Digital Unit Plan Template

Unit Title: I Am From

Name: Yoshigei Rizo

Content Area: English

Grade Level: 9th

CA Content Standard(s)/Common Core Standard(s):

College and Career Readiness Anchor Standards for Writing #3: Write narratives to develop real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences.

W.3 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.

W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).

Big Ideas:

What components make up ones identity?

What effect does society have on the individual?

What roles do neighborhoods and community play in shaping who we become?

How do gender and expected gender roles affect society and the individual?

What creates prejudice and what can an individual do to overcome it?

How do literary and stylistic devices affect a writers message?

How do writers give insight into the human experience through their writing?

Unit Goals and Objectives:

Students will understand that cultural identity is determined by many factors by analyzing the text and then creating a poem
imitating Sandra Cisneros's format in "My Name."

Students will understand that writing helps people express themselves by writing about either themselves, or someone close to
them, using descriptive and figurative language.

Students will Identify elements of their own experience in Esperanzas story and will present their creative piece through acting,
digital video, music, art, etc.

Unit Summary:

This unit analyzes the identity issue of Esperanza, the main character and narrator, who is a hybrid of many cultures. We will also
analyze aspects of the narrative, mainly language, as a mark of such identity.
As we study and analyze the text and its characters, themes, vocabulary, etc., you will be connecting the text to your own personal life
and you will explore your identity and culture through various writing, reading, and creative activities which include but are not limited
to: poems, narratives, digital blogs, acting scenes and monologues, and many more.

Assessment Plan:
Entry-Level:

-Students acquire knowledge of background

Formative:

Webercise on author, text, and

Summative:

A picture book mimicking The House on Mango

information: Text and author, culture, etc.

literary terms
Guided Notes worksheet on styles
of writing and vignettes

Street with their experiences, pictures, stories,

writing, etc.
Creative project in the form of a live play,
digital storytelling, movie, on their favorite
chapter/short story using their cultural
experiences to make it their own.

Lesson 1
Student Learning Objective:
Know what Style is in
writing, as well as
vignettes. Know the term
and the elements of each.

Acceptable Evidence:

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Students view a digital lecture in the form of Prezi, then answer
questions/fill-ins based on the teacher lecture created to prove their
understanding and attention to the lecture.

Student Learning Objective:

Students know different
literary terms connected to
writing. Students learn
about Sandra Cisneros and
strengthen their knowledge
on her background as well
as her experience as a
writer. Students know
what a vignette is and now
get to write their own.
Lesson 3

Acceptable Evidence:

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Student Learning Objective:

Students show their
understanding of the text
through their personal
responses to different
passages. Students think
deeper into themselves, the
text, and the world.
Unit Resources:

Acceptable Evidence:

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Students must complete a graphic organizer with ten passages and their
responses in connection to the passages. Their responses must be cited, and
explained, either in the form of text-to text connections, text to self, or text
to world.

Lesson 2

Students strengthen their research skills by going to the different links

provided to gain answers for the different questions asked for this lesson.
They then have to write their own vignette, using Sandra Cisneross as an
example. This vignette will be part of their project at the end of the course.

Useful Websites:

http://www.sandracisneros.com/bio.php
http://web.cn.edu/kwheeler/lit_terms.html
http://education-portal.com/academy/lesson/what-is-writing-style-types-examples-quiz.html#lesson