12.3 Monthly Unit Plan
12.3 Monthly Unit Plan
Unit Theme: 12.3 The Long and Short of It Date: Period: 6 weeks Teacher:
Subject: _______________________________________________
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 X Technology and Education
Education for Work
Integration: Spanish English X Social Studies Science Math X Fine Arts Physical Education Health Sciences X Technology
WEEK
in pairs. The teacher models Characterization.pdf different setting, etc.) Happened
recording a character’s actions
and the character traits they Performance Task: Performance Task:
reveal (first from a group read Let Me Tell You What Really
aloud and then individually read Happened Let Me Tell You What Really
stories) – see attachment: 12.3 Happened
Other Evidence – Character
Traits Worksheet.
The teacher talks about
characterization and personality
as it effects the characters’
actions and the story plot.
Performance Task:
Let Me Tell You What Really
Happened
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
12.L.1b; 12.L.1d; 12.S.2b
2 12.R.3L 12.R.4L 12.R.3I 12.R.5L
Learning Activity: 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b
WEEK.
The student will write a brief 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g
response to the question: How 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4
is ____ (the element used as Learning Activity: Learning Activity: Learning Activity: Learning Activity:
the focus of the assignment) The student will continue to The student will continue to The student will continue to The student will continue to
important or significant to a write a brief response to the write a brief response to the write a brief response. The write a brief response. The
short story. In his or her question: How is ____ (the question: How is ____ (the student will incorporate student will incorporate
response, the student will element used as the focus of element used as the focus of evidence from the short story to evidence from the short story to
incorporate evidence from the the assignment) important or the assignment) important or support his/her ideas and verify support his/her ideas and verify
short story to support his/her significant to a short story. In significant to a short story. In grammar, and punctuation. grammar, and punctuation.
ideas. his or her response, the student his or her response, the student Performance Task: *The student will hand in his or
This is a good site to help will then incorporate evidence will incorporate evidence from Let Me Tell You What Really her final work.
prepare: http://www.learner. from the short story to support the short story to support Performance Task:
org/interactives/ his/her ideas. his/her ideas and check verb Let Me Tell You What Really
literature/read/pov1.html and subject agreement.
Performance Task: Performance Task: Performance Task:
Let Me Tell You What Really Let Me Tell You What Really Let Me Tell You What Really
Happened
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
3 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L
12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c
12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i
WEEK
12.LA.3k 12.LA.4 12.LA.3k 12.LA.4 12.LA.3k 12.LA.4 12.LA.3k 12.LA.4 12.LA.3k 12.LA.4
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Character Development for The teacher chooses The student will continue to The student will continue to The student will continue to
Original Short Story challenging adjectives from write short story to go along write short story to go along write short story to go along
The student may use attachment 12.3 Learning with the illustrations. For the with the illustrations. For the with the illustrations. For the
attachment 12.3 Learning Activity – Sample Character student who needs less student who needs less student who needs less
Activity – Sample Character Traits and a sentence (or a very scaffolding, a single picture is scaffolding, a single picture is scaffolding, a single picture is
Traits for creative adjectives short paragraph) which offers used as a prompt, rather than a used as a prompt, rather than a used as a prompt, rather than a
describing character traits. The context clues to help the picture book. The student picture book. The student picture book. The student
teacher may choose some student discern the word’s creates characters (see creates characters (see creates characters (see
adjectives from this list for meaning. The student uses Learning Activities) and an Learning Activities) and an Learning Activities) and an
vocabulary expansion activities. dictionaries to check their interesting situation, conflict, interesting situation, conflict, interesting situation, conflict,
Performance Task: accuracy. and story. and story. and story.
Creating a Story from a *The student chooses a Performance Task: *The student should be paired
Wordless Picture Book or wordless picture book and Creating a Story from a Performance Task: up for peer editing and revising.
Picture writes a short story to go along Wordless Picture Book or Creating a Story from a The student uses attachment
with the illustrations. For the Picture Wordless Picture Book or 12.3 Performance Task – Peer
student who needs less Picture Critique Checklist to help their
scaffolding, a single picture is peers revise their papers.
used as a prompt, rather than a
picture book. The student Performance Task:
creates characters (see Creating a Story from a
Learning Activities) and an Wordless Picture Book or
interesting situation, conflict, Picture
and story.
Performance Task:
Creating a Story from a
Wordless Picture Book or
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
4
12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.5L 12.R.3L 12.R.4L 12.R.3I 12.R.3L 12.R.4L 12.R.3I
WEEK
12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.W.3 12.W.7 12.LA.3b 12.LA.3c 12.R.5L 12.W.3 12.W.7 12.R.5L 12.W.3 12.W.7
12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3e 12.LA.3g 12.LA.3i 12.LA.3b 12.LA.3c 12.LA.3e 12.LA.3b 12.LA.3c 12.LA.3e
12.LA.3k 12.LA.4 12.LA.3k 12.LA.4 12.LA.3k 12.LA.4
12.LA.3g 12.LA.3i 12.LA.3k 12.LA.3g 12.LA.3i 12.LA.3k
Learning Activity: Learning Activity: Learning Activity:
12.LA.4 12.LA.4
The teacher chooses The student should continue to The student should continue to
Learning Activity: Learning Activity:
challenging adjectives from work in pairs for peer editing work in pairs for peer editing
The student should continue The student should continue
attachment 12.3 Learning and revising. The student uses and revising. The student uses
editing and revising their work. editing and revising their work.
Activity – Sample Character attachment 12.3 Performance attachment 12.3 Performance
The student uses attachment The student uses attachment
Traits and a sentence (or a very Task – Peer Critique Checklist Task – Peer Critique Checklist
12.3 Performance Task – Peer 12.3 Performance Task – Peer
short paragraph) which offers to help their peers revise their to help their peers revise their
Critique Checklist to help their Critique Checklist to help their
context clues to help the student papers. papers.
peers revise their papers. peers revise their papers.
discern the word’s meaning.
The student submits a final Performance Task:
The student uses dictionaries to Performance Task: Performance Task:
draft which will be assessed Creating a Story from a
check their accuracy. Creating a Story from a Creating a Story from a
using a rubric (see attachment: Wordless Picture Book or
Performance Task: Wordless Picture Book or Wordless Picture Book or
12.3 Performance Task – Short Picture
Creating a Story from a Picture Picture
Story Rubric).
Wordless Picture Book or
This link can help develop
Picture
characters for original stories.
http://www.readwritethink.org/
files/resources/lesson_images/
lesson800/Characterization. pdf
Performance Task:
Creating a Story from a
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
5 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b 12.W.3 12.W.7 12.LA.3b
12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g 12.LA.3c 12.LA.3e 12.LA.3g
WEEK
12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4 12.LA.3i 12.LA.3k 12.LA.4
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
Students will prepare a Students will continue to Student will begin to prepare a The student will edit and revise The student submits a final draft
presentation of their book it may prepare a presentation of their dressing style of a character of their dressing style of the which will be assessed using a
be in power point or any other book it may be in power point or their book. Let their imagination character chosen. rubric.
way. any other way. take over. The student submits a final *The student will hand in his or
Performance Task: Performance Task: Performance Task: draft which will be assessed her final work. The student
Creating a Story from a Wordless Creating a Story from a Creating a Story from a using a rubric. submits a final draft which will
Picture Book or Picture Wordless Picture Book or Wordless Picture Book or Performance Task: be assessed using a rubric.
Picture Picture Creating a Story from a Performance Task:
Wordless Picture Book or Creating a Story from a
Picture Wordless Picture Book or
Picture
Standards and expectations Standards and expectations Standards and expectations Standards and expectations Standards and expectations
WEEK 6
12.L.1c; 12.S.3; 12.S.5; 12.LA.6 12.L.1c; 12.S.3; 12.S.5; 12.LA.6 12.L.1c; 12.S.3; 12.S.5; 12.LA.6 12.L.1c; 12.S.3; 12.S.5; 12.LA.6 12.L.1c; 12.S.3; 12.S.5; 12.LA.6
Learning Activity: Learning Activity: Learning Activity: Learning Activity: Learning Activity:
*Students will deliver their *Students will deliver their Act out part or all of the story. If The student act out part or all of The student act out part or all of
presentation of their book it may presentation of their book it there are enough characters in the story. the story.
be in power point or any other may be in power point or any the story involve other students The student will be assessed The student will be assessed
way. other way. or the whole group. The student using a rubric. using a rubric.
Performance Task: Performance Task: act out part or all of the story. Performance Task: Performance Task:
Creating a Story from a Creating a Story from a The student will be assessed Creating a Story from a Creating a Story from a
Wordless Picture Book or Wordless Picture Book or using a rubric. Wordless Picture Book or Wordless Picture Book or
Picture Picture Performance Task: Picture Picture
Creating a Story from a
Wordless Picture Book or
Picture