Unit Map

Day Activities Objectives Assessments

Lesson Storytelling Unit Introduction SWBAT: Diagnostic: Pre-
1 Cognitive Reading Discussion
Sharing School Stories (know/understand): Formative:
a. 1. know how to Teacher
Reading Open City by Teju Cole identify a personal Observations
narrative Story
Discussing Open City by Teju b. 1. know what a brainstorming and
Cole frame story is. rough drafts

Drafting a Short Story Affective (feel/value)

and/or Non-Cognitive:
Providing Short Story Feedback c. 4. reflect on their
own life stories.
Performance (do):
d. 7. brainstorm ideas
for personal
narratives, stories,
and memoirs.
e. 8. identify an
embedded story.
f. 7. make personal
connections between
a mentor text and
their own lives.

Lesson Michelle Obama Interview SWBAT: Formative: One on

2 Analysis Cognitive One conferences
(know/understand): Teacher
Sentence Students will understand Circulation
Starter/Brainstorming Activity that they have stories that Writing Drafts
(establishing territories) are important to them and
others. (4, 6A)
Self-Reflection on Life Stories Students will know that
focusing on imagery
Modeling drafting process, improves expository
adding images writing. (1B)

Beginning Work on Imagery Affective (feel/value)

and/or Non-Cognitive:
Writing Workshop Students will value their
own stories as shareable
SSR and important. (4C)

Lesson Do Now on plot points
3 Cognitive
Mini-lesson on plot points,
using Up
Introduce Storytelling project
Re-reading Teju Coles Open
City
Reinforcing Imagery Instruction
Discussing Teju Coles plot
points and imagery usage
SSR
Lesson Personal Reflection on Types of SWBAT:
4 Writing
Choice of Text between
Woman Warrior and Their Eyes
Were Watching God
Performance (do):
Students will brainstorm
story ideas using self-
reflection. (7D)
Students will orally share a
story from their own life.
(9E)
Students will draft a story
using imagery. (9F)
SWBAT: Diagnostic: Do
Now
(know/understand): Formative:
a. 1. Students will Discussion
know how to Observations
identify powerful
imagery within a
text.
b. 2. Students will
know the elements
of a plot structure.
Affective (feel/value)
and/or Non-Cognitive:
c. 3. Students will
value imagery as a
way to enhance
expository writing
Performance (do):
d. 8. Students will
identify powerful
imagery within a
text.
e. 2. Students will
identify different
points of a plot
within a text.
Diagnostic: Do
Cognitive Now
(know/understand): Formative:
a. 1 Know the Discussion
difference between Observations
reflection and Discussion Notes
expression in Workshop
personal narratives. Observations
 Expression versus Reflection
mini-lesson
Expression and Reflection
Small Group and Whole Group
Discussions
Writing workshop on balancing
expression and reflection
Assign vocab HW due Lesson 7
Lesson Personal Writing Anecdote
5 Cognitive
be and action verbs mini-
lesson
Model and Think-Aloud in
editing be and linking verbs
Sentence correction handout
Writing workshop on making
the most out of verbs and
creating action in their stories.
Feedback on drafts
Assign first draft to be due for
lesson 6 for peer review.
b. 9 Know how to
incorporate both
reflection and
expression in their
personal narratives.
Affective (feel/value)
and/or Non-Cognitive:
c. 6. Value their own
and others stories
Performance (do):
d. 8 Will identify
reflection and
expression in a text.
e. 9 Will create their
own reflective and
expressive writing.
SWBAT: Diagnostic: I will
be pulling
(know/understand): sentences from
a. 1 Students will student drafts in
know that active order to create
verbs make stories this lesson. I will
easier to understand have assessed
and livelier. their use of Be
b. 3. Students will verbs and created
understand that this lesson to help
work, and especially
them use more
writing, can be
action verbs.
revised and edited to
Formative:
make it better for its
purpose. Handout
Observation/Notes
Affective (feel/value)
and/or Non-Cognitive:
c. 5 Students will
value the step of
revision as essential
to the writing
process.
Performance (do):
d. 9 Students will
revise their own
sentences for clarity.
e. 9 Students will
revise their stories
 by adding precise,
action verbs.

Lesson Reflection on past peer review SWBAT: Diagnostic: Do

6 assignments
Peer review model and think-
aloud using Google Drive and
Peer Review Steps Hand out
Using my own model text,
Leaves, for model and think
aloud
Peer review with focus on
imagery, action verbs, and
clarity
Paper revision
Assign 2nd draft due to me by
7th lesson
Remind them about vocab HW
Cognitive Now
(know/understand): Formative:
a. 3 Students will Teacher
know feedback and Circulation and
revision creates Note Taking
more effective
writing and
storytelling.
b. 8 Students will
know how to
identify effective
imagery, action
verbs, and
expression/reflection
in others narratives.
Affective (feel/value)
and/or Non-Cognitive:
c. 5 Students will
value feedback and
revision as
important aspects of
the writing process.
Performance (do):
d. 3 Students will
provide feedback
and help revise/edit
others stories.
e. 8 Students will
identify effective
imagery, action
verbs, and
expression/reflection
in others narratives.

Lesson Vocab HW due SWBAT: Diagnostic: Do

7 Cognitive Now
Vocabulary Acquisition Debrief (know/understand): Formative:
a. 5 Students will Teacher Notes
Vocabulary Acquisition Fact Vs. know feedback and during chart
Fiction Mini-lesson revision creates creation
more effective
 Poster Creation and writing and
Introduction to Words of the storytelling.
Week b. 8 Students will
know strategies for
Using strategies to place words making connections
in context and draw between words they
connections know and words
they dont.
Affective (feel/value)
Complete rough draft
and/or Non-Cognitive:
workshop
c. 5 Students will
value feedback and
Drafts due at the end of class revision as
important aspects of
the writing process.
d. 1 Students will
value vocabulary
development and
exploration as part
of becoming a better
reader and writer.
Performance (do):
e. 6 Students will
provide feedback
and help revise/edit
others stories.
f. 7 Students will
make connections
between words
using prefix/suffix
and prior
knowledge.
g. 7 Students will
collaborate in
exploring new
vocabulary.

Lesson Return written feedback to SWBAT: Diagnostic:

8 students. Cognitive Storytelling
(know/understand): specialized
Create 3-4 topic mini-lesson for a. 1 Students will assessment and
most/all students to focus on know different feedback
for their final drafts techniques that Formative:
authors use to Teacher Notes
Workshop focusing on 3-4 enhance their during circulation
topics storytelling.
 Do station-based learning, b. 3 Students will and one-on-one
differentiated by groups of know feedback and conferencing
students. revision create more
effective writing and
Hold important mini- storytelling.
conferences during workshop c. 5 Students will
with students that need extra know how to
improve individual
help.
aspects of their
writing.
Affective (feel/value)
and/or Non-Cognitive:
d. 5 Students will
value the process of
revision and editing.
Performance (do):
e. 9 Students will
revise their writing
based on
individualized
feedback

Lesson Students will orally perform SWBAT: Summative:

9 their stories and turn in their Cognitive Storytelling
final written drafts to teacher. (know/understand): project due
a. 1 Students will
Students will complete know different
audience sheets and return techniques that
those to teacher at conclusion authors use to
of presentations. enhance their
storytelling.
Affective (feel/value)
and/or Non-Cognitive:
b. 6 Students will
value stories told
from different
perspectives
c. 4 Students will
value their own
personal stories and
narratives.
Performance (do):
d. 9 Students will tell a
story that effectively
connects them with
others.