MEd 6050

Unpacking, Assessment Alignment, and Overview

Subject: English Language Arts
Grade: 11th
Topic: Personal Narrative
Core standards, objectives, and indicators:
Big Idea: Writing
Unit Objective: Be able to write a personal narrative
Unpacking
Lesson Title
# of Indicator(s)
Objectives
Days
Analyzing
1
RL.3 Analyze (1)Students
Mood
the impact of will be able
the authors
to (2)identify
choices
where an
regarding
author uses
how to
setting to
develop and
(4)effectively
relate
(2)create a
elements
mood.
of a story or
(3)
drama (e.g.,
where a story
is set, how the
action is
ordered, how
the characters
are introduced
and
developed).
Reading
1
RL.3 Analyze (1)Students
Characters
the impact of will be able
the authors
to
choices
(4)effectively
regarding
(2)identify a

Johnny Allred

Blooms level
Understand
Conceptual

Alignment
Type of
Assessment
Formative-1

Summative-1

Understand
Conceptual

Formative-1

Overview
Assessment
(Evidence)
Book text on
projector, call on
random students to
locate setting and
describe what mood
they feel when
reading.
Have students
identify 3 places in
their own monthly
reading book where
the author used
setting to create a
mood. Give
examples of text, and
explain what mood is
felt.

Book text on
projector, call on
random students to
locate a round
character and explain

Lesson outline

Tell-Tale Heart
Read intro,
discuss setting
that creates
mood
Find elements of
setting/mood in
monthly reading
books
Write about
elements of
setting, mood
created; turn in
responses

River Runs
Through It
Main characters,
discuss attributes

MEd 6050

Creating Mood

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).

round
character in
literature. (3)

W.3.d Use
precise words
and phrases,
telling details,
and sensory
language to
convey a
vivid picture
of the
experiences,
events,
setting, and/or
characters.

(1)Students
Apply
will be able
Procedural
to
(2)compose a
setting that
(4)effectively
(2)presents a
mood. (3)

(1)Students
Understand
will be able
Conceptual
to
(4)effectively
(2)identify a
flat character
in literature.
(3)

Johnny Allred
why he/she is round.
Summative-1 Have students find a
round character in
their own monthly
reading book, show
evidence from the
text, and explain why
he/she is round.
Formative-1
Book text on
projector, call on
random students to
locate a flat character
and explain why
he/she is flat.
Summative-1 Have students find a
round character in
their own monthly
reading book, show
evidence from the
text, and explain why
he/she is round.
Formative-2
Have students draft
an opening paragraph
that describes the
setting for their
personal narrative.
Students switch
papers and grade
how strong the mood
is. I will review the
class.
Summative-2 Students are assigned
to write a 2-page
personal narrative for

Find round/flat
characters in
monthly reading
book
Write about
attributes of
round characters,
turn in responses

Show student
examples of
creating mood by
setting
Writing Lab
Compose setting,
intro paragraph
Switch
computers, peer
evaluate
Revise/edit/ plan
rest of essay

MEd 6050

Creating
Characters

W.3.a Engage
and orient the
reader by
setting out a
problem,
situation, or
observation
and its
significance,
establishing
one or
multiple
point(s) of
view, and
introducing a
narrator
and/or
characters;
create a
smooth
progression of
experiences
or events.

(1)Students
Apply
will be able
Procedural
to
(4)effectively
(2)create a
round
character in
their writing.
(3)

(1)Students
Apply
will be able
Procedural
to
(4)effectively
(2)create a
flat character
in their
writing. (3)

Johnny Allred
a unit final. Their
papers must have a
clear setting that
creates a mood.
Formative-2
Have students write a
paragraph about the
main character in
their personal
narrative
(themselves). Switch
papers with a
classmate and grade
how round the
character was. I will
review the class.
Summative-2 Students are assigned
to write a 2-page
personal narrative for
a unit final. Their
papers must have a
round character as
the main person in
the story
(themselves).
Formative-2
Have students write a
paragraph about a
minor character in
their personal
narrative. Switch
papers with a
classmate and grade
how flat the character
was. I will review
the class.

Show student
examples of
round characters
Writing Lab
Compose round
characters
Switch
computers, peer
evaluate
Revise/edit/ plan
rest of essay

MEd 6050

Narrative
Conclusion

Johnny Allred
Summative-2 Students are assigned
to write a 2-page
personal narrative for
a unit final. Their
papers must have a
flat character as a
minor person in the
story.
W.3.e Provide (1)Students
Apply
Formative-1
Have students draft a
a conclusion
will be able
Metacognitive
conclusion paragraph
that follows
to (4)
to their narrative,
from and
effectively
reflecting on what
reflects on
(2)write a
the experience taught
what is
conclusion to
them and why they
experienced,
their
chose this specific
observed, or
personal
story to write about.
resolved over narrative. (3)
Switch computers
the course of
with classmate and
the narrative.
have students
evaluate how well
the conclusion wraps
up the story.
Summative-2 Students are assigned
to write a 2-page
personal narrative for
a unit final. Their
papers must have a
conclusion paragraph
that wraps up the
story by reflecting
back on the
experience and
explaining why they
chose that story for

Writing Lab
Finish
composing
narratives
Write conclusion
paragraph
Switch
computers and
peer evaluate
Revise/edit/
polish final draft

MEd 6050

Summative
Assessment

Johnny Allred
the writing
assignment.

Students will write a 2-page paper that is a personal narrative about some experience in their life. We will spend
time in class and in the Writing Lab to brainstorm, compose, edit, and publish a final draft. It will incorporate
many writing objectives, and it will take most of the first quarter of the year.