UNIT TITLE: Reading & Writing Personal Narrative (4 weeks)

GRADE LEVEL: 9th grade

UNIT OVERVIEW:
In developing this unit I am focusing on teaching students how to articulate who they are. At this
grade level they are in a confusing transition as they are taking on more responsibilities and
negotiating several roles. This unit is also a way for me as a teacher to get to know more about
the students. Personal narratives in this unit, will be a way for students to tell their own stories
and to look at the different fictional and nonfictional forms of narratives.
ENDURING UNDERSTANDINGS:
Students will understand that non-fiction is one way to tell a story.
Students will understand that reading and writing personal narratives is a reflective process.
Students will understand basic narrative elements.
Students will understand how a narrative is different from other genres in help individuals learn
more about themselves.
Students will understand how an author uses literary devices.
ESSENTIAL QUESTIONS:
What is a narrative?
Why write narratives?

How is a narrative constructed?

How do we recognize narratives?

CSS/IOWA CORE STANDARDS:

CCSS.ELA-Literacy.RL.9-10.4-Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5-Analyze how an author's choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-Literacy.W.9-10.3
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.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 a narrator and/or
characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole.
CCSS.ELA-Literacy.W.9-10.3.d
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.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-Literacy.W.9-10.4-Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5-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. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
KNOLWEDGE AND SKILLS:
Identifying the structure of a narrative,
focusing on terms such as: topic, point of
view, reflection, poetry, prose, plot, rising
action, climax, resolution, setting,
characters, conflict, protagonist, antagonist,
image, and theme.

Analyzing the effectiveness of an authors

narrative in its structure and content
Identifying the different viewpoints of a
narrative
How to draft and write a narrative

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Into the Wild by Jon Krakauer
Excerpts from Bondwomans
Narrative by Hannah Crafts
Excerpts from The Bluest Eyes by
Toni Morrison
Excerpts from The Color Purple by
Alice Walker
Excerpts Tuesdays with Morrie by
Mitch Albom
MAJOR ACTIVITIES AND ASSESSMENTS:
Major Activities

Excerpts from Ruth Hall: Domestic

Tales of the Present Time by Fanny
Fern
Excerpts from The Autobiography
and Other Writings by Benjamin
Franklin
Excerpts from Uncle Toms Cabin
by Harriet Beecher Stowe

Assessments

1. A one page summary defining a

1. Close reading identifying the
narrative, the purpose of a narrative,
structure of the authors text, looking
and different ways of writing a
at language, tone, order of events
narrative
2. Read Aloud demonstration
2. A chart comparing and contrasting
3. Questioning the author
two excerpts from the selected
4. Creating a graphic organizer
readings of their choice
identifying the similarities and
3.
Responses to writing prompts
differences of two similar narratives
4.
Outline of a narrative
5. Identifying figurative language
5.
Draft of a narrative using
6. Writing prompts regarding selected
6. Narrative essay using
readings
7. Identifying and analyzing the
different view-points of a narrative
**Each text in this unit is a range of famous narratives by both male and females. This will
give students a model of how language can be used to structure a narrative.

UNIT TITLE: Reading and Writing Short Story (4 weeks)

GRADE LEVEL: 9th
UNIT OVERVIEW:
This purpose of this unit was to follow up with looking a narratives. In the previous unit students
are studying narratives of real experiences. In this unit they will be studying and writing
narratives of imagined experiences. The focus of this unit is literary elements. Personal narratives
does incorporate literary devices but the short story uses the literary devices to create reading
experiences that are authentic for the reader. This unit is continue the discussion on narratives that
transitions to narrators because of the imagined experiences.
ENDURING UNDERSTANDINGS:
Students will understand that writing short stories is a way to communicate with the world about
various experiences.
Students will understand that reading fiction expands ones understanding of the world, its people,
and oneself.
ESSENTIAL QUESTIONS:
Why is it important to read short
story?
When reading short stories, why do
they sometimes leave an impression
on us?

Why do short stories have various

interpretations?
What is the difference between
fiction and non-fiction and how do
they affect us differently?

CCSS/IOWA CORE STANDARDS:

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
CCSS.ELA-Literacy.RL.9-10.4-Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5-Analyze how an author's choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-Literacy.W.9-10.3
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.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 a narrator and/or

characters; create a smooth progression of experiences or events.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole.
CCSS.ELA-Literacy.W.9-10.3.d
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.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-Literacy.W.9-10.4-Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5-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. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

KNOLWEDGE AND SKILLS:

Identifying the structure of a short story.
Analyzing the effectiveness of an authors
choice in developing a short story.

Identifying the different viewpoints of a

narrative.
How to draft and write a short story.

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Girl by Jamaica Kincaid
London
The Story of An Hour by Kate
The Eyes by Edith Wharton
Chopin
The Lights of All Lights
A Rose for Emily by William
Existence by Alexis Noring
Faulkner
The Metamorphosis by Franz
The House on Mango Street by
Kafka
Sandra Cisneros
Im a Mad Dog Biting Myself for
The Tower by Herman Melville
Sympathy by Louise Erdrich
The House of Pride by Jack
MAJOR ACTIVITIES AND ASSESSMENTS:
Major Activities
Assessments
1. Close reading identifying literary devices
1. Elements Analysis
2. Elements Analysis
2. Responses to writing prompts
3. Questioning the author
3. Annotation Notes
4. Theme Search
4. Outline of a narrative
5. Daily Writing prompts
5. Literary Elements Quiz
6. Literature circle
6. Draft of a short story
7. Think-Pair-Share
7. Completed draft of a short story
**Each text in this unit is written by female to male authors. About 4-5 texts will be used in
a literature circle. While the others will be used to complete close reading activities, element
analysis, and questioning the author.

UNIT TITLE: Reading and writing about the Novel (5 weeks)

GRADE LEVEL: 9th
UNIT OVERVIEW:
This unit is designed to look at themes, which students had begun studying in the previous unit.
In developing this unit, I am refocusing the purpose for reading and writing. The previous lessons
aimed had giving students the opportunity to apply their knowledge about two forms of literature.
In this unit they will be analytical in their approach to writing. Shifting from entertainment to
more academic base writing, such as a literary analysis. This is also to build on the skills they
learned from reading and writing narratives and short stories. I want to teach students that those
same skills apply to a longer piece of writing.
ENDURING UNDERSTANDINGS:
Students will understand why authors write with different purposes
Students will understand why reading and writing about literature is a way to communicate with
others
Students will understand when we read literature, we make connections to our own lives.
Students will understand that writing about literature is a process.
ESSENTIAL QUESTIONS:
How does reading affect our life?
What is the process for writing about
literature?
Why do writers write?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of
a text and analyze in detail its
development over the course of the
text, including how it emerges and
is shaped and refined by specific
details; provide an objective
summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters
(e.g., those with multiple or
conflicting motivations) develop
over the course of a text, interact
with other characters, and advance
the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.4Determine the meaning of words

What messages do we receive when reading

literature?
What is the purpose for writing about
literature?
and phrases as they are used in the
text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.,
how the language evokes a sense of
time and place; how it sets a formal
or informal tone).
CCSS.ELA-Literacy.RL.9-10.7
Analyze the representation of a
subject or a key scene in two
different artistic mediums, including
what is emphasized or absent in
each treatment (e.g., Auden's
"Muse des Beaux Arts" and
Breughel's Landscape with the Fall
of Icarus).
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts
to examine and convey complex
ideas, concepts, and information
clearly and accurately through the

effective selection, organization,

and analysis of content.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; include formatting
(e.g., headings), graphics (e.g.,
figures, tables), and multimedia
when useful to aiding
comprehension.
CCSS.ELA-Literacy.W.9-10.2.c
Use appropriate and varied
transitions to link the major sections
of the text, create cohesion, and
clarify the relationships among
complex ideas and concepts.
CCSS.ELA-Literacy.W.9-10.2.d
Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2.e
Establish and maintain a formal
style and objective tone while
attending to the norms and

conventions of the discipline in

which they are writing.
CCSS.ELA-Literacy.W.9-10.2.f
Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.W.9-10.5
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.
(Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including
grades 9-10 here.)

KNOLWEDGE AND SKILLS:

Analyze multiple characters in relation to each others development in the text
Analyze literary elements across two mediums
Identify and analyze a theme across a text
Plan, organize, and develop a piece of writing with an intended purpose
TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):
The Maze Runner by James Dashner
Maze Runner, the movie
MAJOR ACTIVITIES AND ASSESSMENTS:
Major Activities

Assessments

1. Fishbowl
2. Characters Perspective Chart
3. Movie Adaptations: Altered Elements
4. Theme Search
5. Writing prompts to daily questions
6. Reciprocal Teaching
7. Think-Pair-Share

1. Dialectical Journal
2. Comprehension quiz
3. Literary/Character Essay Outline
4. Essay Draft-Using the 6+1 Process
5. Read Around Group Sheet (RAGS)
6. Completed Draft of Essay
7. Self-Analysis

**The text in this unit will be the center of all of the activities associated in this unit. This
text will help students closely analyze the structure, literary elements, and an adaptation.

UNIT TITLE: Reading Drama and the American Dream (4 weeks)

GRADE LEVEL: 9th
UNIT OVERVIEW :
This unit is designed to continue the study of literary elements, and narratives and looking at how
drama adheres to the same literary devices. The difference is the performance of the piece and the
authors purpose. Students will understand the structure of the play and analyze how themes are
developed in this type of literature. In addition they will look at how drama transitions from text,
to stage, to film.
ENDURING UNDERSTANDINGS:
Students will understand that reading widely and intelligently are important life skills which
provide entertainment and useful information.
Students will understand how a play is different from other works of fiction.
Students will understand that references from texts provide evidence of applying ideas and
making connections between text and self, text and other texts, and texts and the real world.
Students will understand that reading a wide range of literature by different authors, and from
many time periods, cultures, and genres, develops an understanding of the (e.g., philosophical,
ethical, aesthetic) human experience.
ESSENTIAL QUESTIONS:
How is a play different from other works of
fiction?

What are the differences between a play and

a movie?

Why do we read and watch plays?

How is a theme represented in a play?

What is structure of a play?

CCSS/IOWA CORE STANDARDS:
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters
(e.g., those with multiple or
conflicting motivations) develop
over the course of a text, interact
with other characters, and advance
the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.9
Analyze how an author draws on
and transforms source material in a
specific work (e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a
later author draws on a play by
Shakespeare).
CCSS.ELA-Literacy.RI.9-10.5
Analyze in detail how an author's
ideas or claims are developed and

refined by particular sentences,

paragraphs, or larger portions of a
text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument
and specific claims in a text,
assessing whether the reasoning is
valid and the evidence is relevant
and sufficient; identify false
statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen,
relevant, and sufficient facts,
extended definitions, concrete
details, quotations, or other
information and examples
appropriate to the audience's
knowledge of the topic.

 CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from
multiple authoritative print and
digital sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research question;
integrate information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
following a standard format for
citation.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to
understand how language functions
in different contexts, to make
KNOLWEDGE AND SKILLS:

effective choices for meaning or

style, and to comprehend more fully
when reading or listening
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings.
CCSS.ELA-Literacy.L.9-10.5.a
Interpret figures of speech (e.g.,
euphemism, oxymoron) in context
and analyze their role in the text.
CCSS.ELA-Literacy.L.9-10.5.b
Analyze nuances in the meaning of
words with similar denotations.
CCSS.ELA-Literacy.RL.9-10.7
Analyze the representation of a
subject or a key scene in two
different artistic mediums, including
what is emphasized or absent in
each treatment (e.g., Auden's
"Muse des Beaux Arts" and
Breughel's Landscape with the Fall
of Icarus).

Identify the structure of a play

and a movie

Compare and Contrast the same theme in

two different texts

How to use in text citations

Understand the difference between a play

How to research and evaluate secondary

sources

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

The West Side Story-film play by Arthur
Laurents

The Glass Menagerie by Tennessee

Williams

The Death of a Salesman by Arthur Miller

A Raisin in the Sun-film-play By Lorraine

Hansberry

MAJOR ACTIVITIES AND ASSESSMENTS:

Major Activities
Assessments
1. Summarize-Compare-Contrast-Reflect
1. Dialectical Journal
Organizer
2. Comprehension quiz
2. Movie Adaptations: Altered Elements
3. Theme Analysis Essay Outline
3. Theme Search
4. Completed Draft of Essay
4. Writing prompts to daily questions
5. Self-Analysis
5. Socratic Seminar
**The text in this unit is to focus students on a given theme, and to look at the literary
elements in a different structure. Students will be able to compare different mediums of
representation analyzing the effectiveness of both representations.