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Assignment # 2 1

Assignment # 2

Jennifer Sommer

Marist College

Assignment # 2 2

Introduction

Overview of the Unit

This is a 12th

grade, 15 day, English Language Arts unit on personal discovery centered

around the following understandings: (1) the search for personal identity is never ending because

we are constantly evolving and growing and (2) compelling narrative writing speaks to who we

are as human beings, regardless of our differences. These understandings will be explored

through the following essential questions: (1) What makes a narrative compelling?, (2) How do

we define our identities?, and (3) Who am I and how did I become the person I am today?

Students will explore these questions and the theme by reading exemplary pieces of narrative

writing and nonfiction articles about narrative writing and engaging in the narrative writing

process. The unit will culminate in the creation of a narrative that can serve as a college

admissions or job personal statement.

Students will read a variety of fiction and nonfiction in this unit including “Breakfast” by

John Steinbeck from Glencoe Literature The Reader’s Choice: American Literature, 5 Essays

that Worked, “Tips for Writing an Effective Application Essay”, “From the pros: Best College

essays hint at who you are” by Leslie Anderson, Khadijah’s College Essay, “Mother Tongue” by

Amy Tan, and “The Killers” by Ernest Hemingway. They will also watch videos such as “What

Do You Call Home?” by Pico Iyer and choose one of the following books for their literature

circle: A Heartbreaking Work of Staggering Genius by Dave Eggers, The Complete Persepolis

by Marjane Satrapi, Always Running by Luis J. Rodriguez, The Glass Castle by Jeannette Walls,

and The Kite Runner by Khaled Hosseini. They will analyze how the authors use various literary

techniques in these works to support theme and/or communicate a sense of self to the reader.

http://apply.jhu.edu/apply/essays/


https://bigfuture.collegeboard.org/get-in/essays/tips-for-writing-an-effective-application-essay-college-admissions

http://www.boston.com/mt/yourcampus/college-bound-boston/2013/10/from_the_pros_best_college_ess.html


http://www.oprah.com/world/Khadijahs-Inspiring-College-Essay/1

http://www.npr.org/2013/10/11/229893758/what-do-you-call-home


Assignment # 2 3

School and Class Description

My district is located in a small suburban area and merges two neighboring communities.

It serves approximately 600 students between the K-8 elementary/middle school and 9-12 high

school. There are 380 students attending the high school where my class is located. Of those 380

students, approximately 3% are African American, 13% are Hispanic or Latino, 4% are Asian,

and 80% are Caucasian. 1% of the student body is limited English proficient with their first

language being Spanish or Chinese. 15% of students receive free or reduced lunch. The school

has a 97% attendance rate and a 1% drop out rate. Of students who graduated last year, 86%

went on to either a 2 or 4 year college and 2% enrolled in the military.

My classroom is a 12th

grade English Language Arts class with 22 students, 12 females

and 10 males. The following students are enrolled in my class:

Alyssa Butler is diagnosed with dysgraphia. She has trouble organizing her ideas and

writing. She benefits from the use of graphic organizers. Alyssa is an extremely caring

person and she spends much of her free time engaged in community service.

Amanda Benton is on the track team and is president of the ski club. She has two

younger sisters, one of which has Down Syndrome. Amanda is a very empathetic and

caring young woman. She is a leader who cares deeply about others and her school work.

Amy Williams is very shy. She rarely participates in class, particularly English, because

she struggles with reading comprehension.

Anthony Marks is an African American male who is a visual learner.

Armando Vega is a Hispanic male who loves to dance. He enjoys school and is often the

first one to raise his hand in class.

Assignment # 2 4

Bay Summers is an exceptionally talented artist. She enjoys drawing and painting. She

likes the artistic aspects of English class such as creative writing assignments.

Christopher Murphy enjoys school and does well overall but has difficulty with tests.

Emily Fields is a member of the swim team. She loves to swim and hopes to earn an

athletic scholarship to college. She is always willing to ask for extra help when she needs

it and is a very hard worker.

Francisco Reyes’s parents are from the Philippines but he was born in the United States.

His parents do not speak English very well but Francisco is fluent. While his speaking

skills are strong, Francisco struggles with reading and writing.

Frank Xie is an Asian male of Chinese descent. He comes from a rather strict household,

where his parents put a lot of stress on him to achieve high grades. Although he did well

last year, his marks in English were not high enough to be placed in AP English. Both

Frank and his parents were very upset about this and as a result Frank has become

focused on perfection to an unhealthy degree.

Holly Turner is an extremely motivated girl. Her favorite subject is English and she

hopes to be a writer someday. Holly comes from a very supportive family and has one

younger brother who is a freshman this year. She is also Jewish and the editor of the

school’s literary magazine.

Hunter Clark comes from a low socioeconomic status. His dad has been unemployed for

the past few years and seems to have given up looking for a job. His mother is struggling

to support the family and often has trouble purchasing basic supplies for Hunter like new

shoes and school supplies.

Assignment # 2 5

Jeremy Martinez is Hispanic. He is very athletic and participates in both wrestling and

baseball. He does not apply himself at school but has the potential to do very well.

Charlie Bruckheimer’s first few years of middle school and high school were extremely

difficult for her as she was constantly bullied for being transgender. Originally born a

male, Charlie, with the support of her parents, changed her gender to female. The

bullying issues have been resolved and Charlie has found a small group of girls who she

has become very close with.

Kayla Schwartz has moved between five foster homes over the last three years. Because

of this she is very distrusting of adults and does not deal well with authority. The only

subject she seems to enjoy and apply herself to is music.

Kerry O’Leary is one of the most popular girls in school. She enjoys socializing with

other students and is student body President.

Leigh Ann Stevens is a biracial young woman. Her mother is black and her father is

white. She is a B student who enjoys playing lacrosse and spending time with friends.

Marco De Angelis comes from a large Italian family. Outgoing and outspoken, Marco

enjoys school work that allows him to collaborate and socialize with others.

Peter Kennish was diagnosed as dyslexic in 8th

grade. Although he has learned some

good strategies for working with his disability, his last ELA teacher said that he dreaded

coming to English class because of how much he struggles with both reading and writing.

Rachael Mineo comes from a single parent household. Her mother works two jobs and

depends on Rachael to help take care of her younger sister, Bridget.

Assignment # 2 6

Teresa Heart is diagnosed with ADHD. She often has trouble comprehending longer

readings because she has trouble focusing. Her 504 plan suggests that she be seated in

areas with minimal distractions.

Zach Kertz is part of a large family. He is the oldest of 5 children and just moved to

New York with his family from Ohio. Zach’s parents describe him as gregarious around

his brothers and sisters but he is much more reserved in class because he is still adjusting

to the move.

Assignment # 2 7

Lesson Plans

Lesson Plan Title: Overview of Narrative Writing

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: We will review the definition of narrative writing and begin to look

at what makes a personal statement/piece of narrative writing effective.

Common Core Standards Addressed:

Reading Standards for Informational Texts

1. Cite strong and through textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

Writing Standards

10. Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of

tasks, purposes, and audiences.

Student Learning Goals/ Outcomes:

Students will be able to…

Define narrative writing in their own words.

Identify at least 3 key elements of a successful and compelling narrative.

Substantiate written and verbal arguments and analyses with textual evidence from

informational texts.

Write for a variety of tasks and lengths of time, including extended writing with revision,

writing for one sitting, and short free writes.

Required Materials and Equipment

Loose leaf paper

SmartBoard, Projector, and Computer

5 Essays that Worked Copies

Literature Circle Book Preference Form Copies

“Tips for Writing an Effective Application Essay” Copies and/or URLs

“From the pros: Best College essays hint at who you are” by Leslie Anderson Copies

and/or URLs

Exit Slip Copies

Learning Activities:

Pre-Assessment




Assignment # 2 8

For homework, the night before students will be asked to complete a short, 1-2 page narrative

pre-assessment to the following prompt: write a short narrative about how you achieved your

proudest accomplishment. This will be collected while students work on the Do Now.

Do Now

As students enter the classroom, their Do Now will be to copy down the following definition of

narrative writing into their notebooks and brainstorm what makes a piece of narrative writing

effective:

Piece of writing that tells a story, either real or fictional, in which the narrator shares

his/her experiences as a direct participant or as an observer. Modern narratives do more

than entertain; their broader function is to communicate a writer’s moral or viewpoint.

This type of writing is often used in personal essays, memoirs, and autobiographies.

Students will then share out answers which I will record on the board.

Unit Overview

I will preview the unit and introduce the essential questions: What makes a narrative compelling

and effective? How do we define our identities? Who am I and how did I become the person I

am today?

5 Essays that Worked

I will project a copy of the first essay in 5 Essays that Worked on to the SmartBoard and model

my reading and analysis of what makes the text effective using the think aloud strategy. I will be

sure to particularly focus on how I mark certain parts of the text to support my analysis of what

is effective.

Next students will be broken into groups of mixed ability levels and given one of the remaining

four essays to look at. Students will be asked to take turns thinking aloud and marking places to

be used for textual evidence to back up why they would admit or deny acceptance to this student

based on his or her essay.

Groups will project their essays and show the class why certain parts of the essay were effective

and not effective and use this information to explain why or why not they decided to admit the

student.

Exit Slip

Students will complete an exit slip that asks them to define narrative writing in their own words

and to record at least 3 elements of successful narrative writing.

Homework

Read the articles “Tips for Writing an Effective Application Essay” and “From the pros: Best

College essays hint at who you are” by Leslie Anderson, looking for tips on how to write an

effective personal essay, and fill out the literature circle book preference form (choosing from A

Heartbreaking Work of Staggering Genius by Dave Eggers, The Complete Persepolis by

Marjane Satrapi, Always Running by Luis J. Rodriguez, The Glass Castle by Jeannette Walls,

and The Kite Runner by Khaled Hosseini).





Assignment # 2 9

Assessment:

Type of assessment

(Informal or Formal;

Formative or

Summative; etc.)

Description of

assessment

Modifications to the

assessment

(So that all students can

demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning

outcomes set for does

the assessment

provide?)

Formal/Formative Narrative Writing

Pre-Assessment

Write for a variety of

tasks and lengths of

time, including

extended writing with

revision, writing for

one sitting, and short

free writes.

Informal/Formative Observation and

Oral Questioning

Identify at least 3 key

elements of a

successful and

compelling narrative.

Substantiate written and

verbal arguments and

analyses with textual

evidence from

informational texts.

Informal/Formative Exit Slip Define narrative writing

in their own words.

Identify at least 3 key

elements of a

successful and

compelling narrative.

Assignment # 2 10

Lesson Plan Title: Narrative Literary Terms

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: We will review tips for an effective personal statement/piece of

narrative writing and literary techniques often used in narrative writing.


Reading Standards for Literature

3. Analyze the impact of the author’s choices regarding how to develop and relate

elements of a story (e.g., where a story is set, how the action is ordered, how the

characters are introduced and developed)

Writing Standards

3. b. Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plots lines, to develop experiences, events, and/or characters.


Students will be able to… Define the following literary terms pertinent to narrative writing: sensory/descriptive

language, hook, theme, metaphor, dialogue, reflection, characterization, and internal and

external conflict.

Understand the connection between narrative writing and writing a personal statement for

college admissions.

Required Materials and Equipment:

Glencoe Literature The Reader’s Choice: American Literature Textbooks

Large Notepad Easel Paper

Classroom Computers

Markers

Tape

Exit Slip Copies

Summative Assessment Assignment Sheet Copies


Do Now

As students enter the classroom, they will complete the following Do Now while I collect the

literature circle preference sheets: write down two things you learned about writing an effective

personal essay from the articles read and share your answers with a partner. Students will share

out their ideas as a class and I will record them on the board.

Literary Terms Group Activity

Assignment # 2 11

Students will be broken into heterogeneous groups of mixed ability levels. Each group will be

given one of the following literary terms pertinent to narrative writing: sensory/descriptive

language, dialogue, hook, metaphor, characterization, theme, reflection, and internal and external

conflict. They will use their textbook, prior knowledge, and our classroom computers to

complete the following items on their piece of easel paper:

1. Define term in your own words.

2. Draw a visual representation of the term.

3. Give an example of the term.

4. Give a non-example of the term.

Each group will share their poster with the class and students will record the information in their

notebooks to use as a reference throughout the unit. We will also hang these posters around the

classroom so students can refer to them.

Think-Pair-Share

Students will think, pair, share on the question: why might it be important to incorporate some of

the elements of narrative writing into your personal essay? We will share out as a class.

Summative Assessment Preview

I will preview the summative assessment question choices, listed below:

Some students have a background or story that is so central to their identity that they

believe their application would be incomplete without it. If this sounds like you, then

please share your story.

Recount an incident or time when you experienced failure. How did it affect you, and

what lessons did you learn?

Reflect on a time when you challenged a belief or idea. What prompted you to act?

Would you make the same decision again?

Discuss an accomplishment or event, formal or informal that marked your transition from

childhood to adulthood within your culture, community, or family.

Choose your own.

Students will independently brainstorm topic ideas for their personal essays based on these

questions and share these ideas with a partner.

Exit Slip

Students will answer the following question: choose your favorite topic idea from your

brainstorm and explain how you can use narrative literary elements to support its development.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning

Understand the

connection between

Assignment # 2 12

narrative writing and

writing a personal

statement for college

admissions.

Informal/Formative Literary Elements

Chart/Presentation

Define the following

literary terms pertinent

to narrative writing:

sensory/descriptive

language, hook, theme,

metaphor, dialogue,

reflection,

characterization, and

internal and external

conflict.

Formal/Formative Exit Slip Understand the

connection between

narrative writing and

writing a personal

statement for college

admissions.

Assignment # 2 13

Lesson Plan Title: Literature Circle Basics

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: We will review the basics components of a literature circle.


Speaking and Listening Standards

1. Initiate and participate in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and

issues, building on others’ ideas and expressing their own clearly and

persuasively.


Students will be able to… Effectively engage in a range of class discussions including one-on-one, small group, and

whole class.

Compile a set of 5 rules for an effective literature circle discussion.

Identify strengths and weaknesses in literature circle discussions.


SmartBoard, projector, and computer

Literature Circle Contract Copies

Copies of literature circle rubric

Copies of Reading Strategy Tool Box graphic organizer

Reading Strategy List Copies

Copies of A Heartbreaking Work of Staggering Genius by Dave Eggers

Copies of The Complete Persepolis by Marjane Satrapi

Copies of Always Running by Luis J. Rodriguez

Copies of The Glass Castle by Jeannette Walls

Copies of The Kite Runner by Khaled Hosseini


Literature Circle Assignments

Students will receive their literature circle assignments, which will be determined based on their

preference sheet and so that each group is composed of 4 to 5 students and has a diverse mix of

abilities as well as a mixture of students who have and have not participated in a literature circle

before. Each student will also receive a copy of their assigned book.

Literature Circle Overview

I will ask students if anyone has participated in a literature circle before and can explain what

one is. Using these answers as a basis I will explain what a literature circle is and hand out copies

of and go over the literature circle rubric to show students what they will be held accountable for.

Assignment # 2 14

Ineffective Literature Circle Model

Prior to class I will ask 3-4 students, who said they had participated in a literature circle or book

club before, to help me show an example of an ineffective literature circle. The rest of the class

will be instructed to create a T chart in their notebooks with one side being what to do and one

side being what not to do during a literature circle meeting.

Behaviors we will showcase in our ineffective meeting are:

Being unprepared

Talking over others

Not listening or ignoring group members

Not contributing to the group

Talking about things unrelated to the discussion such as what our plans are for the

weekend

Not substantiating our claims with evidence from the texts

We will then discuss as a class what we learned not to do. I will record these in the what not to

do column of my T chart on the board while students record these notes in their T charts in their

notebooks.

Effective Literature Circle Brainstorm

Students will work in their literature circle groups to brainstorm some ideas of what to do during

a literature circle. We will then share these ideas as a class. I will record these under the what to

do column of my T chart on the board while students do so in their notebooks.

What to do behaviors to look for:

Be respectful to one another (i.e. good listeners)

Come prepared

Everyone contributes

Stay on task

Use textual evidence to support claims

Literature Circle Contract

Students will then meet with their groups to fill out their literature circle contract, which should

have 5 rules. I will collect the final literature circle contract which should be signed by all group

members.

Reading Strategies Introduction

Next, I will hand students a list of possible reading strategies they can use each week as well as a

Reading Strategy Tool Box graphic organizer, which they have used in the past, to key track of

their strategy use. Some of the strategies on the list will be ones that the students are already

familiar with but I will add some new ones which I will model throughout the unit.

Reading Assignments

Assignment # 2 15

Finally group members should assign the number of pages to read by each meeting so that they

finish their book by the beginning of the last literature circle meeting and discuss which

strategies each individual is thinking of using for the upcoming reading assignment.

Assessment :

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning

Effectively engage in a

range of class

discussions including

one-on-one, small

group, and whole class.

Identify strengths and

weaknesses in literature

circle discussions.

Informal/Formative Literature Circle

Group Contract

Compile a set of 5 rules

for an effective

literature circle

discussion.

Assignment # 2 16

Lesson Plan Title: Descriptive Language

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will examine how Steinbeck effectively uses descriptive

and precise language in his short story “Breakfast”.



1. Cite strong and thorough textual evidence to support analysis of what the text






Writing Standards

3. d. Use precise words and phrases, telling details, and sensory language or

convey a vivid picture of the experiences, events, setting, and/or characters.








persuasively.


Students will be able to… Write for a variety of tasks and lengths of time, including extended writing with revision,


Effectively engage in a range of class discussions including one-on-one, small group, and

whole class.


Evaluate the application of reading strategies to help them find meaning in a text.


informational texts and works of literature.

Critique an author’s use of literary elements in a narrative piece to determine if the

narrative effectively tells the reader something about the author or main character’s

identity or supports his/her theme.


Assignment # 2 17

Glencoe Literature The Reader’s Choice: American Literature Textbooks

Exit Slip Copies

SmartBoard, Computer, and projector

Dead Poets’ Society DVD


Free Write

As students enter the classroom, they will be instructed to free write to the following prompt:

describe a person, place, or event in your past that is extremely vivid with as much sensory detail

as possible.

Precise Language Video

Students will watch a clip from the movie Dead Poets’ Society in which Robin Williams’s

character talks about the precision of language: “So avoid using the word ‘very’ because it’s

lazy. A man is not very tired, he is exhausted. Don’t use sad, use morose.”

I will then prompt a short class discussion by asking students how they used precise descriptive

language in their free writes and to share examples. I will stress that precision of language gives

readers a better picture of what is happening in the story. I will also ask if students know what

resources they can use to find more precise language (Answer: dictionary or thesaurus, electronic

or print).

Background Information

I will then give some background information on the short story “Breakfast” by John Steinbeck,

as outlined in the text, as well as introduce our purposes for reading:

1. What makes this piece of narrative writing effective?

2. How does Steinbeck use sensory/descriptive details and description?

3. How does Steinbeck use precise language? Where could he be more precise?

4. Why is Steinbeck telling us this story?

Small Group Reading

Students will be broken into mixed ability groups. Each group will be assigned one of the above

mentioned purposes. Students will work together to read and analyze the story with their purpose

in mind.

Mock Literature Circle Fish Bowl

One student from each group will volunteer to participate in a mock literature circle so students

can see how an effective literature circle functions by setting up a fish bowl. Each student will

share their thoughts about the piece based on their small group discussions and their group’s

purpose for reading.

Students outside of the fish bowl can refer to their what to do and not to do during literature

circle T chart in their notebooks as they observe the discussion and take notes on what is going

well and what is not. They will share out their findings with the class when the circle is

complete.

Assignment # 2 18

Exit Slip

Students will answer the following exit slip before leaving: Name one reading strategy you used

while reading “Breakfast.” Was it successful or unsuccessful? Why?

While they do so I will check their Do Now/Free Write section of their notebooks.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning


range of class


one-on-one, small





evidence from

informational texts and

works of literature.



circle discussions.

Critique an author’s use

of literary elements in a

narrative piece to

determine if the

narrative effectively

tells the reader

something about the

author or main

character’s identity or

supports his/her theme.

Informal/Formative

Exit Slip Evaluate the application

of reading strategies to

help them find meaning

in a text.

Assignment # 2 19

Informal/Formative Free Write Write for a variety of


time, including




free writes.

Assignment # 2 20

Lesson Plan Title: Literature Circle Meeting 1

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will have their first literature circle meeting.

Standards Addressed:








Writing Standards







issues, building on others’ ideas and expressing their own clearly and persuasively


Students will be able to… Critique an author’s use of literary elements in a narrative piece to determine if the






whole class.






Copies of Individual Strengths and Weaknesses Lit Circle Evaluation

Copies of applicable reading strategy graphic organizers/worksheets for those that need

more structure

Hook Evaluation Worksheet Copies

Assignment # 2 21

Computer, SmartBoard, and projector

Excerpt from The Kite Runner.


Hook Worksheet

Students will find a partner and work together on the Hook Evaluation Worksheet. We will then

go over these as a class examining what makes an effective or ineffective hook.

Free Write

Look back in your journal at your brainstorm topics or choose a new one. Write a few

introductory sentences that you believe would hook the reader or draw him or her into reading

your narrative.

Students will share out some of their hooks.

Reading Strategy Model

I will model the Double Entry Journal reading strategy on an excerpt from The Kite Runner.

Literature Circle Meeting

Students will participate in their first meeting of their literature circle groups. They will be

handed back their group contracts to briefly review and then are free to discuss their book with a

focus on how the author effectively or ineffectively draws the reader in with a hook. Students

will be reminded to substantiate their discussion with evidence from the text. While the meetings

are occurring, I will walk around to observe and check that students are completing their Reading

Strategy Tool Box graphic organizer.

Each group member will fill out an individual strengths and weaknesses literature circle

evaluation sheet to be handed to me by the end of the period.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)



time, including




free writes.

Informal/Formative Observation and Critique an author’s use

Assignment # 2 22

Oral Questioning of literary elements in a

narrative piece to

determine if the


tells the reader

something about the

author or main




range of class


one-on-one, small





evidence from



Informal/Formative Reading Strategy

Tool Box and

Accompanying

Graphic Organizers

Evaluate the application



in a text.

Informal/Formative Individual

Strengths and

Weaknesses Lit

Circle Evaluation



circle discussions.

Assignment # 2 23

Lesson Plan Title: Identity and Metaphor

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will watch the TED Talk “What Do You Call Home?” by

Pico Iyer and discuss how home informs our identity.






6. Determine an author’s…purpose in a text in which the rhetoric is particularly

effective, analyzing how style and content contribute to the power,

persuasiveness, or beauty of the text.

Writing Standards








persuasively.


Students will be able to… Substantiate written and verbal arguments and analyses with textual evidence from




Students will analyze how style and content contribute to the power, persuasiveness, and

beauty of the text.


whole class.



Copies of “Where is Home?” by Pico Iyer transcript

Loose leaf paper


Assignment # 2 24

Anticipation Guide

As students enter the classroom, they will be asked to agree or disagree with the following

statement projected on the SmartBoard: Identities are self-constructed. They should then find a

partner and discuss with him or her why they agree or disagree with the statement.

Video

Students will watch the TED Talk video “What Do You Call Home?” by Pico Iyer. As they

watch the video students should jot down at least 10 I wonder statements in their notebooks.

Some examples of I wonder statements are:

I wonder what the author means by home is a place where you stand.

I wonder how others define the term home.

Chat Room Activity

Students will be instructed to take a piece of loose leaf paper and record their name and one of

their I wonder statements on the top of the paper. They will then be randomly assigned into

groups of 4 to 5 students. Students will sit in a circle. Each student takes his/her paper with

his/her I wonder statement on it and passes it to the student to the left. Each student then writes a

few full sentences in response to the I wonder statement, using textual evidence from the

transcript, and passes the paper again to the left. This continues until everyone ends up with their

original papers. Students should be sure to read all of the comments on the sheet given to them

before they respond. This is a silent activity. Students must only write, not speak, their responses.

Chat Room Debrief

Students will begin discussing the article in their chat room groups.

Whole Class Discussion

Students will participate in a teacher-led class discussion of the meaning of the article and their I

wonder statements. Some questions for the discussion are:

How does Iyer use metaphor in his piece? Does it effectively support his theme?

How has Iyer’s lecture changed your conception of what identity is?

Do we construct our own identities or do others construct them for us?

Free Write

Students will free write in their notebooks in response to the following prompt: “I am are two of

the most powerful words. For what you put after them shapes your reality.” Write a list of

metaphors to explain all the things you are. For example Iyer uses the metaphor a mosaic of

cultures.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment


Assignment # 2 25

provide?)


Oral Questioning




evidence from



Students will analyze

how style and content

contribute to the power,

persuasiveness, and

beauty of the text


range of class


one-on-one, small


Informal/Formative Chat Room Logs Substantiate written and



evidence from




range of class


one-on-one, small




time, including




free writes.

Students will analyze

how style and content

contribute to the power,

persuasiveness, and

beauty of the text.

Assignment # 2 26



time, including




free writes.

Assignment # 2 27


Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will have their second literature circle meeting.








characters are introduced and developed).





persuasively.








whole class.






more structure

SmartBoard, computer, and projector

Excerpt from The Complete Persepolis.

A variety of simple to more advanced outline graphic organizers


Do Now

Assignment # 2 28

Students will answer the following prompt: Construct a character map for yourself. What aspects

might you want to emphasize in a personal statement to a college or job? Why?


I will model the Somebody Wanted But So reading strategy on an excerpt from The Complete

Persepolis. This strategy works as follows:

Somebody Wanted But So

Character Motivation Obstacle to

Motivation/Desire

How they do or do not

overcome it OR how

you predict they will

or will not overcome

it

I will explain how this is a good way to figure out what are the conflicts within a story and note

that they will be examining conflict more in-depth during their next literature circle meeting.


Students will participate in the second meeting of their literature circle groups. They will discuss

their book with a focus on how literary elements in the piece make it more effective with

particular focus on how the author effectively or ineffectively uses characterization. Students

will be reminded to substantiate their discussion with evidence from the text. While the meetings

are occurring, I will walk around to observe and check that students are completing their Reading


Each group member will fill out an Individual Strengths and Weaknesses Lit Circle Evaluation,

which I will collect.

Homework

Students will complete and bring to class the outline of their narrative personal statement.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning



narrative piece to

determine if the


tells the reader

something about the

Assignment # 2 29

author or main






evidence from




range of class


one-on-one, small



Tool Box and

Accompanying

Graphic Organizers




in a text.


Strengths and

Weaknesses Lit

Circle Evaluation



circle discussions.

Assignment # 2 30

Lesson Plan Title: Personal Statement Peer Workshop 1

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will have their first peer workshop on their personal

statements.


Writing Standards

3. Write narratives to develop real…experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.





persuasively.


Students will be able to… Effectively engage in a range of class discussions including one-on-one, small group, and

whole class.

Rewrite their narrative based on peer, teacher, and self-evaluations.

Write a narrative that develops a telling personal experience in the student’s life, using

techniques such as a hook, sensory language, dialogue, and reflection.


Copies of personal statement narrative writing rubric

Copies of Khadijah’s College Essay

Loose leaf

Computers


Peer Workshop

Students will be allowed to choose their own partners and swap outlines. Partners should look

over the outline with the rubric and see if there are any discrepancies.

Meanwhile, I will conduct short one-on-one conferences with each student to see what they need

and how the writing process is going. Students who finish their peer workshop and have spoken

with me can begin to write their first draft.

Homework

Assignment # 2 31

Read Khadijah’s College Essay, highlighting places where she is reflective and circling the

places where she uses “I”.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning


range of class


one-on-one, small


Formal/Formative Personal Statement

Outline

Write a narrative that

develops a telling

personal experience in

the student’s life, using

techniques such as a

hook, sensory language,

dialogue, and

reflection.

Informal/Formative One-on-One

Conference


range of class


one-on-one, small


Rewrite their narrative

based on peer, teacher,

and self-evaluations.

http://www.oprah.com/world/Khadijahs-Inspiring-College-Essay/1

Assignment # 2 32

Lesson Plan Title: The “I” in Reflection

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will learn the importance of using I in personal narratives

and how it leads to incorporating reflection.






Writing Standards

3. a. Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple points of view, and

introducing a narrator and/or characters; create a smooth progression of

experiences of events.

3. e. Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.





persuasively.





Understand how an author uses first person point of view to support reflection in a

narrative.




whole class.


Copies of “Mother Tongue” by Amy Tan


Assignment # 2 33

Do Now

Students will answer the following Do Now prompt: After reading Khadijah’s college essay,

why do you think is it important to include reflection in your personal essay? Think, pair, and

share your answer.


Whole Class Reading

As a class we will read “Mother Tongue” by Amy Tan, focusing on how she uses reflection and

“I” to convey her theme. We will compare Tan’s work to Khadijah’s and look at how using I

leads to reflection, which as we noticed when we talked about what makes an effective personal

essay is a key component.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning



narrative piece to

determine if the


tells the reader

something about the

author or main



Understand how an

author uses first person

point of view to support

reflection in a narrative.




evidence from




range of class

Assignment # 2 34


one-on-one, small


Assignment # 2 35


Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will hold their third literature circle meeting.













persuasively.








whole class.






more structure

Computer, projector, and SmartBoard

Excerpt from The Glass Castle.


Do Now

Assignment # 2 36

Students will answer the following prompt: What do you believe is the central conflict in the

book you are reading for your literature circle? Substantiate your claim with two pieces of

evidence from the text. Share this with your group at the beginning of your meeting.


I will model the Sketch through the Text reading strategy for an excerpt from The Glass Castle.


Students will meet with their literature circle groups for the third time. To start this meeting, they

will discuss their answers to the Do Now. They will then have a typical meeting, focusing on the

author’s use of conflict in the story. I will be going around asking each group what they believe

the conflict to be and to tell me if it is external or internal and why. While the meetings are

occurring, I will walk around to observe and check that students are completing their Reading


Each group member will fill out a individual strengths and weaknesses literature circle

evaluation sheet.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)

Informal/Formative Do Now Substantiate written and



evidence from




Oral Questioning



narrative piece to

determine if the


tells the reader

something about the

author or main






Assignment # 2 37

evidence from




range of class


one-on-one, small



Tool Box and

Accompanying

Graphic Organizers




in a text.


Strengths and

Weaknesses Lit

Circle Evaluation



circle discussions.

Assignment # 2 38

Lesson Plan Title: He Said, She Said: The Importance of Using Dialogue

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will look at Ernest Hemingway’s “The Killers” as an

example of effective dialogue. We will discuss how dialogue helps an author show, not tell and

thus contribute to a stronger narrative.






Writing Standards

3. b. Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plots lines, to develop experiences, events, and/or characters.





persuasively.






whole class.

Understand how an author uses dialogue to create a well-crafted narrative.



Copies of “The Killers” by Ernest Hemingway

Copies of Exit Slips


Introduction

Students will watch the video “The Art and Craft of Dialogue Writing” to the 1:29 mark and

record the three main functions of dialogue in a narrative in their notebooks. We will review

https://www.youtube.com/watch?v=3YYwAw5mQDg

Assignment # 2 39

these three main functions as a class and then I will prompt the students will the following

question: How does dialogue help an author show, not tell?

Whole Class Reading

We will then read the short story “The Killers” by Ernest Hemingway and determine the ways in

which he uses dialogue in the story and how this contributes to an effective narrative that shows,

not tells.

Exit Slip

Students will answer the following question: Where have you or can you incorporate dialogue in

your personal statement? Explain your decision.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Questioning



narrative piece to

determine if the


tells the reader

something about the

author or main




range of class


one-on-one, small


Informal/Formative Exit Slip Understand how an

author uses dialogue to

create a well-crafted

narrative.

Assignment # 2 40


Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will have their fourth and final literature circle meeting.













persuasively.








whole class.





Copies of Presentation Assignment Sheet



Students will meet with their literature circle groups for the final discussion. They will look at

the book as a whole and try to answer the following questions:

What is the theme of the book?

What literary techniques did the author use?

Assignment # 2 41

Is this an effective narrative, why or why not?

What did we learn that can be applied to writing our personal statements?

Once finished with their literature circle, the groups will begin to work on their short

presentations where they will explain to the class whether or not they thought their narrative was

effective and why.

Each group member will fill out an individual strengths and weaknesses literature circle

evaluation sheet to be collected as well as hand in their completed Reading Strategy Tool Box

graphic organizer.

Homework

Finish presentation.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning



narrative piece to

determine if the


tells the reader

something about the

author or main






evidence from




range of class


one-on-one, small



Tool Box and



Assignment # 2 42

Accompanying

Graphic Organizers


in a text.


Strengths and

Weaknesses Lit

Circle Evaluation



circle discussions.

Assignment # 2 43

Lesson Plan Title: Personal Statement Peer Workshop 2

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will engage in a peer workshop of each other’s writing to

support the narrative writing process.






Writing Standards










persuasively.






whole class.






Different colored pens, markers, or pencils

Copies of personal statement narrative writing rubric

Peer Editing Checklist copies


Assignment # 2 44

Peer Workshop

Students will be placed into pairs with special care to put those who are struggling with students

who are very successful writers. Students will trade personal statements with their partners.

Students will be asked to do the following while reading the essay:

Write your name on the top right hand corner of the first page.

Read through once marking with the colored markers, pencils, or pens provided to you all

of the different literary techniques you discover in the essay. Note the name of the

technique in the margin.

Using the rubric, score the essay as it stands and make comments.

Students will then switch back the essays and give each other feedback. To help students stay on

task, I will provide them with a peer editing checklist to use as they work through the process.

I will collect the peer reviewed and unmarked copy of each student’s work.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)


Oral Questioning


range of class


one-on-one, small




narrative piece to

determine if the


tells the reader

something about the

author or main



Formal/Formative Personal Statement

Draft #1

Write a narrative that

develops a telling





dialogue, and

Assignment # 2 45

reflection.



time, including




free writes.

Informal/Formative Peer Edited Essay Critique an author’s use


narrative piece to

determine if the


tells the reader

something about the

author or main



Assignment # 2 46

Lesson Plan Title: Narrative Literary Elements Quiz and Lit Circle Presentations

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will give their short literature circle presentations and take

a quiz on the narrative literary elements focused on in this unit.



















Define the following literary terms pertinent to narrative writing: sensory/descriptive

language, hook, theme, metaphor, dialogue, reflection, characterization, and internal and

external conflict.


Copies of Literary Elements Quiz


Literary Elements Quiz

Students will take a literary elements quiz.

Lit Circle Presentations

Each group will deliver a short presentation on their literature circle book.

Assessment:

Assignment # 2 47

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)

Formal/Summative Literary Elements

Quiz

Define the following

literary terms pertinent

to narrative writing:

sensory/descriptive

language, hook, theme,

metaphor, dialogue,

reflection,

characterization, and

internal and external

conflict.

Formal/Summative Lit Circle

Presentation



narrative piece to

determine if the


tells the reader

something about the

author or main






evidence from



Assignment # 2 48

Lesson Plan Title: Good Writers Reflect

Grade/Content: 12th

Grade/ELA

Concept / Topic to Teach: Students will work independently to evaluate their final personal

statement drafts and reflect in writing on the choices that they made.









Writing Standards












Rewrite their narrative based on peer and self-evaluations using the provided rubric.





Reflect on the choices made in their narrative writing.


Loose leaf paper

Copies of narrative rubric

Copies of reflection essay prompt


Assignment # 2 49

Summative Assessment

Using our narrative personal statement rubric, students will write an in-class reflection on why

their final personal essay is effective and/or what can be done to improve it. Furthermore, they

will mark places on their final draft where they used various narrative literary techniques and

write the name of that technique in the margin.


I will collect the final draft of their narrative along with their reflection and any prior drafts.

Assessment:

Type of assessment


Formative or

Summative; etc.)

Description of

assessment


assessment


demonstrate their

learning)

Evaluation Criteria

(What evidence of

student learning


the assessment

provide?)

Formal/Summative Personal Statement Write a narrative that

develops a telling





dialogue, and

reflection.

Rewrite their narrative

based on peer and self-

evaluations using the

provided rubric.



time, including




free writes.

Formal/Summative Reflection Critique an author’s use


narrative piece to

determine if the


tells the reader

something about the

Assignment # 2 50

author or main






evidence from





time, including




free writes.

Reflect on the choices

made in their narrative

writing.

Assignment # 2 51

Assessment Plan

Below is the assessment plan for my unit; it is broken up into three charts, each looking at 5 days

of the unit:

Assessment

Technique

Description of Assessment

Pre-

Assessment

Prior to the beginning of this unit, I will have students to write a short 1-2 page

narrative in order to assess their writing skills and their understanding of how to

craft an effective narrative.

Action: Students who are struggling more with the writing will be paired with higher

achieving students during peer workshops and given supplementary materials to

scaffold instruction. Furthermore, if majority of the class makes any errors I can

focus my teaching on that.

Lesson 1

Define

narrative

writing and

understand

what makes

a personal

essay

effective

Lesson 2

Understand

the link

between

personal

statements

and

narrative

writing and

define

narrative

literary

elements.

Lesson 3

Identify effective

and ineffective

elements of

literature circles.

Lesson 4

Analyze how

descriptive and

precise

language help

create an

effective

narrative.

Lesson 5

Literature

Circle

Meeting 1

Observation

and Oral

Questioning

In lessons 1-13, I will observe students and ask questions to assess how well they

understand the material and to catch any misconceptions.

Action: If the majority of the class is struggling with a concept or skill, I will present

it in a different way. If only a few students are struggling, I will reteach them the

material at another time and/or try to partner them with a student who understands

the concept during group work.

Free Write I will assign students short in-

class free writing assignments

so that they can generate ideas

for their personal statement,

practice using certain literary

techniques, and to help fulfill

the CCS Writing 10.

Action: Students will share out

their answers to these prompts

so I will correct any

misconceptions or errors on the

spot.

Exit Slip Exit Slip 1 Exit Slip 2 Exit Slip 3

Assignment # 2 52

(Lesson 1):

Short-

answer

question

assessing

ability to

define

narrative

writing and

identify 3

effective

elements of

a narrative.

Action: If

the majority

of the class

fails to meet

these SLOs,

I will

reteach

these

concepts the

next day. If

only a few

students

struggle, I

will address

their issues

individually.

(Lesson 2):

Short-

answer

question

that assesses

a student’s

ability to

make a

connection

between

narrative

writing

literary

techniques

and personal

statement

writing.

Action: If

the majority

of the class

fails to meet

these SLOs,

I will

reteach

these

concepts the

next day. If

only a few

students

struggle, I

will address

their issues

individually.

(Lesson 4):

Short-answer

question that

assesses a

student’s ability

to think

metacognitively

about reading

strategies used.

Action: If the

majority of the

class fails to

meet these

SLOs, I will

reteach these

concepts the

next day. If

only a few

students

struggle, I will

address their

issues

individually.

Literature

Circle

Group

Contract

I will ask each

group to create a

list of 5 literature

circle rules that

they believe will

help create an

effective

environment to see

if they understand

what kind of

behaviors need to

be

encouraged/adhered

Assignment # 2 53

to.

Action: I will speak

individually with

any group that had

trouble grasping

this idea and put

down things they

should not do in a

literature circle

instead of do.

Reading

Strategy

Tool Box

I will check

during each

reading circle

that students

are keeping

up with their

Reading

Strategy Tool

Box and

graphic

organizers to

assess that

they are able

to implement

and evaluate

reading

strategies

used.

Action: Since

students are

choosing

their

strategies

individually, I

will help

struggling

students by

talking to

them

individually

or group

students

together

based on their

misuse of the

same

Assignment # 2 54

strategy.

Individual

Strengths

and

Weaknesses

Lit Circle

Evaluation

After every

literature

circle

meeting,

students will

fill out an

individual

strengths and

weaknesses

evaluation

and goals

sheet to

assess if they

can self-

regulate and

apply their

understanding

of effective

literature

circle habits.

Action: I will

speak to

groups or

students who

are struggling

individually

to reiterate

the

importance of

following

established

literature

circle

protocol.

Presentation Students will

work in small

groups to

create a poster

of their

assigned

literary term

and present it

to the class to

assess each

group’s

Assignment # 2 55

understanding

of their

assigned

literary term

and expose

students to all

the literary

terms we will

be looking at

in this unit.

Action: I will

clear up any

misconception

or mistakes on

the spot.

Assessment

Technique


Lesson 6

Analyze how

metaphor helps

create an

effective work.

Lesson 7

Literature

Circle Meeting

2

Lesson 8

Peer

Workshop

1

Lesson 9

Analyze how

a first person

point of view

leads to

reflection

and how that

supports an

effective

narrative.

Lesson 10

Literature

Circle

Meeting 3

Observation

and Oral

Questioning

In lessons 1-13, I will observe students and ask questions to assess how well

they understand the material and to catch any misconceptions.

Action: If the majority of the class is struggling with a concept or skill, I will

present it in a different way. If only a few students are struggling, I will

reteach them the material at another time and/or try to partner them with a

student who understands the concept during group work.

Free Write I will assign

students short

in-class free

writing

assignments so

that they can

generate ideas

for their

personal

statement,

practice using

Assignment # 2 56

certain literary

techniques, and

to help fulfill

the CCS

Writing 10.

Action:

Students will

share out their

answers to

these prompts

so I will

correct any

misconceptions

or errors on the

spot.

Reading

Strategy Tool

Box

I will check

during each

reading circle

that students

are keeping

up with their

Reading

Strategy Tool

Box and

graphic

organizers to

assess that

they are able

to implement

and evaluate

reading

strategies

used.

Action: Since

students are

choosing

their

strategies

individually, I

will help

struggling

students by

talking to

them

individually

or group

I will check

during each

reading circle

that students

are keeping

up with their

Reading

Strategy Tool

Box and

graphic

organizers to

assess that

they are able

to implement

and evaluate

reading

strategies

used.

Action: Since

students are

choosing

their

strategies

individually, I

will help

struggling

students by

talking to

them

individually

or group

Assignment # 2 57

students

together

based on their

misuse of the

same

strategy.

students

together

based on their

misuse of the

same

strategy.

Individual

Strengths and

Weaknesses Lit

Circle

Evaluation

After every

literature

circle

meeting,

students will

fill out an

individual

strengths and

weaknesses

evaluation

and goals

sheet to

assess if they

can self-

regulate and

apply their

understanding

of effective

literature

circle habits.

Action: I will

speak to

groups or

students who

are struggling

individually

to reiterate

the

importance of

following

established

literature

circle

protocol.

After every

literature

circle

meeting,

students will

fill out an

individual

strengths and

weaknesses

evaluation

and goals

sheet to

assess if they

can self-

regulate and

apply their

understanding

of effective

literature

circle habits.

Action: I will

speak to

groups or

students who

are struggling

individually

to reiterate

the

importance of

following

established

literature

circle

protocol.

Do Now I will ask

students to

complete a

short-answer

Do Now to

assess their

Assignment # 2 58

ability to use

textual

evidence to

substantiate

their points.

Action: If the

majority of

the class is

struggling, I

will present

the skill in a

different way.

If only a few

students are

struggling, I

will reteach

them the

material at

another time.

Chat Room

Log

I will ask

students to

have a class

discussion on

paper in order

to assess their

ability to

substantiate

their

arguments with

evidence and

analyze a piece

as well as to

give them

practice

writing in a

variety of

formats.

Action: Any

overarching

problems I see,

I will review

with the class

as soon as

possible.

Personal

Statement

I will look

over each

Assignment # 2 59

Outline student’s

personal

statement

outline to

see if they

understand

how to

structure a

narrative.

Action: I

will discuss

any issues

on the spot

with the

student

during an

individual

conference.

Students

will use this

information

to write

their first

draft.

Conference I will use

one-on-one

conferences

to assess

how

students are

doing in the

writing

process and

their ability

to take

criticism.

Action: I

will discuss

any issues

on the spot

with the

student

individually,

including

offering

them more

Assignment # 2 60

writing

support if

necessary.

Assessment

Technique


Lesson 11

Analyze how

dialogue helps

and author

show, not tell

and thus

contributes to a

stronger

narrative.

Lesson 12

Literature

Circle

Meeting 4

Lesson 13

Peer

Workshop 2

Lesson 14

Define literary

terms key to

narrative writing

and evaluate the

effectiveness of

their literature

circle book.

Lesson 15

Reflect on

the

effectiveness

of their

personal

statement.

Observation

and Oral

Questioning

In lessons 1-13, I will observe students and ask

questions to assess how well they understand

the material and to catch any misconceptions.

Action: If the majority of the class is struggling

with a concept or skill, I will present it in a

different way. If only a few students are

struggling, I will reteach them the material at

another time and/or try to partner them with a

student who understands the concept during

group work.

Exit Slip I will use a

short written

response to

assess their

understanding

how dialogue

contributes to

an effective

narrative.

Action: For

those students,

who do not

grasp this idea I

will speak with

them to clear up

any

misconceptions.

Reading I will check

Assignment # 2 61

Strategy

Tool Box

during each

reading circle

that students

are keeping

up with their

Reading

Strategy Tool

Box and

graphic

organizers to

assess that

they are able

to implement

and evaluate

reading

strategies

used.

Action: Since

students are

choosing

their

strategies

individually, I

will help

struggling

students by

talking to

them

individually

or group

students

together

based on their

misuse of the

same

strategy.

Individual

Strengths

and

Weaknesses

Lit Circle

Evaluation

After every

literature

circle

meeting,

students will

fill out an

individual

strengths and

weaknesses

evaluation

Assignment # 2 62

and goals

sheet to

assess if they

can self-

regulate and

apply their

understanding

of effective

literature

circle habits.

Action: I will

speak to

groups or

students who

are struggling

individually

to reiterate

the

importance of

following

established

literature

circle

protocol.

Personal

Statement

Draft #1

Students

will hand in

a draft of

their

personal

essay so

that I can

assess how

they are

doing in the

narrative

writing

process and

whether or

not they are

grasping

the

application

of narrative

writing

techniques.

Action: I

Assignment # 2 63

will use

this

information

to offer

students

individually

written

feedback

on their

pieces so

that they

can

improve

and

succeed in

their final

rewrites.

Personal

Statement

Peer Edited

Copy

Students

will edit

each

other’s

work using

the peer

editing

checklist. I

will use

this

information

to assess a

student’s

ability to

recognize

whether or

not a piece

of narrative

writing is

effective

and why.

Action:

Students

will use

this

information

to revise

and rewrite

their

Assignment # 2 64

statement.

Presentation Students will

deliver a short

presentation to the

class in their

literature circle

groups on the book

they have been

reading. I will use

this presentation as

an assessment of

their ability to

analyze the text,

support their

claims with

evidence, and to

explain how this is

an effective or

ineffective piece of

narrative writing.

Action: I will use

this information to

help determine

students’ unit

grades.

Quiz Students will take

a short quiz that

asks them to

define the

following literary

terms:

sensory/descriptive

language, hook,

theme, metaphor,

dialogue,

reflection,

characterization,

and internal and

external conflict.

Action: I will use

this as a quiz grade

for students. I will

also use the data to

inform my

teaching in future

lessons/units by

Assignment # 2 65

re-teaching any

terms that students

did not grasp

during this unit.

Essay Students will

write two

essays. One

out of class

which will be

their narrative

personal

statement and

assess their

understanding

and

application of

narrative

techniques

and one in

class in which

they will

reflect on

their choices

and evaluate

their personal

statements’

effectiveness.

Action: I will

use this

information to

assess the

successfulness

of my unit so

I can improve

and grow as a

teacher and to

grade

students.

Assignment # 2 66

Summative Assessment Blueprint

Below are the blueprints for each of my summative assessments:

Literary Elements Quiz

Content Outline Remember Total

Literary Element

Definitions:

1. sensory/descriptive

language

2. hook

3. theme

4. metaphor

5. dialogue

6. reflection

7. characterization

8. external conflict

9. internal conflict

Define each literary term.

2 points each

18 points

100%

Literature Circle Presentation

Content

Outline

Apply Analyze Evaluate Total

Analysis Critique the

author’s use of

literary

elements/techniques

and how they create

an effective or

ineffective

narrative.

Critique the

author’s use of

literary

elements/techniques

and how they create

an effective or

ineffective

narrative.

70%

Textual

Evidence

Substantiate

critique with

textual evidence.

30%

Narrative Personal Statement & Reflection

Content Outline Apply Evaluate Create Total

Assignment # 2 67

Narrative Style Write a

compelling

narrative in

response to 1 of

5 Common

Application

prompts*

30%

Literary Elements Use reflection

and 3 or more

other literary

elements to

effectively

communicate

who you are to

the reader.

25%

Critique Using the rubric

as a guide,

reflect in writing

on why your

final personal

statement is

effective and

how it can be

improved.

35%

Organization Write a

compelling

narrative in

response to 1 of

5 Common

Application

prompts*

5%

Grammar/Spelling Write a

compelling

narrative in

response to 1 of

5 Common

Application

prompts*

5%

* Common Application Prompts:

Assignment # 2 68

Some students have a background or story that is so central to their identity that they

believe their application would be incomplete without it. If this sounds like you, then

please share your story.

Recount an incident or time when you experienced failure. How did it affect you, and

what lessons did you learn?

Reflect on a time when you challenged a belief or idea. What prompted you to act?

Would you make the same decision again?

Discuss an accomplishment or event, formal or informal that marked your transition from

childhood to adulthood within your culture, community, or family.

Choose your own.

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