Sample Unit Plan

Molly Britton
English 480
Professor Hays
4 November 2014
Creative Nonfiction
ENDURING OUTCOMES
Students will be able to recall the elements
of creative nonfiction.
Students will be able to compose creative

nonfiction pieces.
Students will be able to identify the

different types of creative nonfiction.
Students will be able to analyze the
elements of creative nonfiction in a text.
Students will be able to reflect on their
personal experiences through writing
EVIDENCE OF ENDURING OUTCOMES

Classroom discussion
Portfolio check (pre-writing, rough draft,

peer evaluation worksheets, final draft, and
reflection)
Journal responses
Creative writing exercises
Notebook checks (class notes, annotated
article, memoir vs. personal narrative Venn
diagram, sample interview questions,
interview notes, and personal profile
paragraph)
Family history narrative essay
ESSENTIAL QUESTIONS
What Essential Question lies at the heart of
What Essential Question addresses an
this assignment and the purpose of

learning?
What is creative nonfiction?
What are the elements of creative
nonfiction?
What are the different types of creative
nonfiction?
How do you make nonfiction creative?
important concept of philosophical issue?

What can you learn about yourself from
examining your personal experiences?
What purpose does self-reflection serve?
What can we learn about others through
writing?
How can the self-awareness that results
from reflecting on your personal
experiences affect your decision-making in
the future?
Lesson Topics
Content Standards
Day 1 Monday
11-12.W.10
Introduction to Creative
Nonfiction
11-12.SL.1
Measurable/Observable
Learning Objectives
The students will be able to
identify the key
characteristics of creative
nonfiction.
Instructional
Strategies/Tasks/
Differentiation
Assessments that
Match Objectives
Journal entry prompt

What do you think
creative nonfiction is?
What might some of the
characteristics of
creative nonfiction be?
Journal entry
Share out
Presentation notes
(notebook check)
Participation
Exit slip
Prezi presentation on
elements of creative
nonfiction
Whole group Discuss
key characteristics of
creative nonfiction using
student-generated
questions
Day 2 Tuesday
Elements of Creative
Nonfiction
11-12.W.10
11-12.SL.1

apply their knowledge of the
elements of creative
nonfiction to identify other
works in the genre.
Exit slip
Creative writing activity
#1 Think about a
mundane task that you
have recently completed
(i.e., going grocery
shopping with your
mom, cleaning your
Creative writing exercise

Annotated article
(notebook check)
Participation
room, etc.). Write about

this experience in an
interesting and engaging
way.
Share out
Whole group Read and
annotate Chip Scanlan
article on creative
nonfiction
Day 3 Wednesday
Memoir
11-12.W.10
11-12.SL.1

compose a collage of scenes
from their lives.
Small group Discuss

creative nonfiction
pieces that the students
have already read
#2 Think back on your
favorite day. Write a
collage of scenes about
your experiences that
day.
Share out
Whole group Read
excerpt from Frank
McCourts Angelas
Ashes
Small group Discuss

Participation
Day 4 Thursday
Memoir
11-12.W.10
11-12.SL.1
11-12.RL.3

analyze the creative
nonfiction elements in an
excerpt from Frank
McCourts Angelas Ashes.
reactions to excerpt from

Angelas Ashes
What aspects of the
excerpt from Frank
McCourts Angelas
Ashes did you find most
enjoyable? Why?
Journal entry
Participation
Memoir vs. personal
narrative Venn diagram
(notebook check)
Share out
Whole group Discuss
creative nonfiction
elements of excerpt from
Angelas Ashes
Day 5 Friday
Personal Narrative
11-12.W.10
11-12.SL.1

relate a personal experience
by composing a piece of
creative nonfiction.
Memoir vs. personal

narrative
#3 Whats the craziest
thing that has ever
happened to you? Write
about this experience
(keep it school
appropriate).
Share out
Whole group Read
Joan Didions Goodbye
To All That

Participation
Day 6 Monday
Personal Narrative
11-12.W.10
11-12.SL.1
11-12.RL.3

analyze the elements of
creative nonfiction in
Didions Goodbye To All
That.
Small group Discuss

reactions to Goodbye
To All That
#4 Write about your
proudest achievement.
Consider what made the
accomplishment so
special to you.

Participation
Share out
Day 7 Tuesday
Personal Profile
11-12.W.10
11-12.SL.1

identify the characteristics of
engaging interview
questions.
generate a list of interview
questions to pose to their
classmates.
Whole group Discuss

creative nonfiction
elements of Goodbye
To All That
When you meet
someone new, what do
you want to know about
that person? What
qualities about others
interest you?
Share out
Small group Come up
with sample interview
questions
Journal entry
Sample interview
questions
(notebook check)
Participation
Day 8 Wednesday
11-12.W.10
Personal Profile

analyze the responses they
receive from interviewing a
classmate.
Whole group Discuss

sample interview
questions
#5 Write a profile
about a family member.
Include fascinating
details about the person
that most people
wouldnt know.

Interview notes
(notebook check)
Share out
Small group Read
model text
Interview classmate
Day 9 Thursday
Personal Profile
11-12.W.10

synthesize their classmates
interview responses into a
paragraph.
Begin composing
paragraph
Journal entry prompt Which form of creative
nonfiction that we have
discussed in class did
you find most
interesting? Why?
Share out
Finish composing
paragraph
Journal entry
Paragraph
(notebook check)
Day 10 Friday
Introduction to Family
History Narrative
11-12.W.10
11-12.SL.1

analyze the elements of
creative nonfiction in a
model text for their essay.
Share paragraphs
#6 Think about one of
your family members.
Write about a memory
you share with this
family member.

Participation
Share out
Introduce family history
narrative essay
Whole group Read
model text
Small group Discuss
creative nonfiction
elements of model text
Four Corners statement
I feel confident in my
ability to compose my
own piece of creative
nonfiction.
Day 11 Monday
Family History
Narrative
11-12.W.4
11-12.W.5

prepare for their essays by
completing a pre-writing
activity.
Pre-writing Brainstorm
terms that come to mind
when you think about
your family. Write down
Pre-writing
(portfolio check)
the terms that emerge

when you think about
this topic and group
similar topics.
Share out
Rough draft
Day 12 Tuesday
Family History
Narrative
Day 13 Wednesday
11-12.W.4

compose a family history
narrative.
Rough draft
Rough draft
(portfolio check)
11-12.W.5

evaluate their peers work.
Workshop The
students will workshop
2-3 essays in groups
Peer evaluation
worksheets
(portfolio check)
11-12.W.5

evaluate their peers work.
Workshop The
students will workshop
2-3 essays in groups
Peer evaluation
worksheets
(portfolio check)
11-12.W.4

integrate their peers
Revision
Final draft
(portfolio check)
11-12.W.5
Family History
Narrative
Day 14 Thursday
Family History
Narrative
Day 15 Friday
Family History
Narrative
11-12.W.5
feedback into their family

history narratives.
11-12.W.6
reflect on the changes that
they have made to their
essays.
Submit essay to TeenInk

TeenInk submission
Homework: Reflection
What changes did you
make to your essay?
Why did you make these
changes?
Reflection
(portfolio check)
Standards Used
Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). (11-12.RL.3)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above. (11-12.W.4)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grades 1112.)
(11-12.W.5)
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information. (11-12.W.6)
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. (11-12.W.10)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the
task. (11-12.SL.1)
Detailed Lesson Plan for Day 1

Standards: 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. (11-12.W.10)
a. Come to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
task. (11-12.SL.1)
Objectives: The students will be able to identify the key characteristics of creative
nonfiction.
Introduction to lesson/mini-lesson
The students will respond to the following journal entry prompt: What do you think
creative nonfiction is? What might some of the characteristics of creative nonfiction be?
After the students write their journal entries, they will share their responses with the
class.
Task/Activity
After taking notes on a Prezi presentation that I will deliver on the elements of creative
nonfiction, the students will participate in a whole group discussion about the elements of
creative nonfiction. The students will be challenged to pose at least one question to their
classmates on an index card. The questions that are posed on the index cards will be what
determine the content of the class discussion.
Closing
Each student will be given an index card with a classmates question on it. Each student
must answer the question on his or her index card as an exit ticket.

Objectives: The students will be able to analyze the responses they receive from
interviewing a classmate.
The students will independently complete a creative writing activity in which they will
write a profile about a family member. They will be challenged to include fascinating
details about the person that most people wouldnt know.
After the students complete the creative writing exercise, they will share their responses
with the class.
Task/Activity
In groups of 3-5 students, the students will read the model text that I will provide them.
They will have the opportunity to discuss their reactions to the model text in their small
groups.
The students will be assigned a classmate to interview. They will be expected to write a
transcript of the interview and begin composing a paragraph synthesizing their
classmates responses.
Closing
I will lead a class discussion about the interview process and assist the students in
reaching conclusions about their experiences.

a. Come to discussions prepared having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
task. (11-12.SL.1)
Objectives: The students will be able to analyze the elements of creative nonfiction in a
model text for their essay.
The students will independently complete a creative writing activity in which they will
write about a memory they share with a family member that is special to them.
After the students complete the creative writing exercise, they will share their responses
with the class.
Task/Activity
The class will popcorn read the model text that I will provide them.
After reading the model text, the students will discuss the elements of creative nonfiction
in the model text in small groups of 3-5 people.
Closing
The students will respond to the following Four Corners statement: I feel confident in my
ability to compose my own piece of creative nonfiction.
Assignment for Summative Assessment

AP Language and Composition
Family History Narrative
Due: Tuesday, November 25th
For this assignment, you will write a narrative about your familys history. This
nonfiction essay should creatively examine three generations (including your own) of
your familys history and how it impacts you today. In this essay, you will focus on
incorporating the elements of creative nonfiction that we have been discussing in class.
You should consider interviewing your family members about their personal histories in
order to complete this assignment. There is no need to cite the information retrieved from
interviews in this paper.
Assignment Details
Purpose: The purpose of this essay is twofold. The essay will serve as an
opportunity for you to reflect on your personal and familial history and determine
how it impacts you today. This essay will also challenge you to incorporate the
elements of creative of nonfiction in your own writing.
Audience: Your audience will be TeenInk, a publication for teenage writers. Each
of you will be submitting your essay to TeenInk and it will be published online.
Your essays will be considered for publication in TeenInks print magazine.
Formatting Guidelines:
12 pt. Times New Roman font
Double-spaced
1 margins
Heading at the upper left hand corner of the paper (name, course, teachers
name, date)
Headers (last name and page number in the upper right hand corner)
Creative title
4-6 pages in length
Grading Criteria (see attached rubric):

Essay follows formatting guidelines
Information about three generations of your family is provided
At least five examples of the incorporation of the elements of creative

nonfiction are correctly identified and highlighted
Organization
Conventions
Content
Supplementary Information
Sample questions that you may want to answer in this essay include (but are not limited
to):
1. Are there any places that are special to your family?
2. Where did your family members grow up?
3. Where did your family members go to school?
4. What jobs have your family members had?
5. Does your family have any items that have been passed down for generations?
6. Does your family have any interesting stories or tales from childhood?
7. How has your familys history impacted your life today?
8. What is the historical context of your familys personal experiences?
9. What themes emerge in your familys history?
10. How will you continue your familys story?
Here is a list of the elements of creative nonfiction that we have been discussing in class
(McClanahan):
Flexibility of Form
Literary Approach to Nonfiction
Self-Discovery and Self-Exploration
Personal Presence
Veracity
If youre still struggling to write your essay, you may choose to read these articles about
writing compelling family history narratives:
Writing Narrative for Family History
http://www.storiestotellbooks.com/writing-narrative/
How to Avoid a This Happened, Then That Happened Family History

Narrative
http://www.familyhistorywritingchallenge.com/how-to-avoid-a-this-happenedthen-that-happened-family-history-narrative/
The Stories That Bind Us

http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-thislife.html?pagewanted=all&_r=0
Category
Elements of
Creative
Nonfiction
Rubric
Content
At least 5
There are 4
There are 3
There are 2 or
examples of the examples of the examples of the less examples of
incorporation of incorporation of incorporation of the incorporation
the elements of the elements of the elements of of the elements of
creative
creative
creative
creative
nonfiction are
nonfiction
nonfiction
nonfiction
correctly
correctly
correctly
correctly
Family
History
Narrative
identified and
identified and
identified and
identified and
highlighted in the highlighted in the highlighted in the highlighted in the
final draft.
final draft.
final draft.
final draft.
The entire
narrative is
related to the
assigned topic
and allows the
reader to
understand much
more about the
topic. Three
generations are
explored.
Most of the
narrative is
related to the
assigned topic.
The narrative
wanders off at
one point, but the
reader can still
learn something
about the topic.
Three
generations are
explored.
Some of the
No attempt has
narrative is
been made to
related to the
relate the
assigned topic, narrative to the
but a reader does assigned topic.
not learn much
Two or fewer
about the topic. generations are
Three
explored.
generations are
explored.
Organization
The narrative is The narrative is The narrative is a Ideas and scenes

very well
pretty well
little hard to
seem to be
organized. One organized. One
follow. The
randomly
idea or scene
idea or scene
transitions are
arranged.
follows another may seem out of sometimes not
in a logical
place. Clear
clear.
sequence with
transitions are
clear transitions.
used.
Spelling and
Punctuation
There are no
There are 2-3
There are 4-6
The final draft
spelling or
spelling or
spelling or
has more than 6
punctuation
punctuation
punctuation
spelling or
errors in the final errors in the final errors in the final
punctuation
draft.
draft.
draft.
errors.
Formatting
Guidelines
All of the
formatting
guidelines are
followed. The
essay is 4-6
5 of the
formatting
guidelines are
followed. The
essay is 4-6
3-4 of the
formatting
guidelines are
followed. The
essay is 3-4
2 or less of the
formatting
guidelines are
followed. The
essay is less than
Total Score: ___/100

Sample Unit Plan

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Molly Britton

Students will be able to compose creative

Students will be able to identify the

EVIDENCE OF ENDURING OUTCOMES

Portfolio check (pre-writing, rough draft,

What Essential Question addresses an

this assignment and the purpose of

important concept of philosophical issue?

Journal entry prompt

The students will be able to

Creative writing exercise

room, etc.). Write about

The students will be able to

Small group Discuss

Creative writing exercise

The students will be able to

reactions to excerpt from

The students will be able to

Memoir vs. personal

Creative writing exercise

The students will be able to

Small group Discuss

Creative writing exercise

The students will be able to

Whole group Discuss

The students will be able to

Whole group Discuss

Creative writing activity

The students will be able to

The students will be able to

Creative writing exercise

The students will be able to

the terms that emerge

The students will be able to

The students will be able to

The students will be able to

The students will be able to

feedback into their family

Submit essay to TeenInk

Detailed Lesson Plan for Day 1

Detailed Lesson Plan for Day 8

Detailed Lesson Plan for Day 10

Assignment for Summative Assessment

Grading Criteria (see attached rubric):

At least five examples of the incorporation of the elements of creative

How to Avoid a This Happened, Then That Happened Family History

The Stories That Bind Us

The narrative is The narrative is The narrative is a Ideas and scenes

Total Score: ___/100

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