Digital Unit Plan Template

Unit Title: Writing Narratives

Name: Quesia Alcaraz

Content Area: English

Grade Level: 10th grade

CA Content Standard(s)/Common Core Standard(s):

Writing Standard 9-10. 3.a

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing narrator
and/or characters; create a smooth progression of experiences or events.
Writing Standard 9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Writing Standard 9-10.3.c.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Writing Standard 9-103.d.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Writing Standard 9-103.e.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Big Ideas/Unit Goals:

The majority of the writing that students are expected to complete in high school is instructional, persuasive or literary essays. Incorporating narrative
writing allows the students to write creatively. Teaching students to write narratives could potentially inspire some students to become lifelong writers
and active readers or simply find their voice as writers. Writing narratives after a discussion and an activity about to plot will reinforce the information
about plot elements that they learned throughout the lesson. Having the students work in pairs creates a comfortable environment where struggling
students can ask questions without feeling overwhelmed by a large audience and advanced readers/ writers have the opportunity to explore different
writing genres and literary elements.
Unit Summary:

The purpose of this unit is to teach students to 1) Define and identify the elements that make up a story's plot. 2) This Unit will also prepare and teach
students how to write efficient as well as creative narratives. This Unit will focus on helping students learn the terminology that is used when
discussing plot and will teach students to write their own narratives.
Assessment Plan:

Entry-Level:

Formative:

The teacher will read a short narrative to

the class and ask questions about plot.
As a class the following questions will
be discussed: How did I introduce my
story? What was the problem? How did
I introduce the problem? What was the
climax? How was the problem resolved?
This will allow the instructor what
information the students already know,
what needs to be briefly discussed and
what areas students are struggling in.

Students will write a short narrative based

on a story prompt to demonstrate their
narrative wring abilities prior to instruction.
During a lecture students will have to take
note of plot elements definitions and come
up with their own example. They will be
quizzed on this information. Finally,
students will work in groups of four to
complete a plot illustrating the elements of
plot. This will allow students to identify plot
elements in a story. This will allow them to
go beyond defining plot terms. They will be
able to identify them in a text. This will
enable them to write their own complex
narratives in the future.

Summative:

Students will present their plot diagram

to the class and be ready to answer any
questions from their peers. As a final
project, students will write a final
narrative essay- where they must
demonstrate their mastery of all of the
plot elements as well as a basic
understanding of figurative language.
Students will have 3 days to complete a
first draft for peer review and 2 days
later the final draft will be due.

Lesson 1
Student Learning
Objective:
Students will be able to
define and give
examples for plot
elements as well as
some figurine language
techniques.
Lesson 2

Acceptable Evidence
(Assessments):
Students will be quizzed
on plot elements. They
will need to give both a
definition and an
example.

Lesson Activities:
While the teacher presents a PowerPoint students will fill out their guided notes worksheet- this
worksheet provides space for writing the definition of important terms. After lecture students
will be given time to go back and provide their own example for each term.

Student Learning
Objective:
Students will learn to
identify important
elements of plot in a
narrative.

Acceptable Evidence:
Students will meet the
expectations for their
comic strip assignment

Lesson Activities:
After writing their final narrative assignment students will create a comic strip of their story.
This will encourage students to condense their story, including only key events in the narrative.

Lesson 3
Student Learning
Objective:
Students will learn to
identify important
elements of plot in a
published text.
Unit Resources:

Acceptable Evidence:
Students will meet the
expectations for their
diagram assignment.

Lesson Activities:
Students will break up into groups of 4. Using notes taken during lecture, students will create either a diagram
illustrating the elements of plot: Exposition, conflict, rising action, climax, falling action and resolution. I will
assign each group a different narrative to work with. Each group of four will turn in ONE diagram on a poster
board. Once everyone has finished each group will present their poster to the class. The presentation should be 45 minute and everyone must speak for a minimum of one minute.

Structure of a personal narrative: Narrative is a term more commonly known as story. Narratives written for college
or personal narratives, tell a story, usually to some point, to illustrate some truth or insight. Following are some tools to
help you structure your personal narrative, breaking it down into parts :
https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaPersonalNarrativeEssay.pdf
How to structure your story:
This video will teach you how a story is organized. It will teach you how to create the frame work of the story. You can
think of structure as the outline of the story or the map of its construction: http://study.com/academy/lesson/what-isstructure-in-writing-and-how-does-it-affect-meaning.html
Sensory Details: These include sight, sound, touch, smell, and taste. Writers employ the five senses to engage a
reader's interest. If you want your writing to jump off the page, then bring your reader into the world you are creating.
When describing a past event, try and remember what you saw, heard, touched, smelled, and tasted, then incorporate
that into your writing. Sensory details are used in any great story, literary or not. Think about your favorite movie or
video game. What types of sounds and images are used? What do your favorite characters taste, smell, and touch?
Without sensory details, stories would fail to come to life. This video will help you add sensory details to your narrative :
http://study.com/academy/lesson/sensory-details-in-writing-definition-examples.html
Writing Relatable Characters: http://boatsagainstthecurrent.net/what-makes-a-character-relatable/
What makes a character Relatable?: This website: One thing that can really affect how much readers like a character is
how relatable they find them, but what does that actually mean, and what exactly is it that makes a character
relatable? This website answers those questions.

How to make your character more relatable: https://litreactor.com/columns/8-ways-to-make-your-characters-morerelatable

How does one write a compelling character? It's a question so complex that you might as well ask how to write a good
book. That said, there are a number of factors that crop up again and again when we look at the characters who strike
a chord with many of their readers. One such factor is relatability, and in this article, I'm going to talk about ways to
make your character more relatable.
How do I to craft compelling characters? : http://www.writersdigest.com/writing-articles/by-writing-goal/write-firstchapter-get-started/hooked-on-a-feeling
The key is first to understand what your characters require from you in order to come to life, and then to determine
how you can draw on your best available resources to give them what they need. This article gives step by step
suggestions to help you make your characters come to life.
Give your character life: http://www.epiguide.com/ep101/writing/charchart.pdf
This chart will help students create a lifelike character.
How to end your narrative: http://www.writersdigest.com/online-editor/how-to-structure-a-killer-novel-ending
This article will present four main guidelines to adhere by when writing your story's ending.
Useful Websites:

Flashcard Maker: Students will be tested on plot elements terminology. If flashcards tend to help you study- here is a
link to a flash card maker. http://www.flashcardmachine.com/