Unit 12.1: My Journey So Far
English as a Second Language
6 weeks
Stage 1 - Desired Results
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Unit Summary
3B
In this unit, students will read biographies, memoirs, and personal narratives focusing on the author’s
journeys and formational experiences. Students will read a variety of narratives, including but not
limited to those by Puerto Rican authors and about Puerto Rican experiences. The students will also
write personal narratives and will explore various organizational structures for the narratives.
Transfer goal: Students will leave the class able to use their knowledge of reflective writing to better
understand their culture and themselves and to express their own formational experiences through
writing.
Content Standards and Learning Expectations
4B
Listening/Speaking
L/S.12.4 Expresses thoughts and opinions to evaluate text and to debate current events, concepts, and
literary elements; makes predictions, inferences, and draws conclusions from listening to a variety of
texts, performances, and multimedia sources; listens to sort and prioritize information.
15B
Reading
R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word
meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes
vocabulary as academic, cultural, or contemporary based on current trends.
R.12.2 Argues on characterization techniques and character development using text evidence to justify
responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to
support responses.
R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and
inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution;
uses text evidence to validate responses.
16B
Writing
W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct
grammar, syntax, and style.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of writing.
17B
Big Ideas/Enduring Understandings:
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Societal, cultural, and institutional change and
growth come from our personal journeys over
time.
People learn about themselves through their
journeys.
Authors use journeys to develop plot,
character, and theme.
To get the most out of what they read, active
readers learn and apply a variety of strategies.
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Essential Questions:
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How do our personal journeys shape society
and culture?
How are people shaped by their journeys and
experiences?
How do authors use literal and symbolic
journeys to structure stories?
What do effective readers do to get the most
out of what they read?
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Unit 12.1: My Journey So Far
English as a Second Language
6 weeks
Content (Students will know…)
Skills (Students will be able to…)
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8B
Greek and Latin root words
Academic, cultural, and contemporary
vocabulary
Setting in nonfiction
Point of View
Transitional words and phrases
Correct grammar, syntax, and style
A variety of organizational techniques for
narratives
Content Vocabulary
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18B
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Setting
Flashback
Flash-forward
Organizational structure
o Introduction
o Topic sentence
o Body
o Conclusion
• Root words, Prefixes, and Suffixes
• Argument (academic meaning)
• Journey (academic meaning)
Evaluate text.
Utilize Greek and Latin root words to extend
vocabulary.
Classify, apply, and analyze vocabulary as
academic, cultural, or contemporary based on
current trends.
Classify point of view using text evidence to
support responses.
Make connections in a variety of texts.
Evaluates and applies a variety of
organizational techniques to write a narrative.
Stage 2 - Assessment Evidence
1B
Performance Tasks
9B
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Before and After
19B
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Other Evidence
10B
At the beginning of the unit, students will
write an argument defending or challenging a
quotation related to the theme of journeys
(see Learning Activities or
http://www.joyofquotes.com/journey_of_life
_quotes.html for ideas).
At the end of the unit, students will write an
argument reconsidering their initial response
to defending or challenging a quotation
related to the theme of journeys. They will
support their response with details from the
texts read during the unit.
The students will be assessed using a rubric.
(See Additional Resources for helpful rubriccreation websites).
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Literacy Journals:
o Daily Quick-Writes
o Reading Log – Students will record titles
and pages read of books read individually.
The teacher may choose to add response
questions to the daily log or the response
questions can be answered in the
Response Log.
o Reading Response Log – Students will
respond to what they read individually
and what they listen to in the read alouds
in this section of the Literacy Journal.
o Personal Word Wall – Students will record
new academic, cultural, and
contemporary words learned throughout
the unit.
In response to a quotation from the read
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Unit 12.1: My Journey So Far
English as a Second Language
6 weeks
Flash-Forward/Flashback Narrative
20B
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The student will write a flashback narrative in
order to demonstrate an understanding of
this organizational technique. The narrative
will begin with a fictional “flash-forward”
component, but then flashback to a real event
in the student’s life (see attachment: 12.1
Performance Task – Flashback Guidelines).
The student should develop a strong
description of the setting in the nonfiction
portion of the essay. The student should also
incorporate appropriate transitional words
and phrases and use correct grammar and
syntax.
The student will be assessed using the
checklist attached (see attachment: 12.1
Performance Task – Flashback Checklist) or a
rubric based on the checklist.
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aloud novel, students will write a multiparagraph essay explaining how a character’s
journey leads to growth. The student will
support their explanation with details from
the text.
Timeline of life experiences—autobiographical
practice (see Graphic Life Map
http://www.readwritethink.org/classroomresources/lesson-plans/graphic-life-74.html)
Vocabulary Quiz on academic vs.
conversational vocabulary (developed by the
teacher based on words studied during the
unit.)
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Stage 3 - Learning Plan
2B
Learning Activities
1B
Quick-Write Prompts
21B
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Students will write “mini-memoirs” (journal entries) in their journals on the following or similar
topics:
o On a recent vacation…
o A memorable experience from my childhood was…
o Did I ever tell you about the time…?
o The most embarrassing thing that ever happened to me was…
o So far, my life has been…
• Students will write responses to quotations about journeys. Examples:
o “The road of life twists and turns and no two directions are ever the same. Yet our lessons
come from the journey, not the destination.” – Don Williams
o “A journey is like marriage. The certain way to be wrong is to think you control it.” – John
Steinbeck
o “Focus on the journey, not the destination. Joy is found not in finishing an activity but in doing
it.” – Greg Anderson
o “Two roads diverged in a wood, and I – I took the one less traveled by, and that has made all
the difference.” – Robert Frost
o “It is a mistake to look too far ahead. Only one link in the chain of destiny can be handled at a
time.” – Winston Churchill
Biography/Memoir/Personal Narrative Read Aloud
2B
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The teacher will read aloud a biography, memoir, and personal narrative short stories and novels
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Unit 12.1: My Journey So Far
English as a Second Language
6 weeks
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(see Literature Connections for suggestions). The teacher should model fluency in reading as well
as the think-aloud strategy as it relates to vocabulary, point of view, organizational pattern, and
setting.
The teacher should also model a Reading Response Journal Entry, focusing on making connections
to the text.
Independent Reading
23B
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The students will read high-interest biographies, memoirs, and/or personal narratives throughout
the unit. They will record titles and pages read in their Reading Logs and should write short
responses (assigned by the teacher) in their Response Logs.
Teaching Flashback
24B
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The teacher will define and discuss Flashback and Flash-forward. The students will offer
suggestions of books or movies they have seen which incorporate these organizational patterns.
The teacher will show the movie The Sandlot or multiple picture books incorporating flashback.
The class will discuss flashback, how it is used by giving examples, and it’s effectiveness as a
narrative organizational pattern.
Vocabulary
25B
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The teacher will provide the students with attachment 12.1 Learning Activity – Word Roots and
work through it with them in order to practice working with Latin and Greek root words, suffixes,
and prefixes.
The teacher will use the academic vocabulary resource at
http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf to make a list of academic
vocabulary that the students see most frequently in their texts and assignments. Students and
teacher should discuss the academic meanings of the words and compare them to the social or
conversational meanings, where applicable.
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Sample Lessons
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Biography Project: Research and Class Presentation http://www.readwritethink.org/classroomresources/lesson-plans/biography-project-research-class-243.html
Guided Comprehension in Action: Teaching Summarizing With the Bio-Cube
http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-actionteaching-1028.html
Graphic Life Map http://www.readwritethink.org/classroom-resources/lesson-plans/graphic-life74.html
Distinguish biography and autobiography using a story’s point of view
http://www.readworks.org/lessons/grade5/story-jackie-robinson-bravest-man-baseball/genrelesson
What’s the Point of View? http://www.readworks.org/lessons/grade6/america-street/lesson-1
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Additional Resources
13B
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Famous Puerto Ricans http://www.topuertorico.org/culture/famouspr.shtml
Tips for Writing Successful Flashbacks http://www.writersdigest.com/qp7-migration-allarticles/qp7-migration-fiction/3_tips_for_writing_successful_flashbacks
Rubrics http://rubistar.4teachers.org/ or http://www.rcampus.com/indexrubric.cfm
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Unit 12.1: My Journey So Far
English as a Second Language
6 weeks
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Full-text short stories, novels, poems, etc. http://www.searchlit.org/
Thousands of Full-text free books http://www.fullbooks.com/
Resource for academic vocabulary
http://www.englishcompanion.com/pdf0Docs/acvocabulary2.pdf
Roots, Prefixes and suffixes http://www.youtube.com/watch?v=ZOJrjNR7ZZM
Use as reference:
o Unit 8.2 Examining Transformative Decisions Through Memoirs
o Unit 9.2 Communicating my Ideas
o Unit 10.4 My World
o Unit 11.1 Memoirs
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Literature Connections
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Memories of growing up Hispanic by Edward Rivera
Memories of a Snowflake by Joe Vasicek
America Street: A Multicultural Anthology of Stories edited by Anne Mazer
The Diary of Anne Frank by Anne Frank
Bad Boy by Walter Dean Myers
Pedro’s Journal by Pam Conrad
The Time It Snowed in Puerto Rico: A Novel by Sarah McCoy
How the Garcia Girls Lost Their Accents by Julia Alvarez
Picture books with examples of flashback:
Miss Rumphius by Barbara Cooney
The Angel With a Mouth-Organ by Cristobel Mattingley
Fat Chance, Claude by Joan Lowery Nixon
What’s Under My Bed by James Stevenson
The Wreck of the Zephyr by Chris Van Allsburg
Literature Timeless Voices, Timeless Theme, Silver
• The Drummer Boy of Shiloh by ray Bradbury, page 5 (Historical Setting)
• Charles by Shirley Jackson page 15 (Point of View)
• From I Know Why the Caged Bird Sings page 24 (Memoir)
• Always to Remember: The Vision of Maya Ying Lin page 326 (Biographical)
• from Travel with Charley by John Steinbeck page 354 (Details, Essay)
• The Finish of Patsy Barnes by Paul Laurence Dunbar page 580 (Setting)
• Tears of Autumn by Yoshiko Uchida page 586 (Setting)
• From One Writer’s Beginnings by Eudora Welty page 634 (Author’s Purpose, Autobiography)
• Baseball by Lionel Garcia pages 634 (Author’s Purpose, Autobiography)
• Bebbie by James Herriot page670 (Set a Purpose for Reading, Essay)
• Forest Fire by Anais Nin page 675(Set a Purpose for Reading, Essay)
• How to be Polite Online from Netiquette by Virginia Shea pages 678 (Set a Purpose for
Reading, Essay)
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Adapted from Understanding by Design by Grant Wiggins y Jay McTighe
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