Narrative Unit Plan

Lopez Duarte Narrative Unit Plan
Narrative Unit Plan

Rationale: This unit plan will be the first unit of the semester. It is meant to help students ease
into the semester and set the tone of what the class community is like. There will be a chance for
students to have some fun with poetry and small writing assignments to explore their own
identity so they can have a solid foundation for what they would like to write about in their
narrative. The final of this unit will be the narrative, but we will slowly build up to it with
various workshops for the students to feel better about it.
Key Learning Objectives:
Students will explore their own personal identity

Students will write various different types of writing about themselves
Students will read different narratives to analyze the difference between them all
Students will go through the writing process of brainstorming/prewriting, drafting,
revising/editing, and final draft
Students will create a way to present their narrative to the class
Students will be able to attentively listen to their classmates presentations
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.
o Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
o Use variety of techniques to sequence events so that they build on one another to
create a coherent whole.
o Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
o Provide 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.
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.
W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or
share writing products, taking advantage of technologys capacity to link to other
information and to display information flexibly and dynamically.
W.9-10.10
Write routinely over extended time frames for a range of tasks, purposes, and audiences.
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
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussion with diverse
partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively
Key Dates and Deadlines
Friday August 12th Unit Begins

Thursday August 18th 1:1 Meetings with students on outline for narrative
Friday August 19th Scar Story Final Draft due
Tuesday August 23rd 6 Word Memoir due
Wednesday August 24th Peer Editing Day on Narrative
Friday August 26th 1:1 Meeting with students on final draft
Tuesday August 30th Final 1:1 Meeting with students on Final and Presentations
Thursday & Friday September 1st & 2nd Narrative Presentations and Final draft due
Assessments:
Formative:
Free Writes/Exit Tickets

Scar Story
6 Word Memoir
Who I am Poem
1:1 Meetings
Summative:
Narrative Essay
Narrative Presentation
Calendar:
Monday
Tuesday
Wednesday
10
First day of
School
Thursday
11
Ice Breakers
Friday
12
Begin Unit
Narrative Unit
Begins
Tomorrow
What is a
Narrative?
Lesson

15
Scar Story
Homework:
Rough draft of
scar story
22
6 Word
Memoir
Homework:
Continue Rough
Draft for
Narrative
29
Who I am
Poems
Homework:
Continue
working on
Narrative and
Presentation
16
Peer Editing
and Revising
Scar Story
Homework:
Bring 3 Topics
for Narrative
Essay
23
Finish 6 Word
Memoir Google
Slides
Submission
Homework:
Bring Rough
Draft of
Narrative
Share Google
Slides with Me
30
Work Day
Final 1:1 with
Students on
Narrative
Presentation
17
Short day
Give Feedback
on Topics
18
Begin
Outlining
Narrative Story
1:1 Meetings
with students
to see where
writing process
is going
25
Computer Lab
Day
Homework:
Final draft of
Scar Story due
Friday
24
Peer Editing
Day on
Narrative
Rough Draft
Type up
Narrative
Homework:
Brainstorm
ideas on how to
present
Narrative
31
Work Day
Sept 1
Narrative
Presentations
Finish Typing
Narrative
19
Computer Lab
Day
Type up Scar
Story and Turn
In
26
Viewing of 6
Word Memoir
Video
1:1 Meeting
with Students on
their Final
Narrative draft
2
Narrative
Presentations
End of
Narrative Unit
Finish
Presentation
Final Draft Due
Lesson Plans and Worksheets:

What is a Narrative?
Teacher(s): Ms. Lopez
Subject: 9th grade English
Objectives (Explicit):
Students will demonstrate understanding of a narrative and the writing process by using their free write to
practice the process with a peer.
Evidence of Mastery (Measurable):
The students will get a pass or fail grade based on their exit ticket. They need to include at least TWO possible
topics for their narrative essay.
Instructional Input
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT takes notes on what narratives are.
SWBAT practice the writing process with a peer
SWBAT brainstorm possible ideas for their narrative essay.
Key vocabulary:
Materials/Technology Resources to be Used:
Narrative
Pen/Pencil
Brainstorming/Prewriting
English Journal
Rough Draft
Peer Editing Checklist
Peering Editing/Revising
Final Draft
Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
To open this lesson, I will ask the students to do a free write in their English journal. The will answer the
question: Write, in the most detail as possible, the earliest memory you have of being a kid.
Teacher Will:
Student Will:
Lecture on what is a narrative is and give some examples Take notes in their English journal and ask
on what narratives look like.
questions.
I will also give a timeline of what this unit will look like.
Guided Practice
Co-Teaching Strategy/Differentiation
There will be bolded words on the PowerPoint so students who need a guidance know what they need to
write down into their notes.
Teacher Will:
Student Will:
To help students get comfortable with how the
1. Students will use the checklist I give them
writing process will work in my classroom, I will
so they can give some feedback to their
have them go through a mini writing process with
partner
their free write.
2. With feedback given by their partner they
Once students finish either rewriting their free write
will either rewrite their free write or they
or adding notes, I will let them know that at this
will add notes to where they can improve
point they will begin typing up their final draft.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH
student is ready to move onto independent practice? And how are you going to differentiate if they do
not understand?
For students who need guidance, I will pair them with students who have stronger writing skills so they
can help their peer.
Closing/Student Reflection/Real-life connections:
Students will write an exit ticket where they write a few sentences on ideas of what they would like to write for
their final narrative.
Scar Story Day 1 Lesson

Students will plan and create their scar story.
PracticeIndependent
Instructional Input

Students will be given a pass or fail grade on their exit ticket, which will be their progress on their rough draft for
their Scar Story (process section will be deducted 3 points).
Rubric for Scar Story:
Conventions ___/10
Organization ___/20
Word Choice ___/10
Process (Scary Story worksheet, rough draft, & and final draft) ___/10
SWBAT write in their English journal.
SWBAT listen to my Scar Story.
SWBAT fill in the Scar Story work sheet.
SWBAT write their rough draft on the Scar Story.
Key vocabulary:
Scar Story
English Journal
Outline
Pen/Pencil
Rough Draft
Scar Story Worksheet
For opening, students will write a free write in their English journal. The topic they will write on is: write your
story of today. Write about from the time you woke up until right now. Write it in as much detail as possible,
creating your story the most interesting story ever.
Teacher Will:
Student Will:
I will show students my own Scar Story worksheet
Listen to my Scar Story and ask questions when
where I explain my scars and read them my Scar
needed.
Story.
Students will fill in their Scar Story worksheet.
Explain the instructions of the Scar Story.
They will share with a partner what scar they want
to write a story on.
Students who need accommodations, will work 1:1 with myself to know if they are going on the right
track.
Teacher Will:
Student Will:
Walk around to answer questions and work 1:1 with Work on their rough draft of their Scar Story.
students who need more help.
Students who need more help, will work 1:1 with myself to help guide them through the paper.
To close off the day, I will have students discuss about what ideas this gave them for their narrative. I will let
them know that they should try to think about something outside the box, not the usual my grandma died story.
We have heard them before and would like to know something more real about them. If they decide to write on a
death, they need to write it in a deeper way as to how this changed their life.

Scar Story
Name: ____________________________________
Period: _____________
Instructions Part 1: On the person outline below, please draw in all the scars, broken bones, or
major things that have happened to your body.
Instructions Part 2: Now that you have drawn in all major scars, it is your turn to write a quick
summary on how they happened. Below you will write on THREE scars in the appropriate
space.
Scar 1:
Scar 2:
Scar 3:
Narrative Outline
Students will plan their narrative essay by using Popplet or Google docs that will be shared with the
teacher so she can review it.
Students will have until the next class to share their Popplet or Google doc with me. It is a pass or fail grade. If
they do not share it with me they will fail (they will lose 4 points for not sharing the outline with me on process
section).
They will receive feedback from their outline by Monday.
Independe
InputInstructional
Rubric for Narrative

Conventions ___/10
Organization ___/20
Word Choice ___/10
Process (Outline, rough draft, revisions with completed peer editing sheet, & and final draft) ___/10
SWBAT read and analyze the excerpt from Costco personal statement.
SWBAT outline their narrative essay using Popplet or Google docs.
SWBAT meet with teacher to discuss the future of their paper.
Key vocabulary:
Narrative
English Journal
Outline
Pen/Pencil
Popplet
Google Docs
For opening, students will read an excerpt from Brittany Stinsons Costco personal statement. They will write in
their English journal what they liked about this narrative or what they disliked. Or they could write about what
this story made them rethink about what they are writing for their narrative.
Teacher Will:
Student Will:
Remind the students about their topics they
Take notes in their English journal on how to
discussed the day before and that they must outline
create their outline.
their paper for the topic they choose.
Will explain how they can outline their essay using
either Popplet or a Google doc.
For students who need guidance, there will be bolded terms on the presentation so they can know what to
write down and what is unimportant information.
Teacher Will:
Student Will:
Answer questions for students.
Work on their outline for narrative essay.
Also, meet with students to discuss the future of
Also, meet with teacher to discuss the future of
their narrative essay.
their narrative essay.
Lopez Duarte Narrative Unit Plan 10

nt Practice
Since I will be meeting with students and only have one day to meet with all students, I will pair students
who need more guidance with other students who have a better grasp on it to serve as their peer tutor. I
will still be available for questions that cannot be answered by peer.
To end the lesson, I will show students my outline for my own narrative paper. I will let them know that we are
going through this process together. That each day at the end I will share where I am on my writing process so
they can see how I work through things.
I will give them a final reminder that they must share their Popplet or Google doc with me by the next class or
they will lose points on that section.
Peer Editing Narrative Lesson
Students will assess their peers narrative rough draft based on the peer editing handout.
For the next class, students must show their rough draft with revisions and annotates on it to begin typing their
final draft. If they do not have this, they will lose points on this section and have to complete this during class
instead of typing. They will have to schedule a time with me to come in and type it if they do not have access to a
computer at home.
This is a pass or fail grade (they will lose 2 points on the process section of rubric).
Rubric for Narrative
Conventions ___/10
Organization ___/20
Word Choice ___/10
Process (Outline, rough draft, revisions with completed peer editing sheet, & and final draft) ___/10
SWBAT explain their 6 word memoir.
SWBAT fill out the peer editing worksheet.
SWBAT give their peers useful feedback.
SWBAT ask their peers specific questions they have about their narrative.
SWBAT to start writing revisions on their narrative.
Key vocabulary:
Peer editing
English Journal
Revision
Pen/Pencil
Final draft
Peer Editing worksheet
Rough draft of Narrative
I will have students in their English journal write their 6 word memoir. They will also include a small description
as to why they decided to write those 6 words.
Guided Practice
Student Will:
Be in partners, no more than 3 in a group if need
be, and complete the Peer Editing worksheet.
Also, ask any additional questions they might
have or give any additional useful feedback for
their peers.
Co-Teaching Strategy/Differentiation/Check for Understanding
Students who need more guidance will be paired with a student who has a good grasp on the concepts to
offer assistance.
Teacher Will:
Student Will:
Walk around to make sure students are on task and
Begin to write revisions with annotations on to
answer any questions.
their rough draft.
Also, work with any students who need further help.
For students who need more guidance, I will work in a small group with them to clarify and help them
through the revisions.
I will remind students that tomorrow is a computer lab day. They must come prepared with edits and revisions on
their paper that I can see so they can begin typing their essay.
I will share with them my rough draft with annotations included so they can see where I plan to make changes.
PracticeIndependent
Teacher Will:
I will explain to the students on how to use their
Peer Editing Checklist.
I will walk around to answer any questions they
arise and ensure students are on task.

Peer Editing Worksheet
Name of Author: _________________________________
Name of Editor: __________________________________
Period: ___________
Author answer this question before giving it to peer, what would you like the editor to take a
look at? (Ex: spelling, organization, word choice, etc.)
What is the topic of the paper?
Does the paper flow nicely together? Or does it jump around and not make sense? How can they
fix this?
What do you like about this paper?
Where can there be some improvements?
Additional comments for the author?
DO NOT FORGET TO MARK THEIR PAPER!

Circle all good word choice you can find in their essay.
Highlight all misspelled words and any grammar mistakes you can find.

Narrative Unit Plan

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Lopez Duarte Narrative Unit Plan