Glass Castle Curriculum Unit Final

LOOKING BACK:
Understanding Who We Are & How We Got Here
Rachel Campbell
Dr. Schultz TLSC 350
CURRICULUM
UNIT
Grade 10
Rachel Campbell
TLSC 250
Dr. Schultz
Theme: Looking Back: Understanding Who We Are and How We Got Here
Topics: Identity, Experience, Memoir & Personal Story-telling
Task # 1: Theme Rationale
The theme Looking Back: Who We Are and How We Got Here poses a critical
framework for the synthesis and analysis of individual and personal identity. Identities affect every
part of society. It is individuals who comprise the social framework, relate to one another, interact
with each other, and work together. Every social interaction is influenced by the identities of the
individuals acting within it. Identities are comprised of personal traits and character development
based on ones past experiences, environments, and relationships. By understanding the
components for ones identity based on his/her personal history, one can better understand and
analyze what influences current interactions, relations, decisions, and conflicts. Understanding the
components and make-up of identity based on ones past provides a lens for interpreting personal,
domestic, local, national, and international relations.
The theme of Looking Back is closely tied to the units enduring understanding:
Students will understand that thinking critically about ones past provides insight on who one is
presently. This is explored with the essential questions: How are we transformed by our
relationships with others?; How are our identities influenced by our past experiences and
environments?; How does sharing personal stories help us discover things about ourselves?
About others?; By what means do we express our identities? These questions frame the
students thinking about what influences identity formation and reflecting on the greater meaning
or importance of writing and expression.
This unit is focused on the memoir as a means of understanding and expressing the theme.
The memoir as a genre poses a window into the lives and thinking of individuals, their
perspectives, and their experiences. A memoir serves as an in depth reflection on ones character
and identity through memory. Memoirthe expression of memory and identitycan be done in
multiple forms. Within this unit multimodal texts including art, song, performance, video, and
other forms are included give students alternative views of identity and personal story expression.
The memoir-theme partnership will serve students in both analyzing, understanding, and
empathizing with individuals whose backgrounds differ or relate to their own as well as providing
an opportunity to reflect on their own individual identity development. This combines critical
reading strategies with reflective composition. Writing, the medium for the authentic assessment,
is the highest form of literacy because while students write they engage not only with language
skills but their critical thinking and reflective capacities as well.
The theme and the essential questions combined with a memoir foundation builds a
connection between relevant, real world social and physiological understandings and the medium
of literature. This gives a greater purpose and use to reading literature, especially non-fiction, and
the act of writing and self-reflection. The IB framework focuses on student reflection on learning
and the global mindset. This thematic framework gives students the opportunity to critically reflect
on the influences of their identities and how that relates to their current interactions, point of view,
and learning while also providing an opportunity to make connections and how that influence
theirs and others relations to each other in the world. To create a social justice framework, within
the unit multiple points of views, cultural backgrounds, and other identifies are represented in order
to provide students a diverse look into the lives of others. This is to target students acquisition of
empathy within social-emotional learning for individuals they may personally identify with as well
as those whose backgrounds may drastically differ from their own. This is to build local, national,
and global understands of how people connect and express themselves in the world.
In regards of relevant social justice action, the authentic assessment designed as a memoir
for students gives them a voice in the world of literature. The target classroom possess a diverse
range of student who may have never read or heard voices from identities, backgrounds, and
experiences such as theirs represented in the medium of memoir and personal story-telling. This
engages students in the conversation and makes them a central figure of such. Too, the multimodal
is designed for students to directly engage in the stories of othersunderstanding their histories
and identitiesand give them a platform and voice for their stories. This unit celebrates those
from all walks of life and provides a study at how those identities are expressed and how stories
of the past are shared.

Task #2: Complementary Texts Rationale
I chose texts that reflect a multiplicity of identities and voices in order to include as many
different perspectives from different peoples as possible. This is an attempt to allow students the
opportunity to connect with at least one of the materials or see some part of their own personally
identity represented as well as endorse equal and equitable representation in the classroom. This
makes the texts, material, theme, and assessment more relevant and meaningful to the students
which will make them more likely to engage in class. If they see people like them harnessing the
power of their voices to reflect on their past and present, students are more likely to be empowered
to do the same in their own personal narratives. These materials, too, provide an opportunity for
students to gain greater perspective and understanding of individuals and peoples who experiences
and identities may differ quite greatly from their own. This contributes not only to students
analytical skills but to their social-emotional learning and connection to domestic, national and
international issues.
Where do we see peoples current identities influenced by their past circumstances? In
history? In the world today? Does this influence international relations? These are some follow up
questions I have after the target essential questions for the unit. I want students to connect the
ideas of past influences and identity to the current events we see today. This takes the theme we
explore in the classroom and in literature out into the real world. This makes our discussions and
analysis relevant to the issues we see today represented through media, our interactions, and our
politics. The Ted Talk about the identity of a refugee, A Personal Story of the Syrian Conflict:
Riad, and what past circumstances and experiences create that identity opens up an opportunity
for relevant and meaningful discussion. This takes a look at how an individual takes their own past
and self-identifies compared to the challenges they face when others impose an identity on them
given their understanding of that individuals past. This connects to our memoir studies as an
individual recaps using his/her own voice to express his/her personal story.
Alex Dangs poetry exemplifies the multiplicity and complexity of factors that comprise
identity. Performance poetry takes the idea of memoir and applies it to a creative and engaging
medium, which he directly makes a connection between. He beautifully orates the meaning and
value of personal narratives and how poetry fulfills it. He connects poetry and personal narratives
contribute to understanding more people and perspectives and igniting conversations and
connections. Alex Dang takes his memories and applies them to how these influenced the
development of his character and his language. He also takes the historical past of his ancestors
and how that influenced the perception of their and his own identity. The video gives the
opportunity for students to hear the voice and how its manipulated and used by the author. This
complimentary text also gives the opportunity for students to both see and hear poetry.
Related to poetry is the artistic medium of rap. Rap artist Scarface wrote a memoir entitled
Diary of a Madman. Students will read an excerpt from this in order to identify the past experiences
and influences in his life. This text will be paired with his song Steer. Students will analyze the
song and identify key pieces of evidence that connect or allude to Scarfaces identity and past.
This allows students to make the connection on how personal experience influences artistic
expressionwhat we hear on the radio and on our playlists as well as see in other forms. This
gives the past, identity, and memoir greater significance and puts it into a bigger picture. Can we
ever really escape or separate ourselves from our past? It can be argued that everything created is
connected to personal stories and influences. This connection between Scarfaces memoir and his
music gives students the opportunity to see the relevance of these questions. The excerpts taken
include sensitive material that may be triggering to some students. It is important in this case to
have a strong knowledge of students in that they can appropriately address the material and that a
safe environment has been created.
Besides music, art will be incorporated from women artists including Georgia OKeeffe
and Frida Kahlo. Georgia OKeeffes paintings of the New Mexico desert landscapes depict
reflections of the environment. They express her relationship with her an environment, an
environment very similar to the one the Walls family interacts and lives in as depicted in The Glass
Castle. The painting Las Dos Fridas or The Two Fridas is a study and reflection of the
components of Frida Kahlos identity. This piece will be used within the lesson Identity
Formulas, for much like the mathematical conception of identity formula, Frida compiles symbols
together to create a holistic representation of her identity. This connects two disciplines together,
math and art, within the structure of an ELA unit.
Other memoirs I will be pulling excerpts from include Amy Poehlers Yes, Please!, and
Shane Burcaws Laughing at My Nightmare (blog turned to a full memoir text). These not only
provide different perspectives, but also provide different forms and narrative tones and voices
memoir can take. The Glass Castle possesses a serious tone and takes on mostly a time-linear
narrative structure. This is not the only form memoir and personal story-telling can take, and
certainly may not be the best form of reflection for students to conduct their own writings in. This
will serve to provide a range of sample models for students to pull from as well as to understand
differences between narrative and episodic forms.
The podcast Listening is Powerful medicine serves as an argument for the importance of
sharing personal students. Students will have the opportunity to speak with individuals regarding
their own personal stories and for their multimodal recreate the story telling in an alternative
medium like a podcast. This connects to the social justice component of the unit---getting students
to connect with identities that may be similar or different than their own. This gives a deeper
positive significance to the power of personal narratives.
Other materials such as Write What You Know (a parody rap about the elements that
comprise narrative writing) and the video What is a Memoir? will also serve as informational,
digital media resources to support students acquisition and understanding of memoir and writing.
They provide a multimodal approach to presenting the information regarding memoir and personal
narratives besides lecture. The same motive lies behind the choice to include the parody song
called Word Crimes by Weird Al Yankovic. This music video is included in the lesson
regarding editing and grammar. The music video is used to get students engaged in the normally
dry subject.
Text Title Genre Print/Non- Interdisciplinary- How might it be a reading
Print list the discipline assessment to inform instruction?
(Standard III: Element (Student interest, reading
6) proficiencies, or reading processes?
Standard III: Element 4
Anchor The Glass Castle by Jeannette Memoir Print ELA All
Walls
Complementary Ted Talk Tell Me About Poetry Non-print ELA; Arts & Analysis of identity and
YourselfStories Through (Video)/ Humanities expression; analysis of poetry
Poetry: Alex Dang Print and performance
https://www.youtube.com/watc
h?v=37Hj4dnf3TQ
Complementary Autobiographical Non-Print: Historical, Student Interest; analysis and
Ted Talk A personal story of the
Video Humanities application; identity
Syrian conflict: Riad
http://innovation.unhcr.org/15-ted-
talks-on-refugee-resilience/
Complementary NPR Listening is Powerful Short Essay Non-print Science Student interest; alternative
Medicine (Podcast) (Medical); ways of story telling
http://www.npr.org/player/v2/ Humanities
mediaPlayer.html?action=1&t=1
&islist=false&id=100062673&m=
100118098&live=1
Complementary Amy Poehler Yes, Please! Memoir Print ELA Student Interest; reading
proficiencies; comprehension &
application
Complementary Laughing at My Nightmare by Memoir Print ELA, Digital Student Interest; reading
Shane Burcaw (blog) Media proficiencies; comprehension &
http://laughingatmynightmare.t application
umblr.com/
Complementary Diary of a Madman by Brad Memoir Print ELA, Arts & Student Interest; reading
Scarface Jordan Humanities proficiencies; analysis (paired
http://www.billboard.com/artic with song)
Task #3: Thematic

Text Table
les/columns/the-
juice/6531681/scarface-diary-
of-a-madman-excerpt
Complementary Steer by Scarface Rap Non-print Arts & Student interest; analysis;
Youtube music video: (Music Humanities application alternative story
https://www.youtube.com/watc Video)/ (Music) telling
h?v=OZyRk0Crmsw&spfreload= Print
10 (lyrics)
Lyrics:
http://www.azlyrics.com/lyrics
/scarface/steer.html
Complementary New Mexico/Desert Paintings by Landscape Non-print Art & Humanities Student interests; reading
Georgia OKeefe (Art) processes; analysis
(reference
www.okeeffemuseum.org)
Complementary Write What You Know Parody rap Non-Print ELA, Arts & Reading processes; application
https://www.youtube.com/watc (Song- Humanities, to writing
h?v=bz_UwKMUMTs Video) Digital Media
Complementary Whats a Memoir by Shmoop Informational Non-Print ELA, Digital Reading processes;
https://www.youtube.com/watc (Video) Media understanding memoir
h?v=PLHkuSpJxPs
Complementary Las Dos Fridas ( The Two Self-Portrait Non-print Arts & Analysis & application; student
Fridas ) 1939 by Frida Kahlo (Art) Humanities interests
(http://www.fridakahlo.org/the
-two-fridas.jsp)
Complementary Word Crimes by Weird Al Parody song Non-print Arts & Student interest; reading
Yankovic (music Humanities & processes (application of
Youtube: video) ELA grammar)
https://www.youtube.com/watc
h?v=8Gv0H-vPoDc
Task #4: Demographics/Contextual Factors
Community, district, and school characteristics

(1) Major sociological, political, and/or economic issues
a. Neighborhood School located in West Loop
b. Median household income of West Loop: $87.567
i. Does not match Ogden population of students
ii. 47.6% students with free or reduced lunch; 46.9% low-income
c. School does not offer bilingual services but nearly 5% of students have limited
English proficiency
d. The school represents a larger percentage of students of color than reside in the
West Loop neighborhood
Of Ogden
(2) Major cultural considerations

a. IB framework school with Middle Years and Diploma Programs
i. Global point of view
ii. Service Focus (for example: water collection for Flint, Michigan)
iii. Combined Middle and High School (shared resources, announcements,
etc.)
b. Diverse Clubs and Activities available including Athletics, Art & Humanities,
and Sciences
A. Classroom characteristics
Split Eighth Grade Reading & Writing periods (half of students remain for both periods
Classroom Overview:
Co-taught by English teacher and Special Education Teacher
o Two individual student aides also present in room
Diverse learners represented of varying language proficiencies and developmental
abilities
Smart board used in front of classroom with white boards in the back
Desktop computer available for teacher
Student created Unit questions clearly written for all periods on back whiteboard
Small accessible classroom library
Personal materials and identifies of teacher displayed by office
Student work displayed
Students may use personal technology (ex. Smartphones) when approved by teacher
Desks arranged in clusters divided into two sides facing a middle aisle
o Allows for frequent student movement and teacher accessibility
Second office desk available for teacher organization
1. First Period Reading
25 students
8+ Students with IEPs and/or English Language Learners
o Native Languages include Spanish, Italian, and Russian
2. Second Period Writing
28 students
6+ Students with IEPs and/or English Language Learners
Native Languages include Spanish and Italian
C. Student characteristics
1. Grade Level: 8th
2. Characteristics:
Period 1:
o 15 females, 10 males
o 4 identified English Language Learners
o 4+ students with special needs and/or IEPs
o Students accommodated and managed individually regarding late
attendance based on personal background information (i.e. students
who reside outside of the neighborhood boundaries, students who
must care for younger siblings attending the East Campus, etc.)
Period 2:
o 15 females, 13 males
o 3 identified English Language Learners
o 3+ students identified with special needs and/or with IEPs
Age: 13-14
Reading levels range from 4th grade proficiency to college readiness
Majority of students of color
Interests:
o contemporary events and issues, making connections to the lesson
material, real world applications
o music and artistic expression
o misc. including basketball, cars, anime, etc.
Learning Styles:
o All learning styles appear to be represented
o The activities best received by students include interpersonal and
expressive strategies
3. Disabilities:
One student is partnered with an individual aide to monitor him due to intense
spurts of energy or emotion and thus possesses a behavior management plan.
The student has use of a tablet to complete or supplement class activities. In
order not to be disruptive to the class, the student is able at any time to exit the
classroom to cool down or take a walk in the hall by himself or with the aide.
4. Skills/Prior Learning
The class is focused on growth and achievement in regards to Common Core
State Standards Skills, thus grades are determined specifically on the
improvement and demonstration of these skills
The ELA teacher is familiar with the prior knowledge and levels of the students
because he taught many of them for 6th and 7th grade as well
D. Designing Instruction
Students language proficiencies are one of the most important contextual factors when
planning this unit. The unit I am planning not only incorporates intensive reading and writing but
speaking and listening participation as well. Creating a supportive community that fosters
meaningful dialogue and participation from all individuals is important. When chooses resources
and making lesson plans, I keep in mind the accessibility of the material not only in text form, but
in audio and visual forms as well. Nearly all the texts chosen have recordings that English language
learners can use in conjunction with the text. If there is not an audio supplement, there are visual
ones as well (such as with the Laughing at my Nightmare blog). Other resources provide a multi-
media approach to conveying the information. It is important to provide as many means of access
to the material as possible for students building their language proficiencies. It would be easy for
them to disengage from the unit if they become intimated and overwhelmed by the material.
The backgrounds and abilities of English Language Learners is also quite important in
regard to the demanding writing assessment of the unit. Students are asked to write their own
memoirs after taking an introspective look at their identities and their past in relation to our theme.
Their experience with language will not only influence the level at which they write but how and
what they write. Language and story-telling is manipulated different across languages and cultures.
Students native languages will heavily influence how they conduct their stories. Although this
may differ from traditional English narratives, it is important to support students expressions of
identity and language this way. While it is important to support student growth in the usage of
English, the unit may pose an opportunity to allow students the freedom to use language the way
they know how. Incorporating meaningful words, phrases, sentences, or even art from their native
languages and cultures will allow them to express themselves and make meaningful connection to
the theme and material. Too, being able to write expressively between languages and manipulating
writing at that level shows greater critical thinking and purpose to language choice.
Because there is peer involvement in the editing process, strategically accommodating for
English languages learners to be given the best support from their classmates is another notable
point. To best facilitate their language growth, ELLs need to feel comfortable working with the
material and thus also who they are working with. This identity in the class is important to consider
when creating the supportive classroom environment. This unit provides an opportunity, too, for
students who speak only one language, or English natively, to better understand the identities and
how language works in the minds of their peers. Peer editing as well as group and partner work
provides meaningful experience for students to better understand the experiences and identities
of their peers.
This leads to one of the other most important contextual factors to consider: the socio-
economic and cultural diversity represented in the classroom. This is a very personal unit that
focuses on the individual. The various ability levels, economic backgrounds, racial, and cultural
backgrounds shown in the data of both the neighborhood and the classroom distinctly shows that
the students come from all walks of life, so their stories will provide very different experiences,
relationships, reactions, and conclusions. When both developing and assessing memoirs, students
should be understanding, tolerant, sensitive, and supportive of the experiences that their fellow
peers share with them. Given that the core text covers sensitive material and we will be go over
other examples of memoir from individuals from different backgrounds, students should be
expected to handle their peers memoirs with the same level of maturity. As earlier stated, sharing
past experiences and present identities with one another will help build students social-emotional
learning as diverse individuals.
In order to best support these two contextual factors in the classroom, I will address the
following practical matters:
Serving as a role model: Students are held to the expectations that are not only told to them,
but are shown to them. Both the level to which students should be completing work as well
as the level of maturity, inclusivity, and sensitivity need to be modeled to students. If
students are to respect one another and each others identities and past experiences, I must
also show the same respect.
Implementing cooperative learning: Partnering and grouping students both flexibly as well
as strategically will allow students to provide one another will supportive and critical
feedback and guidance in regard to their learning and skill acquisition. This cooperative
learning will also best support the target social-emotional learning and appreciation of
diversity mentioned earlier.
Creating a safe environment for all: Students will not want to share their stories if they are
scared to do so. If students feel they are not within a safe environment in which their
identities and experiences are supported, believed, and respected, they will limit the
expression of their voice either partially or completely. This restriction would bar the
individual from meeting the objectives of the unit. That being said, while creating a safe
environment for all students to feel comfortable with one another to share their experiences
is the ultimate goal, accommodations should be made regarding specific students if
necessary. This includes respecting their privacy and confidentiality between myself as the
teacher and profession and them as the student. Students should only share to the level at
which they are comfortable and feel safe to both me and other students. However, if they
would feel safer in the environment and more free to express themselves knowing that I
would be the only one to read their memoir, lesson plans should be differentiated to allow
themselves an alternative space for editing and partner sharing.

Task #5: Unit Goals
1. Reading: Goals: Students know and understand the distinguishing features of memoir
Processes & as a genre.
Purposes
Students can analyze text to determine character development over the
course of a piece of literature.
Students know and understand the main characters, events, and themes in
The Glass Castle.
Type: Content & Skill/Process
Standards: CCSS.ELA-LITERACY.RI.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.RI.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.
2. Writing: Goals: Students develop the ability to write using narrative techniques for
Processes & personal writing.
Purposes
Students know and understand the value of drafting and editing pieces of
writing.
Standards: 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.9-10.5 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.
3. Listening & Goal: Students develop skills and strategies for effective active listening and
Observing: notetaking during discussions.
Processes &
Type: Skill/Process
Purposes Standards: CCSS.ELA-LITERACY.SL.9-10.1d Respond thoughtfully to
diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view,
reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
4. Speaking: Goal: Students develop constructive and appropriate means of responding to

Processes & varying statements during discussion.
Purposes
Type: Skill/Process
Standards:CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.SL.9-10.1c Propel conversations by posing and
responding to questions that relate the current discussion to broader themes
or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1d Respond thoughtfully to diverse
perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning presented.
5. Exploring Goals: Students develop an appreciation and understanding of the

Media: The multiplicity of non-print forms of personal storytelling and identity
Medium & reflection.
The Message
Type: Skill/Process
Standards:CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital
media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence
and to add interest
6. Exploring Goals: Students know and are able to apply to their writing different literary
Language devices.
Students develop the capacity for making purposeful and precise word
choices.
Standards:CCSS.ELA-LITERACY.RI.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.
7. Exploring Goal: Students will be able to identify and revise grammar and syntax errors.
Conventions,
Grammar, & Type: Content & Skill/Process
Syntax Standards: CCSS.ELA-LITERACY.W.9-10.5With some guidance and
support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
Task # 6: Unit Calendar
THE GLASS *writing activity/assignment
CASTLE:
MEMOIR UNIT SUBJECT
English Language Arts GRADE
10
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 Bring Your 2 What is Memoir? 3 Standards & Goals 4 Poetry, Performance, 5 Experience, Identity, and
Childhood to Class & Personal Stories Music
Photography Memory Complementary Text: Whats a Introduction to Unit Questions and Goals Complementary Text: Tell Me Complementary Text: Excerpt of Diary of
Writing- Change of Memoir? Student created Criteria and Standards* About YourselfStories Through a Madman and music video & lyrics
Perspective New American Lecture Turn and Talks Poetry: Alex Dang Steer
Group Writing* Guided Notes Sheet Group Work Class Discussion Close Reading & Annotation
1
Individual/Group Read aloud Part 1 of The Glass Castle Class Discussion Poetry & Identity Analysis Handout* Memoirist & Rapper: Analysis Handout*
Class Discussion Literary Devices Pre-Assessment* Individual/Partner Whole Class/Individual/Partner
Exit Slip Small Group/whole class
Individual/Whole class
Homework
Reading &
none Pg. 9-26 Pg. 27-41 Pg. 42-57 Pg. 58-93

WEEK
6 Formulating 7 Home & Environment 8 Part II Review 9 More About Memoir!: 10Writers Workshop:
Identity Types and Structures Stage 1
Complementary Text: The Complementary Text: Desert Reading Quiz* Complementary Texts: Laughing at my Complementary Text: Write What You
Two Fridas Landscape Paintings by Georgia Values Survey Nightmare & Yes, Please! Know
Symbol analysis OKeefe Socratic Seminar New American Lecture Brainstorm Handout*
Identity Formula Creation* Metaphorical Grab Bag Individual/whole class Turn and Talks Teacher modeling
2
Teacher Modeling Class Discussion Exit Slip* Individual/partners

Individual Home & Environment Handout* Individual/Small group/whole class
Whole Class/Small group/individual
Homework
Reading &
Pg. 145-168
Pg. 94-125 Finish Part II Pg. 129-144
WEEK
Stage 1 due Monday

11 Finding Voice 12 Harnessing Voice 13 Power of Identity and 14 Character 15 Part III Review
Voice Development & Turning
Points
New American Lecture Complementary Texts: Those used Complementary Texts: TedTalk A Complementary Text: NPR Listening is Reading Quiz*
Guided Notes thus far (Amy Poehler vs. Scarface) personal story of the Syrian conflict: Powerful Medicine Socratic Seminar*
Emotional Imaging* Identifying and Applying Voice Riad Sharing Stories Class Discussion Individual/whole class
Response Walk* Mini Lesson Literary Devices Jeannette Character Analysis
Organizer & Class Discussion- World
3
Whole class Guided Notes Plot/Character Mapping in The Glass

Lens*
Exit Slip* Castle*
Multimodal Intro
Whole class Whole Class/small groups
Whole Class
Homework
Reading &
Pg. 245-265
Pg.169-188 Pg. 189-205 Pg. 206-225 Finish Part III
WEEK
Stage 2 Due Monday
16 Writers 17Character Analysis 18Character Analysis 19Final Book Review 20Grammar 101
Workshop: Stage 2
Complementary Text: YouTube Word
Stage 2* Lecture Claim & Evidence Character Evaluation Self-Check Reading Quiz* Crimes
Peer Editing Development Peer consultation Socratic Seminar Literary Devices Post-Assessment*
Writing Checklist Character Analysis Graphic Translating Organizer to writing* Individual/Whole Class Grammar New American Lecture- Editing
Individual/partners Organizer* Partners/individual and Creative Writing Focus
Whole class/Individual Individual/Whole Class
4
Homework
Reading &
Pg. 266-281 Finish Book for Thursday Character Analysis Writing due Friday* Multimodal Due Monday*
WEEK
21 Multimodal 22 Multimodal 23 Writers Workshop: 24 Writers Workshop: 25 Unit Evaluation Day

Presentations Presentations Stage 3 Stage 3
Stage 3* Stage 3* Standards & Goals Graffiti walk
Students will share Students will share Multimodal Peer Editing Peer Editing Student Reflections*
Multimodal Projects Projects Individual Work time Individual Work time Whole Class/small groups/individual
5
Individual to whole class Individual to whole class Conferences with Teacher Conferences with Teacher
presentation presentation Partners/Individual Partners/Individual
Homework
Reading &
Final Stage of Authentic Assessment Due

Stage 3 due Wednesday
WEEK
Monday*
Task #7: Lesson Plans
Day 1: Bring Your Childhood to Class

o Writing process, community and home language in communication
Day 2: What is Memoir?
o Multimodal text & instruction
Day 3: Standards & Goals
o Grammar conventions and/or syntax
Day 4: Poetry, Performance, and Personal Stories
o Multimodal text, community and home language in communication,
u dersta di g of ow & others cultures, poetr a al sis
Day 5: Experience, Identity, and Music
o Multi odal te t, u dersta di g of ow & others cultures,
interdisciplinary (music), analysis of different media
Day 6: Formulating Identity
o Multi odal te t & i structio , u dersta di g of ow a d others
cultures, interdisciplinary (art & mathematics)
Day 7: Home & Environment
o Multimodal text, writing process, community and home language in
communication
Day 8: Part II Review
o Writing process, community and home language in communication
Day 9: More About Memoir!
o Multimodal text, grammar conventions and/or syntax
Day 10: Writers Workshop: Stage I
o Multimodal text, writing process, community & home language in
co u icatio , u dersta di g ow & others cultures
TLSC 340 and 350 ELA Lesson Plan Template
Maximum Page Length is 4 pages
Note: there should enough detail that a content specialist could teach this lesson, but the lesson should not be scripted.
Lesson Plan for English Language Arts
Lesson Title: Bring Your Childhood to Class Learning and Teaching Styles: Expressive, Interpersonal,
Understanding Day Number: 1
Objectives (edTPA requirement)

After students engage in the teachers model, students will be able to write descriptions and
narratives based on their photographs.
After reading the photograph writings, students will be able to analyze and discuss the
difference of personal writing and fiction narrative perspective.
Common Core Standards (edTPA requirement)
CCSS.ELA.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.W.9-10.10.3.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.SL.9-10.1.c Propel conversation by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
WIDA Standards
Standard 2: English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of language arts
Domain: Listening, Speaking
Sensory Support Graphic Support Interactive Support
X Real-life objects (realia) Charts In pairs or partners
Manipulatives Number Lines X In triads or small
groups
X Pictures & photographs Tables In whole group
Illustrations & diagrams Graphs X Using cooperative
Magazines & newspapers Timelines group structures
Physical activities Graphic organizers: Using the Internet
Videos & films ________________________ or software
Broadcasts ______________ programs
___________________
Models & figures In the native
language
Other:___________________ Other:___________________ With mentors
________________________ ________________________ Other:__________
_________ _________ ________________
______
Planning to Support Varied Student Learning Needs (edTPA requirement)
This lesson provides means of chosen student expression. Students will engage with one
another personally (incorporating socio-emotional learning) in a creative capacity. Question and
sentence stems will be provided to assist students with thinking and language skills. Strategic
cooperative group structures can be planned based on individual students needs.
1
Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

Some students may not have access to printed photographs or to a print to print electronic
photographs, so technological alternatives should be made for them. Or, prior to this lesson
day, if students foresee any problem with obtaining the picture, they may be provided an
alternative option of drawing a picture or bringing an object that would instead represent a
memory from their childhood. Teacher should be sensitive and should have created a tolerant
and sensitive classroom community to support the sharing of personal information of students.
Students should know prior to this lesson that whatever they will bring will be shared, so they
should not bring a photograph that includes a memory that wouldnt want someone else in the
classroom to know.
Materials, Resources, Instructional Strategies (edTPA requirement)

Projector
Scanned personal photograph
Small group share
Childhood photographs (or alternatives)
Perspective Memory Writing
Modeling
Sentence and Question Stems
Teacher facilitated Whole group discussion
Hook/Anticipatory Set
Teacher brings an old childhood picture and projects it onto board. Teacher asks students what
they think is happening in the picture, who each person pictured is, etc. Teacher reveals that it
is her picture and shares appropriate personal story about what she remembers about that
period of time. Teacher discusses what she remembers and what she doesnt remember, why
she chose that picture, and how it reflects her identity or development as a person. Overall,
what the picture represents or means to her (big picture).
Procedures (edTPA requirement)
Teacher Actions Student Actions

Teacher shares hook Students listen to hook story; ask any
questions; respond to story (5+ minutes)
Teacher questions students about the Students respond (2 minutes)

memories they chose to bring
Teacher explains directions of student actions Students will get into groups of 4 with their
(2 minutes) photographs. Students will each have a piece
of paper and using a paper clip, each student
will attach his or her photograph to the
paper. Each student will begin with a
photograph other than their own. Each
student will have 3 minutes to write what
2
they think is happening in the picture, who is

involved, and what they think the
photograph represents/why it is important to
the owner. After 3 minutes the photograph
will be passed to the next student, and they
will do the same (without reading the other
persons response, and so on until the
photograph return to its original owner. The
original owner will then write the about the
true memory and story associated with the
photograph for 5 minutes. (15 minutes)
Students will then read and share the

writings for each photograph. Students will
Teacher will give further directions guiding discuss what they like about each one, the
student discussions (can provide sentence differences between personal writing and
and question stems) (2 minutes) writing about someone else, and what big
ideas they saw represented. (15 minutes)
Students will share their small group

Teacher will engage students in whole group findings about the writing comparison (10
discussion about their group findings and minutes)
discussion
Identifying and Supporting Academic Language (edTPA requirement)

Key vocabulary: perspective
Students will engage in discussion comparing writing about themselves compared to writing
about another person. They will analyze how the difference of perspective affects their writing.
Language Function: to write, to discuss, to analyze, to compare
Assessment to Monitor and Support Student Learning (edTPA requirement)
Teacher will take informal, but formative participatory notes. The extent to which students can
write and express themselves to their peers will serve as an informal form of pre-assessment for
understanding the components of memoir story-telling. Summative data will be collected in the
Performance assessment at the end of the unit.
3
Lesson Title: What is a Memoir? Learning and Teaching Styles: Expressive, Mastery, Understanding,
Interpersonal Day Number: 2

After watching an informational video, students will be able to define and identify the
components of memoir.
After a lecture on memoir by the teacher, students will be able to identify and define the
differences and similarities between memoirs and autobiographies.
After listening to the teacher read from the text and model active reading and questioning,
students will be able to engage in active reading and discussion of the core text.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
WIDA Standards
Domain: Writing, Listening, Speaking

Real-life objects (realia) Charts X In pairs or partners
Manipulatives Number Lines In triads or small
groups
Pictures & photographs Tables X In whole group
Illustrations & diagrams Graphs Using cooperative
Physical activities X Graphic organizers: ____venn Using the Internet
X Videos & films diagram and fill in the or software
Broadcasts blank______________ programs
___________________
language
________________________ ________________________ Other:__________
_________ _________ _______________
_______

1
The information will be provided visually, orally, and through writing to accommodate for all
language areas. Graphic organizers have been included to keep all students accountable
engaged in obtaining the material, focusing on target key words.
This is a foundational lesson to introduce memoir. The lesson may need to be restructured if
students have substantial background knowledge of memoir. As the teacher begins to read and
introduce the core text to students, the teacher should be aware of student backgrounds that
may cause triggers when reading the book. The book covers sensitive material, so a safe
environment must be provided for students with similar backgrounds and experiences.
Turn and talk
Note sheets/organizer
Projector and internet connection (unless video pre-downloaded and accessible)
Class copies of The Glass Castle
Modeling
New American Lecture
Who has trouble remembering things that happened to them in the past? Who has a really good
memory? Turn and talk to a partner: What is your earliest clear memory and at what age? What
do you know about yourself that you cant remember, but has been told to you? (If possible
teacher may bring in personal photo album to page through and show how much she can
cannot remember.)

Teacher will begin with hook discussion Students will engage in hook discussion (5+
minutes)
Teacher will introduce the start of the Students will complete first half of the
memoir unit; will play youtube video memoir note sheet following along with the
Whats a Memoir? video (5 minutes) (may need to be played
more than once)
Teacher will give New American Lecture on
Memoir Students will complete venn diagram
organizer and take individual notes for the
remainder of the information (15-20 minutes)
Teacher will introduce unit and core text (The
Glass Castle) with brief information regarding Students will provide intitial reactions,
the author (Jeannette Walls) Teacher will thoughts, and questions to introduction (3-5
introduce enduring understanding and minutes)
essential questions (to be discussed in more
depth in later lessons)
2
Teacher will read the first chapter aloud to Students will follow reading along in the
the class, modeling active reading, book and engage in active reading- making
predicting, and questioning with discussion questions and engaging in discussion (15
during and after reading minutes)
Teacher will ask students to submit an exit Students will fill out and hang slip in exiting
slip regarding reactions to the memoir unit (2 minutes)

Key vocabulary: memoir, autobiography, subjective, objective
Students will be able to identify memoir and define the components of the genre. Students will
use academic language to engage in discussion around core text.
Student engagement and obtaining of information will be monitored by observations of note

completion. Student engagement in reading and discussed will be informally observed and
noted as informative pre-assessment for rest of the core-text reading. Students will be assessed
on their engagement and information gained in the lesson formally with an exit slip. The data
collected in the exit slips will serve to inform further instruction.
3
Whats a Memoir?
Follow along in the video and fill in the missing key words.
Memoirs:
are books of _________
are works of ___________
are about the writers _____________
Sound and feel like __________
are ___________ (influenced by personal feelings)
In a memoir a writer has to:
Choose a ___________ or ___________
Include enough __________ for readers to understand context and events
Leave out a lot of ____________
Readers should be able to able imagine:
1. ______________
2. ______________
3. ______________ between characters
In a well-written memoir, readers should learn something about _______________.
Next, fill in the Venn diagram with similarities and differences between memoirs and
autobiographies.
Memoir Autobiography
Both
Definitions:
Subjective:
Objective:
Important Components of a Memoir
Memoir
Day 2 Whats a Memoir? Exit Slip Questions
Choose and answer 3 of the following questions:
What is one thing you learned that you did not know before?
What are you still confused about?
What was your initial reaction to the opening chapter of The Glass Castle?
What are you most looking forward to learning more about memoir this unit?
What would you like to learn more about this unit?
Lesson Title: Setting the Stage: Unit Expectations Setting Standards Learning and Teaching Styles:
Understanding and Mastery Day Number: 3

While taking an assessment, students will be able to identify within and create sentences using
literary devices.
After the teacher introduces the unit essential questions and standards, students will be able to
define and create evaluative criteria.

CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
WIDA Standards
Domain: Listening, Speaking, Writing

Real-life objects (realia) Charts In pairs or partners
groups
Physical activities X Graphic organizers: Using the Internet
___________________
language
________________________ ________________________ Other:__________
_________ _________ ________________
______

Students with IEPs or English Language learners should be effectively paired or grouped in
cooperative group structures to best facilitate their participation. Sentence stems or additional
graphic organizers can be provided in print or electronically to accommodate.
1

The lesson will most effectively be completed if the classroom has created unit expectations
established as a class norm. Depending on the class community, close teacher observation or
group facilitation and checking in may be needed. Students should have appropriate academic
language to pull from in order to create their own standards; teacher may need to spend
additional time as a class defining key academic vocabulary for universal understanding.
Turn and talk
White board/poster paper/computer and projector
Whole class discussion
Small group work
Do we set explicit expectations for ourselves? List three ways we set standards for ourselves
outside of academics. Do you feel like creating your own goals and standards help you? When
have they and when have they not? What do we use to compare our progress when we begin a
challenge to when we accomplish it? Turn and talk/whole class share

Teacher introduces hook Students engage in hook (5 minutes)
Teacher distributes literary devices pre- Students complete literary devices pre-
assessment assessment (10 minutes)
Teacher introduces unit enduring Students provide initial reactions, ideas, and
understanding and essential questions on questions regarding unit focus (10 minutes)
projector; leads class discussion
In small groups, students put the goal and/or
Teacher introduces unit standards and goals, standard into their own words and create
divides students into groups each with a goal evaluation and expectation guidelines
and/or standard (to project onto board or according to the goal/standard (to be used at
distribute typed slips) end of unit to evaluate their work) (10
minutes)
Teacher brings class back together/ checks in

on amount of time needed Student groups present the criteria they
created to the whole class; class discusses any
Teacher writes on the board/poster further additions or arguments (15 minutes)
paper/word document to make full list of
criteria according to standard/goal (to be
posted/accessible for class to look back, have
in hand over course end of unit)
2
Teacher concludes, states own expectations,

states that this will be used at end of unit (2
minutes)

Vocab: evaluation, standards (will assess understanding of) metaphor, symbol, simile,
imagery, euphemism
Students will define standards and goals using academic language. Students will identify
literary devices according to the appropriate vocabulary terms.
Data collected from the pre-assessment will inform the instruction for the mini-lesson on literary devices.
The evaluation criteria students create will be used to assess their progress and success at the end of the
unit, providing summative data.
3
Name:____________________________
Literary Devices: Pre-Assessment
Defining
Fill in the blank with the proper term that matches the definition. (5 points total)
Symbol Euphemism Metaphor
Imagery Simile
1. Making an indirect comparison between two things or ideas is called ________________.
2. Illustrating a picture for the reader through language is called ________________.
3. A(n) ______________ is a word or object used to represent something else such as an idea or concept.
4. A(n) _______________ uses like or as to make a direct comparison between two objects or ideas.
5. Substituting a blunt, harsh, or offensive term or phrase with a nicer, milder, or vague one is using a(n) ____________.
Identifying
Match the literary device to the statement that best exemplifies it. (5 Points total)
a. Symbol b. Euphemism c. Metaphor
d. Imagery e. Simile
____1. Her eyes shown bright like diamonds.
____2. uzies ha ster Mr. Fluffy we t o a jour ey to the great beyond and is no longer with us.
____3. A si gle light ul hu g i the e ter of the ra ped, hu id, a d grey ase e ts eili g.
____4. Jere ys ig ear ar s wrapped arou d e for a hug.
____5. The soccer award meant more than 1st place to me; it represented my dedication to the sport.
Applying
Write a statement using the literary device. (10 points total)
1. Symbol:_________________________________________________________________________________________
_______________________ ________________________________________________________________________
2. Metaphor:_______________________________________________________________________________________
________________________________________________________________________________________________
3. Euphemism:_____________________________________________________________________________________
________________________________________________________________________________________________
4. Imagery:________________________________________________________________________________________
_______________________________________________________________________________________________
5. Simile:__________________________________________________________________________________________
________ _______________________________________________________________________________________
Name:____ANSWER KEY___________
Literary Devices: Pre-Assessment
Defining
Fill in the blank with the proper term that matches the definition. (5 points total)
Symbol Euphemism Metaphor
Imagery Simile
1. Making an indirect comparison between two things or ideas is called ___Metaphor____.
2. Illustrating a picture for the reader through language is called ____Imagery______.
3. A(n) __symbol____ is a word or object used to represent something else such as an idea or concept.
4. A(n) ____simile___ uses like or as to make a direct comparison between two objects or ideas.
5. Substituting a blunt, harsh, or offensive term or phrase with a nicer, milder, or vague one is using a(n) __euphemism_.
Identifying
Match the literary device to the statement that best exemplifies it. (5 Points total)
a. Symbol b. Euphemism c. Metaphor
d. Imagery e. Simile
__e__1. Her eyes shown bright like diamonds.
__b__ . uzies ha ster Mr. Fluffy we t o a journey to the great beyond and is no longer with us.
__d__ . A si gle light ul hu g i the e ter of the ra ped, hu id, a d grey ase e ts eili g.
__c__ . Jere ys ig ear ar s wrapped arou d e for a hug.
__a__5. The soccer award meant more than 1st place to me; it represented my dedication to the sport.
Applying
Write a statement using the literary device. (10 points total)
1. Symbol:______ student response must adhere to definition, answer will vary
__________________________________________________________________________________________
2. Metaphor:_____ student response must adhere to definition, answer will vary
________________________________________________________________________________________________
3. Euphemism:_________ student response must adhere to definition, answer will vary
______________________________________________________________________________________________
4. Imagery:__ student response must adhere to definition, answer will vary
________________________________________________________________________________________
5. Simile:_ student response must adhere to definition, answer will vary
___________________________________________________________________________________________
Lesson Title: Poetry, Performance, and Personal Stories Learning and Teaching Styles: Self-
expressive, Understanding, Mastery, Interpersonal Day Number: 4

After watching the Alex Dang Ted Talk, students will be able to identify and connect poetry
strategies and performance to the unit understandings and questions.
After reading and listening to the poem, students will be able to analyze and identify the
strategies used to convey identity in the form of the identity and evidence handout.

CCSS.ELA-LITERACY.RI.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.RI.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.RI.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
WIDA Standards
Domain: Listening, Reading, writing

groups
X Videos & films _____Identity and Evidence or software
Broadcasts Handout programs
_____________________
___________________
language
________________________ ________________________ Other:__________
_________ _________ _______________
_______
1

This lesson features multimodal material in order to accommodate students visually as well as
support listening and reading. The graphic organizer and materials can be accessibly
electronically for students with technological accommodations in IEP plans. Further language
supports can be built in with strategic pairing, sentence stems, etc.

The poetry and video were specifically chosen to represent an underrepresented cultural
background and to appeal to students with multicultural or dual identities. Depending on the
student demographics of the classroom, students may be able to relate and identify with the
speaker or gain a new perspective from someone whos background differs from their own.
Projector/board to display writing prompt
Notebooks/journals
Computer/projector Ted Talk Alex Dang
Alex Dang Poem text
Identity and Evidence Handout
Turn and Talk
Class discussion
Quick Writing Prompt: How do people surprise you? What would people be surprised to learn
about you? Within your own identity, do you have any traits that would typically contradict
themselves?

Teacher introduces hook Students engage in quick writing prompt (3
minutes)
Teacher transitions to Ted Talk by Alex Dang Students listen and watch video, take notes
as desired (10 minutes)
Teacher asks for reactions, impressions, list of
things that stand out, connection to unit Students turn and talk, then students
understanding and questions respond and discuss as class (5-10 minutes)
Teacher hands out written copy of poem

Students annotate poem and begin identity
and evidence handout (10 minutes)
Teacher replays beginning of video (may do
more than once) Students annotate according to performance
emphases (10 minutes)
2
Teacher leads full class discussion on

findings, inferences/differences between Students engage in discussion (5-10 minutes)
written poem and performance, connection (students hand in or finish assignment for
to identity and unit homework)

Vocabulary: poetry, figurative language, performance, memoir, narratives, identity
Students will use academic language to analyze poetry and provide evidence for main ideas.
Student completion of and analysis within the handout will inform further instruction
regarding to analysis of the core text and target instruction for students own memoir creation.
The students success in meeting core standards and unit goals aligned with the activity will be
formally assessed toward the end of the unit with the core text writing assessment (character
development with text evidence).
3
Name:________________________
Poetry & Identity
After watching and reading Alex Dangs poem, complete the following organizer identifying
important components that comprise his identity. Include specific text evidence, strategies, and analysis.
After analyzing the text, be sure to include performative elements he includes and emphasizes. Think,
what does Alex say and how does he convey it? Be sure to site where in the text you found your
evidence.
Personal Evidence (Text or Performance) Analysis

Identifier/Influence
Lesson Title: Identity, Experience, & Art Learning and Teaching Styles: expressive, mastery,
understanding, interpersonal Day Number: 5

After reading an excerpt from his memoir, students will be able to identify evidence and
analyze characteristics and influences of Scarfaces identity.
After listening to the song by Scarface, students will be able to analyze lyrics to reveal identity.
After finishing the analysis scomponent of the assignment worksheet, studeents will be able to
draw conclusions and discuss the relationship between past experience, identity, and the effect
they have on artistic expression.
CCSS.ELA-LITERACY.RI.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.RI.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.RI.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
WIDA Standards
Domain: Reading, Writing, Listening, Speaking
groups
X Videos & films ________________________ or software
___________________
language
X Other:_____song__________ Other:___________________ With mentors
________________________ ________________________ Other:__________
__________ _________ _______________
_______
1

To best support english language learners and students with additional needs a graphic
organizer can be made for them so that do not need to spend the extra time figuring out the
organizational component themselves (since that is not the target for this lesson). Students can
also be paired with cooperative partners to best assist them with their language acquisition and
reading skills.
Students should have the maturity to appropriately address the material (referring to subject
and language). The teacher should also know if the material covering the sensitive issue of
depression, suicide, drugs, and violence will cause negative triggers for students. It is necessary
to have a safe environment for students to express themselves and their concerns. Alternative
texts may be required for some students.

Individual reading passages (text Diary of a Madman)
Partners/small group work
Identity maps (students create)
Means of playing song
Lyric sheets
Display quotation: Music, especially as an adolescent, helps to build identity because that's when
people start developing a sense of self. You can kind of tell based on what music a person listens to
what kind of person they'll be pretty much for the rest of their life. Aloe Blacc (soul artist)
Ask students: as adolescents, what is your response to this? Agree or disagree? How does this idea
or music make you feel? What other means of expression do you think help build identity?

Domain: Reading, Listening, Speaking
Teacher distributes excerpt of Scarfaces Students read silently and annotate the
memoir Diary of a Madman passage (10 minutes)
In partners or small groups, students

complete first part of analysis handout
(memoir section) (10 minutes)
Teacher will bring class together for Students will share their analyses (2-3
discussion on findings minutes)
2
Teacher will play song by Scarface (twice, Students will complete second half (lyrics
first time listening, general impressions, section) of analysis worksheet (to be
second time with lyrics to find evidence) included on identity map) (10 minutes)
Students will draw conclusions about how

past experiences and identity of Scarface
influenced his music creation (5+ minutes)
Teacher will bring class together to share
conclusions and engage in final discussion) Students will share conclusions and engage
in discussion about identity and past
experiences and how they influence artistic
expression (5+ minutes)
Vocabulary: identity, rap, memoir, evidence, lyrics, analysis
Students will use academic language to identify features of Scarfaces memoir and song lyrics
and analyze identity. Students will draw conclusions about the relationship between identity,
experience, and musical/artistic expression.
Data will be collected to inform instruction (analysis of identity and alternative forms of expression) from
the completed assignment analyzing Scarfaces identity and rap. This will contribute to instruction on
analysis of text to study complex characters and development (summative data collected through formal
reading assessment of The Glass Castle).
3
Steer by Scarface
Staring down the barrel of a colt 45
I'm feeling mad suicidal, so I think I'm gonna drive
Everything is hazy and I can't see my lanes
Demons got me seeing double in the rain
If I put the peddle to the metal, take my hands of the wheel
Lord if you hear me, steer, steer
Lord if you hear me, steer
I think I need to breathe 'cause I ain't feeling right

My conscience is at ease saying live your life
Got everything I ain't missing much, bra
Got my little paper bag I ain't feeling f****d up
My woman got my back so I ain't stressed out
Side looking in, you can say I'm blessed huh
Career still intact got my street cred
Went on with life thinking that the beef's dead
But every now and then I get flash backs
Get down on my knees and I ask that
God keep my head on 'cause I don't wanna spaz out
Load back up that 45 and air a n****, a** out

Lord if you hear me, steer, steer
Awaken by the sound of the siren

Helicopter spotlights illuminate the crime scene
Crowd gathers round try to find out what the f*** is happening
Wait a minute, time out
I looked a little closer at my t-shirt
I see squirts of blood just now starting to bleed worse
I'm lost I got blood on my hands, though
And then the camera man starts to pan slow
Realizing what I'm up against
I guess I just have to face the consequence
Snap back to reality
I gotta think fast, got some motherfuckers after me
Paranoid, got me running for my life now

Homicide, questioning my mama and my wife now
Parking lot, full of cops, got the dogs out
Running, chest burning, out of breath
About to fall out
Hit the corner, parked car at the stop sign
Going back to jail ain't the plan so the outline
Is to come up with something so I escape this or hand cuffs
F*** that I ain't gonna take shit
I rather be carried by 6 than judged by 12 getting that cell
Or maybe they gon' gun a n****down
'Cause they don't wanna see me in the trial

Name:____________________
Brad Scarface Jordan

Memoirist & Rapper
Carefully read and annotate the excerpt from Diary of a Madman. Pull specific pieces of
text evidence and provide analysis about his identity. Then, after listening and watching his
music video Steer, do the same (separately) with the lyric evidence. What can we conclude
a out arfa es e pressio of ide tit as a usi al artist? How does a artist take past
experience and translate into a different form of media and story?
Memoir Text Evidence Analysis
Lyric Evidence Analysis
Conclusions:
Lesson Title: Identity Formula Learning Styles: expressive, mastery, understanding

Day Number: 6

fter analysing Frida Kahlos self-portrait, students will be able to identify symbols and analyze
their relation to identity expression.
After creating identity formulas, students will be able to synthesize factors of their identity.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
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.
WIDA Standards
for academic success in the content area of language arts.
Domains: Listening, Writing
groups
X Pictures & photographs Tables X In whole group
Physical activities X Graphic organizers: Using the Internet or
Videos & films ___________________ software programs
Broadcasts ___________________
Models & figures ___________________ In the native language
Other:_______________________ X Other: formulas With mentors
____________________________ Other:_____________
_ __________________
_

Students with IEPs will be given either an attractive alternative to the activity, or will be given
a manageable work load for the activity, so that they do not feel overwhelmed with the project.
ELLs can use elements of their native language in the identity formula.
1

Something to consider during this lesson is that some of the elements of identity may be 1)
confusing and/or 2) triggering for some students. It is important to note that this is an exercise
that is not meant to turn students off to inner reflection. Therefore, the instructor must be
readily available for these students who are confused by the activity, so as to help answer any
questions and to help other students through their triggers.

Projector and computer
The Two Fridas portrait by Frida Kahlo
Example formula
Teacher projects painting The Two Fridas by Frida Kahlo. What type of art is this? Does
anyone know anything about Frida Kahlo and her art? What does this art make you think of?
Feel?
Teacher will introduce hook Students will engage in hook (2-3+ minutes)
Teacher will facilitate discussion and analysis Students listen and engage in analysis.
of symbolism in art to reflect identity Student will follow along and complete
handout (10 minutes)
Teacher will then present the identity

formula that they had created for themselves Students will observe and listen (5 minutes)
earlier. A self-portrait with math. Connect
the use of symbols in math the those Frida
used in art.
Teacher will then explain the activity of Students will take notes and listen. (5+
making an identity formula. They will list the minutes)
components that they considered when
making their version, as well as adding other
elements that they did not include. The list
should include: Gender, Race/Ethnicity,
Family, Financials, Major Life Events,
Interests, Education/Experience,
Neighborhood/Geography, and privilege.
2
There are more that could be mentioned, but

this is a comprehensive enough list for the
students to have enough to work with.
Teacher will ask the students to start creating

their own identity formula with the Students will begin working on this
expectation that they will at least have the assignment with the intent of at least
components of their identity listed with assembling their identity components
variables assigned to them. (20mins).
Teacher will ask student reactions to activity. Students respond and ask questions as
Teacher will connect activity to authentic necessary. (5 minutes)
assessment completion. Teacher will close
class by asking that students finish
assignment for homework to turn in next day
(if not completed in class.

Content Specific Vocabulary: reflection, identity, symbol
Students will identify the elements of their self and will formulate that identity in a way that
is unfamiliar to them. Teacher will support them through this process by modeling the
appropriate way to look at their identity. Students will be able to identify and apply use
of symbols.
Student identity formulas will provide formative data on student reflection of identity.
Summative data will be collected on completion of the authentic assessment. Summative data
regarding symbols and identity will be collected upon completion of the authentic assessment
and multimodal projects (specifically regarding the use of alternative media).
3
Name: ___________________________
The Two Fridas

By Frida Kahlo
Symbol (write and/or draw) What could it represent? Identity Analysis (What does it say about Frida?)
Lesson Title: Home & Environment Learning and Teaching Styles: Self-expressive, Understanding,
Interpersonal Day Number: 7

After engaging in metaphorical grab bag, students will be able to identify distinct characters of
home from The Glass Castle.
After brainstorming identifiers of home in The Glass Castle and Georgia OKeefes desert
landscapes, students will make connections and comparisons between environment and home.
After engaging in discussion about setting, environment, and home in The Glass Castle,
students will be able to identify connections between environment and home influences in their
own lives.
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.
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment
WIDA Standards

X Real-life objects (realia) Charts X In pairs or partners
groups
Videos & films _____home & environment or software
Broadcasts table ____________________ programs
___________________
language
________________________ ________________________ Other:__________
_________ _________ _______________
_______
1

English language learners can express their associations with home and environment using key
words in their native languages. The graphic organizer can be scaffolded to included sentence
stems or a list of descriptive words they can chose from to complete each category.

This is important when considering what defines home for students. Some students may
associate home negatively or cannot identify a home at all. Interpretation of this should be
clarified to be inclusive to all students or allow them a safe space to express themselves. It may
be important to include that sometimes home or environment has less to do with the place
itself and more to do with the people within it (relationships).

Metaphorical grab bag (bag full of random objects)
Turn and talk
Class discussion
Home & Environment Handout
Students will participate in a metaphorical grab bag that teacher will initially model. Students
will get into small groups. Teacher will have a bag filled with random objects. Each group will
take one object from the bag. The groups will then create a metaphor comparing the object with
the concept of home.

Teacher will introduce hook Students will engage in hook (10 minutes)
Students will turn and talk with partners

Teacher will transition to brainstorm what and create list of identifiers for Jeannettes
home looks like in the glass castle home to share with whole class; students
will define meanings of key words and
Teacher will zero in and expand on relation to text (5-10 minutes)
depictions of the desert in the text. Teacher
will display desert paintings by Georgia Students will describe reactions, feelings,
OKeefe. Teacher will lead whole class and key words associated with the images
discussion connecting the ideas of the and desert. Students engage in discussion
environment with the impact of home (back about how environment and home are
to created list) influenced by one another (15 minutes)
Teacher will distribute Home & Students will complete handout with
Environment handout to class identifiers of their own environments and
2
home to use for their memoirs; (15 minutes)
Students engage in final discussion (5-10

Teacher will bring class back together for minutes)
final discussion how their own environment
and home settings may compare to that of
the Walls family

Key vocabulary: metaphor, environment, setting, home
Students will identify key words and vocabulary to analyze setting in the core text.
Students will define key terms in their own words throughout the lesson.
Student completion of Home handout will inform further instruction regarding student understanding of
setting and environment. Summative data will be collected based on inclusion of the key concepts in
students authentic assessments (memoirs) at the end of the unit.
3
Name:__________________________
Home and Environment

Think about the places you have called home. What defined it/them as home? What are some other environments
you have spent extended amount of times in? How did they directly or indirectly influence you? How did you interact with and
in these spaces? Consider key words/features you associate with each space.
Home or What did it look like? How did it make you feel? How did it influence you? How did you interact
Environment Who was there? with or in it?
Lesson Title: Part II: The Desert Review Learning and Teaching Styles: Mastery, Understanding,
Interpersonal, Expressive Day Number: 8

After completing their assigned reading, students will be able to complete a writing prompt
quiz about Jeanettes childhood development over the course of Part II.
After a short discussion and survey about personal and familial values, students will be able to
lead a critical discussion and complete a discussion tracker on the analysis of these main ideas
represented in Part II of the text.
CCSS.ELA-SL.9-10.1 Initiate and participate effectively in a range of collaborative discussion
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively
CCSS.ELA-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
WIDA Standards
Real-life objects Charts X In pairs or partners
(realia)
groups
X Pictures & Tables X In whole group
photographs
Illustrations & Graphs X Using cooperative
diagrams group structures
Magazines & Timelines
newspapers
Physical activities Graphic organizers: Using the Internet or
Videos & films _____________________________ software programs
Broadcasts _________
___________________
Models & figures X In the native language
Other:___ Other:________________________ With mentors
________________ ____________________________ Other:______________
_______________ __________________

Students with additionally needs can be strategically placed in the room to partner and grouped
1
with students to best engage them in discussions. The writing assessment can be scaffolded for
English Language Learners depending on their language fluency level by including sentence
stems and/or graphic organizer. Students that need to exit their seats or move-around may be
given the flexibility to speak with students on the other side of the room in order to move.
Students should be skilled in and knowledgeable of the rules they themselves established and
were approved and added to by the teacher. The teacher should have knowledge of the
students and student backgrounds in terms of triggers and appropriate topics and language.
Certain subjects or materials may not be appropriate for certain individuals. Because of the
diversity of student backgrounds, students will have diverse responses to the personal values
survey and contributions to make to their groups.
Writing Prompt quiz sheets
Values Survey Handouts
Discussion Tracker
Turn and Talk
Socratic Seminar
Class set of The Glass Castle
Introductory hook: Did anyone move when they were a kid? If so, did you move a lot, did you
move far?
Transition Hook: Does your family have any unusual mantras or beliefs or values? What do you
and your family deem as important or of the most value? Turn and talk with a partner, and then
share as a class

Teacher Introduces Hook Students engage in hook (5 minutes)
Teacher will transition hook to Part II of the

text- Jeannette
Teacher passes out writing prompt quiz Students complete writing prompt quiz (10-
15 minutes)
Teacher introduces transition hook Students engage in turn and talk hook and
then share ideas with the class (5 minutes)
Teacher passes out values survey, based on Students will complete values survey (3-5
values dictated in Part II of the novel minutes)
Teacher will instruct students to discuss their Students will discuss in groups of 3 or 4 their
survey answers in small groups responses to the survey and the statements
2
they found most challenging (3 minutes)
Teacher will instruct students to lead their Based on predetermined seminar rules,
own cooperative and critical discussion as a students will engage in Socratic seminar
whole class connect the themes discussed in around the core texts and the themes of
class with the events and developments in identity development and values presented
the novel; Students will target their in the novel compared to their own beliefs;
discussion around character development students will listen to one another and
and the values they have discussed in the complete a discussion tracker (about 20
survey minutes)
Teacher will monitor participation and

interrupt discussion as necessary Students will provide any final thoughts or
questions (2-5 minutes)
Teacher will bring class back together for
final conclusions or questions
Teacher will remind students of homework

assignment- Stage I of Performance
Assessment due following lesson (1 minute)

Key Vocabulary: character development, theme, environment/setting
Language function: to analyze, to compare and contrast
Discourse: Students will engage in a collaborative discussion based on their literary analyses
and refute, add to, or support one another in this discourse. The discussion will
incorporate academic to support student ideas and perspectives on major themes,
plot developments, and character analysis.

Student comprehension and completion of reading Part II of the novel will be formally assessed
given responses to the writing prompt.
Student engagement and participation in the class discussion will be informally monitored by
the teacher and discussion trackers will provide formative data about student progress in
reaching unit goals and understanding/answering of the enduring understanding and essential
questions.
3
Name:___________________
The Glass Castle: Part II

Reading Check Quiz
Writing Prompt: How did Jeannette develop as an individual during her early childhood
over the course of Part II of the text? What influenced her the most during this period of
her early childhood? Provide at least three specific examples of events, relationships, and/or
environment with analysis to support your answer. Recall our essential questions to give
you guidance on how to approach this response.
Reading Quizzes Rubric
(Note that reading quizzes will take multiple forms)
Target Skill On Track Needs Improvement Unsatisfactory

Remembering Student can identify Student can identify a Student does not
multiple key details of couple of key or minor identify any details
the text details from the text from the text
Understanding Student demonstrates Student demonstrates Student make general
strong understanding of general understanding of or vague connections
major themes, ideas, key ideas and themes of not directly relevant to
development, or plot text, may or may not the text details, plot,
structure of text connect to details theme, etc.
Analysis Students makes and Students makes some Student does not make
multiple strong good connections to and connections to and
connections to and reasoning of how details reasoning of how
reasoning of how details and key ideas contribute details and key text
and key ideas contribute to the greater ideas contribute to the
the greater understanding and greater understanding
understanding and meaning of the passage and meaning of the
meaning of the passage and/or whole text passage and/or whole
and whole text text
Values Survey
In The Glass Castle, Jeannettes mother claims that Jeannettes values are all confused (pg.5). The
following are statements of values that come up in Part II of the novel and in life. Next to each
statement make a if you agree with the statement and a if you disagree. When you finish, circle
the 2 most challenging statements for you to respond to.
_____ 1. You shouldnt be sentimental about or dependent on material objects or owning things.
_____ 2. It is the journey and not the destination that matters most.
_____ 3. The best way to learn how to swim is to be thrown directly into the water.
_____ 4. A white lie is acceptable if the audience couldnt understand the truth.
_____ 5. Suffering when you are young is good for you.
_____ 6. You dont need friends if you have family.
_____ 7. Children should not be given a lot of rules or restrictions.
_____ 8. Freedom is more important than security.
_____ 9. Its okay to bend the rules if you have a good reason.
Values Survey
In The Glass Castle, Jeannettes mother claims that Jeannettes values are all confused (pg.5). The
following are statements of values that come up in Part II of the novel and in life. Next to each
statement make a if you agree with the statement and a if you disagree. When you finish, circle
the 2 most challenging statements for you to respond to.
_____ 1. You shouldnt be sentimental about or dependent on material objects or owning things.
_____ 2. It is the journey and not the destination that matters most.
_____ 3. The best way to learn how to swim is to be thrown directly into the water.
_____ 4. A white lie is acceptable if the audience couldnt understand the truth.
_____ 5. Suffering when you are young is good for you.
_____ 6. You dont need friends if you have family.
_____ 7. Children should not be given a lot of rules or restrictions.
_____ 8. Freedom is more important than security.
_____ 9. Its okay to bend the rules if you have a good reason.
Name:______________________________
Date:______________________________
Discussion Tracker
Discussion Topic(s):
Class ates Discussio Poi ts My Notes, Responses, Reactions


Lesson Title: More about Memoir Learning and Teaching Styles: Mastery, Understanding,
Interpersonal, Expressive Day Number: 9

After a lecture, students will be able to define and identify types of memoir and narrative
structures.
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in
both print and multimedia), determining which details are emphasized in each account.
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.
WIDA Standards
for academic success in the content area of language arts.
groups
___________________
language
________________________ ________________________ Other:__________
_________ _________ _______________
_______
English Language learners can be provided a semi-completed handout to focus on the
acquisition of key words. Handouts and powerpoint can be available to students electronically
given necessary accommodations. Powerpoint should include visual aides to associate words
with pictures (example- memoir of portraiture can be paired with image of Frida Kahlo portrait
that reflects identity).
Depending on the classroom level(s), pacing of the lesson may vary in order to best challenge
and support students. Knowledge of student backgrounds and any possible triggers should be
taken into consideration when introducing personal memoir excerpts to analyze and identify.
1

New American Lecture
Powerpoint/projector
Notes Handout
Exit Slips
Why do we share stories of things that happen to us? In what alternative ways do we tell
stories? Create a list
Teacher will introduce hook Students will engage in hook (2-3minutes)
Teacher will engage students in a New Students will engage in lecture, taking
American Lecture about Narrative and notes, answering and asking questions (25+
Memoir Structures using PowerPoint of key minutes)
vocabulary terms and visual aides
Students will identify the type of memoir
Teacher will provide examples of different and structures used, state positive and
memoir/narrative forms including excerpts negatives for using each type (10 minutes)
from The Glass Castle, Yes, Please! and
Laughing at my Nightmare
Teacher will lead discussion on forms and Students will engage in analysis and
syntax used in these memoirs (ex. Lists, discussion (10 minutes)
manipulation of language) and connect use
to students writing of authentic assessment
Teacher will tell students exit slip prompts Students will complete exit slips (1+ minute)
Key Vocabulary: narrative, memoir of portraiture, memoir of confession, exploratory memoir,
episode, vignette, plot, turning point, theme, syntax
Students will identify and analyze passages according to the vocabulary defined in the lecture.
Students will apply understanding of terms to the creation of their own writing.
Formal summative data will be collected upon completion of the cumulative authentic
assessment and the subsequent drafts will provide data to inform instruction. Immediate data
to inform further instructed will be collected with the exit slips.
2
Name:_______________________
Memoir & Narrative Structures

Key Term Definition Identifiers & Examples
More About Memoir
Exit Slip Questions:
What are you confused by, if anything?
What structure appeals to you the most? Why? Do you think you will use it in your own memoir?
Is there anything you would like to know more about?

New American Lecture Planning Template
Step 1: Select the topic; collect and chunk Step 2: Design the visual organizer
important content and vocabulary
Memoir & Narrative Structures See attached
Memoir of portraiture (portrait)
Memoir of confession (confession)
Exploratory memoir
Plot structure
theme
Episodes/vignettes
Writerly/Readerly Texts
Questions in all four styles:
Mastery: Interpersonal:
Identify the specific term that best What type of memoir structure do you
represents each example. feel will best represent your own story?
List me positives and negatives for each Why do you think or feel the author
type of narrative style. from the example chose this way of
telling their story?
Understanding: Self-Expressive:
How do these structures compare to How do we express our stories in
hat e e read in The Glass Castle? alternative ways?
What theme or themes do we see Is there any other ways besides those
represented in The Glass Castle? mentioned you are thinking of using or
think we can use?
Lesson Title: Writers Workshop: Stage 1 Learning and Teaching Styles: Expressive, Interpersonal,
Mastery, Understanding Day Number: 10

After viewing the Write What You Know video, students will be able to brainstorm
ideas concerning themselves and their own personal writing.
While completing the Stage 1: Brainstorm worksheet, students will be able to identify themes
and memoir structures for their own writing as well as analyze components of their identities and
past experiences.
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.9-10.5
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. (
WIDA Standards

groups
X Videos & films ________________________ or software
___________________
Models & figures X In the native
language
X Other:_music Other:___________________ With mentors
(video)_________________ ________________________ Other:___________
_______________________ _________ ________________
________ _____

Handouts for ELL or other students with various learning needs can be modified with sentence
1
stems or key words to support language use and development. ELL students will be free to
express themselves in their own language during brainstorming and can include important
words in native language in writing. Handouts can be made available in electronic format.
Students are encouraged to express any and all parts of their identities and cultural
backgrounds in the development of their memoir. That being said, some students may want to
express sensitive material and need to be provided with a safe environment to express it. This
may mean that they do not engage in peer feedback. Censoring material should be a discussion
had between the teacher and student if there are concerns regarding it. Alternatives and
support should be made on an individual basis. Given that a lot of instruction time is dedicated
to in class work, behavior management routines and expectations should already be established
in the classroom.

Projector/computer
Write What You Know Video
Brainstorm Handouts
Teacher Model
What do you think of when you here the term workshop ? What do we normally associate
with it?

Teacher transition to Writers Workshop, Students watch video

plays Write What You Know Video Students respond and react to video,
Teacher engages students in short response connects to memoir (7-10 minutes)
discussion
Teacher asks students to list possible topics Students provide writing ideas and why
and writing ideas relevant to them as theyd be good 5+ minutes
adolescents
Teacher models own example of brainstorm Students listen and ask questions accordingly
based on a theme, idea, or structure she chose (5 minutes)
Teacher gives directions for students to begin

brainstorming process of own memoirs; Students define key terms; Students spend
teacher reviews key terms class time choosing moments of life,
2
important events, and people to writ

according to a chosen theme, type of memoir,
or narrative structure; brainstorm in their
Teacher will monitor workshop time notebooks individually and/or with peers
(20+ minutes)
Teacher checks-in with class; answers final Students update teacher on progress,
questions respond with ideas thus far, ask clarifying
questions for assignment (5 minutes)

Key Vocabulary: narrative, memoir (exploratory, confession, portraiture), theme
Students will begin creation of their own memoir using key vocabulary terms as a framework
for organizing their ideas.
Data to inform further instruction and determine student progress will be collected upon
completion of Stage 1: Brainstorm handout. Summative data will be determined based on
student performances of culminating authentic assessment (written memoirs)
3
Name:_______________________
Memoir Writing Stage 1: Brainstorm

Thi k arefull a d riti all a out our life. Whats a reo urri g the e i our life? What do
ou re e er ell a d hat do t ou re e er ell. What e e ts, people, a d
environments have you experiences that influenced the creation of your identity? Think back to
our ide tit for ulas a d the e a ples e ha e see a d read i lass. Whats the est a to
tell your memoir? What structure(s) and conventions will you use? Feel free to consult friends,
family, and other important figures in your life for help.
Theme Ideas:
Experiences/Events/Memories:
Relationships/People:
Environments/Settings:
Identify the type of memoir and what narrative structure and conventions you
plan on using (How will you creatively express yourself and tell your story?):
Task #8 & #9: Authentic Assessment
with Formal Writing
Your Story, Your Voice

everyone who is interesting has a past
-Jeannette Walls, The Glass Castle
You are the best storyteller of your own life, so tell it to us how youd like to.
In her memoir, Jeannette Walls puts up a critical lens to the experiences, events, environments, and
relationships of her life. Her story took us as readers on a journey through the development of her identity
and character, sharing with us life from her eyes. Now that we have finished her memoir, it is your turn.
Everyone has a past that has shaped them as a person, including yourself. You will write your own personal
memoir using the elements we learned about narration, writing, and memoir in order to best reflect on and
capture select moments of your life and your personal development. Take your audience on a journey through
your life and teach them something you learned about life along the way. You have the freedom to creatively
express and structure your story using your voice.
Your memoir should reflect careful analysis of:
Your environment
Your relationships
Your reactions
Others reactions
Other factors and influences
The immediate or lasting effects or transformations
A lesson learned or greater meaning
This will be conveyed using the following writing conventions that we will learn about in greater detail every
week followed by practicing them in our writers workshops:
Effective narrative structures and organization

Strong and varied word choice and sentence fluency
Purposeful use of literary devices
Understanding of theme
Your final memoir should be 10-15 pages double spaced, 12 point Times New Roman. The page length is
flexible depending on the detail and structure you include for your analysis of three select episodes of your
life. The life events and language you include should be appropriate for your peers as well as me to read. The
editing process will include collaboration between you and your peers, so if you have any concerns regarding
sensitive material you would be writing and sharing, please see me.
Your memoir will be completed in drafting stages (will be discussed in greater detail during writer workshop
days):
Stage 1: Brainstorm
Organize important and meaningful experiences youve had in your life, big or small. Focus on a specific
theme regarding events, relationships, transformations, or environments. We will edit and expand on this.
Due Date: Monday, Day 11
Stage II: Rough Draft
Using the narrative structures and literary techniques we learn, you will create your first draft of your
memoirs that we will peer edit during workshop days. This will be your foundation.
Due Date: Monday, Day 16
Stage III: Second Draft
The draft will be focused on mastering your use of language, literary devices, and grammar. You will meet
with me for conferences in class to discuss how to improve your memoir. You will meet with me for
individual conferences.
Due Date: Wednesday, Day 23
Stage IV: Final Product
This will be your final, publishable product that meets all criteria of the assessment rubric.
Due Date: Monday, Day 26*
Exemplary Satisfactory Needs Improvement Does Not Meet Standards
10-9 8-7 6-4 3 or below
Narrative -Fluid and easy to follow -clear story-line, breaks or -story-line is present but -story line is choppy, follows
Organization story line interruptions in structure contains interruptions or no narrative structure
-Strong use of plot devices are minimal break that distract from the -plot devices are minimal if
-detailed and creative -plot devices used narrative used
writing of setting and -setting and characters are -plot devices may be present, -setting and characters are
characters described with some detail improperly used mentioned without
-purposeful use of dialogue -some dialogue is used to -dialogue used inappropriately description if used at all
enhance story or irrelevant to the story, does -no dialogue used or if used,
not further the narration written without intent
Chosen Key -important and impactful -author chooses moments -timely moments of life are -only one moment is
Events/Memories life moments for personal that are timely and/or chosen, do not adequately provided or moments chosen
development were carefully relevant to their character reflect important character randomly without clear
and purposefully chosen -moments connect with moments purpose, moments chosen
-moments work fluidly some fluidity -moments chosen without inappropriate
together to help further the -moments written in purpose of connection to -no clear cohesion between
narration and signify adequate detail create whole narrative events
character development -moments written with -moments do not reflect any
-key events written with minimal detail development of character
exceptional detail -events are stated without
further description
Voice -authors riti g creatively -writing reflects creative -writing minimally reflects -writing is generic
reflects individual thought and individuality individual perspective -no individuality of writer
personality, feelings, and -authors o perspecti e -Writing seems mechanical shown
character and writing is explored in -author does not reflect much -little to no creative
-author thoroughly uses some detail emotion or personality expression
voice to describe the events -author adequately engages -writing minimally -writing is passive and does
and details through his/her reader invites/engages reader not invite or engage reader
own eyes
-author demonstrates a
strong sense of audience
and engages reader
Personal Analysis -narration and detailed -author adequately explores -author demonstrates some -author shows no critical
description of key events personal reflection on but minimal reflection on thought or reflection into
demonstrates deep and interactions with people, personal character personal life, relation to
critical reflection about the environment, and development, relationships, other, or environment
authors i teractio s a d his/herself in narration and/or environment -character development
relations to other people, -author adequately uses -narration shows minimal and/or personal knowledge is
his/her environment, and details to describe personal growth/understanding of self- not evident in writing
his/herself development/character knowledge and/or knowledge
-author uses narration reflection of others
effectively to portray -author shows some
character development and understanding and progress
enhanced self-knowledge of self-knowledge and/or
and/or knowledge of others knowledge of others
Conventions: -grammar and spelling is -grammar and/or spelling -multiple grammar and/or -frequent and consistent
Language and flawless errors are minimal spelling mistakes spelling and grammar
Mechanics -author demonstrates -author demonstrates some -author attempts some mistakes
mastery of complex syntax complexity of syntax and complexity of syntax and -little to no complexity of
and manipulation of language use manipulation or when used, language and syntax used
language used unsuccessfully
Cohesion/Overall -all memoir components -all memoir components -all memoir components are -little to no fluidity between
Quality work seamlessly together to work adequately together to present memoir components
create a strong, publishable create solid final product -some time and effort is -final submission shows little
final product -appropriate time and effort apparent time and effort of work
-final submission reflects was spent -final product is weak and/or
dedication of time and inadequate
effort
Editing/Draft -author diligently worked -author adequately worked -author worked on editing -author did not use workshop
Process during workshop periods to on editing during workshop process with multiple period appropriately or
improve writing of self and periods without minimal distractions and/or distracted effectively and/or was a
others distractions others distraction to self or others
-author completed all drafts -author adequately -author completed all or some -drafts incomplete if
in full and in timely manner completed most drafts on drafts on time but to submitted at all
time minimum acceptable level
Word Choice -Author uses powerful and -author uses words that are -author uses ordinary, -author uses weak words that
precise words that clearly clear, makes sense, and are conventional words to reflect little thought in choice
describe events and interesting describe events and meaning -words fail at creating a
meaning -words paint a picture in the -author includes many picture for the reader
-words paint a vivid picture readers i d unneeded words -words do not work together
i the readers i d -the words may begin to paint cohesively
a picture in the readers i d
Task #9: Formal Writing Assessment Rationale
The Unit Looking Back: Who we are and how we got here focuses on the analysis of
memory and identity development, specifically in regards to the expression of memoir. Over the
course of the five week unit, students will be engaged in an intensive writing project that
compromises the culminating authentic performance assessment. The skills students develop about
identity analysis, character development, and writing structures will be applied to the students
own self-identity analysis, reflection, and writing. This writing will be compiled into the students
own memoirs. Every week lessons will be dedicated to the learning of narrative elements,
description, setting, voice, and writers workshops. The memoir will be created through a drafting
process. The weekly writers workshops are scheduled to give students the time, support, and
framework for creating and revising their work. The editing process will including collaboration
between students in the form of peer editing as well as individual conferences with the teacher to
check their progress. The writing assessment process thus will be flexible for both individual
development as well as collaboration.

Tasks #10 & #11: Multimodal
and Speaking Assessments
Sharing Stories
We can read Jeanettes memoir as story about
the people around her besides herself. Memoirs
can be about others just as much as they are
about ourselves. By speaking about the people
around her, Jeannette includes themes that
influenced her like addiction and poverty.
In class weve spent time looking at alternative
ways of narrating a story and expressing our
identities, such as Scarfaces music and Frieda
Kahlos art. Using the forms weve learned
about memoirs of portraiture, confession, and
exploration, act a ghost memoirist and help
someone else tell their story.
Task: Choose someone you know, a friend, a family

member, a mentor or someone from history or current
events, and create a multimodal presentation of one of
their memory of an important story that influenced the development of their identity.
Some ideas of themes include travel, immigration, overcoming obstacles, childhood, learning
from mistakes, etc.
Format: A multimodal representation of their story can take the form of a video,
illustrations, graphic novel, a biographical blog, song, or another alternative means approved
by me. *note that video cannot simply be filming the person speaking
Presentation: In class we will present our projects and include a short reflection addressing
the following questions:
Why did you choose to share this persons story?

Why did you choose the alternative form you used?
How does this story compare to the themes and ideas weve discussed in the unit so far?
What did you learn about other people or about yourself in the process of creating this
project?
How does this form of storytelling differ from the creation of our own written memoirs?
Presentation length limited to 3-6 minutes Due Date: Monday Day 21

Rubric:
Exemplary Needs Unacceptable
Improvement
Story Student shows clear Student Student
and strong idea of incorporates theme demonstrates little
Format theme and narrative and narrative story ot no understanding
story structure in piece; of theme and
structures/conventions may lack fluidity and narrative story
clarity of elements structures
Multimodal Student creatively Alternative form Composition is
expresses identity and and composition incomplete; student
Composition story in a relevant adequately conveys uses unapproved
alternative form main ideas; may lack form; composition is
creativity and irrelevant form to
originality convey
identity/story
Quality Composition reflects Composition Composition shows
dedication of time and reflects adequate little to no effort
effort, overall strong time and effort behind creation;
and impressive piece dedicated to piece; project is sloppy
piece meets criteria;
may include some
mistakes
Reflection Student thoroughly Student reflects on Student does not
answers reflection some but not all of provide answers to
questions; shows required questions; reflection questions;
deep, critical thinking student answers all responses are
in explanation question with short, clearly improvised
limited responses without prior
thinking
Presentation Student clearly and Student adequately Students response
concisely expresses conveys ideas while cannot be
their ideas to the best speaking in front of understood by rest
of their abilities while class; may at times of class; students
speaking in front of be hard to presentation is
class; presentation understand or hear;
falls within time frame presentation of
project and
reflection shorter or
longer than time
frame
Notes:
Name:_________________________
Task #12: Reading Assessment
Character Analysis: The Glass Castle
The story finishes with very different endings for Jeanette and her siblings. What do you think caused these different endings? Choose one
of the Walls siblings besides Jeanette. Why do you think the characters story ended this way? Do you think it was in or out of his/her control? What
influenced the creation of his/her present condition? Make a claim about how the character developed and what influenced their and support it
with evidence and analysis from the text. You will take this graphic organizer and apply it to a written argument to demonstrate your
unde
Claim:
rstan
ding.
Analysis of evidence (include quotation and page Analysis of evidence: Analysis of Evidence:
number):
Character Development Analysis Rubric:
CCSS.ELA-Literacy.R.10.3 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.R.10.3 Analyze how complex characters (e.g. those with multiple or conflicting
motivations) develop over the course of a text, interact with the other characters, and advance the plot or
develop the theme.
Exemplary Satisfactory Needs Improvement Unacceptable
Claim Strong and Clear, general Claim is difficult to Student does not
specific claim claim relevant to understand and provide claim;
written relevant to prompt and vague; claim may claim is irrelevant
the prompt; focus character not be relevant to to prompt; claim is
on character development prompt or character unidentifiable or
development development too difficult for
reader to
understand
Evidence Specific pieces of Direct text Only a couple No text evidence is
evidence are cited evidence used; specific pieces of cited; only a
directly from the may include text evidence used; couple of general
text; provides general pieces of general evidence is examples from the
strong support of evidence; some mostly used; text are included;
claim evidence may not evidence does not relation to claim is
be cited; evidence clearly connect to unclear
adequately claim
supports claim
Analysis Clear and critical Inferences and Justification and No inferences or
inferences are evidence are explanation of explanation of
thoroughly adequately inferences and evidence is
justified in explained; clear pieces of evidences included;
writing; strongly support of claim are sometimes but irrelevant to claim
supports claim and evidence not always included
and purpose of or supported; does
evidence not clearly support
or connect to claim
Overall Writing is clear Writing is clear Writing at times is Writing is unclear
Quality and argument is and argument is hard to follow; and hard to follow;
fluid; writing easy to follow; contains few or includes many
contains no or writing contains many distracting mistakes that
only a couple of few mistakes; mistakes; partially distract reader;
mistakes; meets meets reading meets reading does not meet
reading standards standards standards reading standards
Task #13: Assessment Table
Assessment Day # Description Type Domain Target Unit Goal(s)
Photography 1 writing Diagnostic Writing Goal 2 Writing: Students

Writing assignment develop the ability to
write using narrative
techniques for personal
writing.
What is Memoir? 2 guided notes Diagnostic Writing & Goal 1 Reading: Students
Guided Notes worksheet Listening know and understand the
distinguishing features of
memoir as a genre.
What is Memoir? 2 Exit pass; short Formative Writing Goal 1 Reading:
Exit Slip response Students know and
understand the
memoir as a genre.
Literary Devices 3 Matching; Diagnostic Reading & Goal 6 Exploring
Pre-assessment identifying; Writing Language: Students know
writing sentences and are able to apply to
their writing different
literary devices.
Creating 3 Redefining unit Diagnostic Speaking All Goals: Students will
Standards & standards and & Writing create criteria to inform
Goals goals final assessment and
evaluations at end of unit
according to unit
standards and goals (see
Day 25)
Alex Dang: 4 Identifying and Formative Writing, Goal 5 Exploring Media:
Poetry & Identity analyzing Reading, & Students develop an
Analysis Handout evidence Listening appreciation and
understanding of
performance poetry as a
form or personal story-
telling and identity
reflection.
Brad Scarface 5 Identifying and Formative Reading & Goal 1 Reading & Goal
Jordan: analyzing Listening 5 Exploring Media:
Memoirist & Students analyze memoir
Rapper Analysis and identity in relation to
identity expression in
music.
Identity Formula 6 Analysis; writing Formative Writing Goal 5 Exploring Media:
assignment Students develop an
understanding of
alternative forms of
identity reflection.
Home & 7 Writing Formative Writing Goal 2 Writing: Students
Environment assignment; develop the ability to
Worksheet analysis write using narrative
techniques for personal
writing.
Part II Review 8 Short response Formative Reading & Goal 1 Reading:
Reading Quiz prompt Writing Students can analyze text
to determine character
development over the
course of a piece of
literature. Students know
and understand the main
characters, events, and
themes in The Glass
Castle.
Part II Review 8 Socratic seminar; Formative Speaking Goal 3 Listening &

Discussion discussion tracker & Observing & Goal 4
Listening Speaking: Students
develop skills and
strategies for active
listening, notetaking, and
verbal response during
discussions.
More About 9 Exit pass; short Formative Writing Goal 1 Reading: Students
Memoir Exit Slip response know and understand the
memoir as a genre.
Stage 1: 10 Brainstorm Diagnostic Writing Goal 2 Writing:
Brainstorm writing worksheet; Students develop the
draft of authentic ability to write using
assessment narrative techniques for
personal writing. Students
know and understand the
value of drafting and
editing pieces of writing.
Voice in Writing 11 Guided notes Formative Writing Goal 6 Exploring
Notes Organizer sheet; Language: Students
passive/active develop the capacity for
voice making purposeful and
identification precise word choices.
Literary Devices 12 Guided notes sheet Formative Writing Goal 6 Exploring
Notes Organizer Language: Students know
and are able to apply to
their writing different
literary devices.
Voice Exit Slip 12 Exit Pass Formative Writing Goal 6 Exploring
Language: Students
develop the capacity for
making purposeful and
precise word choices.
Ted Talk- 13 Discussion; Formative Listening Goal 3 Listening &
International participation; & Observing, Goal 4
Identities Note- Speaking Speaking, & Goal 5
Discussion & taking/tracking Exploring Media:
Organizer Students engage in critical
discussion responding to
the video media.
Jeannette: 14 Plot mapping; Formative Reading & Goal 1 Reading:
Character identity analysis; Writing Students can analyze text
Development & text evidence to determine character
Plot development over the
literature.
Part III Review 15 Passage Formative Reading & Goal 1 Reading:
Reading Quiz identification; Writing Students know and
short response; understand the main
analysis characters, events, and
themes in The Glass
Castle.
Part III Review 15 Socratic Seminar; Formative Listening Goal 3 Listening &
Discussion discussion tracker & Observing & Goal 4
Speaking Speaking: Students
develop skills and
discussions.
Stage 2 with Peer 16 Stage 2 draft of Formative Writing Goal 2: Students develop
Edits authentic the ability to write using
assessment narrative techniques for
personal writing. Students
know and understand the
value of drafting and
editing pieces of writing.
Stage 2 Writing 16 Identification of Formative Writing Goal 6 Exploring
Checklist writing/literary Language & Goal 7
strategies Exploring Conventions,
Grammar, & Syntax:
Students identify language
and grammar choices and
mistakes.
Reading 17/18 Graphic organizer Summative Reading & Goal 1 Reading & Goal:
Assessment: to formal writing Writing 2 Writing: Students will
Character be able to convey their
Development analysis of character
Analysis development with text
evidence through writing.
Final Book 19 Multiple choice; Summative Reading Goal 1 Reading:
Review Reading identification; &Writing Students can analyze text
Quiz short response to determine character
development over the
literature.
Students know and
understand the main
characters, events, and
themes in The Glass
Castle.
Final Book 19 Socratic Seminar; Summative Listening Goal 3 Listening &
Review discussion tracker & Observing & Goal 4
Discussion Speaking Speaking: Students
develop skills and
discussions.
Literary Devices 20 Matching; Summative Writing Goal 6 Exploring
Post Assessment identification; Language: Students know
short writing and are able to apply to
response their writing different
literary devices.
Multimodal 21/22 Multimodal Summative Multimodal Goal 4 Speaking & Goal
Presentation composition and & 5 Exploring Media:
oral presentation Speaking Students will be able to
orally convey their
reasoning and reflection
for their choice of
alternative story-telling
and identity reflection.
Stage 3 Draft 23/24 Writing draft Formative Writing Goal 2 Writing, Goal 6
authentic Exploring Language, &
assessment; Goal 7 Exploring
conferences & Conventions, Grammar,
peer edits & Syntax: Students apply
knowledge of memoir,
literary devices,
purposeful word choice,
and grammar conventions
in writing and editing
draft.
Unit Final 25 Evaluation based Summative Writing All Goals: Students will
Evaluation & on created criteria evaluate themselves and
Reflection from Day 3; reflect on unit in
extended response accomplishing unit goals
and standards according to
criteria created in
beginning of unit (see Day
3)
Authentic 26* Extended formal Summative Writing Goal 2 Writing, Goal 6
Assessment memoir writing Exploring Language, &
Goal 7 Exploring
Conventions, Grammar,
& Syntax: Students apply
knowledge of memoir,
literary devices,
purposeful word choice,
and grammar conventions
in writing and editing
draft.

Glass Castle Curriculum Unit Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Glass Castle Curriculum Unit Final

Uploaded by

Copyright:

Available Formats

LOOKING BACK:

Understanding Who We Are & How We Got Here

Task # 1: Theme Rationale

based on ones past experiences, environments, and relationships. By understanding the

domestic, local, national, and international relations.

or importance of writing and expression.

skills but their critical thinking and reflective capacities as well.

of the past are shared.

Where do we see peoples current identities influenced by their past circumstances? In

safe environment has been created.

math and art, within the structure of an ELA unit.

differences between narrative and episodic forms.

positive significance to the power of personal narratives.

Task #3: Thematic

Community, district, and school characteristics

(2) Major cultural considerations

learning as diverse individuals.

following practical matters:

as the level of maturity, inclusivity, and sensitivity need to be modeled to students. If

also show the same respect.

diversity mentioned earlier.

is the ultimate goal, accommodations should be made regarding specific students if

themselves an alternative space for editing and partner sharing.

4. Speaking: Goal: Students develop constructive and appropriate means of responding to

5. Exploring Goals: Students develop an appreciation and understanding of the

THE GLASS *writing activity/assignment

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

none Pg. 9-26 Pg. 27-41 Pg. 42-57 Pg. 58-93

Teacher Modeling Class Discussion Exit Slip* Individual/partners

Stage 1 due Monday

Whole class Guided Notes Plot/Character Mapping in The Glass

Stage 2 Due Monday

21 Multimodal 22 Multimodal 23 Writers Workshop: 24 Writers Workshop: 25 Unit Evaluation Day

Final Stage of Authentic Assessment Due

Day 1: Bring Your Childhood to Class

Lesson Plan for English Language Arts

Objectives (edTPA requirement)

Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

Materials, Resources, Instructional Strategies (edTPA requirement)

Teacher Actions Student Actions

Teacher questions students about the Students respond (2 minutes)

they think is happening in the picture, who is

Students will then read and share the

Students will share their small group

Identifying and Supporting Academic Language (edTPA requirement)

Lesson Plan for English Language Arts

Objectives (edTPA requirement)

Common Core Standards (edTPA requirement)

Sensory Support Graphic Support Interactive Support

Planning to Support Varied Student Learning Needs (edTPA requirement)

Teacher Actions Student Actions

Identifying and Supporting Academic Language (edTPA requirement)

Student engagement and obtaining of information will be monitored by observations of note

Important Components of a Memoir

Choose and answer 3 of the following questions:

Lesson Plan for English Language Arts

Objectives (edTPA requirement)

Common Core Standards (edTPA requirement)

Sensory Support Graphic Support Interactive Support

Planning to Support Varied Student Learning Needs (edTPA requirement)

Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

Teacher Actions Student Actions

Teacher brings class back together/ checks in

1. Making an indirect comparison between two things or ideas is called _Metaphor__.

2. Illustrating a picture for the reader through language is called Imagery__.

e1. Her eyes shown bright like diamonds.

c . Jere ys ig ear ar s wrapped arou d e for a hug.