Brenham ISD Unit Plan
Unit 3: Science Fiction in Novel (20 Days) | Honors 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 | |
E2.4F make inferences and use evidence to support understanding E2.4G evaluate details read to determine key ideas E2.6A analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures E2.8A analyze the author’s purpose, audience, and message within a text E2.8B analyze use of text structure to achieve the author's purpose E2.8E analyze the use of literary devices such motif to achieve specific purposes E2.8F analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text | E2.11 use research skills to plan and present in written, oral, or multimodal formats E2.7A read and analyze world literature across literary periods E2.6D analyze how historical and cultural settings influence characterization, plot, and theme across texts E2.5B write responses that demonstrate under standing of texts, including comparing texts within and across genres
E2.5E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating E2.2B analyze context to distinguish among denotative, connotative, and figurative meanings of words E2.6B analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events E2.6C analyze isolated scenes and their contribution to the success of the plot as a whole E2.8D analyze how the author's use of language informs and shapes the perception of readers | |
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) | Dystopian and Science Fiction Genre 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?) | |
1-3 | Research Notes and Gallery Walk Notes | |
7 | Comprehension Check #1 (Applied Practice) | |
10 | Timed Writing #1 | |
12 | Comprehension Check #2 (Applied Practice) | |
14 | Timed Writing #2 | |
16 | Comprehension Check #3 (Applied Practice) | |
18 | Timed Writing #3 | |
22 | Blackout Poem | |
Notes: | ||