The Curriculum Unit Plan Rachel Goodbar

The Curriculum Unit Plan
Rachel Goodbar
Part I: Introduction
The class
This class is made up of 30 9th grade general English students. There are 17 girls and 13
boys in this class. The class is made up of 15 African American Students, 8 Hispanic students,
and 7 white students. Most students in this class are from a lower socioeconomic status. Most
students have after school jobs to help support their families and have limited time to do
homework. Student access to computers and Internet are very limited outside of school. There
are three focus students in this class.
Alyssa, who is an English Language Learner. Alyssa was born in Puerto Rico and only
speaks Spanish at home; her parents speak very little English. Alyssa is level 3-
developing. She understands complex speech but still needs assistance with new
vocabulary, and understanding meaning of a text. Alyssa does not use complex sentences,
and makes frequent grammatical errors. Alyssa needs extra assistance when it comes to
reading and writing. With her needs in mind the teacher will help guide her learning
through group work and working one-on-one through the writing process.
Kyle, who has ADHD. Kyle often has a hard time staying focused and feels antsy sitting
down for long periods of time. The teacher has a signal with Kyle that when she taps on
his desk two times, he is reminded to stay focused. Kyle has preferential seating, which is
in the back next to a student who can guide him. By sitting in the back Kyle can get up
and walk around the back of the classroom if he is feeling antsy without bothering any of
the other students. Kyle will receive printed notes for all presentations the teacher covers
in this unit. To help keep Kyle on track this unit the teacher will allow group work to help
guide him and independent work to work one-on-one in making sure he is completing
what he needs to.
Ian is visually impaired due to his albinism. Because the retina develops differently in
individuals with albinism, he has reduced visual activity, which makes it difficult for him
to see fine details, and cannot always see clearly. Because visual impairment from
albinism cannot be corrected with standard glasses or contact lessons, he needs additional
assistance in this class. Ian has preferential seating in the front of the classroom. To
accommodate him, PowerPoint presentations and writing on the board is always in bigger
text. Ian also receives large printed notes to help guide him through lessons. Ians visual
impairment also includes a sensitivity to light, due to the lack of pigment in his eyes. To
help with this the teacher is conscious of the way the classroom is lit, and Ian wears tinted
glasses to reduce sensitivity. Ian will have a large print copy of the novel.
Rachel Goodbar-2 Week Unit 1

Unit focus
This unit will focus on the skill of writing personal narratives. This unit will start with the focus
of looking at literature and learning how to apply literature to writing and seeing that connection.
By looking at the way Absolutely True Diary of a Part Time Indian was written, students will use
this observation to turn it into their own writing piece. When learning how to write a personal
narrative students will focus on the skills of learning how to write in a certain form, well-written
details, and will learn to write following event sequences. All of these skills will be practiced and
used in this unit. Students will do this process by first learning about details in other literature
and then applying it to their own writing. Students will do the same with the form of a personal
narrative. Students will learn to apply literature to writing. Students will go through the planning
process of writing, and learn how event sequences work in personal narratives. At the end
students will be asked to create their own personal narrative essay.
Unit Goals
By the end of this unit students should be able to apply narrative form from personal narratives
in literature to their own writing. Students should be able to use strong sensory details and event
sequences in writing. Students should understand what a personal narrative is and how it is
different from other narrative and writing forms. The larger goal at the end of this unit is for
students to be able to complete a narrative essay. However, due to time constraints students will
be able to finish a first draft of their narrative essay for these two weeks.
Rationale
Based on students age, stages, and needs the novel Absolutely True Diary of a Part Time Indian
is appropriate because it is about a student going through similar changes. Both Junior and my
students are in their first year of high school and dealing with the coming of age transition. The
writing topic of personal narratives is important to these students because it gets them to tell their
own stories, which sparks their interest in writing. These students are at the end of the first
quarter and have just finished reading Absolutely True Diary of a Part Time Indian. This unit is
important for this particular time of the year because it is the first large writing piece they are
going to write. This unit is important to this time of the year because it starts students off writing
about something that they are interested in, everyone loves to talk about themselves, and it gives
students a way to become interested before jumping to more formal types of writing. Having
students write personal narratives helps them personally connect to the text they have read which
will continue to help them throughout their school career. The rationale for this assignment is
also aligned with the state standards for writing of writing narratives and writing for a range of
purposes.
Part II: Culminating Assessment

Assessment:

The main assessment for this unit is the personal narrative essay students will turn in. Since this
is only two weeks, and a fraction of a larger unit, students will only turn in a first draft at the end
of these two weeks. Students will write an essay based off one of the prompts that relates to the
novel they have just finished, Absolutely True Diary of a Part Time Indian. The student may also
submit a proposal request for an idea that relates to the novel that they student wishes to write
about, but it must be approved by the teacher. This assignment is appropriate because it is
relating the novel they have just read to writing, and students are able to learn how reading and
writing are intermingled. This assignment will help grow and will assess students understanding
of form, sensory details and event sequences. The prompts available are:
We all cried in the locker room for hours. Coach cried, too. I guess thats the only time that
men and boys get to cry and not get punched in the face. (p. 196)
o After losing his basketball game, Junior was upset because he worked hard and
did not achieve what he wanted to. What about an experience youve had where
you wanted something and worked really hard, but it did not work out the way
you wanted it to.
I was crying because I knew five or ten or fifteen more Spokanes would die during the next
year, and that most of them would die because of booze. (p. 216)
o Junior often feels that the world around him is controlling him and he does not
have a choice, write about a time where you felt out of control and could not do
anything to change the situation.
And we let it happen. We let them pick on you. (p. 41)

o Junior gets bullied throughout the novel yet overcomes it, write about a situation
that you felt you could not overcome but were able to.
Rubric
20 15 10 5
Sensory Essay uses Essay uses Essay uses Essay does
Details clear and sensory weak or few not use
strong details, not sensory sensory
sensory always details, details details
details, effective are not
effective effective
Use of Form Essay follows Essay mostly Essay Essay is not
the personal follows the somewhat in personal
narrative personal follows narrative
form narrative personal form
form narrative
form
Responds to Fully Responds to Addresses the Does not
the Prompt responds to the prompt prompt but respond to the
the prompt partially does not prompt
respond
Follows Essay is well Event Essay has Essay does
event organized, sequences are events, but in not have any
Sequences following blurry but no particular sequences
event narrative does order
sequences follow some
timeline
Grammar Shows Shows some Shows Does not
and control of control of minimal show control
punctuation standards of standards of control of of standards
writing with writing with standards of of writing and
few errors some errors writing with mechanics
many errors
Score: ____/100
Monday Tuesday Wednesday Thursday Friday

Sensory Details Mini Lesson Evaluating Stories TPS Introduce prompts
Event sequences Group Discussion Brainstorm/plan
Journal Mentor Texts What is a p. on form
narrative Mentor Text
Review: how to Mini lesson: intro Mini lesson: body Mini lesson: Draft 1 Due
write p. narrative revising/editing/
Writing Writing Grammar Workshop
Mini lesson
Revise/edit
Planning/writing

Lesson Plan: Day 1
Name: Rachel Goodbar
Day 1- Monday
Instructor: Rachel Goodbar
Details, Details, Details: Using Sensory Details to Improve Narrative Writing

*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson will teach students how to identify and write sensory. This skill
will help them in their writing of personal narrative essays. Learning how to write details is
crucial for writing a well-written narrative and is also aligned with the state standards. Students
need to be familiar with narrative writing and using details because it gives them a means to be
creative and it gives them a voice to tell their own stories with.
LAFS: Language Arts Florida Standards:
LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details and well-structured event sequences
LAFS.910.W.2.5: 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.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis,

reflection, and research.
Objectives:
Students Will Be Able To (SWBAT):

Define sensory details
Explain the use and impact of sensory details in writing
Identify sensory details in Absolutely True Diary of a Part Time Indian
Use sensory details in their own writing
Materials:
Absolutely True Diary of a Part Time Indian (copy of book for each student)
Student Journals
PowerPoint on sensory details
Computer and Projector
Handout on sensory details
Anticipatory set (2 minutes):
Teacher will begin class by taking attendance, passing out any notes, before starting the lesson
for the day.
Teaching Strategy/Procedure/Activity:
Time Student is doing Teacher is doing

10 minutes Students listen to teacher, Teacher goes through
focusing on PowerPoint, PowerPoint on sensory details
respond when prompted explaining types of sensory
details, giving examples of
sentences with/without
sensory details and
questioning students
10 minutes Student is focused on the Teacher monitors students as
handout of sensory details. they complete the handout
5 minutes Student is participating and Teacher is reviewing handout,
listening as teacher reviews asking students for responses,
handout making sure all students are
participating
10 minutes Student is working in assigned Teacher is monitoring students
group to highlight sensory as they work and assisting
details in an assigned chapter groups when needed
of ATDPTI. Students will each
turn in a worksheet on the
details of their chapter.
10 minutes Students are quietly Teacher will monitor students
responding to a journal: Write
a detailed story of your first
day of school.
Summary/Closure (3 minutes):
Teacher will ask if students have any questions and will collect papers.

Assessment:
Formal assessment: Students will receive a grade for both handouts given.
Informal assessment: Formatively assess students understanding of sensory details
through participating in groups, completion of handouts, and observing them journaling.
Homework/follow-up assignment:
No homework given.
Accommodations/adaptations:
Alyssa: Assist with journal if needed.

Kyle: Kyle will get printed notes. Preferential seating.
Ian: Ian will get printed notes. Preferential seating.
Attachments/Appendices:
Handout on sensory details (See Appendix A)
Plan B:
If projector or computer does not work, teacher will lead discussion on sensory details. If
students are not completing their group handouts they will present details found. If students are
not talkative in groups they will complete handout on ATDPTI alone. If time is cut short teacher
will change the journal in class to homework. If lesson is over too quickly teacher will give
students more time to journal or give students a second journal prompt on sensory details.
Lesson Plan: Day 2
Rachel Goodbar
Day 2-Tuesday
Rachel Goodbar

Mentor Texts: Learning how to write
Purpose/rationale: Students will learn what a mentor text is and how to use it with the purpose
of making them better writers. Looking at mentor texts will expose students to writing in
different ways. The first mentor text will be focused on writing with details, reinforcing what
students learned the previous day. The second mentor text will focus on the form of a personal
narrative and will help expose and teach students how to write in that form. Learning how to
write based on a model will help students overall become better writers.
LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research
LAFS.910.W.4.10 Write routinely over extended time frames for a range of tasks, purposes, and
audiences.
Objectives:

Use sensory details effectively in writing
Effectively implement narrative form in writing
Explain what is a mentor text
Use a mentor text to complete a writing assignment
Materials:
Projector and computer

Paper and pens
PowerPoint on mentor texts
Mentor text example handouts

Teacher will begin class by taking attendance, passing out any notes before starting the lesson for
the day. Bell ringer: Students write for 1 minute about their dinner the night before using sensory
details.

10 minutes Students listens to teacher, Teacher goes through
respond and write when PowerPoint on mentor texts,
prompted gives students examples,
observes student behavior
5 minutes Students listening when Teacher reads mentor text 1,
teacher reads first mentor text questions students on details
and follow along, respond they identify
when prompted
7 minutes Students Write Teacher monitors students,
assists students if needed
5 minutes Students share voluntarily Teacher listens, monitors class
5 minutes Students listens to teacher and Teacher reads mentor text 2,
follows along, respond when questions students on the type
prompted of form used, further explains
form used by this mentor text
7 minutes Students Write Teacher monitors students,
assists students if needed
5 minutes Students share voluntarily Teacher listens, monitors class
Students will do a 321 slip: 3 things they learned, 2 things they liked, and 1 thing they are still
confused about.
Assessment:
Formal assessment: Students will be graded for participation and writing.

Informal assessment: Observation and sharing of writing from mentor texts.
No homework given. Follow up will be on Thursday when students use ATDPTI as a mentor
text.
Alyssa: Assistance from teacher given if needed when writing

Kyle: Printed handouts given. Preferential seating
Ian: Printed handouts given. Preferential seating
Mentor text handout (See Appendix B)
Plan B:
If projector isnt working teacher will verbally explain what mentor texts and how they are used
and will write short examples on the board for students to work with. If students are not getting
it, teacher will use shorter mentor texts, or cut mentor texts down to help students understand. If
time is cut short teacher will only focus on the second mentor text about form. IF lesson is over
too quickly teacher will give students more mentor texts on form or lead a discussion about the
use of form in writing.
Lesson Plan: Day 3
Rachel Goodbar
Day 3
Rachel Goodbar
Evaluating Stories and Criteria

Purpose/rationale: This lesson is designed to help students understand the criteria and final
components of what is required for writing a personal narrative. By evaluating other personal
narratives students can identify what made it good or bad and will be able to identify what is
the needed criteria. Students will work on event sequencing to learn how to tell a story in a set
order, so narratives are strong and not confusing.

LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,

specific purpose and audience
Objectives:

Create a story using event sequences
Identify critical sections to what makes a strong personal narrative
Apply narrative criteria to future writing
Materials:
Computer and projector

Handouts for every students
Teacher will take attendance. Short journal asking students to tell a story about something that
they did the previous day with details and in narrative form.

23 minutes Student listen to teacher. Teacher presents examples of
Students respond when personal narratives on
prompted. multimedia slides. Teacher
reads stories with students and
Student follows along with helps them evaluate what
teacher and class and makes a good story.
participates with determining
what makes a good story
7 minutes Student listen to teacher. Teacher gives a presentation
Students respond when on what a personal narrative
prompted. is. Teacher gives students
examples they have used in
class.
10 minutes Students listen as teacher Teacher reviews event

explains event sequences, sequences from what class
from what makes a good story. talked about on criteria of a
Students fill out handout. good narrative. Teacher
monitors students.
Students will voluntarily share the story theyve created on their storyboard handouts on event
sequencing.
Assessment:
Formal assessment: Nothing will be handed in today.

Informal assessment: Teacher will monitor student participation and work on handouts.
No homework. Students will follow up with what theyve learned today with planning and
writing their essays.
What will you do for students that need adjustments to the lesson? Keep in mind you will have
students in your class that are diverse learners and English Language Learners (ELL).
Alyssa: Assistance from teacher given if needed with worksheet. Printed handout given
on presentations.
Kyle: Printed handouts given on presentations. Preferential seating
Ian: Printed handouts given on presentations. Preferential seating
Plan B:
If this lesson is not working teacher will break down what is important to a personal narrative
step by step so students understand the criteria, and will go into event sequencing then. If lesson
is too short teacher will go into event sequencing and working on the handouts in more detail to
write a basic narrative. If lesson is too long students will do the event sequencing/storyboard
handout for homework.

Lesson Plan: Day 4
Rachel Goodbar
Day 4 - Thursday
Rachel Goodbar
Form in True Diary

Purpose/rationale: By looking at the way Absolutely True Diary of a Part Time Indian is written
students will not only be able to look at the way personal narratives are written, but will be able
to connect literature to writing. Students will use ATDPTI as a mentor text and will reinforce
what they did on Tuesday using mentor texts as a model.


LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis,

reflections, and research
Objectives:

Explain form used in Absolutely True Diary of a Part Time Indian
Use narrative form in writing
Organize the uses of form in Absolutely True Diary of a Part Time Indian
Materials:

Think Pair Share handout
Mentor Text handout
Copy for each student of Absolutely True Diary of a Part Time Indian
Teacher will take attendance and pass out any notes for the class. Think/Pair/Share is the larger
bell-ringer for this class.

10 minutes Student is doing a Teacher monitors students,
Think/Pair/Share with a assists when needed,
partner on ATDPTI and form facilitates discussion between
that it is written in partners
10 minutes Student is actively listening, Teacher leads group
participating, and speaking discussion, asks students
when called on questions and calls on them to
respond their TPS
5 minutes Students listen to teacher, Teacher reviews mentor texts,
respond when prompted points out big ideas in this text
15 minutes Students write Teacher monitors students
5 minutes Students share writing Teacher listens to students and
voluntarily call on students who volunteer
to share writing
Exit ticket: 1thing students learned about form in Absolutely True Diary of a Part Time Indian.
Assessment:
Formal assessment: Exit slip on what students have learned

Informal assessment: Monitor and listen to students during TPS, listens to students
during group discussion, listens and observes students writing using a mentor text
No homework given.
Alyssa: No extra today.

Kyle: No extra today.
Ian: Ians large print copy of ATDPTI, big printed handouts
Think/Pair/Share handout (See Appendix D)
Mentor Text handout on ATDPTI (See Appendix E)
Plan B:
If the lesson isnt working teacher will work with class as a whole to show the form ATDPTI is
written in. Teacher will slowly work with students on the mentor text from the book. If lesson is
too long teacher will assign students to finish writing from the mentor text for homework. If the
lesson finishes too quickly students will talk more about what a personal narrative is, and give
students a better idea for their papers.
Lesson Plan: Day 5
Rachel Goodbar
Day 5- Friday
Rachel Goodbar
Starting the Essay

Purpose/rationale: In this lesson students will be introduced to the prompts for their
assignments and will choose a prompt given and start brainstorming ideas. This day is all about
the beginning of the writing process and getting students to think about how to write a personal
narrative. They will take what they have learned over the past four days and start to apply it in
this lesson, while they begin to plan their essays.


LAFS.910.L.1.2 Demonstrate the conventions of Standard English capitalization, punctuation,

and spelling when writing
Objectives:

Plan a personal narrative essay
Outline ideas for a paper
Produce a list of ideas for their essay
Materials:
Handout on the assignment

Brainstorming and planning handouts
Teacher takes attendance and passes out handouts for the day. Students do a bell ringer choosing
one passage from ATDPTI and analyzing and writing down what stands out to them about the
form of the passage.

15 minutes Students listen to teachers Teacher reviews components
of a personal essay. Teacher
introduces essay, goes through
essay prompt and paper
handout.
25 minutes Students brainstorm, use Teacher monitors students,
planning tools, start planning walks around class, talks to
once prompt is chosen students and helps plan
Students will submit a slip on what they have chosen to write about and two ideas they have for
that topic.
Assessment:
Formal assessment: Students will hand in exit ticket with prompt chosen.
Informal assessment: Teacher will monitor students, talk with them about the essay.
No homework will be given.
Alyssa: extra assistance from teacher given.

Kyle: No extra today.
Ian: Big printed planning worksheets.
Brainstorm worksheets (See Appendix F)
Planning worksheets (See Appendix G)
Plan B:
If lesson goes by too quickly students will start outlining their entire essay, and start writing. If
the essay is too long students will finish brainstorming for homework and bring back a slip with
a topic and two ideas for class on Monday.
Lesson Plan: Day 6
Rachel Goodbar
Day 6- Monday
Rachel Goodbar
Plan it out
Purpose/rationale: This lesson will help students learn and review how to write a personal
narrative. It will help with the planning process and teach students the concepts they need to
know to write a strong essay. Having a day to help students plan their essays will help teach them
how to do it on their own for future papers. This day will combine what they learned last week
and will help them tie those things into this new assignment.


LAFS.910.W.3.9 Draw evidence from literary of informational texts to support analysis,

reflection, and research
Objectives:

Plan and organize a narrative essay
Effectively use a graphic organizer, outline, or type of planner
Materials:
Handouts for students
Teacher will take attendance and review with students what a personal narrative is, and the main
parts that go with it. Teacher will pass out different graphic organizer planning tools, which
students can choose from to plan their narrative.

10 minutes Student listens to teacher, Teacher goes over different
responds when prompted methods for planning a
narrative, goes over different
types of handouts for planning
30 minutes Student works on planning Teacher monitors students,
handouts and outlines assists
Students do an exit ticket on the bottom of their organizers on one thing they really need help
with. Teacher will collect planning handouts from students.
Assessment:
Formal assessment: Student planning tool with exit slip

Informal assessment: Teacher will monitor students work on organizer handouts
No homework given.
Alyssa: Extra assistance from teacher.

Kyle: Nothing extra today.
Ian: Large printed copies of worksheets.
Brainstorm and planning worksheets (See Appendices F and G)
Plan B:
If the lesson isnt working teacher will go back to help students review the essential parts of a
narrative essay and will help them understand what they need to know before they can write this
essay. If the lesson finishes too quickly students can start writing from their planning or may
choose a book from the classroom library and can read quietly once they have finished.

Lesson Plan: Day 7
Rachel Goodbar
Day 7-Tuesday
Rachel Goodbar
Beginning of Writing
Purpose/rationale: Students will use planning from previous days, and methods of narrative
writing learned earlier in the unit to write their personal narrative essays. Students will learn how
to write a personal narrative while responding to a prompt. Students will also learn how to write
an introduction to a personal narrative essay, and will use technology to help them write. These
skills will be needed in the world when students wish to tell a story or use a computer to type an
essay.

LAFS.910.W.2.6 Use technologies, including the Internet, to produce, publish, and update
individual or shared writing products
audiences
Objectives:

Identify necessary parts of a strong introduction
Identify necessary parts of a personal narrative essay
Write a strong introduction to a personal narrative essay
Materials:

PowerPoint
Laptops for each student
Teacher will take attendance and talk to students about the planning they did yesterday, and how
they are going to use their outline or plan and turn it into a paper, going over the introduction
paragraph in their paper.

10 minutes Student listens to teacher, Teacher gives PowerPoint
respond when prompted presentation on writing an
introduction and conclusion
30 Students write on laptops Teacher monitors students,
assists students in need
Summary/Closure (5):
Teacher will ask students if learning about narrative introductions and conclusions helped with
the writing process. Teacher will prompt students with questions about what they did and how it
helped or did not help them.
Assessment:
Formal assessment: None.

Informal assessment: Teacher monitors student handout and writing.
Students who have not started an introduction paragraph should start at home, on paper or
computer. No homework given if students complete work for the day.
Alyssa: Additional help from teacher given.

Kyle: Printed notes given.
Ian: Printed notes given.
None.
Plan B:

If the lesson isnt working, students will do a worksheet on writing a narrative using details and
sequence structure. Then using this students will work on their personal narratives.
Lesson Plan: Day 8
Rachel Goodbar
Day 8- Wednesday
Rachel Goodbar
Writing the Day Away

Purpose/rationale: Students will use planning from previous days, and methods of narrative
writing learned earlier in the unit to write their personal narrative essays. Students will learn how
to write a personal narrative while responding to a prompt. Students will also learn how to write
the body of a personal narrative essay, and will use technology to help them write. These skills
will be needed in the world when students wish to tell a story or use a computer to type an essay.

effective technique, well-chosen details, and well-structured event sequences
LAFS.910.W.2.6 Use technologies, including the Internet, to produce, publish, and update
audiences
Objectives:

Explain the use of body paragraphs in writing
Implement body paragraphs in their own writing
Use details in body paragraphs
Use form throughout body paragraphs and essay
Materials:
Computer for each student

PowerPoint on body paragraphs
Teacher will take attendance and pass out computer to students. Teacher will review what the
class did yesterday and review writing an introduction.

10 minutes Students listen to teacher, Teacher presents PowerPoint
respond when prompted on writing body paragraphs
30 minutes Students write Teacher monitors students
Class will review what they have learned. Students will do a 3-2-1, 3 things students learned
about body paragraphs, 2 things they applied to their writing, and 1 thing they are still confused
about
Assessment:
Formal assessment: 3-2-1

Informal assessment: Teacher will walk around and monitor students and their progress
No homework given.


None.
Plan B:
If lesson isnt working students will go back to planning their body paragraphs and write from
that point. If lesson is too short students will revise their papers or choose a book from the
classroom library to read.
Lesson Plan: Day 9
Rachel Goodbar
Day 9-Thursday
Rachel Goodbar
Check Yourself Before You Wreck Yourself:

Purpose/rationale: This lesson will teach students how to revise and edit papers. The mini
lesson will cover what to look for when revising as well as basic spelling, grammar, and
punctuation mistakes. Teaching students how to edit their own papers, as well as others, is a key
skill that they will need in the future. The purpose of this lesson is to provide them with that
skill, and to help them write better essays.
LAFS.910.L.1.1 Demonstrate command of the conventions of Standard English grammar and

usage when writing or speaking
LAFS.910.L.1.2 Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing

audiences
LAFS.910.W.2.6 Use technology, including the Internet, to produce, publish, and update
Objectives:

Demonstrate the conventions of Standard English Grammar
Use technology to edit and revise papers
Materials:
Computers for every student

Computer and Projector
Teacher takes attendance and passes out laptops for students.

respond when prompted PowerPoint on revising and
editing, conventions of
grammar, questions students
25 minutes Students work on computers Teacher monitors students,
revising or finishing any part assists students when needed
of their essay needed
Students who have not finished their papers will save them to be taken home as homework,
students will print first drafts
Assessment:
Formal assessment: No formal assessment this day

Informal assessment: Teacher monitors student work

No homework given, students who have not completed their first draft will finish that for
homework.

PowerPoint
Plan B:
If the lesson isnt working and students are messing around on the computer they will lose
computer privileges and have to hand edit their papers. If students are not listening to the mini
lesson on revising and editing then they will start working on editing, and will have to complete
an editing/grammar worksheet as homework. If time goes by too fast students can either continue
to work on their essays or choose a book from the classroom library.
Lesson Plan: Day 10
Rachel Goodbar
Day 10- Friday
Rachel Goodbar
Draft 1 Peer Review Day

Purpose/rationale: The purpose of this unit is to tie in what students learned yesterday about
editing and revising and apply it. Students will workshop their papers with other students to get a
sense of how others are doing this assignment, and being able to see things that need to be
strengthened or things that are already very good in other students papers. Students will get a
new eye looking at their paper and will be able to help each other, and know what other people
see when their paper is read. This is important because it will help students in the future when
their work is getting edited, they are editing their work, or they are helping another student.

LAFS.910.W.2.5 Develop and Strengthen writing as needed by planning, revising, editing,

LAFS.910.L.1.1 Demonstrate command of the conventions of Standard English grammar and

usage when writing or speaking
LAFS.910.L.1.2 Demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing
Objectives:

Recognize improper conventions of grammar in writing
Apply proper conventions of Standard English to writing
Critique writing of other students
Materials:
Every student has a typed copy of their first draft

Slips for students to peer review on
Teacher takes attendance and passes out handouts for peer review. Teacher makes sure that all
students have their first draft completed and in class.

asking questions, respond PowerPoint explains how to
when prompted peer review other work
effectively
30 minutes Students work in groups Teacher monitors students,
editing each others first drafts assists when needed
Students will collect their paper back, and teacher will ask students to put up the number of
fingers for if peer editing was helpful or not (1 being not helpful at all, 5 being extremely
helpful)
Assessment:
Formal assessment: Students will be graded on bringing completed first draft to class
Informal assessment: Teacher will monitor student participation.
Students will review peer comments and make changes to their drafts.
Alyssa: Put in a group with students who she can learn from.
Kyle: Put in a group with students who are good at staying on task.
Ian: Larger handouts given. Visual aid provided to read other papers.
What will you do for students that need adjustments to the lesson? Keep in mind you will have
students in your class that are diverse learners and English Language Learners (ELL).
Peer review handouts (See Appendix H)
Plan B:
If students are not working well in groups, they will be changed to work in pairs and edit and sit
quietly. If students are still not working well together students will review their own papers and
will have time to make changes and work ahead. If the lesson goes by too quickly students can
work on editing their papers further. If the lesson is too long a short peer review will take place
the following day.

Attachments / Appendices:
A) Handout on Sensory Details

B) Mentor Texts
C) Event Sequences handout
D) Think Pair Share handout
E) Mentor Text ATDPTI
F) Brainstorm worksheet
G) Planning worksheet
H) Peer review handout
A)
Front: (International Reading Association, NCTE, Read Write Think, 2011)
http://www.readwritethink.org/files/resources/lesson-docs/30780_sentences_1.pdf
Name: _________________________________________________ Date:

_______________________
Show-Me Sentences Handout

In the table below, there are two columnsone containing a telling sentence
and one containing
a space for rewriting that sentence into a descriptive scene. Rewrite each
telling sentence into one or several sentences that recreate the scene more
vividly. Think of word choice and use senses (e.g., smell, touch, sight, taste,
sound) to show the scenefeel free to invent details within your revised
sentences.
Telling Sentence Showing Sentence
The grass caressed his feet and a smile
The old man stood in the softened his eyes. A hot puff of air brushed
grass and relaxed as the sun against his wrinkled cheek as the sky paled
went down. yellow, then crimson, and within a breath,
electric indigo.
The boy pulled a large fish
out of the river.

The girl stood on the corner
of the busy intersection and
witnessed the accident as it
happened.
The woman had a terrible
headache.
The meadow slowly came to
life as the sun came up.
The hunted creature ran
through the thick forest and
screamed as the thorns cut
into his skin.
Back: (Wilson, D. Wright State University, ENG1100)
http://www.wright.edu/~david.wilson/eng1100/sensorydetails.pdf
Directions: In the paragraph below highlight in yellow the details adding sight, circle the details
adding sound, underline the details adding smell, highlight the details in blue the details adding
touch, box the details adding taste.
Grandmother Workman lurched over and grabbed the pale skin of Randals thin forearm with her
leathery hand. The folds and creases beneath her skin coiled themselves out like electrical
wiring, like the bloated, roughly-textured relief map of the world that his mother just posted
above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a
small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of
blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base
of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep
staircase, the only sound was his grandmothers labored breathing and the
mournful creak of the wooden stairs.
B) Mentor Texts (2)
1st mentor From The Beautiful Beach by Mora Siregar Found on

http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/TE1.html
I remember one time in particular that I went to the beach with my friends. First, I looked for
good place when I arrived at the beach, because it would be very crowded on weekends or
holidays. I selected a cool place under the trees and extended a mat on the white sand. The wind
that blew through the trees softly made the weather cool and pleasant. Peace came into my heart
when I looked at the very beautiful long, white sand. People played games on the beach; for
instance they played volleyball. Some of them swam in the shallow sea. There were some kids
trying to make something in the sand, and then trying to break it. Everybody looked happy at that
time.
2nd Mentor Text: (A Lesson Not Learned by Carol Sherman-Jones, found on mentor text drop
box)
I lost everything. That is, Id either lose it or destroy it. Jewelry. Dolls. Games.
Whatever made its way into my hands I chewed on, mangled beyond recognition, or sent
to a premature death. I ate paper, and once consumed an entire book. Poor Curious
George didnt stay curious for long around me. He was eaten. Mom and Dad called me
instant disaster for inanimate objects. And because I was so messy, they always sat me
at the dinner table next to the guests they werent planning to invite back.
One day in second grade, I walked home from school, and my surprised mother
looked at me as I walked through the front door. Carol, she asked calmly but with a
confused look on her face, wheres your jumper? I looked down and saw my patent
leather buckle shoes; white leotards that were ripped at the knees; and white (but dirty)
cotton turtle-neck. Until my mother pointed out that I wasnt fully dressed, I hadnt
noticed. I was just as surprised as she was, for we both remembered that I had been
wearing the jumper that morning. My mother and I walked across the street to the school,
looked on the sidewalks and all over the playground and in the halls, but no plaid jumper
was to be found.
C) Found on Super Teacher Worksheets
https://www.superteacherworksheets.com/sequencing.html

D) http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Think-Pair-Share-
Diagram-Chart-Instructions.html
E) Absolutely True Diary of a Part Time Indian, Tears of a Clown by Alexie Sherman
When I was twelve, I fell in love with an Indian girl named Dawn. She was tall and
brown and was the best traditional powwow dancer on the rez. Her braids, wrapped in otter fur,
were legendary. Of course, she didnt care about me. She mostly made fun of me (she called me
Junior High Honky for some reason I never understood). But that just made me love her even
more. She was out of my league, and even though was as only twelve, I knew that Id be on of
those guys who always fell in love with the unreachable, ungettable, and uninterested.
F/G) Found on Scholastic. http://www.scholastic.com/teachers/top-teaching/2014/03/graphic-

organizers-personal-narratives
http://adventuresofmssmith.blogspot.com/2012/05/superb-writers-blogathon.html

H) From Teach 2 Write http://write.oid.ucla.edu/4-respond/3-ways-to-respond/example-of-peer-
review

References:
https://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2
http://www.visionfortomorrow.org/albinisms-impact-on-vision/

The Curriculum Unit Plan Rachel Goodbar

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The Curriculum Unit Plan

Rachel Goodbar-2 Week Unit 1

Part II: Culminating Assessment

Rachel Goodbar-2 Week Unit 2

And we let it happen. We let them pick on you. (p. 41)

Monday Tuesday Wednesday Thursday Friday

Rachel Goodbar-2 Week Unit 4

Name: Rachel Goodbar

Instructor: Rachel Goodbar

Details, Details, Details: Using Sensory Details to Improve Narrative Writing

LAFS: Language Arts Florida Standards:

LAFS.910.W.1.3: Write narratives to develop real or imagined experiences or events using

LAFS.910.W.2.5: Develop and strengthen writing as needed by planning, revising, editing,

LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis,

Students Will Be Able To (SWBAT):

Anticipatory set (2 minutes):

Time Student is doing Teacher is doing

Rachel Goodbar-2 Week Unit 6

Alyssa: Assist with journal if needed.

Handout on sensory details (See Appendix A)

Lesson Plan: Day 2

Rachel Goodbar-2 Week Unit 7

LAFS: Language Arts Florida Standards:

LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis,

Students Will Be Able To (SWBAT):

Projector and computer

Anticipatory set (3 minutes):

Rachel Goodbar-2 Week Unit 8

Time Student is doing Teacher is doing

Formal assessment: Students will be graded for participation and writing.

Alyssa: Assistance from teacher given if needed when writing

Mentor text handout (See Appendix B)

Lesson Plan: Day 3

Evaluating Stories and Criteria

LAFS: Language Arts Florida Standards:

LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using

Rachel Goodbar-2 Week Unit 10

LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,

Students Will Be Able To (SWBAT):

Computer and projector

Anticipatory set (5 minutes):

Time Student is doing Teacher is doing

10 minutes Students listen as teacher Teacher reviews event

Rachel Goodbar-2 Week Unit 11

Formal assessment: Nothing will be handed in today.

Rachel Goodbar-2 Week Unit 12

Form in True Diary

LAFS: Language Arts Florida Standards:

LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using

LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,

LAFS.910.W.3.9 Draw evidence from literary or informational texts to support analysis,

Students Will Be Able To (SWBAT):

Computer and projector

Rachel Goodbar-2 Week Unit 13

Anticipatory set (2 minutes):

Time Student is doing Teacher is doing

Formal assessment: Exit slip on what students have learned

Alyssa: No extra today.

Think/Pair/Share handout (See Appendix D)

Mentor Text handout on ATDPTI (See Appendix E)

Lesson Plan: Day 5

Starting the Essay