Unit 11.

2: Identity The Personal Narrative English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will focus on the genre of personal narrative by reading and listening to high quality examples and by writing their own pieces. Students will examine character development, parts of the plot, theme and cause and effect through the novels they read and essays they write. Transfer goal: Students will leave the class able to better understand the genre of personal narrative by making connections from the readings to themselves, their peers, and other people in society, and applying what they learn to their writing.

Content Standards and Learning Expectations

Listening/Speaking L/S.11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature. Reading R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view. R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. Writing W.11.1 Analyzes and selects appropriate words to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays.

Big Ideas/Enduring Understandings:

Experiences, relationships, history, and culture influence identity. Identity affects perceptions and behavior. Effective readers make inferences about characters in a text.

Essential Questions:
What is to identity and how is it shaped? How does self-concept affect perceptions and behavior? How does culture affect identity?

Content (Students will know)

Parts of the plot Theme Correct grammar (sentence fragments and

Skills (Students will be able to)

Summarize, explain, clarify, and discuss effectiveness of text. Analyze character development. 1

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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
run-on sentences) Appropriate words to convey meaning The difference between narrative and memoir The structure of a narrative Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, resolution Dynamic and static characters Memoir, narrative Establish cause and effect, predictions, and inferences in a variety of texts. Draw conclusions. Analyze the theme. Analyze and select appropriate words to convey meaning. Write a narrative essay.

Content Vocabulary

Stage 2 - Assessment Evidence Performance Tasks

A Defining Day in My Life Students will write an engaging personal narrative essay about an event in their life that took place over a period of time no longer than a day. The students should think about an event that made an impact on their lives (ex. First day at a new school, the day a baby sibling was born, the day they got exciting/sad/interesting news). The students should limit themselves to one paragraph of background information leading up to the event in order to capture the events of the moment in the essay. The students will choose their words carefully to convey meaning and adhere to appropriate structure of a narrative (exposition, inciting incident, conflict, rising action, climax, falling action, denouement, resolution). The students should be sure to use appropriate sentence structure to avoid runon sentences and sentence fragments. The students should follow the steps of the writing process to produce a high-quality final copy. Students will be assessed using a rubric, such as the example available here: http://www.teachervision.fen.com/tv/printab les/07AAAM18.pdf

Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Log Students will record titles and pages read each day. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. Anecdotal evidence collected during group work and discussions. http://www.readwritethink.org/files/resource s/lesson_images/lesson1006/observation.pdf Analyzing Characters graphic organizer (see attachment: 11.2 Learning Activity Characters)http://www.readwritethink.org/fil es/resources/lesson_images/lesson1006/rubri c.pdf Establishing Cause and Effect (see attachment: 11.2 Other Evidence Cause and 2

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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
Narrative Book Report Students will write a book report about the novel they are reading independently. They should include details about character development, the narrative structure (Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, and resolution), cause and effect of events in the book, and theme. The following website will be helpful for teaching students to write the book report: http://www.scholastic.com/resources/article/ create-a-first-rate-book-report The students should follow the steps of the writing process to produce a high-quality final copy. Students should present their work orally to the class after completing the essay. Students written work will be evaluated on a rubric such as http://www.readwritethink.org/files/resource s/printouts/Essay%20Rubric.pdf Effect)

Stage 3 - Learning Plan Learning Activities

Personal Narrative Read Aloud The teacher will read aloud a personal narrative novel (see Literature Connections for suggestions.) The teacher should model fluency in reading as well as the think-aloud strategy as it relates to character development, theme, plot structure, effectiveness of text, and authors word choice. The teacher should also model a Reading Response Journal Entry. This novel can be used as a basis for examples during lessons throughout the unit. The students will read novels throughout the unit from the suggested list provided by the teacher. The students should be given a chance to preview the novels and choose something that interests them. This silent reading will take place during assigned times during class (perhaps first 10 or last 10 minutes of class) and outside of class. Students should complete a reading log with titles of texts and pages read. The teacher may also assign reading response questions to be answered in the reading log. Sentences frames can be provided to the students if they need scaffolding. After discussing the names and personalities of several characters, students will create and present 3

Personal Narrative Choice Novels

Analyzing Characters

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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
a visual that illustrates a particular character. Students analyze and connect to the characters in the read aloud or individually-read novel using attachment 11.2 Learning Activity Characters. Students will identify cause in and effect in the novels read during the unit using attachment 11.2 Other Evidence Cause and Effect. Students will use this graphic organizer for each novel they read. Students will participate in a group discussion about cause and effect in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. Students will make predictions and inferences about the novels they read during the unit using attachment 11.2 Learning Activity Predict and Infer. Students will use this graphic organizer for each novel the read. Students will participate in a group discussion about their predictions and inferences in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. The teacher will review subject and predicate and discuss sentence fragments. The following link contains a brief explanation on avoiding sentence fragments and includes exercises for the students to use to practice. (printable) The teacher will use attachment 11.2 Learning Activity Run-on to review run-on sentences with the class. The students will complete the exercise to practice appropriate sentence structure in regard to run-on sentences. Analyzing Character Development in Three Short Stories About Women http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-characterdevelopment-three-1006.html Narrative Paragraphs http://www.barrettsbookshelf.com/files/week14.pdf Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Perdue Online Writing Lab The Narrative Essay http://owl.english.purdue.edu/owl/resource/685/04/ The Narrative Essay http://edhelper.com/ReadingComprehension_33_33.html The Fact Monster - Narrative Essay http://www.factmonster.com/homework/writingskills4.html Personal Narrative Collection includes prompts and rubrics /~jhholly/pnarrative.html Script Preparation Guidelines for womens stories listed in literature connections below: http://www.readwritethink.org/files/resources/lesson_images/lesson1006/script.pdf Collection of Short Stories about True life experiences http://www.mariolvazquez.com 4

Establishing Cause and Effect

Making Predictions and Inferences

Sentence Fragments and Run-on Sentences

Sample Lessons

Additional Resources

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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks Literature Connections
The Color of My Paint by Mario L. Vazquez http://www.mariolvazquez.com My First Free Summer by Julia Alvarez Taking Sides by Gary Soto The Story of an Hour by Kate Chopin http://www.readwritethink.org/files/resources/lesson_images/lesson1006/question.pdf A Jury of Her Peers by Susan Glaspell A Rose for Emily by William Faulkner Literature Timeless Voices, Timeless Theme, Bronze o Cat on the Go by James Herriot page 382 (Story: Character Traits) o Rikki-tikki-tavi by Rudyard Kipling page 464 (Story: Plot) o Papas Parrot by Cynthia Rylant, page 481 (Story: Identify With a Character) o Stolen Day by Sherwood Anderson, page 484 (Story: Characterization) o Ribbons by Laurence Yep page 524 (Story: Ask Questions) o The Treasure of Lemon Brown by Walter Dean Myers page 532 (Story: Theme) o The Cremation of Sam McGee page 736 (Narrative Poetry: Compare and Contrast)

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe