Unit Title: Writing a Personal Narrative Grade Levels 10th grade

Subject/Topic Areas: 10th Grade English

Key Words: Narrative, Essay, Dialogue, Details, Sensory Language, Characters, Plot/Events

Designed by: Tori VanOeffelen

Brief Summary of Unit (including curricular context and unit goals)

As part of the writing requirements, students will develop their own personal narratives
incorporating the techniques that are discussed in class, such as creating characters and dialogue
and including sensory details [CCSSW3]. Students will also review grammar rules to help them
in the creation of their narratives.

Stage 1: Identify Desired Results

Established goals:

Students will review grammar rules, specifically punctuation, at the start of the unit as a way to
recall prior knowledge and benefit their writing.

Students will learn to incorporate techniques for narrative writing into their essays. They will
learn to create characters and write dialogue, to create a flowing series of events leading to a
close, and how to incorporate sensory details in the writing.

Students will finish the unit by writing a 2-4 page personal narrative essay.

What understandings are desired?

Students will understand:

The major components of a personal narrative- chronological events, character

development, sensory language/details, dialogue

How to utilize techniques of narrative writing in their own essays
The basic format for writing an essay, including page numbering, margins, headers,

spacing
That narrative writing has multiple purposes depending upon the situation

What essential questions will be considered?

1. Why do we write personal narratives/ how are personal narratives used?

2. How do character and plot development play a role in creating a personal narrative?
3. Why is dialogue included in a personal narrative?
4. What are some examples of sensory language?
5. Why is the importance of sensory language when writing a narrative?

What key knowledge and skills will students acquire as a result of this unit?

Students will know... Students will be able to...

1. Key terms associated with narrative 1. Write in a clear sequence of events

writing
2. How to format an essay without
formal research
3. Why we write personal narratives
4. Key parts that make up narrative
writing
2. Create dialogue between characters
3. Develop characters throughout a
story
4. Format an essay without formal
research (MLA)
5. Incorporate sensory details to
support events occurring within a
narrative

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Stage 2: Determine Acceptable Evidence

What evidence will show that students understand?

The end product of this unit is an actual, final personal narrative that incorporates

character development, sensory details and language, logical sequence of events,

and dialogue, all properly MLA formatted.

Students will work in peer edit groups to go over rough draft versions of their

narratives and offer feedback.

Students will share narratives at the end of the unit; not all students have to share,

as these can be very personal for the student.

Students will briefly conference with the teacher after they have completed their

rough draft to discuss any questions and for the teacher to check that the student is

remaining up to date with the paper.

Other evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Students will take notes on the various techniques of narrative writing.

Students will have two quizzes: one over techniques of narrative writing, and one

over MLA formatting of an essay without formal research.

Students will do several quick writes (in the form of a beginning activity) as mini-

examples of narrative writing.

Students will work in groups one to three times to provide feedback on narratives.
Students will make use of lab time or in-classroom computer time for writing their

narratives.

Student self-assessment and reflection:

Students will document self-reflection on their work at two points in the unit. The first point will
be after the rough draft is due for peer edit groups. Students will use feedback from their groups
to reflect on what they have accomplished and what they can improve upon, as well as any
questions they might have regarding the assignment. The second point in time will be at the time

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the final draft is due. Along with the final draft, students will turn in a self-reflection describing
their feelings toward their work.

Stage 3: Plan Learning Experiences and Instruction

Consider the WHERETO elements.

As soon as the narrative essay is assigned, students will have a copy of the rubric W
which will be discussed in class so that they have a clear idea of what is expected of
them and how they can meet those expectations, as well as why they are writing this
particular paper.

Students will start the unit with a little grammar review for writing papers, but then H
they will dive into writing in narrative form. With the use of quick writes, students
will practice short, mini-narratives based on prompts from the teacher.

The teacher will review specific grammar with the students before any writing E
begins to ensure that students are refreshed in their knowledge of proper punctuation
and grammar skills before taking on an essay. The teacher will also spend time
teaching students how to properly format a paper in MLA format without formal
research so students will have this knowledge available to them before they begin
typing their narratives. Students will also learn about and take notes on the
components of narrative writing so they will know how to incorporate them into
their own writing as required by the rubric.

Students will be shown examples of several personal narratives (including one R

written by the teacher) so they will see a visual of the general expectations. This will
also help students to understand the variety that can occur within this assignment.
During conferences with the teacher, students will receive feedback that will
challenge them to try different approaches in their writing or give them ideas for
improvement.

Students will turn in a rough draft before they turn in the final draft. They will E
receive feedback from their peers in peer edit groups that they will use to write a
brief reflection to go along with the rough draft. They will also receive feedback
from the teacher during brief conferences about their essays.

Students will be doing a great deal of writing with this assignment since it is an T
essay. However, the class will make use of graphic organizers for these notes as well
as handouts. There will also be time in class spent working on the computers.
Students will be shown examples of narrative essays for use as a visual, and there
will also be class discussions. Furthermore, students will have opportunities to work
in groups and one-on-one with the teacher for both peer and teacher feedback.

After introducing the outcome of the unit (the personal narrative essay) and handing O
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out the rubric, the unit will begin with grammar review for writing skills help. After
this review period, the unit will move toward MLA formatting. During both of these
parts of the unit, students will be practicing narrative form by way of quick writes.
Next, students will spend time in class working on narratives. A rough draft will be
due, and students will be able to work in peer edit groups to gain feedback and
direction. Along with the rough draft, students will write a self-reflection with any
questions they may have and thoughts on their writing. Following working in
student groups, there will be more time to work in class with student-teacher
conferences. In the conferences, students will discuss their writing, ask questions,
and receive feedback from the teacher about the paper. On the day final drafts are
due, students will share their work (voluntarily). They will also turn in a second
reflection on their finished work.

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 Ferris State School of Education
Lesson Plan Template
Name: Tori VanOeffelen Date: 3/29/17
Curriculum/Course: English Grade level: 10th
Time/Period: (Monday, week one)
Standards: CCSSW3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

Objectives:
Given a complete rubric and shown examples, 10 th grade English students will understand the
requirements and expectations of writing a personal narrative essay.
Assessment (Formative, Summative):
Checks for understanding throughout
Ticket out the door- On a sticky note, write down three of the requirements for the personal narrative
essay assignment and one question you have, then stick it on the board.

Introduction/Hook:
Since this will be the introduction day to the unit, the warm-up/hook will be a quick write that
mimics the narrative form: Tell about a time when you were frustrated. What was the cause of
your frustration? Who was involved? What was said? Did the situation get resolved? What was
the outcome?
Steps in the lesson:
1. Students will begin class by reading for ten minutes.
2. Students will do a quick write that mimics the narrative form. This will take longer than the
average quick write. Plan for 10-15 minutes for writing and sharing.
3. Connect the quick write to the assignment. Explain that the next two weeks will consist of
writing a paper called a personal narrative, which is a longer version of what they just wrote.
4. Hand out the rubric.
5. Go over rubric, expectations, and requirements with students. Plan for 10-15 minutes for
questions throughout.
6. Finish up by showing examples of personal narratives, similar to their age group (use past
student examples, if possible).
7. End the lesson by doing a ticket out the door. On a sticky note, students will write three
requirements for the personal narrative assignment. They will also write a question they have
about the assignment. They will put their sticky notes on the board on the way out.
Closure Activity/Wrap up:

End the lesson by doing a ticket out the door. On a sticky note, students will write three
requirements for the personal narrative assignment. They will also write a question they have
about the assignment. They will put their sticky notes on the board on the way out.

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Differentiation:

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability level
Affect
Specific Student / Group:
Visual learners will learn best by seeing the examples of personal narratives in class. Auditory
learners will benefit from class sharing and discussion as the teacher goes through the lesson
providing instructions. Kinesthetic learners will benefit from the ticket out the door and the
quick write, especially since the quick write mimics the narrative form.
Student-centered activities:
Students will do a quick write and share with the class.

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 Ferris State School of Education
Lesson Plan Template
Name: Tori VanOeffelen Date: 3/29/17
Curriculum/Course: English Grade level: 10th

Time/Period: (Monday, week two)

Standards: CCSSW3: . Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences
CCSSW10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Objectives: After working in groups and receiving peer feedback, 10 th grade English students
will be able to write a self-reflection in which they address changes they need to make to their
writing and any questions they have.
Assessment (Formative, Summative):
Self-Reflection
Rough Draft
Introduction/Hook:
Students will do a quick write in which they answer the following question: How do you feel
about your writing thus far? Provide some highlights of your writing and once concern you have.
This should be 5-7 sentences.

Steps in the lesson:

1. Students will begin by reading their reading workshop books for ten minutes.
2. Student will do a quick write to briefly assess their writing.
3. Explain to students how peer editing works: in groups of 3-4 students, they will share their
papers with their group members and give positive and constructive feedback. They will take
note of this feedback.
4. Divide students into peer edit groups. Try to mix stronger and weaker writers. Let them do
group work while you circulate throughout. Plan for 25-30 minutes.
5. Call the class back together. Assign the self-reflection. Students should write one page and
include concerns, questions, and possible improvements for their writing. This is due in class
tomorrow.
6. To end class, will take note of the reflection.
Closure Activity/Wrap up:

Students will only be allowed to leave class once the teacher has initialed their notes about the
reflection.

Differentiation:

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What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability level
Affect
Specific Student / Group:
Students who are weaker writers will be mixed in with students who are stronger writers in order
to help them grow with feedback from peers.

Student-centered activities:
Students will be participating in peer edit groups to gain feedback on their papers.

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 Ferris State School of Education
Lesson Plan Template
Name: Tori VanOeffelen Date: 3/29/17
Curriculum/Course: English Grade level: 10th

Time/Period: (Tuesday, Wednesday week two)

Standards: CCSSW3: . Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences
CCSSW10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Objectives: After turning in the rough draft and having written a self-reflection, 10 th grade
English students will develop a clear plan to finish writing their papers with guidance from the
teacher.
Assessment (Formative, Summative): Students will turn in their self-reflections and rough drafts.

Introduction/Hook:
The introduction today is simply having students get started on their writing after reading. It will
be an in-class work day.
Steps in the lesson:
1. Students will read their reading workshop books for ten minutes.
2. Students will get computers out (if there is a classroom set), or will start to work on a
computer in the lab.
3. During student work time, students will be called up individually for one on one conferences
with the teacher.
4. The student should bring the teacher the self-reflection and the rough draft.
5. In this conference, the student will discuss any questions or concerns about their paper, and
the teacher will offer feedback.
6. Before/After conferencing with the teacher, students will continue their writing for the class
period.
7. As a ticket out the door, students will turn in both the rough draft and the self-reflection (they
may use them during work time).
Closure Activity/Wrap up:

Students will hand in their rough drafts and self-reflections on the way out the door.

Differentiation:

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What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability level
Affect
Specific Student / Group:
Since students are working individually today on their own papers, the only differentiation really
is that they are writing about their own topics. Aside from that, the teacher may ask different
questions during conferences based on the work the student is producing.
Student-centered activities:
Students will use the class period to continue working on their papers. They will work
individually with the teacher to discuss any concerns or questions they may have.

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