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Idaho Core Teacher Network Unit Plan Template
Unit Title: Writing My Memories Created By: Sarah KingVeigel Subject: English Grade: Ninth Estimated Length (days or weeks):
Approximately 6 weeks
Unit Overview (including content) The focus of this lesson is to broaden
students’ understanding of traditional
narrative form. Students will know that essay
is not the only by narrative form a and that
if intentional, ruptures of grammatical rules
can strengthen a piece of writing. Students
will know that in real world writing, run ons
and fragments are used a literary technique..
Students will understand the characteristics
of the grammatical ruptures (run ons,
fragments) and be able to recognize them in
a work of literature as well as relate them to
real world examples. As you plan, consider
the variability of learners in your class and
make adaptations as necessary. Unit Rationale (including Key Shift(s)): Key Shift One: Students will build
knowledge and academic language through a
balance of content rich, complex nonfiction
and literary texts. Key Shift Four: Students will collaborate
effectively of purposes while also building
independent literacy skills.
Unit Rationale:
One of the challenges in teaching freshmen is
reconnecting them to the power, creativity and
elasticity of their own writing. Adolescent
insecurity combined with over prescribed
essay writing leaves many of my students
unwilling to take the risks that writing progress
requires. Although they know how to create an
academic paper, many of them have lost the joy
of creating that writing has inherently. This
short unit is meant to give them multiple
options for crafting narrative beyond a
traditional essay. When given the choice of
form, most can find their way back to their
own story.
The conversations about how to best tell our
stories helps when we look at others’ writing.
The switch between writer to reader and reader
to writer is intuitive for my best writers but not
for all of my students. We practice the switch
from reader (listener) to writer (talker) daily
through this unit with the intent that they can
access and emulate what professional writers
do.
Additionally, I want have my students to
experience a variety of authentic forms and
the seemingly oxymoronic use of rule ruptures
in some of the strongest of pieces we’ll read. I
want them to experiment. I want them to see
themselves as storytellers. I want them to have
fun with their language. I want them to write
with joy. At years’ end, they will collect these
drafts, their literature responses to extended
writes of journal prompts, etc., and combine
them in their final portfolio Thoughtshots From
Freshman Year. As Shakespeare said in
Sonnet 18 “...so long lives this and this gives
life to thee” One of the most gratifying things
to come out of this unit came when the students
identified their new understanding as this
“Reading is a way to know. Writing is a way
to be known.” At the end of the unit they
understood the interdependence of reading on
writing and writing on reading.
Targeted Standards: Idaho Core Grade-Level Standards:
W.9-10.3
❖ Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
W. I.9-10.5
❖ Develop and strengthen writing as needed
by planning, revising, editing, rewriting,
or trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience
R W.9-10.5
Essential Questions)/Enduring
Understandings: ❖ Overarching Year Essential Question:
How does literature inform my life?
Unit Essential Question: How do we hold our
memories? Enduring Understandings ❖ Everyone has a story that is worthy of
being heard
❖ Writing preserves thought and time “So
long lives this, then this gives life to
these”
❖ Reading connects us to other
memories, other times
❖ Writing well is a multi stage process -
stories don't just appear. They are a
series of choices, changes and revisions
❖ The form a writer chooses is guided by
Measurable Outcomes: Learning Objectives: ❖ Students will write a narrative using two of the
five forms drafted in class
❖ Students will identify broken grammatical rules
and the effect of these breaks on a piece.
❖ Students will imitate five different forms of
narrative.
❖ Students will develop and strengthen their
writing by planning, revising, editing and
rewriting.
❖ Students will provide specific, purposeful
feedback both digitally and in face to face
writing groups.
Learning Targets: ❖ I can experiment with different narrative forms
and sentence structures.
❖ I can write a narrative with well chosen details:
❖ I can identify when and understand why some
❖ Analyze in detail how an author’s ideas or
claims are developed and refined by
particular sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter).
SL.9-10.1
❖ Initiate and participate effectively
in a range of collaborative
discussions with diverse partners
on grades 9-10 topics, texts, and
issues, building on others' ideas
and expressing their own clearly.
L.9-10.1
❖ Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking.
➢ b. Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial)
to convey specific
meanings and add variety
and interest to writing or
presentations
Content Standards (if applicable)
purpose and audience. Essay form is
only one of many types.
❖ Working at the sentence level can
change a piece - adding phrases,
strengthening the noun and subject-are
tools that work
❖ Personal Narrative has a beginning, a
middle and an end
❖ The rules of grammar can be broken IF
it is intentional and understood.
writers choose to break the traditional rules of
grammar and what effect these ruptures have.
❖ I can offer purposeful, specific feedback to my
peers either digitally using Google Docs or face
to face.
❖ I can strengthen my writing by revising, editing
❖ I can participate in small and larger group
discussions
Summative Assessment: ❖ Summative Assessment
Description: Students will write a
multi paragraph nonfiction narrative
choosing two of the formats
explored throughout the unit, for
submission to the North Voice
Literary Magazine. This writing
will demonstrate understanding of
the concepts compositions that
demonstrate synthesis and analysis
of complex ideas or themes and
evidence of a deep awareness of
purpose and audience. These
compositions will:
➢ demonstrate evidence of a
deep awareness of purpose
and intended audience
➢ demonstrate a distinct voice
that stimulates the reader or
listener to consider new
perspectives on the
addressed ideas or themes
http://education.ky.gov/curri
culum/docs/Documents/CC
A%20WRITING%20SUPP
ORT%20DOK.doc
❖ Depth of Knowledge (DOK) 4
❖ Rubric or Assessment Guidelines:
See Resources
Central Text:”Short Assignments” by
Anne LaMott Text Complexity Analysis of Central Text:
● Quantitative: See Resources.
● Qualitative: See Resources.
Reader-Task:See Supporting
literary texts (if applicable):
➢ “My Name” by Sandra
Cisneros
➢ “This Is How I Remember
It” by Betsy Kemper
➢ Encylopedia of an Ordinary
Life” by Amy Krause Rosenthal
➢ “Waiting” by Peggy McNalty
➢ Short Excerpts from Harper
Lee’s To Kill a Mockingbird
Leslie Marmon Silko’s
Ceremony, Barbara
Kingsolver’s Poisonwood Bible,
Graham Greene’s Wind in the
Willows by and The God of
Small Things by Arundhati Roy
❖ Supporting informational texts
➢ 2008 Pew Research on Writing,
Technology and Teens
➢ Excerpts from Jamaica
Kincaid's Autobiography of My
Mother,
➢ Mark Twain’s “Two Views of
the Mississippi”
Art/Music/Media Other
Materials/Resources:
Teacher writing models Art: Starry Night Over the Rhone by
Vincent VanGogh,
Ville d'Avray by Jean-Baptiste-Camille
Corot, Lyon by Mona Edulesco, Ballet
Rehearsal by Edgar Degas
Calvin and Hobbes: “Snowmen” Comic
Video: Finding Forrester Excerpts
Video: Anne Lamott documentary trailer
Instructional Sequence
Frontloading/Anticipatory Set Lesson plan or outline:
The prior three weeks of work
on “Where” I Am From…”
have been a frontload for
creating a community of writers
and for telling our story.
Photo vs. story: teacher mode.
How are our memories best
preserved? What does the text
add?
Week One
Activity/Strategy:
Texts and Resources
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments Instructional Notes
Monday: Journal Write: What do you need to
become a better writer? Think-Pair-Share Jigsaw read of 2008 Pew Research
Writing, Technology and Teens
Copies of the Pew Research
divided among groups
Composing to Plan
Pair Reports Anchor Chart::
Ways Writers
Write:
I use this report to begin
talking specifically about what
the students need as writers.
What will help them? How
can they become better? This
Research is lengthy so read the
overview before assigning and
scan to see how detailed you
Comment [1]: We could either list these here, use the dropdown menu in the boxes below or both. I am torn about the dropdowns—makes them consider for each day, but might seem limiting.
want to go into the Pew
Research. Depending on your
class, some sections may not
be necessary
Tuesday: Continue jigsaw reading of “Writing,
Technology and Teens” Journal Write: Does this article
represent what you feel? How does it?
How doesn’t it? Think Pair Share Introduce Summative Assessment
Schedule and Requirements: Write a
narrative Closely read and highlight key pieces of
Summative Assessment Schedule and
Requirements Explain to you partner what you
highlighted and why and then switch
roles
Copies of the Pew Research
divided among groups Summative Assessment
Schedule and Requirements
(see Resources)
Composing to Plan
Pair work
If there isn’t enough time in
class to complete the reading
and highlighting of the
Summative Assessment,
assign as homework with the
partner work done at the
beginning of the hour on
Wednesday
●
●
●
Wednesday: View Anne Lamott “Bird by Bird”
documentary trailer as an introduction to
the author. View Finding Forrester clip about
conjunctions Begin “Short Assignments” Mini
Lesson
Anne Lamott "Finding Forrest" clip “Short Assignments” by Anne
Lamott (see Resources)
Composing to Plan
Anchor Chart -
How do “real”
writers write? Post It Note
Some of the vocabulary as
well as the content is
challenging. For any
vocabulary questions during
this (or any other lesson/unit)
we have an ongoing Word
Wall in the classroom.
Students use a Frayer Model
variation providing the word, a
synonym, an antonym and a
quick definition. When a word
is placed on the wall, the
student who places it there
quickly explains the word,
provide synonyms Thursday: “Short Assignments” continued
“Short Assignments” by Anne
Lamott (see Resources)
Friday: Create Meme for “Short Assignments”
in pairs Gallery Walk of Memes using Post It
Notes to vote for the favorite being ready
to defend/explain their choices Argue for the choice
Meme Generator ImgFlip
Composing to Plan
Meme Gallery Walk
Meme Selection Class discussion
Memes are an easy way to
summarize text and an easy
formative assessment. The
kids have fun with this
Week Two
Activity/Strategy
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments Instructional Notes:
Monday: Introduce Hillocks Questioning
(Complex Implied Relationships,
Authorial Generalizations, and Structural
Generalizations) In pairs, students create questions about
the cartoon using the Hillocks Question
Stems for Levels 6-8 Choose the best of each and pass it to
another pair for them to answer.
Calvin and Hobbes Snowmen
Cartoon Hillock’s Questions Sheet (amended) (see Resources) Hillocks Level 6, 7 and 8
Questions Stems (see
Resources)
Composing to Practice
Question Writing Beyond Level 3 Students will require stems for
their first encounter with
structural and authorial
generalizations. This
hierarchy helps focus on what
they author did to create the
pieces they’ll read.
Post It Response: What does asking
these questions do for your
understanding?
Tuesday: Think Aloud “This Is How I
Remember It” with by Betsy Kemper
as an example of micro narrative
marking the text for grammar ruptures,
strong nouns and verbs. “I do” With a partner and using the Hillocks
Question Stems, create one question
from each level for “This Is How I
Remember It” Word Wall additions Swap with another pair and answer
them first orally and then with the
group.
Anchor Chart: How do real
writers write? “This Is How I Remember It”
by Betsy Kemper (see
Resources) Extension text: “Girl” by
Jamaica Kincaid (see
Resources)
Composing to Practice Composing to Draft
Partner Questions
and responses Post It Note
Response Word Wall
The students have done a
ThinkAloud in the unit
previous to this, However,
since the text is so different
from most of the texts they’ve
experienced, it make sense to
start the “I do” sequence
again.
Wednesday: Assist teacher to Think Aloud through
the first 2 1/2 lines to “so much” With a partner from across the room repeat the Think Aloud” process from
Tuesday to the end of “Waiting” with
teacher assistance when needed. “We
do” Journal Write: What effect does
Kemper’s and McNalty’s choices have
on our understanding of her message?
Cite specific examples. Think-Pair-Share Out Brainstorm: What topics would lend
“Waiting” by Peggy
McNalty(see Resources) Teacher example
Composing to Practice
ThinkAloud Think-Pair-Share
Having followed the Think
Aloud on the previous day, the
kids should be ready to do
some of a longer, similarly
formatted text with a partner
with teacher assistance. Many of my students, perhaps
because they are ninth graders,
love this form. They can
break traditional rules and
create a rant - a highly charged
response to whatever they see
as wrong, hateful, exciting,
etc., They enjoy the release.
themselves to using the form Kemper
does? Practice by imitating Kemper in your journal
Thursday: Teacher example: How I Did It
WriteAloud on white board Practice Convey or Confuse Feedback on
teacher model Read Kemper imitation from your
writing group Writing group responds after completing
the Convey or Confuse? Feedback Refer back to Anchor Chart Class Share Out - What was done well?
How was it done? What can you use in
your writing?
Anchor Chart Student Imitation of
Kemper/McNalty Feedback - Convey or Confuse? Did the form the writer used in
the student draft help convey
the message or did it confuse
the message? How could they
move to the Convey side if not
already there?
Composing to Plan Composing to Practice
Feedback - Convey
or Confuse? Pair Work
Some kids might not know
what “convey” means. Take
five minutes to have them add
it to the Word Wall or their
notebooks using their cell
phone for the definition. I use a 4X4 lined Post It
Notes for Confuse or Convey?
Having the student readers
divide the Post It in half by
folding or drawing a line and
titling each section either
Confuse or Convey. The
students keep the feedback on
their piece. I model my writing with the
kids because I need them to
understand that sometimes it is
hard to do (even for me-
especially for me) I want them
to see me struggle.
Friday: Closely read “My Name” noticing/
highlighting any ruptures in conventional
English With a partner, write one of each of the
question levels from Hillock’s
Hierarchy on index cards using
provided stems for Cisneros’ piece
“My Name” from House on
Mango Street (see resources)
Composing to practice
Hillocks Questions
/Answers on Index
Cards
Turning from Calvin and
Hobbes to “My Name”
requires the students using the
question stems again. I
emphasize that this is another
technique to mine text in the
same way that we mined more
information from the Calvin
and Hobbes cartoon. Although
Pass questions to another pair and have
them answer together at the bottom of
the index card. Journal Write: What did the questions
reveal in “My Name” that might have
been overlooked otherwise? What can
we add to the Anchor Chart? Word Wall additions HW: Ask your parents the story of your
name
the text doesn’t have difficult
vocabulary, some students
will need some assistance
creating these questions. These questions help the kids
look at what the author did
which they often have trouble
with doing.
Week Three
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments Instructional Notes
Monday: Journal Write: Why do you think
Cisneros made the writing choices she
did? What were the effects? Cite
specific evidence. Think-Pair-Share Journal Write with a
member of the opposite sex. Review My Name Teacher example:
How I Did It WriteAloud Using the template created from
Cisneros’ piece, draft your own version
of My Name Writing Groups Online - responding
“My Name” by Sandra
Cisneros(see Resources) “My Name Template” (see
Resources)
Composing to Plan Composing to Practice Composing to Draft
Journal Responses Think-Pair-Share
Template Online Responses
on Google Docs
The students continue
focusing on what the author
did and try their hand at
imitating, with the support of
the template, the way Cisneros
conveyed complex ideas with
simple phrasing,.
using the Convey or Confuse Protocol Rough Draft due Tuesday
Tuesday: Two Writing Groups combine Share My Name Rough Draft with
another writing group Journal Write: Where in your writing
could you use Cisneros’ approach?. Revisit Anchor Chart - Is there anything
to add, remove or edit?
Anchor Chart: How do real
writers write?
Composing to Practice Composing to Draft
As the students become more
experienced recognizing what
moves writers make, they will
look at what they can imitate
in their own writing. I try to add to, subtract from or
revise the Anchor Chart based
on students new insights at
least once a week. I run the
danger of forgetting to track
the conceptual moves the
students are making without
taking the time to write them
down. . Wednesday: Another Form: Closely read and annotate
Encylopedia of an Ordinary Life excerpt How does this express and reflect? How is it a narrative? Revisit Anchor Chart Teacher Model Encyclopedia of Me Drafting A-E Word Wall additions Writing Groups Online - responding
using the
Excerpt: Encylopedia of an
Ordinary Life by Amy Krause
Rosenthal
Composing to Plan Composing to Practice Composing to Draft
Draft
The Encyclopedia offers all
level of students a platform in
which to write.
Thursday: Drafting Encyclopedia of Me A-E
Student Drafts A quiet day for drafting.
Friday:
Introduce The Rule of “So What?” Re-reading for the “Encyclopedia of
Me” for the “So What?” with new
partner Express and Reflect Check with
highlighter Revisit Anchor Chart - Is there anything
to add, remove or edit?
The Rule of “So What?” -
Nancy Atwell (see Resources) Highlighter Anchor Chart
Composing to
Plan/Practice
Identification of
Partner’s “So
What?” Highlighted Rough
Draft
Week Four
Activity/Strategy
Texts and Resources
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments Instructional Notes
Monday: Respond to the following quote by
Mamoud Darwish in your journals after
viewing several paintings on the screen
suggestions Starry Night Over the Rhone
by Vincent VanGogh, Ville d'Avray by
Jean-Baptiste-Camille Corot, Lyon by
Mona Edulesco, Ballet Rehearsal by
Edgar Degas
I belong there. I have many
memories…
I have learned and dismantled all words
in order to draw from them
A single world: Home
Starry Night Over the Rhone by
Vincent VanGogh,
Ville d'Avray by Jean-Baptiste-
Camille Corot, Lyon by Mona
Edulesco, Ballet Rehearsal by
Edgar Degas are available as
images on Google. These are
suggestions only.
Short Excerpts from Harper
Lee’s To Kill a Mockingbird
Leslie Marmon Silko’s
Ceremony, Barbara
Kingsolver’s Poisonwood
Bible, Jamaica Kincaid's
Autobiography of My Mother,
Composing to Plan Composing to Practice
Notecatcher Group discussions
I play Beethoven's Moonlight
Sonata while the kids view
and free write. It has a sense
of longing that I think Darwish
is evoking and it seems to help
them look deeply into the
images.
What is the place where you most feel
home?
Read three of the excerpts from Silko,
Kingsolver, Greene, Lee, Kincaid, Roy,
Kincaid and complete the Note Catcher In groups of 3, identify what they had in
common? What did they do? What
makes this thing special? Sacred? Word Wall additions On a Post-It note identify two techniques
that the writers did that you will use in
our own draft.
Mark Twain’s “Two Views of
the Mississippi” Graham
Greene’s Wind in the Willows
and The God of Small Things
by Arundhati Roy
(See Resources) Holy Place Note Catcher (see
resources)
Tuesday: Holy Place drafting Brainstorm focus questions that will
help you get the best feedback on your
piece in your Writing Groups. What do
we need to know in order to make this
real for the reader?
Share Out
Writing Groups Meet Online - respond
using the focus questions
Journals
Composing to Plan Composing to Practice
Online Responses
on Google Docs Focus Questions
Google Docs makes it easy to
create collaboration beyond
the school day and school
walls. I prefer writing groups
of 3. I’ve moved back and
forth between homogeneous
skills grouping and
heterogeneous skills grouping.
I found that in this unit I was
more able to tailor mini
lessons more specifically and
devote more time to those
writers who needed more
assistance if the groups are
homogeneous. However I
change writing groups for
every unit.
Wednesday: Revisit Anchor Chart - Is there anything
to add, remove or edit? Lesson: Explode a Moment From
After the End by Barry Lane - Zooming
in and slowing down. The Writer as
Anchor Chart Barry Lane "Exploding a
Moment"
Composing to Practice Composing to Draft
This seems easy but for many
of my writers, slowing down
time is new. How do you
control time as a writer? How
do you become the
Cinematographer of your own
Cinematographer Teacher example: How I Did It Write
Aloud Using any of their drafts done in class
including their “Where I am From“
piece, students will zoom in on one
moment to explode it, slow it down,
zoom in on it. Word Wall additions Drafting the explosion
Student Drafts
script?
Wednesday: The writer will pass the before and after
versions of the exploded moment to their
writing group. The writing group
members will give silent feedback using
the PQP protocol. Express and Reflect Check ( from
Kelly Gallagher: Write Like This) with
highlighters Journal Write. What do you need to
change( focusing on the balance of
express and reflect) and how will you do
it? Writing Groups will nominate their best
Explosion to read to the class..
Exploded Moment Draft Express and Reflect Check
Composing to Plan Composing to Practice
Express and Reflect
highlighting
Students will divide a sheet of
notebook paper in half after we
define what Express and
Reflect mean. Express - what
happened to me Reflect - what
it means to me. They will read their Rough
Drafts first marking for where
they expressed and in another
color, where they reflected.
Many find that they are heavy
on the expression but light on
the reflection. The best
writing is a blend of both.
This is the place of
vulnerability for many writers
and the precious work setting
up the classroom community
pays off here.
Thursday: Choose two drafts you’re most interested
in pursuing into final copy form. You
Student Drafts
Composing to Practice Composing to Draft
AVID Vocabulary
Strategy
I edited Lamott’s original title
of this piece. Her advice is
will now switch hats and be the writer. Read Anne Lamott’s advice to writers
marking in the margins things that you
want to remember, things that piqued
your interest, things that confused or
confounded you. What, advice/suggestions that we have
read/discussed these past four weeks will
you use? Write it in your journal in capital letters
and then put it on the Word Wall. Word Wall additions
”Lousy Rough Drafts” from
Bird By Bird by Anne Lamott
(edited for language) In
resources
Words on Word
Wall
practical and intuitive. I use
this advice fro Lamott here
since we are moving in to the
final selection of two forms to
convert to a final copy. Students have written five
drafts through the past weeks.
Some forms will be interesting
enough to explore further.
Some won't be as interesting.
Students will choose the two
forms that they want to work
through to a final copy.
Friday: Create Wanted Poster based on one of
the forms we drafted: Grammar
Ruptures, My Name, Encyclopedia of
Me, Holy Place. and Exploded Moment“ Groups begin presenting. Complete on
Monday.
Wanted Poster (see Resources) Poster Paper Markers Bon Jovi: Wanted Dead or
Alive
Composing to Draft Composing to Transfer
Status of the Class
Check in from
Nancie Atwell In
the Middle Word Wall
The Wanted Poster helps the
kids remember the parameters
they noticed in the pieces
we’ve read and they’ve
imitated. I post them around
the room as checkpoints for
the class. I uses a class roster
spreadsheet for the Status of
the Class using the codes
Atwell uses in her book.
Week Five
Activity/Strategy
Texts and Resources
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments:
Instructional Notes
Monday:
Finish Wanted Poster Watch Clip from Finding Forrester clip
about writing Review rubric and Summative Assessment Mini Lesson on feedback: buzz phrases
you’ve heard but don’t know how to do
them. List: “I can’t hear your voice/Your voice
is too formal/informal” “Use more imagery” “Show Don’t Tell” Drafting Individual Conferences: PQP Protocol
(see Resources) focusing on how the writer differentiated
between Express and Reflect and “So
What?”
Finding Forrester Clip Class Generated List of
Feedback Phrases How do we actually do that?
Composing to Draft
Status of the Class
Check in Wanted Poster
Kids often know buzz phrases
like “use more imagery” or “be
specific” but they don’t know
what using “more imagery
means”. The quick lesson on “How do
you do that” provides the
student writers clear ways to
use more imagery, etc. and
how to give constructive,
specific feedback.
Tuesday: Receive Process Reflection
Requirements Closely Read and Summarize Drafting Individual Conferences Peer Assistance
Taylor Mali "The Importance of
Proofreading" Note: Some of
the language after the first
minute is questionably
appropriate for some
classrooms. View this before
showing. Student Drafts Writing My Memories Peer
Conference and Revision Notes
(see Resources)
Composing to Draft
Status of the Class
Check in
The video is very tongue-in-
cheek look at incomplete
Proofreading and what it
sounds like. After the first
minute or so, the errors
become increasingly ridiculous
and R-rated.
Wednesday: Reintroduce Rule of Specificity(see
Resources) Drafting Individual Conferences focused on
specificity Legible typed drafts due tomorrow
Student Drafts Writing My Memories Peer
Conference and Revision Notes
(see Resources)
Composing to Draft Composing to Finalize
Status of the Class Check in Word Wall
The Rule of Specificity was
first introduced in the unit
previous to this.
Thursday: Read your partner's aloud text using
DragonDictation, PaperPortNotes,
Google ReadWriteiTalk Recorder or
similar dictation app. Is what was recorded what you intended?
Does it sound that way you want it to
sound? What needs to change? Express and Reflect Check with
highlighter Close and critical reading: Peer Work Writing Groups meet: Individual conferences
Computers or student devices Typed Student Rough Draft Writing My Memories Peer
Conference and Revision Notes
(see Resources)
Composing to Draft Composing to Finalize Composing to Transfer
Status of the Class
Check in Feedback after
reading aloud Writing my
Memories check
Reading a draft aloud or
hearing your draft read aloud
reveals the errors that our
minds edit for us. When the
students hear others struggling
to move through their own
ntext or alternatively, sailing
through it, it gives them instant
auditory feedback of what
needs to be revised. This
process helps my challenged
readers/writers to revise.
Google ReadWrite is also an
excellent tool for less assured
writers.
Friday: Final conferences, questions and
clarifications
Typed Student Rough Draft Writing My Memories Peer
Conference and Revision Notes
(see Resources)
Composing to Draft Composing to Finalize Composing to Transfer
Status of the Class
Check in
Week Six
Activity/Strategy ❏ Texts and Resources
❏
Sequencing and
Scaffolding (building
knowledge, guided
practice, student
grouping, independent
practice, 5 Kinds of
Composing)
Formative
Assessments Instructional Notes
Monday: Final Drafts and Reflections submitted Reading Room Writing My Memories Reading Room
Response Sheet
Final Drafts Writing My Memories Reading
Room Response Sheet
Composing to Finalize
The responses start on the
bottom of the sheet. When the
first reader has finished
commenting, they fold the
response up to the line above.
This way readers aren’t using
the “What they said” as their
response quite as often. I
scotch tape them together
starting with the largest
number with number 1 on the
bottom.
Tuesday: Look at WikiHow Examples of “How
To.. Guides” Identify parameters in a How To Guide.
What do they all do? What don’t they
do? Create How To Write A Memory Guide with Writing Group
Anchor Chart Paper Markers, Crayons
Composing to Transfer
Group work in
How To Write A Memory
I use the “How to eat a slice
of pizza” as a start
Wednesday: Writing Group Work How to Write a
Memory Add Illustrations
Anchor Chart Paper Markers, Crayons
Composing to Transfer
Group work in How
To Write A Memory
Thursday: How to Write a Memory Guide Due
Groups Present
How to Guides Journals
Composing to Transfer
How to Write a
Memory Guide
Presentation
Friday Big Paper Response using a quote from
the pieces Final Journals - How do we hold our
memories close? Connection to Next Unit Viewing "The Danger of a Single
Story" by Watch later Favorite
Download Rate Chimamanda Ngozi
Adichie
Chart paper for silent Big Paper
Response Big Paper Response from
“Facing History, Facing
Ourselves”
Composing to Transfer
Additional Extension: My
students weren’t ready to leave
this unit after finishing their
pieces. They had much more
that they wanted to say and
they wanted to say it to a
larger audience. They decided
to create an anonymous
collection of their pieces,
illustrate them and drop copies
of these writings in local
coffee shops. “The Reality of
Being a Teenager” was
published and delivered to
eight coffee shops and the
local record store. Because the
writers were interested in
beginning a dialogue with the
readers of their publication,
they created a web page. This
page has become a receptacle
for other writers and a place
for encouragement and
authentic feedback. There are
photographs in the Unit
Resources file of three of these
pieces under “The Reality of
Being a Teenager 2015.”
Integrated Literacy Mini-Lesson
When will the mini-lesson occur in the unit? Week One
Mini-lesson focus : Grammar in context,
Mini-lesson outline or lesson plan: See Resources
Mini-assessment: See Resources
Targeted Vocabulary
Academic: Reflect, Express, sentence fragment, When and how it will taught: using AVID vocabulary strategy. from the
beginning of the semester and our ongoing Word Wall. See explanation in
Tuesday, Week One Content: chandelier. When and how it will be taught: Prior to reading “My Name” in Week Three
Close Reading Activity When will the close reading activity occur in the unit? Week Three
beginning with the integrated mini lesson and continuing with each new
text throughout the unit
Text: “My Name” by Sandra Cisneros From The House on Mango Street In English my name means hope. In Spanish it means too many letters.
It means sadness, it means waiting. It is like the number nine. A muddy
color. It is the Mexican records my father plays on Sunday mornings
when he is shaving, songs like sobbing. It was my great-grandmother's name and now it is mine. She was a
horse woman too, born like me in the Chinese year of the horse--which
is supposed to be bad luck if you're born female-but I think this is a
Chinese lie because the Chinese, like the Mexicans, don't like their
women strong. My great-grandmother. I would've liked to have known her, a wild,
horse of a woman, so wild she wouldn't marry. Until my great-
grandfather threw a sack over her head and carried her off. Just like
that, as if she were a fancy chandelier. That's the way he did it. And the story goes she never forgave him. She looked out the window
her whole life, the way so many women sit their sadness on an elbow. I
wonder if she made the best with what she got or was she sorry because
she couldn't be all the things she wanted to be. Esperanza. I have
inherited her name, but I don't want to inherit her place by the window. At school they say my name funny as if the syllables were made out of
tin and hurt the roof of your mouth. But in Spanish my name is made
out of a softer something, like silver, not quite as thick as sister's name
Magdalena--which is uglier than mine. Magdalena who at least- -can
come home and become Nenny. But I am always Esperanza. I would like to baptize myself under a new name, a name more like the
Text-Dependent Questions
Created by students using Hillocks Questioning Hierarchy
real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze
the X. Yes. Something like Zeze the X will do.
Scaffolds and Extensions
UDL Components:
Individual choice and autonomy
III.7.1), Providing options for
sustaining effort (III.8.1-3) as well as
specific instruction in reflection
(III.9.3)
Support for students who are ELL, have
disabilities or read well below grade level text
band: Alternate Assignment :Narrative as graphic
novel, a Picture Story Student use of a dictation app (listed above) or the
teacher scripts student brainstorms, drafting etc. Templates Think Aloud reading and Write Aloud sharing Choice in what draft will be finalized
Extensions for advanced students: Watermark Moment Narrative piece after reading
“Coming to an Awareness of Language” by
Malcolm X, “Concrete River” by Luis Rodriguez
and “Superman and Me” by Sherman Alexie “Girl” by Jaimaica Kincaid