Unit Template

Stage 1Identify Desired Results

Established Graduation Competency
Goals/ Writing is a fundamental component of literacy. Writing is a means of critical
Standards inquiry; it promotes problem solving and mastering new concepts (CCSS).

Performance Indicators
Effectively use content-specific language, style, tone, and text structure to
compose or adapt writing for different audiences and purposes (CCSS).

CCSS and relevant state standards

9.3.1.a.i. 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: W.9-
10.3a)
Transfer Students will be able to independently use their learning to write narratives and
understand the impact that comes from writing in various points of view.

Meaning Understandings/Big Ideas Essential Questions

Students will understand that
Point of view effects voice.
Different points of view impact narrative
development in unique ways.
Students will keep considering
How does an author develop voice?
How does point of view impact the story?
Which stories are best for 1st and 3rd person
point of view?

Acquisition Know (Content)

Students will know

How writers use point of view to impact their writing.

How point of view adds to the narrative development of a story.
How distance between reader and narrator changes depending on tone.
Do (Skills)
Students will be skilled at
Discipline Skills Literacy Skills
Tone
rd st
Writing from 3 and 1 person point of Voice
view.
Narrative Development
Distinguishing which point of view an
author is writing in.

Updated
9/1/16
Stage 2Determine Acceptable Evidence
Assessments E
[Key performance tasks, tests, etc., including LDC task] v

Point of view identification worksheet

This worksheet will have various excerpts from stories and will ask students to identify the style of narration.
It will be graded based on correct responses.

Narrative writing practice from 1st and 3rd person point of view
This practice will be evaluated based on language, voice, tone, and narrative development.

Supports/Scaffolding
[How will learning and assessment tasks be scaffolded/supported for all students (ELL, special ed,
low performing, etc.)?]
This will be scaffolded by giving students examples of 1st and 3rd person narration. They will also get to
practice writing in these styles in a low stakes way, which will be used as scaffolding for larger narrative
assignments.

Stage 3Plan Learning Experiences and Instruction

Unit Texts and Cask of Amontillado by Edgar Allen Poe
Materials Short Stories
Video on narration
Assessment [Measurable mile markers of student growth (tasks that will get evaluated)]

Tasks
Formative pre-assessment(s)

Point of view identification worksheet

This worksheet will have various excerpts from stories and will ask students to identify the style
of narration. It will be graded based on correct responses.

Narrative writing practice from 1st and 3rd person point of view

2
Learning [The instructional ladder (sequence of learning activities to prompt and guide
Tasks student growth). Add pages accordingly.]
Interactive Notebook
Direct instruction of information
Point of view worksheet
Point of view writing exercise

Based on Understanding by Design, Wiggins and McTighe