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Perez Mariahnarrativewritingunitplan
Perez Mariahnarrativewritingunitplan
Mariah Perez
Dr. Luongo
EE204 Unit Plan
28 April 2017
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Mariah Perez
Professor Luongo
EE204
28 April 2017
Learning Objectives:
Students will be able to distinguish the different parts of a narrative.
Students will be able to use a graphic organizer for narrative writing.
Closure-- Review
Once students have met with their partners and revised their drafts, they will meet with
the teacher one by one.
The students may ask any questions they may have.
The teacher may add suggestions and comments just like the peer editor did, as well as
ask the students questions to add more to their narrative.
Some comments/ questions to state during a revision conference may include:
1. What other words can we use to describe __?
2. What else can the author write to make that point in the story?
3. Where in the story can the reader see some character traits of __?
4. What descriptions of your setting create a mood in the story?
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5. After listening to your fable being read aloud (teacher reads, student listens) what
did you notice?
Language Function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
They will be able to use dictionaries to help them create a larger vocabulary.
Evaluation Criteria:
The students will be evaluated on their writing of their narratives.
There will be a rubric that the students must follow while creating their narratives.
Lesson Timeline:
30-50 minutes
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 17 Feb. 2017.
Camacho, Amy. "Narrative Writing Rubric." Pinterest. 08 Jan. 2014. Web. 19 Feb. 2017.
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Mariah Perez
Dr. Luongo
EE204
28 April 2017
Learning Objectives:
Students will be able to write a letter to a character from the short story, If you give a
mouse a cookie by Laura Numeroff.
Students will be able to depict the story, If you give a mouse a cookie apart to see the
different parts of it.
Chart paper
Markers
Rubric
Final paper copy of letter (one per student)
Language function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
The students will have access to dictionaries and thesaurus for their writing.
Evaluation Criteria:
The students will be evaluated by the letter they write.
The students will be evaluated by the story map they complete.
Lesson Timeline:
Two 50 minute class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 4 April. 2017.
Numeroff, Laura Joffe, and Felicia Bond. If You Give a Mouse a Cookie. New York: Laura Geringer
Book, an Imprint of HarperCollins, 2015. Print.
""If You Give A Mouse A Cookie" Story Map." Web. 5 Apr. 2017.
<https://s-media-cache-ak0.pinimg.com/736x/93/79/e9/9379e9ec3c12800eff024ffa2837f23f.jpg>.
This is the story map each student will complete after reading the story.
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This is the final copy paper the students will be writing their letters on.
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Mariah Perez
Dr. Luongo
EE204
28 April 2017
Learning Objectives:
Students will be able to understand what a biography is.
Students will be able to read a sample biography essay on Abraham Lincoln.
Students will be able to write their own biography essay on a person who lived in the
19th Century.
When the class is done brainstorming together, the teacher will explain to the students
that they will be reading a biography on Abraham Lincoln as a class. This can be done at
the student's desk where they will each receive a copy.
As the class reads the biography aloud, the teacher will stop at certain points to ask the
students questions and to explain parts they may not understand.
Procedure:
When the reading of the biography is done the teacher will explain to the students that
they will be writing their own biographies. The biography has to be five to six
paragraphs.
The teacher will tell the students they may choose to write the biography on any
historical figure from the 19th century. It can not be on Abraham Lincoln.
The teacher will tell the students that for homework it is their responsibility to go home
and research a person they would like to write their biography about.
Closure:
When the students return to class the next day they will have their person chosen and
their research on their desks.
The teacher will review what a biography is and what it should consist of.
The students will work on writing their first draft in their journals. The students will turn
to their partners and read each other's work. They may add and give any feedback they
believe is necessary.
Once this is completed, the students will raise their hands when they are done with their
drafts. The teacher will give each students pieces of looseleaf paper to write their final
copy on.
When the students finish writing their biographies they will be posted for everyone to see
after being graded according to the rubric.
Language function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
The students will have access to dictionaries and thesaurus for their writing.
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Evaluation Criteria:
The students will be evaluated on the biography they write.
Lesson Timeline:
Two or three class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 4 April. 2017.
Pascal, Janet B. "Who Was Abraham Lincoln?" Barnes & Noble. 06 June 2007. Web. 16 Apr.
2017.
Karenawilliams Follow. "Biography Rubric." LinkedIn SlideShare. 14 Oct. 2012. Web. 16 Apr. 2017.
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Professor Luongo
EE204
28 April 2017
Learning Objectives:
Students will learn what a Tall Tale/Fable is.
Students will be able to identify the elements of a fable.
Students will be able to apply what they have learned about fables to create their own
original fable.
Homework assignment- students will create their own original fable while following the
Chart paper
Markers
Language Function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
Dictionaries and Thesauruses will be provided.
Evaluation Criteria:
The students will be evaluated on their own fables.
The rubric provided is what the fable will be graded on.
Lesson Timeline:
Two class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 17 April. 2017.
Amc. "Collaboration Cuties: Aesop's Fables {Must Read Mentor Text}." Pinterest. 02 June 2013.
Web. 17 Apr. 2017.
Jennifer Evans, Assistant Director ELA Follow. "Narrative Writing Rubric Grade 2 5."LinkedIn
SlideShare. 08 Aug. 2013. Web. 17 Apr. 2017.
Creations, Kim's. "Writers' Workshop: Letter Writing Templates & More-Grade 1 & 2."Pinterest. 02
Jan. 2014. Web. 17 Apr. 2017.
Cellsplicer2008. "Living Books - The Tortoise and the Hare." YouTube. YouTube, 14 Aug. 2009.
Web. 17 Apr. 2017.
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This is the final paper the students will write their fable on.
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Students should want to learn. This unit plan teaches narrative writing. The lessons that
are taught to them should be interesting. They should be full of hands on activities for the
students to get involved. Hands on activities boosts the students success. (Marincola, 2012)
Keeping the students involved in each lesson will help them achieve a larger understanding of
what is happening. This makes them want to come back to school everyday. Each one of them
wants to learn something new and take that home with them. Each lesson in this unit plan is
designed for the students to be involved. There are many activities in each lesson plan that show
the students exactly what is going to come out of learning this. There are four narratives included
The first lesson plan is designed to show the students how they can use personal
experiences to enhance their writing. Having the students write personal narratives helps them
connect to their writing more. (International Literacy Association, 2017) To them, they are not
writing about something they find boring or unimportant. They are able to tell their story to
others. From the beginning of the lesson the students are involved. They are able to raise their
hands and talk to one another about ideas they have. They are able to give their ideas to the
teacher about what a narrative is. They all break down the topic together so they are able to
understand it.
For this lesson, the students are able to brainstorm their thoughts. They are able to talk
about something that is important to them and write it down on paper. For some students, this is
therapeutic. (Furnham, 2013) Some students need that time to collect their thoughts and make
sense of the world around them. School may be the only time that can happen for them. A lesson
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like this is perfect for that. The students start off by brainstorming in their journals. They write
down any ideas they come up with. Even questions are written down that they are trying to find
answers too. Each student is given a worksheet with a sandwich graphic organizer. (Inspiration
Software Inc, 2017) According to Inspirational Software Inc, using a graphic organizer is one of
the more effective visual learning strategies. It helps the students structure their thinking. This is
to help the students stay organized. They are able to take all of their brainstorms and place them
in order in the way they want to write them. After all is said and done each student has
The second lesson plan is designed to show the students how they can communicate with
someone in a way other than technology. Each student is able to write their own letter to one
character in the story, If You Give a Mouse a Cookie. Some students may not know the basics
of creating a letter. Starting simple is the best way to help them collect everything together and
understand it. Once they understand the basics they are able to advance in their writing.
For this lesson, the students are able to listen and visualize by listening to the teacher.
The teacher will read the book allowed to the class. This is an example of shared reading. The
students join in with questions or ideas they have about the book. (Reading Rockets, 2017) When
the teacher is reading the book the students will have to listen carefully. If they want, they may
write down any notes or questions about the story. While listening, this gives the students a
chance to visualize what is happening. Each one of them has their own interpretation of the story.
This will easily help them write their letters to one of the characters about why they like them or
what they could have done differently. The students will receive a story map to place the events
of the story in order. Once this is done they will be able to collect everything they have and write
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their letters about one of the two topics. Letter writing is important and is something every
student should know how to create. It is all a basis for writing well thought out papers.
The third lesson is teaching the students how to write a historical report. This is one of
the many narrative writing techniques. Each student is responsible for writing their own
historical biography on a person from the 19th century. Writing a historical biography will
encourage the students to focus on the facts rather than opinion. (Grammar Dictionary, 2017)
The students will work with many research materials they have discovered based on their chosen
person. This will teach the students research skills that will be helpful to them in the future.
For this lesson, the students are using their listening skills to read a biography on
Abraham Lincoln. This will be read as a class. The students will pay attention to each other
reading. They will focus on the structure of the biography and take notes on anything they want
to have to remember. After the class has finished reading the biography, it will be explained that
the students will be creating their own historical biography on a person other than Abraham
Lincoln. The students are responsible to complete the research part at home as their homework
assignment. When the students come back to class the following day they will begin their
biography reports. They will be able to ask each other for help during this process to gain new
ideas. The students will read their papers to another student for positive feedback. It is important
that the students learn how to take criticism. (Hensley, 2017) According to Pat Hensley, the
students will learn how to listen without interrupting, ask to rephrase any writing, and give ideas
for the other persons writing. As they get older they will realize that everyone has different
The fourth and final lesson shows the students that they have a creative side. This lesson
focuses on fables. Fables are creative pieces of writing that have a moral at the end of the story.
(Zae, 2016) Creating fables should be a fun lesson for the students. They should enjoy the
process of creating a piece of writing that is theirs. Their thoughts and emotions are written down
when they are able to create a piece of their own work. This entire lesson is formed to get the
creative side out of each student. Each student has a different personality and that will reflect
For this lesson, each student will create their own original fable. The beginning of the
lesson will begin with the teacher discussing the word fable with the students. There is a
chance that the students have not heard the word fable and do not know what it means. The
students have read the stories that are fables but do not know the correct term for them. There is
a short presentation for the students about fables. It discusses the main parts of writing a fable
and why they are important. At the end of the powerpoint the class will watch a fable called,
The Tortoise and the Hare in video form. The students will receive the actual copy of the fable
to follow through with. The fable in video form is more interactive for the students. They will
enjoy it more than just reading it together. What the students visualize comes to life. It is a great
tool to use to encourage the students to be creative when writing their own fables. (Zae, 2016)
The students will be given a graphic organizer to uncover the different parts of the fable. They
will use this as an outline for their own work. The students will create their own fables at the end
of this lesson.
All four lesson plans are created to focus on the needs of the students and what they are
encouraged to learn. Narrative writing is a basis for all types of writing. (Tompkins, 2010) It
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shows the different parts that are needed to create a story. There is setting, plot, characters,
conflict, resolution and climax. All of these are important in writing. Those are the aspects that
take people in and make them interested to keep reading. The students are taught these basics
from an early age to enhance their writing as they advance in school. (Tompkins, 2010) These
aspects keep the writing in order. There is a flow of events that make sense. All the events lead
up to one another. If a piece of writing has no structure then the reader will not want to keep
reading. That is why an important part of this unit is having the students read each others work.
They may find things that the teacher may overlook because he or she is mainly focused on
structure. The students take ideas from one another to create something they are proud of. It is a
helpful resource for them to get feedback so they can correct their mistakes and become better
writers.
Narrative writing is the basis for writing well thought out essays. If there is no structure
then the essay will not be in order. There should be more of a focus on the details in the story as
well as the beginning, middle, and end. These are vital parts of narrative writing. Each lesson
plan looks at a different type of narrative writing instead of looking deeper into what it exactly is.
From experience, having the students create different types of narratives helps them understand
what it is. They would understand more when there is more explaining of the components of a
narrative instead of the different types of narratives. The components are more vital. They are
found in every essay. If the students know how to structure, then their writing will progress over
time.
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References:
Furnham, Adrian. "Writing as Therapy." Psychology Today. Sussex Publishers, 29 Aug. 2013. Web.
25 Apr. 2017.
"Teaching and Learning with Graphic Organizers." How to Use Graphic Organizers for Teaching
Writing, Learning, and Understanding across the Curriculum. Inspiration Software Inc, Web. 25 Apr.
2017.
"Grammar Style and Usage." English Grammar Rules & Usage. LoveToKnow, Web. 25 Apr. 2017.
Marincola, Elizabeth. "Hands-on Learning Boosts Success in the Classroom and Beyond." The
Hensley, Pat. "Teaching Students to Accept Criticism." Teaching. Teaching Monster, Web. 25 Apr.
2017.
Tompkins, G.E. "Writing Genres." Education.com. 20 July 2010. Web. 25 Apr. 2017.
Zae, Brittany. "What Is a Fable? Lesson Plan." Teacher.org. Web. 25 Apr. 2017.