WrittenontheBody

UnitPlan
Context
Thisunitwasdesignedfora10thgradeEnglishICTclassmadeupofthirtythreestudents(twentyonemalesandtwelvefemales)ofvarious
ethnicities(Latino,Black,andWhite)wholiveindifferentpartsofthecity.AlthoughtheschoolislocatedinLongIslandCity,students
commutefrommultiplelocationsthroughoutthecityandrepresentadiversemixofcommunities.Thecommunityisdiversebecausestudents
gothroughanapplicationandinterviewprocessbeforebeingadmittedtotheschool.Thestudentsinthisclasshavehavediverselearning
needs:nineareEnglishlanguagelearners,thirteenstudentshaveIEPs,andthirteenstudentsarerepeatingtheclass.Thestudentsreading
abilitiesvaryfrombelowleveltoatgradelevel.Thus,theclassneedsdifferentiatedinstructionandsupports,suchasvisualmaterials,graphic
organizers,heterogeneousgrouping,modifiedtexts,andextendedtimeonassignmentsandtests.Accesstoacomputerandprojectorare
availabletofacilitatesomeofthesesupports.
Thestudentsinthisparticularclassexhibitawiderangeofbehaviors:Somegenerallyfollowinstructionsandengageinactivities;others
repeatedlyrequireinclassinterventionfromthedeanofdiscipline.Thus,lessonsmustbecarefullystructuredandsequencedinorderto
promotestudentsengagementandproactivelydeterdisruptivebehavior.Thestudentsareassignedseatingatninetablesbasedonindividual
learningstrengthsandneeds,aswellastheirbehavior.
Introduction,OverviewandRationaleforUnitPlan
EssentialQuestions
Rationale
Whatdoesitmeantohaveanidentity?
Thefocusofthisunitisidentity.AccordingtoTatum,identityisacentralfocusofadolescents,
andthereforeincorporatingidentityintotheclassroomincreasesstudentsopportunitiestolearn
Howdoouridentitiesinfluenceourlives?
(74).Focusingonidentitywillprovidemultipleopportunitiesforstudentstocreatemeaning
betweentheirhomeliveswiththeirschoollives,whichTatumassertsiscentraltoculturally
Areweincontrolofourownidentity?
responsiveteaching.WinnandJohnsonarguethatteachersoftenmisinterpretwhatis
meaningfulintheirstudentsliveswhentryingtocreatelinkstoculture(16).Therefore,
focusingexplicitlyonidentitywillenablestudentstomakemeaningfulconnectionstowhatthey
EnduringUnderstandings
findimportantintheirlives,ratherthanamisinterpretation.
Ouridentitiesarebuiltaroundsocially
constructedcategories.
Thesequestionsandunderstandingsalsofocusonthefunctionofidentityasasocialorganizer.
Identityconsistsofhowweviewourselves, AccordingtoWinnandJohnson,culturallyrelevantinstructionmustseektodismantle
instancesofinjusticeaswellasempowerstudents(18).Thisrequiresfacilitatingcritical
andhowothersviewus.
thinkingaboutsociety,whichiswhatthesequestionsaimtodo,ratherthanfocusingonsolely
onitsmeaningpertainingtotheindividual.Tatum,Christensen,WinnandJohnsonall
Ouridentitiesinfluencehowouractions
emphasizetheimportanceofenablingstudentstocriticallyviewthenormsoftheirsociety.
areperceived.
Focusingonsomethingthatimpactsallofthemindividuallyisawayoffacilitatingcritical

Identitycategoriesaredividedinto
hierarchalcategories,givingsome
individualsaccesstoadvantageatthe
expenseofothers.

thinking.

ContentKnowledge:
Studentsshouldunderstand
Howtheconstructionsof
characterizationinWOTB
challengesunderstandingsof
gender.
Howflashback,sequence,and
innermonologuefunctionin
narrativewriting.
VocabularyfromWOTBrelevant
inacademiccontextsornecessary
forcomprehension.

Providearationaleoftheseusingpreassessmentsorbaselinedatathathelpedtoinformthese
choices.
Studentshavecompletedmultipleunitsinwhichtheyhavefocusedonbreakingdownthe
componentsofessaywriting.Theyhavelearnedtowritepersuasiveandinformativeessays,
focusingonstructure,formingthesisstatements,citingevidence,andcreatingandsupporting
arguments.Theyhavenotyetfocusedoncreativewriting,orthecomponentsofcreativewriting.
Thus,focusingondevelopingskillsandcontentknowledgerelatingtonarrativewritingwhile
readingWOTBwillbebeneficialinexpandingstudentsunderstandingofthem.Especially
becauseWOTBprovidesmanyinstancesofelementssuchasflashback,andinnermonologue,
andthatthecharacterizationofthenarratorispertinenttounderstandingthethemeofthetext.
Modelssuchasthesearebeneficialtostudentsabilitytounderstandandutilizecertainskills,as
emphasizedbyChristensen(40).

Inthisunitstudentswillfocusondevelopingskillswillincreasetheircomprehensionand
engagement.ParticularlyfocusingoncomplexcharacterswhilereadingWOTBisimportant
becausethenarratorsambiguousandshiftingidentityplacesasignificantroleintheprogression
ofeventsinthetext.

ContentSkills:
Studentswillbeableto
ReadingandListening
RL.910.3
Analyzehowcomplexcharacters(e.g.,
thosewithmultipleorconflicting
motivations)developoverthecourseofa
text,interactwithothercharacters,and
advancetheplotordevelopthetheme.
RL.910.4
Determinethemeaningofwordsand
phrasesastheyareusedinthetext,
includingfigurativeandconnotative
meanings;analyzethecumulativeimpact
ofspecificwordchoicesonmeaningand

Iwantstudentstoconsiderthemeaningofidentity,andthenintroduceconceptstochallenge,or
expandontheirperceptions.Byexpandingperceptionsofidentity,studentswillbeabletobetter
seecertainsocialinequitiesproducedbysociallyconstructedidentitycategories.Studentsneed
tobecomeempoweredtobecomeleadersforchangeinthesocietytheylivein.

StudentswillfocusonskillsrelatingtonarrativewritingduringthisunitbecauseSchoolX
typicallyfocusesunitsaroundinformationaltexts.Christensenilluminatestheimportanceof
paringnarrativewritingwithreadingnarrativestobetterdevelopwhatshereferstoastoolsfor
writingnarratives(6061).Thesespecificskillsfocusonthingssuchasfigurativelanguage,
imagery,andprogressionofevents,allofwhicharecentraltothestyleofWOTB.
Thespeakingandlisteningskillswerechosenforthisunitbecausestudentswillbeexpectedto
buildtheirspeakingskillsthroughSocraticseminar.Askillgoalthatfocusesonasking
questionsandbuildingonthemisidealforthisactivity.

tone(e.g.,howthelanguageevokesasense
oftimeandplace;howitsetsaformalor
informaltone).
Writing
W.910.3
Writenarrativestodeveloprealor
imaginedexperiencesoreventsusing
effectivetechnique,wellchosendetails,
andwellstructuredeventsequences.
W.910.3.B
Usenarrativetechniques,suchasdialogue,
pacing,description,reflection,andmultiple
plotlines,todevelopexperiences,events,
and/orcharacters.
W.910.3.D
Useprecisewordsandphrases,telling
details,andsensorylanguagetoconveya
vividpictureoftheexperiences,events,
setting,and/orcharacters.
SpeakingandListening
SL.910.1
Initiateandparticipateeffectivelyina
rangeofcollaborativediscussions(oneon
one,ingroups,andteacherled)with
diversepartnersongrades910topics,
texts,andissues,buildingonothers'ideas
andexpressingtheirownclearlyand
persuasively.
SL.910.1.C
Propelconversationsbyposingand
respondingtoquestionsthatrelatethe
currentdiscussiontobroaderthemesor
largerideas;activelyincorporateothers
intothediscussion;andclarify,verify,or

challengeideasandconclusions.
Language
L.910.3
Applyknowledgeoflanguagetounderstand
howlanguagefunctionsindifferentcontexts,
tomakeeffectivechoicesformeaningor
style,andtocomprehendmorefullywhen
readingorlistening.

LanguageObjectives:Whatacademic
languagedostudentsneedtoknowandbe
abletousethroughouttheunit?
Vocabulary:
Identity,advantage,disadvantage,deceit,
chronology,aerogram,exploit,irrelevant,
cultivated,homosapien,compulsory,
superlative,sadistic,illuminated,
bereavement,clich,gender,sexuality,
race,ethnicity,ambiguous
Syntax:
Howchangesinsyntaxfunctionreflect
emotionalstateofthenarratorinWOTB.
Discourse:
Structureofnarrativeexposition,rising
action,conflict,climax,fallingaction
InstructionalResources

Thelanguageobjectiveswerechoseninregardtoinformationthatstudentsshouldknowinorder
toenhanceorfostertheirunderstandingofthecontextandstyleofthetext.

Resource
WrittenontheBody
JeanetteWinterson

TheIdentityCrisisUnder
TheInkbyChrisWeller,
fromTheAtlantic

Summary
InWrittenontheBodyanamelessnarrator
withanambiguousgenderandsexualityfalls
inlovewithLouise,amarriedwomanaftera
longstringofaffairsthataredisclosedtothe
readerinaseriesofinterwovenflashbacks.
AfterLouisesdoctor,soontobeexhusband
informsthenarratorthatLouisehascancer,
theydecidetoleaveher,togiveherachance
toseekmedicaltreatmentfromherhusband
andlive.AfterleavingLouise,thenarrator
goesofftoliveinsolitudewheretheybecome
obsessedwithunderstandingthepathologyof
canceroneachpartofthebody.Thenarrator
thenreturnstorealityandgoesafterLouise,
regrettingeverhavinglefther.Havingno
luckinfindingLouise,thenarratorreturnsto
wheretheyhadoriginallyretreatedto,where
theyfindLouisewaiting.

Rationale
WOTBisaliterarytextwithalexilescoreofapproximately
760L.Whilethelexilescoreofthistextindicatesthatthe
complexityisappropriateforupperelementarystudents,it
hasalottoofferstudents.Thetextiscontainsvariedsentence
structure,sophisticatedlanguageandcharacterization,aswell
asacomplicatedsequenceofevents.Italsocontainsmultiple
ethicalquestionsthatareimportantfor10thgradestudentsto
consider.AccordingtoBaecher,usingaccessibletextswhen
developingaskillisessentialformeetingthelearningneeds
ofELLs(65).Therefore,sincethisunitisgearedtowards
developingnarrativewritingskills,focusingonatextwith
lowercomplexitywillfosteracquisitionofacademicskillsin
ELLsandstudentswithlearningneedswhileofferingstudents
readingatgradeleveltheopportunitytoexploreaunique
narrative.

Iemphasizetheimportanceofthethemeofidentityinthis
textbecauseoftheambiguityofthenarrator.Therearemany
instancesinthetextwhereitfeelslikethenarratorisata
definitesideofthegenderbinary,howeverthisshiftsmultiple
times.Wintersonslanguagemakesitclearthatthisambiguity
isintentionalwithdialoguesuchasIthinkyouarethemost
beautifulofanymanorwomanIhaveeverseen.Thistext
providesauniqueexperienceforthereader,which
complicatesmanynotionsofidentity.Thereforethistextwill
bebeneficialforstudentstoconsiderwhileexamining
identity,aswellaswhileexaminingcharacterization.
AccordingtoChirstensen,culturallyrelevanttextsnot
onlyconnecttothelivesofstudents,butalsoallowthemto
empathizewithpeoplewholeadentirelydifferentlives(61).
Thistextdoesbothbyallowingstudentstorelatetothe
ambiguousidentityofthenarratorfordifferentreasons.

Thispieceassertstheclaimthatyoungpeople Thispiecefitsinthisunitbecauseitcommentsonthe
aregettingtattoosmorefrequentlythaninthe essentialquestiononthemeaningofidentity.Studentsinthe
past.Heassertstheideathatthisisduetoa
classmayfinditrelevant,orbeeagertodebateitbecauseitis
rapidlyshiftingculturewhereyoungpeople
commentingonyouth.Numerousstudentsintheclasshave
areeverdedicatedtoexpressinganddefining tattoos,andthereforeanarticlelikethismighthelpthemto
theiridentityindifferentways,commenting
connecttothethemeofidentity.Additionally,Johannessen
ondifferentformsofsocialmedia.
assertsthatcreatingcontroversyisacriticalelementof
authenticdiscussions.

AngelHazes
Thissongencompassesthemesofidentity.It
ATribeCalledRedLyrics makesconnectionsbetweenambitionand
andvideo.
successandnotlettingyourprescribed
identitiesdefineyou.
"Irememberbeingaskedalot,byalotof
differentwriters,zines,andshit,like,'Why
don'tyouincorporateyourrace,your
ethnicity,whereyou'vegrownup,intoyour
music?'Idon'tidentifywiththatshit,like,my
identityisthemusic,everythingyouneedto
knowaboutmeisinthemusic:myhome,it's
whereIoriginate,it'swhereIfallapart,it's
whereIcometolife."

AngelHazeisbecomingincreasinglypopular.Sheisaqueer
womanofcolorwhogrewupinBrooklyn.Morelland
DuncanAndradeasserttheideathathiphopcultureis
representativeofyouthculture.Additionally,thatinmany
casesitprovidesacriticallookatoppressiveideologies
(89).Empoweringstudentsbyfacilitatingcriticalawareness
oppressioniscentraltoculturallyrelevantteaching.ATribe
CalledReddemonstratesaverycommonideologyrelatingto
identity.Itwouldbeusefulinfacilitatingdialoguesrelatingto
theessentialquestion,Areweincontrolofouridentity?
AngelHazesidentityisresponsivetotheneedsofdiverse
sourcesoftext/artforculturallyresponsiveinstruction.
Studentswillviewthemusicvideo,whilereceivingthelyrics
toATribeCalledRed.Thepoeticlyricsareaccessibleto
studentsatdiversereadinglevels.However,ELLswould
benefitfromheterogeneousgroupingtobetteraccesssomeof
themorenuancedpoeticlanguage.

Assessments
FormativeAssessments
IdentityWheelWorksheet
GraphicOrganizers
ExitSlips

EssentialQuestions
Whatdoesitmeantohaveanidentity?
Howdoouridentitiesinfluenceourlives?
Areweincontrolofourownidentity?
EnduringUnderstandings
Ouridentitiesarebuiltaroundsocially
constructedcategories.
Identityconsistsofhowweviewourselves,
andhowothersviewus.
Ouridentitiesinfluencehowouractionsare
perceived.
Identitycategoriesaredividedinto
hierarchalcategories,givingsome
individualsaccesstoadvantageatthe
expenseofothers.
ContentKnowledge:
Studentswillunderstand
Howtheconstructionsofcharacterizationin CharacterMapBookMarks
WOTBchallengesunderstandingsofgender. SocraticSeminar
Discussions/Activities
Howflashback,sequence,andinner
GraphicOrganizers
monologuefunctioninnarrativewriting.
ExitSlips
VocabularyfromWOTBandEQ/EU
FrayerModelGraphicOrganizer
relevantinacademiccontextsornecessary
forcomprehension.
ContentSkills:Whatshouldstudentsbeable
todo?(CommonCoreStandardsthe
verbs,needtoincludereading,writing,
speaking,listening)
Analyzehowcomplexcharacters(e.g.,those GraphicOrganizer
withmultipleorconflictingmotivations)
ObservationofDiscussion
developoverthecourseofatext,interact
CharacterBookMarks
withothercharacters,andadvancetheplotor

SummativeAssessment
CriticalLensEssay
CreativeNarrativeAssignment

CriticalLensEssay
CreativeNarrativeAssignment
CriticalLensEssay

CriticalLens

developthetheme.
Determinethemeaningofwordsandphrases
astheyareusedinthetext,including
figurativeandconnotativemeanings;analyze
thecumulativeimpactofspecificword
choicesonmeaningandtone
Writenarrativestodeveloprealorimagined
experiencesoreventsusingeffective
technique,wellchosendetails,andwell
structuredeventsequences.
Usenarrativetechniques,suchasdialogue,
pacing,description,reflection,andmultiple
plotlines,todevelopexperiences,events,
and/orcharacters.
Useprecisewordsandphrases,telling
details,andsensorylanguagetoconveya
vividpictureoftheexperiences,events,
setting,and/orcharacters.
Initiateandparticipateeffectivelyinarange
ofcollaborativediscussions(oneonone,in
groups,andteacherled)withdiverse
partnersongrades910topics,texts,and
issues,buildingonothers'ideasand
expressingtheirownclearlyand
Propelconversationsbyposingand
respondingtoquestionsthatrelatethe
currentdiscussiontobroaderthemesor
largerideas;activelyincorporateothersinto
thediscussion;andclarify,verify,or
challengeideasandconclusions.
Applyknowledgeoflanguagetounderstand
howlanguagefunctionsindifferentcontexts,
tomakeeffectivechoicesformeaningorstyle,
andtocomprehendmorefullywhenreadingor
listening.
LanguageObjectives:Whatacademic
languagedostudentsneedtoknowandbe

FrayerModelGraphicOrganizer
ObservationofDiscussion

CriticalLens

DigitalJournalEntries

CreativeNarrativeAssignment

DigitalJournalEntries

CreativeNarrativeAssignment

DigitalJournalEntries

CreativeNarrativeAssignment

GraphicOrganizers
SocraticSeminarNotes/Observation

DigitalJournalEntries
SocraticSeminarNotes/Observation

DigitalJournalEntries
GroupDiscussion
SocraticSeminar

CreativeNarrativeAssignment
CriticalLensEssay

FrayerModelGraphicOrganizer
GraphicOrganizers

CreativeNarrativeAssignment

abletousethroughouttheunit?
Vocabulary:
Identity,advantage,disadvantage,deceit,
chronology,aerogram,exploit,irrelevant,
cultivated,homosapien,compulsory,
superlative,sadistic,illuminated,
bereavement,clich,gender,sexuality,race,
ethnicity,ambiguous
Syntax:
Howchangesinsyntaxfunctionreflect
emotionalstateofthenarratorinWOTB.
Discourse:
Structureofnarrativeexposition,rising
action,conflict,climax,fallingaction
Descriptionofyourfinal,summativeassessment:Besuretoprovidearubricandarationale.Howwillitbedifferentiated?Supportyourrationale
withtheoryandresearchfromourcoursereadings.
CriticalLensEssay(RubricAttached)
StudentsareexpectedtocompleteacriticallensessayontheNYSRegentsexam.MyTESOLpartnersuggestedthatguidedsupportforthistypeof
assignmentwouldbebeneficialtosupportingELLsinmeetingacademiclanguagedemands,aswellasallotherstudents,whoareunfamiliarwiththe
formatofthetest.Thisspecificcriticallenswillfocusonthequote,Dontletyourstrugglebecomeyouridentityandaskstudentstoforman
argumentusingWOTBandanindependentreadingbook,agreeingordisagreeingwiththeirinterpretationofthequote.Thisassessmentisgoingto
measuremoretheirunderstandingsoftheessentialquestionsandenduringunderstandingsthantheskilldemandsforthisunit,whichfocused
primarilyonnarrative.Itwillalsosupporttheircontinueduseofacademiclanguageandmechanicsthroughouttheirwriting.However,studentshave
demonstratedargumentativewritinginpreviousunits.Thisessaywillbedifferentiatedwithgraphicorganizersforoutliningtheessay.Additionally,
manyoftheSocraticseminarsthroughouttheunithaveservedtodevelopthetypeofideasandthinkingthatstudentswillneedtoengagewithin
ordertocompletethetask.
CreativeNarrativeAssignment(RubricAttached)
Studentswillbeaskedtodevelopanonfictionnarrativethatexplorestheiridentity.Morespecifically,studentswillbeaskedtowriteabouteithera
timeintheirlife,orpartoftheiridentitythathasmadethemfeelmarginalized,orliketheyhadnocontroloverasituation.Theywillalsobeaskedto
speculateonthereasonswhy.Theywillbeaskedtoelaborate,demonstrateknowledgeofthestructureofanarrativeandsensorylanguage.Asking
studentstowriteaboutthemselvesandtheirexperiencesisvalidatingtotheiridentitiesandhelpsthemtoconnectschooltotheirlifeoutofschool,
whichisanimportantcomponentofculturallyresponsiveteaching(Tatum74).Theirusageofelementsofnarrativewillallowmetomeasuretheir

progresstowardsmeetingskillgoalsoftheunit.Christiansensuggestedthatmakingstudentsthesubjectoftheirownwritingmakestheinstructionof
skillsmoremeaningfulforthem(6061).
Thisassignmentwillbedifferentiatedwithweeklyheterogeneousinclassgroupwork/writingworkshops.Chirstiansenstressedtheimportanceof
providingstudentsinclasssupportwhiletheyworktoformnewskills(62).Additionally,becausestudentsarethesubjectoftheirownwritingtheir
willbemorefocusonthedevelopmentofskillsthancontent,whichiswhatthisassignmentismorefocusedon.Additionally,studentswillhave
writingminilessonsweeklythatfocusonthedevelopmentoftheskillsrelevanttothisassignment.
DescriptionofMajorFormativeAssessments:
DigitalJournalEntries
Studentswillcompleteadigitaljournalentryweekly.Thisentrywillfocusonthethemesofthetextandhowstudentsrelatethembacktothebigger
picture.Forexample,thestudentswilldiscusstheirperceptionofthenarratorsgenderaftertheyslaptheirexgirlfriendintheface,andthen
analyzewhytheyperceiveditthewaytheydid.Onecomponentofdifferentiationisallowingstudentstoparticipateinmeetinglearninggoalsusing
differentformats(ChandlerOlcott331).Theseassignmentswillbealessformalplaceforthemtoworkontheirlanguage,butalsoincorporateother
digitalelements(suchaspicturesandvideos)toexpresstheirunderstandingorideasontopics.Theseassignmentswilldemonstratestudents
understandingofthecontentknowledgeoftheunit.Theywillalsoprovideaspaceforindividualfeedbackandconversationonwritingneeds.This
assignmentwillbebeneficialforstudentswithcertainlearningneedsandIEPsbecauseoftheextendedamountoftimetheyhavetocompleteit.
SocraticSeminar
TheSocraticseminarwillprovidebothwrittenandverbalindicationstohowstudentsaredoinginregardstomeetingcontentandskillgoals.Itwill
alsopromotestudentsspeakingandlisteningskillsbyengagingtheminauthenticstudentcentereddiscussions.AccordingtoWinnandJohnson,the
culturallyrelevantclassroommimicsdemocracyandwelcomediversity.Socraticseminarallowsstudentstoexpresstheirdiverseviewsandinteract
withthoseofothers.Thiswillbedifferentiatedwithdifferentpreassignmentsbasedontheneedsofstudents.Somestudentswillreceivesupport
withsentencestartersandquestionstoprovokeinquiry,otherswillnot,orwillreceiveless/differentquestions.

WeeklyStructure:
Monday
45Minutes

Tuesday
45Minutes

Wednesday
45Minutes

Thursday
45Minutes

Friday
45Minutes

DoNow(5Minutes)

DoNow(5Minutes)

DoNow(5Minutes)

DoNow(5Minutes)

DoNow(5Minutes)

Vocabulary(15Minutes)

WritingMini
Lesson/GR
M
(40Minutes)

PairedReading(15
Minutes)

ReadingMiniLesson
(15Minutes)

ExitSlip(5Minutes)

TurnandTalk(5
Minutes)

SharedReading(20
Minutes)

DigitalJournalEntry
(DJE)Assigned**

GroupDiscussion(15
Minutes)

ExitSlip(5Minutes)

SharedReading(20
Minutes)

Writing
Workshop
(40
Minutes)

ExitSlip(5Minutes)

SocraticSeminar(40
Minutes)
**DJEDue

ScopeandSequence(DifferentiatedProcess)
Week1
InstructionalGoals:
SequenceofActivities
ContentandSkills
IntroductiontoUnit
DoNow
Monday
EQ/EU
Vocabulary:SmallgroupcompletionofFrayerModel
Activity:ATribeCalledRedviewinganddiscussion,
ATribeCalledRed
explorationofEQ
IdentityWheel
Vocabulary:chronology, HW:WOTB(p.110)
aerogram,sex,gender

Tuesday

Skill:Writing
WOTB(p.110)

DoNow
GRMonCharacterDevelopment
ModelfromWOTB
Groupworkusinggraphicorganizer

Assessments
GraphicOrganizer,Observationof
discussion

GraphicOrganizer,shared
responses

HW:WOTB(p.1121)
Wednesday

Skill:Reading/Speaking
Listening
WOTB(p.2232)

DoNow
PairedReadingwithCharacterBookmarks
TurnandTalkonCharacterization
GroupDiscussiononCharacterization
ExitSlip

Observationofdiscussion,Exit
Slip

HW:CompleteWOTB(p.2232)
Thursday

Skill:Reading
WOTB(p.3343)

DoNow
ReadingMiniLesson:VocabularyinContextandMorphology
SharedReading
ExitSlip
HW:CompleteWOTB(p.3343)+PreSocraticSeminarNotes

ExitSlip

Friday

Skill:Speakingand
Listening

DoNow
SocraticSeminar

Socraticseminarobservationand
activities

SequenceofActivities

Assessments

DoNow
Vocabulary:SmallgroupcompletionofFrayerModel
SharedReading
ExitSlip

GraphicOrganizer,ExitSlip

WOTB(p.143)
**DJEDue

Week2
Monday

InstructionalGoals:
ContentandSkills
Skill:Reading
WOTB(p.4454)
Vocabulary:exploit,
irrelevant,cultivated,
homosapian

Tuesday

Skill:Writing
WOTB(p.5565)

HW:WOTB(p.4454)

DoNow
GRMonImagery
ModelfromWOTB
Groupworkusinggraphicorganizer

GraphicOrganizer,shared
responses

HW:WOTB(p.5565)
Wednesday

Skill:Reading/Speaking
Listening
WOTB(p.6676)

DoNow
PairedReadingwithBookmarks
TurnandTalkonImagery
GroupDiscussiononImagery

Observationofdiscussion,Exit
Slip

ExitSlip
HW:CompleteWOTB(p.6676)

Thursday

Friday

Skill:Reading
WOTB(p.7787)

DoNow
ReadingMiniLesson:StructureofNarrativeandInferencesw/
GraphicOrganizerNotes
SharedReading
ExitSlip

Skill:Speakingand
Listening

HW:CompleteWOTB(p.7787)+PreSocraticSeminarNotes
DoNow
SocraticSeminar

WOTB(p.187)

HW:Narrativedevelopment:Imagery,Characterization

ExitSlip,Graphicorganizer

Socraticseminarobservationand
activities

**DJEDue

Week3
Monday

InstructionalGoals:
ContentandSkills
Skill:Reading
TheIdentityCrisis
UnderTheInk
Vocabulary:compulsory,
superlative,sadistic

SequenceofActivities

Assessments

DoNow
Vocabulary:SmallgroupcompletionofFrayerModel
SharedReadingandDiscussion

GraphicOrganizer,ExitSlip

ExitSlip
HW:WOTB(p.8899)

Tuesday

Skill:Writing
WOTB(p.100110)

Wednesday

Skill:Reading/Speaking
Listening
WOTB(p.111121)

DoNow
WritingWorkshop
HW:WOTB(p.100110)

Narrativedrafts,observationof
workshops

DoNow
PairedReadingwithBookmarks
GroupDiscussion
ExitSlip

Observationofdiscussion,Exit
Slip

HW:CompleteWOTB(p.111121)

Thursday

Skill:Reading
WOTB(p.122132)

DoNow
ReadingMiniLesson:KeepingTrackofTime(Sequencing)
SharedReading
ExitSlip

ExitSlip,Graphicorganizer

HW:CompleteWOTB(p.122132)+PreSocraticSeminarNotes
Friday

Skill:Speakingand
Listening

DoNow
SocraticSeminar

Socraticseminarobservationand
activities

SequenceofActivities

Assessments

WOTB(p.1132)
**DJEDue

Week4

InstructionalGoals:

Monday

ContentandSkills
Skill:Reading
WOTB(p.133143)
Vocabulary:illuminated,
bereavement,clich

Tuesday

Skill:Writing
WOTB(p.144154)

DoNow
Vocabulary:SmallgroupcompletionofFrayerModel
SharedReading
ExitSlip

GraphicOrganizer,ExitSlip

HW:WOTB(p.133143)

DoNow
GRMonSequence/Flashback
ModelfromWOTB
Groupworkusinggraphicorganizer

GraphicOrganizer,shared
responses

HW:WOTB(p.144154)
Wednesday

Skill:Reading/Speaking
Listening
WOTB(p.155165)

DoNow
PairedReadingwithBookmarks
TurnandTalkonSequence
GroupDiscussiononSequence
ExitSlip

Observationofdiscussion,Exit
Slip

HW:WOTB(p.155165)
Thursday

Skill:Making
Connections
OppressedMinorityand
IfWomensRolesin
HorrorMovieswere
PlayedbyMen
AndImagineaWorld
WhereBeingGaywas
theNormandBeing
StraightwastheMinority

DoNow
ShortFilms
Discussion
HW:WOTB(p.166167)+PreSocraticSeminarNotes

Graphicorganizer,Observation

Friday

Skill:Speakingand
Listening

DoNow
SocraticSeminar

WOTB(p.1167)

HW:Narrativedevelopment:Imagery,Characterization,Sequence

Socraticseminarobservationand
activities

**DJEDue

Week5
Monday

InstructionalGoals:
ContentandSkills
Skill:Reading
WOTB(p.167177)
Vocabulary:ambiguous,
race,ethnicity

Tuesday

Skill:Writing
WOTB(p.178188)

SequenceofActivities

Assessments

DoNow
Vocabulary:SmallgroupcompletionofFrayerModel
SharedReading
ExitSlip

GraphicOrganizer,ExitSlip

HW:WOTB(p.167177)
DoNow
GRMonSequence/Flashback
ModelfromWOTB
Groupworkusinggraphicorganizer

GraphicOrganizer,shared
responses

HW:WOTB(p.178188)
Wednesday

Skill:Reading/Speaking
Listening
WOTB(p.1190)

DoNow
DiscussionofTextrelatingtoEQ/EU
ReviewofCriticalLensformat/Assignment

Observation

HW:DraftofCriticalLens

Thursday

Skill:Writing/Revison

DoNow

Observationofworkshops

Friday

WOTB

NarrativeWritingGroupWorkshops
HW:CriticalLensEssay

Skill:Writing/Revision
WOTB

DoNow
NarrativeWritingWorkshop
HW:NarrativeWritingAssignment

Socraticseminarobservationand
activities

Bibliography:
Baecher,Laura."DifferentiatedInstructionforEnglishLanguageLearners:StrategiesfortheSecondaryEnglishTeacher."WisconsinEnglish
Journal53.2(2011):6473.Print.
Christensen,Linda.TeachingforJoyandJustice:ReimaginingtheLanguageArtsClassroom.Milwaukee:RethinkingSchoolsPublication,2009.
Print.
Johannessen,LarryR.StrategiesforInitiatingAuthenticDiscussion.EnglishJournal.93.1(Sept2003):7379.Print.
Morrell,Ernest,andJeffreyDuncanAndrade."PromotingAcademicLiteracywithUrbanYouththroughEngagingHiphopCulture."English
Journal(2002):8892.Print.
Salend,S.J.(2008).CreatingInclusiveClassrooms:EffectiveandReflectivePractices(6thed.).
UpperSaddleRiver,NJ:Pearson.
Winn,MaishaT.,andLatriseP.Johnson.WritingInstructionintheCulturallyRelevantClassroom.Urbana:NationalCouncilofTeachersof
English,2011.Print.

http://sharepoint.snoqualmie.k12.wa.us/mshs/meserveb/Language%20Arts/World%20Lit%20College%20Writing/Creative%20Writing%20Scoring
%20Rubric.pdf