Eng 534 Unit Plan-2

Skye Maldonado-Lopez 1
JUNIOR ENGLISH CLASS| 6 WEEK UNIT PLAN| 8.19.2019-9.27.2019
KEY CONCEPT/THEME: For my six-week unit plan my reading, writing, and language
components will all revolve around the theme of “identity.”
OVERVIEW: My six-week-unit-plan will consist of class readings of Speak and The Perks of
Being a Wallflower (as well as one individual-student-chosen novel) to bring to focus the theme
of identity. Throughout the six weeks, there will be a variety of writing components students will
be asked to complete, from journal writing to letter writing to a culminating writing assignment.
To bring in prevalent and timely social justice issues, we will also be examining the Dr. Ford
case as it pertains to our first class novel: Speak. Within the course of these six weeks, the
students will be expected to make personal connections to the novels and the non-fiction
component as well as hone their writing skills within the genres highlighted and practiced.
RATIONALE: In high school, students are beginning to develop their identity as individuals. I
would like for my unit to give my students characters and/or storylines that they relate to. I
would like them to be able to read a book and think, “That it so something that would happen to
me” or perhaps come to the realization, “That’s happened to other people too? It’s okay to talk
about it? I’m not alone…” Through our readings, I’d like my students to find safe places in
different writers’ universes. I hope to inspire my students to write like these authors, to use their
style to express their own emotion and/or tell their own stories. The chosen books for this unit
and all of the smaller writing assignments encompassed in this plan are meant to be used as
stepping stones for these students to ultimately be able to define themselves through their own
words, quotations, and images.
CA ACADEMIC CONTENT STANDARDS:

READING:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
Analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
WRITING:
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.C
Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a
sense of mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grades 11-12 here.)
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
LANGUAGE:
CCSS.ELA-LITERACY.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:

Unit Journal:
❏ Students will create a journal on the first day of school.
❏ On the first day of school students will be instructed to decorate both covers of
their journal with photos, images, and quotes that represent them as individuals.
❏ Students will then be instructed to use these journals as introductions to myself
and their peers.
❏ Students will use these journal for both academic and personal writings.
❏ Mondays and Fridays students will be given certain criteria or prompts they are
expected to meet.
❏ On Wednesday students will be asked to write freely in their journals, they may
write about anything they’d like.
❏ These journals will be turned twice during the unit plan and be used as one type of
assessment.
Film Viewings:
❏ As a class we will view the film versions of our class novels.
❏ This will give students a chance to use their comparative skills: novel vs film.
❏ Students will be asked questions such as:
❏ If you were creating this film what would you have done differently?
❏ What scene got cut/changed from the novel? Did it matter to the story?
❏ How did it feel to see these characters come into physical fruition?
❏ Which do you prefer: novel or film?
Writing Workshops:
❏ Twice during the unit, the class will engage in a “writing workshop” in which I highlight
a particular writing tool.
❏ I will first show the class examples.
❏ Then students will point out examples within their readings.
❏ Lastly, students will attempt to use this writing tool in their own writing
❏ After the workshop has been completed the class will discuss how the learned writing
device strengthens writing.
Vocabulary Workshops:
❏ During these “vocabulary workshops” I will introduce 15 new vocabulary words to the
class.
❏ I will choose words that I feel pertain to this unit both thematically and
technically.
❏ Students will later be required to use these words in their unit writing essay.
1. Using various dictionaries we will define these words.
2. We will create examples of uses of these words.
3. Students will then attempt to create uses of these words as
individuals.
Class Discussions:
❏ Usually before discussions take place a reflective writing prompt will be given to begin to
get the students in the mind set of analyzing and discussing the day’s subject.
❏ These discussions will take place as both a whole class and in smaller groups.
❏ Discussions will revolves around the current novel’s theme, character development,
plot/plot development, placement, and author writing style. All components of the current
novel will be up for grabs in these discussions.
❏ Students will be encouraged to speak out on any ideas or questions they have about the
current class novel.
❏ Several if not all group discussions will end by students creating a physical/ visual
representation of what was discussed in their groups.
Classroom Sharing:
❏ Students will be required to share-out their journal entries at least twice throughout the
unit.
❏ Their two share-outs may be of their choosing.
ASSIGNMENTS:
➔ Reading:
◆ We will be reading 2 novels as a class:
◆ Speak by Laurie Halse Anderson
◆ The Perks of Being a Wallflower by Stephen Chbosky
➔ Students will also be given a list of novel that they will choose ONE from and read on
their. They will expected to have this novel done by the end of week 4.
➔ The list is as follows:
◆ I Am Not Your Perfect Mexican Daughter by Erika L. Sanchez
◆ Gardens in the Dunes by Leslie Marmon Silko
◆ Mary’s Monster: Love, Madness, and How Mary Shelly Created Frankenstein by
Lita Judge
◆ If You Knew then What I Know Now by Ryan Van Meter
◆ Beloved by Toni Morrison
◆ Uglies by Scott Westerfield
◆ Always Running by Luis J. Rodriguez
◆ Whereas by Layli Long Soldier
◆ Kindred by Octavia E. Butler
◆ The Hate You Give by Angie Thomas
◆ The Handmaid’s Tale by Margaret Atwood
◆ I Am Malala by Malala Yousafzai
◆ The Joy Luck Club by Amy Tan
➔ Reading/Viewing: To connect this unit to a non-fiction component, the class will be
examining Dr. Ford’s testimonial seen across the country
◆ We will watch the live footage of the testimonial and we will read the transcripts
of the testimonial
◆ We will discuss the case as it relates to our text Speak
◆ We will compare and contrast Melinda and Dr. Ford
◆ We will talk about this case as it relates to history/ social change/ political
movements (#MeToo)
◆ This will lead into a writing assignment
➔ Writing & Language:
➔ Throughout the unit, students will be asked to write in their journals both academically
and recreationally.
◆ The student’s journals will encourage them to write in different styles, often
incorporating the style of the current author we are reading.
◆ This writing will not only allow me to see how their writing skills are developing,
but how there understanding and connection to our novels are unraveling .
◆ Within these journals, at times, students will be required to use our newly learned
vocabulary words and/or language devices. However, my hope would be that
eventually I will not have to require them to do instead, that the use of these tools
will come naturally and they will choose to use them.
➔ Students will also be asked that throughout the unit they keep track of any and all quotes
that they liked/loved/ related to in the back of their journals.
◆ They will be required to do this for each novel we read including the one
individually chosen novel.
◆ AT LEAST 3 quotes per novel, however there may be more.
◆ They will be asked to record these quotes along with the author, book, and page
number.
◆ Students will also be asked to write a brief passage about why they liked/loved/
related to this quotes.
◆ This should all be done AS they read.
◆ For the most part this will be most of the writing that is done at home.
➔ Students will be asked twice to write in letter form: once to Melinda the main character in
Speak then once more to Dr.Ford (Of the Dr. Ford sexual assault case)
◆ While these two women have shared experience they are of different natures
(fiction/ non-fiction) and of different status (one’s a student and the other a
doctor; one’s a teenager the other a grown adult woman)
◆ Students will be asked to examine the differences in the characteristics of each of
these letter:
● Is one more formal than the other?
● Do they contain different content? Why or why not?
➔ The biggest writing assignment (and ASSESSMENT), one that the entire unit leads up to
will be as follows:
◆ With this assessment I hope for the students to make connections from novel to
novel like we have all semester as well as make connections to themselves; I will
also be using this to measure how well students have come to understanding and
absorbing our writing & vocabulary workshops.
◆ Students will take 2 (or 3) novels, (1 one of them will be required to be their
chosen novel) and they will create a piece of writing in which they feel represents
themselves.
◆ This may take memoric or poetic form.
◆ The quotes that they have been recording throughout the semester will now come
into play: students will refer to these quotes and speak to how these novels/
characters are relatable to them as individuals.
◆ Students will be required to use at least 5 of our vocabulary words and incorporate
two uses of figurative language
➔ Students will do an entire week of drafting and workshopping with peers. (week 6)
◆ Students will learn how to respectfully peer edit with one another; at least 2
students will look each student’s paper.
◆ Student’s will then create a second draft in which they edit themselves
● Each student will be given a big sticky post-it to be put on the wall.
● Students will be asked to cut their pieces apart by paragraphs or sections
● Students will be encouraged to make structural changes, even if they don’t
intend to keep them.
Week 1| First Week of School| Speak :

Objectives:
★ Students will be able to express themselves through images, quotes, and their
surrounding community by creating a book cover that represents themselves
through said tools.
★ Students will be able to recognize themselves and their peers as individuals by
observing how their peers’ identities have the potential to be vastly different based
upon culture, family, personality etc..
★ Students will be able to properly incorporate quotes into their academic writing by
doing a journal entry about Speak where they will be required to insert a
liked/loved/related to quote.
★ Students will engage in novel analysis (theme, character development, plot
progression) by doing so as a class and in group with class novel.
★ Students will be able to identify and track a recurring symbol within any given
novel by doing so with Speak.
Monday Tuesday Wednesday Thursday Friday

LINK to first
day of class
slides
**FIRST DAY OF -journal gallery -25 mins SSR -Introduce -class discussion
SCHOOL YEAR walk student choice of first 40 pages
-discuss why
-Introduce Speak everyone’s cover
-15 mins of novel list| books of Speak
-Read first 5 pages look so different journaling should be
as a class -Introduce completed by the -Reading/
-Journal/Book cover continuous -10 mins end of week 4 Writing
activity assignment: Share- outs Workshop:
-use journal cover Tracking liked/loved
activity to introduce quotes from all
Symbolism |
the class to one novels read tracking
another throughout the symbolism
semester
HW: Finish activity -discuss using -HW: 20 pages
at home| finish quotes as evidence
reading “First in academic writing
of Speak
Marking Period” (writing workshop)
section by friday
apx. 40 pages| 10 a
day
Week 2| Speak
Objectives:
★ Students will be able to write about a novel in a reflective (casual) manner: how do/
don’t they relate to a novel?, what are some of their takeaways?, what did they learn
from this novel? by doing so with current class novel.
★ Students will be able to create a physical visual representation of a novel’s overall
theme, character development, plot progression by doing so with current class
novel.
★ Students will become confident in showcasing their work in class by presenting to
the class both in groups and as individuals.
★ Students will be able to write in the form of a letter while writing in the second
person by mimicking the current class novel’s form.
★ Students will be able to identify figurative language and in turn use figurative
language by identifying examples from class novel then doing a journal entry in
which using figurative language in required.
★ Students will understand the effect of using figurative and the impact it has a piece
of writing by analyzing its use in novel and use in their own writing.
-In class students -finish activity -25 mins SSR writing Talk about what
will write a from day before workshop: a memoir is;
reflective journal -activity share- -15 mins of identifying/using Writing activity:
entry on class out journaling figurative write a six-word
novel language memoir
-Students will -10 mins
form groups (2- -Revisit the idea Share- outs share-outs
3) and create a of symbolism:
visual that how has one HW: 20 pages of
depicts main symbol Speak by
character’s progressed so far Monday
journey so far within Speak
(pt.1)
HW: 40 pages
of Speak read by
Thursday| 10 pgs
a day
Week 3| Speak
★ Students will be able to identify, define, and use 15 new words.
★ Students will be able to format any given piece of writing in MLA by creating a
mock essay assignment in Word.
-In class students -Vocabulary -25 mins SSR -Introduce MLA -Class discussion
will write a workshop day format: of Speak
reflective journal
entry on current
-15 mins of *doc set-up
class novel journaling *quotations
-Add to symbol *works cited HW: Finish
visual tracker: -10 mins page Speak by

Where is Melinda Share- outs Monday
and her tree now?
HW: 40 pgs of
Speak by Friday| 10
pgs a day
Week 4| Speak | The Perks of Being a Wallflower

★ Students will be able to create a physical visual representation of a novel’s overall
theme, character development, plot progression by doing so with current class
novel.
★ Students will be able to compare and contrast the written and visual components of
the same story by doing so with the class novel.
-In class students Student scene -Watch Dr. Ford -25 mins SSR -write letter to
will write a production based testimony Dr. Ford: -
reflective journal off of the book -15 mins of second journal
entry on Speak “You Gotta Be -After, read journaling entry attempting
as a whole the Book” excerpts of to mimic “Perks”
-Complete visual transcription -10 mins style: writing a
symbol tracking -finish Speak Share-outs letter in second
of Speak movie -relate this to person
-Introduce Melinda (Speak) 2-3 share-outs
“Perks”-read -write journal
first letter as a entry comparing -write letter to -discuss how this
class (6 pgs) film to novel Melinda letter differs
-Begin Speak from the one to
Movie Melinda
HW: Finish pt.1
of “Perks by
Friday| 10 pgs a
day HW: finish pt.2
of “Perks”
Vocabulary
workshop day
Week 5| The Perks of Being a Wallflower

★ Students will be able to take quotes, ideas, theme, plot development, character
journey/development from several class novels relate it back to their own lives/
identity development.
★ Students will be able to compare and contrast two characters within two novel
realms by creating a venn-diagram with Speak and “Perks.”
-Class discussion of -Introduce -25 mins SSR Vocabulary -write a

“Perks” Unit writing Workshop reflective journal
-Students (in groups assignment -15 mins of entry on “Perks”
of 2-3) will discuss *rubric journaling -discuss “Perks”
first ½ of “Perks” *expectations in groups (2-3) -
then create a venn- -10 mins map out the main
diagram comparing Share- outs character’s
the main characters journey (create a
of our two class HW: pt. 4 by visual of some
novels Friday kind)
-begin “Perks”
HW: pt.3 of “Perks” movie
by Wednesday
Week 6| The Perks of Being a Wallflower| Unit Writing

★ Students will be able to compare and contrast the written and visual components of
the same story by doing so with the class novel.
★ Students will be able to take quotes, ideas, theme, plot development, character
journey/development from several class novels relate it back to their own lives/
identity development.
★ Students will be able to respectfully and thoroughly give feedback to their peers by
doing so on their unit writing draft.
★ Students will be able to self-edit by editing the second draft of their unit writing
essay.
-Finish “Perks” Continue -Students will -introduce self- -Final draft of

film Drafting form groups (3- edit activity writing due
-write journal 4) -each student
entry comparing -class will -peer reviews HW: finish third will share an
book to film discuss proper and final draft excerpt of their
-Begin Drafting procedure/ HW: edit paper/ piece
unit writing etiquette for peer bring second
assignment editing/review draft Thursday
HW: cont.
drafting (Draft due
Wednesday,
students will be
asked to bring in
3 copies of draft)

Eng 534 Unit Plan-2

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Skye Maldonado-Lopez 1

JUNIOR ENGLISH CLASS| 6 WEEK UNIT PLAN| 8.19.2019-9.27.2019

CA ACADEMIC CONTENT STANDARDS:

Write narratives to develop real or imagined experiences or events using effective

Use narrative techniques, such as dialogue, pacing, description, reflection, and

Provide a conclusion that follows from and reflects on what is experienced,

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:

Week 1| First Week of School| Speak :

Monday Tuesday Wednesday Thursday Friday

visual tracker: -10 mins page Speak by

Week 4| Speak | The Perks of Being a Wallflower

Monday Tuesday Wednesday Thursday Friday

Week 5| The Perks of Being a Wallflower

-Class discussion of -Introduce -25 mins SSR Vocabulary -write a

Week 6| The Perks of Being a Wallflower| Unit Writing

-Finish “Perks” Continue -Students will -introduce self- -Final draft of

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