Unit Plan: Narrative Forms

Unit Description (Students)

Having already read several types of narratives in our novel studies from the previous quarter,

this unit will be a more in depth exploration into narratives and the components within a

narrative. We will be discussing the various forms of narratives ranging anything from the

mundane news broadcast to the more specified vignette and novella, but will also throw in

elements of fiction as well. By the end of the unit, not only will you have an in-depth

understanding of the differences between the varying forms of narrative, but will be able to

produce a narrative of your own which will be discussed towards the end.

Rationale:

Following an extensive close reading and analysis of two narrative mentor texts (i.e. The Diary

of Anne Frank, Persepolis, House on Mango Street, The Stranger, and/or Heart of Darkness),

this supplementive unit is an expansion upon narrative concepts and forms, but is also a unit in

which students will be able to use the mentor texts mentioned above along with concepts learned

in order to produce their own examples of narrative writing. Exposing students to the various

forms of narrative writing and giving them a thorough understanding of the various concepts that

are applied in narrative (often coinciding with elements of fiction) , this unit aims to give

students a means of producing their own narrative works for creative outlets along with potential

scholarship and other academic ventures.; moreover, numerous concepts that are discussed

within the unit are applicable to other forms of writing such as persuasive, informational, and

argumentative writing in which personal narrative can prove to be a useful tool (i.e. TED Talks).
Key Unit Objectives:

Students will be able to understand the differences between the various narrative forms

(biography, autobiography, short story, vignette, etc.)

Students will be able to understand and identify aspects of fiction (hero, anti-hero,tragic

hero, etc.)

Students will be able to describe and identify (through textual analysis) the key points

within a story (exposition, rising action, falling action, etc.)

Students will be able to produce the following forms of narrative writing: Biography,

Vignette, Short Story), and as a cumulative project students will produce a short story.

Unit Calendar

January 2017

Monday Tuesday Wednesday Thursday Friday

2 3 4 5 6
Introduction to Narrative Introduction to Narrative Introduction to Narrative Introduction to Narrative What Makes a Hero?
Forms (Types of Forms Forms PII Forms PII
Narrative, What is a (Types of Narrative, (Elements of Fiction) (Elements of Fiction)
Narrative?) What is a Narrative?)

HW
Hero Prompt
(Due Online 1/8/17 by
11:59 pm)

9 10 11 12 13
MENTOR TEXT Introduction to Putting Together the TEACHING ACROSS Putting Together the
MONDAY: Cumulative Project Pieces THE CURRICULUM Pieces

Story Structure Return Annotated Imagery and Descriptive Historical Fiction Review Homework
Homework Language Mentor Text
What Makes a Hero? STEP 1
(Tell Students to Keep) Setting
Brainstorming Activity

HW: HW:
Imagery Prompt Brainstorming
 (Online)
DUE BY
11: 59 pm
1/12/17

16 17 18 19 20
Putting Together the Putting Together the Introduction to Vignettes Mentor Text: Mentor Text:
Pieces Pieces TED TALK Personal Vignette
The Danger of a Single Analysis
Brainstorming Activity STEP III: Story
Exercise Character Autobiography
(Poll Anywhere) (In Class) Single Story Prompt in Vignette Discussion
Class
Review Hero Lecture

STEP II: HW: HW: REVIEW DUE DATES

Character Biography Character Vignette Assignment
(In Class) Autobiography DUE by 11:59 1/21/17
DUE FOLLOWING DUE TOMORROW
DAY

23 24 25 26 27
Mentor Text: Work on Rough Draft Peer Review Conferences Conferences
Personal Example

Discussion/ Assignment
Clarification

Return Vignettes

Work on Rough Drafts

ROUGH DRAFTS HW:

DUE 1/24/17 at 11:59 Final Drafts are DUE:
pm 2/3/17

SIGN UP FOR Begin Work on Final

CONFERENCES Draft

30 31 1 2 3
Progress Check Progress Check New Unit Final Drafts Are Due

Work on Final Draft Work on Final Draft

Formative Assessments

- Exit Ticket/ Muddiest Point shall be conducted after every lecture day

- SnowStorm Activity shall be conducted with more well-behaved periods

- Hero Prompt (Due: 1/8/17)

 - Imagery Assessment (Due: 1/12/17)

- Brainstorming/Brain Map (Due 1/16/17)

- Character Biography (Due:1/17/17)

- Character Autobiography (Due: 1/18/17)

- Single Story Prompt (Due: 1/19/17)

- Vignette Discussion (1/20/17)

- Peer Review (1/24/17)

Summative Assessments

- Vignette Assignment (Due: 1/21/17)

- Rough Draft (Cumulative Project) (Due: 1/24/17)

- Final Draft (Cumulative Project) (Due: 2/3/17)

Cumulative Writing Assessment:

Combining concepts and skills learned over the course of the unit, students will be tasked with

writing a short story; however, students who are more artistically inclined will be given the

option of expressing their short story within a graphic novel/narrative. Cumulative in the sense

that the assignment shall be broken into various parts in order to focus and scaffold student

thought, the assignment will also encapsulate several other writing assignments in order to have

students explore multiple mediums of narratives, and also will spur students to see the

assignment as components rather than a single daunting task.

APPENDIX A

What is a Narrative? Lesson Plan Day I

Direct instruction

Teacher(s): Quang, Jerry Subject: ELA 11 What is a Narrative?

Standard(s):
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RL.10)
Determine an authors point of view or 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. (11-12.RI.6)
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem. (11-12.RI.7)

Objectives (Explicit):
SWBAT define what a narrative is through the citing of examples from previous novel
studies and discussions (inference), and also through information presented in the
lectures.
SWBAT discern and identify the various forms of literature along with the differences
between them.
SWBAT create a chart that shows the key features of each form.

Evidence of Mastery (Measurable):

By the end of the two day lecture, the students will demonstrate mastery of the lesson by having a
completed chart (which will be spot checked), and students will also demonstrate mastery by
completing an exit ticket that identifies a minimum of 4 forms of narrative and key
characteristics of each at the end of each day.

Key vocabulary: Materials/Technology Resources to be Used:

Biography Epic Smartboard
Autobiography Short Story Guided Notes (Chart)
Myth PowerPoint/Google Slides
Legend Exit Ticket Handout
Narrative

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
How many have ever watched a television show or read a book, and have been so into the story
that you know every episode by heart? For me, I went through this stage where I watched a
Spanish Soap Opera, and I swear that I felt and could relate to a multitude of characters. Well,
that little television show or book where you have a good story is essentially a narrative or a
recount of events. So lets jump into the lecture shall we?

I Teacher Will: Student Will:

n Provide Handouts (Guided Notes) Take Notes
s Provide Lecture Ask Questions
t Teach Abbreviation Strategies
r Teach Note Taking Strategies
u
c Co-Teaching Strategy/Differentiation
t Students with ELN will be provided a copy of the slide show
i Students with ELN along with other students will be shown key terms in a different
o color.
n Students will be guided through strategies
a Students will be given adequate wait time when needed.
l
I
n
p
u
t

G Teacher Will: Student Will:

u Provide Examples for Myths, Legends, and Epics Will provide
i examples for other
d forms.
e
d Co-Teaching Strategy/Differentiation/Check for Understanding
P Students with ELN will be given more personalized attention and guidance with
r examples.
a Students will be paired in order to make examples easier.
c Students will engage in poll everywhere in order to provide a more visual
t representation of examples.
i
c
e

I Teacher Will: Student Will:

n Provide Instruction for Snowstorm Activity Fill out Exit Ticket
d Provide Handouts for Exit Ticket
e Provide Instructions
p
e Co-Teaching Strategy/Differentiation
n Teacher will monitor students with ELN
d Teacher will guide struggling students through examples
 e
n
t
P
r
a
c
t
i
c
e

Closing/Student Reflection/Real-life connections:

Please keep your charts for tomorrows lecture, but as a closing activity, I would like to do a pass
the marker activity. On the board behind you, I listed the narrative forms we discussed in class,
and I want you to fill it out with as many examples as you can think of. That way, you can see
that a narrative does not necessarily have to be rigid like other writing.
APPENDIX B : What Makes a Hero Lesson Plan

Direct instruction

Teacher(s): Jerry Quang Subject: What Makes A Hero (Types of Heroes In Fiction)

Standard(s):
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
(11-12.RL.6)
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RL.10)
B. Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
C. Use appropriate and varied transitions and syntax to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and concepts

Objectives (Explicit):
Students will be able to list the types of heroes found in fiction, and identify the
characteristics and differences between them.
Students will be able to address a choice of prompts regarding the lesson on heroes

Evidence of Mastery (Measurable):

In accordance with state standards, students will be expected to produce a response with
adequate evidence and examples, and their prompts shall be scored based on a rubric. A
minimum score of a 35/50 shall demonstrate knowledge of the various types of heroes.
Prompt A: Pick a character from a book, movie, or a television show who matches one of
the types of heroes within the lecture, explain why the particular character fits that type.
Cite clear evidence and examples.
Prompt B: We have all been influenced by a person in our lives, and though this is a
cheesy prompt, your task is to choose an influential person in your life whether it be a
family member or something of that sort, and cite examples of why they are your hero.
 Consider what theyve been through or what characteristics they have that makes you
think of them as a hero.
Prompt C: What do you consider to be ideal qualities of a hero? Why do you think this
way? Cite examples and defend your choice of qualities.

Key vocabulary: Materials/Technology Resources to be Used:

Hero/Heroine PowerPoint/ Google Slides
Classical Hero Handouts
Anti-hero Whiteboard
Byronic Hero
Reluctant/Romantic Hero
Tragic Hero
Modern-hero/Superhero
Chivalry

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
As of this year, we have quite a bit of superhero shows that are making their way over the
airwaves or finding themselves being binge-watched on netflix. Lets name a few (After shout out
activity): alright these shows often revolve around the hero its named for, but what makes these
characters heroes? Pull out your phones, go to poll everywhere, and address the question on the
board.

I Teacher Will: Student Will:

n Provide Lecture Notes Take Notes
s Provide Guided Notes Ask Questions
t Provide Slide Show
r
Co-Teaching Strategy/Differentiation
u
Students with ELN will be provided a copy of the slide show
c
Students with ELN along with other students will be shown key terms in a different
t color.
i Students will be guided through strategies
Students will be given adequate wait time when needed.
o
n
a
l
I
n
p
u
t

G Teacher Will: Student Will:

u Guide students through several examples, and why a Provide examples of
i certain character fits that archetype or category characters in
d Help students who are struggling with examples. designated
e categories.
d
Co-Teaching Strategy/Differentiation
P
Students with ELN will be given more personalized attention and guidance with
r
examples.
a Students will be paired in order to make examples easier.
c Students will engage in poll everywhere in order to provide a more visual
representation of examples.
t
i
c
e

I Teacher Will: Student Will:

n Provide prompts Brainstorm
d Provide Guidelines Address prompts
e
p
Co-Teaching Strategy/Differentiation
e
Students with ELN will be guided through brainstorming activity.
n
Students who are struggling will be given suggestions for addressing prompts
d
e
n
t
P
r
a
c
t
 i
c
e

Closing/Student Reflection/Real-life connections:

As you reflect upon the prompts for this weekend, I also want you to start thinking about how
narratives and narrative forms do not have to be limited to text. As you saw today with heroes
and heroines, their applicability to real life is much more than whats inside the classroom and
books.
APPENDIX C:

Mentor Text Monday: Story Structure

Teacher(s): Jerry Quang Subject:

Story Structure (Mentor Text Monday)
Review

Standard(s):
Cite strong and thorough 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.
Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). (11-12.RL.3)
Analyze how an authors choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
(11-12.RL.5)
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RL.10)

Objectives (Explicit):
SWBAT to identify and describe each part of the basic drama/story structure.
(Exposition, Rising Action, Climax, Falling Action, Resolution).
SWBAT to analyze the two mentor texts presented in class, and determine which scene(s)
fall into each part of the structure.
SWBAT to compare the mentor texts to the structure, and explain how they differ or fit
into the structure.

Evidence of Mastery (Measurable):

Evidence of mastery shall be demonstrated by the students ability to identify all parts of
the basic structure within a minimum of one mentor text of the two.

Key vocabulary: Materials/Technology Resources to be Used:

Exposition Smartboard/ Document Camera
Rising Action Markers
Climax Handout
Falling Action Discussion Questions (PowerPoint)
Conflict

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
(Story Structure should already be pulled up)
How many of you have seen this chart before whether it be recently or in another grade? (Poll).
Judging by the number of hands, most of us have seen this chart before, and this chart will be
your best friend in the coming weeks. I would like to begin the class by saying that today is a
Mentor Text Monday, and it involves this chart of course, but lets review the key parts of it.

Instruction Teacher Will: Student Will:

al Input Review Parts of Structure Take necessary notes
Provide Brief Lecture Notes Annotate
Provide Mentor Texts

Co-Teaching Strategy/Differentiation
ELN students will be given individual attention during lecture
ELN students will also be provided a copy of slide show.
All students will be provided both a visual and verbal review of key
concepts and refreshing of memory.

Guided Teacher Will: Student Will:

Practice Provide Sample Text Annotate sample story
Provide Guided/Visual Sample Fill out chart on loose sheet
Chart/Notes of paper.

Co-Teaching Strategy/Differentiation/Check for Understanding

Teacher will allocate time for students to annotate and fill out chart
All students will discuss with table peers on their findings in order for
students with ELN to have an example of what to look for.
Each table shall present their findings to class (Teacher will write
responses down so that ELN students can keep up with fast pace)
Teacher will review answers and explain why in order for ELN students
to get a more deeper understanding.

Independen Teacher Will: Student Will:

t Practice Provide Mentor Videos (Amazing Complete one chart for
World of Gumball, and Friends). each episode.
Provide Directions Defend findings with
Provide Guidelines evidence

Co-Teaching Strategy/Differentiation
Teacher will allocate time to guide students through one episode
(Amazing World of Gumball)
Students will then do the remaining chart in groups.

Closing/Student Reflection/Real-life connections:

As you can see from this exercise, English class has applicability outside the classroom, and you
will begin to notice how oftentimes, many of your favorite shows have this similar pattern, but
ultimately shifts it and adds detail to it in the story itself. This is something you too will soon be
able to do in very near future.
APPENDIX D:

Imagery Lesson

Teacher(s): Jerry Quang Subject: Imagery

Standard(s):
Cite strong and thorough 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. (11-12.RL.1)
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
(11-12.RL.4)
By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11.RL.10)

Objectives (Explicit):
SWBAT describe the function of imagery, and its importance in descriptive writing
SWBAT identify examples of imagery within a text (a subcategory of figurative language)
SWBAT write examples of imagery

Evidence of Mastery (Measurable):

Mastery shall be demonstrated through the following writing prompts in which a
minimum of 4 examples of imagery is required for the assignment. A minimum grade of a
75 on the attached rubric shall demonstrate mastery.

Prompt A:
Provided with a mentor text, pick a place that is special to you, and using a minimum of 4
examples of imagery, describe the place to me. Think of the question of how you would describe
the place to a reader?

Prompt B:
Pick an important person in your life and try to describe their features using imagery using a
minimum of 4 examples of imagery. Example: His eyes were blue, but not the usual color of
baby blue or sapphire, rather like the slight grayish blue of an artic sea.

Key vocabulary: Materials/Technology Resources to be Used:

Imagery Document Camera
Figurative Language Poll Everywhere
 Descriptive Language Computer
Simile Powerpoint/Google Slides
Metaphor School or Personal Electronics (Laptops)

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
Opening Activity 1 (Bellwork): Have you ever read a book, and could actually picture what a
certain character was seeing, or perhaps imagine what they smell, taste, hear, and maybe even
imagined how something would feel as a character describes it? Describe a book that painted a
picture for you, and what sorts of words or phrases did they use?

Opening Activity 2 (Synonym Game): Does everyone know what a synonym is? (Describe if
necessary) I want you to take the next 10 seconds and think of a synonym for the word Dirty.
(Afterwards, have students write their examples on the back board, and pass the marker until
board is full to your liking).

Opening Activity 3 (Describing an Image): Students will view view a prepared slide, and will be
asked to view the image silently for 30 seconds, making a list of adjectives on a piece of paper,
and after the 30 seconds have elapsed, have the students write a sentence to describe the room
using two or more of those adjectives. Also have students think about how if they were an author
how would a character or narrator would describe the room to a reader.

Instruction Teacher Will: Student Will:

al Input Provide Lecture Notes Take Notes
Provide Guided Notes (Students Participate in Discussion
with ELN) Ask Questions
Guide Other Students in Note Provide Examples of
Taking Process Imagery
Provide Definitions
Run through a pre-selected text
with students, and provide own
examples of imagery, and also
show/interpret what the pieces
mean.

Co-Teaching Strategy/Differentiation
ELN students will be given more guided and strategic notes
All students will be guided through notes on what to write
Students will be taught abbreviations and note taking strategies

Guided Teacher Will: Student Will:

Practice
 Provide a sample stanza poem and Discuss with partner
or paragraph, and ask students to Provide examples of
discuss imagery they found via
Discuss what the students found polleverywhere.
and what those examples mean
Reveal answers

Co-Teaching Strategy/Differentiation/Check for Understanding

Formative Assessment (Secret Answer)
Muddiest Point/ Questions
Checking in with students after giving instructions on
classwork/homework

Independen Teacher Will: Student Will:

t Practice Provide Prompts Address prompts
Guide Students through Brainstorm
brainstorming Ask Questions

Co-Teaching Strategy/Differentiation
All students will be able to contact me via edmodo or email
All students will be checked in on during brainstorming
ELN students will be given a more structured outline for prompt.
APPENDIX E

Vignette Intro

Teacher(s): Jerry Quang Subject: ELA 11 Vignettes

Standard(s):
Cite strong and thorough 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. (11-12.RL.1)
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
(11-12.RL.4)
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. a. Engage and orient
the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.

Objectives (Explicit):
SWBAT understand the function of a vignette and its components
SWBAT will write/create three vignettes to demonstrate comprehension

Evidence of Mastery (Measurable):

Students will be able to create and produce a minimum of 3 vignettes using skills learned from
previous lessons ( 6 examples of imagery in total) about their main character for their short story
(the latter is more preferred).

Key vocabulary: Materials/Technology Resources to be Used:

Vignette White board
Imagery Google Slides
Handouts

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
Review Narrative Forms and Imagery, and introduce the topic of vignettes and their application
to the project

Instruction Teacher Will: Student Will:

al Input Provide Lecture Notes Take Notes
Provide Handouts Annotate Handouts

Co-Teaching Strategy/Differentiation
Students will be guided through notes
 Students with ELN will be provided copies of presentation

Guided Teacher Will: Student Will:

Practice Provide Samples Annotate Samples
Read aloud with students Discuss Whole Group and
Small Group

Co-Teaching Strategy/Differentiation/Check for Understanding

Students with ELN will be given individual attention and guided
through annotations
All groups will be checked in on and provided guidance

Independen Teacher Will: Student Will:

t Practice Provide Prompts Address Prompts
Provide Guidelines Brainstorm

Co-Teaching Strategy/Differentiation
Students will be given time in class to brainstorm and ask questions of
clarification
Students will be allowed to email or message during time frame of assignment