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

or personal narrative, Then, they will record titles _of_life_quotes.html for ideas). The student Before and After sections together in the correct order. The
and pages read in his/her Reading Log and supports his/her response with details from the student uses a master copy of the story to
writes short responses in his/her response log. text. check his/her work.
Performance Task: Performance Task: *Teacher explains the parts of the story.
Before and After Before and After *The student will name identify each part in
his/her story.
Performance Task:
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:
*The teacher defines and discusses Flashback and Flash- *The teacher reviews Flashback and Flash-forward
Learning Activity: * The teacher will begin the class reviewing the *The teacher will begin the class reviewing the
2 forward. vocabulary and concepts. *The teacher begins explaining what is a vocabulary and concepts studied. vocabulary and concepts studied.
 *In groups the student offers suggestions of books or
movies they have seen which incorporate these
organizational patterns.
WEEK. *The teacher begins to show the movie The Sandlot or
multiple picture books incorporating flashback. The class
discusses flashback and how examples and effectiveness
as a narrative organizational pattern uses it.
Performance Task:
Flashback and Flash Forward Narrative
*In groups, the student offers suggestions of books or
movies they have seen which incorporate these
organizational patterns.
*The teacher continues to show the movie The Sandlot
or multiple picture books incorporating flashback. The
class discusses flashback and how examples and
effectiveness as a narrative organizational pattern uses it.
Performance Task:
Flashback and Flash Forward Narrative
flashback narrative in order to have students
write an essay.
*The student will analyze how the authors’
choices concerning when and how to use
flashback and flash-forward in the texts or
movies contribute to the overall structures and
aesthetic impacts of the texts or movies.
Performance Task:
Flashback and Flash Forward Narrative
*The student will continue to analyze how the authors’
choices concerning when and how to use flashback and
flash-forward during writing.
The student will begin to write the draft of the flashback
narrative in order to demonstrate an understanding of this
organizational technique. The narrative begins with a
fictional “flash-forward” component, but then flashback to
a real event in the student’s life (see Attachment: 12.1
Performance Task – Flashback Guidelines).
Performance Task:
Flashback and Flash Forward Narrative
*The student will continue to analyze how the authors’
choices concerning when and how to use flashback and
flash-forward during writing.
The student will continue to writes a flashback narrative in
order to demonstrate an understanding of this
organizational technique. The narrative begins with a
fictional “flash-forward” component, but then flashback to
a real event in the student’s life (see Attachment: 12.1
Performance Task – Flashback Guidelines).
Performance Task:
Flashback and Flash Forward Narrative

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

 On a recent vacation… narrative. and syntax in their narrative. The students’ work must be edited and
 A memorable experience from my
Performance Task: students’ work must be edited and corrected by the teacher. The
childhood was…
 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 that as they wish. Performance Task:
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:
Standards and expectations Flashback and Flash
Standards Forward Narrative
expectations Standards and expectations Standards and expectations Standards and expectations
4 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 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 use topic chosen. The students may also use topic chosen. The students may also use topic chosen. The students may also use
the topic chosen. It is important that computers to write their narrative essay. computers to write their narrative essay. computers to write their narrative essay. computers to write their narrative essay.
The teacher must guide students when The teacher must guide students when The teacher must guide students when The teacher must guide students when
the students incorporate appropriate
using computers. using computers. using computers. using computers.
WEEK

transitional words and phrases and
uses correct grammar and syntax in
their narrative. The students’ work
must be edited and corrected by the
teacher. The teacher may also use
peer review as they wish.
Performance Task:
Flashback and Flash Forward
Narrative
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
 Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen. The students may also use
computers to write their narrative essay.
The teacher must guide students when
using computers.
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as they
wish.
Performance Task:
Flashback and Flash Forward Narrative
5
WEEK
Standards and expectations
WEEK 6
12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
*The students will present their flashback
and flash-ward narrative work to the
group.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen. The students may also use
computers to write their narrative essay.
The teacher must guide students when
using computers.
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
*The students will present their flashback
and flash-ward narrative work to the
group.
Performance Task:
Flashback and Flash Forward
Narrative
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen. The students may also use
computers to write their narrative essay.
The teacher must guide students when
using computers.
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
*The students will present their flashback
and flash-ward narrative work to the
group.
Performance Task:
Flashback and Flash Forward
Narrative
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen. The students may also use
computers to write their narrative essay.
Remember: The students’ work must be
edited and corrected by the teacher. The
teacher may also use peer review as
they wish.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
*The students will present their flashback
and flash-ward narrative work to the
group.
Performance Task:
Flashback and Flash Forward
Narrative
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
The students will hand in their final
work.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.L.1a; 12.L.1b; 12.L.c; 12.S.1; 12.S.3
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their final work of a “mini-memoir”
(journal entry) in his/her journal on the
topic chosen.
*The students will present their flashback
and flash-ward narrative work to the
group.
Performance Task:
Flashback and Flash Forward
Narrative