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Title: Components of A Narrative-UNIT PLAN Grade and Subject: 6 Grade ELA 1. Lesson and Assessment Plan Context
Title: Components of A Narrative-UNIT PLAN Grade and Subject: 6 Grade ELA 1. Lesson and Assessment Plan Context
Title: Components of A Narrative-UNIT PLAN Grade and Subject: 6 Grade ELA 1. Lesson and Assessment Plan Context
Learning Objective(s)
1. SWBAT determine an author’s point of view or purpose in a text
IOT explain how its characteristics support the author’s message.
Vocabulary TIER 2:
● splendid
● sneered
● entranced
● shuffling
● “down in the dumps”
● ordinary
● almighty
● commotion
● astonished
● promptly
● “pleased as punch”
● geta
● kimono
● obachan
● obi
● somen
● taiko
TIER 3:
● explain
● demonstrate
● determine
● describe
● produce
● engage
● utilize
● develop
● sequence
● dialogue
● pacing
● description
● narrator
● sensory language
● transition words, phrases, and clauses
● signal shifts
● descriptive details
● precise words/phrases
● plot
● setting
● exposition
● climax
● resolution
GSE - Georgia Standards ELAGSE6RI3: Analyze in detail how a key individual, event, or
of Excellence idea is introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes).
ELAGSE6RI6: Determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
ELAGSE6W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and
introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or
events.
DAY 2
Warm-up: 5 minutes
● Students will answer the following writing prompt from the
board: “As specified yesterday, the theme for this unit is
acceptance of diversity. Think of one of your classmates who
is different than you, and write down one think you
appreciate about them. Prepare to give it to them at the end
st
of class.” ELL students may write in 1 language first
before sharing. Teacher will set the timer for 5 minutes.
Body: 45 minutes
● Teacher will teach Mini-lesson 2— PART 1: Tier 3 vocab
words necessary for analyzing the picture books and writing
them (ELAGSE6RI3, ELAGSE6W3 ): Analyze, illustrate,
elaborate, convey, sequences, dialogue, pacing, description,
narrator, sensory language, plot, setting, exposition, climax,
resolution, PART 2: Determining an author’s point of view
and how he/she reveals it (ELAGSE6RI6) while students
complete note-taking guides with fill-in-the-blanks. (25
minutes)
● Students will then complete Activity 3—Analyzing the
Picture Book Graphic Organizer based on the books their
groups read the day before; books will be available in class
for reference. Teacher will set the timer for 20 minutes.
Closure: 5 minutes
● Teacher will instruct students on their homework for that
night, which is: Vocabulary Graphic Organizers (Frayer
Model Chart, Word Sorts, “Own the Word” GO)- Day 1
(Obj. 1-2, EQ4), due on DAY 4 (2 minutes)
● Students will be released to stand up, walk to the person
about which they wrote their warm-up writing prompt, and
read them what they wrote. Teacher will set the timer for 3
minutes.
DAY 3
Warm-up: 10 minutes
● Teacher will instruct students to place completed homework
on their desks.
● Students will discuss with their classmates via an open
discussion--teacher-facilitated--about ideas they included in
their Picture Book graphic organizers. Teacher will remind
students that anything they write on their graphic organizers
must be in the green pens in order to signify completed in
class. (10 minutes)
Body: 40 minutes
● Teacher will explain the project: digital, student-made
picture books about their own experiences with acceptance
or a lack thereof. Instructions with accountability checklist
and rubric will be handed out. (Formal Assessment,
Learning Objectives 3-7) (10 minutes)
● Teacher will then hand out Activity 4: Story mapping
Graphic Organizers. Students will use their graphic
organizers to begin mapping out their picture books on a
new graphic organizer. By the end of the period, students
should have the mora/theme, setting, and characters of their
stories established; if not, completion of the previous steps
should be assigned as homework. Teacher will set the timer
for 30 minutes.
Closure: 5 minutes
● Students will check off everything on their accountability
checklists that they have completed and show the teacher as
they leave the room in order for teacher to know where each
student is in the story book writing process. If students do
not have messages, setting, and characters, checked off, it
must be completed by the next day. If not completed the next
day, the student does not receive full credit for that day’s
participation grade. (5 minutes)
DAY 4
Warm-up: 10 minutes
● Activity 5: Teacher will take up Day 2 homework and
instruct students to complete the following writing prompt
from the board: “In 3-4 complete sentences, describe your
favorite picture book(s) and why it/they are your favorite.
ELL students may write in 1st language first before
sharing.Teacher will set the timer for 5 minutes.
● Students will then conduct a Think-Pair-Share of their
answers. During this portion of the lesson, teacher will take
notes in order to include noted books in classroom library (5
minutes).
Body: 40 minutes
● Students will be released to finish their story-mapping
graphic organizers. By the end of the period, students
should have the event sequences (including exposition/
rising action/problem, climax, falling action/resolution) and
dialogue established and completed on graphic organizer.
(Learning Objective 4&7) Teacher will set the timer for 40
minutes.
Closure: 5 minutes
● Students will check off everything on their accountability
checklists that they have completed and show the teacher as
they leave the room in order for teacher to know where each
student is in the story book writing process. If students do
not have the event sequences (including exposition/ rising
action/problem, climax, falling action/resolution) and
dialogue checked off, whatever remains must be completed
for homework and due the next day. If not completed the
next day, the student does not receive full credit for that
day’s participation grade. (5 minutes)
Day 5
Warm-up: 10 minutes
● Teacher will instruct students to find a partner/trio. (1
minute)
● Students will share story mapping graphic organizers with
each other and give each other feedback. Before releasing
students to complete warm-up, teacher will direct students
back to the classroom norms that specify “We will respect
one another,” and “We give constructive criticism.” Teacher
will set the timer for 9 minutes.
Body: 35 minutes
● Teacher handouts out laptops to each student. (2 minutes)
● Teacher models for students how to use online picture book
creator. (3 minutes)
● Students are released to digitally finalize their picture books
on https://www.mystorybook.com. Teacher will set the timer
for 30 minutes.
Conclusion: 10 minutes
● Students will receive an extra rubric. (1 minute)
● Students will grade themselves with the rubrics and hand the
rubrics in to teacher as they leave. (9 minutes)
Day 6
This day is taken up entirely of presentations--students will read
their stories to the class.
Differentiation, Differentiation/Modifications:
Modification(s), and ● Mini-lesson 1: Visual representations of words for the visual
Accommodation(s) learners, Introductory vocabulary instruction
● Mini-lesson 2: Visual representations of words for the visual
learners, different graphic organizers for vocabulary
instruction
● Vocabulary Graphic Organizers: Students will have
choices between GOs
● Activity 1-Writing Prompt: Writing prompts can be
written in 1st language
● Activity 5-Writing Prompt: Writing prompts can be
written in 1st language
● Activity 2-Picture Book Readings: Each book contains
many pictures to support comprehension, and books’ reading
levels are varied; Discussion within groups for clarification
Materials ● Pens/pencils
● Students’ journals
● Extra paper
● Picture Books
● PPT