Course Title: Language Arts

Grade Level: 7th Grade

Unit Length: 6 Weeks
Prerequisite: 6th Grade Language Arts
Context: The teaching context is Haslett Middle School. The school is in a suburban
environment. We have four sections of Language Arts and 97 students. Our class size
ranges from 22-27 students. My focus class has 24 students.

Conflict Unit

GLCE’s: R.WS.07.05, R.WS.07.07, R.NT.07.01-04, R.IT.07.01, R.CM.07.01, R.CM.07.02,

R.MT.07.01, R.AT.07.01, W.GN.07.01, W.PR.07.01-.05, W.PS.07.01, W.AT.07.01,
S.CN.07.01, S.DS.07.02, S.DS.07.03, L.RP.07.03, L.RP.07.04, L.RP.07.06

Anchor Text: Prentice Hall Literature: Timeless Voices, Timeless Themes Bronze Edition

Conceptual Framework: The concept at the center of this unit is ‘Conflict.’ Over the
course of this unit we will define and examine conflict in all of its forms. Thus, we will
discuss external conflicts in the form of person vs. person, person vs. nature, or person vs.
society as well as internal conflicts. Conflict is important in that it is what makes most
stories, in that stories without conflict would not adhere to the rise and fall of action that is
typical to stories. Furthermore, conflict is inherent in literature, film, as well as in real life.
As we begin to delve into the concept of conflict, we see that the conflict within texts show
gleaming connections to the conflicts in our own lives as well as in the world around us.
Thus, this concept allows students to make text-to-text, text-to-self, and text-to-world
connections. We will examine this concept across genres to reach a broader audience of
students.

Big Ideas:
 Conflict is necessary in narratives. It is what makes the story
 Conflict is seen in many forms: external: person vs. person, person vs.
nature, person vs. society, and internal conflict.
 Peer interactions allow students to cooperatively construct meaning.
 Model texts can aid students in their own writing.
 The Writing Process is important to improving and enjoying one’s writing.

Themes:
 Friendship vs. winning
 Teamwork
 Perception vs. reality
 Sportsmanship
 Friendship vs. doing what is right
 Society vs. individual
 Individuality

Literary Elements & Devices:

  Theme
 Conflict
 Setting
 Character Development
 Plot
 Elements of a narrative in different forms (mystery, short story, play etc.)

Formative Assessments
Reading, Writing, Listening and Viewing Activities
 Take a stance on statements related to conflict on an Anticipation Guide
 Participate in an ‘Open Discussion’ of these statements
 Complete a Conflict frame with forms of conflict and personal examples
 Read “Tiger: A Biography of Tiger Woods” by John Strege
 Complete a character analysis of Tiger Woods
 Use Tiger Woods’ letter as a model to write a goal letter
 Listen to “Night the Bed Fell” by James Thurber
 Move characters around model house to aid in explaining the essay.
 Complete a graphic organizer mapping out the character’s differing perspectives
 Read “Amigo Brothers” by Piri Thomas
 Complete a compare/contrast of the two main characters of “Amigo Brothers”
 Use compare/contrast to create compare/contrast statements
 Discuss the ways in which Piri Thomas develops characters
 Discuss how this translates to their writing.
 Review an old piece of writing
 Complete a ‘Stars & Wishes’ for what you will do next time.
 Use an Inspiration template on fiction writing to pre-write for narrative.
 Compare images of cowboys to your own perception of cowboys.
 Complete a teamwork puzzle activity to connect to teamwork of cowboys.
 Listen to “Bury Me Not on the Lone Prairie” Traditional (unknown author)
 Read “The Real Story of a Cowboy’s Life” by Geoffrey C. Ward
 Complete Rough draft of narrative
 Peer review draft with group members.
 Use peer comments to improve drafts.
 Role-play crimes to introduce and understand perspectives in “The Dying
Detective.”
 Listen to audio of “The Dying Detective” by Michael and Mollie Hardwik
 Establish elements of story in “The Dying Detective” i.e. exposition, rising action,
climax, falling action, and resolution.
 Use clues in the text to make predictions.
 Use clues in text to form alternative endings.
 Redraft narrative based on teacher feedback.
 Respond in the perspective of a character in “All Summer in a Day”
 Read “All Summer in a day” by Ray Bradbury
  Envision handout—pair a setting with the sight, sound, smell, or physical
sensation that describes it.
 Use “All Summer in a Day” to model process by taking out descriptive words and
slowly adding them to final draft quality.
 Use this activity to add detail to setting in narratives.
 React to a change to daily life
 Connect this to the reaction of characters in “Monsters are Due on Maple Street”
 Reader’s theater of “Monsters are Due on Maple Street” by Rod Serling
 Watch “Twilight Zone: Monsters are Due on Maple Street”
 Discuss the difference in viewing and reading
 Proofread narrative
 Review conflict
 Take conflict quiz
 Take spelling tests
 Complete bi-monthly reading logs
 Participate in Writer’s Celebration

Ongoing Skill Development:

 Read independently
 Reader’s theater
 Participate in class and small group discussions
 Journal Writing
 Active reading skills
 Writing Process
o Pre-writing
o Drafting
o Revision & Peer-revision
o Proofreading
o Publishing
 Active viewing skills
 Spelling
 Responding to peers/speaking skills

Linking Texts:
 Biography: “Tiger: A Biography of Tiger Woods” by John Strege
 Humorous Essay: “Night the Bed Fell” by James Thurber
 Short Story: “Amigo Brothers” by Piri Thomas
 Ballad: “Bury Me Not on the Lone Prairie” Traditional (unknown author)
 Historical Essay: “The Real Story of a Cowboy’s Life” by Geoffrey C. Ward
 Drama—Mystery: “The Dying Detective” by Michael and Mollie Hardwik
 Television: “The Case of the Cunningham Heritage” produced by Sheldon Reynolds
 Short Story—Science Fiction: “All Summer in a day” by Ray Bradbury
 Teleplay: “Monsters are Due on Maple Street” by Rod Serling
  Television: “Twilight Zone: Monsters are Due on Maple Street”

Essential Questions:
1. What is the purpose of conflict in narratives?
2. How does conflict connect through texts?
3. How does conflict connect to the reader?
4. How does conflict connect to the world?
5. How does the Process Approach affect student writing?
6. How does a writer develop characters?
7. How does an author write a detailed setting?
8. How do authors adhere to elements of plot?

Quotations:
 “I’m very proud that Tiger is a better person than he is a golfer.” “Tiger: A
Biography of Tiger Woods”
 “The fear soon gave way to wave upon wave of cheering as the two amigos
embraced. No matter what the decision, they knew they would always be
champions to each other.” “Amigo Brothers”
 “I’ve always wish to be laid when I died
in the little churchyard on the green hillside;
By my father’s grave there let mine be,
And bury me not on the lone prairie.” “The Dying Cowboy”
 “I saw that by pretending he had succeeded in his design I might be
enabled to surprise a confession from him. That pretense I think I may claim to
have carried out with the thoroughness of a true artist.” “The Dying Detective”
 “So after that, dimly, dimly, she sensed it, she was different and they knew her
difference and kept away.” “All Summer in a Day”
 “The tools of conquest do not necessarily come with bombs and explosions and
fallout. There are weapons that are simply thoughts, attitudes, prejudices—to be
found only in the minds of men.” “Monsters are Due on Maple Street”

Genre Study:
• Historical essay
• Humorous essay
• Science Fiction
• Teleplay
• Journal
• Biography
• Ballad
• Short Story
• Mystery
• Drama
• Produce a narrative
Summative Assessment: Students will use the elements of a narrative, as discussed in this
unit, to create their own narrative. The students will be able to choose the genre as long as it
conforms to a narrative in that it tells a story. Students will illustrate their understanding of
the elements of a story including: setting, character development, conflict, and all parts of the
plot of a story.

Objectives: SWBAT…
1. Understand the concept of Conflict.
2. Connect conflicts in the texts we read to other texts, their lives, and the world
around them.
3. Participate in discussions surrounding the texts.
4. Practice active reading.
5. Read narratives in many different forms (i.e. mystery, short story, play,
biography etc)
6. Participate in all steps of the Writing Process
7. Use model texts to write detailed settings, develop characters, and use elements
of plot.
8. Complete a narrative.
9. Read narrative to the class to show ownership in work.

Rationale: Conflict is an important concept to focus on in that it is crucial to

understanding the way that stories are written. Beyond just texts, we see conflict and its

place in stories through film, television, and even the stories of our lives. It is important

for students to understand the different forms of conflict as well as the ways the function

in the lives of characters as well as in their own lives. Furthermore, this unit provides an

opportunity to explore different kinds of texts with varying themes to peak student

interest. Because this unit contains many different kinds of narratives (biography,

historical essay, mystery, short story, play etc) as well as different themes (teamwork,

friendship, sportsmanship etc.) there is bound to be something in this selection that each

student can relate to which will allow them to better understand the concept. Pairing this

unit with a larger writing assessment was also appropriate in that it allowed students to

see various kinds of narratives to use as models in their own writing.

In shifting the focus towards writing, the Process Approach was of particular

importance to this unit. This approach is in tandem with the constructivist approach that
focuses on students constructing meaning rather than transmission in which students are

merely supplied with information by their instructor. In his text Teaching English by

Design, Peter Smagorinsky outlines the benefits of this approach to writing. Smagorinsky

states that “by providing in-process feedback to writers and other composers, teachers

become more oriented to the growth of learners than to the perceived quality of their final

products” (96). Smagorinsky goes further to state that this feedback actually aids students

in both “literacy skills” and “sense of self” (96). It is these aspects of the Process Approach

that seemed particularly poignant and relevant to our instruction within this unit.

Through peer feedback, teacher feedback, and continued reflections of ways to improve

students are able to improve their writing and take ownership in the quality of their work.

Another facet of this unit which is of particular importance is modeling. Modeling

was used a lot on this unit to show rather than tell students what was expected of them.

For instance, in the peer review, we modeled with use of a student narrative, the format of

the peer review. We also used many of the selected readings as models for specific

elements of narrative writing. This practice is supported in McCann’s Reflective

Teaching, Reflective Learning. McCann adds to the argument that “as I read a given

student paragraph to the class, pumping it up, struggling students get an idea from

listening to the model, and the author of the paragraph benefits by hearing his or her work

read aloud” (71). This process appears to offer benefits to both struggling writers and

advanced writers. It appears to aid others in improving their own draft while also sending

the message that writing is something to be celebrated and pride in one’s work is quite a

rewarding feeling. This gets right to the core of our purposes in this unit—we want

students to improve as writers, but also to foster a love of writing.

Resources:
 McCann et. al. Reflective Teaching, Reflective Learning. Portsmouth, NH: Heinemann, 2005.

Michigan 7th Grade Level Content Expectations, 2009.

Smagorinsky, Peter. Teaching English by Design. Portsmouth, NH: Heinemann, 2008.

Calendar of Unit:
Lessons for italicized days are included below.

Monday Tuesday Wednesday Thursday Friday

Introduce Conflict Introduce Concept -Show new books from -Pre-reading
Unit of Conflict & the Book Fair. “Tiger: A
-Anticipation Guide Different forms of -Review Concept Frame Biography of
-Guidelines & Stem conflict -Students share personal Tiger Woods”
Phrases for -Powerpoint examples -pg. 92
discussion -Fill-in Concept -Star Reading Assessment Introduction
-‘Open Discussion’ Frame -Book Fair -Golf terms
-Finish adding -Read text
personal examples silently
for homework -During reading:
Character
Analysis
-Spelling Re-test
Monday Tuesday Wednesday Thursday Friday
-Collect reading logs Warm-up: Does your Warm-up: Have -Discuss character Media Center
Warm-up: What are family have any quirks? you ever had to development (take notes) -Inspiration
your future goals? -Talk about the word compete against -Introduce program
How will you reach ‘crochets’ your best friend? compare/contrast terms -Use ‘Fiction
these goals? Who can -Pre-read “Night the Bed What might that -Use the Writing’
help you reach these Fell” Introduce James feel like? Compare/Contrast template to pre-
goals? Thurber. Define -Read: “Amigo handout for “Amigo write for stories.
-Discuss Tiger Woods ‘humorous essay.’ Brothers” Brothers” to make -Show pre-write
letter Introduce cut outs -During reading: comparison/contrast at the end of
-Write Goal Letter functioning as the Compare/Contras statements. class for a stamp.
with Tiger’s as a characters. t between the two -Return test essay -Stamp will
model. -Read together and use characters. -Show model essay function as
cut outs and model of -Ask students to -Students complete ‘Stars indication of
house to move the focus on how the & Wishes’ form for essay. completion when
characters as we read. characters are -Introduce narrative turned in with
-Post reading: Graphic developed by Piri assignment final draft.
organizer mapping out Thomas in the text Homework: THINK
different characters’ (What will you write
perspectives about?)
Monday Tuesday Wednesday Thursday Friday
Warm-up: What Work Day: Thanksgiving Thanksgiving Break Thanksgiving
words do you Break Break
associate with 1. Finish reading “The 
cowboys? Can you Real Story of a  Work on rough draft. 
think of any Cowboy’s Life” Work on rough Due: 12/1. Read for Work on
legendary cowboys? 2. Finish Active Reading draft. Due: Reading Log rough draft.
-Turn to pg. 309. Do form. 12/1 Due: 12/1
these pictures change 3. Work on Draft 1 of Read for Read for Reading
your perspective of narrative. Reading Log. Log
cowboys?
-Background of cattle Mrs. L and Miss Davis
drives. available for help with
-Teamwork activity: narrative.
Putting puzzle
together with a
group.
-Discuss teamwork
for cowboys.
-Define ‘ballad’
-Play “Bury Me Not
on the Lone Prairie”
-What is the tone?
-Talk about Geoffrey
C. Ward
-Begin reading
“The Real Story of
a Cowboy’s Life”
Monday Tuesday Wednesday Thursday Friday
-Reading Log due -Turn-in Rough Draft -Finish Peer -Warm-up: What does it -Listen to audio
Writing Day -Read Volunteer review take to be a good of “The Dying
-Rough Draft Due Student Paper detective? What famous detective”
tomorrow -Model Revision Process -Pre-reading: detectives do you know? -Discuss elements
-Give instructions for -Assign Groups of 4 Criminals Caught -Connection to Science & of mystery. How
Peer review the -One Student Reads, on the board math do the
following day. One listens for Setting, -Pre-reading: Hardwick’s build
One listens for -Students Sir Arthur Conan Doyle suspense?
Character Development, brainstorm crimes Michael & Mollie
-Active reading
One listens for plot and might be Hardwick
mapping out the
conflict. committed. Connecting Experience
‘shape of a story.’
-Show set-up of play:
-Groups of 4 role setting, stage directions Post Reading:
play: One is -Sherlock Holmes clip Come up with
witness, one is -Discuss Holmes as a alternative
suspect, and two character: What does he endings for the
are detectives. do, what does he say, mystery.
- what do other say? -Turn in revised
Discuss/Introduce drafts from
Sherlock Holmes Tuesday.

Monday Tuesday Wednesday Thursday Friday

-Pre-reading: Close -Spelling pre-test Dialogue Day -Spelling mini lesson -Begin with a
shades, play rain -Finish reading “All -Dialogue of Mrs. -Share dialogue bland paragraph
sounds. Ask students Summer in a Day” L and Miss Davis statements students riddled with
to describe how this -As they finish, turn back speaking in slang. created choppy
affects their mood. drafts and talk with sentences.
-What are your -Discuss what we learn
--Read about author individuals about their -Students lead a
reactions? about the characters
-Read about the papers. workshop by
-Discuss realistic based on the dialogue
background of Venus -Simulate Ray adding
Bradbury’s drafts. dialogue. -Provide textual evidence
-Talk about if it descriptive
-Allow students to share -Bland dialogue -Provide dialogue
rained all the time words, action
what should be added -Students add checklist
and then one day the verbs, and
sun came out before providing my suggestions on -Discuss appropriate varying sentence
-Discuss feedback to Ray. improving the punctuation for dialogue structures.
setting/visualization dialogue. -Allow students time to -Students refer to
-Read “All Summer in -Show vs. tell: -Show the model punctuate the dialogue their drafts and
a Day” pg. 298 “Miss Davis walked in dialogue they wrote. pin point specific
-Envision handout— the room.” -What do you find -Students refer to paragraphs to
pair setting with the vs. out about the narratives: alter with the
sight, sound, smell, “Miss Davis crept in the characters same process.
Where can I add
and physical room with a nervous (appearance, dialogue?
sensation. expression as she snuck emotions,
around the corner Is my dialogue realistic?
relationships) Meaningful? What does
hoping not to disturb the
-Use starter the reader learn about the
class…”
sentences to characters? How can I
Students collaborate to
create dialogue in improve it?
create ‘show’ examples
conveying
different emotions
Monday Tuesday Wednesday Thursday Friday
-Pre-reading: Tell -Reader’s theater -Watch “Twilight Culminating activity -Writer’s
students about a continues Zone: Monsters discussing conflict in Celebration
rumor that the school -Discuss elements of are Due on Maple relation to the texts. -Readers share
day will be extended. play Street” -Refer back to narratives.
Allow them to react -Examine the conflicts— -Discuss: Is this Anticipation Statements
and then discuss how How can this relate to how you pictured -How has your thinking -Allow students
this relates to the way your narrative? Maple Street? about these statements to bring snacks.
the characters in the What does changed?
story we will read viewing do for the -How have the different
react. audience? What texts supported or refuted
-Reader’s theater does it take away? your opinions?
“Monsters are due on
Maple Street”

Major Lesson Plans pertaining to writing assessment:

Pre-writing
Target Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). My
focus class has 24 students.
Placement within Overall Lesson/Unit: This lesson is in the beginning of our Conflict
unit. The students were introduced to the narrative assignment the day before and their
homework was to ‘think’ about what they might want to write about. This ‘thinking session’
would function as a brainstorming for the pre-write. Thus, today we will put their thoughts on
paper as a pre-write.

Issues for Observation: Does the format of the template seem to work for the students? Do
the students seem to understand each part of the template? Does the template include all
necessary elements?

Objectives: During this lesson, students will:

1. Receive a template that illustrates the major elements in fiction writing.
2. Use an interactive template to pre-write for their narrative.
3. Be able to brainstorm ideas with peers and teachers.

Rationale: Following the Process approach was crucially important to this unit. We wanted
students to make this form of writing a habit and to take time and ownership in their work.
Thus, this lesson is important to beginning the process with students. We wanted to take them
to the Media Center so they would have a new environment to begin writing. Many of the
students dislike writing and this way, they may approach it differently. Furthermore, we
wanted to use the Inspiration templates for the pre-write. The template maps out the elements
of fiction which help students to see what elements are necessary for their narrative, but also
the way these various elements connect within a story. We also feel that interacting with their
work (i.e. using an online template) will increase student engagement with the process. Rather
than writing pencil to paper, the students are seeing a new way to pre-write and organize their
thoughts.

GLCE’s: W.PR.07.02, W.AT.07.01

Materials Needed: Students, enlarged copy of templates, regular copy of templates, ELMO,
computers, Media Center, and stamps.

Preparation: I will sign up for the Media Center. I will also project the template onto the
ELMO and make enlarged copies of the template to place by the door for students to pick up on
their way in the classroom.

Introduction: As students enter, I will ask them to prepare to go to the Media Center

Presentation:

1. Prepare to Pre-write—
1. Review the narrative handout from the day before.
2. Answer any questions about the narrative
3. Go over the template with students
4. Discuss what different elements mean
5. Answer questions about the template
 6. Explain to students their choice of either using the enlarged copy of the template
to write on or to use the interactive online version—whichever works best for
them.
7. Explain to students where to find the template on the computers.

Transition: If there are no more questions, we can proceed to the Media Center. Mrs.
Lawrence and I will be around to answer any questions and help you process your ideas.

Pre-writing
1. Students will use the time pre-write in whichever form they chose.
2. We will circulate to offer help and answer questions.

Transition: Before you leave you must save your template on your drive and print. Mrs.
Lawrence and I will stamp your pre-write to give you credit for completion. Remember, you
will hand these in with your drafts.
Wrap-up
1. Review and stamp pre-writes
2. Return to students to work on over the weekend.

If time permits: Allow students to begin working on drafts.

Assessment: I will assess by checking their pre-writes and checking for understanding of the
template, of fiction writing, as well as for progress in their pre-writing.

Handouts:
 Peer Review
Target Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). My
focus class has 24 students.

Placement within Overall Lesson/Unit: This lesson is in the middle of our Conflict unit.
The students are writing a narrative. There are not specific constraints for the narrative as far
as the format (thus, it can be a play, a mystery, a personal narrative etc. as long as it tells a
story), but students are to play close attention to including a detailed setting, well-developed
characters, a plot with all parts of a story (exposition, rising action, climax, falling action,
resolution), and a clear conflict. The students have used an Inspiration template on fiction
writing to pre-write/brainstorm. The students have had two days in class to work on their
rough draft. The rough draft is due today so that students can receive feedback from their
peers. The peer review will last 2 days.

Issues for Observation: Does it appear that students are receiving quality feedback? Do
the instructions seem to be clear to students? Are the handouts/comment sheets helpful for
the author in making revisions? How is time managed? Some groups will finish earlier, some
will take a long time—does it appear that the extra time is still useful?
Objectives: During this lesson, students will:
4. See a model of peer revision with use of a student volunteer’s narrative.
5. Work in groups to receive peer feedback on their narrative.
6. Provide peer feedback to group members, focusing on setting, character
development, plot, and conflict.
7. Create a plan of action for their next draft.
8. Reflect on the process of peer feedback.

Rationale: As middle school students, peer interactions are of large importance. Thus, we
try to plan activities that will nurture their social needs as well as their educational needs. It
appears that the response to activities in which we allow students time to interact with one
another is a much more eager and positive reaction. Furthermore, for this lesson, the desks
will be moved into groups which is also appealing to students. If they come into the room and
the space is different, they felt that the class will be different which allows for a change of pace.
Specific to the lesson, peer review is a crucial portion of the writing process. In our instruction,
particularly in this unit, we want our students to follow the writing process and continue to
make improvements in their narratives and as writers. Receiving feedback from peers is one
way to continue to make improvements. We modeled this process first as it is important for
students to know what type of feedback is helpful. Furthermore, this modeling process, as well
as the peer review process helps students to see how to revise their own papers. It helps guide
them to what to focus on or look for when making revisions.

GLCE’s: W.PR.07.03, W.PR.07.05, W.AT.07.01

Materials Needed: Students, Laminated color-coded labels for groups (Reader’s: blue,
Character Development: pink, Plot/Conflict: orange, Setting: yellow), matching color-coded
feedback forms, Laminated group labels, Peer-review directions, Guidelines on the board,
Start-up Smartboard with group assignments, Students’ narratives, exit slips, and bell.

Preparation: I will move the desks into 7 groups of 4. Each group will have one seat labeled
with each of the following titles: Reader, Setting, Character Development, and Plot/Conflict.
Each group will have a number label. The instructions will be placed by the door. I will pull up
the group assignments on the SmartBoard. The guidelines will be written on the board for
extra emphasis.

Introduction: As students enter, I will ask them to refer to the SmartBoard to find their
group assignment and sit at any seat in that group. I will tell the students, as we discussed the
day before that today is Peer Review. I will also tell them the importance of peer feedback and
helping each other become better writers.

Presentation:

2. Class business—
1. Make sure students have found their group.
2. Make sure students have the instruction.
3. Make sure students have their narrative.
Transition: Good Afternoon. Before we begin the Peer Review process, we have a volunteer to
read their feedback. While ER reads, I would like groups 1&2 to focus on Plot/Conflict. I
would like groups 3&4 to focus on Character Development. I would like groups 5&6 to focus
on Setting. You do not need to write it down just yet, but listen and think about what she has
done well, and what could be clearer. Remember, be specific.

Model Revision Process (10-15 minutes)

3. Students will listen to another student read their narrative.
4. Groups 1&2 will provide both positive feedback and suggestions for
improvement on Plot/Conflict.
5. Groups 3&4 will provide both positive feedback and suggestions for
improvement on Character Development.
6. Groups 5&6 will provide both positive feedback and suggestions for
improvement on Setting.
7. ER will have a chance to ask further questions of her peers.
8. Ask students if they understand what kinds of feedback are helpful.

Transition: Now that you have seen how the peer revision will work. Check the desk in front
of you for which job you will have first. When I ring the bell, the reader may begin reading.
The rest of you should listen and fill-in your comment sheets while they read. Remember to be
specific, and include at least one question for clarity, and one additional comment.

Round 1
1. Student at the blue Reader seat will read their narrative aloud.
2. Student at the yellow Setting seat will listen and comment on setting.
3. Student at the orange Plot/Conflict seat will listen and comment on
plot/conflict.
4. Student at the pink Character Development seat will listen and comment on
character development.
5. After the student reads, the other group members will give the author
feedback.
6. The author will ask the group questions about what they might want help with
in their narratives.

Transition: I will ring the bell. Now that you have completed round 1, each of you will get up
and move to your left. You should be in a new seat, with a new job. Ring bell to begin.

Round 2
1. Students will follow the format of round 1.
2. Each student has a new job.

Transition: Bell rings—Round 3.

Round 3
1. Students will follow the format of previous rounds.
2. Each student has a new job.
Transition: Bell rings—Round 4.

Round 4
1. Students will follow the format of previous rounds.
2.Each student has a new job.

Transition: Now that everyone has read their narrative and received feedback, let’s talk about
this process.

Reflecting on Process:
1. What did you like about the peer review?
2. What could be done better? What would be more helpful?

Transition: Now I want you to use the feedback you received today.

Action Plan Exit Slip

1. How will you use your peer feedback?
2. What is your plan of action for your next draft?

If time permits: Collect exit slips, and give each student a stamp so they can take the
revision plan with them to begin on their drafts.

Assessment: I will assess the peer feedback through the exit slips. I will also be able to
assess their enjoyment and the helpfulness of the peer review during the discussion of the
process. I will also be able to assess the revisions when they turn in their final by looking for
improvements from today’s draft to the next draft.

Handouts:

Peer Review Day

You have had some time to work on your narrative individually. Today, you will
benefit from the wisdom of your classmates.

The format of the Peer Review will be as follows:

-You will be in groups of 4.

-There will be 4 rounds.

-During each round you will have one job to do. (There are four different jobs -
everyone will get a chance to do each job one time.) These are the job
descriptions:

Job #1 You will read your narrative to your peers.

Job #2 You will listen to a classmate’s story and comment on that author’s

setting.
Job #3 You will listen to another’s story and comment on that author’s

character development.
Job #4 You will listen to a story and comment on the plot and conflict of the

narrative.

You will have a sheet to fill out for each story element. Your comments will help
the author improve his/her writing. Save your feedback! You will turn in the
comments from your peers with your published copy.

Guidelines
-Fill out the comment sheet while the author reads.
-Give specific feedback – Tell the author exactly what they did well as well as what was not clear.
-You must have at least one question and one additional comment for each reader. Do not just write “good.”
-The author should ask questions too – “What can I improve in my draft?”

Author: ____________________________________
Peer Reviewer: ____________________________________
For this round, I will focus on Setting.

In the space below, describe or draw the author’s setting in detail.

What would you still like to know about the setting?

Though I focused on setting this round, I have an additional comment about…

Author: ____________________________________
Peer Reviewer: ____________________________________
For this round, I will focus on Character Development.

In the space below, describe or draw the author’s major and minor characters
in detail.
What would you still like to know about the characters?

Though I focused on character development this round, I have an additional

comment about…

Author: ____________________________________
Peer Reviewer: ____________________________________
For this round, I will focus on Plot and Conflict.

In the space below, describe the plot of the narrative in detail. Remember to
explain each part of the ‘shape of a story.’
1. Exposition (Introduction):
2. Rising Action:

3. Climax:

4. Falling Action:

5. Resolution:

What type of conflict is in this narrative? Describe in detail.

What would you still like to know about the plot?

What would you still like to know about the conflict?

Though I focused on plot and conflict this round, I have an additional comment
about…

Action Plan Exit Slip

Name _______________________________ Hour __________ Date ______

Now that you have received feedback on your work, what do you plan to do next to take
your writing to the next level? Be specific.
 Sprucing up our Setting

Target Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). My
focus class has 24 students.

Placement within Overall Lesson/Unit: This lesson is towards the end of the Conflict
unit. Students are writing their narratives. They have completed peer review, their papers
have been commented on by the teachers. We have just read Ray Bradbury’s “All Summer in a
Day.” While they read, they completed an envisionment/visualization sheet detailing the sense
Bradbury uses to describe the setting. As they look back at their narratives they will use
Bradbury’s detailed description of setting to spruce up their narratives.

Issues for Observation: Does this reinforce their understanding of the Process approach?
Does this translate to their writing? Are they able to alter and improve their paper based on
the lesson?

Objectives: During this lesson, students will:

9. Use Bradbury’s writing as a model for writing setting.
 10. Refer to the active reading from the day prior.
11. View a model of drafting and adding description to a narrative.
12. Have time to work on their drafts.

Rationale: A lot of students have noted issues with adding detail to their narratives. They
realize they need more detail, but do not know how to do so subtly. Rather, many students just
add basic descriptions and add more adjectives which do not always paint a picture for the
reader. Thus, we will reinforce the process approach while modeling strategies for adding
detail to narratives. This will show students that starting over is not necessary, but that they
can use the work they have already completed and alter word choice, add to it, and strengthen
the story.

GLCE’s: W.PR.07.01, W.PR.07.03, W.PS.07.01, W.AT.07.01

Materials Needed: Students, ELMO, Ray Bradbury’s ‘drafts,’ student papers, and student
visualization sheets.

Preparation: I will comment on and return students drafts.

Introduction: As students enter, I will a return their drafts and ask them to read my
comments.

Presentation:

3. Review teacher comments—

1. I will have students review the comments I made.
2. I will circulate to answer questions
3. I will ask students to write down other questions they have and I will respond in
writing.
4. I will have students complete another Action Plan for what they will revise in
their next draft.

Transition: I know that a lot of you expressed difficulty in adding detail to your setting. I want
you to get out your Visualization sheets from yesterday to help us with this task.

Visualization
9. Review the terms Bradbury uses.
10. Discuss how these terms help the readers.

Transition: Now I know you might not have known this, but I actually helped Bradbury
develop some of the elements of his setting while he was writing this draft…wink wink.

Modeling adding details

3. Place ‘drafts’ on ELMO
4. Go step by step through each draft.
5. Stop at each draft to discuss improvements and which elements are improved.
Transition: Now it’s your turn. Look back at your narrative, particularly, the setting. Use the
drafts we just looked at as well as the Visualization sheet to add detail to your narratives.

Student work time

1. Students will re-read their narratives (particularly the setting portions).
2. Students will use Bradbury’s ‘drafts’ and Visualization sheet to add detail to
their drafts.
3. I will circulate to answer any questions.

If time permits: Ask volunteers to share the changes they made. Allow students to work on
drafts based on this activity or teacher feedback.

Assessment: I will assess by circulating to see what changes are being made. Furthermore, I
will asses their understanding in their final draft.

Handouts:

Portion of Ray Bradbury’s Rough Draft

It had been raining for seven years; many days were filled with rain. The storms were heavy

over the islands. The forests crushed under the rain. This was life on Venus. This was the

schoolroom of the children of the rocket men and women who came to live their lives.

I told Ray: I understand that it is raining, but I cannot really paint a picture in my head. I

want to visualize!!!! How many days had it rained? How much rain was there? How heavy

were the storms? How many forests? Why were these people on Venus? Also, are we talking

the planet Venus or a town named Venus?

Ray’s Next Draft: (changes are bolded)

It had been raining for seven years; thousands of days filled with rain, with the flood of

water, with the fall of showers. The storms were so heavy they were tidal waves come
over the islands. A thousand forests had been crushed under the rain and grown up to be

crushed again. This was the way life was on the planet Venus. This was the schoolroom

of the children of the rocket men and women who had come to set up a civilization and

live out their lives.

I told Ray: I can really picture it now, but I would also like to know what the rain sounded

like. What did it look like? Did it rain all day, or is it just that it rained each day? Is the rain

specific to Venus? Let’s really get the reader into the setting!

Ray’s Next Draft: (changes are bolded)

It had been raining for seven years; thousands upon thousands of days filled from one

end to the other with rain, with the drum and flood of water, with the sweet crystal fall

of showers. The concussion of storms so heavy they were tidal waves come over the islands.

A thousand forests had been crushed under the rain and grown up to be crushed again. This

was the way life was on the planet Venus. This was the schoolroom of the children of the rocket

men and women who had come to a raining world to set up a civilization and live out their

lives.

I told Ray: Ray, you are really getting there. I like the addition of the thousands in the

beginning. It seems to be a theme; where else could you add that? Another thing, drum helps

me to hear it, but I think flood is not enough to feel the rain. What other word could you use?

Also, I think that rain tends to make some people anxious. I think the many small sentences

break up the feeling of this paragraph. What could we do about that?

Ray’s Final Draft: (changes are bolded)

It had been raining for seven years; thousand upon thousands of days compounded and

filled from one end to the other with rain, with the drum and gush of water, with the sweet

crystal fall of showers and the concussion of storms so heavy they were tidal waves come over
the islands. A thousand forests had been crushed under the rain and grown up a thousand

times to be crushed again. And this was the way life was forever on the planet Venus, and

this was the schoolroom of the children of the rocket men and women who had come to a

raining world to set up civilization and live out their lives.

I told Ray: Great! Now, you probably need to put this much work into your other

paragraphs!