Unit 12.

1: My Journey So Far English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will read biographies, memoirs, and personal narratives focusing on the authors journeys and formational experiences. Students will read a variety of narratives, including but not limited to those by Puerto Rican authors and about Puerto Rican experiences. The students will also write personal narratives and will explore various organizational structures for the narratives. Transfer goal: Students will leave the class able to use their knowledge of reflective writing to better understand their culture and themselves and to express their own formational experiences through writing.

Content Standards and Learning Expectations

Listening/Speaking L/S.12.4 Expresses thoughts and opinions to evaluate text and to debate current events, concepts, and literary elements; makes predictions, inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary based on current trends. R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses. R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses. Writing W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing.

Big Ideas/Enduring Understandings:

Societal, cultural, and institutional change and growth come from our personal journeys over time. People learn about themselves through their journeys. Authors use journeys to develop plot, character, and theme. To get the most out of what they read, active readers learn and apply a variety of strategies.

Essential Questions:
How do our personal journeys shape society and culture? How are people shaped by their journeys and experiences? How do authors use literal and symbolic journeys to structure stories? What do effective readers do to get the most out of what they read? 1

June 2012

Unit 12.1: My Journey So Far English as a Second Language 6 weeks Content (Students will know)
Greek and Latin root words Academic, cultural, and contemporary vocabulary Setting in nonfiction Point of View Transitional words and phrases Correct grammar, syntax, and style A variety of organizational techniques for narratives

Skills (Students will be able to)

Evaluate text. Utilize Greek and Latin root words to extend vocabulary. Classify, apply, and analyze vocabulary as academic, cultural, or contemporary based on current trends. Classify point of view using text evidence to support responses. Make connections in a variety of texts. Evaluates and applies a variety of organizational techniques to write a narrative.

Content Vocabulary Setting Flashback Flash-forward Organizational structure o Introduction o Topic sentence o Body o Conclusion Root words, Prefixes, and Suffixes Argument (academic meaning) Journey (academic meaning)

Stage 2 - Assessment Evidence Performance Tasks

Before and After At the beginning of the unit, students will write an argument defending or challenging a quotation related to the theme of journeys (see Learning Activities or http://www.joyofquotes.com/journey_of_life _quotes.html for ideas). At the end of the unit, students will write an argument reconsidering their initial response to defending or challenging a quotation related to the theme of journeys. They will support their response with details from the texts read during the unit. The students will be assessed using a rubric. (See Additional Resources for helpful rubriccreation websites).

Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new academic, cultural, and contemporary words learned throughout the unit. In response to a quotation from the read 2

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Unit 12.1: My Journey So Far English as a Second Language 6 weeks

Flash-Forward/Flashback Narrative The student will write a flashback narrative in order to demonstrate an understanding of this organizational technique. The narrative will begin with a fictional flash-forward component, but then flashback to a real event in the students life (see attachment: 12.1 Performance Task Flashback Guidelines). The student should develop a strong description of the setting in the nonfiction portion of the essay. The student should also incorporate appropriate transitional words and phrases and use correct grammar and syntax. The student will be assessed using the checklist attached (see attachment: 12.1 Performance Task Flashback Checklist) or a rubric based on the checklist. aloud novel, students will write a multiparagraph essay explaining how a characters journey leads to growth. The student will support their explanation with details from the text. Timeline of life experiencesautobiographical practice (see Graphic Life Map http://www.readwritethink.org/classroomresources/lesson-plans/graphic-life-74.html) Vocabulary Quiz on academic vs. conversational vocabulary (developed by the teacher based on words studied during the unit.)

Stage 3 - Learning Plan Learning Activities

Quick-Write Prompts Students will write mini-memoirs (journal entries) in their journals on the following or similar topics: o On a recent vacation o A memorable experience from my childhood was o Did I ever tell you about the time? o The most embarrassing thing that ever happened to me was o So far, my life has been Students will write responses to quotations about journeys. Examples: o The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination. Don Williams o A journey is like marriage. The certain way to be wrong is to think you control it. John Steinbeck o Focus on the journey, not the destination. Joy is found not in finishing an activity but in doing it. Greg Anderson o Two roads diverged in a wood, and I I took the one less traveled by, and that has made all the difference. Robert Frost o It is a mistake to look too far ahead. Only one link in the chain of destiny can be handled at a time. Winston Churchill Biography/Memoir/Personal Narrative Read Aloud The teacher will read aloud a biography, memoir, and personal narrative short stories and novels 3

June 2012

Unit 12.1: My Journey So Far English as a Second Language 6 weeks

(see Literature Connections for suggestions). The teacher should model fluency in reading as well as the think-aloud strategy as it relates to vocabulary, point of view, organizational pattern, and setting. The teacher should also model a Reading Response Journal Entry, focusing on making connections to the text. The students will read high-interest biographies, memoirs, and/or personal narratives throughout the unit. They will record titles and pages read in their Reading Logs and should write short responses (assigned by the teacher) in their Response Logs. The teacher will define and discuss Flashback and Flash-forward. The students will offer suggestions of books or movies they have seen which incorporate these organizational patterns. The teacher will show the movie The Sandlot or multiple picture books incorporating flashback. The class will discuss flashback, how it is used by giving examples, and its effectiveness as a narrative organizational pattern. The teacher will provide the students with attachment 12.1 Learning Activity Word Roots and work through it with them in order to practice working with Latin and Greek root words, suffixes, and prefixes. The teacher will use the academic vocabulary resource at http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf to make a list of academic vocabulary that the students see most frequently in their texts and assignments. Students and teacher should discuss the academic meanings of the words and compare them to the social or conversational meanings, where applicable. Biography Project: Research and Class Presentation http://www.readwritethink.org/classroomresources/lesson-plans/biography-project-research-class-243.html Guided Comprehension in Action: Teaching Summarizing With the Bio-Cube http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-actionteaching-1028.html Graphic Life Map http://www.readwritethink.org/classroom-resources/lesson-plans/graphic-life74.html Distinguish biography and autobiography using a storys point of view http://www.readworks.org/lessons/grade5/story-jackie-robinson-bravest-man-baseball/genrelesson Whats the Point of View? http://www.readworks.org/lessons/grade6/america-street/lesson-1 Famous Puerto Ricans http://www.topuertorico.org/culture/famouspr.shtml Tips for Writing Successful Flashbacks http://www.writersdigest.com/qp7-migration-allarticles/qp7-migration-fiction/3_tips_for_writing_successful_flashbacks Rubrics http://rubistar.4teachers.org/ or http://www.rcampus.com/indexrubric.cfm 4

Independent Reading

Teaching Flashback

Vocabulary

Sample Lessons

Additional Resources

June 2012

Unit 12.1: My Journey So Far English as a Second Language 6 weeks

Full-text short stories, novels, poems, etc. http://www.searchlit.org/ Thousands of Full-text free books http://www.fullbooks.com/ Resource for academic vocabulary http://www.englishcompanion.com/pdf0Docs/acvocabulary2.pdf Roots, Prefixes and suffixes http://www.youtube.com/watch?v=ZOJrjNR7ZZM Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 9.2 Communicating my Ideas o Unit 10.4 My World o Unit 11.1 Memoirs Memories of growing up Hispanic by Edward Rivera Memories of a Snowflake by Joe Vasicek America Street: A Multicultural Anthology of Stories edited by Anne Mazer The Diary of Anne Frank by Anne Frank Bad Boy by Walter Dean Myers Pedros Journal by Pam Conrad The Time It Snowed in Puerto Rico: A Novel by Sarah McCoy How the Garcia Girls Lost Their Accents by Julia Alvarez Picture books with examples of flashback: Miss Rumphius by Barbara Cooney The Angel With a Mouth-Organ by Cristobel Mattingley Fat Chance, Claude by Joan Lowery Nixon Whats Under My Bed by James Stevenson The Wreck of the Zephyr by Chris Van Allsburg Literature Timeless Voices, Timeless Theme, Silver The Drummer Boy of Shiloh by ray Bradbury, page 5 (Historical Setting) Charles by Shirley Jackson page 15 (Point of View) From I Know Why the Caged Bird Sings page 24 (Memoir) Always to Remember: The Vision of Maya Ying Lin page 326 (Biographical) from Travel with Charley by John Steinbeck page 354 (Details, Essay) The Finish of Patsy Barnes by Paul Laurence Dunbar page 580 (Setting) Tears of Autumn by Yoshiko Uchida page 586 (Setting) From One Writers Beginnings by Eudora Welty page 634 (Authors Purpose, Autobiography) Baseball by Lionel Garcia pages 634 (Authors Purpose, Autobiography) Bebbie by James Herriot page670 (Set a Purpose for Reading, Essay) Forest Fire by Anais Nin page 675(Set a Purpose for Reading, Essay) How to be Polite Online from Netiquette by Virginia Shea pages 678 (Set a Purpose for Reading, Essay) 5

Literature Connections

June 2012 Adapted from Understanding by Design by Grant Wiggins y Jay McTighe