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Freshmen Lesson Plans: Mauri, Becky, Amanda, Krystal, Kim, Levi, Jennifer

Narrative Writing
Nonfiction Narrative: Comic Book Squares

Lesson Plan Template (copy and paste for your own lessons)

Objectives Common Core Standards
Students will create a comic book strip narrating an
experience that was an important event in their lives.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
Students will establish a problem, situation, or
observation from a third person viewpoint, and
characters through a sequence of events.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting
out a problem, situation, or observation,
establishing one or multiple point(s) of
view, and introducing a narrator and/or
characters; create a smooth progression
of experiences or events.\
Students will arrange and create a sequence of
events utilizing comic book squares to show the
progression of events.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence
events so that they build on one another
to create a coherent whole.


Time Activity Adaptation
10 Minutes Have students retrieve a blank sheet of paper. Ask the
students to brainstorm significant events in their life.
Emphasize quantity vs. quality.
Write a few samples
on the board for
students who
struggle with this.
20 Minutes Hand out the comic book squares. Display an example comic
on the board. Let the students know their task is to narrate a
significant event in their life from their brainstorming in comic-
strip fashion. Have students choose an event. Discuss the
example including how the author sequenced, established a
problem, characters, events, and dialogue. Emphasize the
writing over the artwork.
Provide multiple
examples for
students who need
it.
Last 20
minutes -
next day
Let the students get working on their comics. Work independently
or in a group with
students who
struggle.



Below Basic Basic Proficient Advanced
The sequence is
missing or makes
little sense.
The event is
confusing because
sequencing is
improper.
The event is properly
sequenced.
The event is properly
sequenced and uses
well chosen details
and structure.
Little / no details or
dialogue to establish
character.
Lacking details or
dialogue to establish
character.
Details and dialogue
allow the reader to
see the character.
Well chosen details
and dialogue present
an excellent picture
of character.
No situation or
problem identified.
Narration is lacking
details to identify the
situation and/or
problem.
The narration
establishes a
situation and/or
problem.
The narration clearly
establishes the
situation and/or
problem using well
placed and well
structured details.




Argumentative Writing:
Writing a Critical Review of a Movie

Standard Taught:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
You will write a critical review of a movie in which you critique a movie of your
choice and persuade your audience to either watch or not watch the movie.
You may use first person pronouns in this assignment (I, me, my, myself, mine,
we, us, our, ours, ourselves)
Introduction Paragraph
Start with an attention grabber. Next use a lead in that guides your reader from the attention
grabber to your thesis (you may find that summarizing the movie in this sentence or sentences).
Conclude your introduction paragraph with a thesis statement which you will support in your
body paragraphs.
Body Paragraphs
Pick one or two elements to base your review on such as: expectations of the genre, character
development, plot, action, ect. Using both facts and opinions Review the weakness and notable
features of the movie based on the element(s) you have selected.
You can choose how to sequence your critique. Here are some examples to get you started:
● If your critique is more positive than negative, then present the negative points first and the
positive last.
● If your critique is more negative than positive, then present the positive points first and the
negative last.
● If there are both strengths and weakness for each criterion you use, you need to decide overall
what your judgment is. For example, you may want to comment on a key idea in the text and
have both positive and negative comments. You could begin by stating what is good about the
idea and then concede and explain how it is limited in some way. While this example shows a
mixed evaluation, overall you are probably being more negative than positive.
● You can also include recommendations for how the text can be improved in terms of ideas,
research approach; theories or frameworks used can also be included in the critique section.
Conclusion
This will be a very short paragraph. Restate your overall opinion of the movie.Briefly present
recommendations.




Movie Critic Notes
Name______________________________________ Date_____________
1. Title-
2. Director-
3. Main Characters-
4. Plot-
5. Genre-
a. Three criterion that are important to this genre:
i.

a) Example from the movie:
ii.

a) Example from the movie:

iii.
a) Example from the movie:





Informative Writing

Article Writing Prompt

Have students brainstorm to find a topic that they enjoy. Examples: motorcycles, painting,
soccer, health, music, fishing, fashion, celebrity profile, etc.

Explain to students that they will write an informative article that could be found in a magazine
on their chosen topic.

Independent research: provide library time for students to find 3-5 magazines that would publish
at article on their topic.

Provide assignment details/requirements

Continue writing process: outline, rough draft, revision, editing, and publishing

Common Core State Standards
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
CCSS.ELA-Literacy.W.9-10.4
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 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5
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 1-3 up to and including grades 9-10 here.)
CCSS.ELA-Literacy.W.9-10.6
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.
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.