Unit Plan

Unit Theme: 12.1 My Journey so Far Date: __________________________ Period: __6_ weeks Teacher:
Subject: English
Reform Strategy (PCEA):
Grade:  1 2 3 4 5 6 7 8 9  10  11  12
Transversal Theme:  Cultural Identity  Civic and Ethic Education  Education for Peace  Environmental Education X Technology and Education X Education for Work
Integration:  Spanish  English X Social Studies Science  Math  Fine Arts  Physical Education  Health Sciences  Technology

Transfer Objective (T) and Acquisition (A)

T1. The student will leave the class able to use his/her knowledge of reflective writing to better understand his/her culture and his/herself.
T2. The student will leave the class able to use his/her knowledge of reflective writing to express his/her own formational experiences through writing.

EQ1. How do our personal journeys shape society and culture?

EQ2. How are people shaped by their journeys and experiences?
EQ3. How do authors use literal and symbolic journeys to structure
stories?
EQ4. What do effective readers do to get the most out of what they
read?
PERFORMANCE TASK ACTIVITIES
Day

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

s

Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.L.1, 12.S.1 & 12.W.3 12.L.1, 12.W.3 & 12.W.8 12.R.5L, 12.W.3 &12.W.8
Learning Activity: Learning Activity: 12.L.1 & 12.S.1 12.L.1 & 12.S.1 Learning Activity:
1 *Teacher begins the unit discussing what are: *Teacher begins discussing what are Learning Activity: Learning Activity: *The teacher provides each student or group
biographies, memoirs, and personal narratives quotations about journeys (see other evidence *Student will explain, defend or
(types text). Journal Entry Responses to Quotations about
*Student will explain, defend or all of the parts of a short story which are not in
challenge orally their arguments chronological order.
*The teacher chooses a biography, memoir, Journeys). challenge orally their arguments
*The student reads the different parts of the
and/or personal narrative to read aloud to the *The student writes an argument defending or on the quotation chosen. on the quotation chosen story. Then, he/she tries to place the parts in
class. challenging a quotation related to the theme of
*The students will work (assigned by the journeys (see Learning Activities or
(continue). the correct order, so the story flows in a logical
teacher) and read the biography, memoir, and/ http://www.joyofquotes.com/journey Performance Task: sequence. When the student is satisfied with
his/her reconstructed story, the student tapes
WEEK

or personal narrative, Then, they will record _of_life_quotes.html for ideas). The student Before and After Performance Task: sections together in the correct order. The
titles and pages read in his/her Reading Log supports his/her response with details from the
and writes short responses in his/her response text.
Before and After student uses a master copy of the story to
check his/her work.
log. Performance Task: *Teacher explains the parts of the story.
Performance Task: Before and After *The student will name identify each part in
Before and After his/her story.
Performance Task:
Friday03 Friday04 Flashback and Flash Forward Narrative

Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.L.1a & 12.L.1b 12.L.1a & 12.L.1b 12.L.1, & 12.S.1 12.W.3 12.W.8 12.W.3 12.W.8
Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Learning Activity:
2 *The teacher defines and discusses Flashback and
Flash-forward.
*The teacher reviews Flashback and Flash-forward
vocabulary and concepts. *The teacher begins explaining what is a
* The teacher will begin the class reviewing the
vocabulary and concepts studied.
*The teacher will begin the class reviewing the
vocabulary and concepts studied.
 *In groups the student offers suggestions of books or *In groups, the student offers suggestions of books or flashback narrative in order to have students *The student will continue to analyze how the authors’ *The student will continue to analyze how the authors’
movies they have seen which incorporate these movies they have seen which incorporate these choices concerning when and how to use flashback and choices concerning when and how to use flashback and
write an essay.
organizational patterns. organizational patterns. flash-forward during writing. flash-forward during writing.
*The teacher begins to show the movie The Sandlot or *The teacher continues to show the movie The Sandlot *The student will analyze how the authors’ The student will begin to write the draft of the flashback The student will continue to writes a flashback narrative
WEEK. multiple picture books incorporating flashback. The class
discusses flashback and how examples and
or multiple picture books incorporating flashback. The
class discusses flashback and how examples and
choices concerning when and how to use
flashback and flash-forward in the texts or
narrative in order to demonstrate an understanding of
this organizational technique. The narrative begins with
in order to demonstrate an understanding of this
organizational technique. The narrative begins with a
effectiveness as a narrative organizational pattern uses effectiveness as a narrative organizational pattern uses
movies contribute to the overall structures and a fictional “flash-forward” component, but then flashback fictional “flash-forward” component, but then flashback
it. it.
aesthetic impacts of the texts or movies. to a real event in the student’s life (see Attachment: to a real event in the student’s life (see Attachment:
Performance Task: Performance Task: 12.1 Performance Task – Flashback Guidelines). 12.1 Performance Task – Flashback Guidelines).
Performance Task: Performance Task: Performance Task:
Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative

Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8
3 Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
*The teacher will begin the class
*The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class
reviewing the vocabulary and concepts
reviewing the vocabulary and concepts reviewing the vocabulary and reviewing the vocabulary and checking student’s doubts.
studied.
studied yesterday. concepts studied. concepts studied. The student will continue to polish
The student develops a strong
The student will continue to develop a
description of the setting in the The student will continue to The student will continue to polish their work of a “mini-memoir”
strong description of the setting in the
nonfiction portion of the essay. The
nonfiction portion of the narrative essay.
develop their first draft of a “mini- their first draft of a “mini-memoir” (journal entry) in his/her journal on
student also incorporates appropriate memoir” (journal entry) in his/her (journal entry) in his/her journal on the topic chosen. It is important
They will begin the writing process and
transitional words and phrases and uses journal on the topic chosen. The the topic chosen. It is important that the students incorporate
write their outline or graphic organizer
correct grammar and syntax in their
to write a “mini-memoir” (journal entry) student also incorporates that the students incorporate appropriate transitional words and
narrative.
in his/her journal on the following or appropriate transitional words and appropriate transitional words and phrases and uses correct grammar
Performance Task: similar topics: phrases and uses correct grammar phrases and uses correct grammar and syntax in their narrative. The
 On a recent vacation…
Flashback and Flash Forward Narrative and syntax in their narrative. and syntax in their narrative. The students’ work must be edited and
WEEK

 A memorable experience from

my childhood was…
Performance Task: students’ work must be edited and corrected by the teacher. The
 Did I ever tell you about the Flashback and Flash Forward corrected by the teacher. The teacher may also use peer review
time…? Narrative teacher may also use peer review as they wish.
 The most embarrassing thing as they wish. Performance Task:
that ever happened to me was… Performance Task: Flashback and Flash Forward
 So far, my life has been…The Flashback and Flash Forward Narrative
student also incorporates Narrative
appropriate transitional words
and phrases and uses correct
grammar and syntax in their
narrative.
Performance Task:
Flashback and Flash Forward Narrative

Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8
4 Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Learning Activity:
*The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class
*The teacher will begin the class checking student’s doubts.
checking student’s doubts. checking student’s doubts. checking student’s doubts.
checking student’s doubts. The student will continue to edit and The student will continue to edit and The student will continue to edit and The student will continue to edit and
The student will continue to polish polish their work of a “mini-memoir” polish their work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir”
their work of a “mini-memoir” (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the
(journal entry) in his/her journal on topic chosen. The students may also topic chosen. The students may also topic chosen. The students may also topic chosen. The students may also
the topic chosen. It is important use computers to write their narrative use computers to write their narrative use computers to write their narrative use computers to write their narrative
essay. The teacher must guide students essay. The teacher must guide students essay. The teacher must guide students essay. The teacher must guide students
that the students incorporate
when using computers. when using computers. when using computers. when using computers.
appropriate transitional words and Remember: The students’ work must be
Remember: The students’ work must be Remember: The students’ work must be Remember: The students’ work must
WEEK

phrases and uses correct grammar edited and corrected by the teacher. edited and corrected by the teacher. edited and corrected by the teacher. be edited and corrected by the teacher.
and syntax in their narrative. The The teacher may also use peer review The teacher may also use peer review The teacher may also use peer review The teacher may also use peer review
students’ work must be edited and as they wish. as they wish. as they wish. as they wish.
Performance Task:
corrected by the teacher. The Performance Task:
Flashback and Flash Forward Narrative
Performance Task: Performance Task:
teacher may also use peer review Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative
as they wish.
Performance Task:
Flashback and Flash Forward
Narrative
 Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8 12.W.3 12.W.8
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
*The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class
checking student’s doubts. checking student’s doubts. checking student’s doubts. checking student’s doubts. checking student’s doubts.
The student will continue to edit and The student will continue to edit and The student will continue to edit and The student will continue to edit and The student will continue to edit and
polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the
topic chosen. The students may also topic chosen. The students may also topic chosen. The students may also topic chosen. The students may also topic chosen.
use computers to write their narrative use computers to write their narrative use computers to write their narrative use computers to write their narrative
essay. The teacher must guide students essay. The teacher must guide students essay. The teacher must guide students essay. The students will hand in their final
when using computers. when using computers. when using computers. work.
Remember: The students’ work must be Remember: The students’ work must Remember: The students’ work must Remember: The students’ work must
edited and corrected by the teacher. The be edited and corrected by the teacher. be edited and corrected by the teacher. be edited and corrected by the teacher. Performance Task:
teacher may also use peer review as The teacher may also use peer review The teacher may also use peer review The teacher may also use peer review Flashback and Flash Forward Narrative
they wish. as they wish. as they wish. as they wish.
Performance Task: Performance Task: Performance Task: Performance Task:
Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative Flashback and Flash Forward Narrative
5
WEEK

Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
WEEK 6

12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3 12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3 12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3 12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3 12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
*The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class *The teacher will begin the class
checking student’s doubts. checking student’s doubts. checking student’s doubts. checking student’s doubts. checking student’s doubts.
The student will continue to edit and The student will continue to edit and The student will continue to edit and The student will continue to edit and The student will continue to edit and
polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir” polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the (journal entry) in his/her journal on the
topic chosen. topic chosen. topic chosen. topic chosen. topic chosen.
*The students will present their *The students will present their *The students will present their *The students will present their *The students will present their
flashback and flash-ward narrative work flashback and flash-ward narrative work flashback and flash-ward narrative work flashback and flash-ward narrative work flashback and flash-ward narrative work
to the group. to the group. to the group. to the group. to the group.
Performance Task: Performance Task: Performance Task: Performance Task: Performance Task:
Flashback and Flash Forward Narrative Flashback and Flash Forward Flashback and Flash Forward Flashback and Flash Forward Flashback and Flash Forward
Narrative Narrative Narrative Narrative