English Unit Plan

Unit Theme:3.3 FablesDate: Period: 4 weeks Teacher: ______

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Technology and Education Education for Work

Integration:Spanish English  Social Studies Science  Math Fine Arts Physical Education Health Sciences Technology

Transfer Objective (T) and Acquisition (A)
The students will leave the class able to use genre elements and knowledge of text structure and sequence to create his/ her coherent and well developed literary texts, including fables and folktales
The student acquires skills to...
A1. Listen and interact in class discussions by asking and answering questions with detail, retelling texts, and offering and reinforcing ideas with solid reasoning.
A2. Use in-depth critical reading skills to read an increasing number of irregularly spelled words as well as words with prefixes and suffixes.
A3. Write texts by focusing on a topic, adding descriptive details, using appropriate text organization, and applying the features of a sentence when writing.
A4. Demonstrate a command of English grammar and language using plural nouns, tenses, and conventions when reading, writing, and delivering brief oral presentations.
.
Essential Questions
EQ1. Why make connections?
EU1. Our background knowledge helps us make connections and increases our understanding of texts and the world.
EQ2. What is the importance of fables and folktales to our culture?
EU2. Fables and folktales teach us about a culture, but fables are focused on teaching us a lesson or moral.
EQ3. What strategies do good readers use to help them understand text and the world around them?
EU3. Readers use a variety of strategies to infer and determine meaning from text.
.

PERFORMANCE TASKACTIVITIES

Days / Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards and expectations
3.R.2L
Activity:Introduction of the Elements of a fable and a folktale to compare and contrast. Create a Venn Diagram.
Other Evidence: / Standards and expectations3.R.1
Activity:After reading a Fable the students will identify the elements including the moral , problem/solution in a class chart.
Other Evidence: Reading Response Journal / Standards and expectations3.R.1
Activity:After reading a Fable the students will map out the structure of fable with attachment 3.3 Learning activity Sequence chart Layered Book Foldable
Other Evidence: Reading Response Journal / Standards and expectations3. R.2.L.
3.R.1
Activity: Make mask from paper plates to retell the story.
Other evidence: Word Family Check

Use attachment 3.3 Other Evidence Word Family Assessment. / Standards and expectations3.R.2.L
3.R.1
Activity: Retell a fable using the paper plates mask as a group presentation.
Other evidence: Attachment 3.1 Word Family Book
Fluency Check
Attachment Resource 8
Paired Reading Fluency Check
1
week
Standards and expectations
3.R.2.L 3.R.1
Activity:After a read aloud Fable students will identify the moral and Problem/ Solution.
Other Evidence: Reading Response Journal / Standards and expectations
3.L.1
Activity:
Using connections to make predictions. The teacher will explain how prior knowledge connections can help to make predictions in a story.
Other Evidence: 3.3 Make Predictions Attachment / Standards and expectations 3.R.1
Activity: Reads a fable with a partner to make a T-Chart 3.3 Learning activity: Making Prediction Organizer / Standards and expectations3.W.3
Activity: Performance Task: Reflection: Which Moral Makes the Most Sense in My Life? / Standards and expectations
3.W.3
Activity:
Performance Task: Reflection: Which Moral Makes the Most Sense in My Life?
2
week.
Standards and expectations3.R.FS.12a
Skill: Prefix and Root Words Activity. The teacher reads aloud the fable: The Lion and the Mouse. Create a Venn Diagram to compare and contrast characters in the fable.Other Evidence: 3.3 Comparing Characters / Standards and expectations
3.R.FS.12a
Skill: Prefix and Root WordsActivity: The teacher reads aloud the fable: The tortoise and the Hare. Students create a Venn Diagram to compare and contrast the characters.
Other Evidence: 3.3 Comparing Characters / Standards and expectations3.R.FS.12a
Skill:Prefix and Root WordsActivity: Create a word Root and Prefix Chart using words from the fables. Create a character accordion book including drawings and character traits. / Standards and expectations3.LA.1b
Skill: Plural Nouns
Activity: Create a T chart with nouns and their plural form. Explain the rules for regular and irregular nouns. / Standards and expectations
3.LA.1b
Skills:Plural Nouns
Activity: Using morning messages to teach Irregular Plural Nouns.

Play partner concentration game with plural Nouns
3
week
Standards and expectations 3.W.4
3.W.FS.9
Activity: Performance Task: Writing My own Fable
Attachment 3.3: Fable Story Map Students brainstorm the story individually or with a partner to support ideas and vocabulary. / Standards and expectations 3.W.3
3.W.FS.9
Activity:Performance Task: Writing My own Fable
Learning Activity: Attachment 3.3 Comic Strips
For his/her fable practices writing dialogues. / Standards and expectations3.LA.1f
3.W.FS.9
Skill: Reinforce Past Tense
Activity:Students begin writing their own fable using the past tense of verbs. Using the writing process steps. / Standards and expectations3.W.FS.9
Skill: Writing Process
Activity: Students use the writing process to edit and proofread their fable in order to be published. This can be a partner activity using sticky notes. / Standards and expectations
3.S.3 3.S.6
Activity: Students present their Performance Task: Writing My Own Fable and the teacher will evaluate them.
4
week
week