Unit Overview: Category Description 7 and 8 Grade
Unit Overview: Category Description 7 and 8 Grade
Unit Overview: Category Description 7 and 8 Grade
Category Description
Grade Level 7th and 8th grade
Unit Goal: Students will demonstrate command of written English and understanding of
narrative elements by composing a personal narrative through a four-step writing process.
Objective # Unit Objectives
1 Students will be able to explain the difference between a personal narrative and
other forms of narrative writing that they are familiar with.
2 Students will be able to explain how the use of sensory details in writing affect
the image perceived by readers.
3 Students will be able to depict a believable character by attributing such actions
and reactions that convey emotions.
4 Students will be able to depict a believable character by attributing such
characteristics and traits that contribute to individuality.
5 Students will be able to draw a conclusion based on what they have learned from
or wish they could change about a personal experience.
6 Students will be able to scrutinize their own writing and understand that ideas
may change and improve through subsequent revision.
Instructional Design
Lesson Date Instructional Strategies/ Description of Formative Describe Specific Adaptations/
Activities Assessment (formal/informal) Differentiation
Discussion: Personal
narratives
Discussion: characterization
Practice: revision
5 Writing prompt: what ifs, Writing prompt
personal reflection
Have students complete rough
Discussion: conclusions, drafts
thematic statements,
6 Writing prompt: revision Writing prompt
Standard, Benchmark, Indicator W.7.3a: Engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically
W.8.3a: Engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
Lesson Goal Students will be able to employ sensory detail and precise wording to create
a reflective personal narrative that is engaging to readers.
Lesson Objective By the end of this lesson, students will be able to explain the difference
between a personal narrative and other forms of narrative writing that they
are familiar with.
Essential Question(s) How can a writer interest and engage readers while relating true events?
New & Guarded Vocabulary Anecdote
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson.
Furniture/Materials/Technology Paper and pencils (per student,) Projector with Airplay connectivity, iOS
Set-up device (teacher, students)
Resources (books, articles, video Images (appendix A,) Sample narrative: “Grasping at Clouds” (appendix B;
links, etc.) upload to classroom for student reference)
Evidence of Technology The use of a stock photo is either projected or delivered to the students’
individual devices
Evidence of Math/Reading
Strategy
Adaptations: What could Hard or digital copies of the narrative read aloud are not integral to responding in
you adapt to help discussion but may help students who would, otherwise, have difficulty following
students with learning along through listening alone. Further adjustments can be made to hard copies to
disabilities, students assist students in locating the major points (such as highlighting important details or
with learning
sections.)
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided A graphic organizer to arrange their thoughts and ideas and a list of broad topics
notes, extended time, will help students with the initial planning of their narratives.
fewer questions, fewer
distractors, alternate Some students may benefit from digital or oral composition.
setting, etc.)
Modalities: What Visual: Photographic writing prompt
modalities did you Kinesthetic: N/A
utilize in this lesson? Tactile: Writing
How?
Strategies: What Discussion, technology integration, modeling
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Lesson Plan 2
Standard, Benchmark, Indicator W.7.3d: Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and events
W.8.3d: Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and events.
Lesson Goal Students will be able to examine and write about a setting with attention to
important and prominent details.
Lesson Objective By the end of this lesson, students will be able to explain how the use of
sensory details in writing affect the image perceived by readers.
Essential Question(s) How does word choice affect the reader?
New & Guarded Vocabulary
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson. Daily prompts build towards a final project.
Furniture/Materials/Technology Paper and pencils (per student,) Personal narrative planning worksheet (1
Set-up per student; appendix C)
Resources (books, articles, video
links, etc.)
Evidence of Technology
Evidence of Math/Reading
Strategy
Adaptations: What could Students who have difficulty or cannot compose on paper may opt to use a digital
you adapt to help device to do their writing with a keyboard or dictation. In this case, students would
students with learning be allowed a suitable device and would benefit from a fillable PDF worksheet in
disabilities, students place of the paper packet. In some cases, oral recordings would also be a
with learning
reasonable solution.
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: Worksheets function as graphic organizers, writing prompt connects visual
modalities did you aspects to writing
utilize in this lesson? Auditory: Discussion
How? Kinesthetic: Students may elect to complete writing prompt outside of the
classroom while moving around
Tactile: Writing prompt, worksheet
Strategies: What Graphic organizer/worksheet, discussion, analysis, guided practice
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Lesson Plan 3
Standard, Benchmark, Indicator W.7.3b: Use narrative techniques, such as dialogue, pacing, and description,
to develop experiences, events, and or/characters.
W.8.3b: Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
Lesson Goal Students will consider how emotions are conveyed through writing.
Lesson Objective By the end of this lesson, students will be able to depict a believable
character by attributing such actions and reactions that convey emotions.
Essential Question(s) What makes a character believable?
New & Guarded Vocabulary React, Respond
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson. Daily prompts build towards a final project.
Furniture/Materials/Technology Paper and pencil (per student,) iOS device (per student,) Airplay capable
Set-up device with YouTube access (instructor)
Resources (books, articles, video Premade playlist:
links, etc.) (https://www.youtube.com/playlist?list=PLrRWdnQNp07Hf7ZkSmsMS28W1
ylMrkkN7) , Sample narrative: “Grasping at Clouds” (appendix B; uploaded
to classroom for student reference)
Evidence of Technology Students require the use of iPads for reading material, composition on
devices is optional
Evidence of Math/Reading Students use forms of summarization and visualization as well as find text-
Strategy to-self connections
Adaptations: What could An annotated copy of the sample narrative may help students better understand
you adapt to help the writing.
students with learning
disabilities, students Students may benefit from digital or oral composition.
with learning
Guided notes and visual editing of example sentences.
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: Reading and written examples
modalities did you Auditory: Discussion, song-based writing prompt
utilize in this lesson? Kinesthetic:
How? Tactile: Writing prompt
Strategies: What Discussion, technology integration/music, analysis, guided practice
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Lesson Plan 4
Standard, Benchmark, Indicator W.7.3b: Use narrative techniques, such as dialogue, pacing, and description,
to develop experiences, events, and or/characters.
W.8.3b: Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
Lesson Goal Students will understand that every person has characteristics that make
them unique.
Lesson Objective By the end of this lesson, students will be able to depict a believable
character by attributing such characteristics and traits that contribute to
individuality.
Essential Question(s) What makes me unique?
New & Guarded Vocabulary
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson. Daily prompts build towards a final project.
Furniture/Materials/Technology Paper and pencil (per student,) iOS device (per student)
Set-up
Resources (books, articles, video Sample narrative: “Grasping at Clouds” (appendix B; uploaded to classroom
links, etc.) for student reference)
Evidence of Technology Students require the use of iPads for reading material, composition on
devices is optional
Evidence of Math/Reading
Strategy
Adaptations: What could An annotated copy of the sample narrative may help students better understand
you adapt to help the writing.
students with learning
disabilities, students Students may benefit from digital or oral composition.
with learning
exceptionalities, &/or
A worksheet, in lieu of the writing prompt, that has students describe specific
ELL students with this
lesson? (Ex: guided characteristics about their peers, themselves, or a family member.
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: Reading
modalities did you Auditory: Discussion
utilize in this lesson? Kinesthetic:
How? Tactile: Writing prompt
Strategies: What Discussion, self-evaluation, visualization, modeling
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Lesson Plan 5
Standard, Benchmark, Indicator W.7.3e: Provide a conclusion that follows from and reflects on the narrated
experiences or events.
W.8.3e: Provide a conclusion that follows from and reflects on the narrated
experiences or events.
Lesson Goal Students will view personal experiences as sources of valuable lessons.
Lesson Objective By the end of this lesson, students will be able to draw a conclusion based
on what they have learned from or wish they could change about a personal
experience.
Essential Question(s) What can I learn from my experiences? How can I use them to teach others
an important lesson?
New & Guarded Vocabulary
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson. Daily prompts build towards a final project.
Furniture/Materials/Technology Paper and pencil (per student,) iOS device (per student,) Projector and
Set-up connected iOS device (instructor)
Resources (books, articles, video Image (appendix D)
links, etc.)
Evidence of Technology Lesson makes use of a projector to display an image prompt. Students have
the option of using iOS devices for composition.
Evidence of Math/Reading
Strategy
Adaptations: What could An annotated copy of the sample narrative may help students better understand
you adapt to help the writing.
students with learning
disabilities, students Students may benefit from digital or oral composition.
with learning
exceptionalities, &/or
Students may benefit from guided notes and samples.
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Standard, Benchmark, Indicator W.7.3c: Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another
W.7.5: With some guidance and support from adults and peers, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W.8.3c: Use a variety of transition words, phrases, and clauses to convey
sequence, signal shifts from one timeframe or setting to another, and show
the relationships among experiences and events
W.8.5: With some guidance and support from adults and peers, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
Lesson Goal By considering their own choices in wording and organization, students will
be able to craft a narrative that is both interesting and engaging to readers.
Lesson Objective By the end of this lesson, students will be able to scrutinize their own
writing and understand that ideas may change and improve through
subsequent revision.
Essential Question(s) Who is my audience?
New & Guarded Vocabulary
Assessment and Criteria Students will complete a daily writing prompt that relates to the focus of the
day’s lesson.
Furniture/Materials/Technology Paper and pencil (per student,) iOS device (per student)
Set-up
Resources (books, articles, video
links, etc.)
Evidence of Technology Students have the option of using iOS devices for composition
Evidence of Math/Reading Students will make notes between the lines and in the margins of their
Strategy papers, showing thoughts about specific passages
Adaptations: What could Some students may find the classroom setting, where others are working in pairs—
you adapt to help and thereby creating a noisy environment—distracting. An alternate setting will
students with learning benefit those who find it unproductive to work around distractors.
disabilities, students
with learning
To assist students who are not particularly good at writing, the teacher should
exceptionalities, &/or
provide more targeted feedback. Additional time may be given to complete the
ELL students with this
lesson? (Ex: guided revision and editing process.
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: Students participate in hard copy editing
modalities did you Auditory: Direct instruction
utilize in this lesson? Kinesthetic:
How? Tactile: Writing
Strategies: What Direct instruction, guided practice, text marking
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Appendix A
Appendix B
Grasping at Clouds
She screamed her demands until her cries had become raspy, restricting her efforts to the
stamping of her feet and grunting of displeasure like an irate primate. Truth be told, from high
above, that is exactly what she reminded me of—a lethargic gorilla who hadn’t the conviction to
give chase among the creaking boughs. The picture of a deposed arcade Donkey Kong, pudgy fist
shaking overhead and a flyswatter brandished in anger, she swatted at the trunk of the walnut, and
“Getdownfromthere NOW!” Her words slurred together, and she struck the tree trunk again.
“Kiss it!”
A full moon hung in the mid-afternoon sky, cradled in the fork of a limb some fifteen or
better feet above the ground. I slapped one of the exposed cheeks with my free hand and craned my
head around to peer over the branch that I had hooked my arm over for support. She drew her arm
back and chucked the flyswatter upwards. It sailed through the air a short distance before it caught
“I’m telling Gramma! You wait!” she said with finality before marching away with a sense
of urgency. She moved surprisingly quickly across the yard and had disappeared around the corner
of the house before I could taunt her into finding a barrel to lob—just like Kong.
The threat was empty. She knew just as well as I that Gramma—that is the name by which
wouldn’t be bothered with trying to discourage the summertime antics of a precocious, ten-year-old,
imp of a boy. Gramma knew better; she was far older, far more familiar with the workings of the
world, and far wiser than I. She knew that the half-naked and barefooted boy whose posterior was
dangling from the walnut tree in the corner of her back yard was too carefree to be provoked, too
clever to be cajoled, and too sensible to descend from the safety of its canopy if there was trouble to
be had below.
I hoisted myself back up onto the branch and flipped the waistband of my sweatpants, which
had been shorn off just above the knees, back to where it should be. They sagged a little bit as I
stood up and grabbed the limb above to steady myself—just enough that they encroached on the
limits of decency. All of my summer clothes were hand-me-downs, my brother’s worn out attire
from the previous school year that my mother and Gramma didn’t mind sacrificing to clawing
brambles, pits of mud, and currents that occasionally swept away articles carelessly abandoned on
the creek banks, where a puff of wind could toss them into the water. I wanted my own, new,
summer clothes, but we couldn’t afford much more than what was replaced each school year as I
grew.
There was still plenty of tree above me, spread out in an intricate labyrinth of footholds and
handholds, places to crawl and swing. Light filtered through the foliage from every direction but
beneath, and from the shadows, it was an overpowering glow—a wash of white into which the
edges of the green leaves and brownish-red shoots melted. If I shaded my eyes and gazed up
through the places where the canopy grew sparsely, though, I could see the clouds—some wispy,
some billowing—as they passed by, framed within an inconstant triangle formed by a tuft of
greenery on the bottom and the divergence of a branch that hooked downwards from above.
I climbed a little higher and perched in the highest crook of the tree that I would ever reach,
straddling a branch that swept outwards at a shallow angle as I reclined against the trunk. The
overwhelming scent of evergreens surrounded me and mingled with the nutty fragrance of green
walnut husks as it drifted up from the bank of trees that lined the fencerow to the south, and the
lulling melody of cicadas rose and fell in unison, only to be broken by the rumbling of a truck as it
clattered down the road. It was mesmerizing—the way the light danced on the boughs, the clouds
chasing each other across the sky, the voices of a choir of thousands and hundreds of thousands of
insect rising to a crescendo as well as any opera singer, and the pungent, spicy, odor of cedar and fir
needles.
I was only vaguely aware of Gramma calling out from the back door of the house. “Get
down from there ‘fore you fall and break your neck!” She followed it by invoking the single-most
potent incantation a child will ever hear. Whether out of concern for my wellbeing or out of
exhaustion from my interminable tormenting of my elder cousin, Gramma called out my full name.
Never mind the power of a parent calling out your name—if it had been my mother, I may well
have argued against the command; but not with Gramma. No, when Gramma calls out your full
name, it is carried on a divine wind, with all the authority of the cosmos, gentle and furious, woven
into the spell. And like any sensible rural kid, I snapped back to reality and shinnied down the tree,
because, with that, I knew she was serious, and lest the next thing she called out was “and break off
I never had the opportunity to climb the tree any higher. That same summer, the grand
walnut tree in Gramma’s back yard, that had stood firm upon the spot since long before my
grandfather had cleared the land to build a house—and survived him by a decade still, was uprooted
by a violent storm and shook the earth as it came crashing to the ground. There no longer remains
any trace of the tree, save for a shallow recess in the earth where its remains have decayed.
Childhood must be meant to be spent in reckless abandon, in reaching for greater heights—
for that place where the sky and the earth become indiscernible. The summers don’t remain as ever
simple as they are for a youth. Eventually, the cicada’s song becomes a cacophony, the smell of
cedar sickening, and the sky returns to its proper place in the distance as eyes become fixated on the
ground—on what can be taken in hand—and lethargic apes are born anew, shaking fists, stamping
feet, and grunting at the reminders of what was left behind… somewhere in the boughs of the tree.
Appendix C
Narrow Your Topic: Put a star by the event above that you most want to write about and
answer the questions below to further expand on that idea.
Describe the Setting: (when and where; be as specific and detailed as possible!)
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Describe the Other People who have an active role in your narrative: (give a brief
description for each person. Be sure to include yourself and note characteristics important
to the story.)
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Drafting
Title:
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Let your title be specific and creative. “My Personal Narrative” or a label like, “The
Day My Dog Died” should be avoided. Use your title as a space to pique the
reader’s interest or reveal something significant about your narrative.
Opening: Paragraph 1
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The opening paragraph of your narrative is one of great importance! In the very first
sentence, you should draw the reader in. Avoid cliched or bland openings (“It was
a… day/night/etc.;) instead, think of things that make the time/place setting stand
out:
Example
Instead of: “It was a dark and stormy night. The power was out, and my family
gathered around a camping lantern in the living room.”
The house trembled under the fury of wind and thunder as everyone inside
huddled together in the small, circular glow of a Coleman lantern placed in the
center of our living room floor.
After the first sentence (the “hook”) introduce your major characters and how you
viewed things before the event takes place. Finally, create a “bridge” or transition
into the story itself.
Body—The Story
The body of your narrative will be the sequence of events that lead up to the lesson
learned (the conclusion or final paragraph.) Be sure to organize these in the order
that they occur and group related ideas into separate paragraphs. Include sensory
details (what did you see, hear, smell, feel, and/or taste) as much as possible.
Conclusion/Reflection
In addition to telling us how the event ended, a conclusion includes some further
personal reflection. How is it important to who you are today? How has your
perspective changed (compared to
Conclusion:
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Appendix D