Professional Documents
Culture Documents
2 Unit
Defining Style
Kylie Gempler
CIL 642-1001
Dr. Bickmore
Table of Contents
authors use. The main function and goal of this unit is to illuminate to students how to analyze,
synthesize, and personally use specific techniques authors use when writing (whether it be
non-fiction, fiction, ect.). Students will first identify specific elements of an author’s style, then
review and analyze elements of fiction, develop close reading skills to analyze these specific
techniques, and finally write a narrative (either real or imagined) for their summative assessment
part one (1) and develop a visual for summative assessment part two (2).
The lesson will be relevant and useful for ALL of my 9th graders because students will
identify and personally develop techniques in understanding how writers use purposeful and
specific ways in which to create a structured, captivating, and memorable story. ALL of my
students, regardless of socioeconomic status, gender, ect., will need to develop these essential
sets of skills because it will help to further develop ways in which students read and develop
Summative assessment one (1) will determine if students comprehended various narrative
symbolism. For summative assessment two (2), students will use these set of techniques to create
a visual representation of the story they created. Students will still be conscious of such
techniques they used for summative assessment one (1). Summative assessment 2 will further
The 9th grade Common Core State Standards in this unit will specifically align with the
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.RI.9-10.2
Determine a central idea of a text and analyze 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 the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from
that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.W.9-10.3
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1-3
up to and including grades 9-10 here.)
CCSS.ELA-Literacy.SL.9-10.1.b
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
Running Head: UNIT 2 DEFINING STYLE 6
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.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
district information
N/A
Website:
http://www.somersetskypointe.org/
Vision:
A College Preparatory School: Cultivating Effective Leaders, Good Character, and a Desire to
Render Service.
Mission:
We prepare students to excel in academics and attain knowledge through life-long learning by
dedicating ourselves to providing equitable, high-quality education for all students. We promote a
culture that maximizes student achievement and fosters the development of accountable 21st Century
learners in a safe and enriching environment.
Running Head: UNIT 2 DEFINING STYLE 8
Enrollment by Race/Ethnicity:
Enrollment by Gender:
Male Female
2,892 2,886
Students
Running Head: UNIT 2 DEFINING STYLE 9
October
Begin Unit 2 Day 2: Day 3: Day 4: Day 5:
Tuesday Wednesday Thursday Friday
16th 17th 18th 19th
Week 1:
Day 1:
-Students will read the -Students will make -Students will -Students study
Monday 15th
article of the week “School inferences about the effect explain how sentence types
-Students preview Uniforms a Blessing or a a writer achieves by using images signify the and patterns and
the big ideas and Curse” specific sentence types and literal and learn about
vocabulary of the patterns (Tone, diction, symbolic Robert Frost’s
unit. -Students will use the syntax, and imagery importance of style from his
summative assessment 1 to **learned last Unit) objects to the poem, “Fire and
grade the article development of Ice”, in order to
-Students unpack . -Students will emulate an characters in the practice
Embedded -Students will then do a author’s style by writing a story “The Gift of emulation as a
Assessment 1 by half a page write up if they story opener in the style the Magi” using writing strategy/
analyzing the “4” either agree or disagree used in the short story the SIFT handout.
criteria via their with the article. “The Gift of the Magi”. - Students
group tables. identify and
CCSS.ELA-Literacy.RI.9-10.1
CCSS.ELA-Literacy.RI.9-10.1 -Students will analyze imagery,
understand the symbols,
CCSS.ELA-Literacy.RI.9- CCSS.ELA-Literacy.RI.9-10.2
10.1 CCSS.ELA-Literacy.RI.9-10.3 situational irony. situational irony,
CCSS.ELA-Literacy.RI.9-10.3 and synthesize
-Students will
examine and their
explain how interpretation to
situational irony discuss how
contributes to the specific style
theme of “The elements
Gift of the Magi.” contribute to
theme.
CCSS.ELA-Literacy.RI.
9-10.2
CCSS.ELA-Literacy.RI
.9-10.4
CCSS.ELA-Literacy.RI.
9-10.3
Running Head: UNIT 2 DEFINING STYLE 10
CCSS.ELA-Literacy.W.9-10.3
CCSS.ELA-LITERACY.W.9-1 CCSS.ELA-LITERACY.W.9-10.3.B
0.3.A
CCSS.ELA-LITERACY.W.9-10.3.B
CCSS.ELA-Literacy.W.9-10.3.d
Running Head: UNIT 2 DEFINING STYLE 11
NOVEMBER
Week 3: (cont.) Day 14:
CCSS.ELA-Literacy.W.9-10.
3.b
CCSS.ELA-Literacy.W.9-10.
3.e
CCSS.ELA-Literacy.W.9-10.
3.c
Week 4: Day 15 Day 16: Day 17: Day 18: Day 19
Tuesday Wednesday Thursday Friday
Monday 5th 6th 7th 8th 9th
CCSS.ELA-Literacy.SL.9-
10.5
END UNIT 2
Running Head: UNIT 2 DEFINING STYLE 13
-3-Subject notebook, pencil, filing folder (1 per student fto create their storyboard)
-Examples what and how storyboard can be created.
■ Which additional narrative techniques will you use? Have you thought about including irony to create a sense of mystery, surprise,
and tension?
■ How does the story structure you created develop the events, characters, and plot of your story so that it engages your readers?
Day 17:November 7
-Visual element example
Day 18:November 8
-Brainstorm ideas using filing folder to brainstorm visually
Running Head: UNIT 2 DEFINING STYLE 16
-Laptop Carts
Day 19-November 9
-Laptop Carts
-3-subject notebook (writing section: progress report on creation of visual element)
-Pencil and filing folder brainstorm idea storyboard
Day 20-November 12
-Laptop Carts
-3-subject notebook (writing section: progress report on creation of visual element)
Day 21-November 13
-Laptop carts
-3-subject notebook writing section: progress report on creation of visual element)
Day 22-November 14
-Presentations begin-Present to class.
-Audience rubric for oral presentation
-Summative assessment 2 rubric (student created)
Day 23-November 15
-Presentations continued/finish
-Summative assessment 2 rubric (student created)
-Audience rubric for oral presentation
Running Head: UNIT 2 DEFINING STYLE 17
● sustains focus on ● generally focuses ● does not sustain ● does not contain
setting, character, on setting, a focus on essential details to
events, and/or character, events, setting, establish setting,
ideas to strengthen and/or ideas to character, events, character(s), events,
the unity of the maintain the unity and/or ideas, and/or ideas
story of the story limiting the unity ● does not contain
● presents ● includes of the story believable characters
thought-provoking well-developed ● contains ● does not provide a
details, conflict, conflict and unfocused conflict or resolution.
and resolution to resolution with conflict and
heighten reader appropriate details resolution
interest to sustain reader ● contains
● develops engaging interest characters that
and authentic ● develops are not
characters that believable developed or are
grow in characters that not believable.
complexity grow in depth
throughout the throughout the
story. story.
Formative Assessment: Group oral presentation of rubric (must participate-speak once to receive
credit)
EQ: What is the purpose of analyzing and understanding the summative assessment before
even given the prompt?
Procedures: STU will come in and do their daily procedures: GIG: STU will be given their
vocabulary words for the unit. STU will define the vocabulary words along w/ creating an
example sentence and determine the part of speech the word is. Next, The term "Defining
Style" will be posted on the board. STU will discuss w/ their table what defining style means
and have an educated guess of what they believe they will be studying for this upcoming unit.
Each table will define and then share their definitions via whole class. Next, STU will be given
the summative assessment 1 for Unit 2. Students, as a group, will analyze the rubric (either 1,
2,3, or 4). STU will discuss what each rubric means and how they plan on achieving a
4-Exemplary via whole class.
Closure: STU will answer the E.Q. via whole class.
Running Head: UNIT 2 DEFINING STYLE 21
Lesson 2
Day 2:
Using Summative Assessment 1: Unit 2 for Article of the Week “School Uniforms-A Blessing
or a Curse”
Obj: I will use the summative assessment 1 rubric to grade the article of the week.
CCSS.ELA-Literacy.RI.9-10.1 CCSS.ELA-Literacy.RI.9-10.3
Formative Assessment: ½ page write up: Must be half a page and have textual evidence
Agenda: GIG: Writing Prompt: What Makes A Good Story?
-Read article of the week “School Uniforms: A Blessing or a Curse?”
-Grade Article of the week in your groups
-Closure
E.Q.: What is the function of grading the article of the week with summative assessment 1-Unit
2 rubric?
Home Practice: ½ page write up: Do you agree or disagree with school uniforms? Was the
article of the week a 4,3,2,1 on the grading rubric? Explain your answer with textual evidence to
support your claim.
Procedures: STU will come into class and do the daily procedures. GIG: STU will take out their
3-subject notebook and flip to the writing section. STU will then see the promo written on the
board that says, "What do you believe makes a good story? Whether it be a novel or a movie,
what is one of your favorite stories? Why is it your favorite? Was it the plot, character, theme,
etc. Make sure you use evidence to support your claim". STU will have 7 min. to write. STU will
then share their findings via whole class. STU will then take out summative assessment 1 rubric.
STU will then be give the article of the week #6-School Uniforms, A Blessing or a Curse. STU
will read the article w/ their table groups. As students read, STU will annotate the article using
the new literary techniques they learned from yesterday’s vocabulary. After reading and
annotating, STU will then grade the article based on summative assessment 1 rubric. STU will
work together and decide what grade the article would get-either a 4,3,2, or 1 w/ specific
evidence from the article and rubric to support their claims.
Closure: STU will answer the E.Q. and discuss how it relates to the article of the week.
Running Head: UNIT 2 DEFINING STYLE 22
Lesson 3
Day 3
The Gift of the Magi: Annotate Tone, Diction, Syntax, and Imagery and Grade
Obj: I will read the short story, “The Gift of the Magi” and annotate using tone diction, syntax,
and imagery. CCSS.ELA-Literacy.RI.9-10.2 CCSS.ELA-Literacy.RI.9-10.3
Formative Assessment: I will check their annotations of “The Gift of the Magi” at the end of class
(tone, diction, syntax, and imagery). STU will also be assessed by presenting their grading (4,3,2,1) of
the short story via whole class.
Agenda:
GIG: Review syntax, diction, tone, and imagery
-Read and Annotate “The Gift of the Magi”
-Grade “The Gift of the Magi”
E.Q.: How does annotating and grading “The Gift of the Magi” help you understand
expectations for summative assessment 1: Unit 2?
Procedures: STU will come in and do their daily procedures (write down the E.Q. and Home
practice). For GIG: STU will review tone, diction, syntax and imagery from last quarter. STU
will review by reviewing the definitions w/ their shoulder partner. STU will then be given the
short story “The Gift of the Magi”. As students read the short story independently, students will
annotate the story using tone,syntax, imagery, and imagery. As STU read independently and
annotate, STU will use the rubric to analyze why “The Gift of the Magi” would be a 4,3,2,1,.
STU will use the rubric and find examples where all required elements of ideas, structure, and
language are met. STU will then share their findings via w/ their table and then whole class.
Closure: STU will answer the E.Q. and brainstorm how they will try and receive the "4" grade
when they create their narrative for summative assessment 1.
Running Head: UNIT 2 DEFINING STYLE 23
Lesson 4
Day 4:
Lesson 2.5: The Gift of the Magi-Situational Irony
Obj: I will identify and analyze imagery, symbols, and situational irony and discuss how specific
style elements contribute to the theme in the short story, “The Gift of the Magi”
CCSS.ELA-Literacy.RI.9-10.2 CCSS.ELA-Literacy.RI.9-10.3
Formative Assessment: I will check their annotations of “The Gift of the Magi” at the end of class in
regards to (situational irony, symbol, figurative language, and theme).
E.Q.: How does imagery, symbols, and situational irony contribute to universal and world truth
in stories?
Procedures:
GIG: STU will then flip to the vocabulary section and write down the definition for situational
irony (located on the whiteboard). STU will discuss and create examples of situational irony with
their shoulder partner (3 examples). STU will then get out their short story given yesterday, "The
Gift of the Magi" and 4 highlighters. STU will read the story and annotate/highlight: situational
irony, symbol, figurative language, and theme as they are reading w/ their table groups
(Yesterday they annotated tone, diction, syntax, and imagery). STU will do the annotations
independently, but read as a whole group. STU will then share their annotations w/ their table
and the whole class.
Closure: STU will answer the E.Q. in relation to "The Gift of the Magi"
Formative Assessment: Check annotations and responses to the guided questions for “Fire and
Ice”.
E.Q.: Why are imagery and symbols important elements in a story? What is the function?
Materials: 3-subject notebook, Fire and Ice Poem (Robert Frost), highlighters.
Procedures: STU will come into class and write down the E.Q. and home practice for the week.
STU will then see four (4) examples of figurative language on the board. With a partner, STU
will analyze what the figurative language means in their own words.
● “Her icy stare let me know just how she felt.”
● “He acted so cold to me that I knew he was still angry.”
● “His face was red and flushed with the heat of his anger.”
● “The fierce fire in her eyes made her attitude clear.”
STU will write down the questions and analysis in the "notes" section and then share their
findings via whole class. STU will then be given the poem “Fire and Ice” by Robert Frost. STU
will read the poem independently and then aloud via whole class. After STU read the poem
independently and then whole class, STU will answer the guided questions:
1) What is the central idea of the poem? Which details convey the central idea?
2) What human emotions does the author associate with the natural elements of fire and ice?
3) What impact do these associations have on the poem’s tone?
4) In line 3, the speaker says, “I’ve tasted of desire.” Is this statement literal or figurative?
Why?
STU will then answer the questions via whole class.
Lesson 6
Day 6
“The Cask of Amontillado”-Edgar Allan Poe
Obj :Students will read closely to understand and explain cause and effect in the short story “The
Cask of Amontillado” while analyzing Poe’s language choices to determine how specific words
and phrases create different effects on the audience.
CCSS.ELA-Literacy.RL.9-10.4
Formative Assessment: STU will be assessed by their annotations and group discussion.
Agenda:
GIG: Verbal Irony and Dramatic Irony Definitions
-Read/Annotate the Cask of Amontillado
-Whole Class Discussion
-Closure
E.Q. : In "The Cask of Amontillado”, why does Poe’s language choices create different effects
on the audience?
Materials:
3 subject notebook (Vocab section), "The Cask of Amontillado”, and 4 highlighters.
Procedures: STU will come in and do their daily procedures (write down the E.Q. and Home
practice). For GIG: STU will take out their 3-subject and flip to the vocabulary section. STU will
write down the definition for verbal and dramatic irony. STU will then write 2 examples of
verbal irony and 2 examples of dramatic irony w/ their shoulder partners. STU will volunteer and
share their examples via whole class. STU will then be given the short story "The Cask of
Amontillado”. STU will take out four highlighters. STU will highlight where they see verbal
irony, dramatic irony, situational irony, and theme. STU will do this with their shoulder partner
(25 min.). STU will then share their findings w/ their table group and then via whole class.
Lesson 7
Day 7
SIFT Strategy to Make Meaning of “The Cask of Amontillado”
Obj: I will use the SIFT strategy to make meaning of “The Cask of Amontillado” and grade the
short story using summative assessment 1 to demonstrate understanding of the rubric.
CCSS.ELA-Literacy.RL.9-10.4
CCSS.ELA-Literacy.RI.9-10.6
CCSS.ELA-Literacy.RI.9-10.2
E.Q.: Why is the SIFT strategy imperative when reading and/or creating a story?
Procedures: STU will come into class and do their daily procedures. STU will then take out
their 3-subject notebook and review w/ their shoulder partner the new literary terms/devices
learned in Unit 2. STU will quiz one another orally in order to see if STU are understanding the
new literary terms: Irony, Figurative Language, Theme, Ect. STU will then take out “The Cask
of Amontillado” short story. STU will then be given the SIFT handout. STU will then reread the
short story again whole group. STU will fill out the SIFT handout independently as STU are
reading as a group. STU will then as a whole group, after filling out the SIFT handout, grade the
short story based on summative assessment 1: Unit 2. STU will then share whole class their
findings for SIFT and then their grade for “The Cask of Amontillado”.
Closure: Students will answer the E.Q. and then answer how SIFT and the grading rubric
correlate with one another.
Running Head: UNIT 2 DEFINING STYLE 27
Lesson 8
Day 8
Summative Assessment 1: Unit 2-Assignment Details and Story Map
Obj: I will understand the summative assessment 1 details and due date.
CCSS.ELA-Literacy.RI.9-10.1
Formative Assessment: Story Map/Brainstorming must be adequate and sufficient (Ex: setting,
theme, characters, ect.)
Agenda: GIG: -Notes for Setting, Plot, Theme, and Character. in 3-Subject Notebook.
-Story Map
-Give assignment details/due date
-Closure
E.Q.: Why is it critical to understand the assignment details for summative assessment 1?
Materials: Assignment details/due date paper, 3-subject notebook, story map, and pencil.
Procedures: STU will come into class and do the daily procedures (write E.Q. and home
practice in agenda). Students will then see notes projected on the whiteboard for Setting, Plot,
Theme, Character, Rising Action, Climax, and Resolution. STU will write these notes in their
3-subject notebook in the notes section. STU will then be given a Story Map. I will write an
example of how to create a story map using the classic tale “Cinderella”. STU will help guide me
by telling me the key details of the story. After the example is discussed via whole class, STU
will then be given the assignment details/due date paper w/ all the assignments details,
requirements, and due date. STU will ask questions via whole class. STU then start
brainstorming their ideas on the back of their story map. STU will brainstorm key ideas for their
narrative before creating the story map.
Lesson 9
Day 9
Story Map
Obj: I will understand the key details and elements of a story and use this knowledge for my
story map.
CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-LITERACY.W.9-10.3.A
Formative Assessment:Class participation (sharing story ideas) and story map-must be halfway
done.
Agenda: GIG: Writing Prompt: What Makes A Good Story
E.Q.: Why are there many components needed when creating a story?
Home Practice: -Need 3 plot lines w/ external and internal conflict from main character (on the
back of your story map).
-Work on Story Map
Procedures: STU will come into class and do the daily procedures. STU will take out their
3-subject notebook and flip to the writing section. STU will then see the promo written on the
board that says, "What do you believe makes a good story? Whether it be a novel or a movie,
what is one of your favorite stories? Why is it your favorite? Was it the plot, character, theme,
etc. Make sure you use evidence to support your claim". STU will have 7 min. to write. STU will
then share their findings via whole class. STU will then take out their story map. STU will work
on creating a plot, rising action, ect. For their narrative. STU will then share their story ideas via
whole class. STU will keep this story map and continue to work on it for home practice.
Closure: STU will answer the E.Q. and discuss how it relates to the article of the week.
Running Head: UNIT 2 DEFINING STYLE 29
Lesson 10
Day 10
Creating a Storyboard for Summative Assesment 1 Narrative
Obj: I will create a storyboard for my summative assessment 1 narrative in order to organize and
visualize my story.
CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-LITERACY.W.9-10.3.A
E.Q.: What is the function of a storyboard and how can it help with bringing your story to life?
Procedures: Students will come into class and do their daily procedures (write down the E.Q. and
Home Practice details). GIG: STU will take out their story map and finish/finalize. STU will
then have a good idea of the major elements of their narrative: theme, central idea, antagonist,
rising action, ect. STU will then share their story ideas w. their shoulder partner. Each partner
will share their story ideas to one another to make sure their partner's story flows and has all the
required elements. STU will share via whole class (volunteer based). STU will then be given a
storyboard handout. This allows students to visualize their story in order to add more descriptive
detail to bring the narrative to life. STU will work on this independently. STU will then share
whole class their storyboard.
Lesson 11
Day 11
Start Typing Rough Draft
Obj: I will type my rough draft with the help of my story map, rubric, and storyboard as a guide.
CCSS.ELA-Literacy.W.9-10.3
CCSS.ELA-LITERACY.W.9-10.3.B
Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.
Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their 3-subject notebook and answer the following questions…
STU will then ask questions about their rough draft and if they have any questions about the
narrative. STU will then take out a laptop from the laptop cart. STU will then begin writing their
intro to their narrative VIA google docs. STU will type their introductory and if time-body
paragraphs. STU will be conscious of the rubric when drafting the paper. STU will have the
rubric next to them as well as their written brainstorm;/story map too.
Lesson 12
Day 12
Continue Typing Rough Draft
Obj: I will continue to type my rough draft with the help of my story map, rubric, and storyboard
as a guide.
CCSS.ELA-Literacy.W.9-10.3
CCSS.ELA-LITERACY.W.9-10.3.B
CCSS.ELA-Literacy.W.9-10.3.d
Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.
Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their own laptop or one from the laptop cart. STU will then log
onto google docs and pull up their rough draft. With their shoulder partner, STU will share what
they have written thus far. Then via whole class, STU will ask questions about their rough draft
and if they have any particular questions/struggles about their narrative thus far. STU will then
continue writing their rough draft of their narrative VIA google docs. STU will continue to type
their introductory and body paragraphs. STU will be conscious of the rubric when drafting the
paper. STU will have the rubric next to them as well as their written brainstorm;/story map too.
Lesson 13
Day 13
Continue Typing Rough Draft -Finish Rough Draft for Home Practice
Obj: I will continue to type my rough draft with the help of my story map, rubric, and storyboard
as a guide
CCSS.ELA-Literacy.W.9-10.3.b
CCSS.ELA-Literacy.W.9-10.3.e
CCSS.ELA-Literacy.W.9-10.3.c
Formative Assessment: Near completion of rough draft- must have at least elements of
character, setting, rising action, and climax.
Home Practice: **Finish your rough draft for home practice. Bring a tangible copy to class.
Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.
Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their own laptop or one from the laptop cart. STU will then log
onto google docs and pull up their rough draft. With their shoulder partner, STU will share what
they have written thus far. Then via whole class, STU will ask questions about their rough draft
and if they have any particular questions/struggles/concerns about their narrative. STU will then
continue writing their rough draft of their narrative VIA google docs. STU will continue to type
their entire narrative. STU will be conscious of the rubric when drafting the paper. STU will
have the rubric next to them as well as their written brainstorm;/story map too.
Closure: STU will answer the E.Q. and Remind STU rough draft due tomorrow in class (Printed)
Running Head: UNIT 2 DEFINING STYLE 33
Lesson 14
Day 14
Peer Edit Your Narrative
Obj: I will understand the definition of peer editing and edit my peers narrative essay using the
peer edit handout.
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.W.9-10.5
Procedures: STU will come into class and do their daily procedures (E.Q. and Home Practice).
GIG: STU will be introduced/reminded of the concept of peer editing. As a group students will
define the term “Peer Edit” (EX: “students work with someone their own age-usually someone in
the same class-to help improve, revise, and edit a piece of student writing”). In students’
3-subject notebook (in the notes section) students will brainstorm the pros and cons of peer
editing. STU will then be reminded of what constructive criticism is and why it is important to be
honest, but kind.STU will be modeled how it is always important to start with a compliment/s.
STU will then be given the peer edit handout. STU will first independently read their narrative
and then make corrections. Next, their partner will and edit their partner’s narrative. STU will
make note of checking for spelling, grammar, and punctuation errors, but also what is asked of
on the rubric and assignment details handout. Both STU will need to fill out the peer edit
handout and then turn it into the basket.
Lesson 15
Day 15
Peer Edit Your Narrative
Obj: Students will self reflect on their summative assessment one narrative and be introduced to
summative assessment 2: Unit 2.
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.SL.9-10.1.b
**Summative Assessment: Students will submit their narrative via google classroom.
Formative Assessment: Self-reflection ½ page write-up of summative assessment and
brainstorming of visual in 3-subject notebook (notes section).
Agenda:
GIG: Self-reflection on Summative assessment 1: Unit 2
-Visual storytelling introduction
-Closure
Procedures: STU will come in and do their daily procedures. STU were to already submit
summative assessment 1: unit 2 via google docs this morning before 8:00 a.m. GIG: STU will
take out their 3-subject notebook (flip to the writing section). STU will self reflect about
summative assessment 1:unit 2. STU will write down the pros and cons and answer ”What would
you change?”. STU will have 7 min. To self reflect. STU will share whole class (volunteer
based). STU will then flip to the notes section of their 3-subject notebook. On the header, STU
will write “Visual Storytelling”. STU will see various ways in which to bring their story to life.
STU will then be informed how this will be summative assessment 2: Unit 2 (STU will not
receive specific project details until tomorrow). STU will then brainstorm ideas of what they will
want to do to bring their story to life.
Lesson 16
Day 16
Summative Assessment 2: Unit 2-Student Created
Formative Assessment: Participation of the development of grading rubric (via groups and
whole class) must write and say at least 1 idea.
Agenda:
GIG: Continue Brainstorming Ideas
-Students Create Rubric 2
-Closure
E.Q.: Why is it important students have agency and create a rubric for summative assessment 2?
Home Practice: Choose Visual Topic to design and present via whole class.
Procedures: STU will come into class and do their daily procedures (write down E.Q. and home
practice). GIG: STU will then continue brainstorming independently. STU will then share via
whole class their ideas. Next, STU will be informed of summative assessment 2 and how it will
be student created/led The assignment detail students will follow to create the rubric is“Students
must create a visual narrative (also known as visual storytelling). Students need to create a
visual media narrative based on the narrative they wrote for summative assessment 1 through
still photography, illustration, or video, that can be enhanced”. As a table group, STU will
brainstorm how the grading will be determined. Each group table will share their ideas via whole
class and then be decided and voted as a whole class.
Lesson 17
Day 17
VISUAL TECHNIQUES
Obj: I will identify and analyze various techniques used when creating a
visual additive to my written narrative from summative assessment 1.
CCSS.ELA-Literacy.SL.9-10.5
Formative Assessment: STU will share and write down 3 ideas of a visual element they would
like to create (and answer why/purpose?).
Agenda:
GIG: Brainstorm visual ideas
-See examples of visual additives
-Closure
E.Q.: What is the purpose of a visual element? How does it strengthen your story even more so?
Procedures: STU will do their daily procedures (E.Q. and Home practice). GIG: STU will share
their ideas w/ their shoulder partner. STU will then open their 3-subject notebook to their “notes”
section. STU will see on the projector various examples of visual elements. As a table, STU will
grade the various example with the rubric they created. STU will share their findings via whole
class.
Obj: I will start designing my visual element for summative assessment 2: unit 2.
CCSS.ELA-Literacy.SL.9-10.4
CCSS.ELA-Literacy.SL.9-10.5
Formative Assessment: STU will do a half page write up of their progress and state the
strengths/weaknesses of each day (in their 3-subject notebook writing section).
Materials:
-Laptop cart
-3-subject notebook
Procedures: STU will do their daily procedures (E.Q. and Home practice). GIG: STU will share
their ideas w/ their shoulder partner. STU will then take out their own laptop or take one from
the laptop cart (if they are going to use it). STU will start creating their visual element
Independently. STU will do a half page write up of their progress and state the
strengths/weaknesses of each day (in their 3-subject notebook writing section).
**Day 20: Last half of class, STU will peer edit their shoulder partners visual element using
rubric for summative assessment 2.
Obj: I will present my visual element for summative assessment 2: unit 2 to the class.
CCSS.ELA-Literacy.SL.9-10.4 CCSS.ELA-Literacy.SL.9-10.5 CCSS.ELA-Literacy.W.9-10.3.e
Formative Assessment: STU will grade students for the oral/speaking rubric as each individual
student presents.
**Summative Assessment: STU will present their visual to class by following the rubric and
speaking for 3-5 min. Via whole class. Audience members will grade each student based on the
rubric.
Agenda:
-Visual element presentation
E.Q.: What is the purpose of presenting your visual element via whole class?
Materials: -Grading rubric (student created for the content) and oral/speaking rubric
Procedures: STU will do their daily procedures (E.Q. and Home practice). GIG: STU will then
present their visual element via whole class. STU will have 3-5 min. to discuss/present their
visual element via whole class. STU will discuss the purpose and reasoning for the visual
element and how it correlates to their narrative.