Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Grade 9-10 Quarter 1 Unit Plan (Narrative Writing)

Unit Title Writing a Narrative: Problems, Solutions, and More ProblemsTime Frame 5 WeeksRationale/Goals Through a variety of reading and writing activities, students will consider the social dynamics of schools including relationships

among races, within races, between teachers and students, and between themselves and their parents. In the process, they will better understand how literature is constructed and the choices authors make. At the same time they will plan, write, and strengthen their own narratives. In the end they will take a two-day examination involving both literary analysis and narrative writing.

CCSS Reading: LiteratureRL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.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.

Writing: NarrativeW.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.9-10.3.A Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.9-10.3 .D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.9-10.3 .E Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10 .4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)W.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGEL.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.1.A Use parallel structure.*L.9-10.1 .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.

L.9-10 .2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10. 2.A Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.L.9-10. 2.B Use a colon to introduce a list or quotation.L.9-10. .2.C Spell correctly.

L.9-10 .5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10. 5.A Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10. 5.B Analyze nuances in the meaning of words with similar denotations.

L.9-10. .6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SPEAKING AND LISTENINGSL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and otherresearch on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1.B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific expectations.)

Essential Skills

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)Questions ● How does an author set out a problem and a situation and then propel and then conclude a narrative?

● How does an author choose specific words and methods of storytelling.● How do these choices affect meaning?● How can we summarize information about plot, character, and sections of a story? ● How can we strengthen our writing over time?

Concepts or Big Ideas● How do young adults deal with issues at home and at school?● What factors motivate people?● How might situations change for young adults?

Enduring Understandings

● Authors are deliberate in the ways they choose to tell stories. ● Plots are organized as a series of problems and solutions.● Student writing can be strengthened through drafting and revising.

Assessments(D) Diagnostic(F) Formative

(S) Summative

(D) Pretest--Write a dialogue, summarize a selection, summarize the plot, explain a theme and tell how you know. (Should mirror the PARCC sample test) (Week 1)(F) Somebody Wanted To But So Then graphic organizer (Week 2)(F) First Draft of Narrative (Week 3)(F) Second Draft of Narrative (Week 4)(F) Literary Analysis Paragraph (Week 4)(F/S) Grade 9/10 Final Assessment (Should mirror the PARCC sample test) (Week 5)(F/S) Reflection on Assessment (Week 5)

Suggested Texts and Resources(Teachers or teams may

choose other texts to anchor

this unit.)

Anchor Text: Medina, M. (2013). Yaqui Delgado wants to kick your ass. Somerville, Mass.: Candlewick Press.

Short Texts or Excerpts: Angelou, M. (1993). Getups. Wouldn't take nothing for my journey now (). New York: Random House.Cisneros, S. (1991). Sire. The house on Mango Street (). New York: Vintage Books.Colon, J. (1982). Little Things Are Big. A Puerto Rican in New York, and other sketches (2nd ed., ). New York: International Publishers.Flake, S. (1998). The Skin I'm In. New York: Jump at the Sun/Hyperion Books for Children.Scieszka, J., & Saldana, D. (2008). Maybe Yeah, Maybe Nah. Jon Scieszka presents guys write for Guys read(New ed., ). New York: Viking.Weithers, G. (n.d.). Anansesem - The Caribbean Children's Literature Ezine. : What a Lime of a Night!. Retrieved August 1, 2014, from http://www.anansesem.com/2013/12/what-lime-of-night.html

Professional TextAnderson, J. (2005). Mechanically inclined building grammar, usage, and style into writer's workshop. Portland, Me.: Stenhouse Publishers

Learning Week 1

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)Activities 1. Students will complete a diagnostic reading and writing assessment. (RL1, RL2, RL3, W3, L1, L2, L5)

2. Students will analyze the problem/solution pattern in narratives (RL1, RL2, RL3, RL5, RL6, RL10, W10, L6, SL1, SL6)3. Students will analyze how characters’ motivations determine plot. (RL1, RL2, RL3,RL10, W10, L6, SL1, SL6)4. Students will analyze how complex characters interact within a given setting.(RL1, RL2, RL3,RL10, W10, L6, SL1, SL6)5. Students will outline their characters, the setting, and the plot of their stories. (W3, W4, W5, SL1, SL6)

Week 21. Students will complete complete outlines of their narratives.( W3, W10, SL1, SL6)2. Students will analyze the effect of point of view and choose points of view for their stories. (RL5, RL6, W3, W10, L6)3. Students will correctly punctuate dialogue. (W3, W10, L6, SL1, SL6)4. Students will use precise and vivid dialogue tags. (W3, W10, L6)5. Students will complete a first draft of their narratives using Google Documents. (W3, W10)6. Students will make substantive comments on writing partners’ draft using Google Documents.(RL1, RL2, RL3, RL5, W6,

W10)

Week 31. Students will provide a conclusion that follows from and reflects on the what is experienced, observed, or resolved over

the course of the narrative. (W3, W4, W5, W10, L6)2. Students will add sensory details at appropriate places in their texts. (W3, W4, W5, W10, L6)3. Students will use precise words. (W3, W4. W5. W10, L6, SL1, SL6)4. Students will tag their dialogues with action. (W3, W4, W5, W10, L1, L6, SL1, SL6)5. Students will try a new approach to writing. (W5, W10)

Week 41. Students will revise and edit their first drafts to create a final draft using Google Documents. (W3,W4, W5, W6, W10, L2,

L6) 2. Students will make substantive comments on writing partners’ revision using Google Documents. (RL1, RL2, RL3, RL5, W6,

W10)3. Students will analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel

plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (RL 5, RL10, L6)4. Students will analyze nuances in the meaning of words with similar denotations.(L5, L6, SL1, SL6)5. Students will determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL 2, RL10, L6)

Week 51. Students will determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL 2,

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)RL10, L6, SL1, SL6)

2. Students will complete the reading component of the summative/formative assessment (RL1, RL2, RL3, RL10, L5)3. Students will complete the writing component of the summative/formative assessment (W3, W4, W5)4. Students will write a reflection that discusses their performance on the assessment (RL1, RL2, RL3, L5, W3, W4, W5)

Culminating Writing Task

Teens face many problems. They have to figure out how to make friends, they need to deal with new and different people, they struggle with identity and love and they have pressures from home, school, and even work.

Write a personal or fictional narrative in which a teen struggles to find solutions to a problem. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Culminating Assessment

Culminating assessment will mirror the narrative writing assessment on the PARCC exam.

Assessment Directions

Standards: RL1, RL2, RL3, RL5, RL10, L5, W3, W4, W5

Literary Texts: An excerpt from The Kite Runner

Description of Tasks:Task 1: Students will read the excerpt from The Kite Runner and answer PARCC-like questions that focus on Hosseini’s use of setting, tone, dialogue, structure, and characterization. Task 2: Students will write a continuation of the excerpt from The Kite Runner, which they read while doing task one. They will stay true to the setting, conflict, and characterization. They will adding dialogue and words and phrases that create vivid descriptions. They will use details from the original text in developing their narrative and sequence the events in their continuation so that they build on one another and towards a logical conclusion.

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Directions for Administering Assessment:1. Two 50 minute period assessment to complete Task 1 and Task 2 (Week 5)

Students with Special Needs: ● Provide additional time to complete each step in the writing process (prewrite, etc.)

Student Directions:Task 1: Students will read the excerpt from The Kite Runner and answer PARCC-like questions that focus on Hosseini’s use of setting, tone, dialogue, structure, and characterization. Task 2: After reading this narrative, think about what happens next. Continue the narrative below staying true to the setting, conflict, and characterization. You must: add dialogue and words and phrases that create vivid descriptions, use details from the original text in developing your narrative, and sequence the events in their continuation so that they build on one another and towards a logical conclusion.

Daily Lesson Plans

Week One

Overview In the first week, students will take a diagnostic pretest. They will think about teen problems and explore how authors use character motivations and setting to create plot.

Texts Used Yaqui Delagado Wants to Kick Your Ass by Meg Medina, Teacher selected short texts.

Day 1 Diagnostic Test: Diagnostic test should mirror the narrative assessment on the PARCC exam.

Day 2 Goal: Students will analyze the problem/solution pattern in narrative.Opener: Watch the book trailer for Yaqui Delgado Wants to Kick Your Ass (http://megmedina.com/2012/10/10/trailer-for-yaqui-delgado-wants-to-kick-your-ass/)Journal: Brainstorm the issues Yaqui might be facing. What dreams might she have? What problems do you think she is facing? Pair with an elbow partner to compare and add to your list.Report out.

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

New Skill: Discuss how the plot in fiction is really a series of problems, solutions, and new problems.● Demonstrate the use of the Somebody Wanted to But So Then graphic organizer with a children’s book such as The

Three Little Pigs ● Guided Practice : Use a second short text to practice the strategy. Suggested Text: “Maybe Yeah, Maybe Nah.” Rene

Saldana Jr.● On Their Own : Students go back to their elbow partners to work on the strategy a third time. This time with the first two

pages of Yaqui Delgado Wants to Kick Your AssCloser: Exit Ticket: What did you learn about plot today? Academic Vocabulary: PlotHomework: Read: Yaqui Delgado Wants to Kick Your Ass chapters 1-2. Post your comment on Edmodo or other blogging platform. Resources: Somebody Wanted to But So Then (http://www.countryschool.org/Customized/uploads/Class%20Pages/Amaral/SWBST%20GO.pdf)

Day 3 Goal: Students will analyze how characters’ motivations determine plot.Opener: What do teens have to do? What do teens love to do? What might teens be afraid of? What do teens worry about? List 5 of each.Review: Explain that all the things they just listed could fit into their SWTBST charts and that these could all be motivations for characters. New Skill: Character motivation and its influence on theme.

● Cornell notes on ○ Ways to detect motivations in characters (directly stated or inferred).○ Using textual evidence to support your inference.○ How might character motivation lead us to theme?

● Model: Detecting motivations, using textual evidence, understanding its influence on theme.● Guided Practice: with a short text: Students work with elbow partners to infer motivations of characters in Yaqui

Delgado using selections from chapters one and two. ● On Their Own: Students work with elbow partners to predict how it will relate to theme.

Exit Ticket: What questions do you have?Academic vocabulary: character, stated, implied, character traits, inference, textual evidence, themeHomework: Read Yaqui Delgado Wants to Kick Your Ass chapters 3-4. Post your comment on Edmodo or other blogging platform. Resource: Character Motivation Worksheet, ereadingworksheet

Day 4 Objective: Analyze the importance of the setting in narratives.Opener: Journal: Story starter--Motivations: Parents wants to keep their child safe. Teen wants to show he or she is growing up. Problem: Saturday night party after curfew. Write what you can in 10 minutes. New Skill: Analyze the importance of the setting in narrative

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

● View: Analyze the impact of setting on character relationships,” (http://youtu.be/8xbNxnVowhM)● Give examples of the importance of settings and how they influence the moods of characters in various sections of

Yaqui Delgado Wants to Kick Your Ass.● Discuss how changing the setting might change the story and the mood in the story they just journaled about.

Students choose to rewrite their stories with one of the following settings. (10 minutes)● A farm outside of a small town● A neighborhood where someone had just been shot● The White House● A cruise ship.

Share in small groups. (10 minutes)● Groups discuss how the setting influenced the narrative and the mood. ● Report out to the class.

Academic Vocabulary: setting, moodHomework: Read Yaqui Delgado Wants to Kick Your Ass chapters 5-6. Post your comment on Edmodo or other blogging platform.

Day 5 Goals: Students will outline their stories- they will use a graphic organizer to define characters with complex motivations, set out a problem, and define a setting. They will then use a Somebody Wanted To But So Then graphic organizer to think through their plots. Opener: Reading from The Skin I’m In. Who are the characters and what are their motivations? What is the main character’s problem? What is the setting? How will that determine the story and the theme? Discuss.Activity IntroductionStudents will create their own stories. Students will be use a graphic organizer to start the story. The graphic organizer will contain motivations, setting, and the problem that will start the story off.

● Think aloud to show how to fill in a graphic organizer. Provide possible problems, motivations, and settings.● Students will then generate ideas for their own narratives or take suggested problems, motivations, and settings.

After they finish their first organizer, students will use a Somebody Wanted to But So Then graphic organizer to think through their plot.

● Think aloud to show how this might fit into a teacher example● Students work on their own.● During this process students stop periodically to share orally with their writing partners.

Homework: Read Yaqui Delgado Wants to Kick Your Ass chapters 9-10. Post your comment on Edmodo or other blogging platform. Brainstorm ideas for the story you are going to write.

Week 2

Overview During the second week, students will complete outlines, explore narrative techniques, use technology to complete a first draft

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

of their narrative, and use technology to make substantive comments on their writing partner’s story.

Texts Used

Yaqui Delgado Wants to Kick Your Ass, Meg MedinaShort texts selected by teacher

Day 1 Writing Workshop DayGoal: Students will complete their story outlines using their Somebody Wanted to But So Then (SWTBST) graphic organizers. All students will conference with teacher during the activity. Opener: How do you feel about the story you are writing? Who is your favorite character that you are writing about? Who does that character like? Who is that character afraid of? Why? What were their motivations? How does each feel? What might they do next? Share with writing partner. Model: Teacher models her/his progress in the demonstration story. Adds in the reactions and emotions of characters.Student Practice: Students are informed that they will spend the rest of the period completing their SWTBST graphic organizers and that they will now begin noting reactions and emotions of each character.Assessment: Teacher calls students up for short conferences to consult about their graphic organizer. Homework: Read chapters 11 and 12 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform.

Day 2 Goal: Students will explore the difference between first person and a third person narration and choose which type they will use on their project.Opener: Students sit with their writing partners and use the materials to tell their stories to each other. Mini-Lesson: Point of View. Begin with a presentation on point of view Teachers may want to use or alter the presentation from ereading (http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/point-of-view-lesson/). Examine how two professional authors opened their stories. Choose one text written as first person and the other as third person. What were the strengths of each technique? What are the weaknesses? Activity: Students will work on the openings of their narratives. They will produce two versions, one in first person and the other in third person omniscient. They will need to include the setting, the problem, and the motivations of their characters. After writing both, they will choose which method of narration they will use for the rest of their narrative.Modeling: Teacher will model with her/his opening. Assessments: Quick conferences during writing. Exit Ticket: Which method did you choose? Give two reasons why you chose it.Academic Vocabulary: First Person Narrator, Third Person Narrator. Third Person Omniscient, Third Person LimitedHomework: Read chapters 13 and 14 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform.

Day 3 Goal: Students will understand how to punctuate dialogue and how to use vivid dialogue tags.Opener: Look at SWTBST organizer. Write a short dialogues between your characters at important parts of your story. The characters need to express something related to the problems they are facing, and they must be true to their motivations. These dialogue can come at any point of your story. You have five minutes write as much as you can!

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Model: Explain that some people think that the sign for quotation marks comes from the idea of lips. Anytime the lips are moving, writing needs quotation marks. Model the correction of quotation marks. Show that punctuation always goes to the left of quotation marks.Guided Practice: Have students correct the punctuation in a short dialogue.Model: Explain: The word said doesn’t give us much information about what a character is feeling, so we are going to retire it. Elicit replacements. Now let’s see how changing out “said” for a vivid word changes a simple statement like “I love you,” he said. Go back to teacher sample dialogue, fix punctuation, replace “said” with vivid dialogue tags. Guided Practice: Students revise the dialogues they wrote at the beginning of the period being sure to use proper punctuation and vivid dialogue tags. Academic Vocabulary: Quotation Marks, Resources: Synonyms for said from Read Write Think (http://writingfix.com/PDFs/Writing_Tools/said_synonyms.pdf), , Banish Boring Words from Scholastic (http://www.sbcusd.k12.ca.us/DocumentCenter/View/117175)Homework: Read chapters 15 and 16 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform.

Day 4 Goal: Students will work over the next two days to complete a first draft of their story.Workshop Day: Students will write their first drafts using the Google Documents. Mini-Lesson: Turning an outline into a story. Teacher will briefly demonstrate how she/he did the example story. Homework: Read chapters 17 and 18 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Make 3-5 substantive comments about your writing partner’s story.

Day 5 Goal: Students will complete a first draft of their storyMini Lesson: Using precise wordsWorkshop Day 2: Celebrate successes address common problems. Explain that students will have more time to revise their stories but that today they will need to complete and print out a double-spaced first drafts using Google Documents.Homework: Read chapters 19 and 20 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Make 3-5 substantive comments about your writing partner’s story.

Week 3

Overview During the third week students will work on strengthening their writing by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The will also provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Day 1 Goal: Students will provide a conclusion that follows from and reflects on the what is experienced, observed, or resolved over the course of the narrative. Opener: Write a journal in the voice of your narrator. Have the narrator explain what was learned by the characters in the story and how those characters conducted the rest of their lives.

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

New Skill: Explain that writing needs to have a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. We are going to look at a personal narrative to see how a professional author did it. Read: “Little Things Are Big”by Jesus Colon. Discuss the problem/solution organization, complex motivations, and influence of setting. Think aloud to demonstrate how the conclusion of “Little Things Are Big” follows from and reflects on the narrative. Offer examples of conclusions that do not follow (for example if the Big Bad Wolf had concluded that if you just have to keep trying, you will reach your dreams)Workshop: Students write conclusions for their narratives.

● Model: Use a think-aloud procedure to model writing the conclusion to your own narrative. ● On Their Own: Students write a conclusion to their story.

Academic Vocabulary: ConclusionHomework: Read chapters 21 to 24 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Writing partners make 1 substantive comments about your partner’s conclusion.Resources: Video for “Little Things Are Big,” (http://vimeo.com/57008222), text and video for “Little Things Are Big (https://www.facinghistory.org/for-educators/educator-resources/resource-collections/choosing-to-participate/little-things-are-big).

Day 2 Goal: Students will add sensory details at appropriate places in their texts.Mini Lesson on using sensory details. Use materials from the Read Write Think lesson on “Show Me Sentences (http://www.readwritethink.org/classroom-resources/lesson-plans/show-sentences-30780.html?tab=4).Model: Adding sensory details to a draft. Workshop: Students read through their first drafts adding sensory details where appropriate.Homework: Read chapters 25-28 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform.

Day 3 Goal: Students will use precise words.Mini Lesson: On using precise words.

● Define precise words. Model examples, and non examples of precise words in sentences. ● Use materials from Writescore.com (http://www.writescore.com/TeachingIdeas/M%20-%20S%20-%20Introducing

%20Word%20Choice.pdf)● Students work in pairs to rewrite sample sentences with more precise words.● Share out.

Workshop: Students read through their first draft adding sensory details where appropriate.Homework: Read chapters 29-32 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Resource: Banish Boring Words from Scholastic (http://www.sbcusd.k12.ca.us/DocumentCenter/View/117175)

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Day 4 Goal: Students will tag their dialogues with actionMini Lesson on tagging dialogue with action. (Adapted from Anderson, J. (2005). Mechanically inclined building grammar, usage, and style into writer's workshop. Portland, Me.: Stenhouse Publishers.)

Remind students about alternatives to “said” and how we have already replaced these. Look at mentor texts such as the following

“Lorena, Violeta, could you find it in your hearts to join the rest of us?” she asked calling us by our Spanish-class names, hitting just the right note of sarcasm. p. 6--Nancy Osa, Cuba 15

“Your dead,” Joey said, pretending to shoot me with the green-and-yellow gun he’d made at the lego table. p. 180--Meg Medina, Yaqui Delgado Wants to Kick Your Ass

“Arms up, Ortega!” one of them shouts, slipping around Mitzi for the shot. p. 155--Meg Medina, Yaqui Delgado Wants to Kick Your Ass

Discuss how tagging dialogue with action creates a visual, tells the reader about the speaker, and helps the reader understand the speaker’s relationship to the listener.

Workshop: Students revise their first drafts by tagging their dialogues with action. .Exit Ticket/Elbow Partners: Copy one of your revised sentences. Explain what it tells about the speaker or the relationship between the speaker and the listener. Homework: Read chapters 33-36 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Resource: Anderson, J. (2005). Mechanically inclined building grammar, usage, and style into writer's workshop. Portland, Me.: Stenhouse Publishers.

Day 5 Goal: Students will try a new approach to writing.Journal: Think of a character who might think you were unfair in your narrative. Explain what that character thought was fair and unfair about the way you depicted him or her..Mini-Lesson: Changing point of view. Read or Watch The True Story of the Three Little Pigs. Work with students to list ways in which the story and the storytelling changed.Model: How the teacher sample story would change if another of the characters told it.Workshop: Write an incident in the story from the point of view of a character who thought the student’s original story was unfair. Share With Writing Partner: What did you learn about your story and how you could have written it differently? Homework: Read chapters 37-39 of Yaqui Delgado Wants to Kick Your Ass. Post your comment on Edmodo or other blogging platform. Work on narratives. Prepare to type up your revisions Monday and Tuesday.

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Academic Vocabulary: PerspectiveResources: Scieszka, J., & Smith, L. (1989). The true story of the 3 little pigs. New York, N.Y., U.S.A.: Viking Kestrel.Video: http://youtu.be/ByR_DD0rxsg

Week 4

Overview During the 4th week, students will complete their second draft and use a variety of texts to examine how author’s choices create effects, and how authors develop themes.

Texts Used Teachers will select short texts to analyze and to use as mentor texts.

Day 1 Goal: Over the next two classes, students will use Google Documents to revise of their stories. Model: Teacher will model creating a second draft document and making revisions to that document.Workshop: Students will copy their first draft file and create a second draft document. They will transfer their revisions from their paper copy to the computerized version. Students will print out their papers and share with writing partners and teacher electronically.Assessment: Teacher will briefly conference with students during this process. Teacher will make comments on the electronic version of the text.Homework: Writing partners will make 3-5 substantive comments on partners’ narratives.

Day 2 Goal: Students will consider peer comments and use Google Documents to revise of their stories. Model: Teacher will model thinking about peer comments and making changes.Workshop: Students continue to work on their narratives, taking into account substantive comments from peers. Students will break to read peer work and comment. Students will turn in their narratives on paper or electronically according to teacher or school preference.Assessment: Teacher will briefly conference with students during this process.Homework: Review Worksheet.

Day 3 Goal: RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.Opener: What makes you tense? Describe a situation in which you felt tension.Presentation: How authors create suspense or tension. Cornell notes.Model: Determining how an author created tension in a passage. Writing about how an author created suspense.Guided Practice: Students use a graphic organizer organizer their analysis of how an author created suspense in a passage. Homework: Write your analysis of of how the author created suspense. Complete your analysis.Academic Vocabulary: foreshadowing, pacing

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Day 4 Goal: L.9-10. 5.B Analyze nuances in the meaning of words with similar denotations.Opener: Create a prompt that asks students to journal about the difference between words of similar denotations.Adapted from http://danielle6849.weebly.com/blog/category/vocabulary

Give each student a notecard with a word on it. Each notecard has a synonym for Love, Hate, Shame, Sadness, or Happiness. Using an 8X10 sheet of paper, students write the denotation, the connotation, part of speech, a symbol, at least three forms of the word, and two sentences using the various forms of the word.

Place large sheets of paper around the room. Students then gather around the sheet that contained the synonym of their word. They share the denotation and work together to rank the words from most positive to most negative connotation. Groups share out.

Exit Ticket: What did you learn about nuances of meaning today? What questions do you have?Academic Vocabulary: Denotation, Nuance

Day 5 Objective: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Opener: Write a 25 word summary of Yaqui Delgado Wants to Kick Your Ass.Presentation: Summary and Theme.Model: How to write a summary and detect a theme. How to write a short response about theme. Guided Practice: Students work with elbow partners to summarize a short text and determine a theme. Independent Practice: Students write a short response about the theme.Homework: Complete short response on theme.Exit Ticket: What questions do you have about theme?

Week 5

Summary In this week, students will continue to work on analysis in preparation for their final assessments.

Day 1 Objective: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Presentation: How a theme is refined by specific details.Model: Teacher models how a theme is refined in a specific chapter from Yaqui Delgado Wants to Kick Your Ass. Teacher models how to list specific details. Teacher models how to draw conclusions about how the theme is refined by these specific details. Cooperative Groups: Students break into groups.Each group is given a chapter from Yaqui Delgado Wants to Kick Your Ass. Groups search for specific details that refine a theme that the teacher selects. Students work together to infer how these specific details develop and refine the theme.

Grade 9-10, Quarter 1 Unit Plan (Narrative Writing)

Report outExit Ticket: What did you learn about how an author uses specific details to refine a theme?

Academic Vocabulary: Theme

Day 2 Goal: In preparation for the final assessment, students will use short texts to consider plot structure, motivation, nuances of meaning, author’s choice, and theme development. They will begin to write a continuation of the story.Model: Using a short text to consider plot structure, motivation, nuances of meaning, author’s choice, and theme development. Model writing a continuation of the story. Guided Practice: Students are given a second short text. They work with elbow partners to consider plot structure, motivation, nuances of meaning, author’s choice, and theme development. Partners write a continuation of the story.

Day 3 Final Assessment Day 1: Literary Analysis (not created in this model unit)

Day 4 Final Assessment Day 2: Writing Prompt

Day 5 Exam Review, Reflection, and Reteaching