Owen 703 Unitnonfictionwriting

MAT 703/Owen
Summer 2014
MAT Evidence 3: Unit Plan Cover Sheet

Intern:
Conally Owen
Title of Unit:
Course/Level: English IV, Standard
Non-Fiction Writing
Date Submitted: August 8th, 2014
Requirements for Evidence 3 include the UbD Chart (with all three stages); a Daily Lesson Plan for each
day of the unit; and all major assignment sheets, assessment rubrics, and other materials as specified by
the Subject Area Methods instructor. While the evidence of some of the performance indicators is easy
for your evaluators to find, some of the indicators are more elusive, or may not have been included at all.
This chart will let your evaluators know where you think you have included certain required aspects of
the unit. If you have consciously NOT addressed an area, this is the means by which you can account for
your decision not to include the element.
Performance
Indicator
Literacy Instruction
Interconnectedness of
Content Areas/Disciplines
Note links within or across
grades and subjects
Global Awareness
Where/How Addressed in the Unit

(ex: UbD chart, DLP#, title of activity or product)
The primary focus of the unit will be on literacythe ability to

read and write. Students will be reading and writing non-fiction
pieces (newspaper articles, magazine articles, memoirs,
interviews, etc.) The main focus with literacy of this unit in
reference to 21st century content and skills will be on
information and media literacy. Students will access and
evaluate information, such as they do in Daily Lesson Plan 2
with newspapers and Daily Lesson Plan 4 with magazines.
They will create media products of their own, such as their meal
review (created in Daily Lesson Plan 5) and their A Day in
the Life at Riverside High School Project (Daily Lesson Plans
11-15.)
In Daily Lesson Plan 7, input, modeling, and checking for
understandingstudents will be given a mini-lecture on
photography. In this lecture, I plan to include the history of
photography and to show some pictures that depict famous
historical and scientific scenes. One photo would be Dorothea
Langes Migrant Mother. Using this photo, I would delve into
the history of the Dust Bowl. Using a picture of Neil Armstrong
on the moon, I could connect to the importance of photography
in science as well. To reference math, I could talk about the
shapes viewed in the photos and how they affect the message
that is portrayed.
In Daily Lesson Plan 2, input, modeling and checking for
understandingstudents will examine two newspaper articles
from September 12th, 2001. One newspaper article will be from
the United States and one newspaper article will be from a
different country. Students will look at both the translated and
original copy of the article from a country other than the U.S.
They will analyze the article using the DIDLS method,
MAT 703/Owen
Summer 2014
Integration with 21st

Century Skills and Content
Critical Thinking and

Problem-Solving
determining tone and attitude of the writer. This will help them
to understand other nations and cultures and will allow them to
look at an article that is originally in a language other than
English.
Learning and Innovation Skills: Students will use creativity and
innovation with many of their writing assignments in this unit.
For example, they will use brainstorming and pre-writing in
both the Memory Piece assignment as well as the A Day in
the Life at Riverside High School project (Daily Lesson Plans
8-9, 11-15.) This will allow them to generate their own creative
ideas to guide their writing. They will also work creatively with
others during the peer revision phases of these two performance
tasks. They will practice clear communication during the
presentations of their A Day in the Life at Riverside High
School projects.
Information, Media, and Technology Skills: Students will
analyze many facets of the media (using DIDLS and other
methods), including newspapers, magazines, photography,
Internet Blogs, and others. They will create their own media
products, particularly in Daily Lesson Plan 5, when they
publish their meal reviews in a Blog format. They will also
create and present a Blog for their A Day in the Life at
Riverside High School project (Daily Lesson Plan 15.) In
Daily Lesson Plan 5, they will use technology as a tool to
research information (as they conduct research to find answers
to questions such as what is the towns best burger?)
Life and Career Skills: Students will have to manage their goals
and time on their larger projects, such as assembling their
portfolio (Daily Lesson Plans 13-15) and carrying out their A
Day in the Life at Riverside High School investigation (Daily
Lesson Plans 11-15.) They will also have to manage their time
outside of class, with mini writing projects such as the
newspaper, meal review, and interview pieces having certain
deadlines. These writings will require independent work.
Social and Cross-Cultural Skills: Students will interact with
each other during group collaboration in class. Specifically,
they will work with other peers during the chocolate writing
activity (Daily Lesson Plan 3), A Pictures Worth a Thousand
Words Activity (Daily Lesson Plan 7) as well as during peer
revision times (Daily Lesson Plans 9 and 14.)
Students will be making judgments and decisions often within
this unit. For instance, they will have to effectively analyze
different points of viewin Daily Lesson Plans 2 (with
newspaper articles), 4 (with magazine articles), 6 (with the
reputable non-fiction article), 7 (with photographs), 8 (with
memoirs), and 10 (with interviews). They will solve problems
MAT 703/Owen
Summer 2014
in innovative ways, particularly with their A Day in the Life of

at Riverside High School project (Daily Lesson Plans 11-15.)
In this project, they will have to choose a reporters question
and find a way to answer that question/research the topic within
the confines of class time and school rules. I expect the
responses to be innovative.
Owen, English IV, Non-Fiction Writing
Non-Fiction Writing
Stage 1Desired Results
Established Goals (Common Core State Standards):
From Common Core Standard 10- Informational Text:

1.Look at literary nonfiction and historical, scientific, and technical texts
From College and Career Readiness Anchor Standards for Writing:

2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content. (#2)
3. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose and audience. (#4)
4. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (#5)
5. Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others. (#6)
6. Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation. (#7)
7. 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. (#10)
From Reading: Informational Text:

8. Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of a text. (#2)
9. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text. (#4)
10. Integrate and evaluate multiple sources of information presented in different
media or formats as well as in words in order to address a question or solve a
problem. (#7)
From Speaking and Listening:

11. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and organization,
development, substance, and style are appropriate to purpose, audience, and task.
(#4)
12. Make strategic use of digital media in presentations to enhance understandings
of findings, reasoning, and evidence to add interest (#5)
Understandings:
Students will understand that . . .
There is a basic meaning and purpose of

each type of writing
Structure and organization are essential to
setting up informative pieces
Detail and description are essential to
transmitting information effectively
Research requires a methodical, stepwise
process
Annotation is a unique, individual process
that yields significant information
There are basic connections between
photographs, writing, and human
understanding
The writing process is complexit
involves a progression that is not always
linear
There are many different ways to gather
information
The audience is an important consideration
when framing tone
Reflection is essential to human growth
Students will know . . .
Definitions of non-fiction writing

The basic format of a newspaper article
the inverted pyramid style
The DIDLS approach for analyzing text
Key information about writing a review
Definitions and intricacies of the research
process
An efficient process for text-coding
Details of historical events in time through
the lens of photography
The steps of the writing process
The basic format of interviewsquestion
and answer vs. integrative paragraphs
What a reporters question is and how
reporters can use investigation to explore
their questions
How the publication process works
The format for giving an informative
Essential Questions:
What is the purpose of writing?

How can writers portray their ideas in
creative and informative ways?
How can authors use writing to appeal to
the senses?
Why is research valuable?
How can readers make sense of articles
with complex language?
How do we communicate through
photographs?
Should all writing be conducted in the
same way?
How do we translate human experience
into writing?
As authors, how do we know who our
audience truly is?
Students will be able to . . .
Define non-fiction writing and recognize

various examples of non-fiction work
Read and analyze newspaper articles; use
the inverted pyramid style format to write a
newspaper article
Construct a descriptive account of eating a
particular food; select detail and add
elaborate description in order to convey a
message
Analyze and summarize a non-fiction
magazine article
Conduct basic research on their own using
the World Wide Web
Use an Internet Blog to publish a piece of
work
Annotate a complex non-fiction article
using text-coding
Create stories and draw conclusions from

presentation
photographs
Participate in a writing workshop in which
they draft a memory piece of their own;
practice focused peer revision of a memory
piece
Conduct an interview in order to find out
information; synthesize information from
an interview into a written informative
piece
Recognize and analyze investigative
journalism
Develop and investigate a reporters
question on their own
Prepare an investigative piece for
publication and presentation
Stage 2Assessment Evidence

Performance Tasks:
Other Evidence:
1) Non-fiction writing portfolio: students will

create a portfolio (graded by the instructor)
consisting of three of the following pieces:
Newspaper article: Students will write
a newspaper article using the inverted
pyramid style
Restaurant/meal review: Students will
create a review of a home-cooked or
restaurant prepared meal of their
choosing
A Pictures Worth a Thousand
Words: Students will write stories
about photographs that they have been
provided with
Interview response: Students will
conduct an interview and use the
content to write a short piece about
someone at home
Memory Piece: Students will write
about a vivid memory that they have
2) A Day in the Life at Riverside High

School: Students will be investigative
reporters and will write about what goes on at
Riverside High School on a particular school
day. Their writings will eventually be
published in Internet Blog form
1) Warm ups: Occasionally, a do-now will

be given to review concepts or hone in on
new information that will be learned in the
upcoming class
2) Exit Tickets: Students will be given a
question that involves some sort of
reflection or application of a concept that is
learned that particular day. They will
answer their questions briefly and turn
them in on their way out the door
3) Homework: Daily homework will be
given. Homework will mostly involve
various writing assignments or extension of
in-class writing assignments, brainstorming
or previewing activities, or practice of
various concepts
4) Daily teacher observation: Are
students participating? Are they pushing
themselves/stretching their brains? This
evidence will come from walking around
the room and engaging with students as
they work
5) Self Assessment: Students will reflect
on their writing
Stage 3Learning Plan

Learning Activities:
Day one: Discuss definitions of non-fiction and goals of the unit; show examples of
different types of non-fiction writing
Day two: Examine and discover the purpose and structure of newspaper articles; view and
practice the inverted pyramid style to write newspaper articles
Day three: Practice using detailed description in different sensory writing activities; look at
reviews of different foods and explain one of the main performance tasksthe meal review
Day four: Review the summary of newspaper articles; introduce magazines articles; analyze
magazine articles using DIDLS
Day five: Reinforce skills on the navigation of the Internet by doing an Internet search
activity; work on writing using prewritten notes from meal experience
Day six: Discuss definitions of reputable vs. sloppy or non-reputable articles; conduct a
think aloud with a complex, technical article; students practice dissecting complex articles
themselves
Day seven: Introduce photographs as a way to tell a story; evaluate historical, scientific, and
mathematical pictures; A Pictures Worth a Thousand Words activity
Day eight: Segue examination of photographs into examination of memoirswriting
without photographs; brainstorm and begin to draft a writing of a personal memory
Day nine: Continue the drafting process and in-class writing workshop; have students readaloud their memory pieces to partners and give and receive constructive feedback
Day ten: Observe interviews in the media; debrief on the format of interviews; practice
creating interview questions and performing on one another
Day eleven: Explore works of investigative journalism; explain and begin A Day in the Life
at Riverside High School; practice brainstorming to come up with ideas for implementing
project
Day twelve: Carry out investigation of the reporters question; begin work on writing a short
piece that includes student findings
Day thirteen: Continue carrying out research and investigation; begin in class drafting
process (by hand); simultaneously, hold conferences with students for final preparation of
their portfolios
Day fourteen: Have students utilize in class peer revision process of their pieces; introduce
and begin the publication process (students type, upload and prep for their presentations)
Day fifteen: Conduct final assemblage of Blog; have students present pieces; conduct class
reflection
Daily Lesson Plan

Course Name:
Unit Title: Non-Fiction Writing
Standard Honors AP
Day/Date: 1
Relevant NC Standard Course of Study Goal(s):

1. Look at literary nonfiction and historical, scientific, and technical texts
Specific Lesson Objectives
Students will understand:
There is a basic meaning and purpose of each type of writing
Students will know:
Definitions of non-fiction writing
Students will be able to:
Define non-fiction writing and recognize various examples of non-fiction work
Key Vocabulary for this Lesson

Non-fiction
Fiction
May want to introduce the different types of informational text
Materials
Chalk board
Examples of works of non-fiction and fiction
Handout for unit
Copies of short non-fiction piece
Unit plan handy to explain broad objectives
Technology Needs
Smart board
Websites for display of material
LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
5 - Where do we see non-fiction writing?- have students briefly brainstorm examples of nonfiction writing
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section
Time What the Teacher will do:
What the Students will
do:
Input,
10
-Write on the board: What is non-fiction
-Students brainstorm
Modeling,
writing
ideas regarding what they
5
-Provide a definitive, broad definition of
believe non-fiction to be
non-fiction for students to conceptualize
-Students will record
definition in their
notebooks
Statement of
10
-Discuss goals for the unit
-Students listen and take
Objective &
15
-Hand out document with layout and
notes, if necessary
Purpose

clear objectives for the unit. Also, make
sure handout clearly names assignments and
due dates
Input,
20
-Show examples of different types of nonModeling,
fiction, ranging from personal essays,
speeches, opinion pieces, essays about art or
literature, biographies, memoirs, journalism,
and historical, scientific, or economic
accounts (including digital sources)
Check for
5
-Have students guess as to whether or not a
Understanding
piece of writing is non-fiction or fiction.
Show examples from Midnight in the
Garden of Evil, newspaper article, classic
fiction, and other works.
Guided
15
-Read a non-fiction story out loud
Practice
possibly from website:
http://www.readworks.org/passages/sevenminutes-terror-eight-years-ingenuity
Closing,
5
-Explain homework: students should write a
Homework
twitter summary and cocktail party
summary of what the non-fiction piece is
about
-Exit Ticket
Assessment of Student Learning
-Homework: explained above
-Students will be handed exit ticket with the following questionWhat is something new that you learned about non-fiction today?
-Students listen and ask

questions; may be asked
to read aloud a few
sentences
-Students guess whether
the texts shown are nonfiction or fiction
-Students listen
-Students listen and write

down homework
-Students turn in exit
ticket
Differentiation Strategies
How will you adjust aspects of the lesson to accommodate student READINESS?
Struggling Students:
Gifted/Advanced Students:
English Language
Learners:
How will you adjust aspects of the lesson to accommodate students LEARNING PROFILES?
How will you adjust aspects of the lesson to accommodate students INTERESTS?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
2

information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose and audience.
figurative, connotative, and technical meanings; analyze how an author uses and refines
the meaning of a key term or terms over the course of a text.

Structure and organization are essential to setting up informative pieces
Students will know:
The basic format of a newspaper article- the inverted pyramid style
Read and analyze newspaper articles; use the inverted pyramid style format to write a
newspaper article

Newspaper article as non-fiction
Inverted pyramid style
Fact vs. Opinion
Style
Format
Materials
Newspaper articles
Graphic organizer- inverted pyramid
Copies of the projected scene
Technology Needs
Smart board
LESSON ACTIVITIES
10 Display three-five newspaper article TITLES on the white board. Have students look at the
titles and think about what they might mean. Then read the first few lines of the matching
newspaper articles. See if students can guess which article belongs to each title by hearing a few

sentences of the article. Afterwards, reveal which belongs to which.
Section
What the
Students will
do:
Statement of
5
-State the objective: examining newspaper writing:
-Students listen
Objective &
style and format, fact vs. opinion; inverted pyramid
Purpose
style
Input,
Modeling,
25
-Powerpoint:
-Students listen,
*discuss style: the writers characteristic manner of
answer questins,
employing language
and take notes
*discuss fact vs. opinion (give examples); how do we
know what is really fact and what is opinion?
*introduce the inverted pyramid style: sources:
https://owl.english.purdue.edu/owl/resource/735/04/
-Be sure to show a good image of the pyramid
(possibly draw it on the whiteboard and allow kids to
copy down in notes)
*Good graphic organizer format for inverted
pyramid:
http://www.pinterest.com/pin/564146290794314783/
Check for
Understanding,
Guided
Practice
25
Input,
Modeling,
Check for
understanding
20
Closing/
Summary
Homework
-Hand students graphic organizer from above box

-Quick Write: set up a scene (show a picture where
there is some sort of event going on.) Have the
students write (in the inverted pyramid graphic
organizer) what is going on in the scene. Walk
around and work with students. Afterwards, have
students collaborate on what they found in the scene.
-Project two different newspaper articles that were
published on September 12th, 2001. One should be
from a different country.
-Compare their tones using the DIDLS method.
-Check to see if they use inverted pyramid
-What is their style?
-What are the differences between the two articles?
-Quick summary of class
-Homework: Students get a copy of the scene
presented above and need to do a brief write up of a
newspaper article, focusing on the inverted pyramid
style.
-Students write
what is going on
in the scene
using the graphic
organizer
-Students
actively
participate in
discussion
-Students listen
and write down
homework

-Homework: described above
-Exit ticket: Question Which article do you believe is a more effective article depicting the
events of 9-11? Why?
English
Language
Learners:
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date: 3
Non-Fiction Writing

7. 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.

Detail and description are essential to transmitting information effectively
Students will know:
Key information about writing a review
Construct a descriptive account of eating a particular food; select detail and add elaborate
description in order to convey a message
Review
Critic
Blog
Detail
Description
Materials
Restaurant reviews (possibly in newspaper)
Household items
Mini chocolate bars
Technology Needs
Smart board
LESSON ACTIVITIES
15- I will write a descriptive paragraph for a few different household items (or find them on the
internet.) I will have students write down what they think the items are and then we will play a
little competition to see who can get the most. If need be, I can show a picture of the item or

bring it in so that they can put a picture with the description after they discover what it is.
Section
What the Students will do:
Statement of
5
-Explain to the class that we will be -Students listen
Objective &
learning about non-fiction writing
Purpose
today through the outlet of writing
reviews
-Explain that what we are discussing
today is in preparation for one of
their products- writing a meal review
Input,
Modeling, &
Check for
Understanding
10
-Model a few quotes with vivid

detail and description (both nonfiction and fiction)
-Show restaurant/food reviews from
a few different sources: print and
internet
-Students read the quotes and

reviews aloud and discuss
them together
Guided Practice
20
-Students listen to instructions

-Students write down brief
descriptions and key words as
we go along in worksheet
Independent
Practice
20
Group Work
10
-Describe the chocolate activitywill give students one of three

different types of small candy bars
-Hand out worksheet (that lists steps
of describing a candy bar) and walk
through with students as they write
down details/key words about the
chocolate
-Independent writing for describe
the chocolate activity- each student
should write about a paragraph or
two describing their experience with
the chocolate bar. I will walk around
and conference with students
-Have some students share work in
groups (form groups by which
chocolate bar they describe)
-Hand out rubric for assignment and
explain deadlines
Closing/Summary
Homework
10
-Students create their own

writings of their experience
with the candy bar by using
the notes they took in the
exercise above
-Students share work and
receive papers
-Hand out rubric for meal review

-Students listen and write
assignment and give deadline
down homework
-Homework: describe, in three
DETAIL FILLED sentences, an
object in your house. Then, hand that
paper to a friend or family member
and have them try and guess what it

is. Be ready to share what you wrote
next class.
-Exit ticket
-Exit ticket: reflection on what students believe the biggest challenges will be in the meal review
assignment
English Language Learners:
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
4
8. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of a text.
10. Integrate and evaluate multiple sources of information presented in different media
or formats as well as in words in order to address a question or solve a problem.

There is a basic meaning and purpose of each type of writing
Students will know:
The DIDLS approach for analyzing text
Analyze and summarize a non-fiction magazine article
Magazine
Scholarly Journal
Research question
Research components (abstract, methods, literature review, data, results, discussion,
bibliography)
Materials
Newspapers
Scissors
Previously annotated newspaper article
Magazine examples
Scholarly journal examples
Thesis
Technology Needs
Smart board
LESSON ACTIVITIES
5- Show trailer of Into the Wild- ask students what they think this film has to do with non-fiction

writing. Show the connection to Outside Magazine and introduce the idea that we can look at
magazines and journals as non-fiction too. Explain that we will be looking at these later
https://www.youtube.com/watch?v=taFaFEuwHLQ
Section
Statement of
5
-Present the idea that when reading
-Students listen
Objective &
informative texts, we want to be able
Purpose
to summarize the passage succinctly
-Explain that today, we will be
looking at other sources besides
newspapers- magazines and scholarly
journals
Model and
Guided
Practice
35
-Model selection of a newspaper

article; reading aloud and
summarizing to third grade level
-Explain assignment: students will
physically go through newspapers
(brought in by me) and choose two
articles
-Students will be given the task to
summarize these two articles so that a
third grader could understand what is
going on
-Move around and conference with
students as they write
-Have students volunteer to share
-Students find articles and

summarize
Input,
modeling, and
checking for
understanding
15
-Students listen and answer

questions
Input,
modeling, and
checking for
understanding
Group Work
20
-Introduce magazine articles: possibly

show an article from something like
Outside magazine
-Ask students to notice what is
different between magazine articles
and newspaper articles
-Hand out and have students read a
particular magazine article (or read it
with them.) Re-introduce DIDLS to
analyze. As they should be pretty
familiar this method at this point,
model diction and then create
groupsgiving the task of finding
one of the letters of DIDLS to each
group. Groups will eventually present
their findings.
-Summary
-Exit ticket
Closing/
Summary
Homework
-Students listen
-Students get into groups and
write down what they are
finding for their particular letter
of DIDLS
-Afterwards, groups share their
findings with the class
-Students listen and write down

homework

-Homework: students write about one
topic that they might be interested in
exploring in a magazine article;
methods for investigation should be
included in description
-Exit ticket: If you could be a magazine writer like Jon Krakauer, what magazine would you
write for? Why?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
5

5. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
6. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.

Research requires a methodical, stepwise process
Students will know:
Definitions and intricacies of the research process
Conduct basic research on their own using the world wide web
Use a Blog to publish a piece of work
Internet
Google
Blog
Worksheet for Internet activity
Laptops or computer lab
Materials
Technology Needs
LESSON ACTIVITIES
5- Do Now: Name the steps involved in the research process.
Section
Statement of
5
-Explain that today we will try and do -Students listen
Objective &

some research of our own, in a unique
kind of way
-Explain that we will learn how to
navigate through websites to find
some information of value
Purpose
Input,
Modeling, &
Check for
Understanding
10
-I will do a quick refresher on an

Internet search and how to navigate
through the web to find various
information
-Using the laptops or a computer lab, -Students read

I will give the instructions that we are scenarios/questions and produce
going to do some research of our
written information on
own. I will hand out a worksheet that worksheet based on their
has the students do tasks such as find findings on their Internet. They
the best burger in town. They will
will be sure to record where
have to write about itwhat makes it they got their information from
the best? Does it have to do with
value? Taste? I will explain that I
dont want them to just look at one
website... I want them to try and have
multiple websites to back up their
information. I may also ask questions
about the DMV, for instance, or about
where I might go to find particular
information.
Independent
40
-For last part of class, students will
-Students type up their reviews
Practice
use the notes that they have or words in easily displayable Blog-like
they have written down to formally
format
prepare their meal review in a Bloglike format. The goal is to have it
done by the end of class. If they dont
finish, they will have to finish outside
of class.
Closing/
5
-Summarize
Summary
-Homework: explain that students
homework
Homework
need to finish what they have not
finished today in the computer lab
-Homework: explained above
Guided
Practice
25

questions

Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
6
8. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of a text.

Annotation is an unique, individual process that yields significant information
Students will know:
An efficient process for text-coding
Annotate a complex non-fiction article using text-coding

Reputable or authoritative sources
Jargon
Annotation
Text coding
Materials
Articles
Best Practice resource book
Highlighters
Technology Needs
Smart board
LESSON ACTIVITIES
5 - I will display an article that is not reputableone that is clearly incomplete or sloppy
(possibly one that I create or that I find on the internet somewhere) and one that contains an
authoritative article (possibly from the New York Times) and will ask students to talk to me
about both sources. What are the problems with the article that is not reputable? Does it matter
where we get our sources from?

Section
Statement of
5
-Explain that the purpose of this
-Students listen
Objective &
lesson is to help students achieve the
Purpose
ability to analyze complex, dense
material that could be written from
many different perspectives.
-Providing the tools to do this will
make complex articles less daunting
and will help students to use context
clues and frame important questions.
Input,
Modeling
-Again, I will discuss what a

-Students listen
reputable article is. I will tell the
students that it is not uncommon to
come across articles/pieces of nonfiction writing that are heavy in some
type of jargon unfamiliar to the
reader.
-Using some sort of text (perhaps a
non-fiction text with many complex
soccer terms), I will present the fact
that I have limited knowledge on the
subject of text. Thus, if I were to use
a scale of 1-5 for how much I know
about a particular topic, my number
here would be 1. I may contrast my
knowledge level of this topic with
that of another teacher, who may be a
5 in terms of soccer knowledge, for
example.
-I will explain that it is still important,
though, to feel confident in sifting
through the article. I will introduce
the idea of a think-aloud.
Modeling and
checking for
understanding
20
-I will model a think-aloud (from Best -Students watch and listen.

Practice) by visually and audibly
decoding a dense, non-fiction article. -Students try themselves to
I will focus on it being natural and
decode some of the sentences
nontechnical (although I will have
viewed the article beforehand to think
about what I want to emphasize.) I
will read a sentence or two aloud,
pause, and say what I am thinking. I
will use highlighter and mark ups to

show important elements or questions
I have from the article (text coding).
-While modeling, I will call on
students to see what they may be
thinking about a sentence or two.
Guided
Practice
30
15
Closing/
Summary
Homework
10
-I will hand out a variety of different

articles with complex, technical
jargon. Students will get to choose an
article... in hopes that it something
unfamiliar to them
-They will practice these critical
reading skills individually. I will walk
around the classroom, conferencing
and monitoring
-I will select certain students to
present their annotations under the
Smartboard camera. They can model
a partial think-aloud for the class, if
comfortable
-I will summarize what we did for the
day and emphasize the fact that we
cannot be scared by scary looking
articles
-Homework: trade articles with a
partner (in class) and, using their
annotated style, try and come up with
a cocktail party summary of their
article. Bring this to class
-Exit ticket
-Students annotate their articles

using their own system of text
coding
-Students present their work
-Students listen
-Students trade articles
-Students write down

homework
-Exit ticket: students will answer the question-If you were to write about something using a
skill-specific, technical jargon, what would you write about? Why or Why not?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
7
and audiences.
There are basic connections between photographs, writing, and human understanding
Students will know:
Details of historical events in time through the lens of photography
Create stories and draw conclusions from photographs
Photographs
Analysis
Detail/description
Photos
Camera
Materials
Technology Needs
Smart board
Method to get photographs to project onto screen
LESSON ACTIVITIES
10 Activity: If I had one minute to capture a story of today in our classroom, what should I
capture? I will have my camera out and will immediately take pictures of what the students tell
me to take pictures of for our classroom story. I will then display them on the smart board. I will
then say, now, I want you to tell me what the story is. Students will volunteer to create a story
that involves each one of the pictures that I took
Section
Statement of
5
-Explain that we are going to work on -Students listen

using detail in non-fiction,
particularly by using a set of
photographs
Objective &
Purpose
Input,
Modeling, &
Check for
Understanding
10
-Give a mini-lecture on photography

and non-fiction. Could show some
pictures like Dorothea Langes
Migrant Mother photo (check out
book with Pulitzer Prize winning
photos)
-Talk about the role that pictures like
these play in history, science, and
math and how they truly speak for
themselves
-Call on students and have them
recognize the emotions that come to
mind when certain photographs are
displayed
-Students listen and participate
Modeling,
Guided
Practice
40
-Activity: A Pictures Worth a

Thousand Words: I will present
photographs that have a good amount
of stuff going on in them.
-Model an example of the activity we
are going to dodescribing the
photographs
-They will receive a worksheet with
different questions such as: list every
noun, verb, and theme that you see in
this photograph. At the end of the
worksheet, there will be a space
where they have to describe what is
happening in the photograph in 100
words.
-Have students do photo-matching
game: somehow, switch up photos
and written descriptions. Let the
readers of the descriptions guess
which photographs match the words
-Summarize what we did in class
-Homework: Find an old family
picture that you can bring in to
school. Write a short paragraph about
what is happening-using detail like
we used in class
-Students participate in the

activity, eventually
independently writing their
photo description
Independent
Writing
Group work
20
Closing/
Summary
Homework
-Students switch up their

photographs and writings and
participate in the matching
game
homework

-Exit Ticket
-Exit ticket: Question- If you wish you could have a picture of anything in the world with you at
all times, what would it be a picture of?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
8

rewriting, or trying a new approach.
and audiences.

The writing process is complexit involves a progression that is not always linear
Students will know:
Conduct a writing workshop in which they draft a memory piece of their own
Memory piece
Memoir
Pre-writing
Draft
Copy of Reunion by Cheever

Other memoir selections
Sheridan reference book
Materials
Technology Needs
Smart board
LESSON ACTIVITIES
15 - Share the memory piece Reunion by John Cheever aloud. Ask students to debate about the
meaning and, also, whether or not it is a true story. Is the narrator the same as the author? Why is
it important to think about this Explain that although it is a fiction short story, it would make a

very good memory narrative if it were true.
Section
Statement of
5
-Explain how memoirs fit into non-Students listen
Objective &
fiction writing and that we will be
Purpose
talking about them
Input,
Modeling, &
Check for
Understanding
15
10
Guided
Practice
20
20
Closing/
Summary
Homework
-Examine two different memoirs: one

contemporary- possibly Patricia
Hampls piece about her piano lesson
and one more traditional: possibly
Thoreaus Walden.
-Have students compare and contrast
the two pieces using a Venn diagram
-Give a mini-lecture on the memoir
-Students listen; compare and

contrast the two works by using
a Venn diagram
-Students listen
-Explain to students that they are

-Students listen to directions
going to write their own memory
pieces today*This is a great time
to re-emphasize and re-introduce the
writing processuse as example of
writing workshop. Good references:
Sheridan pg. 135
-Students brainstorm ideas
-First, talk about brainstorming our
ideas. Model with an example in
Sheridans text (pg. 147). Then
provide time for students to
brainstorm/prewrite
-Use one-on-one time for drafting
-Students write independently
stage (conference with students as
they draft.) Let them know that they
dont need to rush... that this is more
than a one day writing activity
-Summary of the class- explain that
we will continue to work on these
homework
memory pieces
-Read chapter on Memories from
Writing Life Stories by Bill
Roorbach.
-Exit ticket
-No Homework- I dont want them to
work on their pieces at all
-Exit ticket: Question- Draw me a visual to represent the memory that you are writing about, in
any way you choose
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
9


and audiences.

Students will know:
Participate in a writing workshop in which they draft a memory piece of their own; practice
focused peer revision of a memory piece
Memory piece
Memoir
Draft
Peer revising
Feedback
Short memory piece
Materials
Technology Needs
Smart board
LESSON ACTIVITIES
5- Read short memory piece to get their minds thinking about their own writing

Section
Statement of
Objective &
Purpose
Input
Time
5
What the Teacher will do:

-Explain that students will continue
the writing process, specifically by
drafting in class

-Students listen
-Conduct short mini-lesson on an

aspect of writing and style
-Students listen
-Reintroduce the memory piece and

-Students draft their memory
have students pull out what they
pieces and participate in mini
started during the last class
breaks
-Continue the drafting process- I will
roam about, ready to help, on the
lookout for a raised hand or a
confused face. Essentially, I will act
as the coach.
-Throughout the time, I will offer
mini brain breaks, where students can
get up and exercise so they dont feel
like theyre doing the activity for too
long
Group work
30
-I will assign students revision
-Students share their memory
partners. Students will meet with their pieces with an assigned partner
revision partners and will each read
and receive feedback
their memory piece (or what they
have of their memory piece) aloud.
-Students will simply take notes and
listen. At the end, they will share
three things they really liked about
the paper and one thing that they
think the student could work on
-I will walk around, listening
Closing/
5
-Summary of class
Summary
-Homework: students will get their
homework
Homework
writings to be teacher readyI will
be collecting them to edit next period
-Exit ticket
Homework: explained above
Exit ticket: Question what was one thing you learned about the person who shared their
memory piece with you?
Guided
Practice
40
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
10

and audiences.

There are many different ways to gather information
Students will know:
The basic format of interviewsquestion and answer vs. integrative paragraphs
Conduct an interview in order to find out information; synthesize information from interview
into a written informative piece
Interview
Active Listening
Materials
Sample interview synthesis and interview questions
T.E.T as resource
Scenario slips of paper
Technology Needs
Smart board
LESSON ACTIVITIES
20- Students will watch an interview conducted by Katie Couric (possibly- Courics interview
with Beyonce... https://www.youtube.com/watch?v=G6T9SB6yESM
-Students will be told to pay particular attention to what Katie Couric does as an interviewer and
will make notes about things they liked and things they dont

-We will then discuss what students noticed in the video
Section
What the Students
will do:
Statement of
5
-Explain that we are going to start exploring a
-Students listen
Objective &
new, large project.
Purpose
-Explain that we are going talk about the
importance of interviews and how we can use
them in writing
Input,
Modeling, &
Check for
Understanding
15
Model &
Guided
Practice
20
10
Independent
Practice/
Homework
10
Closing/
Summary
Homework
10
-Share the Youtube clip of Katie Couric on how to

interview:
https://www.youtube.com/watch?v=4eOynrI2eTM
(pay particular attention to 2-3 minutesthis has
good info on listening)
-Share information about active listening (can use
T.E.T as a resource)
-Ask students to share anything additional that
they know about interviewing
-Ask students what they would like to learn about
interviewing
-Explain and show examples of the two different
types of interview- question and answer
interview vs. integrative paragraph approach
-Activity: students will each be given a slip of
paper with a scenario (for instance, one example
could be You just won 2 million dollars.) Using
the scenario, students will write 8 questions that
they could ask someone for whom the scenario
was true.
-Will have students partner up and trade scenario
slips. Whichever scenario they receive, the student
will have to take on the character who owns the
scenario. One partner will interview the other, in
character
-Assign students the task of creating seven-ten
interview questions that they can ask a family
member or friend at home. The questions should
be tailored to gain some sort of information from
this person.
-Walk around as students create these questions
and see how things are going
-Summary of class; quick, quick preview of Day
in the Life of Riverside High Student project that
we will start next class
-Students listen and

may pretend to be
in active listening
situations
-Students
participate in
discussing a KWLlike activity about
interviewing
-Students
participate in
activity, writing
interview questions
and conducting
mock interviews
-Students create
interview questions
-Students listen and

write down
homework

-Homework: students will use the questions they
created to interview someone at home. They will
write a short piece (of which I will model) to
present the information found in the interview.
-Exit ticket
-Exit ticket: Question- What is a challenge you experienced with the partner interview
assignment?
English Language
Learners:
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
11


Students will know:
What a reporters question is and how reporters can use investigation to explore their
questions
Recognize and analyze investigative journalism; develop and investigate a reporters
Investigative journalism
Reporters question
Undercover journalism
Gang Leader for a Day book

Assignment sheet for A Day in the Life project
Technology Needs
Smart board
Materials
LESSON ACTIVITIES
10- introduce book: Gang Leader for a Day by Sudhir Venkatesh: give synopsis; show book and
show video clip of Venkatesh talking about his investigative work
https://www.youtube.com/watch?v=yRq1AhFAN-4
-Ask for thoughts about the idea/book
Section

Statement of
Objective &
Purpose
-Explain that we will be conducting

investigative research and that
students will use ideas of
brainstorming to generate ideas for
their project
Students listen
Input &
Guided
Practice
40
-Hand out assignment sheet to

students about A Day in the Life at
Riverside High School. Explain that
students are going to be doing a form
of investigative journalism, in which
they will write pieces about certain
occurrences in the daily life of
Riverside High
-Students will brainstorm ideas for
what they could write about
(reporters question.) Ideas could
range from anything, like where the
buses go, what the custodial staff
does while everyone is in class, what
the Principal does while everyone is
in class. Perhaps a few students could
spend part of the period shadowing
the Principal, Assistant Principals,
coaches, or other teachers
-Once students brainstorm enough
ideas, use a special assigning
technique (in which they somehow
get some sort of choice in their topic)
to assign research questions.
*Note: these should not be too
complex... they dont have a HUGE
amount of time to conduct their
research and write their samples
-Students listen
-Once they have their reporters

question, they will take a good
amount of time to free write about the
topic and to try and come up with
how they can carry their investigation
out next block. This may require them
going to talk to certain people in the
school to see their availability
-Summary of what students will be
expected to turn in as a final product
-Also predict a timeline for the
-Students come up with their

own ideas for how to carry out
their reporters questions
Independent
Practice
25
Closing/
Summary
Homework
10
-Students brainstorm ideas for

their research questions.
-Students listen and ask

questions about project, if they
have them

project. Since student are creating
these questions themselves, it is
-Students write down
necessary to see what everyone
homework
expects their timeline to be
-Homework: keep thinking about
their mode of action and bring in
completed action plan for the
question
-Exit ticket
-Homework: see above
-Exit ticket: Question- If you could do what Venkatesh did in Gang Leader for a Day in any
capacity, what would you explore and why?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
12


rewriting, or trying a new approach
and audiences.


The audience is an important consideration when framing tone
Students will know:
questions
Reporters question
Undercover journalism
Materials
School resourcesmay need to talk to other teachers/faculty to see how students can
investigate during each period

Nickel and Dimed excerpt
Technology Needs
Smart board
LESSON ACTIVITIES
20- Share excerpt from Barbara Ehrenreichs Nickel and Dimed. Talk about it as a group.
Meanings? Implications?
Section
Statement of
5
-Explain that we are going to
-Students listen
Objective &
continue exploring the notion of
Purpose
investigative journalism
Independent
30
-Depending on how students decide
-Students carry out their
Practice
to structure their investigative
research
approach, will have students carry out
their research for about 30 minutes
Guided
10
-Have students convene as a group
-Students discuss their
Practice
and briefly discuss what they found in experience
their research
Model &
20
-First, model a piece that might be
-Students write up their findings
Guided
found in the day in the life Blog
Practice
-Then, have students write up their
findings
-Walk around and conference as they
are constructing their work
-Summarize what we have done for
-Students listen
the day
-No homework- I want them to draft
in class only
-Exit ticket
-Exit ticket: Question- What is your favorite writing assignment that you have completed in this
unit? What has been the most meaningful to you? Why?
Summary &
Homework

Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
13


and audiences.

Students will know:
questions
Prepare an investigative piece for publication and presentation
Reporters question
Drafting
Writers portfolio
Materials
School resourcesmay need to talk to other teachers/faculty/principals to see how students
can investigate during each period
Folders for portfolios
Technology Needs
Smart board
LESSON ACTIVITIES
10- Introduce Riverside High Schools school newspaper- The Pirate Hook. Have a student
editor come in and briefly talk to the class about his/her job at the newspaper. This student can
highlight the steps that he/she takes in collecting information and distributing it in newspaper
form. Students may ask questions.
Section
Statement of
5
-Students listen
Objective &
continue exploring the notion of
Purpose
investigative journalism
-Explain that we will be re-visiting
the writing process and all of its steps
in getting the stories ready for
publishing
Independent
Practice
30
-Depending on how students decide

to structure their investigative
approach, will have students carry out
their research for about 30 minutes
-Students carry out their

research
Modeling &
Guided
Practice,
Independent
pratice
40
-Students should be actively

drafting their pieces and
conferencing with me as I walk
around
Closing/
Summary
Homework
-Model a different piece that might be

found in a day in the life Blog
-Then, have students continue to
write their piecesthis time, students
should be drafting (not just jotting
down their findings)
-Walk around and conference as they
are constructing their work
-As I conference, I will be talking to
students about their portfolios (What
pieces are they choosing? What kind
of revisions do they need to look into
for those pieces?)
-Summarize what we did for the day
and talk about students progress on
the project
-Homework: students continue to
-Students listen and participate

-Students record homework

work on writings for A Day in the
Life project
-Exit ticket: Question- How far did you get on your writing today? How do you feel about your
progress on the project?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
14


and audiences.

Students will know:
questions
Reporters question
Revising
Publication

Materials
Portfolios
Laptops
Technology Needs
Smart board
Laptops
LESSON ACTIVITIES
5- Will look at one or two of the articles from The Pirate Hook together. Students will volunteer
to answer questions and make observations about how these articles were published.
Section
Statement of
5
-Students listen
Objective &
continue our A Day in the Life...
Purpose
projects by revising, typing, and
uploading, and practicing
Input,
Modeling, &
Check for
Understanding
-Re-introduce the revision process

and model how students will (with
partners) 1) read their papers aloud as
their partners take notes (with both
positive and constructive feedback)
and 2) switch roles and complete the
revision process for their partners
Guided
Practice
30
-Have students participate in peer

revision partner conferences with
guided worksheet
Independent
Practice/
Homework
35
Closing/
Summary
10

questions
-Students listen, take notes on

worksheet, and give feedback to
partners; they then switch and
read their writings as well
-Hand out laptops. At this point,
-Students use laptops to type up
students should be ready to type up
their investigative pieces on a
their pieces. They should be reminded word processor
to stay on task so that we can meet
deadlines for publication.
-Explain that students should save
-Students listen and record
their typed up writings in a
homework
designated folder (so that I, as the
ultimate publisher, can have access to
them after school.) I will have the
Blog created by Day 15
-Have students print a copy for
themselves so that they may practice
for their brief presentations on Day
15

-Homework: Practice for
presentations; make sure portfolio
pieces have been revised and
assembled (including a cover sheet
that demonstrates reflection of the
unit plan)
-Exit ticket: Question- What is a challenge you have experienced thus far in creating a
presentation of your investigative findings?
Daily Lesson Plan

Course Name:
Standard Honors AP
Unit Title:
Day/Date:
Non-Fiction Writing
15
5. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
11. Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
12. Make strategic use of digital media in presentations to enhance understanding of

findings, reasoning, and evidence to add interest.

Reflection is essential to human growth
Students will know:
The format for giving an informative presentation
Formal presentation
Publication
Portfolio
Reflection
Feedback cards
Portfolios
Reflection materials
Materials
Technology Needs
Smart board
LESSON ACTIVITIES

10- Students will be given about ten minutes for last minute preparations for their presentations.
Section
Statement of
5
-Explain that today, students will be
-Students listen
Objective &
presenting their findings in a formal
Purpose
manner
-Explain that today will conclude our
unit and, thus, there will be time at
the end of class to turn in completed
portfolios as well as reflect on what
we have learned in the unit
Presentations
55-65
-Have each student give a

presentation of their work, using the
smart board projector, at about 3
minutes a piece
-In their presentation, students will
explain their reporters question, their
methods for gathering information,
and their findings that they consider
unique and share worthy. They will
display their writing on the smart
board and will read a couple of
sentences from their piece.
-As they present, I will be recording
feedback
-As students present one by

one, the other students in the
class give positive and
constructive feedback on cards
that I initially hand out to the
class
Closing/
Summary
10-15
-Explain that this concludes our unit. -Students listen

-Collect student portfolios
-Summarize main points that students
show take away from this unit.
-Students turn in portfolios
-Allow time for verbal reflections by
the studentswhat did they like
about the unit? What did they learn?
-Students reflect on unit
What were some challenges they
experienced?
-Presentations and Day in the Life at Riverside High School projects will be assessed
-Portfolios will be assessed as well

Name: __________________________
Newspaper Article Homework Assignment

Today, you were introduced to the inverted pyramid style for writing newspaper
articles. The inverted pyramid style exists primarily in order for readers to get the facts quickly
and effectivelyas readers often remember the first and the last parts of a writing most vividly.
Here is a visual representation of the inverted pyramid style:
Your task:
Using the graphic organizer that you received in class today as well as the inverted pyramid
guide above, your homework is to produce a piece of writing that informs readers of a specific
event (shown in the scene.) Use research to figure out exactly what was going on in the scene.
(Sample event below)

Name: __________________________
Meal Review Assignment
Writing a Descriptive Review
An important element of non-fiction writing is being able to observe and record details of
a particular experience. Non-fiction writers can use vivid detail and imagery to make an
experience come to life. Details are the facts revealed by the author that support the attitude or
tone in a piece. Imagery consists of words or phrases a writer uses to represent persons, objects,
actions, feelings, and ideas descriptively by appealing to the senses. Ideally, the description
will float off the pages and into the sensory processing unit of the reader.
Experiences come in many shapes and sizes. One specific experience that we all share
daily is the experience of having a meal. Whether it is your favorite home cooked meal by your
Aunt Clarissa or an unfamiliar, mouth-watering, new adventure at a restaurant, meals become
experiences themselves.
Writing a meal review will give you a chance to use your techniques of descriptive
writing to formulate a creative and, yet, informative piece of work. As you write, remember the
techniques of descriptive writing:
1. Use vivid details that appeal to the senses
2. Use similes and metaphors
3. Use specific and concrete nouns, active verbs, and vivid adjectives and adverbs
Assignment:
Decide on your own or talk with your guardian about a meal that you would like to write about.
If you are interested in going to a restaurant, you may do so. However, it is not required that
you leave your house. Nor is it required that you prepare a fancy meal at home. You could
describe your experience with a peanut butter and jelly sandwich, for that matter.
After you decide which meal you will write about, create a list of questions (such as the ones that
you saw in the in class Chocolate Writing assignment.)
Example questions are:
1. What is my previous relationship with this meal? Have I had it before?
Does it bring to mind any images?
2. What are the main ingredients in the meal? How is it normally prepared?
3. What does it smell like? Does its aroma fill the entire room?
You should create additional questions so that you have some methods to guide your thinking
during the meal. Be sure to also leave a place on your question sheet for anything else that comes
to mind as you eat the meal (a place where you can essentially free write.) As you experience the
meal, describe it using your questions and free writing sheet. Make sure that you have enough
details written down to compose your final producta meal review.

Writing your meal review:
On [Day 5], you will spend a majority of class time in the computer lab, composing and
typing up your meal review. AT LEAST, you should have your notes from your meal
experience when you enter class on this day. I will demonstrate how to format your meal review
so that it is easily accessible to readers on the Internet (or our classroom.)

Name: __________________________
Chocolate Writing In Class Activity
For each of the following, jot down a few keywords/notes/sentences to help gather
information for your paragraph. Be as precise and descriptive as possible.
1) What is the name of your candy bar?
2) Look at your candy bar. What does it look like? (Describe the color, size, shape, etc.)
3) Touch your candy bar. What does it feel like?
4) Does its outward appearance make you feel any particular way? Explain.
5) Pick up and shake (or rub) your candy bar. What does it sound like?
6) Break the candy bar in half. Describe this action (What did it sound like? Look like? Feel
like?)
7) Now remove one half from its wrapper and notice the inside of the candy bar. What do
you see?
8) Feel the candy bar itself. Describe the texture. How does it feel, as compared to when it
had the wrapper on?
9) Hold the candy bar below your nose and rub it between your fingers. How does it smell?
10) Now place the candy on your tongue. Let it sit for a few seconds. Finally, chew. What did
you experience as you chewed and swallowed the candy bar?

Combining and synthesizing the notes and observations you recorded above, write 3-5 sentences
to describe your overall experience with the candy bar.
**Include at least one figure of speech (metaphor, simile, personification) in your paragraph.
**After you complete your paragraph, you may eat the rest of your candy bar
Candy Bar Name: ___________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name: __________________________
A Pictures Worth a Thousand Words

Creating Meaning Through Photographs
In the activities we have completed in class today, we have seen the power of
photography at work in telling stories. Whether it is a Pulitzer Prize winning photo or a picture of
a deceased family member, photos stir emotions and memories, instantly revealing a world of
stories and perspectives.

Have you ever been in a public place and participated in some form of people
watching? I have. I often find myself creating stories about people, whether I have any idea of
who they are/what they are doing or not. In the same way, writers can interpret photographs,
using their unique perspective to create a story of their own.
Assignment:
Your task is to describe the photograph on your paper. The opportunities are endless. BE
CREATIVE! I want a story! While this writing should be brief (roughly 100 words), it should
include examples of the use of detail that we have discussed so far in this unit. Your aim is to
write so that another student can understand and visualize the picture you describe. WHY, you
ask?! Heres the catch: after you describe your picture and hand the description and photo to me
(so that I can display the photos on the board and mix up/hand out the descriptions), you will be
guessing which photo belongs to an unknown students description. GOT IT?
*Please cut picture out, put your name on the back of it, and hand it back to me (along with your
description after you finish writing)
---------------------------------------------------------------------------------------------------------------------

Name: __________________________
Memory Piece
Memoirs
Memoirs are a genre of nonfiction in which writers collect memories of certain moments
or events. Think of them as the writing of a memory from someones life. As we saw in
Thoreaus Walden, memoirs often contain memory pieces written in the first person.
Assignment
In the next week, you will practice the writing process through the creation of a memory
piece. The writing process, as described by Daniel Sheridan, contains five different stages:
1. Prewriting: writers take time to think and write about different topics before ultimately
deciding on one
2. Drafting: writers write out initial drafts
3. Revising: writers rewrite or return to the invention stage, thinking through things again
4. Editing: writers clean up their writings, fixing things like grammar, usage, spelling, and
punctuation
5. Publishing: writings are extended beyond the classroom.
You will be participating in each of these stages, along with my guidance and support, in order to
make your memory piece the best it can be.
Essentially, your goal in writing this paper is to write about a vivid memory that you have. I
want more than just the surface level facts. You must use techniques that we have learned about
in class, such as:
Details: facts revealed by the author or speaker that support the attitude or tone in a piece
Imagery: words or phrases a writer uses to represent persons, objects, actions, feelings,
and ideas descriptively
Figures of speech (such as personification, metaphors, and similes)
Tone: writers attitude toward a subject, character, or audience (conveyed through choice
of words and details)... tone may be humorous, sarcastic, indignant, objective, etc.
Using all these techniques, BRING THE READER IN to the world of your memory.
Tailor your emotion in your words. By the end of your piece, the reader should feel like they
have experienced some element of you.
Ready, set, go...

Name: __________________________
Interview Homework Assignment

Interviews
In class today, you learned about interview styles and saw examples of effective interviews. You
also had the opportunity to interview a fellow student.
Assignment: Hone in on the skills you learned today in order to compose an integrative
paragraph interview analysis.
By this point, you will have used class time to come up with a set of interview questions. Use
these questions to guide your interview tonight.
Remember Katie Courics tips on conducting an effective interview:
1.
2.
3.
4.
5.
6.
7.
8.
Be a gracious host- make your interviewee feel comfortable

Calibrate your tone depending on the interview
Explain what you can in the interview without going on and on
Stray away from questions with yes or no answers
Think... How is this person likely to answer this?
Think also about follow up questionsdont be afraid of spontaneous questions
Dont just go down a laundry list of questionslisten and follow up on your questions
Use your questions as a template and be willing to listen and veer off in whatever
direction the interview goes
9. Remember the purpose of your interviewto allow your interview subject to
communicate
Its time for you to become Katie Couric!
Once you have your interview questions answered and any additional notes recorded, it is time
for you to synthesize your interview. Keeping in mind the model that I showed in class, write a
piece that includes the information you found out in the interview.
Guidelines:
1.
2.
3.
4.
5.
Your analysis should be in paragraph form.

Use direct quotations when you are using your subjects exact words.
Practice summarizing your subjects words as well.
Makes sure that you set the context for your reader.
Have fun! Use this opportunity to learn something new about a family member. Interview
your grandma, interview your neighbor, interview your brother... BE CREATIVE

Name: __________________________
A Day in the Life at Riverside High School
Investigative Journalism
Investigative journalism is a method of spreading awareness by having reporters conduct
focused research on a specific topic. The thing that is unique to this method is the depth in
which reporters investigatethat is, the depth in which they carry out a systematic or formal
inquiry to discover and examine the facts of (an incident, allegation, etc.) so as to establish the
truth. You then, will be the truth seekers in this project.
Assignment:
Here is your mission:
You are to act as investigative reporters to ultimately write about what REALLY goes on in a
typical school day at Riverside High School.
To help us succeed in our task, our classroom will be transformed.
Welcome to Newsroom [Classroom #]. Each of your desks is now your office. The white
boards are for your ideas. As journalism work is a hasty, transient field, you will be required to
complete certain steps in a timely fashion. You will be provided with deadlines to ensure that we
will be ready to go to press on [Day 15]. These deadlines are highlighted below as stages of the
project:
Stage 1 [Day 11]: Develop a reporters question:
It is time to think of what you are interested in doing in this project. What will your reporters
question be?
Your main goals for this stage are:
As a class, brainstorm possible reporters questions. Use your imagination with these
ideasbut remember, they must be practical and researchable, within school regulations.
*As your editor-in-chief, I will ultimately have the last say in whether or not your topic is
school appropriate/timely feasible
As your editor-in-chief, I will then use a special assigning technique (with a deck of
cards) to have you each sign up for your question/topic of choice.
Once your question is assigned, you will spend time free writing. In your free writing, I
would like you to write about 1) How you can carry out your investigation during the
next period 2) Is there anyone that you need to contact (i.e. Principal, Assistant
Principals, etc.) in order for you to carry out your research next period? 3) Do you have
any expectations for what kind of information you might discover along the way? 4) Do
you have any concerns for barriers that might get in the way of your discoveries?

Stage 2 [Day 12 & Day 13]: Gather your findings; Begin drafting
Now that you have a reporters question, its time to carry out your investigation!
Depending on how you decide to structure your investigative approach, carry out your
research. If you chose to investigate what the custodian does while kids are in class; for
instance, you would need to shadow the custodian during part of these periods.
*Remember, no matter where we are or what were doing in the school... we are models
of good character. Always be on your best behavior and be respectful to all those around
you.
Come back ready to share your initial findings in a round-table, informal discussion. I
want to know what you found, where you are in your progress, and what surprised you in
your investigation!
DRAFTING TIME: After you have reflected on your findings, its time to get the drafting
process underway. You will spend time writing out your stories/findings by hand.
Remember... its a draftso it doesnt need to be perfect! As I walk around, I want to
see you stretching yourselves and getting messy with your words.
Stage 3 [Day 14]: Revise and prep your writing

Youve made it to the revision stage. Now its time to get some feedback!
With a partner (assigned by your editor in chief), sit side-by-side. You will read your
paper aloud to your partner as they listen thoughtfully, taking notes. Once you have
finished reading, they will give you feedback regarding how they perceived your paper as
a reader. After they have completed giving you verbal feedback, they will hand you the
peer review worksheet and you will subsequently use their peer review worksheet to
mimic the process they just completed for you. Thus, at the end of your revision, you will
have verbal feedback (and a printed worksheet) in order to guide your next draft.
Taking your partners feedback into account, you will be given a laptop and will type up
your writing. Remember, your article is not fixed or permanent at this time. Use the
guidance of your reader to make adjustments. Ask questions if you are unsure about
something. Take your time in preparing this writing. I will be walking around throughout
this process, attending to your questions and looking at your writing with you.
Save your writing in folder labeled [Period #] under [Name]DayintheLifeWriting. This is
crucial so that I can gather the writings for [Day 15]s publication.
Print a copy of your writing so that you may prepare for your presentation on [Day 15].
Stage 4 [Day 15]: Go to press; Present your findings

Congratulations! Its time to go to press!
Tie together any last minute loose ends
Present your findings in a logical, brief way (about 3 minutes), using your Blog entry as a
guide

Name: __________________________
Writing Portfolio Assignment

One major goal of the unit was for you to write in many different formats time frames in
order to develop a flow within your writing. Writers are constantly writingthe good and the
bad, the messy and the neat, the unkempt and the polished. Writers are writers because they
simply write.
What makes a good piece of writing? Beyond syntax and style techniques lies the fact
that a good piece of writing goes through many different phases. It may start out as a messy,
scattered, word blob, but can develop into something beautiful. Your task is to polish three of the
following works so that they are teacher-ready and portfolio presentable. When selecting your
writing, I want you to reflect upon why you are choosing each piece.
Please choose from three of the following assignments:
1.
2.
3.
4.
5.
Newspaper Article assignment

Meal Review assignment
A Pictures Worth a Thousand Words assignment
Interview assignment
A Day in the Life at Riverside High School assignment
After you have selected your piece, complete one final revision phase. This should be a
self-revision phase, in which I would like for you to read aloud your paper and reflect upon all
parts of it. Are they any holes? Are there parts that are too confusing for a reader?
Finally, I want you to edit your papers. This is the ultimate polishing step, where you
want your papers to be ready in terms of grammar and spelling. Think of this step as taking a
fine-toothed comb to your writings.
Only when your writings are completely teacher-ready, you may place them in your
portfolio. On the outside cover, there is a reflection sheet that you need to fill out. Take this time
to think about your growth as a writer and how you have developed in this unit. Your reflection
is essential to your portfoliotake your time with this and remember to be true to yourself.

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MAT 703/Owen

MAT Evidence 3: Unit Plan Cover Sheet

Course/Level: English IV, Standard

Date Submitted: August 8th, 2014

Where/How Addressed in the Unit

The primary focus of the unit will be on literacythe ability to

Integration with 21st

Critical Thinking and

in innovative ways, particularly with their A Day in the Life of

Owen, English IV, Non-Fiction Writing

From Common Core Standard 10- Informational Text:

From College and Career Readiness Anchor Standards for Writing:

From Reading: Informational Text:

From Speaking and Listening:

Owen, English IV, Non-Fiction Writing

There is a basic meaning and purpose of

Students will know . . .

Definitions of non-fiction writing

What is the purpose of writing?

Students will be able to . . .

Define non-fiction writing and recognize

Owen, English IV, Non-Fiction Writing

Stage 2Assessment Evidence

1) Non-fiction writing portfolio: students will

2) A Day in the Life at Riverside High

1) Warm ups: Occasionally, a do-now will

Owen, English IV, Non-Fiction Writing

Stage 3Learning Plan

Owen, English IV, Non-Fiction Writing

Daily Lesson Plan

Relevant NC Standard Course of Study Goal(s):

Key Vocabulary for this Lesson

Owen, English IV, Non-Fiction Writing

-Students listen and ask

-Students listen and write

Owen, English IV, Non-Fiction Writing

Daily Lesson Plan

2. Write informative/explanatory texts to examine and convey complex ideas and

Students will understand:

Key Vocabulary for this Lesson

Owen, English IV, Non-Fiction Writing

-Hand students graphic organizer from above box

Owen, English IV, Non-Fiction Writing

Owen, English IV, Non-Fiction Writing

Daily Lesson Plan

2. Write informative/explanatory texts to examine and convey complex ideas and

Students will understand:

Owen, English IV, Non-Fiction Writing

-Model a few quotes with vivid

-Students read the quotes and

-Students listen to instructions

-Describe the chocolate activitywill give students one of three

-Students create their own

-Hand out rubric for meal review

Owen, English IV, Non-Fiction Writing

Owen, English IV, Non-Fiction Writing

Daily Lesson Plan

Students will understand:

Owen, English IV, Non-Fiction Writing

-Model selection of a newspaper

-Students find articles and

-Students listen and answer