STAGE 1 DESIRED RESULTS

Unit Title: ___________Understanding CC Writing Styles with Examples and Organizers___________

Established Goals: By the end of the unit, students will be able to differentiate and create an example of each of the
three styles of CC writing.
Grade 12 Concepts in English Class
This unit is taught in conjunction with reading/lit circles. It is a lengthy unit.
Understandings: Students will understand that
Organization is a key factor in effective writing, no matter
the style.

Essential Questions:
How does organization affect the type of writing I am
preparing for class?

Students will know:

The basic styles of organization for the the CC types of
writing: narrative, informative, and persuasive.

Students will be able to:

Compare styles of organization among narrative,
informative, and persuasive writing examples and organizers.

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

Summative: Students will write examples of each

style of writing based on the rubrics and annotated
samples.

Formative: Students will use graphic organizers to

plan their writing. Students will formatively assess
others writing.
Self-assessment: students will be able to correct
their first drafts according to suggestions by peers
and the teacher.

Key Criteria:
Students are able to create three pieces of writing, narrative, informative, and persuasive, that are graded at the
proficient level or above on the rubric.
STAGE 3 LEARNING PLAN
Summary of Learning Activities:

W: Help the students know where the using is going and what is expected. Help the
teacher know where the students are coming from (prior knowledge, interests).
H: Hook all students and hold their interest
E: equip students, help them experience key ideas, explore the issues.
R: provide opportunities to revise and rethink their understandings and work
E: allow students to evaluate their work and its implications
T: tailored to the different needs, interests, abilities of learners
O: organized to maximize initial and sustained engagement as well as effective learning
1. Give students a short essay of each style of topics they may be interested in. H
2. Have them read each and try and label which style of writing each is. W, E
3. Go through each style with an organizer for each style, using the essay to fill out the
organizer. W, E, T, O
4. Read over the annotated samples with students. Reinforce the idea of organization. E,
R, T, O
Kate Lehne, SCF Librarian. 2015.

5. Have students organize a short narrative of their own and write it. E, T
6. Have students peer review papers, comparing them to the organizer and the rubrics.
E2, R
7. Students can rewrite before handing in. E2, R
8. Rewrite and hand in final draft. E2, R
9. Have students research a topic. Have them compare the difference between informative
writing and persuasive writing. H, E
10. Have students use the research to outline both an informative and a persuasive paper.
E, T
11. Have students focus on the persuasive paper and write it. E, T
12. Have students evaluate each others work, giving them time to rewrite before handing in
the first draft. E2, R
13. Rewrite and hand in final draft. E2, R

Kate Lehne, SCF Librarian. 2015.