Instructional Planning: Unit Plan (K-12) Template
Unit
Unit 2: Whats in a Dream? Subject/Course: English 4
Title:
Grade/s: 12 Name: Kimani Mitchell
Stage 1: Desired Results
Standards/Goals:
Students will develop the skills necessary for reading and writing at the college level, like determining the impact of an
authors language, analyzing how evidence supports claims, and making inferences using text evidence. They will begin
to understand how to develop an effective argument
Supporting/Repeating Standards:
Student Learning Objectives from College Board
RO 1 Students will have read works from several genres and periodsfrom the 16 th to
the 21st century
RO 2 Students will have gotten to know a few works well
RO 3 Students will analyze how text meaning is embodied in literary form
RO 4 Students will reflect on the social and historical values a text reflects and
embodies
RO 5 Students will pay careful attention to both textual detail and historical context
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension
of reading and responding to literary works, including precritical impressions and
emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary
works through close reading to arrive at an understanding of multiple
meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the
quality and artistic achievement of literary works and a consideration of their
social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
RO 8 Students will have familiarity with Biblical, Greek and Roman mythology central
to Western literature
WO 1 Writing to Understand a literary work may involve: writing response and reaction
papers, along with annotation, freewriting and keeping some form of a reading
journal
WO 2 Writing to Explain a literary work involves: analysis and interpretation and may
include writing brief focused analyses on aspects of language and structure
WO 3 Writing to Evaluate a literary work involves: making and explaining judgments
about its artistry and exploring its underlying social and cultural values through
analysis, interpretation and argument
WO 4a Students engage in writing that includes expository, analytical, and
argumentative essays
WO 8 Students engage in some writing assignments that require them to write
effectively under time constraints they encounter on essay exams in college
John Hopkins University School of Education
Unit Plan (K-12) Template 1
courses in many disciplines, including English
Understandings: Essential Questions:
Students will understand that
What do symbols in dreams represent?
There are ways we can connect pieces of work
from previous eras to contemporary issues How do our dreams show our unconscious feelings
We can read a with a lens to analyze a literary and desires?
text
What themes in Shakespeare can we apply to
present day?
Students will know Students will be able to
Academic Language Content Language
Develop skills to read college level text with fluency
Analyze characterization and comprehension
Understand and use new vocabulary when reading
Explain literary device and writing
Literary authors purpose Analyze, make inferences, and draw conclusions
using textual evidence
Citation imagery Use reading comprehension skills to identify and
Evidence sentence structure understand authors craft
Use comprehension skills to analyze how authors
criticism style language impact meaning
Introduction Develop an analysis of literary text that
persuasively conveys an interpretation of a text
conclusion Use the writing process to compose text to
communicate ideas for a specific audience/purpose
Use the conventions of academic language when
speaking and writing
Use comprehension skills to listen to others in
formal and informal settings
How do these desired results align with your class vision?
This plan and the results of it connect to the vision I have for my students because it promotes access to post-
secondary opportunities through argumentative writing. Because literacy is cross-curricular, it is essential for us to
develop the proper strategies for understanding and analyzing a text. They will begin to develop the type of academic
vocabulary that will help them in long-term academics through high school and college.
The level of critical reading and writing necessary encourages critical thinking by students as they connect social issues
and implications to the writing of authors to their own lives and society in general.
Stage 2a: Assessment/Evidence
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Unit Plan (K-12) Template 2
Explain any performance tasks you will use (major projects and core task, i.e., common assessments):
Argumentative Essay- Students are expected to write an argumentative essay in which they argue how Shakespeares
representation of dreams is aligned to modern theories. Students need to be able to communicate an argument
effectively.
Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):
Quizzes and interim assessments will be given to check for students understanding during the unit. Exit tickets will be
used frequently to evaluate how well students are mastering the standards on a more daily basis. Students will write
various open ended responses that align to standards and the depth at which they are supposed to analyze the text.
How do these assessments measure your students progress toward your classes big goal(s)?
Quizzes and interim assessments will allow me to see how well the students are progressing toward mastering each of
the standards. I can adjust future days of instruction and spiral in standards for remediation and extension.
Exit Tickets can help me know if the next day of class instruction should be used for a whole class reteach, or if I can do
small group instruction.
Open-ended responses will allow me to see the depth at which students are conceptualizing the texts we are reading.
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Unit Plan (K-12) Template 3
Stage 2b: Summative Assessment for this Unit
How is Shakespeares representation of dreams in the play, A Midsummer Nights Dream, represented in historical and
modern theories? After reading William Shakespeares A Midsummer Nights Dream, and reading/researching
Informational texts exploring the purpose and meaning of dreams, write an argumentative essay in which you argue how
the influence of dreams on the characters in the play is supported through historical and modern dream theory. Support
your position with evidence from the text/s. Be sure to include citations for your evidence.
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Unit Plan (K-12) Template 4
Stage 3: Learning Plan
Learning Plan (Activities and Resources):
Day 1 Today I will read about symbols in dreams and listen to classmate Background info of dream
presentations, so that I can compare and contrast dream symbol analysis
meanings. Compare/Contrast Group
Analysis
Venn Diagram
Chart Paper Presentation
Day 2 Today I will read about Aristotles dream theory, so that I can Close read lesson
understand how sentence structure impacts meaning. Aristotle Model
Guided Questions
Day 3 Today I will read Act I, Scene 1 of Midsummer Nights Dream and Review prompt and rubric
write a summary, so that I can make inferences about relationships Video Notes
and symbols in the text. Character Love Chart
Close Read Act I, Scene I
Summary
Day 4 Today I will read about Freuds theory on dreams, so that I can Close read Freud article
analyze dream in context. One Pager Poster
Day 5 Today I will write about how quotes connect to dream theories, so Review dream theory theories
that I can analyze how Aristotle and Freuds theory connect to the Close read MSND
literary text.
Day 6 Today I will read Act I, Scene 2 of Midsummer Nights Dream and Close Read Act I, Scene 2
write a summary, so that I can make inferences about relationships Summary
and symbols in the text. Guiding Questions
Day 7 Today I will read an article about Mechanicals, so that I can analyze Close read Mechanicals article
the text for the central claim. Rhetorical Precis
Day 8 Today I will read Act 2 of Midsummer Nights Dream and write a Close Read Act 2
summary, so that I can make inferences about relationships and Summary
symbols in the text. Guiding Questions
Day 9 Today I will read an interpretation about MSND, so that I can identify Close read Interpretation
the main idea and overall purpose. Guiding Questions
Social Media Post
Day 10 Today I will read Act 3 of Midsummer Nights Dream and write a Close Read Act 3
summary, so that I can make inferences about relationships and Summary
symbols in the text. Guiding Questions
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Unit Plan (K-12) Template 5
Day 11 Today I will write main points from research I read, so that I can Purpose of research
understand how dreams affect the meaning of MSND. How to take notes
Research and note-taking
Day 12 Today I will read Act 4 of Midsummer Nights Dream and write a Close Read Act 4
summary, so that I can make inferences about relationships and Summary
symbols in the text. Guiding Questions
Day 13 Today I will read Act 5 of Midsummer Nights Dream and write a Close Read Act 5
summary, so that I can make inferences about relationships and Summary
symbols in the text. Guiding Questions
Day 14 Today I will write an essay outline, so that I can effectively Review Thesis development
communicate my argument in an essay. Review Essay Outline
Complete essay outline
Day 15 Today I will write a thesis and body paragraphs, so that I can Essay development
compose a well-organized argumentative essay.
Day 16 Today I will write a thesis and body paragraphs, so that I can Revising and editing
compose a well-organized argumentative essay. Essay development
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Unit Plan (K-12) Template 6
Other Notes/Handouts/Rubrics:
Rubric for Writing
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Unit Plan (K-12) Template 7
John Hopkins University School of Education
Unit Plan (K-12) Template 8
Essay Outline Template
John Hopkins University School of Education
Unit Plan (K-12) Template 9
