MINI UNIT

Name: Megan Wyatt and Rachel Stearns

Subject: Language Arts

Grade Level: 8 Grade

Date: 8 December 2015

th

DESCRIPTION:
This weeks unit will focus on learning about characteristics of fantasy narratives and the skills
needed to write them. In this unit, students will learn the importance of plot conflict in fantasy
narratives. Also, students will learn how to create descriptive settings in their own writings.
Finally, students will be about to develop strong characterization through description and
dialogue.
This unit is necessary because it meets state and school standards. The North Carolina English
Language Arts Common Core Standards states that eighth grade students should be able to write
narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Upon completion of this unit, students will meet the required standard above and be able to
complete their own fantasy narratives.
RATIONALE:
This unit focuses around the narrative mode of writing. The completion of this unit will have
students turn in a short 3-5 page fantasy narrative which we will then compile into a class
collection. Fantasy novels are a popular genre among adolescents and for this reason we chose
fantasy narrative as the way to teach narrative writing because it is a genre that many of our
students are interested in. By doing this, we hope to keep students engaged more so than if they
were writing the typical personal narrative since many of our students were required to write one
in the previous year.
In order to teach this unit, we will be using the method of discussing as a class, breaking
into small groups to work on activities, and then convening as a whole class once more to share
students understandings. This is backed up by Vygotskys concept of scaffolding, where we will
work together on a simple concept to gain confidence before working individually on more
difficult tasks. Most of the lesson plans for this unit involve many activities rather than just
lecturing students on how to write a good fantasy narrative. The research shows that being an
active participant in class, and in activities, will help to improve their own writing (Johannessen,
5). We also realize that it is important for students to be given information in multiple ways,
which is why we will be discussing concepts as a class as well as giving written handouts that
provide examples of what we talk about as a group.
Works Cited
Johannessen, Larry R. Teaching Descriptive/Narrative Writing: Strategies For Middle And
Secondary Students. n.p.: 1995. ERIC. Web. 6 Dec. 2015.

ASSUMPTIONS:
In going into this lesson, we assume that students know the basic outline of a fantasy narrative
based on previous readings of The Hobbit. However, we will not assume that students have
written fantasy narratives of their own in a formal setting. We assume that students know basic
grammar and structure, and they are able to apply this understanding to their writing. Students
should also be familiar with peer review; however, their concept of peer review will be
strengthened after this unit. We assume that students are familiar with the mean of plots and
conflicts in a narrative, but they do not know the specific conflict associated with fantasy
narratives. We assume that the understand the meaning of setting and character, but we do not
assume that they can create a descriptive setting or develop a character in their own writing. We
will assume that students do not know how to incorporate dialogue into their own writing.
TASK ANALYSIS:
The knowledge students will need in order to successfully write a fantasy narrative includes:
1. Understanding plot and conflict
2. Being able to write a detailed setting by using descriptive language
3. Understanding of character
4. Ability to write and incorporate dialogue
5. Effective proof reading and peer editing skills
6. Understanding of basic organization for narrative writing

Monday

Tuesday

Wednesday

Thursda
y

Friday

Introduction to the unit

and plot/conflict

Setting
development

Character
development

Dialogue Peer Review

Workshop

LESSON: INTRODUCTION AND CONFLICT IN FANTASY NARRATIVE

Names: Rachel Stearns and Megan Wyatt
Grade Level: 8 Grade
th

Subject: Language Arts

Date: December 7, 2015

FOCUS:
This is the first day of our mini unit on fantasy narrative. At this point students have read a
fantasy novel. This lesson will center on describing the different conflicts that could be presented
within a fantasy story.
OBJECTIVE:
Students will understand how to sequence events for a fantasy narrative, through engaging in a
class discussion on different plot lines/conflicts as well as through creating short stories of their
own.
CCSS.ELA-LITERACY.W.8.3.A
Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.
MATERIALS:
1. Power Point presentation on conflict types
2. Short story examples for groups
3. Students will need their daybooks for the free write
4. Exit Ticket quiz
CONTENT OUTLINE:
Introduction: To introduce the topic of writing fantasy narratives, we will begin the class by
discussing some of the characteristics of fantasy narratives that we have discovered throughout
our readings. After we have compiled a list of features, we will move towards describing
plotlines because it is an important aspect of writing fantasy narratives. This will be done
through a powerpoint presentation where the students are expected to take notes.
Activities: After we have written the list of features, and the students have taken notes on the
different types of plotlines and conflicts, the students will break into small groups where they
will each be given a set of short stories that they have to discuss the main conflict of each story,
ie is it man vs self? man vs society? Etc. Once this activity is over, we will discuss the results as
a class. After we have talked about these conflict types again as a large group, students will have
time to free write about a specific type of conflict that they want to portray in their final fantasy
narrative.
Closure: After the free write is done, (about ten minutes), students will share their writing with a
partner and discuss ways to improve it. When this partner work is done, we will convene as a
class once more, and wrap up by having the students answer an exit ticket that consists of
matching conflict type to description.
EVALUATION AND ASSESSMENT:

As the students work in groups to determine which conflict type is represented in the short
stories they are given, we will walk around and talk with the groups to see what their reasoning
is for their decisions. For example, if a group said that the conflict of one story was man vs
nature, they would have to explain that this is because the protagonist is stuck in some strange
environment that he must overcome somehow. The use of an exit ticket will show us who
understands the concept for each plotline, and what areas need to be explained again. Along with
this, the class discussion at the start of the 90 minute block will help formatively assess where
students are in their understanding.

LESSON: SETTING DEVELOPMENT

Name: Megan Wyatt and Rachel Stearns

Subject: Language Arts

Grade Level: 8 Grade

Date: 8 December 2015

th

FOCUS:
Students have completed the first draft of a fantasy narrative. A common factor among all the
drafts is a lack of setting development. In this mini lesson, students will explore the importance
of a sound setting, as well as learn techniques to establish effective settings in their writings.
OBJECTIVES:
The student will be able to:
1. Students will be able to use descriptive details to enhance their narrative writing.
CCSS.ELA-Literacy.W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
CCSS.ELA-Literacy.W.8.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
MATERIALS:
1. PowerPoint with pictures
2. Excerpt of The Hobbit
3. Excerpt of Harry Potter and the Chamber of Secret
CONTENT OUTLINE:
Introduction: To introduce the topic of setting development, we will begin the lesson with
examples of developed settings from popular fantasy novels.
Activities: During the mini lesson students will view two sci-fi setting images. For the first
image, students will compose a list of observations describing the setting. After two minutes of
writing, students will compare the list with a partner to compose a more complete description.
Students will then be shown a second picture and asked to write a short paragraph describing the
setting.
Closure: To conclude the lesson students will share their paragraphs with a partner to discuss
additional changes that could be made to improve their writing. Students will use the knowledge
learned in this lesson to revise their fantasy narratives.
EVALUATION AND ASSESSMENT:It will be known that the mini lesson has been successful
after students complete the final drafts of a fantasy narrative. In their final drafts, students should
have a well developed setting. Students will continue to express their understanding of setting by
having effective settings each writing assignment throughout the semester.

LESSON: CHARACTER DEVELOPMENT

Name: Megan Wyatt and Rachel Stearns
Subject: Language Arts
Grade Level: 8 Grade
th

Date: 8 December 2015

FOCUS:
Students will understand the importance of strong characterization in narratives. Students will
learn how to utilize character development in his or her narratives.
OBJECTIVES:
The student will be able to:
1. Students will be able to use the technique of character development to enhance their
narrative writing.
CCSS.ELA-Literacy.W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
MATERIALS:
1. Day book
CONTENT OUTLINE:
Introduction: To introduce the topic of character development in fantasy narratives, we will begin
the lesson with examples of strong characterization found in popular fantasy narratives. As a
class, discuss the important qualities of a specific character, such as Gandalf, that should be
included for developed characterization.
Activities: To begin the lesson, have the students brain storm a list of their favorite fantasy
characters. During the mini lesson students will be asked to independently describe their
character using first physical descriptions, and then compose journal entries from the point of
view of their chosen character.
Closure: After finishing their independent writing, have students share their journal entries with a
partner. Have the students talk about positive aspect or their character descriptions and ways to
make their characters more developed.
EVALUATION AND ASSESSMENT:
It will be known that the mini lesson has been successful after students complete the final drafts
of a fantasy narrative. In their final drafts, students should have characters with strong character
development. Students will continue to express their understanding of character development by
using it effectively in each writing assignment throughout the semester.

LESSON: DIALOGUE
Name: Megan Wyatt and Rachel Stearns

Subject: Language Arts

Grade Level: 8 Grade

Date: 8 December 2015

th

FOCUS:
Students will explore the importance of dialogue in narrative writing. Students will learn the
techniques involved in writing dialogue.
OBJECTIVES:
The student will be able to:
1. Students will be able to use the technique of dialogue to enhance their narrative writing.
CCSS.ELA-Literacy.W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
MATERIALS:
1. Excerpt of The Hobbit
2. Excerpt of Harry Potter and the Sorcerers Stone
3. Index cards with dialogue quotes
CONTENT OUTLINE:
Introduction: To introduce the topic of dialogue in fantasy narratives, we will begin the lesson
with examples of effective dialogue found in popular fantasy narratives. As a class, have the
students form a list of characteristics important for good dialogue.
Activities: During the mini lesson students will be divided into pairs. Each pair of students will
receive an index card with one line of dialogue. For the assignment the students will need to
compose a coherent discourse between two characters using the line of dialogue given. Give the
students approximately 20 minutes to complete this dialogue. It is important that students show
the personality of their characters through the dialogue.
Closure: After finishing their dialogue students will then share them with another group,
proofreading and making sure quotations and commas are in the correct places. Students will
use the knowledge learned in this lesson to add dialogue to their own fantasy narratives.
EVALUATION AND ASSESSMENT:
It will be known that the mini lesson has been successful after students complete the final drafts
of a fantasy narrative. In their final drafts, students should have a coherent essay that displays
character dialogue that is beneficial to the events and character development. Students will
continue to express their understanding of dialogue by using effective dialogue in each writing
assignment throughout the semester.

LESSON: PEER REVIEW

Names: Megan Wyatt and Rachel Stearns

Subject: Language Arts

Grade Level: 8 Grade

Date: December 7, 2015

th

FOCUS:
This class period will be used as a writing workshop where students will have a chance to review
their classmates fantasy narratives. At this point, the students have been working on developing
a rough draft of a narrative for the whole week. By this point they should have this finished so
that they can edit one anothers work.
OBJECTIVE:
Students will be able to critique their own writing through evaluating their peers work.
CCSS.ELA-LITERACY.W.8.5

With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
MATERIALS:
1. Check sheet of things each editor needs to be looking for
2. Each student should have their rough draft
CONTENT OUTLINE:
Introduction: To start class, we will review the process on how to edit classmates writing.
During this review, the students will have the check sheet that is used to review peer writing to
look at.
Activity: The majority of the class time will be spent with students broken up into their editing
groups of 4 people. While in these small groups, students will trade rough drafts with one
another and go through the editing check sheet. Students will have 15 minutes to edit one
persons writing. While these small groups are meeting, we will be walking around to listen to
the discussions and to offer guidance when needed.
Conclusion: The remaining class time will be spent with the students working on revising their
own fantasy narratives. During this time I will call individuals to meet briefly and discuss their
plan for their writing.
EVALUATION AND ASSESSMENT:
We will be able to see if students are grasping the concept of peer editing by walking around the
class during the small group time and looking at how the students are filling out the check sheet.
Along with this, the lesson will be successful if the students at the end of the class are able to
turn in their edited version of their story along with their rough draft and peer review check
sheets.

MINI UNIT ASSESSMENT

For the completion of this mini unit, students will be expected to turn in a 3-5 page narrative that
will be graded based on the following rubric:
CATEGORY

Focus on
Assigned Topic

The entire story is

related to the
assigned topic and
allows the reader to
understand much
more about the topic.

Most of the story is

related to the
assigned topic. The
story wanders off at
one point, but the
reader can still learn
something about the
topic.

Some of the story is

related to the
assigned topic, but a
reader does not
learn much about
the topic.

No attempt has
been made to
relate the story
to the assigned
topic.

Organization

The story is very well

organized. One idea
or scene follows
another in a logical
sequence with clear
transitions.

The story is pretty well

organized. One idea
or scene may seem
out of place. Clear
transitions are used.

The story is a little

hard to follow. The
transitions are
sometimes not clear.

Ideas and
scenes seem to
be randomly
arranged.

Problem/Conflict

It is very easy for the

reader to understand
the problem the main
characters face and
why it is a problem.

It is fairly easy for the

reader to understand
the problem the main
characters face and
why it is a problem.

It is fairly easy for

the reader to
understand the
problem the main
characters face but
it is not clear why it
is a problem.

It is not clear
what problem
the main
characters face.

Setting

Many vivid,
descriptive words are
used to tell when and
where the story took
place.

Some vivid,
descriptive words are
used to tell the
audience when and
where the story took
place.

The reader can

figure out when and
where the story took
place, but the author
didn\'t supply much
detail.

The reader has

trouble figuring
out when and
where the story
took place.

Dialogue

There is an
appropriate amount
of dialogue to bring
the characters to life
and it is always clear
which character is
speaking.

There is too much

dialogue in this story,
but it is always clear
which character is
speaking.

There is not quite

enough dialogue in
this story, but it is
always clear which
character is
speaking.

It is not clear
which character
is speaking.

Characters

The main characters

are named and
clearly described in
text. Most readers
could describe the
characters
accurately.

The main characters

are named and
described. Most
readers would have
some idea of what the
characters looked like.

The main characters

are named. The
reader knows very
little about the
characters.

It is hard to tell
who the main
characters are.