Living Well, Living Good by Maya Angelou

Narrative Writing
February 19-21, 2014
Day 1
COURSE/PERIOD/TIME ALLOCATION: English 12 World Literature, 50 minutes
GRADE LEVEL: 12
STANDARD STATEMENT
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences

or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting

out a problem, situation, or observation and its significance, establishing
one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence
events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the course
of the narrative.

OBJECTIVE(S):
Students will be able to cite evidence to support analysis and determine themes of the text.
Students will also compose a narrative modeled after the text using dialogue, description,
sensory language, and complex plot lines.

PRIOR KNOWLEDGE NEEDED: None

STUDENT PROFILE: Several students on IEPs, behavioral issues, gifted students, and some
students need more attention.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Intervention Specialist acts
as scribe for the students that need it. Give gifted students the opportunity to create more
complex work. Sit down more often with students that need more attention to stay on task or
understand the material.
EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS:
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING
Individual- It allows students the opportunity to think and analyze on their own before they share
their ideas with the group
IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE
Evaluating and interpreting an authors purpose, message, reading/listening for main ideas and
details; analyzing and interpreting characters and plots; writing narrative.
PRE-ACTIVITY
Graphic Organizer: Good Life
Students brainstorm what they think it takes to live/have a good life. Discuss ideas.
ACTIVITY/PRESENTATION
Read aloud- This allows all students to follow along and comprehend the story. If we did not
read the story out loud in class, many students would not read or comprehend the story.
POST-ACTIVITY/APPLICATION
Individual work- Students annotate the text. Students are expected to underline detail word,
imagery and summarize important ideas and themes of the story. See worksheet part 1 for
specifics.
CLOSURE
Explain that starting tomorrow (Thur.) we will be writing our own personal narratives in class
using the graphic organizer as a pre-writing activity. Remind students that they need to hold on
to the story and the worksheet because they will need it tomorrow to complete the activity.
ASSESSMENT
Formative/Authentic: Check to make sure every student is actively engaging in the text by
annotating.

Living Well, Living Good by Maya Angelou

Narrative Writing
February 19-21, 2014

Day 2
COURSE/PERIOD/TIME ALLOCATION: English 12 World Literature, 50 minutes
GRADE LEVEL: 12
STANDARD STATEMENT
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences

or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting

out a problem, situation, or observation and its significance, establishing
one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence
events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the course
of the narrative.

OBJECTIVE(S):
Students will be able to cite evidence to support analysis and determine themes of the text.
Students will also compose a narrative modeled after the text using dialogue, description,
sensory language, and complex plot lines.
PRIOR KNOWLEDGE NEEDED: Knowledge of personal narrative, how it is set up, and what
kinds of details go into the writing of a personal narrative. This knowledge will come from the
story/activity we did the day before.

STUDENT PROFILE: Several students on IEPs, behavioral issues, gifted students, and some
students need more attention
MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Intervention Specialist acts
as scribe for the students that need it. Give gifted students the opportunity to create more
complex work. Sit down more often with students that need more attention to stay on task or
understand the material.
EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS:
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING
Groups of 4 for writers workshop- Students will share ideas and help each other in the writing
process. Students will edit and provide feedback for their classmates to help better their narrative
writing.
IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE
Writing narrative, engaging in the writing process
PRE-ACTIVITY
Do a brief overview of the writing process
Graphic Organizer: Who do you admire?
This graphic organizer allows students to organize their thoughts and make sure they are not
forgetting an important aspect of their narrative. The organizer has them brainstorm who they
admire and that persons physical and personality traits as well as any life lessons this person has
taught them.
ACTIVITY/PRESENTATION
Students will write a narrative about the person in their life that they most admire. They should
include description of the person and qualities this person possesses. Students will include words
of wisdom from their person. The narrative must include dialogue and description. Students
should end their narrative with what they learned about living from that person using vivid verbs.
CLOSURE
Explain that tomorrow (Fri.) students will trade stories to edit and provide feedback on their
group members work. Remind students that they need to hold on to the story and the worksheet
because they will need it tomorrow to complete the activity.

Living Well, Living Good by Maya Angelou

Narrative Writing
February 19-21, 2014
Day 3
COURSE/PERIOD/TIME ALLOCATION: English 12 World Literature, 50 minutes

GRADE LEVEL: 12
STANDARD STATEMENT
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences

or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting

out a problem, situation, or observation and its significance, establishing
one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as
dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence
events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the course
of the narrative.

OBJECTIVE(S):
Students will be able to cite evidence to support analysis and determine themes of the text.
Students will also compose a narrative modeled after the text using dialogue, description,
sensory language, and complex plot lines.
PRIOR KNOWLEDGE NEEDED: Writing Process- this knowledge will come from the
previous days activity.
STUDENT PROFILE: Several students on IEPs, behavioral issues, gifted students, and some
students need more attention.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Intervention Specialist acts

as scribe for the students that need it. Give gifted students the opportunity to create more
complex work. Sit down more often with students that need more attention to stay on task or
understand the material.
EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS:
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING:
Groups of 4 for writers workshop- Students will share ideas and help each other in the writing
process. Students will edit and provide feedback for their classmates to help better their narrative
writing
IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE
Writing narrative, engaging in the writing process
PRE-ACTIVITY
Explain that today students will be editing each others writing so far and providing suggestions
for improvement. Make sure students understand that this activity is supposed to be helpful, not
hurtful. Have students trade papers.
ACTIVITY/PRESENTATION
Students edit and provide feedback on their classmates narratives. Teacher circulates to groups
providing feedback on student work.
POST-ACTIVITY/APPLICATION
Students will make any necessary changes to their narrative so that the narrative their turn in is
complete and polished.
CLOSURE
Collect completed narratives
ASSESSMENT
Summative/Authentic: Completed Personal Narrative modeled after Living Well, Living Good
by Maya Angelou