Brenham ISD Unit Plan
Unit 3: Historical Fiction / Drama (40 Days) | English II | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
2.4I Monitor comprehension and make adjustments such as rereading, using background knowledge, asking questions and annotating when understanding breaks down 2.5C Use text evidence and original commentary to support an interpretive response 2.6A analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures 2.6B analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events 2.6C analyze isolated scenes and their contribution to the success of the plot as a whole 2.7A read and analyze world literature across literary periods 2.8 analyze the authors choice and how they influence meaning. | 2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time 2.4A Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to establish purpose for reading assigned and self-selected texts 2.4G evaluate details read to determine key ideas 2.5A Describe personal connections to a variety of sources, including self-selected texts 2.5B write responses that demonstrate understanding of texts, including comparing texts within and across genres 2.5G discuss and write about the explicit or implicit meanings of text 2.5H respond orally or in writing with appropriate register, vocabulary, tone, and voice | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential or power standards. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, definitions, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Motif - recurring pattern, subject, or topic in a story that leads to a theme Theme - moral, lesson of a story Allusion - reference to something outside of the story (usually a literary, historical, or religious connection) Mood - the feeling the reader has in a story Tone - the author’s attitude towards a subject | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following:
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
5 | Unit 3 vocabulary | |
15 | The Cask of Amontillado | |
25 | The Crucible | |
Notes: | ||