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EDUC 2315 Unit Plan Template Name: Kyla Romero Unit Length: 2 weeks

Context

Course Title: Unit Title/Theme: Grade Level(s):

Language Arts Exploring diverse character traits through the examination and
discussion of relevant reading materials. 2nd

Desired Results

Standards:

CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.

CCSS.ELA-Literacy.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different
cultures.

Objectives

Unit-Level Learning Objectives

1a. Content Objective: Explore the qualities of good character within a supportive, safe environment. They will be able to recognize the

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difference between good and bad character.

1b. Language Objective: Students will be able to use “character” in a sentence and understand the meaning of the word. They will have to
give 2 examples of how they represent 2 character traits that they choose.

1c. Performance Indicators

Beginning ELL: Student can circle the definition of character out of two options they are given. This is helping them develop
understanding of the word.

Intermediate ELL: Student can explain out loud what character means. This shows their basic understanding of the word and idea of
possessing character.

Advanced ELL: Student will write a sentence using the word character that they came up with on their own. This shows that they
completely understand the word and knows what it means to have character.

2a. Content Objective: Identify qualities of good character they would like to strengthen in themselves.

2b. Language Objective: Students will be able to list their own personal characteristics that represent good character. They will be able to
write a story, that’s at least 2 paragraphs long, about a time they showed good or bad character.

2c. Performance Indicators

Beginning ELL: Student will be able to identify two character traits they possess and write them in a sentence.

Intermediate ELL: Student can list 4 character traits they possess and how they know they possess those.

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Advanced ELL: Student can come up with 5 character traits they possess and can write a story that’s at least a paragraph long of a
time they showed character.

Knowledge

Knowledge: As a result of this unit, students will know what it means to have good character, and will know what good or bad character looks
like when examining fiction or non-fiction texts.
They will be able to think creatively about the way that people interact and how these interactions can be meaningful.
They will become more aware of their actions and how they affect themselves and other people.

Skills

Skills: As a result of this unit, students will be able to recognize their own personal character traits, and will be able to strengthen the ones
that they think need work.
They will be able to write about their own experiences, and also be able to make up fictional ones as well.

Assessment

AUTHENTIC SUMMATIVE ASSESSMENT (PERFORMANCE TASK)

Students will write and create a short fictional story. This story will have to include at least two characters and a moment in the story where
someone learns a lesson that represents a central theme. It will also have to include one drawing.

Criteria:
The story they create has to be their own made up story. It has to include 2 or more people, a drawing, and there has to be a moment where
a lesson is learned that tells us what the theme is. This could be as simple as they want it to be or as complex just as long as it makes sense
and is at least half a page long. The theme could be as simple as “stealing is bad” or as complex as “appreciate your parents.”

Beginning ELL:

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The student will draw pictures that tell a story with a message and when they turn it in they will have to tell the story out loud and point to
the pictures as they go along. They will also tell me what the lesson learned or theme is.
Intermediate ELL:
They will also tell a story using picture, but they will have to write 2-3 sentences about what the theme is. They will also have to tell the story
out loud pointing to the pictures as they go along when they turn it in.
Advanced ELL:
They will be given a theme that they have to create a story to go with. Let’s say the theme they are given is “tell the truth” they will have to
write a half page story that relates to this theme that includes one drawing and 2 characters.

OTHER FORMATIVE OR SUMMATIVE ASSESSMENT(S)

Think-pair-share activities where a simple question is asked, they have 3 minutes to write down their answer, and then will discuss in groups
of two.
Pairing them up with a peer to talk about 2 things they learned after a lesson.
Asking open-ended questions while the students are working on assignments.
I’ll have them do an exercise where they write down one thing they learned from a lesson, and one thing that surprised them during the
lesson.
Otherwise, observe student participation.

Lesson Topic 1-2 Learning Objective(s) Knowledge Skills Resources/Materials

(Min of 10 daily lesson for EACH daily topic (what students will know (what students will do
topics in a logical
sequence; add rows as and think about) and experience)
needed.)

Day 1 Topic:  Students will be able Students will know about a The students will be read https://worldstories.org.uk/reader/t
to answer any given story and will think the story called “The he-beauty-of-
questions about a about the answers to the Beauty of Difference.” difference/english/249#
given story. questions they are asked. The story will either be
projected on the board for Worksheets of the story, and
the students to follow pencils and paper for them to copy
along with, or the students anything down.
will be given handouts of
the story to follow along

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with. Once the story is

done, they will be asked
questions like “Where did
this story take place?” or
“What is the main
character’s name?” or
“What was this story
mostly about?”
Day 2 Topic:  Students are able to Students will now know We will read through the https://worldstories.org.uk/reader/t
ask their own the answers to the story together as a class he-beauty-of-
questions about a questions I asked, and will once again while the difference/english/249#
given story. think about their own students follow along and
questions, what they want once we’re finished I will I will pass out lined paper that the
to ask, and what possible have the students think of students can write their questions
answers to those questions and write down questions on.
might be. they may have about the
story. We will all ask and
discuss these questions
together during circle
time. The kids will ask
each other the questions
and they will try to answer
them together and then we
will come back as a class
and discuss as a group.
Day 3 Topic:  Students will be able Students will think about I will give the students https://worldstories.org.uk/reader/t
to briefly summarize the setting of a story, the their handouts, they will he-beauty-of-
a story on their own main characters, the main read through the story difference/english/249#
using the provided conflict in the story, and again on their own, and
worksheet. how the problem was they will summarize the
resolved. story using the worksheet

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provided. In every box

they will also draw a
picture to match.

Day 4 Topic:  Students will be able Students will know about I will bring out the list off https://worldstories.org.uk/reader/t
to share their character traits and they character traits and read he-beauty-of-
perspectives or ideas will think about what each them aloud. We will go difference/english/249#
of a story, verbally of them mean and what it over which words the kids
with peers. means to possess them. already know and which
 Students will be words they don’t quite
introduced with a list know. I will then have the
of positive character students separate into
traits. groups of two and I will
make sure they are all
talking about the reading,
asking and answering
questions, and they will
attempt to write down one
thing their peer said about
the reading. They can try
to use any of the character
words they learned to
describe the characters
from the story to one
another.

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Day 5 Topic:  Students will be able Students will think about First, we will watch the https://www.youtube.com/watch?
to examine characters the story they read, and YouTube link I’ve v=WMPOWq4d1kA
in a story and will think about the provided so the kids can
describe their traits. characters involved. They learn a fun song about https://worldstories.org.uk/reader/t
We will start really will think about the character while he-beauty-of-
discussing characters actions, simultaneously learning difference/english/249#
“character” and what reactions, interactions, about the positive
that means. Students decisions, etc. and decide character traits that the
will learn about the “6 whether these things were video lists as “The 6
pillars of character.” positive or negative. They pillars of character.” We
will know and think about will review the characters
the 6 pillars of character from the story we read,
which are trustworthiness, and fill out the provided
respect, responsibility, worksheet. We will list
fairness, caring, and any of the character traits
citizenship. that we learned about to
describe the storybook
characters.
Day 6 Topic:  Students will learn Students will think about The two stories that we http://www.read.gov/aesop/027.ht
how to compare and the characters from the two will be reading, ml
contrast characters stories that we will be comparing, and
from separate stories. reviewing. They will be contrasting are “The Fox http://www.read.gov/aesop/025.ht
thinking about how they and the Crow” and “The ml
are similar and how they Hare and the Tortoise.”
are different. They will We will thoroughly go
think about their reactions, over both stories and then
interactions, decisions, etc. create a venn-diagram that
allows us to compare and
contrast two of any of the
characters from either
story. We will do one
venn-diagram as a class

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and the other they will do

on their own.
Day 7 Topic:  Students will be able Students will think about First, we will watch the http://www.read.gov/aesop/027.ht
to identify whether what it means to have good YouTube video I provided ml
certain character traits or bad character. They will about what it means to be
are positive or really learn/think about the trustworthy. We will http://www.read.gov/aesop/025.ht
negative in the word “character”. They discuss the actions of the ml
characters we’ve read will think about characters protagonist in the video
about. from stories we’ve already and decide what she did https://www.youtube.com/watch?
read and think about their wrong and what she did v=AGHPbtzfW2o
actions. right. We will discuss why
her actions were wrong or
right. We will also discuss
what she could’ve
possibly done better.
We will go back to our
readings that we did the
previous day about “the
Fox and the Crow” and
“The Hare and the
Tortoise” and we will
decide what behavior we
saw as being good/bad
and why.
Day 8 Topic:  Students will be able Students will think about Using the worksheet given
to determine a theme one of the stories we read they will draw a picture
or moral in a story and the events that related to the story they
based on characters transpired within the story, chose, they will circle one
situations, and what/why things happened, of the words that match
decisions that were and what the story was the theme of the story, and
made throughout the trying to teach us. What they will explain which

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story. lessons did they learn from part of the text http://www.read.gov/aesop/027.ht
the story? demonstrates that. ml

http://www.read.gov/aesop/025.ht
ml

Day 9 Topic:  Students will be able Students will think about I will begin by telling the
to identify positive themselves and their own students what I think my
character traits of actions. They will think best character traits are
their own. about what things they’ve just to give them an idea.
done/do that represent They will then be
having great character and provided with a worksheet
why. They will think about so that they are able to list
the terms they’ve learned their best character traits
that describe someone with as well. After they have
character and apply those finished writing them, I
to themselves. will let students that
would like to share do so,
and when they tell me a
trait of theirs I will have
them explain why they
believe that is a trait they

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posses.
Day 10 Topic:  Students will be able Students will think about Students will take all of
to describe how they something they might have what they’ve read and
can strengthen traits done in the past that maybe watched into
or work on their wasn’t so nice. They will consideration when
character. think about what it was deciding what could be
they did, why it wasn’t so considered a moment that
 They will be able to nice, and what they lacked character. They
write from their own could’ve done differently, will write about that
experience or could do next time. They instance, why it was bad
will think about their own character, and what they
character and how they could change about this.
want to represent They will then draw
themselves. themselves as a character
superhero. They’ll use the
Day 11 Topic:  Students will be able Students will think about I’ll worksheet given.
explain that they are Coloring/writing utensils
to create their own the characters they want writing their own made paper
fictional story that to include in their story, up story and that there
has a central theme what their good and bad has to be a moment
traits are, and what they where someone learns
want to happen in the something even if it’s
story that will have a very small. They will
deeper meaning then get started creating
characters, a plot, and
figuring out the theme. It
has to be half a page
long.

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Unit Plan Requirements & Criteria

This unit plan answers the EDUC 2315 Essential Question "What do teachers need to know and do to create a culturally inclusive
classroom for all students, including English Learners?" and addresses the following course learning objective: Students will design a
K-12 curriculum unit using culturally relevant materials and practices for anti-bias education (NM Teach Domains 1 & 3; InTASC
Standards 2, 4 & 7).

Unit Plan Context:

Your unit plan should be in a content area, grade level, and topic area of your choice. However, it should be designed for a structured
English immersion program (pg. 163) with students at a variety of levels and whose first language is Spanish, as this is typical in most
New Mexico schools. Your plan cannot rely on a pull-out program or translation services for this reason; instead, you will need to
make content comprehensible with scaffolds and support from our textbook and other resources. See rubric below for detailed criteria.

Unit Plan Rubric (45% of course grade)

Developing (0-2.99) Meets Criteria (3-3.5) Exceeding (3.51-4)
Evidence Below Standards Standards For This Performance Task Evidence Beyond Standards
Not Proficient Proficient Advanced Proficient
0-79% 80-89% 90-100%

Ex: Missing information or errors; unit Criteria #1: Unit Plan Cohesion Ex: Unit aligns content and language standards
objectives don't connect to standards or Content standards are aligned to unit-level learning with Social Justice Standards, including outcomes
daily activities; language objectives don't objectives; content objectives are aligned to language and objectives; performance indicators are
connect to content or performance objectives; language objectives are aligned to developed for five levels (see WIDA) instead of
indicators; unit and daily knowledge/skills performance indicators; daily activities are aligned to three; daily sequence explicitly connects to
don't connect; performance indicators are daily and unit objectives and progress in a logical objectives, knowledge, skills, and/or resources;
not scaffolded or use incorrect format; sequence; unit knowledge/skills align with daily assessment criteria explicitly structured and
assessment/s don't align to learning knowledge/skills; performance indicators scaffold scaffolded throughout unit, etc.
activities or objectives, etc. three proficiency levels using correct format (i.e. same
academic content with a different language function
and support for each level); assessment/s align with
objectives and activities.

Ex: Content is missing, unclear, erroneous Criteria #2: Unit Plan Content Ex: Unit includes additional strategies from Anti-

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or inappropriate for age/grade/level; plan Content is age, grade, and language level appropriate; Bias Framework (#1-5: pp. 3-7) and Ch.9; Bonus
does not include all four language plan includes reading, writing, speaking and listening; Blog resources or supplementary materials from
functions, activities or materials are intercultural orientation is evident, Ch.7; activities course are integrated; intercultural orientation
limiting, not relevant, or not made include student collaboration/discussion and choice; includes student language, culture, & a clear
comprehensible for all students; unit does readings meet characteristics (pg. 213), are culturally family/home/community connection; student
not include strategies or scaffolds from relevant (pg. 217), and available in Spanish; plan uses materials are available in English, Spanish, and a
course readings/textbook; assessment/s 2+ strategies from Ch.9 to teach academic language + 3rd language; explicit use of transformative
lack clear purpose or criteria; tasks or GRR from Ch.8; plan includes direct instruction with pedagogy, including social action or issues; unit is
content are cognitively undemanding modeling, plus all three types of scaffolds (verbal, built upon student-centered inquiry; assessment
and/or context-reduced, etc. visual, and physical) Ch 4; tasks or content are includes alternative methods and/or
cognitively demanding + context-embedded (pg. 228). modifications for ELLs, etc.

Ex: Feedback is late, missing, or filled with Criteria #3: Unit Plan Peer Feedback Ex: Feedback is early and for more than three
distracting errors; comments are cliché, Feedback to three peers (Discussion Forum) is on time peers; evidence of a shift in perception or critical
superficial, or repetitive; analysis of unit and edited; comments provide evidence of complex reflection; comments develop or apply textbook
plan is passive and lacks evidence of thinking about the work of peers; analysis is active and or course concepts to draw new conclusions
thought and engagement; comments do makes one or more connections between the unit about the work of peers; asks questions of self &
not connect to the ideas of peers, as if their plan and concepts from the course or textbook; ideas others to expand group thinking; connects
work was not read or considered; no of peers were read and considered with engaged feedback to outside resources, theories, thinkers,
actionable steps are given or, if they are thoughtfulness; peers are each given at least two or experiences; peers are each given multiple (3+)
given, the steps are not based on course actionable steps for improving their unit based on actionable steps for improving their unit based on
learning or rubric criteria, etc. rubric criteria. course learning and rubric criteria, etc.

Ex: Blog is missing primary materials Criteria #4: Unit Plan Resources Blog Ex: Blog includes all required primary materials
needed to teach unit plan; reading Individual Blog on CNM Learn includes: 1) links or files PLUS additional secondary materials needed to
materials are only in English; multiple of primary materials used to teach unit plan, including teach the unit, such as PowerPoint/Prezi's,
confusing drafts of unit plan on Blog; student and teacher materials, readings, and any manipulatives, etc.; Blog includes individual
limited supplementary resources; materials other instructional resources, 2) a copy of the final lesson plans for a few days of the unit plan;
go against teachings of the course, etc. revised unit plan (last week of term), 3) instead of a blog on CNM Learn, you share a link
supplementary resources with items you found to a website you created using Wix or Weebly
valuable when developing this unit and would like to that includes all required materials and
share or return to when developing future curriculum supplementary resources, etc.
(see syllabus and Bonus Blogs for possible links)

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