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 Learning Activity: Learning Activity: *The teacher provides each student or group
quotations about journeys (see other evidence *Student will explain, defend or
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.
Journeys). challenge orally their arguments
*The student reads the different parts of 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
challenging a quotation related to the theme of
journeys (see Learning Activities or
(continue). the correct order, so the story flows in a logical
http://www.joyofquotes.com/journey Performance Task: sequence. When the student is satisfied with
his/her reconstructed story, the student tapes

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
movies they have seen which incorporate these
organizational patterns.
*The teacher begins to show the movie The Sandlot or
WEEK. 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
Standards and expectations
12.W.3 12.W.8
3 Learning Activity:
*The teacher will begin the class
reviewing the vocabulary and concepts
studied.
The student develops a strong
description of the setting in the
nonfiction portion of the essay. The
student also incorporates appropriate
transitional words and phrases and uses
correct grammar and syntax in their
narrative.
Performance Task:
Flashback and Flash Forward Narrative
WEEK
Standards and expectations
12.W.3 12.W.8
4 Learning Activity:
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to polish
their work of a “mini-memoir”
(journal entry) in his/her journal on
the topic chosen. It is important
that the students incorporate
appropriate transitional words and
WEEK
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
*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
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
reviewing the vocabulary and concepts
studied yesterday.
The student will continue to develop a
strong description of the setting in the
nonfiction portion of the narrative essay.
They will begin the writing process and
write their outline or graphic organizer
to write a “mini-memoir” (journal entry)
in his/her journal on the following or
similar topics:
 On a recent vacation…
 A memorable experience from
my childhood was…
 Did I ever tell you about the
time…?
 The most embarrassing thing
that ever happened to me was…
 So far, my life has been…The
student also incorporates
appropriate transitional words
and phrases and uses correct
grammar and syntax in their
narrative.
Performance Task:
Flashback and Flash Forward Narrative
Standards and expectations
12.W.3 12.W.8
*The teacher will begin the class
checking student’s doubts.
The student will continue to edit and
polish their 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
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
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
reviewing the vocabulary and
concepts studied.
The student will continue to
develop their first draft of a “mini-
memoir” (journal entry) in his/her
journal on the topic chosen. The
student also incorporates
appropriate transitional words and
phrases and uses correct grammar
and syntax in their narrative.
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 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
*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
Standards and expectations
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
reviewing the vocabulary and
concepts studied.
The student will continue to polish
their first draft of a “mini-memoir”
(journal entry) in his/her journal on
the topic chosen. It is important
that the students incorporate
appropriate 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
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
*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
12.W.3 12.W.8
Learning Activity:
*The teacher will begin the class
checking student’s doubts.
The student will continue to polish
their work of a “mini-memoir”
(journal entry) in his/her journal on
the topic chosen. It is important
that the students incorporate
appropriate 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
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.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