UNIT PLAN. Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives

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1 UNIT PLAN Grade Level: Subject: ELA Unit #: 1 Unit Name: Understanding and Writing Literary Texts and Personal Narratives 6 th Big Idea/Theme: The elements of fiction work together to develop a narrative text. Culminating Assessment: Students will complete a reading/writing portfolio* consisting of the following: Writing Students will publish a multi-genre collection ( number to be determined by the teacher) based on ideas collected in their writer s notebook. Reading Based on fictional elements studied during the unit students will compile and present a project/ portfolio including drama/skit presentations (ie. performance of a fable), role plays (ie. RAFT writing assignment or Character Interview), writing the next chapter of a novel, artwork (ie. Comic strip story board, written report, student choice data and reflections, novel inspired projects such as novel portfolios. etc For suggested readings and authors for this unit study see attachment Janet Allen Teacher Resources. Suggested Timeline for portfolio completion: o While reading short stories: drama, skits, role plays, Character Interviews, artwork, reflections, create a mixed up fairy tale, etc. o While reading Janet Allen Core Novels: RAFT, Comic Strip Story Board, Graphic Organizers, Writing the next chapter of the novel, etc. *Where reading and writing is taught separately, you may have students create two separate documents. Unit Understanding(s) Students will understand that Audience and purpose affect content and craft Fictional narratives have common elements: setting, character, plot, point of view, theme, and tone. Different narrative texts may have similar main ideas Being able to draw conclusions and make inferences helps readers understand literary text. The major types of literary texts include fiction, literary nonfiction, poetry, and drama Unit Essential Question(s): Writing Focus : How do personal experiences affect how a writer crafts a narrative piece? Why are tone and voice important aspects of the writer s craft? How does a writer apply the writing process to develop a narrative piece? Reading Focus: How do I differentiate among first person, limited-omniscient (thirdperson), and omniscient (third- Revised 6/20/11 1

2 person) point of view? When analyzing a character, what traits do I look for? How do I use cause and effect relationships to make predictions? What does the setting of a story tell me about a reading selection? When I am reading a story, how do I analyze the plot? What affect does conflict have on the plot of a literary text? How does understanding an author s craft, including tone, flashback, and foreshadowing, help me interpret the meaning of a narrative text? What details do I look for when comparing and contrasting main idea within and across literary texts? How do I draw conclusions and make inferences when reading a narrative text? What specific types of texts fall into the category of literary texts? What are the characteristics of the major types of literary texts? Students will know / Students will be able to Identify the story elements (characters, setting, plot, conflict, climax, and resolution) Determine point of view (first person, limited-omniscient (third-person), and omniscient (third-person) point of view) Draw conclusions and make inferences related to specific narrative texts Compare and contrast main ideas between narrative selections Make predictions based on cause and effect relationships Explain how point of view, setting, and conflict affect the plot Explain meaning of literary devices such as simile, metaphor, personification, and hyperbole Identify and explain the effect of flashback/foreshadowing on the meaning of texts Follow the steps of the writing process to compose a narrative piece with fully developed plot: brainstorm, organize (map/outline), draft, revise, edit, publish Effectively organize narrative writing around a main idea using paragraphs and transitions appropriately Use a variety of complete sentences such as simple, compound, and complex Use vocabulary, tone, and voice appropriate for a specific audience Revised 6/20/11 2

3 Edit writing for correct pronoun/antecedent agreement, subject/verb agreement, consistent verb tense, and correct spelling/capitalization/punctuation South Carolina Academic Standards: Standard 6-1 The student will read and comprehend a variety of literary texts in print and nonprint formats Analyze literary texts to draw conclusions and make inferences Differentiate among the first person, limited omniscient (third person), and omniscient (third person) points of view Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) Analyze an author s development of characters, setting, and conflict in a given literary text Interpret the effect of an author s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts Compare/contrast main ideas within and across literary texts Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain) and drama (including stage directions and the use of monologues) Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics Predict events in literary texts on the basis of cause-and-effect relationships Read independently for extended periods of time. Standard 6-3 The student will use word analysis and vocabulary strategies to read fluently Use context clues such as those that provide an example, a definition, or a restatement to generate the meanings of unfamiliar and multiple meaning words Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes) Interpret the meaning of idioms and euphemisms encountered in texts Distinguish between the denotation and the connotation of a given word. Standard 6-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English Organize written works using prewriting techniques, discussions, graphic organizers, models and outlines Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing Create multiple paragraph compositions that include a central idea with Revised 6/20/11 3

4 supporting details and use appropriate transitions between paragraphs Use the conventions of written Standard American English (including those regarding main and subordinate clauses, indefinite pronouns, pronoun antecedent agreement, and consistent verb tenses) Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) Edit for correct use of written Standard American English, including punctuation. (See Instructional Appendix: Composite Writing Matrix.) Spell correctly using Standard American English. Standard 6-5 The student will write for a variety of purposes and audiences Create narratives that have a fully developed plot and a consistent point of view. Standard 6-6 The student will access and use information from a variety of sources Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose Use appropriate organizational strategies to prepare written works and oral and visual presentations Select appropriate graphics, in print or electronic form, to support written works and oral visual presentations. Interim Assessment (formative) Homework Independent Reading Logs Daily Classroom Skills Practice Quizzes Reading Response Journals Graphic Organizers/Thinking Maps Edited and Revised Rough Copies Janet Allen Teacher Resources Key Criteria (to meet the standard) Teacher student conferencing with data collection, Rubric *See Unit 1 References Below Revised 6/20/11 4

5 Avi Lousia May Alcott Natalie Babbitt Eve Bunting Beverly Cleary Kate DiCamillo Gordon Korman Lois Lowry L.M. Montgomery Scott O Dell Katherine Patterson Gary Paulsen Cynthia Rylant Louis Sachar See List of Janet Allen Independent Reading Novels. Unit 1 Narrative Resources Authors Specific Titles Teacher References Crispin by Avi 25 Fun and Fabulous Poppy by Avi Literature Response Little Women by Lousia Activities and Rubrics by May Alcott Christine Boardman Moen Little Men by Lousia May Alcott Reading Response Trifolds Family Tree by Katherine for 40 Favorite Novels by Ayres Jennifer Cerra-Johansson Tuck Everlasting by Natalie Babbitt Writing to Prompts in the Chasing Vermeer by Blue Trait-Based Classroom Balliet Literature Response by Caddie Woodlawn by Carol Ruth Culham and Amanda Ryrie Brink Wheeler Bud, Not Buddy by Christopher Paul Curtis Graphic Organizer Booklets Because of Winn Dixie by for Reading Response by Kate Dicamillo Rhonda Graff Silver The Pinky and Rex Series by James Howe Graphic Organizers and Across Five Aprils by Irene Activities for Differentiated Hunt Instruction In Reading by Jacob, Have I Loved by Nancy L. Witherell and Katherine Patterson Mary C. McMackin A Year Down Yonder by Richard Peck Reading & Writing Graphic Where The Red Fern Organizers & Mini-Lessons Grows by Wilson Rawls by Susan Van Zile Holes by Louis Sachar Black Beauty by Anna 50 Reproducible Strategy Sewell Sheets That Build Flipped by Wendlin Van Comprehension During Draanen Independent Reading by Limony Snicket Series Anina Robb The Cay by Theodore Taylor Awesome Hands-On Surviving The Applewhites Activities for Teaching by Stephanie Tolan Literary Elements by Susan A Long Time Ago Today by Van Zile Sally Warner The Swiss Family Robinson Teaching Reading by Laura by Johann Wyss Robb Revised 6/20/11 5

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