Title: Components of A Narrative-UNIT PLAN

Grade and Subject: 6th Grade ELA

1. LESSON AND ASSESSMENT PLAN CONTEXT

Overview This Literature Focus Unit is 6-day unit on Narratives and

Accepting Diversity. It uses a text set of picture books rather
than one larger text. This unit is planned for a sixth grade
English and Language Arts class. Throughout the unit, students
will leave different aspects of a story and plot, how authors
communicate their meanings and thoughts, how to create
picture books, what it means to be accepting, and why it is
important to accept diversity. I believe this lesson is important
because it not only teaches students aspects of a specific
writing genre as is consistent with Georgia’s 6th grade ELA
standards, but it also teaches students about how to become
more accepting of diversity in order to live more harmoniously
with others.

Student Background, This class of students is comprised of those on the STEM

Culture, and Context team. 50% of them have tested into the gifted program and the
other 50% are “high achievers” based on standardized test
scores. The class is rather full at nearly 30 students. The
identity mix is pretty even, with there being slightly more
females than males – 60% to 40%. There is a very good mix
of ethnic and cultural backgrounds present, and no
predominant race in the classroom (a fairly even mix of Black,
White, and Asian students, which runs about parallel to that of
the rest of the school). They have entered the classroom this
year academically ahead of many of their peers, but still with
room for advancement, especially in English Language Arts.

Rationale For Step 1—Select the Featured Book/Texts—I chose the

following picture books: Giraffes Can’t Dance, The Cow that
Laid an Egg, Whoever You Are, Elmer, and Suki’s Kimon. I
chose these five texts because they all include the theme of
accepting diversity while also including key aspects of a plot.
Next, for Step 2—Select the Instructional Focus—I chose the
standards I did because I have never had practice planning,
assessing, or teaching these standards and wanted to try
something new.
 For Step 3—Plan Reading Process Activities—I chose
Activity 1 as a way to engage and gather prior knowledge
while also introducing the unit. In order to create prior
knowledge necessary for the standards and assessments while
also providing insight into the authors’ crafts, I chose to
discuss how to decipher authors’ languages to find their point
of views in order to make reading the picture books less
difficult and more understandable. These choices I have just
mentioned are all part of the Pre-reading Stage. Next, as part
of the Reading Stage, I chose to conduct miniature reading
sessions by grouping students and assigning a picture book to
each group and then facilitation discussion both within and
among groups because I wanted to include a variety of texts
with different perspectives on acceptance. Further, I wanted
students to learn from one another as well, which was possible
through discussion. The reading strategies I chose to
implement in this lesson are Talking to the Text via
questioning, clarifying, summarizing, and engaging schemata. I
chose these strategies because they are all effective in
furthering students’ reading comprehension(Schoenbach, 2012,
p. 200-222). I made the books more accessible for English
learners and for struggling learners by using books that all
contain many pictures to support comprehension, introductory
vocabulary instruction, discussion within groups for
clarification, and writing prompts can be written in 1st language
for ELL students. Within the Responding Stage, I did not
include entry logs because I include other products that I
believe will better students’ learning experiences by ensuring
comprehension and allowing creativity; I am specifically
referring to the different picture books and story mapping
graphic organizers. However, throughout the unit, I allot time
for discussions; there is a type of dialogue occurring, whether
whole-class or in pairs, almost every day of the unit. Further,
students will not be dramatizing the book because there simply
is just not enough time. Instead, students will use their
creativity to respond by writing their own picture books. In the
Exploring Stage, the Tier 2 words that will be targeted are the
following: splendid, sneered, entranced, shuffling, “down in
the dumps”, ordinary, almighty, commotion, astonished,
promptly, “pleased as punch”, geta, kimono, obachan, obi,
somen, and taiko. These are terms and phrases from the picture
books that will most likely be unfamiliar to students. I chose to
highlight these words in order to ensure students comprehend
the stories at a deeper level—I did not want vocabulary to
stand in the way of comprehension. Also, I will teach two
mini-lessons throughout the unit. Mini-lesson 1 teaches
students the Tier 2 vocab words necessary for comprehending
stories. Students follow along and fill out note-taking guides
with fill-in-the-blanks. I chose this note-taking method
because, by allowing students to only fill in blanks, it allows
more time to discuss the words and their meanings. Mini-
lesson 2 teaches Tier 3 vocabulary words necessary for
analyzing the picture books and writing their own, and it also
teaches how to determine an author’s point of view and how
he/she reveals it. I chose note-taking guides again for the same
reason as for Mini-lesson 1. I chose to teach the Tier 3 words
because they need to understand the terms in order to meet the
standards and objectives and to perform well on their
assessment; I chose to teach how to determine an author’s
point of view and how he/she reveals it for the same reason. In
regards to mentor texts, all of the books I have chosen can be
considered “mentor texts”, as they encourage critical thinking
about acceptance of diversity. In order to focus students’
attention on specific sentences in the book, students will need
to cite evidence to support their answers as well as highlight
specific sentences through the prompts in their graphic
organizers, which will direct their attention to those sentences;
the graphic organizers do not specify which exact sentences
students should locate but rather specify which portion of the
story to analyze. Finally, in the Applying Stage, the oral,
written, and visual language projects students will pursue will
require them to write their own picture books about their own
experiences with acceptance or a lack thereof, complete
graphic organizers, write in 3 sentences about a situation in
which they felt like an outsider or different. Students will then
conduct a Think-Pair-Share, participate in class discussions
and Think-Pair Shares, “describe (in 3-4 sentences) your
favorite picture book(s) and why it/they are your favorite,” and
read their picture books to their group members. Students will
share their products by reading their picture books to their
classmates.
Further, for Step 4, I differentiate instruction by providing
visual representations of vocabulary words and allow for
choices in graphic organizers for the vocabulary homework
assignment. For Step 5—Locate Technology Resources—
Students will use online source to create their picture books. I
chose this medium for creating their books in order to create a
maker space within my classroom; doing so online will also
allow students to to easily publish them and share them
through social media, email, etc., and the creating process.
For Step 6—Plan for Assessment—the informal/formative
assessments include writing prompts, discussions, and graphic
 organizers, which range from independent to fully
collaborative work. I chose all three types of assessments as
my formative because they cover three different learning
styles—textual, oral, visual, independent, and collaborative.
Further, the formal/summative assessments include the
vocabulary homework for Day 2 and the final projects, which
are the digital picture books. I included the vocabulary
homework as a summative because it will the final assessment
of the Tier 3 vocabulary before moving on to the next portion
of the unit. Also, I chose a project for the final assessment
rather than a simpler assessment, like a test, because doing so
would allow students to creatively and organically showcase
what they learned and gained from the unit.
Lastly, for Step 7—Create a Time Schedule—I timed the
unit to last six days. I did this because the instruction,
activities, and assessments necessary for meeting the unit’s
three standards would not take long to complete, especially if
students are engaged and held accountable via self-monitoring
checklists; after all, students will learn quickly the vocabulary
terms by putting them to practice while creating their final
project. During the first two days, I have planned to complete
introductory and prerequisite instruction, while I have planned
Days 3-5 to be the time during which students work on their
final products. The final day is set aside solely for
presentations, allowing students to showcase their works.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

Purpose of the Lesson: Essential Questions:

Central Focus
1. Why should we accept others’ differences?
2. What does it look like to accept others’ differences?
3. How do authors communicate their point of views, main ideas,
and lessons of their stories?
4. What are the components of a narrative?
5. How do we write well-developed picture book stories?

Learning Objective(s)
1. SWBAT determine an author’s point of view or purpose in a text
IOT explain how its characteristics support the author’s message.

2. SWBAT describe the features of a narrative IOT produce an

original story.

3. SWBAT engage readers of their own stories by establishing a

 context, introducing a narrator and/or characters, and organizing an
event sequence that unfolds naturally and logically IOT produce a
well-developed short story.

4. SWBAT utilize narrative techniques, such as dialogue, pacing,

and description, in their stories IOT develop the experiences, events,
and character within their picture books.
5. SWBAT utilize a variety of transition words, phrases, and clauses
IOT demonstrate sequence and signal shifts from one time frame or
setting to another.
6. SWBAT utilize precise words and phrases, relevant descriptive
details, and sensory language IOT demonstrate experiences and
events.
7. SWBAT provide a conclusion that follows from the narrated
experiences or events IOT provide readers with a resolution.

Academic Language Explain, demonstrate, determine, describe, produce, engage, utilize,

Language Function develop, provide

Vocabulary TIER 2:
● splendid
● sneered
● entranced
● shuffling
● “down in the dumps”
● ordinary
● almighty
● commotion
● astonished
● promptly
● “pleased as punch”
● geta
● kimono
● obachan
● obi
● somen
● taiko
TIER 3:
● explain
● demonstrate
● determine
● describe
 ● produce
● engage
● utilize
● develop
● sequence
● dialogue
● pacing
● description
● narrator
● sensory language
● transition words, phrases, and clauses
● signal shifts
● descriptive details
● precise words/phrases
● plot
● setting
● exposition
● climax
● resolution

Syntax or Students will demonstrate mastery of the language functions

Discourse through completing their graphic organizers, writing prompts, and
individually created picture books as well as through participating in
classroom discussion.

Students will demonstrate mastery of Tier 2 vocabulary through

completing their Picture Book Analysis forms

Students will demonstrate mastery of Tier 3 vocabulary through

completing their graphic organizers, writing prompts, and
individually created picture books as well as through participating in
classroom discussion.

GSE - Georgia Standards ELAGSE6RI3: Analyze in detail how a key individual, event, or
of Excellence idea is introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes).
ELAGSE6RI6: Determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
ELAGSE6W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and
 introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or
events.

Formal and Informal Informal Assessments/Formative:

Assessment
- Activity 1: Writing Prompt--Students will write in 3 sentences
about a situation in which they felt like an outsider or different.
Students will then conduct a Think-Pair-Share.-Day 1
- Class discussion over Activity 2—Picture Book Reading (Day
1 Closure) (EQ 1)
- Activity 3—Analyzing the Picture Book Graphic Organizer-
Day 2 (Obj. 1 & 2, EQ3)
- Activity 4: Story mapping Graphic Organizer-Day 3&4 (Obj. 3-
5, 7, EQ 5)
- Activity 5: Teacher will instruct students to complete the
following writing prompt from the board: “In 3-4 complete
sentences, describe your favorite picture book(s) and why it/they are
your favorite.
Formal Assessment/Summative:
- Final Project: Digital Story Books ( Obj. 3-7)
- Homework for Day 2: Vocabulary Graphic Organizers (Frayer
Model Chart, Word Sorts, “Own the Word” GO)- Day 1 (Obj. 1-2,
EQ4)àOver Tier 3 Vocab Words

Sequence with Necessary Steps

ent Needs DAY 1

Warm-up: (10 minutes)

● Students will complete Activity 1 (Writing Prompt):
 Students will write in 3 sentences about a situation in which
they felt like an outsider or different. Students will then
conduct a Think-Pair-Share. Teacher will set the timer for
st
10 minutes. ELL students may write in 1 language first
before sharing.
Body: ( 40 minutes)
● Teacher will explain to students the upcoming unit, which is
acceptance of diversity and narratives. Teacher will discuss
with students what acceptance is, what it looks like, and why
it is important to accept others’ differences; what diversity
is; what a narrative is. (5 minutes) (EQ 1 &2)
● Teacher will then teach Mini-lesson 1—Tier 2 vocab words
necessary for comprehending stories while students
complete note-taking guides with fill-in-the-blanks. (10
minutes)
● Students will complete Activity 2 (Picture Book Reading):
In this activity, each group of 5-7 students will receive a
picture book with the theme acceptance to read together. In
each groups, students will read the book together; discuss its
meaning, their feelings about it, and what it means to them
individually, especially in reference to the theme. (EQ 1)
Teacher will clarify that students should use context clues
and dictionaries to clarify other words that they might not
know, and they should also be thinking of their own personal
experiences with the picture books’ topics. Teacher will set
the timer for 22 minutes. Books include the following:
● Giraffes Can’t Dance
● The Cow that Laid an Egg
● Whoever You Are
● Elmer
● Suki’s Kimon
Closure: 10 minutes
Class discussion on picture books: 1 student will be selected out of
each group to summarize the group’s assigned book to the rest of the
class; another student from each group will be chosen to share the
group’s discussion to the class. (EQ 1) (10 minutes)

DAY 2
Warm-up: 5 minutes
● Students will answer the following writing prompt from the
board: “As specified yesterday, the theme for this unit is
acceptance of diversity. Think of one of your classmates who
 is different than you, and write down one think you
appreciate about them. Prepare to give it to them at the end
st
of class.” ELL students may write in 1 language first
before sharing. Teacher will set the timer for 5 minutes.
Body: 45 minutes
● Teacher will teach Mini-lesson 2— PART 1: Tier 3 vocab
words necessary for analyzing the picture books and writing
them (ELAGSE6RI3, ELAGSE6W3 ): Analyze, illustrate,
elaborate, convey, sequences, dialogue, pacing, description,
narrator, sensory language, plot, setting, exposition, climax,
resolution, PART 2: Determining an author’s point of view
and how he/she reveals it (ELAGSE6RI6) while students
complete note-taking guides with fill-in-the-blanks. (25
minutes)
● Students will then complete Activity 3—Analyzing the
Picture Book Graphic Organizer based on the books their
groups read the day before; books will be available in class
for reference. Teacher will set the timer for 20 minutes.
Closure: 5 minutes
● Teacher will instruct students on their homework for that
night, which is: Vocabulary Graphic Organizers (Frayer
Model Chart, Word Sorts, “Own the Word” GO)- Day 1
(Obj. 1-2, EQ4), due on DAY 4 (2 minutes)
● Students will be released to stand up, walk to the person
about which they wrote their warm-up writing prompt, and
read them what they wrote. Teacher will set the timer for 3
minutes.

DAY 3
Warm-up: 10 minutes
● Teacher will instruct students to place completed homework
on their desks.
● Students will discuss with their classmates via an open
discussion--teacher-facilitated--about ideas they included in
their Picture Book graphic organizers. Teacher will remind
students that anything they write on their graphic organizers
must be in the green pens in order to signify completed in
class. (10 minutes)

Body: 40 minutes
● Teacher will explain the project: digital, student-made
picture books about their own experiences with acceptance
 or a lack thereof. Instructions with accountability checklist
and rubric will be handed out. (Formal Assessment,
Learning Objectives 3-7) (10 minutes)
● Teacher will then hand out Activity 4: Story mapping
Graphic Organizers. Students will use their graphic
organizers to begin mapping out their picture books on a
new graphic organizer. By the end of the period, students
should have the mora/theme, setting, and characters of their
stories established; if not, completion of the previous steps
should be assigned as homework. Teacher will set the timer
for 30 minutes.
Closure: 5 minutes
● Students will check off everything on their accountability
checklists that they have completed and show the teacher as
they leave the room in order for teacher to know where each
student is in the story book writing process. If students do
not have messages, setting, and characters, checked off, it
must be completed by the next day. If not completed the next
day, the student does not receive full credit for that day’s
participation grade. (5 minutes)

DAY 4

Warm-up: 10 minutes
● Activity 5: Teacher will take up Day 2 homework and
instruct students to complete the following writing prompt
from the board: “In 3-4 complete sentences, describe your
favorite picture book(s) and why it/they are your favorite.
ELL students may write in 1st language first before
sharing.Teacher will set the timer for 5 minutes.
● Students will then conduct a Think-Pair-Share of their
answers. During this portion of the lesson, teacher will take
notes in order to include noted books in classroom library (5
minutes).
Body: 40 minutes
● Students will be released to finish their story-mapping
graphic organizers. By the end of the period, students
should have the event sequences (including exposition/
rising action/problem, climax, falling action/resolution) and
dialogue established and completed on graphic organizer.
(Learning Objective 4&7) Teacher will set the timer for 40
minutes.
Closure: 5 minutes
 ● Students will check off everything on their accountability
checklists that they have completed and show the teacher as
they leave the room in order for teacher to know where each
student is in the story book writing process. If students do
not have the event sequences (including exposition/ rising
action/problem, climax, falling action/resolution) and
dialogue checked off, whatever remains must be completed
for homework and due the next day. If not completed the
next day, the student does not receive full credit for that
day’s participation grade. (5 minutes)

Day 5

Warm-up: 10 minutes
● Teacher will instruct students to find a partner/trio. (1
minute)
● Students will share story mapping graphic organizers with
each other and give each other feedback. Before releasing
students to complete warm-up, teacher will direct students
back to the classroom norms that specify “We will respect
one another,” and “We give constructive criticism.” Teacher
will set the timer for 9 minutes.
Body: 35 minutes
● Teacher handouts out laptops to each student. (2 minutes)
● Teacher models for students how to use online picture book
creator. (3 minutes)
● Students are released to digitally finalize their picture books
on https://www.mystorybook.com. Teacher will set the timer
for 30 minutes.
Conclusion: 10 minutes
● Students will receive an extra rubric. (1 minute)
● Students will grade themselves with the rubrics and hand the
rubrics in to teacher as they leave. (9 minutes)

Day 6
 This day is taken up entirely of presentations--students will read
their stories to the class.

Differentiation, Differentiation/Modifications:
Modification(s), and ● Mini-lesson 1: Visual representations of words for the visual
Accommodation(s) learners, Introductory vocabulary instruction
● Mini-lesson 2: Visual representations of words for the visual
learners, different graphic organizers for vocabulary
instruction
● Vocabulary Graphic Organizers: Students will have
choices between GOs
● Activity 1-Writing Prompt: Writing prompts can be
written in 1st language
● Activity 5-Writing Prompt: Writing prompts can be
written in 1st language
● Activity 2-Picture Book Readings: Each book contains
many pictures to support comprehension, and books’ reading
levels are varied; Discussion within groups for clarification

4. LESSON AND ASSESSMENT PLAN RESOURCES

Materials ● Pens/pencils
● Students’ journals
● Extra paper
● Picture Books
● PPT

● Activity 3-Analyzing a Picture Book GO Handouts

Picture Book Analysis GO

● Day 2 Homework-T3 Vocab GO Handouts Due DAY 4

● Activity 4:Story mapping GO Handouts
● Picture Book Instructions/rubric/student checklists
● Laptops