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1Amy TenHoor

Introduction

I wanted my unit plan to be on narrative writing because to me, it's a great way to get kids

interested in writing and seems like a fun unit to teach. Any personal narrative writing the

students do will allow me to get to know them. Even fiction pieces will let me into my kids'

brains and see their creative sides. I plan to do this unit more toward the beginning of the school

year because, like I said, it's a good introduction to writing, I will be able to get to know my

students through their writing, and it will be an effective way to start off the year.

For my unit plan, I chose a 9th grade class. I remember my freshman English class didn't

include any narrative writing, which I thought was a shame. I think 9th graders are mature

enough to know some sophisticated writing skills but still novice enough where I can teach them

some neat tricks that I hope they'll find valuable.

I imagine myself teaching this in my old high school, East Kentwood, which has an extremely

diverse student body. When I attended, I loved how many countries were represented in my

classes. The variety of perspectives and cultures was invaluable to me. To meet everyone's

needs in my classroom, I will allow students to write about topics that are important to them and

ones that reflect who they are. I will do my best to give individual instruction where I can and

check in with students regularly to monitor their progress. Through my instruction, I hope that

my students will learn how to craft a successful narrative piece, incorporating both well-

structured plotlines and stylistic choices.

The structure of my lessons will be based off the writing workshop, as introduced to me by

Kittle. In this manner of teaching writing, students are allowed to do much of their own writing

with mini-lessons on bite-sized chunks of grammar or style embedded within the class time

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provided for free drafting. I like the writing workshop approach because I believe that the

process of writing can be most effectively learned simply through practicing writing in a safe,

nonjudgmental environment, which is what I hope to provide for my students.

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Short Narrative

English, Grade 9, Lesson 1, 60-Minute Class Period

Common Core State Standards

3. Write narratives to develop real or imagined experiences using effective technique, well-

chosen details, and well-structured event sequences.

Objectives

Students will craft a 3-sentence story, based on real or imagined events, that represents the

beginning, middle, and end of a tale.

Students will then take each sentence of their story and formulate paragraphs from them.

Through this lesson, students will learn about topic sentences and paragraphing.

Activities

1. [2 min]: welcome, get settled in class, good news (sharing any good things that have happened

to students since the last time we met)

2. [3 min]: explain activity: "We will be writing 3-sentence-long stories to start class. These

stories can be based off real experiences or can be works of fiction. Each sentence will represent

the beginning, middle, and end of a story, respectively, so make sure each one says exactly what

it is you want to say. Precise language is important with short pieces. Pull out your writing

notebooks. You'll have ten minutes to write your story and then we'll share in small groups. I

also have a worksheet if you want one to collect your thoughts."

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3. [10 min]: allow students to write their sentences. I will be walking around the classroom

monitoring progress and answering questions.

4. [5 min]: share student stories in small groups of 3-4

5. [15 min]: mini-lesson on topic sentences and paragraphing. I will be covering the importance

of having a strong first sentence in paragraphs, explain the purpose of paragraphs, and how to

effectively use paragraphs to tell stories. I will then ask students to develop paragraphs from

their sentences to create a cohesive story from them.

6. [15 min]: allow students to write their paragraphs. I will be walking around the classroom

again monitoring progress and answering questions.

7. [10 min]: share student stories in small groups of 3-4 (5 min) and then with the whole group (5

min)

Adaptations

I will be providing the notes we cover in the mini-lesson to students who feel like they need them

or those who can't copy the notes down in time.

For ELLs, I will allow them to write their 3-sentence story in their native language if that’s more

comfortable for them, but ask that they work on translating their sentences into English and write

their paragraphs in English.

Assessment

I will be walking around during class to monitor the students' progress. I can see students'

writing while walking around. I will hear their shared stories as well.

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Materials Needed

Writing notebook

Other Resources

Worksheet on beginning, middle, and end of stories

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Sentence Structure



4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

Objectives

Students will be able to identify and understand the various sentence structures: simple, complex,

compound, compound-complex.

Students will be able to incorporate different sentence types into their stories or revise their

current sentences to add a variety of structures to their stories.

Through this lesson, students will learn about how varying sentence structure throughout their

writing adds a freshness to their pieces and keeps paragraphs from getting stale.

Activities

1. [3 min]: welcome, get settled in to class, good news

2. [10 min]: quick write (student-presented topics)

3. [30 min]: mini-lesson (maybe not so mini today?) on four main types of sentence structure:

simple, complex, compound, compound-complex. Explain the structure for each (simple is an

independent clause, compound is two independent clauses joined by a conjunction, etc). Explain

clause types, coordinating conjunctions, subordinating conjunctions. Ask students to come up

with example sentences for each type and I will write them on the board.

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4. [17 min]: ask students to analyze their stories and either add different sentence types if they

notice a majority of one type of sentence in their writing (probably simple sentences) or revise

some of their sentences to become other sentence types. I will be walking around the classroom

to monitor progress and answer questions.

Adaptations

I will offer a copy of the notes we take on the board with the definitions I provide and sample

sentences the students come up with.

For ELLs, I can check in with them and explain the structures again if necessary on a one-on-one

basis. I will make sure to spend more time with them while walking around the classroom.

Assessment

I will be walking around the classroom, so I will be able to see the students’ writing and

participation in the task.

Materials Needed

Writing notebook

Other Resources

None

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Plot, Part 1



3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot

lines, to develop experiences, events, and/or characters.

Objectives

Students will be able to identify and understand the components of plot (exposition, rising and

falling actions, climax, and resolution).

Students will be able to apply what they learned about plot to craft an exposition, rising action,

and climax for their own stories.

Activities

1. [3 min]: welcome, get settled in class, good news


3. [25 min]: lesson on plot structure, explaining that there are five distinct parts of plot:

exposition, rising action, climax, falling action, and resolution. Explain that exposition is the

establishment of characters and setting, rising action is the introduction of the problem, and

climax is the problem at its worst. We will go over falling action and resolution next class

4. [22 min]: have students analyze their stories from the previous lesson and see what aspects of

plot structure they already have in their stories. If they are missing a component or components,

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they are to add the component into their story through rewriting. I will be walking around the

classroom to help and answer questions

Adaptations

I will be able to give students focused attention while walking around if they feel like they need

extra help.

For ELLs, I can spend additional time with them to explain plot structure further.

Assessment

I will be walking around the classroom and seeing students' writing and participation.

Materials Needed

Writing notebook

Other Resources

Handout on plot

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Plot, Part 2



3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot

lines, to develop experiences, events, and/or characters.

Objectives

Students will be able to identify and understand the components of plot (exposition, rising and

falling actions, climax, and resolution).

Students will be able to apply what they learned about plot to craft a falling action and resolution

for their own stories.

Activities

1. [3 min]: welcome, get settled in class, good news


3. [25 min]: lesson on plot structure, explaining that there are five distinct parts of plot:

exposition, rising action, climax, falling action, and resolution. Explain that falling action is the

result of the climax, and resolution is the new normal for the characters after the most dramatic

event (the climax) has happened and problems get solved

4. [22 min]: have students analyze their stories from the previous lesson and see what aspects of

plot structure they already have in their stories. If they are missing a component or components,

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they are to add the component into their story through rewriting. I will be walking around the

classroom to help and answer questions

Adaptations

I will be able to give students focused attention while walking around if they feel like they need

extra help.

For ELLs, I can spend additional time with them to explain plot structure further.

Assessment

I will be walking around the classroom and seeing students' writing and participation.

Materials Needed

Writing notebook

Other Resources

Handout on plot (see previous lesson plan)

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Immersive Writing



3d. Use precise words and phrases, telling details, and sensory language to convey a vivid image

of the experiences, events, setting, and/or characters.

Objectives

Students will be able to take the visual and audio information presented to them on the screen in

the front of the class and use it as inspiration to write a scene based on the senses they

themselves experience.

Students will be able to incorporate sensory language into their stories to better immerse the

reader into their stories.

Activities


2. [5 min]: explanation of the plan for the day – we will be watching a YouTube video of a

swamp setting with ambient noises to set the stage for a scene that students will write

3. [15 min]: mini-lesson on sensory language and how the inclusion of sensory details adds to the

overall mood of the story.

4. [10 min]: play YouTube video while students do a quick write of a scene inspired by the

ambience of the video in their writing notebooks

5. [5 min]: have students share their scenes in small groups of 3-4

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6. [7 min]: have each group share one of the scenes they came up with

7. [10 min]: give students time to incorporate sensory language into their stories where

appropriate. I will be walking around the classroom to monitor progress and offer help

Adaptations

For ELLs, they can brainstorm sensory words in their native languages and try to incorporate the

English equivalent word into their narratives.

Assessment

I can see students’ writing when I walk around the classroom. I will listen to the shared scenes

in class.

Materials Needed

Writing notebook

Other Resources

YouTube video, “Swamp Sounds at Night – Frogs, Owls, Crickets, Light Rain, Forest Nature

Sounds | 3 Hours” www.youtube.com/watch?v=ih4_1FyVjaY

14Amy TenHoor

Point of View, Part 1



3a. Engage and orient the reader by setting out a problem, situation, or observation, establishing

one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.

Objectives

Students will be able to identify and understand 1st person perspective in a narrative piece.

Students will be able to write from a 1st person point of view in their own narratives.

Activities

1. [3 min]: welcome, settle in to class, good news

2. [10 min]: quick write (student-provided topics)

3. [15 min]: mini-lesson on 1st person point of view, touching on the tone, depth of emotion that

1st person can provide, internal debates. Include discussion on diction, how the character’s traits

affect the words being used in the prose (more sophisticated language from older characters, etc)

and how much explanation is given to the reader. Briefly mention 2nd person point of view, but

explain that it is hardly used in narratives

4. [3 min]: show scene from Harry Potter

5. [10 min]: split into small groups of 5 students to collaboratively write a 1st person narrative

from one of these character’s perspectives (Harry, Draco, Snape, Lockhart, Hermione, or Ron). I

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will assign each group one character from whose perspective to write. I will be walking around

the classroom to assess progress and answer questions

6. [9 min]: share narratives with the class

Adaptations

For ELLs, I would put the student in a group with stronger writers and check in with the group

while they have time to write to make sure the ELL student is doing all right.

Assessment

I will be walking around the classroom to gauge participation and progress groups are making.

Materials Needed

Writing notebook

Other Resources

YouTube video, “Harry Potter and the Chamber of Secrets: Harry Potter and Draco Malfoy’s

Duel,” https://www.youtube.com/watch?v=ZAf3U0J8Se8

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Point of View, Part 2



3a. Engage and orient the reader by setting out a problem, situation, or observation, establishing

one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.

Objectives

Students will be able to identify and understand 3rd person perspective in a narrative piece.

Students will be able to write from a 3rd person point of view in their own narratives.

Activities


2. [10 min]: quick write (student-provided topics)

3. [15 min]: mini-lesson on 3rd person perspective. Include discussion on objective, limited, and

omniscient forms of 3rd person. Touch on tone and diction.

4. [5 min]: show YouTube video of Olivier’s Hamlet performance so that students can write a

brief 3rd person paragraph on the actions of the character and describe the scene

5. [10 min]: students write their paragraphs. I will walk around the classroom and gauge

participation and progress

6. [7 min]: share paragraphs in small groups of 3-4. I will walk around the room and listen in on

conversations students are having

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Adaptations

For ELLs, place them in groups with stronger writers so they can get more detailed feedback on

their paragraphs

Assessment

I will be walking around the classroom to gauge participation and progress groups are making.

Materials Needed

Writing notebook

Other Resources

YouTube video, “Olivier’s Hamlet Film (1948): To Be Or Not To Be soliloquy,”

https://www.youtube.com/watch?v=5ks-NbCHUns

18Amy TenHoor

Editing Workshop





5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

Objectives

Students will be able to read other students’ narratives and provide feedback on what they read.

Students will be able to receive feedback on their own writing and can revise their drafts based

on the comments given.

Activities


2. [10 min]: quick write in writing notebooks (student-provided topic)

3. [5 min]: explanation of today’s class and partnering off (I will have thought of these pairings

beforehand and put students who work well together, as I've noticed throughout the year so far,

with each other as partners) – "We will be doing an editing workshop in which your narrative

will be read by a peer. The peer will write comments directly on your papers, note 2 places

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where grammar was used effectively and 3 places where improvement could be made. I will

provide a checklist of what to look for specifically."

4. [42 min]: allow students to read a classmate’s writing piece, take notes, and offer feedback on

the papers. Students should be filling out the checklist according to what they find present in

their classmate’s work. I will be walking around or generally just be available for questions and

to see how students are doing. Collect drafts and checklists at the end of class.

Adaptations

If I felt a student needed more help editing his/her narrative, I would put him/her with an

established pair to make a group of three so that s/he can get more feedback from an additional

set of eyes and another perspective.

For ELLs, I would look over the draft personally after a classmate has given feedback and

provide extra editing help.

Assessment

I will be walking around during the editing workshop to listen in on conversations and answer

questions. I will be gauging overall participation. I will collect the drafts and checklists at the

end of class.

Materials Needed

Writing notebook

Draft of narrative

Checklist

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Other Resources

Checklist

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Checklist

Name of Author: _________________________

Name of Reviewer: _______________________

Does the student’s narrative:

___ have effective paragraphing? (Paragraphs are focused and concise. Does it make sense for the paragraph breaks to be where they are?)

___ flow well? (Do the transitions between paragraphs make sense?)

___ use proper sentence structure? (Are there any run-ons? Are the more complicated sentence structures formulated correctly?)

___ have proper punctuation? (Are there any commas where there shouldn’t be?)

___ have consistent tenses? (If the narrative is written in present tense, does it stay in present tense throughout?)

___ have any spelling errors? (It shouldn’t 😊)

Additional comments:

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Revising Workshop





5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

Objectives

Students will be able to read other students’ narratives and provide feedback on what they read.

Students will be able to receive feedback on their own writing and can revise their drafts based

on the comments given.

Activities


2. [10 min]: quick write in writing notebooks (student-provided topic)

3. [5 min]: explanation of today’s class and partnering off (I will have thought of these pairings

beforehand and put students who work well together, as I've noticed throughout the year so far,

with each other as partners) – "We will be doing a revising workshop in which your narrative

will be read by a peer. The peer will write comments directly on your papers, note 2 places

23Amy TenHoor

where style was used effectively and 3 places where improvement could be made. I will provide

a checklist of what to look for specifically."

4. [42 min]: allow students to read a classmate’s writing piece, take notes, and offer feedback on

the papers. Students should be filling out the checklist according to what they find present in

their classmate’s work. I will be walking around or generally just be available for questions and

to see how students are doing. Collect drafts and checklists at the end of class.

Adaptations

If I felt a student needed more help revising his/her narrative, I would put him/her with an

established pair to make a group of three so that s/he can get more feedback from an additional

set of eyes and another perspective.

For ELLs, I would look over the draft personally after a classmate has given feedback and

provide extra revising help.

Assessment

I will be walking around during the revising workshop to listen in on conversations and answer

questions. I will be gauging overall participation. I will collect the drafts and checklists at the

end of class.

Materials Needed

Writing notebook

Draft of narrative

Checklist

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Other Resources

Checklist

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Checklist

Name of Author: __________________________

Name of Reviewer: ________________________

Does the student’s narrative:

___ have strong characters? (Do they have prominent traits that add meaning to the story? Do they have flaws as well? If the character is described physically, is it done in a way that contributes to the overall message or at the very least isn’t a laundry list of descriptors?

___ contain concrete details that are relevant to the story? (Is there a reason for every sentence to be in the story?)

___ have voice? (Can you hear a person behind the writing?)

___ have confusing wording? (Are the words used in the narrative appropriate in context?)

___ have a clearly defined plot structure? (Is there a clear beginning, middle, and end to the story? Does the plot have exposition, rising action, climax, falling action, and resolution?)

___ have a strong overall theme? (What’s the purpose behind telling this story?)

Additional comments:

26Amy TenHoor

Reflection



10. 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

Students will reflect on their writing from the past two weeks and share their thoughts with each

other, comparing experiences and feelings on the unit.

Activities


2. [15 min]: allow students to write reflections on their stories, focusing on the overall process

from the past 2 weeks. This will act as the daily quick write

3. [10 min]: get students in groups of 3-4 with their neighbors to discuss their reflections or vent

about the unit if they feel the need. I will be walking around the room to listen in on

conversations and answer questions

4. [15 min]: share reflections/discussions from small groups with whole class. I will be taking

personal notes on what the students share

5. [17 min]: allow students to polish up anything they feel they need to on their stories before

turning them in

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Adaptations

I will be walking around the room to explain the objectives more clearly and can clarify any

confusion while students are discussing amongst themselves.

For ELLs, I will check in with them specifically while the students have time to make last-

minute revisions to their narratives and make sure they are doing well with their pieces.

Assessment

I will be walking around the room, so I will be able to listen in on group conversations. I will

also be collecting students' reflection pieces and stories at the end of class.

Materials Needed

Writing notebook

Final draft of narration

Other Resources

None

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