=s Bierar'h# of
3eeds >#ra"id
-ssin"ent.

an# questions.
+Reardin individual
'lassroo" a'tivit#! at
door! students $ill 'all
out if the# are 7'ivil7 or
7savae7 if no one $as
lookin.
For"al assess"ent
based off of Readin
and *nderstandin Iui&
R >ro"pt qui'k $rite
1<
Revised 7.1.13
SINGLE SUBJECT CREDENTIAL PROGRAM
WEEKLY SCHEDULE FORMAT
Name: Barbara Manrique Unit Title: Lord of the Flies (Week 1)
For plannin purposes! assu"e #our unit $ill bein on a Monda#. %u""ari&e ea'h ele"ent as su''in'tl# as possible but provide salient details. (able $ill e)pand as #ou t#pe. *se
additional paes as ne'essar# to plan for "ulti+$eek units. ,our unit plan should in'lude a variet# of instru'tional! enae"ent! and assess"ent strateies. -dd links to resour'es
as appropriate.
Mn!a" T#e$!a" We!ne$!a" T%#&$!a" F&i!a"
findins and s'enario
'on'lusions about takin
a$a# an a"end"ent on
the Bill of Rihts.
Re$#&(e$
+@ideo 5lip
+Le'ture $ith notes
+3otes for %'enario . and ..
+Make sure ea'h student has a 'op# of Willia"
/oldin=s Lord of the Flies 3ovel
+5h. 1 Readin Iui&
+5h. 1 %u""ar# and
-nal#sis +@ideo 5lip
+%tudent Bandbook
+5h. < Readin Iui&
+5h. < %u""ar# and
-nal#sis @ideo 5lip
+5op# of Bill of Rihts
+5h. 3 Readin Iui&
+5h. 3 %u""ar# and
-nal#sis
+@ideo 5lip
+5op# of -braha"
Maslo$=s Bierar'h# of
3eeds -rti'le and
Bierar'h# of 3eeds
>#ra"id
+5h. ? Readin Iui&
+5h. ? %u""ar# and
-nal#sis @ideo 5lip
+L1F 3ovel
+(ea'her %ta"p6Red
>en for sinin
13