Running head: COMING OF AGE UNIT PLAN

Coming of Age Unit Plan

By Alexis Baumgartner
December 2015

COMING OF AGE UNIT PLAN

2
Enduring Outcomes

Students will be able to identify characteristics of the coming of age theme, as well as specific
cultural indicators of the transition into adulthood. Students will also be able to create a formal
comparison essay, in which they will relate the aforementioned themes between two different
texts read in the course. Combined, these two will leave students with the understanding of how to
identify cultural experiences that are different, yet are still relatable. Students should be able to
also make connections between their own lives and the experiences of others (read in the text),
recognizing that rites of passage are universal, though celebrated (or marked) in different ways.
The goal is to make students aware, empathetic, and appreciative of all cultures they may
encounter in their lives. Using technology for comprehension checks will also allow for students to
identify (on a smaller level) who their audience is.
Evidence of Enduring Outcomes

Participation in two Socratic Seminars

Bi-weekly blog posts responding to a prompt about their text

o Prompts will show student progress through the novel, as well as responding to
higher-level thinking prompts that will make students create connections between
the literature and another text or personal experiences.

Reflections and Exit Tickets as a means to check progress through the unit

4-5 Page Comparison Essay

Essential Questions

How does this text relate to my own experiences?

How is coming of age universal?
What defines an adult?

COMING OF AGE UNIT PLAN

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Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. (9-10.RL.1)
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text. (9-10.RL.2)
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature. (9-10.RL.6)
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (9-10.W.1)
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 910.) (9-10.W.5)
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. (9-10.W.10)
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information
and to display information flexibly and dynamically. (9-10.W.6)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively. (9-10.SL.1)
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. (9-10.W.3)

COMING OF AGE UNIT PLAN

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Recommended Texts

Novels

Looking for Alaska by John Green

The Fault in Our Stars by John Green

Twisted by Laurie Halse Anderson

City of Thieves by David Benihoff

Does My Head Look Big In This? By Randa Abdel-Fattah

American Born Chinese by Gene Luen Yang

The Breadwinner Trilogy by Deborah Ellis

Brown Girl Dreaming by Jacqueline Woodson

The Crossing by Gary Paulsen

Keeper by Mal Peet

Short Stories
A great resource at Short Story Guide. (Short Stories About Coming of Age, n.d.)

COMING OF AGE UNIT PLAN

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Rationale

Many students feel isolated in todays worldas if what they go through in their long journey to
adulthood has only been encountered by themselves. This unit will strive to change that mentality
in students by connecting them with their peers and with literature (both modern and classic). This
unit will focus on the unifying quality that all people sharecoming of age. Though many cultures
celebrate this differently, it is important that students recognize that many of the trials are similar,
though in disguise. By integrating a diverse selection of titles, I hope to allow for students to
understand and appreciate the cultural melting pot they live in.
Students have long been subjected to novels written by traditional classics, which is a kind way
of saying white literature. Although the common core does allow for some diversity, it is actually
very limited, and can sometimes only include a couple of texts (Culturally Diverse Literature:
Enriching Variety in an Era of common core State Standards, 2014). This lack of diverse titles not
only harms the students social awareness, but it may also be hindering their reading and writing
habits.
Students who are given texts with culture that is extremely un-relatable to their own experiences
may lead to a disconnect in their motivation, I always had trouble connecting with the novels
I read in high school The Scarlet Letter, Pride and Prejudice, Heart of Darkness because I saw so
little of myself in those works (Why I Teach Diverse Literature, 2015). Students want to read
when their interest is sparked, but to spark it we need titles that are as diverse as they are. In
todays world, minorities and other previously social outcast groups, are becoming part of the
norm, which means that our students need to learn how to function in a multi-cultural world. The
students, and educators, must understand that gender, race, and sexual orientation (to name a
few), are all interconnected, and we need titles that will reflect this mentality (Culturally Diverse
Literature: Enriching Variety in an Era of common core State Standards, 2014).

COMING OF AGE UNIT PLAN

The purpose of this unit is to not only inspire the students to become more involved in reading and
writing through content that they can relate to and enjoy, but to also make them more aware of
the complex world they are living in, and appreciate it. Finding a way to communicate the idea
that coming of age is a universal experience is a very equalizing idea that students should learn
in order to show empathy and appreciation towards others.
References
Culturally Diverse Literature: Enriching Variety in an Era of common core State Standards. (2014,
December 26). The Reading Teacher, 68(5), 378-387. Retrieved from
http://onlinelibrary.wiley.com/doi/10.1002/trtr.1326/pdf
Short Stories About Coming of Age. (n.d.). Retrieved from Short Story Guide:
http://www.shortstoryguide.com/short-stories-about-coming-of-age/
Why I Teach Diverse Literature. (2015, June 10). Retrieved from The Toast: http://thetoast.net/2015/06/10/why-i-teach-diverse-literature/

Running head: COMING OF AGE UNIT PLAN

Lesson Topics

Standards

Day 1
Introduce young
adult literature

(9-10.SL.1)

Measurable/Observable
Learning Objectives
Students will be able to identify
major young adult
literature/movies in pop culture.
Students will be able to
list and explain themes
of coming of age.
Students will be able to
list one young adult plot
in pop culture, and
explain how the theme of
rebellion relates.

Day 2
Discuss literature
choices, review
critical reading
skills and sign up.
Start reading
First piece
(longer of the
two)

(9-10.SL.1)

Students will be able to identify

important plot details.
Students will be able to
identify their audience
and create a
presentation to suit that
audience.
Students will be able to
select two pieces of
literature that students
are interested in reading

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Instructional Strategies/Differentiation
1. Students will be shown 2-3 clips from different young
adult movies from the 2000s.
2. Students will be asked to write down 5
rites of passage, or coming of age traits
that were discussed in the film and/or
clip
3. Students will discuss with their groups
and will be asked to share one (which
will be added to a whiteboard list. These
will later be transferred to a poster
board which will be kept up for the
remainder of the unit.
4. After each clip, groups will also be
asked to discuss, then share, how it was
similar or different to the previous
movie/clip.
5. Unit packets with a course calendar,
terms list, and other resources will be
handed out and the unit overview given
to students.
1. Students will be broken up into small groups of 2-3
individuals.
2. Each group will receive one novel from
the list, and will be asked to research it
and give a presentation on the summary,
the reviews and acclaims it has received,
and other pertinent information.
3. Each group will present their book to the
class, in an attempt to sell it to the
class.
4. Students will be asked to sign up for two
pieces for the unit, identify others who
will be reading the same title, and

Assessments that Match

Objectives
Ticket Out: Students will show
they have put their names on
their packets and placed them
in the English section of their
binders.

Ticket Out: Students will be

checked off on the sign-up
sheet, and will provide proof
that contact information has
been exchanged.

COMING OF AGE UNIT PLAN

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for the unit.

exchange contact information.

COMING OF AGE UNIT PLAN

Day 3
Setting up blog
accounts and
review bi-weekly
blog standards

(9-10.W.10)
(9-10.W.6)

9
Students will be able to evaluate
a sample blog post according to
the rubric provided.
Students will be able to
identify good blogging
practices.

Day 4
(9-10.RL.1)
Reading two
short young adult
literature pieces,
and applying a
compare/contrast
map

Students will be able to critically

analyze a piece of short fiction.

Day 5
Writing a short
blog post based
on the readings
yesterday

Students will be able to write a

first draft of a blog post,
connecting their reading to the
prompt.

(9-10.RL.2)
(9-10.W.10)
(9-10.W.3)

Students will be able to

create an appropriate
mind map and identify
elements of similarities
and difference between
two pieces of short
fiction.

Students will be able to

revise their first drafts

1. Students will be put into small groups and given the

name of a blog site. They will then be given time to
research the site, discuss, and then do a short
presentation on the site to the rest of the class,
including how to make an account.
2. Students will review the handout on the
bi-weekly blog posts, including the
expectations and recurring rubric.
3. Students will help fill in the blank T-Chart
on their handouts, detailing the
characteristics of good and bad blog
posts or journals.
4. Students will read through a good
example of a blog post, annotating the
strengths.
5. Students will then evaluate another
sample of poor quality, identifying what
needs improving.
1. Students will read one, short 1-2 page pieces of young
adult literature with coming of age theme, and
annotate. Each group or table will have two different
stories.
2. Students will work with their table to fill out individual
mind maps on a sheet of paper, to compare and
contrast the two pieces.
3. Groups/Tables will be asked to share one contrast and
one similarity.
4. Teacher will review the first blog prompt and answer
any questions.
1. Students will be asked to quick write about a
memorable moment between the ages of 7-10, free
writing. Students may elect to share.
2. Students will be given a blank rubric
(identical to the one they will be
evaluated on), and be asked to get out
a blank sheet of paper, their book, and

Ticket Out: Students will turn

in their evaluated blog post
for grading.
Homework: Students
will e-mail a link to
their blog to the
instructor.

Ticket Out: Mind maps will be

collected, graded, and given
feedback.

Ticket Out: Students will show

teacher their peer feedback on
blog rough draft.

COMING OF AGE UNIT PLAN

10
into finished products
based on peer
commentary.

their unit packets.

3. Students will be given quiet time to just
write to the prompt as if they were
writing the body of their blog post.
4. Students will then pass their papers to
the left (or to a neighbor) and they will
peer evaluate based on the rubric.
5. Students will also give feedback using a
praise, question, polish method.
6. Students will take home their rubrics and
drafts to revise, type, and post. They will
turn in their drafts and rubrics the
following school day.

COMING OF AGE UNIT PLAN

Day 6
Voice, audience
and code
switching.

(9-10.W.10)
(9-10.W.6)

11
Students will be able to identify
the intended audience of a piece
and how the author appeals to
that audience.
Students will be able to
write for an intended
audience and implement
strategies to achieve that
goal.

Day 7
Groups will meet,
discuss the book,
and their
reactions to it.

(9-10.W.10)

Students will be able to discuss

the major plot elements and
events within their novels.
Students will be able to
make connections
between their
experiences and the text.
Students will be able to
write a reflection on their
peers stories.

1. Students will be given examples of blog posts and will

be asked to read them silently.
2. Students will jot down notes responding to the
following:
What is the blog about?
Who is the audience (who is the blogger writing for?)
How do you know?
How does this relate to the subject of the blog? Does is
help or hurt the bloggers purpose/message?
3. Students will discuss the article with their group and
come up with ways the blogger is successful and how
they can improve (at least two).
4. Students will do a quick write on the type of audience
their blog will aim to target, why they have chosen
that audience, and what strategies they will use to do
so.

Ticket Out: Students will hand

in their audience reflection on
a note card.

1. Students will be divided into their literature groups

and will be given time to discuss the book.
2. Group members will then be asked to
share one relatable moment in the book,
jotting down notes on a large post-it.
3. Groups will share one story with the rest
of the class, and relate it to the text and
the experience of coming of age.
4. Students will be asked to write a halfpage reflection on how their groups
stories affected them (how they felt
hearing them, what it reminded them of,
any ah-ha! moments), what they look

Ticket out: Reflections will be

collected.

Homework: First Blog

Post.

COMING OF AGE UNIT PLAN

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forward to in the book, and one question
they might have.

COMING OF AGE UNIT PLAN

Day 8
Review process of
Socratic Seminars and
expectations

(9-10.W.3)

13
Students will be able to write
about a tough decision in their life
and relate the experience to the
coming of age theme.
Students will be able to
identify good and bad
etiquette in Socratic
Seminars.

Day 9
Socratic Seminar

(9-10.RL.1)
(9-10.W.10)
(9-10.W.6)
(9-10.SL.1)

Day 10
(9-10.W.10)
Socratic reflections, and
begin reading.

Students will be able to

participate in Socratic Seminar by
comparing and contrasting their
text and experiences with those
of their peers.
Students will be able to identify
personal strengths, weaknesses,
and improvements through
reflections of Seminar.

1. Students will be asked to write about a moment in

which they had to make a tough decision; what was the
decision? what was the outcome? how did it affect
you?
2. Students will be given the option to share
and discuss.
3. Students will review the Socratic Seminar
process by reading over the handout
which will outline suggested prompts, the
rubric, expectations, and the grades
worth.
4. Students will watch a short video and
discuss the process, and ask questions.
5. Remainder of the time will be spent
quietly working on the seminar questions
or writing their next blog post.
1. Socratic Seminar will be performed on the first pieces
of literature that students read.

1. Students will quick write a Socratic Seminar Reflection,

responding to the following:
How do you think the Seminar went overall?
Do you feel you contributed in a meaningful way? Why
or why not?
What is one way you could improve in the next
Seminar?
Was there any moments in the Seminar that surprised
you?
2. Students will get into their new groups,
exchange information, and then begin
reading their second novels aloud.

Ticket Out: Students will hand

in a notecard containing one
question they have about the
Socratic Seminar.

In Class: Students will

be graded on their
participation in the
Seminar.
Homework: Second
blog post.
Ticket Out: Students will show
their new contact information
for group members.

COMING OF AGE UNIT PLAN

14

COMING OF AGE UNIT PLAN

Day 11
Practice thematic
summary and
application of a theme
to a text.

Day 12
Groups will meet,
discuss the book,
their reactions to
it, and how it
compares to their
previous novel.

(9-10.RL.1)
(9-10.RL.2)
(9-10.W.10)
(9-10.W.6)

15
Students will be able to critically
read a short story by annotating
key elements and ideas.
Students will be able to
provide evidence to
support a claim (the
relation of the theme to
the short story).

(9-10.W.10)

Day 13
(9-10.W.10)
Review for final
writing
assignment and
practice writing a
thesis statement.

Students will be able to

write a quality thematic
summary.
Students will be able to
summarize plot.
Students will be able to
compare and contrast
two different texts,
based on coming of age
themes.

Students will be able to compare

and contrast two different texts.
Students will be able to
identify characteristics of
good thesis statement
writing.

1. Students will read a short story about coming of age

and annotate.
2. Students will be handed slips of paper with one
coming of age theme written on it.
3. Students will be asked to write a Thematic Summary,
and a paragraph relating the theme to the short story.
4. Students will find others with the similar theme, sit in
groups, and discuss.
5. Groups will share with the class.

Ticket Out: Thematic

summaries and paragraphs
will be collected and graded.

1. Students will be divided into their literature groups

and will be given time to discuss the book.
2. Group members will then be asked to
share one relatable moment in the book
with other group members.
3. Groups will discuss similarities and
differences between this book and their
previous text(s). Groups will write these
down on a giant post-it and present
some of the connections with the class.
4. Students will be asked to write a halfpage informal comparison in which they
will jot down 5 different themes in
coming of age and how they are
similar/different in the two texts.
1. Students will review the requirements and deadlines
for the Comparison Essay, including rubric,
expectations, and planning requirements.
2. Students will be given time to brainstorm
and fill out a comparison mind map with
informal ideas.
3. Students will review what makes a good thesis, by

Ticket Out: Students will show

the instructor their informal
comparisons.

Homework: Third blog post.

Ticket Out: Collect thesis

practice.

COMING OF AGE UNIT PLAN

16

Students will be able to

create a strong thesis
statement of their own.

listing qualities and importance.

4. Students will read, annotate, and revise
three examples of a thesis statement and
review the results as a class.
5. Students will practices by creating their
own thesis statements.
6. Students will pass their practice thesis to
a partner for feedback.
7. Students will re-write their thesis and turn
in for a ticket out.

COMING OF AGE UNIT PLAN

17

Day 14
Reading day and
meetings.

(9-10.W.10)
(9-10.W.6)

Students will be able to write a

short narrative.

Day 15
Socratic seminar
review,
organizing notes
for the upcoming
paper, reviewing
formatting a
paper, and
getting students
set up for
accounts on turn it
in.

No standards,
just required
housekeeping.

Students will be able to identify

good and bad etiquette in Socratic
Seminars.

Day 16
Socratic Seminar

(9-10.RL.1)
(9-10.W.6)
(9-10.SL.1)

Students will be able to

participate in Socratic Seminar by
comparing and contrasting their
text and experiences with those
of their peers.
Students will be able to complete
a comparative mind map in which
they will analyze two different
texts.

Day 17
Mapping out the
similarities and
differences
between the two

(9-10.RL.1)
(9-10.RL.2)

1. Students will be asked to quick write about a moment

in which they rebelled against someone or something,
and the outcome. Students may share.
2. Students will be given time to meet up
with their group and participate in silent
reading (but can ask their groups
questions about the novel if necessary).
3. Students will be met with on an
individual basis to discuss their progress
through their novels and the unit.
1. Students will review for the next Socratic Seminar,
including the new prompts, reminders on behavior, and
suggested improvements.
2. Students will follow along in
housekeeping, organizing their English
binders and receiving a stamp for
completion of the task.
3. Students will review the paper one final
time, including requirements,
expectations, etc.
4. Students will all set up accounts on Turn It
In, and receive instructions on how to
submit the document.
5. Remaining time will be given to write
blog post or work on Seminar prompts.
1. Socratic Seminar will be performed on the second
pieces of literature that students read.

1. Students will review themes of coming of age. Each

student will identify a unique theme in a game of
popcorn.
2. Students will review the brainstorming requirements
for the essay.

Homework: Fourth blog post.

Ticket Out: Students will show

they have created a valid
account on TurnItIn.com

In Class: Students will be

graded on their participation
in the Seminar
Homework: Fifth blog post.
Homework: Finish the map.

COMING OF AGE UNIT PLAN

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texts, using mind

mapping
techniques.

Day 18
Body
paragraphs.

(9-10.RL.1)
(9-10.RL.2)
(9-10.W.1)

Students will be able to create a

topic sentence for a body
paragraph.
Students will be able to
select an appropriate
quote/evidence to
support the theme.
Students will be able to
write a thorough
explanation of how the
evidence is connected to
the topic sentence.

Day 19
Introduction and
conclusion
paragraphs.

(9-10.RL.1)
(9-10.RL.2)
(9-10.W.1)

Students will be able to create a

thesis statement.
Students will be able to
write an interesting
attention-getter/hook.
Students will be able to
summarize the main
points of their body
paragraphs.

3. Students will be using both novels to create a

comparison mind map including citations and evidence.
4. Students will be instructed on how to color-code their
maps according to themes.
5. Teacher will walk around and provide
feedback as necessary.
1. Students will be asked to write a thesis statement for
their paper, and get out their homework. While
students write, the teacher will stamp on their
completed mind maps.
2. Teacher will review the elements of a
body paragraph: Topic sentence,
evidence, explanation. Teacher will
emphasize the important qualities of
each and how they are inter-connected.
3. Students will read one example of a
body paragraph, annotate, and offer
revisions. Class will discuss.
4. Students will be given time to complete
body paragraphs based off their maps,
while the teacher walks around and
checks the quality of the maps.
1. Students will be asked to re-write their thesis
statement for their paper to make it stronger, and get
out their homework. While students write, the teacher
will stamp on their completed body paragraphs.
Students will share their thesis statements (chosen at
random).
2. Teacher will review the elements of the
introduction and conclusion paragraphs.
Teacher will emphasize the important
qualities of each and how they are
connected to the rest of the paper.
3. Students will read one example of each
of the paragraphs, and the

Homework: Finish body

paragraphs.

Homework: Finish Rough Draft

and Bring two copies.

COMING OF AGE UNIT PLAN

19

4.
Day 20
Peer
workshopping.

(9-10.W.5)
(9-10.W.6)

Students will be able to

provide peers with
useful revision and
commentary.

1.
2.

3.
4.
Day 21
Typing/Revision
day.

(9-10.W.5)

Students will be able to

format a paper in MLA
style.

1.

2.

strengths/improvements will be
reviewed.
Students will be given time to complete their
paragraphs.
Students will be asked to get out their rough drafts
and two different colored pens. Students will also be
asked to get out their rubrics.
Students will review the peer
workshopping process that is expected,
the qualities of a good paper, and the
expectations of the essay.
Students will silently workshop, following
5 minutes of oral discussion. Repeat.
While students are workshopping,
teacher will also be reviewing and
offering commentary on Rough Drafts.
Students will be given a majority of the period to
begin (or continue) typing their essays for submission.
While students are working, the teacher will hand out
their rough drafts with her edits on them.
Students will follow along with the
teacher as she demonstrates how to
format the paper for MLA for the rest of
the period.

In class: Students will receive

workshop participation
grades.
Homework: Final blog post.

In class: Students will receive

workshop participation
grades.
Homework: Final
Paper.**
**This day is planned
to fall on a Friday,
allowing students the
weekend to work on
getting their papers
submitted. Saturday
tutoring available.

COMING OF AGE UNIT PLAN

20
Day 2 Detailed Lesson Plan

Standards:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (910.SL.1)
Objectives:
Students will be able to identify important plot details.
Students will be able to identify their audience and create a presentation to suit that audience.
Students will be able to select two pieces of literature that students are interested in reading for the unit.
Tasks/Activities:
1. Students will be numbered off and broken up into 2-3 groups, spread out throughout the class and provided one laptop per group. They will be given a worksheet of
prompts to help guide them in their research.
2. Each group will receive one novel from the list, and will be asked to research it and give a presentation (powerpoint, prezi,
poster, etc.) on the summary, the reviews and acclaims it has received, and other pertinent information.
3. Each group will present their book to the class, in an attempt to sell it to the class.
4. Students will be asked to sign up for two pieces for the unit, identify others who will be reading the same title, and exchange
contact information.

COMING OF AGE UNIT PLAN

Closing:
Connections will be made to rationale behind the various titles, and the significance of being exposed to, and accepting
diversity in their everyday lives.

21

COMING OF AGE UNIT PLAN

22
Day 11 Detailed Lesson Plan

Standards:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text. (9-10.RL.1)
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text. (9-10.RL.2)
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. (9-10.W.10)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technology's capacity to link to other information and to display information flexibly and dynamically. (9-10.W.6)
Objectives:
Students will be able to critically read a short story by annotating key elements and ideas.
Students will be able to provide evidence to support a claim (the relation of the theme to the short story).
Students will be able to write a quality thematic summary.
Tasks/Activities:

COMING OF AGE UNIT PLAN

1. Students will read a short story about coming of age and annotate.
2. Students will be handed slips of paper with one coming of age theme written on it.
3. Students will be asked to write a Thematic Summary in addition to a paragraph relating the theme to the short story.
4. Students will find others with the similar theme, sit in groups, and discuss. Groups will share with the class.
Closing:
Students will be asked to think of examples in their own lives of how that theme has been applicable, either in their personal
experiences or something a friend has gone through. This will make students connect the themes to the real world as well.

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COMING OF AGE UNIT PLAN

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Day 13 Detailed Lesson Plan

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. (9-10.W.10)
Objectives:
Students will be able to compare and contrast two different texts.
Students will be able to identify characteristics of good thesis statement writing.
Students will be able to create a strong thesis statement of their own.
Tasks/Activities:
1. Students will review the requirements and deadlines for the Comparison Essay, including rubric, expectations, and planning requirements.
2. Students will be given time to brainstorm and fill out a comparison mind map with informal ideas.
3. Students will review what makes a good thesis, by listing qualities and importance.
4. Students will read, annotate, and revise three examples of a thesis statement and review the results as a class.
5. Students will practices by creating their own thesis statements.
6. Students will pass their practice thesis to a partner for feedback.
7. Students will re-write their thesis and turn in for a ticket out.

COMING OF AGE UNIT PLAN

Closing:
Tie in the significance of revision and how it effects writing skills. Have students reflect on the improvement in their thesis
statement from the first draft to the revised version.

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