Narrative Writing Unit Plan

Narrative Writing Unit PlanAaron Hayden

9th Grade EnglishSED 525EN Methods of Teaching English

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Table of Contents

Page 1-Title Page

Page 2- Table of contents

Pages 3-6-Unit introduction

Pages 7-9-Unit Planning Overview

Pages 9-15-Lesson Plan Day 1





Pages 37-39-Assessment plan and tools

Pages 40-41-Unit Plan Commentary

Pages 42-55-Power point slides

Pages 56-59-Narrative elements worksheets

Pages 60-61-Japanese internment poem

Page 62-Narrative writing checklist

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Unit Introduction

A. This unit will explore the theme of understanding and grappling with one’s

identity through the reading of Farewell to Manzanar. I would most likely

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teach this novel near the end of the first semester of 9th grade. Students will

look for and use narrative elements in their reading and writing, culminating

in a narrative blog writing assignment. The unit will focus on reading for the

first 5 days, with a focus on writing the last 5 days. However, reading and

writing will be happening the full ten days.

B. I will be using the ERWC assignment template as a model to frame my

instruction by using some of the activities from the reading and writing

sections. I will have pre-reading, reading, and post-reading activities; pre-

writing activities, writing activities, and post writing/drafting writing

activities. Furthermore, I will have language and speaking and listening

activities built into my two-week unit that gets students to talk about their

writing and to listen to the writing of their peers.

C. Reading-Using narrative writing and finding narrative techniques from the

novel. Connecting from world to text, activating and developing prior

knowledge (Japanese internment), popcorn reading.

Writing- Considering the writing task-rhetorical purpose, engaging and

orienting the reader and using and interpreting techniques for narrative

writing. Editing blog entries.

Speaking- Help students initiate and participate effectively in a range of

collaborative discussions (whole class, partner, and individual). Have

students read blog entries during class, from assignment, or even from one of

their own personal blogs.

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Listening- Propel conversations by posing and responding to questions that

probe author reasoning, i.e. how author use narrative writing techniques.

Have students discuss verbally how the author of Farewell to Manzanar uses

narrative elements in her writing.

D. Media and technology will be integrated into the unit by the use of an online

blog site called “blogger”. With the use of computers, I will show students

some actual examples of blogs and give students the opportunity to start

their own blog. This will be good first hand experience for the summative

assessment. I will also invite my students to talk about, or even speak to the

class about their own experiences with blog writing.

E. Built into my narrative unit is a gradual release of responsibility, so as to help

students at varying reading and writing levels. We begin reading as a class,

then continue with partners, and finally move to independent reading and

writing (editing and writers workshop activity for blog re-writing). Students

that are English language learners will benefit from having class and group

readings, while gifted students will grapple to find connections

independently. For the writing portion of my unit, the final assessment will

be “open” enough so as students with I.E.P.s can still produce narrative

writing, but within the focus on their specific goals and accommodations.

F. The summative assessment tool that I will be using for my students will be a

multi-entry narrative blog. Students will be assessed on blog entries from

the perspective of someone that would have been at the California Japanese

internment camp, from “prisoners” to camp officials. The blog entries will be

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graded based on the use of and depth students use and include in their blogs,

based on narrative elements, such as imagery, sensory details, and plot arc.

This will be an appropriate indicator of student performance based on my

chosen unit standards because most of the standards that I chose for this unit

involve writing narratives and using and developing narrative writing

technique, in addition to developing and strengthening writing.

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Unit Overview

Unit Topic: Narrative Reading and Writing Grade Level: 9th

Standards addressed:R.9-10.7 R.9-10.5 R.9-10.10 R.9-10.1 W.9-10.3 W.9-10.2.B W.9-10.5

Day 1 Day 2 Day 3 Day 4 Day 5Standard(s) R.9-10.7 R.9-10.5 R.9-10.10 R.9-10.10 R.9-10.1ERWC Template Category

Pre-read Pre-read Read Read Post-read

Objectives When reading a narrative text, students will be able to understand the text’s historical setting.

When reading a narrative text, students will be able to recognize and distinguish between narrative elements used by author.



After reading a narrative text, students will be able to create a plot arc with each specific part (rising action, etc.)

Summary of Student Activities Connect to text.

Struggle with identity.Chrome book research.

K.W.L chartNotes on narrative elements.Introduce plot arc with rendition of “Frozen”

Activate prior knowledgeRead chapter 4 of FtM.

Warm up for tone and mood.Read chapter 5 of FtM.

Identity in high school.Three column identity chart.

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Assessment What is one thing a child or teen would of struggled with while in internment?

Finish L portion of K.W..L

Begin a plot arc for novel.

Summary of chapter 5.

Check chart for understanding and completion.

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Day 6 Day 7 Day 8 Day 9 Day 10Standard(s) W.9-10.3 W.9-10.2.B W.9-10.2.B W.9-10.5 W.9-10.5ERWC Template Category

Pre-write Pre-write Write Write Write/Post Write

Objectives When writing a narrative story, students will be able to address each part of a plot arc.

When writing a narrative story, students will be able to address each part of a plot arc.

When writing a narrative story, students will be able to address each part of a plot arc and to use multiple narrative elements in their writing.



Summary of Student Activities

Model writing a plot arc.Students write a plot arc.

Sensory detail notes.Imagery notes.Tone notes.

Sensory details warm up.Narrative element writing.

Blogging warm upIntroduce blogger.com.Introduce assessment.Begin blog writing for homework.

Point of view warm up and discussion.Write blogs and peer edit/review.

Assessment Present short narratives.

Stamp notes for completion

Students use one of the narrative elements from class.

Questions about rubric.

Blog writing.

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DAILY LESSON PLAN

Teacher’s Name: Class/Period : Aaron Hayden

9th grade English Period 1Unit: Date: 5/2/16 Narrative (Farewell to Manzanar)Day 1 of Unit (Day 1 of reading)

Agenda: 1. Warm Up- What’s hard about being a 9th grader?2. Table activity-What are top five things teens struggle with when entering high school?3. Chrome book research-Japanese internment (POV-teenager)4. Exit ticket-What is something a teenager would of struggled with in internment?

California Common Core State Standards:

R.9-10.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

ELD Standards Addressed:

ELD Part II: Learning about how English works. Section 2: A. Structuring cohesive texts. #1 Understanding text structure. #2 Understanding cohesion.

Objectives: When…SWBAT

Before reading a narrative text (Farewell to Manzanar), SWBAT answer questions based on the historical context of the book.

Materials Needed:

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Student writing journals.Smart board.Chrome books.Website: http://amhistory.si.edu/ourstory/activities/internment/more.htmlOpen Letter to High School Students-http://www.chambanamoms.com/2010/08/17/an-open-letter-to-high-school-freshmen/10 Questions for website research

Activities:

Time Teacher Procedures Student Responsibilities

10 Minutes

Students will connect their world to the text that we will be reading (Farewell to Manzanar or FtM) for this unit. “What is hard about being a 9th

grader?”. Question will be up on the

smart board. After about five minutes of write time, I will have students discuss with elbow partner. If time, we will share as a class.

Students will respond to question in the writer’s notebook. After writing a sentence or two about what is hard being a

freshman, students will share with a partner. I will stress to students to listen carefully to what their partner

says is hard about being a 9th grader. I can also engage with students by writing down what I think is

hard about entering high school. Model writing to them by doing it with them.

I do-What did I find hard about being a high school freshman. Model writing and the struggle of writing to my students.

15 Minutes

We will now move into a table discussion about what students believe are the “top five things teens struggle with in high school”.

Students will work with their tablemates and each come up with something they think a 9th grader would have trouble with in high school.

Tell students that a struggle is something that makes being a teenager/high school student hard. Examples can include a

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http://amhistory.si.edu/ourstory/activities/internment/more.html

In groups of three to four, students will make a five-part list that has a struggle from each tablemate. After they list them, they will write a sentence with each student explaining why they choose the struggle they did.

Have one student present their table’s top five to the class. I will write them up on the smart board for students to see. I will tell the class to focus on what they came up with that was similar and different as a class.

large course load, finding a social group to be a part of, not giving in to negative peer pressure.

English language learners will benefit from having other students to discuss their ideas with.

After making a list, students will work together to explain why they chose the things they did.

Students will choose a presenter to report their list to the class. Students will listen to the other tables and focus on both similarities and differences of what they thought.

On the smart board, I can show students an open letter to incoming freshman, written to focus on how to be successful in high school. This could help jog their writing and discussion. http://www.chambanamoms.com/2010/08/17/an-open-letter-to-high-school-freshmen/

15-20 Minutes

I am going to transition student’s thinking about the difficulty to being a teenager in high school to the difficulty of being a teenager in internment. This is what will be the setting for the book we will be reading for our narrative writing unit.

Students will use the chrome books to look up some information and context on Japanese Internment during

Students will listen to the connection between the warm up and introductory activity to our forthcoming book and narrative unit.

Students will log into their chrome books and go to the website I choose for the research and information on Japanese Internment. http://amhistory.si.edu/ourstory/activities/internment/more.html

Students will work with one partner, or alone, and answer the ten questions based on websites one page of information.

Some students will be working with specific students based on ability, so as to give them a partner to do the reading with and to respond to the questions with.

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http://www.chambanamoms.com/2010/08/17/an-open-letter-to-high-school-freshmen/

http://www.chambanamoms.com/2010/08/17/an-open-letter-to-high-school-freshmen/

World War Two. I will put up about ten

questions on the smart board, based on the information presented on the website that students are doing their research from.

Students can work individually or with an elbow partner. I may strategically group specific students with each other for mixed ability pairing.

After about ten minutes, we will come together as a class and go over the questions. If we don’t have enough time, I will visually check their progress, and have them finish for homework.

Students will respond to the questions in their writer’s notebook. If they do not finish in class, they will finish at home.

The purpose of this assignment is to introduce students to the context and setting of this novel. Later, students will be working with setting as a part of the narrative elements they will be looking for in their reading, and eventual writing of their summative assessment.

I have to remember to make it explicit that the theme of our unit will focus on change and identity. For students, their identity is the person that they become through high school. Because there is so much change in high school, their identity in 9th grade may be different than their identity in 12th grade.

5 minutes

Exit ticket-Discuss answers to worksheet with class, or if students have not finished, I will spot check their progress on it, and have them finish for homework.

Use a stamp or a check mark to check for understanding/completion.

Students will share their responses to the questions from the website research as a whole class. If they are not finished, we will go over a few of the questions, so as to check their understanding of the hardships a teenager would face in internment.

Students will finish the worksheet for homework.

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Assignment(s)/Homework:

Japanese Internment handout-Answer all ten questions in complete sentences.

How Student Learning is Assessed and Analyzed (formative and summative):

Formative-I will be listening to student’s responses to the warm up and introductory activity about being a teenager in high school. I will be listening to see what students feel is hard about being new to high school and listen to the connections they make between being a teenager in high school and being a teenager in internment.

Summative-I will check student’s progress on the worksheet and see if they comprehend the difficulties a teenager would of faced being in internment. Checking for connections between my student’s struggles as teenagers, and the struggles of being a teenager in internment. In addition, our discussion of setting is a part of the rubric for their narrative blog writing final assessment, so this will be a good introduction to some of the work they will be doing the next couple of weeks.

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.) Include at least two quotations from the class readings to align your instructional choices with best teaching practices:

In “Teaching Complex Texts”, Collier notes that through modeling, “teachers can reveal the hidden practices of an effective reader by explaining the thoughts and actions and strategies they use to tackle the text” (p. 8). Not only should I model writing to my students, but also model the type of close reading I want them to do, most specifically in this assignment by modeling the annotations I use to interpret the meaning of the poem.

Tovani discusses in the “Power of Purposeful Reading”; “I encourage students to always connect their reading to information or experiences that they are already familiar with” (p. 4). As with being a selfish reader, it is also important to get students to connect their reading to their personal lives and experience. While some of my students may not be able to personally identify with the author of FtM., they will be able to associate with her creation of her identity as she survives the internment camp and experiences her puberty in a very specific environment. As 9th graders, I am banking on the reality of them being in a place of discovery, identity creation, and change.

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Rationale for choices-I wanted to make sure that my students had an opportunity to learn about the setting of FtM before they delved into the actual novel. This is also a great way to model setting to my students, which is one of the narrative elements we will be studying over the next week.

DAILY LESSON PLAN

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Teacher’s Name: Class/Period : 9th grade English Period 1

Aaron Hayden

Unit:Narrative (Farewell to Manzanar)Day 2 of Unit (Day 3 of reading) Date: 5/4/16

Agenda: 1. Warm Up-Japanese poem on internment.2. Class popcorn reading of Chapter 4 Farewell to Manzanar.3. Starting a plot arc for Farewell to Manzanar.


R.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.


ELD Part 1: Interacting in Meaningful Ways. Section 2: B. Interpretive. #7 Evaluating language choices #8 Analyzing language choices.


When reading a narrative text (Farewell to Manzanar), SWBAT recognize when an author uses the narrative techniques of setting, rising action, conflict, climax, falling action and resolution, in addition to connecting these narrative elements being used in FtM.Materials Needed:

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Writer’s notebookPoem about internment.Novel.Narrative elements # 1 handoutPlot arc graphic organizerNotes from the previous day about narrative elements and techniques.

Activities:


10-15 Minutes

Develop prior knowledge-Students will read the poem “The Damned Fence” written by an anonymous Japanese American imprisoned in an internment camp.

Focus on speaking-Have students read out lines from the poem that they believe exemplify the hardships faced by those imprisoned in the camp.

Students will receive a copy of the poem. They will also be encouraged to annotate the poem.

Highlight examples of the hardships living in an internment camp, underline verbs or adjectives used to describe camp living, circle words they don’t understand.

Students will verbally tell me the parts of the poem they believe explain what it was like to live in an internment camp.

25-30 Minutes

Class reading of chapter 4 of FtM. Student’s focus on reading will be on looking for narrative elements of plot arc of what it was like to be in an internment camp.

Students will be popcorn

Students will take out their notes from the previous day on narrative elements and use them to help with the class reading of chapter 4.

Students will have handout “narrative elements #1” with them, and as we read, will fill out the graphic organizer.

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reading chapter 4 and filling out the handout as we read. Students will look for textual evidence of the author using narrative elements. This will find textual evidence (page number) and then explain the sentence they chose and tie it to the narrative element (Ex: textual evidence of setting).

Because we will be reading just one chapter, I will explain to students that we will not be filing in every part of the handout (Narrative Elements # 1). For this chapter, we will be focusing on setting, rising action, and conflict. However, this will be an assignment that we return to as we read FtM.

We do-Fill out the narrative elements worksheet together to begin assignment. I write and search for some of the answers. Students write and search for the answers.

I will need to also make sure that students understand the events of the novel, as well as

We will take pauses with our reading when we find evidence of setting, etc., discuss, and write.

After reading for about 5-10 minutes, I will release the students to finish reading the chapter and to fill out the chart with a group mate. I will only do this if I notice students are being effective at finding the narrative elements being use in chapter 4. If they are struggling, we will continue to read as a class. If successful, I will release them on their own or with a partner to finish.

The previous day, students took notes on setting, rising action, conflict, climax, falling action and resolution. They should be referring back to their notes if they are struggling finding examples in the text. As I walk around the classroom, I will at first refer students to their notes.

I will be doing the assignment with the students. I do, we do, you do. I will model to students how I will both read the text and keep an eye out for the author’s talking about setting, rising action, climax etc. Tomorrow, students will work with a partner to do the work (we do). Eventually, students will be writing their narratives individually, so I want to make sure I am gradually releasing the responsibility of what the students are doing.

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the proper use of narrative elements. For example, the difference between a rising and falling action, and how there has to be a setting established before a climax is reached.

5-10 Minutes

In their writer’s notebook students will begin a “visual” plot arc for what we have read of the novel so far.

Like the previous activity, this will be an ongoing assignment as we read the book.

I will check for completion as we fill out. Students should have at least started it for the homework assignment.

Students will use the narrative work from the prior activity and begin their own narrative plot arc for FtM.

I can use student’s arcs to assess both their understanding of the narrative elements being used in FtM and their understanding of the book.

Students begin plot arc for homework.


Beginning a plot arc for FtM.


Formative-I will use my student’s responses to their narrative elements handout to inform my understanding of how comfortable they are with narrative elements. I will walk around the class and check on their progress.

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Summative-Students will begin their own plot arc for FtM. I will check to see that they are making progress with their arc and to check that the examples from the text match the narrative element they are looking for. The narrative elements of having a story arc will also be something students will be accountable for in their summative assessment, using rising action, setting, climax etc. in their own narrative blog entries.


In “Teaching Complex Texts”, Collier notes that multi-draft reading is a tool students can use to attack complex texts; “multi-draft reading has students read the same piece of text several times but look for different things each time” (p. 8). I use multi draft reading both for my poem warm up and narrative elements activity so students know that it is necessary to read a text multiple times to get multiple meanings. They will be looking for multiple narrative elements, and the first read through will not be enough for students to catch every bit of information.

In “Power of Purposeful Reading”, Tovani discusses being a selfish reader; “…I tell students to ask themselves how what they read is going to affect them personally. When they expect to get something out of a reading, students put more effort into the task” (p. 3). I started the unit by tying being a teenager in high school to being a teenager in internment. I want my students to get something from this unit, namely a reflection and interest in the change that we go through as we reach adolescence, regardless of the environment we are in. In addition, I want them to see that we create our identity; it is not just “in” us, as the main character in FtM experiences.

Rationale-I have to make sure I model to my students the act of looking for textual evidence and tying it to the narrative element being looked for in the chapter we are reading. We can do this together so I can still model, since we are still near the beginning of the unit, but also have the students do it with me so that they can eventual look for and comment on the evidence on their own.

DAILY LESSON PLAN

Teacher’s Name:

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Aaron Hayden Class/Period : 9th grade English Period 1

Unit:

Narrative (Farewell to Manzanar)Day 3 of Unit (Day 4 of reading) Date: 5/5/16

Agenda:

1. Warm Up-“If “Frozen” was a horror film…2. Partner reading Chapter Five FtM3. Narrative elements handout # 2 4. Chapter 5 narrative summary


R.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.


ELD Part 1: Interacting in Meaningful Ways. Section 2: B. Interpretive. #7 Evaluating language choices #8 Analyzing language choices.


When reading a narrative text (Farewell to Manzanar), SWBAT recognize when an author uses imagery, sensory details, tone and characterization, in addition to connecting these narrative elements being used in FtM.

Materials Needed:

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Writer’s notebookSmart boardNarrative elements # 2 handoutNovelJapanese internment poemhttps://www.youtube.com/watch?v=9eD2UpdhbwASticky notes

Activities:


10-15 minutes

To introduce tone to students, I will be showing them a video on youtube based on the movie “Frozen”. The clip, however, will be a trailer for “Frozen” if it were a horror movie (the movie is not a horror move).

Because this is a popular movie, I will rely on my student’s prior knowledge of the movie to see how the movie looks and feels different when edited and introduced as a horror movie.

I will have student’s focus on the music used, the visuals and the editing.

Students will watch the trailer for “If Frozen were a horror movie…”.

I want to introduce tone in a fun, accessible way because I know that students can struggle understanding what tone is.

The ultimate goal is to make the connection to the tone of FtM. Tone is also a part of the narrative elements that we are studying, and will be using in our narrative blog entries.

Students will highlight, underline places in the poem that they believe convey the author’s tone in the poem. Have them think about the context of being in an internment camp and how being in an internment camp can change the way you view yourself (identity).

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https://www.youtube.com/watch?v=9eD2UpdhbwA

After a couple minutes of discussion, I will have students go back to the poem from yesterday and find areas in the poem that convey the authors tone.

25-30 minutes

Students will read chapter 5 of FtM either individually or with an elbow partner. We read chapter 4 as a class yesterday, and this will be an opportunity for them to take some more responsibility for their reading.

Students will also be using the “narrative elements # 2” handout to go along with their reading. Today, they will focus on looking for imagery, sensory details (hear, see, smell, taste and feel), tone and characterization.

I will be walking around the classroom, checking on student’s progress with the worksheet. I want to make sure their evidence and explanations are matching up with the narrative elements

Students will receive the second narrative handout and also take out their novels and the narrative elements notes from earlier in the week.

I would prefer students read alone today, however, because of mixed reading abilities, students can work with an elbow partner as well.

As they read, or after they read the chapter, they will find textual evidence of the author using imagery, sensory details etc. In addition, they will explain why the evidence they chose was imagery or tone etc.

Depending on the progress of the class in general, I may model to the students how I would go about looking for evidence of the narrative elements being used. A good opportunity may be modeling the use of tone. I have already read the book and have made my own notes as to examples of the narrative elements being used in FtM. I could use the projector to show students what my book looks like.

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they are talking about. This is imperative because their summative assessment will be using the narrative elements from the past two days.

Yesterday, we did this activity together, on the first page of the narrative elements worksheet. For today, I want students to focus on doing the second page alone, or with a partner, as a gradual release of responsibility.

Pass out to students sticky notes that they can use to point out areas where the author is using tone, characterization, etc.

5-10 minutes

As an exit ticket for todays lesson, students will write a quick three to five sentence summary on chapter 5.

In addition to summarizing the chapter, I want students to include at least two narrative elements used by the author, in addition to the summary.

Either alone or with their elbow partner, students will tear off half a piece of paper and write a quick summary on chapter five.

Students should also include at least two narrative elements used by the author in chapter five.

This will give me an opportunity to check if students grasped what they read, in addition to their ability to spot and connect the narrative elements the author is using.


Finish narrative elements # 2 handout. I will check for completion the following day.

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Formative-Much like the previous day, while students are reading chapter five and filling out their worksheet, I will have a great opportunity to make my way around the classroom and check on the examples students are finding in the text, and well as their explanations.

Summative-Both yesterdays and todays activities are opportunities for students to read and find examples of the narrative elements that they will eventually be including in their summative blog writing assessment. In the second week of the unit, students will have an opportunity to also write their own narrative elements, which will also help prepare them for the summative assessment. I want to give my students opportunities to read and write about these narrative techniques, before they create their own narrative blog entries.


In “Formative Assessments” by Fisher and Frey, the authors discuss aspects of having a pacing plan; “Pacing guides generally identify when the teacher will teach specific content standards, which instructional materials are appropriate…” (P. 64). There is a specific pacing to my two week narrative unit which includes reading specific chapters from Farewell to Manzanar, in addition to working with different sets of narrative elements through both reading and writing activities. The instructional activities begin with reading (today’s lesson) and end the following week with writing activities.

In “Release of Responsibility” Fisher and Frey discuss the benefits of group and partner work; “In any content area, students learn more and retain information longer when they work in productive groups” (p. 36). I have strategically put in a lot of opportunities for students to work with a partner or in a group. I also value individual work, but also recognize the benefits that come from working with a partner, such as mixed ability pairing and dividing up of work.

Rationale-I believe that giving students the option of working with a partner is always a good idea because it is a small enough interaction, as compared to group work, where students can actually help each other. I also need to remember though that relationship building needs to also happen among my students, not just with me.

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DAILY LESSON PLAN

Teacher’s Name:


Unit:

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Narrative (Farewell to Manzanar)Day 4 of Unit (Day 2 of Writing)

Date: 5/10/16

Agenda:

1. Activity # 1-Sensory details-Notes and writing activity2. Activity # 2-Imagery-Notes and writing activity3. Activity # 3-Tone-Notes and writing activity


W.9-10.2.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


ELD Part 1: Interacting in meaningful ways. Section 2. C. Productive. #10 Writing- Write short literary and informational texts collaboratively and independently.


When writing short, narrative texts, SWBAT create examples of narrative writing through the use of sensory details, imagery, and tone.

Materials Needed:

Narrative elements power point presentationStudent writing journals

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Smart board

Activities:


15-20 Minutes

Power point presentation on sensory details (Slides 19-28)-Be sure to focus on how narrative writers appeal to readers five senses: seen, smelt, felt, heard and taste.

Show examples of each sensory detail in short story example, highlighted in different colors to show each sense.

Writing activity-Pick a food you like and write about it using the five sensory details; without saying what the food is.

Students will take notes in their writing journals on sensory details.

Have students read aloud to class each sensory detail from example short story. Tell other students to listen to how the author uses words to appeal to the senses.

For the writing activity, students should write their paragraph, then read it to an elbow partner. Partner should use the context clues of the five sensory details and try to figure out the favorite food of their classmate.

5-10 Minutes

Power point presentation on imagery (Slides 32-34)-Be sure to focus on using imagery to create a visual picture for readers.

Have students close their eyes as I read to them the short

Students will take notes in their writing journals on imagery.

Students will close their eyes and try to use their imagination to envision the description of the classroom as a prison.

For the writing activity, students should write their paragraph about a place, experience or

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description of a classroom. Students should be creating a vision of a prison in their head.

Writing activity-Students will choose a place, experience or event and create a vivid picture for the reader to “see” in their mind; 4-5 sentences.

event that was very “vivid” for them, meaning they can easily remember that place/experience with visual images and descriptions.

10-15 Minutes

Power point presentation on tone (Slides 14-18)-Explain to students that the tone of a story is the “mood” or “atmosphere” the author is trying to convey to readers.

Focus on the blue highlighted words from the short text to show students how a writer can strategically use words in their story to create and express tone.

Writing activity-Students will pick a setting and action for a short story. Setting (place and time) and action (what is happening). Students choose from tone examples on power point slide # 18.

Student’s will write short story and then read to a partner.

Students will copy the notes from the power point slides into their writer’s journals.

My goal will be to help students understand, through some of the examples in the power point, that writers use words strategically and that these words can give clues as to the tone the author wants their story/narrative to have.

Look specifically at the adjectives an author uses and how the characters feel.

Students can talk to each other and talk about which tone example they will use and why. This quick writing example will be a good opportunity for students to listen strategically for the words that will give away their partners tone.

If I have some students that will volunteer to read to the class, I can have the class also listen to the examples given and point out the words students use to express the tone of their mini narrative.

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Partner will try to guess the tone based on the words their hear. After I will ask for a few volunteers to share their stories with class.

5 Minutes

Exit ticket-Students will write a “tweet” (150 characters or less) and give me a quick student created definition of tone, imagery and sensory details.

Remind students that there is a difference between “characters” and words.

Students will have to be very specific with their definitions as a “tweet” has to be 150 characters or less. Students will hand in to me as they leave class. Will let me know if I need to go over these narrative elements the next day.

Give students an example of a tweet, or even what a tweet is, for those students that are not familiar with “tweeting”.


Students should finish their multiple short writing assignments for homework if they did not finish in class.


Formative-As students write and share with each other, I will make sure that their narrative writing reflects the elements we are reading about.

Summative-This assignment is designed to get students comfortable with no only reading about narrative elements, but incorporating them into their writing as well. Again, as with many of the other assignments in this unit, this is all leading up to the narrative writing they will be doing with the blog entries, of which they will be using multiple narrative elements.

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Fisher and Frey discuss guiding instruction in “Release of Responsibility”; “Guided instruction is the strategic use of cues, prompts, or questions to facilitate student thinking” (p. 36). Today’s lesson has guided instruction in it because I like to have multiple methods of teaching, in addition to the fact, as the authors state, some students need guided instruction before they can be “released” on their own. I also want to make sure I facilitate my student’s thinking and learning by offering them opportunities to learn in different ways, whether that be direct instruction, guided instruction and group and partner work.

Hasty discusses student literacy notebooks in “Using Writing to Support Close Reading”; “The literacy notebooks helped students read with curiosity and responsibility…curiosity and responsibility led to engagement” (p. 21). I feel that it is important English students have some type of writing journal, as there needs to be a space for them to engage, experience, and toy around with the ideas and lessons they learn in class. This is why my students do their classwork, warm ups and even homework in their writing journals; so there is that one place they can go back to consistently.

Rationale-I have to remember to stay committed to the writing journals through out the year. This way, students will realize that the journals are really for them to interact with the concepts that we wrestle with in class. If I have them work in it every now and then, and don’t reference it, they will not appreciate it the way I would like them to.

DAILY LESSON PLAN

Teacher’s Name:


Unit:

Narrative (Farewell to Manzanar)

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Day 5 of Unit (Day 3 or writing) Date: 5/11/16

Agenda:

1. Sensory detail warm up (tone?)2. Narrative elements group writing activity3. Exit ticket-What did you hear other groups use?


W.9-10.2.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


ELD Part 1: Interacting in meaningful ways. Section 2. C. Productive. #10 Writing- Write short literary and informational texts collaboratively and independently


When writing a short, narrative story, SWBAT incorporative the narrative elements of imagery, sensory details, tone and characterization into their story.

Materials Needed:

Writing journalsSmart board

Activities:

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5-15 Minutes

Warm up/review from yesterday-Have students use three of the five sensory details from yesterday in a quick write.

Have students share their short narratives with a partner. After about five minutes of sharing with partners, have a few students share with class.

Depending on where my students are at, I may have them do a warm up on tone, depending on what the exit tickets from the previous day tell me. I know that other teachers have told me the difficulty of teaching tone.

Students will write short narratives in their writer’s notebook. Should remember the sensory details from previous days writing assignment.

Students will have another opportunity to present their short narratives to their peers. I have done this on purpose, as I want my students to understand and appreciate the presentation aspect of narrative story telling. This is why my students have had a lot of opportunities to share their narratives with each other, over the past two weeks.

20-25 Minutes

As a informal summative assessment, before the actual blog writing, students will work in groups of three to four to create a short narration of a freshman student’s first day of high school.

Students will include imagery,

This activity builds on some of the activities I have been doing these past two weeks with getting students to think about identity, change and narrative writing.

This will also be an opportunity for them to become more confident with using these narrative elements in a group setting before they write their blogs on their own.

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sensory details, tone, plot arc and characterization in their short story. Students will use the “narrative writing checklist” handout to make sure they have included these four components and elements of a plot arc, as well as to inform them of which group mate is responsible for what (student A will be focusing on imagery, student B will be focusing on rising action).

After students have had about 10-15 minutes of discussion and writing, and as I walk around the classroom, I will give groups the opportunity to present their narratives to the class. I will also tell students to listen strategically to what the other groups present on, and use the narrative writing checklist to key in on when other groups use specific narrative elements.

As with other exercises in this unit, I will focus on using mixed ability pairing to ensure that each group has writers at different levels. The more advanced writers will be able to check their understanding of the narrative elements, while struggling students will benefit from having examples and the help of more seasoned writers.

To coincide with the ERWC’s focus on listening and speaking, it is important for my students to have multiple opportunities to both listen for and present the narrative elements they have been working with the past two weeks. This is why I want them to use the checklist, not only for their own group, but also for when other groups present. In addition to the texts I have used in the unit, it is important for students to hear and speak on examples of student writing.

In terms of release of responsibility, this will be the last in class opportunity for students to work on the narrative elements together in class. As the final assessment looms, students will have to produce individually, however, with all of the activities and work we have done together or with a partner, they should be in a place where they can produce on their own, and still be successful.

5-10 Exit ticket-Students will write Student’s will pay close attention to other

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minutes a quick two to three sentence exit ticket on one of the narrative elements used by another group.

group’s narrative stories and listen for the narrative elements and techniques we have been reading and writing about for the past two weeks.


Depending on the progress made today, students will finish their short narratives tomorrow. Because it is a group assignment, they will not work on it at home.


Formative-As I make my way around the classroom, I will check to see that students are on task and that they have every group member involved in the creation of the short high school narrative.

Summative-The purpose of the group activity today follows along with the idea of the release of responsibility. Today, students will have the opportunity to create a narrative with the help of other students. This all leads up to the narrative blogs entries students will begin in a few days, as the blog entries will be an individual assignment. It is important that students can work with others before they are responsible for production individually.


In Fisher and Frey’s “Taking Formative Assessments School-Wide”, the authors talk about the importance of the next step mentality, “…the key to taking formative assessments school-wide is ensuring that teachers can determine “next steps” in

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instruction…” (p. 65). The way I structured my unit plan was by focusing on a “what’s next” type instruction. After students read and wrote about one set of narrative elements, they would then transition to working with another set of narrative elements. My next day warm up activity, as evidenced in this specific lesson, was influenced by the exit ticket of the previous day, namely working with tone and sensory details.

Johannessen talks about small-group collaboration in “Authentic Discussion”; “This element is important because it helps students gain a greater understanding of other perspectives” (p. 77). The group assignment for the day is an opportunity for students to see other ideas, especially before they begin their summative blog writing assessment. I believe it is very important for students to hear their peer’s ideas, as it is helpful to hear their interpretations from kids their age. It also shows them that not all interpretations are the same, but all are valued as long as evidence is used and opinions and ideas explained.

Rationale-It is important to note that when I use this unit in an actual classroom setting, that it would probably take more than two weeks to teach a narrative writing unit. For example, having only two days of going over narrative elements would probably not be enough, but for the sake of this unit plan, two days was all I could offer.

Farewell to Manzanar Narrative Blog Entries

The final assessment of our narrative unit will have you create at least 3 blog entries from a specific point of view from someone involved in an internment camp (a boy, girl, man or woman in internment, an individual working at the camp, or somebody coming to the camp for an inspection are a few ideas).

You will be using the narrative elements we have learned about the last few weeks to create a narrative that flows and tells a specific story. Your blogs should include:

A specific point of view through out your blog entries. A specific tone that is set through out your multiple blogs.

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At least three blog entries; half a page each, single-spaced. Use of the multiple parts of a story arc: setting, rising action, conflict, climax, falling action and resolution. Use of narrative elements including: imagery, sensory details, tone and characterization. Correct spelling and punctuation.

Please refer to the attached rubric to see a more in depth explanation of how to create great narrative blog entries.

Farewell to Manzanar Blog Rubric

Prompt: Students will write 3 narrative blog entries using effective narrative techniques and details to sequence events from a specific point of view.

10-9 points =A 8 points = B 7 points = C 6 points = D 5 points = F 0 pts Category #1:Plot Sequence (rising action, climax, falling action and resolution)CCSS.ELA.W.9-10.3-Write narratives to develop real or imagined experiences or events…

Student’s plot sequence is clear and holistic; the blogs have all examples of rising action, climax, falling action and resolution. There is a natural flow to the storytelling behind the blogs.

Student’s plot sequence is mostly clear and holistic; the blogs have some examples of rising action, climax, falling action and resolution. There is a natural flow to the storytelling behind the blogs.

Student’s plot sequence is somewhat clear and holistic; the blogs have some examples of rising action, climax, falling action and resolution. There is a mostly clear flow to the storytelling behind the blogs.

Student’s plot sequence is not clear, nor holistic; only a few examples of plot sequence included. No flow to storytelling.

Plot sequence difficult to follow; close to no examples of plot sequencing. Little to no narrative flow.

No plot sequence and no flow.

Category #2:Conflict and CharacterizationCCSS.ELA.W.9-10.3-Write narratives to develop real or imagined experiences or events…

There is an obvious conflict discussed and inferred in the blogs; student also includes all details about what character says, does, and thinks and how they look and what others say about them.

There is a clear conflict discussed and/or inferred in the blogs; student also includes most details about what character says, does, and thinks and how they look and what others say about them.

There is a somewhat clear conflict discussed and/or inferred in the blogs; student also includes some details about what character says, does, etc.

There is no clear conflict discussed or inferred. Minimal details included about main or other characters.

No clear conflict in any sense. Close to zero details included in the blog entries.

No conflict and no characterization.

Category #3:Sensory Details,

Student uses a clear and consistent tone in their blog

Student uses a clear and/or consistent tone in their blog

Student attempts to use a clear and/or consistent

A clear and/or consistent tone is

No clear or consistent tone

No tone and no appeal to

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Imagery and ToneCCSS.ELA.W.9-10.3-Write narratives to develop real or imagined experiences or events…

entries that is appropriate for their narrative situation; student uses narrative story telling to appeal to all five of reader’s senses.

entries that is mostly appropriate for their narrative situation; students uses narrative story telling to appeal to at least four of the five reader’s senses.

tone in their blog that is at least somewhat appropriate for their narrative situation; student appeals to at least three of the reader’s senses.

not set in student’s writing; student only appeals to two of reader’s senses.

set and less than two appeals to reader’s senses used.

reader’s senses.

Category #4: English Language Conventions and FormatCCSS.ELA.W.9-10.L.1, 2,3. Demonstrate commands of the English language, grammar, conventions and language use

Student writes at least three blog entries from a distinctive point of view; three to four minor punctuation or grammar mistakes and English language conventions are close to perfect.

Student writes at least three blog entries from a distinctive point of view; four to five minor punctuation or grammar mistakes and English language conventions are solid.

Student writes at least two blog entries from a reasonable point of view; five to six minor punctuation or grammar mistakes and English langue conventions are average.

Student has only one blog entry with a questionable point of view; six to seven minor grammar or punctuation mistakes.

Student has less than one blog entry with now point of view; over seven grammar and/or punctuation mistakes.

Un-readable.

Assessment Plan

The main tools that I will be using for my formative assessments through out the unit are the reading and writing activities

tied to the narrative elements handouts (see attached). I will use the work students do with the reading and writing activities

and these handouts to check the students understand of the many narrative elements we will be exploring in this unit. The

textual evidence and explanation portion of the activities will be good “barometers” of how comfortable my students are with

narrative elements.

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For my summative assessment, I will be essentially looking for the same things, i.e. the use of narrative elements by my

students, in their writing, from the weeks of working with narrative reading and writing. In addition, I will be looking at how

students create a tone and a specific point of view through out their writing (we will have touched on tone and point of view

before the assigning of this assessment). I will also be assessing students on their grammar and punctuation, something that

will be happening through out the unit, and year in general.

The scoring rubric that I am using will focus on five main areas that correspond to the different parts of narrative writing.

Unit Plan Commentary

A. The critical focus of my unit is reading and writing narrative fiction. The content of this unit is important for my

students to learn because narrative writing will help my students gain a better understanding of language, such as

reading literature later in high school and other texts that take “liberties” with the English language. Narrative writing

and reading offers students an opportunity to engage with language conventions that challenge them to think about

how a writer’s tells an engaging and layered story.

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B. The title of the book is Farewell to Manzanar, by Jeanne Wakatsuki Houston. One of the salient features of the text is

the theme of identity change from the main characters point of view, Jeanne. Jeanne changes not only through

transitioning from her normal life to that of internment, but change also in the sense of going from a child to an adult.

Getting through the teen years is hard enough, even without the added layer in the book of internment. The book

focuses on Jeanne’s life before, during and after internment. Jeanne also talks about the change internment causes to

her family, most evidently seen through the experiences of her father.

C. My unit’s key learning tasks build on each other by getting my students read, to write, listen and speak using narrative

elements. Some of these strategies include partner reading, group narrative writing and individual narrative blog

entries that are focused on students creating engaging and complex narratives. The instructional materials that I have

included are poems, movie trailers, short narratives, and blogger.com

D. Some of the language demands that will be challenging to my students include some of the narrative elements

themselves, such as the use of tone and other language conventions in genres such as narrative writing. The features of

my unit plan that help my students reach the language demands of narrative writing include a gradual release of

responsibility (I model, we do and they eventually produce). From reading and writing activities that build over days of

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reading the text, working with graphic organizers, and using multiple mentor texts, students will have multiple

opportunities to be assessed and build a toolbox of narrative elements to use in their final narrative blog assessment.

E. Every day of my two-week unit plan has formative assessments that assess what we did in the day, i.e. read and find

examples of plot arc, as well as build up to the summative assessment of narrative blog writing. This way, students

have multiple opportunities to read and write narratives, get feedback from me, and build a larger narrative toolbox to

make a complex, inclusive piece of narrative fiction that also ties to the experience and ideas learned from reading

Farewell to Manzanar. In essence, I have given my students multiple opportunities with formative assessments that

help me prepare them for the summative assessment that has students show what they learn through writing narrative

blog entries.

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Name:

Narrative Elements #1: Fiction

Narrative Element Textual Evidence Explanation/Commentary1.

Setting

2.

Rising Action

3.

Conflict (either internal or external)

4.

Climax

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5.

Falling Action

6.

Resolution

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Name:

Narrative Elements #2: Non-Fiction

Narrative Element Textual Evidence Explanation/Commentary1.

Imagery

2. Sensory Details(details that help you to…)

- hear- see- smell- taste- feel

what the characters sense3.

Tone

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4.

Characterization

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This is a powerful poem written by an anonymous Japanese American imprisoned in the internment camps. The poem was popular with the internees, and sums up many of the injustices that the Japanese Americans had to deal with in the camps. The Japanese were persecuted simply because they were “Japs,” not because they meant to harm Americans. They were just regular civilians, but they had numerous armed soldiers watching their camps surrounded with barbed wire fences. The poet likens the internment camps to “concentration camps,” calling up images of the Holocaust and exemplifying the lack of freedom for the Japanese Americans and the inhumanity of the American government dictating their new lifestyle. “With machine gun nests just over there / And sentries and soldiers everywhere / We’re trapped like rats in a wired cage.” (3-5)

Parts of this poem inspired my poem, Barbed Wire. In my poem, a Japanese family is transported to an internment camp and has to adjust to close quarters and the barbed wire fence that separates them from the real world and all the freedoms that the should not have lost. The lines “That DAMNED FENCE is driving us crazy / Destroying our youth and making us lazy,” got me thinking about the loss of traditions for the Japanese living in America. (15-16) They traveled to the U.S. hoping for a better life, and were loyal to their new home, but living behind that “damned” barbed wire fence disrupted their family lives and personal goals in America.

THAT DAMNED FENCE

By Anonymous

They’ve sunk the posts deep into the groundThey’ve strung out wires all the way around.With machine gun nests just over there,And sentries and soldiers everywhere.We’re trapped like rats in a wired cage,To fret and fume with impotent rage;Yonder whispers the lure of the night,But that DAMNED FENCE assails our sight.

We seek the softness of the midnight air,But that DAMNED FENCE in the floodlight glareAwakens unrest in our nocturnal quest,And mockingly laughs with vicious jest.

With nowhere to go and nothing to do,We feed terrible, lonesome, and blue:That DAMNED FENCE is driving us crazy,Destroying our youth and making us lazy.

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https://japaneseinternmentmemories.wordpress.com/2012/03/05/barbed-wire/

Imprisoned in here for a long, long time,We know we’re punished–though we’ve committed no crime,Our thoughts are gloomy and enthusiasm damp,To be locked up in a concentration camp.

Loyalty we know, and patriotism we feel,To sacrifice our utmost was our ideal,To fight for our country, and die, perhaps;But we’re here because we happen to be Japs.

We all love life, and our country best,Our misfortune to be here in the west,To keep us penned behind that DAMNED FENCE,Is someone’s notion of NATIONAL DEFENCE!

Poem from University of Arizona Library

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http://library.thinkquest.org/TQ0312008/bhjic.html

Narrative Writing Checklist

Plot Arc

o Setting (2-3 Sentences)o Rising Action (2 sentences)o Conflict (1 sentence)o Climax (1 sentence)o Falling Action (2 sentences)o Resolution (2-3 sentences)

Narrative Elements

o Imagery (3 sentences)o Sensory details (5 sentences)o Tone (How does your weekend narrative “feel”? Happy? Dark? Fun? Serious?o Characterization (3 sentences).

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Documents

Narrative Writing Unit Plan