Content Analysis

Essential Question: Why tell a Story? How are our stories shaped?
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VII.

VIII.

IX.

What is a Narrative? Introduction activity(Writing & Speaking)

a. Research Activity- Background Folk tales/narratives
b. Collaborative Narrative: Writing Activity/Creative Activity
c. Presentations: Listening and Responding
d. Writing Activity: Building Background. What do you know?
e. Pre-assessment
Article: Effects of Poverty On Children Brooks-Gunn/Duncan(Reading)
a. Vocabulary-Define in pairs-share
b. Jig-saw Titles and sections- Teach each other
c. Presentations
d. Graphic Organizer- organizing thoughts/ideas from jig saw
Angelas Ashes-Introduction(Writing)
a. Predictions: cover & author- book tour
b. Stop & Response- Writing
c. Pair share-structured
d. Class discussion- Pre-Reading Responses
Angelas Ashes( Chapter 1- Reading)
a. Vocabulary
b. Class Reading
c. Stop & Responds
d. Discussion- teacher/student generated questioning
Characterization (Writing)
a. Show vs. tell
b. Creative Writing: Pick a family member-Description
c. Adjectives and their power
Tenses(Writing)
a. 15 minutes begin-a-days. Notes
b. Kahoot Quiz
c. Narrative using tense
Setting & Sensory details(Writing)
a. Brainstorm-Vocabulary
b. 5-senses- class discussion
c. Short Narrative Practice- Sense( Sight, smell, touch, sound, & taste)
d. Video clips & practice narrative
Literary Circles(Writing& Speaking)
a. Students Read Angelas Ashes. Have deadlines for quiz.
b. Jobs: Sensory details & Setting, Tense changes, quote catcher &
Vocabulary, Characterization & motivation watcher.
c. Students present to each other findings in assigned chapters.
d. Students continue in Stop & Respond Notebook.
Memoir Project (Writing & Speaking)

X.

XI.

a. Students use narrative writing and images to construct a memoir of their

life until senior year.
b. Students present memoires to class during last week of school.
Socratic Seminar( Writing & Speaking)
a. Students construct questions.
b. Students arrive to class with quotations
c. Students use questions & quotations for student ran discussion
d. All students have a job (quote tracker, comment counter, transition
monitor, coach, ect).
Summative Assessment
a. Final Exam- Reading comprehension & short answers- Angelas Ashes
b. Memoir

Learning Outcomes
UNIT LEARNING OUTCOMES
Outcome 1:
Students will be able to define and
identify elements of a narrative
that are authors choice. Students
will analyze how the authors
choice has influenced his
memoir/narrative.

Outcome 2:
Students will be able to
summarize, define, and recite
central ideas from the text.
Students will be able to apply
concepts presented in the narrative
to their own lives and memoirs

RELATED STANDARD(S)
(CCSS.ELA RL11-12.3) Analyze the impact of the
authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is
set, how the action is ordered, how the
characters/archetypes are introduced and developed).
(CCSS ELA RL11-12.5) Analyze how an authors
choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story,
the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well
as its aesthetic impact.
(CCSS.ELA RL11-12.6) Analyze a case in which
grasping point of view requires distinguishing what is
directly stated in a text from what is really meant
(e.g., satire, sarcasm, irony, or understatement).
(CCSS ELA RI11-12.1) Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text,
including determining where the text leaves matters
uncertain.
(CCSS ELA RI11-12.3) Analyze a complex set of ideas
or sequence of events and explain how specific
individuals, ideas, or events interact and develop over
the course of the text.
(CCSS ELA RI11-12.4) Determine the meaning of
words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a

text

Outcome 3:
Students will be able to construct a
series of narratives to create a
personal memoir.

Outcome 4:
Students will be able to work
collaboratively to connect and
synthesize concepts presented in
Angelas Ashes. Students will use
the concepts to create a memoir.
Students will be able to present
their memoire in a coherent ant
prepared speech.

(CCSS ELA W11-12.3) Write narratives to develop real

or imagined experiences or events using effective
technique, well-chosen details, and well-structured
event sequences. a. Engage and orient the reader by
setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters. c. Use
a variety of techniques to sequence events so that
they build on one another to create a coherent whole
and build toward a particular tone and outcome (e.g.,
a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters. e.
Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the
course of the narrative.
(CCSS W11-12.5) Produce clear and coherent writing
in which the development, organization, and style are
appropriate to task, purpose, and audience.
(CCSS W11-12.10) .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.
(CCSS SL 11-12.1) Initiate and participate effectively in
a range of collaborative discussions (one-on- one, in
groups, and teacher-led) with diverse partners on
grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and
persuasively. a. Come to discussions prepared, having
read and researched material under study; explicitly
draw on that preparation by referring to evidence from
texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of
ideas. b. Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed. c.
Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives. d. Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and

evidence made on all sides of an issue; resolve

contradictions when possible; and determine what
additional information or research is required to
deepen the investigation or complete the task.
(CCSS SL 11-12.4) Present information, findings, and
supporting evidence (e.g., reflective, historical
investigation, response to literature presentations),
conveying a clear and distinct perspective and a
logical argument, such that listeners can follow the
line of reasoning, alternative or opposing perspectives
are addressed, and the organization, development,
substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
Use appropriate eye contact, adequate volume, and
clear pronunciation. CA a. Plan and deliver a reflective
narrative that: explores the significance of a personal
experience, event, or concern; uses sensory language
to convey a vivid picture; includes appropriate
narrative techniques (e.g., dialogue, pacing,
description); and draws comparisons between the
specific incident and broader themes.
(CCSS SL 11-12-7) Adapt speech to a variety of
contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.