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Teacher Name: Erin Scafone: Research Writing

Banks: Additive/Transformational

Subject and Grade Level:


Suggested Length of Unit: 2 weeks
th
th
11 -12 grade
Common Core State Standards Addressed:
11-12.L.2
L. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
W.11-12.10Write 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.

Enduring Understanding/Essential Question: (What are the most important


concepts my students should learn from this lesson/chapter/unit?)

While writing is a solitary act, we grow in our art and craft as part of a community.
Writing is a craft; therefore there are conventions we need to learn to grow in that craft.

Resource: Blooms Verbs


(Use these to drive daily
objectives)
Knowledge:
Arrange, check, identify, list, locate,
match, group, state
Comprehension:
Calculate, define, explain, interpret,
outline, paraphrase
Application:
Apply, change, choose, solve,
relate, utilize, illustrate, modify,
demonstrate
Analysis:
Examine, appraise, diagram, test,
categorize, separate, contrast
Synthesis:
Combine, develop, formulate,
revise, rearrange, summarize
Evaluation:
Appraise, argue, assess, describe,
predict, rate, value

Objectives: What we want students to know (I


Can statements)
I can value my culture and my heritage and understand the
importance that value brings as a writer and thinker.
I can respect others and their different cultures.
I can demonstrate and describe the writers process from beginning
to end and articulate that the writers process is not linear but
circular.
I can write routinely over extended time frames (prewriting-revision
and publication.)
I can write for an audience.
I can praise my peers for their work

Depth of Knowledge
Verbs:
Level I: Recall
Recall, recognize, measure
Level II: Skill/ Concept
Classify, organize, estimate,
compare data, collect and display
data
Level III: Strategic Thinking
Draw a conclusion, cite evidence,
make a generalization, support with
an argument
Level IV: Extended Thinking
Design and conduct the
experiment, develop and carry out
the project, critique plans and
designs

I can use mentor texts to revise, to increase my understanding and set


a purpose for my writing.
I can offer praise, questions, and suggestions for polishing the work
of my peers.

KUDs:

Should be directly tied to your unit objectives

What you want students to KNOW:


1. Recall writing process
2. Classroom norms
What you want students to UNDERSTAND:
1. Everyone comes from a different background, both culturally
and academically.
2. Writing is a process, and one that often needs constant
revision.
What you want student to DO:
1. Write a cultural autobiography, and share it with the class.
Spiraling objectives not mastered from previous
unit:
First unit.

Possible Student Misconceptions/ Errors of Understanding:

This is not a write about yourself or letter of introduction where you write your likes and dislikes.
This an intense study into your culture and family.

Examples of
Assessments I
will use during
and after the
unit
KWL Organizers
Likkert Scale
Exit Cards
Conferencing
Quizzes
Surveys
Observations
Quick Writes
Essay (with Rubric)
Frayer Model Map
Multi-Media
Presentations
Hand/Card Signals
Problem Solving

Pre-Assessment
(How will we assess students

During the Unit


Assessment

knowledge before a unit. List


questions you will use for your
pre-assessment aligned to the
standards you will teach in the
unit)

Exit Tickets

Quick write:

Accommodating/Differentiating Strategies
Reading
Small Groups
Use of differentiated
rubric
Word/Vocabulary List
Sentence
Starter/Closer
Differentiated Graphic
Organizer
Leveled Texts
Frequent Check-Ins
Visual Cues
Time on Task

Writing
Small Groups
Use of
differentiated
rubric
Word/Vocabular
y List
Sentence
Starter/Closer
Differentiated
Graphic
Organizer
Peer-Partner
Writing
Use of
Computer
Time on Task
Length of Task
Necessary Resources and Materials

Interactive Notebook and texts listed below


Essential Texts

Post-Assessment

Cultural
Autobiography

https://owl.english.purdue.edu/owl/
Foxcatcher by Mark Shultz
Black Boy by Richard Wright
A Million Little Pieces by James Frey
Free From the Death Road by General Davis in collaboration with Kofi Quaye
Mini-lessons are run the first 25-30 minutes of class. Students use the last 25-20 minutes of class
to write.
Mini-lesson one- Process: How do we write? How is your writing influenced by other people? How
does each step in the writing process impact your writing?
1. Discuss quick write which are to guiding questions.
2. Review assigned cultural autobiography. We are establishing a writing community and
it important to know and respect who is in it.
Advanced Learners: Must add a 10th section to their cultural autobiography
Struggling Learners may delete one section from the requirements of theirs.
3. Go through guided notes on beginning stages of writing process.
(M.I: Visual)
Struggling Learners: Give guided notes that require less writing, and is easier to follow along
with the class.)
4. Instruct students to put their guided notes on page 11 of their notebooks
5. Exit Ticket: 1) Before they can begin to work on their drafts, they must finish the first
page of their guided notes and 2) Who will they interview for their cultural
autobiography?
(Blooms: Comprehension)
Writing Time:
Struggling Learners: Provide students with an outline for their cultural autobiography.
Mini-lesson two- format:
1. Formatting your writing is an essential part of publication.
2. MLA format is the format we will use in this class.
3. Show students the Owl at Purdue website. This is a website that will help students with any

4.
5.
6.

7.

MLA formatting questions they have.


However, it is still good to know your basic MLA formatting rules.
Give them three guides to assist them in MLA format. These go in your Interactive
Notebooks, pages 3, 4 and 5.
Have students get in teams and fill out the MLA scavenger hunt for The In Text Citations
Chart. Tell them all of the answers can be found either on the guides they have been given or,
on the Owl at Purdue site.
(M.I: Visual/Linguistic)
(Blooms: Comprehension)
When they are finished, review with the class.

Mini-lesson three- craft: How can we learn from the mentors who have written before us? How does
purpose influence our writing? What is the purpose of applying grammar and mechanics skills?
1. Pass out the graphic organizer.
2. Today, we are going to study grammar so we can apply it to our writing.
3. However, we are not going to learn grammar by studying a grammar book or by correcting
sentences. We are going to study grammar and craft by reading authors who have been
published. I mean, they must have been doing something right.
4. Pass out students 4 excerpts from the texts listed above.
5. Read one text at a time. Model the first text as an example. Have the students read the passage
silently, and then read you it out loud.
6. Tell them that you notice how Shultz, the author of Foxcatcher, uses these very long but
syntactically simple sentences. I am going to write down one of them as an example. (Do so
on the graphic organizer and have the kids follow your lead.)
7. There is a technical term to say that, but since I dont know it and I wont remember it, it is
pointless for me as a writer and a student to learn it, so I am going to give this style a new
name. I am going to call this Long but simple. Have the students write this down on the
graphic organizer under name it.
8. Tell the students to look at their rough drafts of their autobiographies, and have yours out as
well, (which you have written) and tell them to find a sentence that you would like to modify
or change. Write it down in the graphic organizer under Your original sentence.
9. Finally, tell the students to revise their original sentence to look and sound like Shultz: long
and simple.
10. Go through this process for the next 3 texts working together as a class, finding sentences and
patterns that students find beautiful or interesting to mimic for their writing.
(Williams: Elaboration)
Exit Ticket: Ask the students to share out loud with their class their new favorite sentence that
they wrote today. Make sure they read their original sentence, what they named the craft and what

their original sentence was.


Mini-Lesson four- workshop: What is the importance of sharing our writing? How do we evaluate
writing? How can we use evaluation and reflection to improve our writing?
1. Students will read 2 other classmates cultural autobiography in a silent workshop activity
called TAG it! T: Tell a compliment; Ask a question; Give a suggestion.
2. First explain: No one grows only from compliments. Give people some suggestions, and ask
questions. No one is above anyone else. We would like to grow as writers and thinkers.
3. On the opposite spectrum, no one grows from unrelenting criticism. Be thoughtful and fair in
your suggestions.
4. TAG the writing, not the content. You are not editing, you are revising. Assume the writer
knows how to edit, and will before the final draft.
5. Over lunch, I will get you your comments back, so you will know what TAGs your classmates
have for you.
(ARCH: Relevant)
Exit Ticket: How does it feel for someone to read and evaluate your writing?
Last session- Authors chair:
1. Students pick what section of their cultural autobiographies they read to the class.
2. Students take turns reading one section out loud.
3. While they are reading, students write gifts or compliments and exchange them after the
authors chair is over.