ELA SAMPLE UNIT PLAN

Created by Ms. Prez-Bernal

Part I Summary
Unit Title or Theme: The Superhero Narrative
Subject Area: English Language Arts
Grade Level: 6th
State Standards: W.PS.06.01, W.GN.06.01
Rational/Overview:
Part II
LESSON PLAN # 1
Demographics:
Facilitator/Teacher: Laura Perez
Subject: English Language Arts
Grade: Middle School - 6th
Physical Setting: Classroom with tables arranged in groups of four.
Title: Brainstorming
Rationale: This is day one of a 3 day unit focused on writing narrative essays. Prior to this
lesson, students have read and analyzed narrative literature and poetry and learned the important
literary elements of narrative writing. This lesson is focused on moving students from observing
and reading narrative writing to writing their personal narrative essay. In this lesson, students
will brainstorm and create a story board for their narrative story. For this narrative, the learners
will create a fictional super hero by answering If I was a super hero, I would
Outcomes (objectives/performance indicators):

Students will be able to recall information, from previous lessons, about literary elements
necessary for writing narrative essays by reviewing their notes.

Students will be able to construct a story board that demonstrates personal style and
voice.

Students will be able to formulate an outline (Story Board) for a cohesive narrative piece
in which they are the main character.

GLECS/State Benchmarks:
W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative
(e.g., personication, humor, element of surprise) and informational writing (e.g., emotional
appeal, strong opinion, credible support).

W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale,
folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing
elements of characterization for major and minor characters; internal and/or external conict; and
issues of plot, theme, and imagery.

Materials needed:
Student Journals
Pens and Pencils.
Sample poster board.
Teacher Procedure/Development:
Introduction:
Review: What is a story?
K.W.L.
On the board, the facilitator will complete (K) and (W) with the students: (K) What do we know
about narratives? and (W) What do we want to know about narratives?
The facilitator should review the elements of a story:
Beginning This is the part of the story that introduces the characters, setting, and
problem.
Middle The climax happens during this portion. This is where the major events of the
story happen.
End This is where the resolution (problem is fixed) is presented and the story is
wrapped-up.
Plot the events that make up a story.
Setting Where the story takes place.
Character (s) a person in the story
Then, the instructor should explain to the students that they will be writing their own narrative,
but to start, they will be brainstorming some ideas to plan their story.
Warm-Up, Journal Writing (The List of Me):
Each student will be given 5 minutes to create a list of problems that he or she sees in his
community and then a superhero power that could help fix that problem. One that list is
complete the students will reflect on what they wrote. Then, in their journal they will answer the
following question: If you were a superhero, what super power (s) would you have and what
would you do with that power? If I was a superhero, my super hero power would be_____ and I
would ____________________ with my power. After this activity, the facilitator should explain
that the students will need to write a narrative that illustrates their selves as the main characters
of the story. In this story, they (the main character) can have any superpower they like. In the

narrative, they must show how they would use their power. They can set their story in the past,
in the present, in the future, or in all.
Story Board Sample
Once the students create their list, they will analyze a sample story board with their classmates
and instructor. Here, students will review their notes to recall information about narrative
writing. Based on the story board, they will identify the different parts necessary in creating a
story board, and then, they will summarize the instructions for completing the assignment (story
board poster).
Transition
Students will try to get in a line based on their birthday month without talking. This activity is
meant to be a team builder. Once they are in a complete line, students will count off to create
groups of 3. The teacher can ask, What was it like to get in a line without being able to talk?
and How were you able to figure out where you needed to be?
Methods/Procedures:
Poster Making
In groups of 3 the students will formulate story boards for their narrative essay. Each student
will be responsible for creating one Storyboard that illustrates their narrative story. This story
board will assess the progress of the students brainstorming. The main purpose of this activity is
to give students and opportunity to brainstorm for their narrative paper, but to receive feedback
from their peers. Students will construct a story board that includes a list of main characters, a
sentence that describes the main idea, and a simple map out of the plot. This will be following
the sample story board.
Closure:
Quick Write
In their journals, the students will respond to: What is a narrative? and What are the three
parts of a story?
Homework
Students will finish their Storyboard at home, as needed.
Technology Use:
Story Board sample will be displayed on a projector, using a smart board. The teacher will be
able to make changes to the story board as needed.
Accommodations/adaptations:

This lesson was developed for different types of learners. The lesson was created in steps,
starting with the creation of a list and ending with a story board, to help students that need
detailed explanation. The activities are also geared for students who need to get off their seats.
The groups are also established to provide peer support for struggling students.
Assessment/Evaluation:
a Quick Write and Storyboard
Teacher Reflection:
___________________________________________________________________________
Lesson Plan # 2
Demographics:
Facilitator/Teacher: Laura Perez
Subject: English Language Arts
Grade: Middle School - 6th
Physical Setting: Classroom with tables arranged rows.
Title: Analyzing and Writing Narratives
Rationale: This is day 2 of a 3 day unit focused on writing narrative essays. Prior to this lesson,
students have created a Storyboard for their Superhero narrative. This lesson is focused on
moving students from brainstorming to writing their narrative essay. In this lesson, students will
analyze sample narratives. Then, they will begin writing their narratives.
Outcomes (objectives/performance indicators):

Students will be able to recall information, from previous lessons, about narrative writing
and storyboards.

Students will be able to analyze sample narratives.

Students will be able to write a narrative based on their storyboard.

GLECS/State Benchmarks:
W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative
(e.g., personication, humor, element of surprise) and informational writing (e.g., emotional
appeal, strong opinion, credible support).
W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale,
folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing

elements of characterization for major and minor characters; internal and/or external conict; and
issues of plot, theme, and imagery.
Materials needed:
Student Journals
Pens and Pencils.
Storyboards
Sample Narratives
Teacher Procedure/Development:
Introduction:
K.W.L
Facilitator will go over the K.W.L. and ask students if they would like to add anything to the
chart.
Analyzing Narratives
Students will analyze the sample narrative, A Totem Pole with the facilitator. The narrative
and guided questions can be found in the following worksheet:
http://slcharlton.files.wordpress.com/2010/09/narrative-paragraph-examples-andbrainstorming.pdf
Writing Rubric
Facilitator will distribute and go over the following Writing Rubric. This rubric will be used to
assess and grade the students final narratives.
Methods/Procedures:
Narrative Writing
The students will use the rest of the time period to individually write their Superhero narrative.
They will use their storyboards and sample narratives to guide their writing.
Closure:
Rose, Thorn, and Bud
The students will write in their notebooks: a rose (something they liked), a thorn
(something they did not like), and a bud (Something they learned or want to learn) about their
narrative story.
Homework
Students will finish their narratives at home. Each narrative must be at least one to two
paragraphs long.

Technology Use:
The Sample Narratives will be displayed on the board by using a smart board and projector.
The teacher will be able to underline key words and phrases in the sample narratives as needed.
Accommodations/adaptations:
Students may work with a partner if needed, especially for students who struggle with reading
and writing.
Assessment/Evaluation:
Journal Entry (Rose, Bud and Thorn): this assessment will track whether students
are struggling with certain aspects of the narrative.
______________________________________________________________________________
Lesson Plan # 3
Demographics:
Facilitator/Teacher: Laura Perez
Subject: English Language Arts
Grade: Middle School - 6th
Physical Setting: Classroom with tables arranged in pairs of two going around the classroom.
Title: Editing a Narrative
Rationale: This is day 3 of a 3 day unit focused on editing narrative writing. Prior to this lesson,
students have completed their stories. This lesson is focused on moving students from rough
drafts to final drafts. The students will use their peer editing skills to help each other improve
their writing.
Outcomes (objectives/performance indicators):

Students will be able to recall information about writing narratives.

Students will be able to evaluate their peers stories by using a Writing Rubric.

Students will be able to examine and revise their narrative stories.

GLECS/State Benchmarks:
W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative
(e.g., personication, humor, element of surprise) and informational writing (e.g., emotional
appeal, strong opinion, credible support).

W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale,
folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing
elements of characterization for major and minor characters; internal and/or external conict; and
issues of plot, theme, and imagery.
Materials needed:
Student Journals
Pens and Pencils.
Narrative Rough Drafts
Writing Rubric
Red Pens (for correcting/editing)
Teacher Procedure/Development:
Introduction:
K.W.L
Facilitator will go over the K.W.L. and ask students if they would like to add anything to the
chart.
Review Writing Rubric and Peer Editing Rules
The facilitator will review the Writing Rubric and 3 Steps of Peer Editing:
3 Steps of Peer Editing:
Step 1 Compliments
Step 2 Suggestions
Step 3 Corrections
Editing a Sample Narrative:
The facilitator and students will peer-edit the Totem Pole story in their sample narrative
worksheet from the previous day.
Methods/Procedures:
Peer Editing
Students will rotate to three different partners. Each student will give their partner at least 1
compliment and 2 suggestions for their narrative piece.
Editing
Students will be given 5 minutes to make any additional changes to their narrative. Their final
draft will be turned in at the end of class.
Illustration
Students will create an illustration for their narrative. This illustration will be clipped to their
narrative.

Closure:
K.W.L.
The students will complete their K.W.L by writing the L (What is something you learned about
narrative writing?
Technology Use:
A Smartboard will be used to project the Writing Rubric and the Totem Pole narrative for
editing.
Accommodations/adaptations:
Students may work with a partner if needed, especially for students who struggle with reading
and writing.
Assessment/Evaluation:
Superhero Narrative and Writing Rubric.
Part III Students Work
Lesson Plan # 1: StoryBoard Template
http://www.scholastic.com/teachers/sites/default/files/asset/file/1000000107_f.pdf
Lesson Plan #2: Sample Narrative Worksheet
http://slcharlton.files.wordpress.com/2010/09/narrative-paragraph-examples-andbrainstorming.pdf
Lesson Plan #3: Writing Rubric and Peer Editing
*See Rubric below.
Sample Superhero Narrative:
Burn
Alexa Bernell can do what no one else can or so she thought, until the Omen Project found
her. Shaped by drugs and brutal training, she was their weapon. Until she got loose. Haunted by
the memories of what shes done, Alexa ran. Now the Project is hunting her. Theyve sent Cav,
her friend, her lover, and her only confidant, to bring her back no matter the cost. If she ever
wants to be free, she has to kill him.
Part IV Sample Assessment
Lesson Plan #1:
Quick Write
Question: What is a narrative? What are the three parts of a story? Please describe each
part.

Answer: A narrative tells a story in a sequence of events. The three parts of a story are
the beginning, middle, and end. In the beginning, the characters, setting, and a
problem, are introduced. The major event and climax happen in the middle. And in the
end, the story is wrapped-up and the problem is solved.
Lesson Plan # 2
Rose, Thorn and Bud Journal Entry
Question: So far, what is a rose, a thorn and a bud that you have about your
narrative piece?
Sample Answer: My rose is that I love my character ___________ because __________.
A thorn is that I am having a hard time writing an end for my story. My bud is that I am
really excited to be writing a narrative about a superhero.
Lesson Plan # 3
Piece of Writing and Writing Rubric
The writing rubric will be completed assess the quality of narrative writing for each
student.
Writing Rubric

Part V Unit Assessment/Test

Narrative Quiz
1. What is a narrative?

2. The three parts of a story are the ___________________, middle _______________ and
end.
Mix and Match
3. Character
4. Plot
5. Setting

a. the events that move a story along.

b. where the story takes place.
c. a person in a story.

Read the following passage and fill in the blanks below.

The Day of the Bully
Most kids at school get along with everyone and no one picks on them, but I was not
so lucky. There was one boy in my grade six class who made it his lifes mission to make
my life miserable. One day was especially bad. When I got to the classroom, I found his
coat hanging on my peg in the cloakroom and his shoes on the floor underneath the coat.
I did not dare put my things in his space, so I rolled up my coat and put it on my shoes by
the door. When I put my shoes back on for recess and lunch, they were cold. When I got
to my desk, I found that he had switched my clean and tidy desk for his dirty one and
thrown all my things inside his desk without any kind of order. During recess, he pushed
me down in the snow. During lunch, he stole my sandwiches and threw my apple into the
woods. After school, he followed me home and called me a baby because I would not
stand up to him. Life can be hard for a skinny little kid like me.
6. Is this a narrative story?
a. Yes
b. No
7. The two characters of this story are ___________________ and ___________________.
8. The Day of the Bully takes place in (setting) ___________________________.
9. What do you think will happen next?

Bonus: If you could write another narrative, what would your narrative be about?

Part VI Teacher Reflection