Unit Plan

Unit Theme: 5.1Communities Create Heroes Date: Period: 6 weeks Teacher:

Subject: ______

Reform Strategy (PCEA): Theme of Unit: 5.1

Grade:12 3 4X 5 6 7 8 9 10 11 12

Transversal Theme: XCultural 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)
Transfer (T) and Acquisition (A) Goals
T1. The student will leave the class able to use his/her learning of heroes to recognize and better appreciate heroes in his/her community and heroes in his/her personal life.
The student acquires skills to...
A1. Write a high quality essay using the writing process.
A2. Make connections to characters in tall tales.
A3. Describe setting, characters, and problem and solution in stories.
A4. Use context clues to increase vocabulary.
Essential Questions
EQ1. What creates community? EQ2. Why do people tell stories? EQ3. What makes a hero? EQ4. What do good writers do?

PERFORMANCE TASKACTIVITIES

Days / Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards and Expectations
5.R.4I Determine the meaning of academic content
5.R.FS.12- Apply phonics to decode
  • Practice decoding using Attachment 5.1- Blends
  • Select unknown words from reading to determine meaning using Vocabulary Inference Chart 5.1
/ Standards and Expectations
5.LA.4a Use context clues to determine meaning
5.S.3 Use grammatically correct language to discuss text
5.R.FS.12- Apply phonics to decode
  • Practice decoding using Attachment 5.1- Blends
  • Use context clues to understand and comprehend reading Word Web 5.1 (homophone) select homophones from reading
/ Standards and Expectations
5.LA.5c Use relationship between words
5.R.FS.12- Apply phonics to decode
  • Practice decoding using Attachment 5.1- Blends
  • The students will built a word wall (homophone)
  • The students will select 3 to 5 homophones from the word wall to write a paragraph.
/ Standards and Expectations
5.R.4L Determine the meaning of word as they are used
5.R.FS.12- Apply phonics to decode
  • Practice decoding using Attachment 5.1- Blends
  • The students will finish writing the paragraph
  • The students will peer check the paragraph to verify use of homophones
/ Standards and Expectations
5.S.3 Use appropriate vocabulary , grammatically correct
5.R.FS.12- Apply phonics to decode
  • Play Card game for Blending 5.1 Card Blend
  • The students demonstrate they can decode blends completing a test.
  • The students will share their writing orally.

1
week
Standards and expectations
PT 5.LA.5c Determine the meaning between particular words or phrases
  • The students will create a personal homophone book of 8 to 10 pairs of
homophones
  • The students will include illustrations and sentences for each homophone pair included in the homophone book- Attachment 5.1 Homophone Book organizer
/ Standards and expectations
PT 5.LA.5c Determine the meaning between particular words or phrases
  • The students will share their book, reading and showing the illustrations
  • The teacher will go over the elements of the story discuss through the reading in connection to the role of the hero.
/ Standards and expectations
Standards and expectations
5.S.1 Contribute to class, group answering/ asking questions
  • Discuss neighborhood heroes
  • The students will answer and ask questions going over the Paragraph Checklist 5.1 in order to understand the process of writing
/ Standards and expectations
5.W.4 Develop the process of writing in planning
5.S.1 Contribute to class, group answering/ asking questions
  • Brainstorm to select a theme on the topic of neighborhood heroes
  • Develop an outline to distribute the different aspect of the topic selected
/ Standards and expectations
5.W.4 Develop the process of writing in first draft
  • Write the first draft of the topic selected using the outline as guide

2
week.
Standards and expectations
5.W.8 Write routinely for an extended time
5.S.1 Contribute to class, group answering/ asking questions
  • Share impressions with partner of the writing
  • Continue to write the first draft. Use Spelling Strategies 5.1
/ Standards and expectations
5.S.1 Contribute to class, group answering/ asking questions
5.W.4 Develop the process of writing in editing
  • Introduction to editing marks
  • Students will practice editing use Editing Checklist 5.1
/ Standards and expectations
5.W.4 Develop the process of writing in revising
5.S.1 Contribute to class, group answering/ asking questions
  • Peer interaction for revision
  • Students will work together on feedback for revision
/ Standards and expectations
5.W.8 Write routinely for an extended time
  • Student will rewrite the essay using the feedback given and information found added
. / Standards and expectations
5.W.4 Develop the process of writing in editing
5.S.1 Contribute to class, group answering/ asking questions
  • Students will share impressions and suggestions for editing
  • Peer editing of essay

3
week
Standards and expectations
5.W.4 Develop the process of writing final draft
  • Student will write the second draft after taking into account the editing done to the essay
/ Standards and expectations
5.W.8 Write routinely for an extended time
  • Continue writing the final draft
/ Standards and expectations
PT 5.W.4 Develop the process of writing in publishing
5.R.1 Multimedia Critical reading
5.S.1 Contribute to class, group answering/ asking questions
  • Students will use the Paragraph Checklist and rubric for self-evaluation
  • Using technology to write
  • Students will talk about their essay to the class
/ Standards and expectations
PT 5.W.4 Develop the process of writing in publishing
5.S.1 Contribute to class, group answering/ asking questions
  • The students will finish publishing the essay
  • Students will talk about their essay to the class
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.L.1d Listen and respond to comprehend character and setting
  • The teacher will introduce the use of a dialogue journal for students to keep track of his/her predictions and connections to the story (see Attachment: 5.1 Other Evidence– Dialogue Journal).
  • The teacher discusses how tall tale characters were heroes that helped their communities.
  • The students work as a class to create a list of helpers in the community

4
week
5
week / Standards and expectations
5.W.8 Write routinely for a short period of time
5.L.1d Listen and respond to comprehend character and setting
  • The students will answer questions on the story.
  • The students will describe the characters and determine the setting of the story.
  • The students will discuss how each community helpercontributes.
  • The student will create a list of things they can do in their community.
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.R.2L Determine the theme of the story, summarize text
5.L.1d Listen to comprehend character and setting
  • The students will discuss the theme and summary of the story.
  • The teacher talks about real hero in his/her neighborhood who helps solve problems
  • The students will describe a Tall Tale hero using 5.1 Character Map
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.R.3L Describe character, setting and events in the story
  • The students will answer comprehension questions for story introduced today.
  • The students analyze the character and setting.
  • The student, with the teacher finds the time and place (see Attachment: 5.1 Learning Activity – Story Map 2).
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.R.3L Describe character, setting and events in the story
  • The students will practice on story mapping.
  • The student, with the teacher finds, the problem and solution (see Attachment: 5.1 Learning Activity – Story Map 2).
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.R.7L Make connections between stories
5.R.3L Describe character
  • The student completes a character comparison chart comparing the main characters of the stories (see Attachment: 5.1 Graphic Organizer – Character Comparison Chart). Other Evidence

6
week / Standards and expectations
5.W.8 Write routinely for a short period of time
5.L.1d Listen and respond to comprehend
5.R.4L Determine the meaning of words and phrases as how they are used
  • Student will select a tall tale short reading and read to a partner
  • The students select unknown word to understand reading
  • Students use a Word Square for words
/ Standards and expectations
5.W.8 Write routinely for a short period of time
5.R.3Describe events, character, and setting in the story
  • The student will analyze the story to describe the events
  • Student will describe the character and setting found in the story
/ Standards and expectations
PT Character Connection Poster
5.R.3L Describe characters
  • The student creates and presents a poster comparing a character in a text that he/she connects with the most.
As a project the teacher can assign a Reader’s Response Letter using the Dialogue Journals. / Standards and expectations
PT 5.R.3L Describe characters
5.W.8 Write routinely for a short period of time
  • Compares and contrasts the main character to him/herself (see Attachment: 5.1 Graphic Organizer – Compare and Contrast). The student writes a “who is who” 2-4 sentence description
/ Standards and expectations
PT 5. R.2L Determine the theme of the story and summarize text
  • The student summarizes and illustrates the setting, problem and solution of the story in writing
  • The student follows the writing process (brainstorming, drafting, revising, editing, publishing) (see Attachments: 5.1 Editing Checklist and 5.1 Paragraph Checklist).