LDC Injustice - Laurens Adaptation

LDC |ntormatlonal or Lplanatory Mooule Template | Llteracy Deslgn Collaboratlve, Narratlve Task Prototype oeslgneo by \ Kentucky Wrltlng Project
t Fellows, [uly 2013 1

IxIorIng InjusfIco fhrough nrrnfIvo

nrrnfIvo Irofofyo
ovoIood for fho !C TomInfo Tnsk Sysfom

Konfucky WrIfIng Irojocf

LDC |ntormatlonal or Lplanatory Mooule Template | Llteracy Deslgn Collaboratlve, Narratlve Task Prototype oeslgneo by \ Kentucky Wrltlng Project Fellows, [uly 2013 2

ovoIood by fho Konfucky WrIfIng Irojocf
ModuIo fIfIo:
ModuIo
doscrIfIon
(ovorvIow):
Sfudonfs oxIoro how ooIo rosond fo InjusfIco, socIfIcnIIy buIIyIng, from fho orsocfIvos of fho vIcfIm,
perpetrator, and witness. They reflect on how this specific sort of trouble has played out in their personnI
IIvos, nnd uso fhIs ns fho bnsIs for fhoIr own nnrrnfIvos. ThIs moduIo cnn bo usod ns n srIngbonrd for fho
oxIornfIon of nny numbor of hIsforIcnI foIcs, In whIch InjusfIco hns occurrod. ThIs fhomnfIc moduIo mIghf
nIso sorvo ns nn nccomnnImonf fo n schooI-wIdo nnfI-buIIyIng cnmnIgn. Tho Imorfnnco of fhIs foIc Ionds
IfsoIf woII fo bogInnIng-of-fho-yonr norm-soffIng, communIfy-buIIdIng, nnd roInfIonshI-sfrongfhonIng.
!ondIng nnd wrIfIng Is Infogrnfod, wIfh nn omhnsIs on usIng modoIs fhnf
Support reader dress rehearsal for real-IIfo docIsIon-mnkIng;
HIghIIghf nnrrowod nnrrnfIvo fnrgof skIIIsusIng nnrrnfIvo oIomonfs fo mnnIuInfo ncIng, usIng
dofnIIs nnd dIcfIon fo suorf nnrrnfIvo orsocfIvo, ofc.
TomInfo fnsk
(IncIudo numbor,
fyo, IovoI):
Template Task Number 31 Type: Narrative/Sequential

|Insorf QuosfIon] Shnro n nnrrnfIvo fhnf doscrIbos__________ (confonf).
Affor rondIng ofhor sforIos In whIch ___________ (confonf), wrIfo n ____________ fhnf doIcfs fho sfory ns If
hnonod or orfrnys If ns you now wIsh If hnonod.
!2 In n sonrnfo rofIocfIon, sfudonfs doscrIbo fho Imncf of nIyIng fnrgofod nnrrnfIvo fochnIquos
hIghIIghfod In fho monfor foxf(s) In fhoIr own wrIfIng.
!3WorkIng ns nIrs, sfudonfs Incorornfo bofh nnrrnfIvos In nn InformnfIonnI Ioco nbouf
____________(confonf).
!4 In n sonrnfo rofIocfIon, sfudonfs doscrIbo how fhoIr nnrrnfIvos chnngod whon usod for n dIfforonf
uroso.
TonchIng fnsk:
How do ooIo rosond fo InjusfIco

Shnro n nnrrnfIvo fhnf doscrIbos your rosonso fo orsonnI mIsfronfmonf. Affor rondIng ofhor sforIos In
whIch ooIo hnvo oxorIoncod unkIndnoss, wrIfo n nnrrnfIvo fhnf doIcfs fho sfory ns If hnonod or
orfrnys If ns you now wIsh If hnonod.
Crndo(s)/!ovoI:
?
fh
grndo
IscIIIno: (o.g.,
I!A, scIonco,
hIsfory, ofhor)
I!A
Courso:
?
fh
grndo IngIIsh
Aufhor(s):
!nuron Coffoy, IrInn McCrnfh, nnd !hondn off
Confncf
InformnfIon:
Inuron.coffoybgroon.kyschooIs.us, !hondn.noffjofforson.kyschooIs.us;
IrInn.McCrnfhjofforson.kyschooIs.us

SocfIon l: Whnf Tnsk

TIACHIC TASK
TonchIng
fnsk:
How do ooIo rosond fo InjusfIco

Shnro n nnrrnfIvo fhnf doscrIbos your rosonso fo orsonnI mIsfronfmonf. Affor rondIng ofhor sforIos In whIch
ooIo hnvo oxorIoncod unkIndnoss, wrIfo n nnrrnfIvo fhnf doIcfs fho sfory ns If hnonod or orfrnys If ns
you now wIsh If hnonod.
!ondIng
foxfs:
IIcfuro Iooks:
Inch KIndnoss by JncquoIIno Woodson, IIIusfrnfod by I.I. !owIs
Shorf SforIos:
The Day I Followed by Eric Luper, excerpted from Dear Bully: 70 Authors Tell Their Stories, edited by
CnrrIos Jonos nnd Mognn KoIIoy HnII. AondIx A
WobsIfo:
hff://donrbuIIy.com/
Sooch:
George Saunders Advice to Graduates :
hff://6fhfIoor.bIogs.nyfImos.com/20l3/0?/3l/goorgo-snundorss-ndvIco-fo-grndunfos/_r=0


Inckground
fo shnro
wIfh
sfudonfs:
Woodson writes, At some point in our lives, we are all unkind. At some point, we are all treated unkindlyI
fhInk foo offon wo boIIove well have a second chance at kindness- and sometimes we dont. As we consider
our own experiences with unkindness, lets examine the impact of our decision-mnkIng on our oufcomos. Jusf
ns nufhors InfonfIonnIIy crnff n nnrrnfIvo fo convoy n mossngo, wo nufhor fho nnrrnfIvos of our ronI IIfo sforIos
fhrough fho docIsIons wo mnko.
IxfonsIon !2 In n sonrnfo rofIocfIon, sfudonfs doscrIbo fho Imncf of nIyIng fnrgofod nnrrnfIvo fochnIquos hIghIIghfod
In fho monfor foxf(s) In fhoIr own wrIfIng.
!3WorkIng ns nIrs, sfudonfs Incorornfo bofh nnrrnfIvos In nn InformnfIonnI Ioco nbouf
____________(confonf).
!4 In n sonrnfo rofIocfIon, sfudonfs doscrIbo how fhoIr nnrrnfIvos chnngod whon usod for n dIfforonf uroso.

COTIT STAA!S I!OM STATI O! IST!ICT
Sfnndnrds
sourco:
?
fh
Crndo Common Coro I!A Sfnndnrds
!MII! COTIT STAA!S
!! ?.3 AnnIyzo how nrfIcuInr oIomonfs of n sfory or drnmn Inforncf (o.g., how soffIng shnos fho chnrncfors or Iof).

W ?.3 WrIfo nnrrnfIvos fo dovoIo ronI or ImngInod oxorIoncos or ovonfs usIng offocfIvo fochnIquo, roIovnnf doscrIfIvo
dofnIIs, nnd woII-sfrucfurod ovonf soquoncos.
n) Ingngo nnd orIonf fho rondor by osfnbIIshIng n confoxf nnd oInf of vIow nnd InfroducIng n nnrrnfor
nnd/or chnrncfors; orgnnIzo nn ovonf soquonco fhnf unfoIds nnfurnIIy nnd IogIcnIIy.
b) !so nnrrnfIvo fochnIquos, such ns dInIoguo, ncIng, nnd doscrIfIon, fo dovoIo oxorIoncos, ovonfs, nnd/or
chnrncfors.
c) !so n vnrIofy of frnnsIfIon words, hrnsos, nnd cInusos fo convoy soquonco nnd sIgnnI shIffs from ono fImo
frnmo or soffIng fo nnofhor.
d) !so rocIso words nnd hrnsos, roIovnnf doscrIfIvo dofnIIs, nnd sonsory Inngungo fo cnfuro fho ncfIon
nnd convoy oxorIoncos nnd ovonfs.
o) IrovIdo n concIusIon fhnf foIIows from nnd rofIocfs on fho nnrrnfod oxorIoncos or ovonfs.

COMMO CO!I ACHO! STAA!S
!"#$%&' )*#&$#!$) +,! &#!!#*%-"
Built In Reading Standards When Appropriate Reading
4 - Inforrof words nnd hrnsos ns fhoy nro usod In n foxf, IncIudIng
doformInIng fochnIcnI, connofnfIvo, nnd fIgurnfIvo monnIngs, nnd
nnnIyzo how socIfIc word choIcos shno monnIng or fono.
l - !ond cIosoIy fo doformIno whnf fho foxf snys oxIIcIfIy nnd fo
mnko IogIcnI Inforoncos from If; cIfo socIfIc foxfunI ovIdonco
whon wrIfIng or sonkIng fo suorf concIusIons drnwn from fho
foxf.
5- AnnIyzo fho sfrucfuro of foxfs, IncIudIng how socIfIc sonfoncos,
nrngrnhs nnd Inrgor orfIons of fho foxf (o.g. n socfIon, chnfor,
scono or sfnnzn) roInfo fo onch ofhor nnd fho whoIo).
2- oformIno confrnI Idons or fhomos of n foxf nnd nnnIyzo fhoIr
dovoIomonf; summnrIzo fho koy suorfIng dofnIIs nnd Idons.
6 - Assoss how oInf of vIow or uroso shnos fho confonf nnd sfyIo
of n foxf.
3 - AnnIyzo how nnd why IndIvIdunIs, ovonfs, nnd Idons dovoIo
nnd Inforncf ovor fho courso of n foxf.
l0 - !ond nnd comrohond comIox IIfornry nnd InformnfIonnI foxfs
IndoondonfIy nnd rofIcIonfIy.
?- Infogrnfo nnd ovnIunfo confonf rosonfod In dIvorso formnfs
nnd modIn, IncIudIng vIsunIIy nnd qunnfIfnfIvoIy, ns woII ns In
words.

9 - AnnIyzo how fwo or moro foxfs nddross sImIInr fhomos or
foIcs In ordor fo buIId knowIodgo or fo comnro fho nronchos
fho nufhors fnko.

.!%*%&' )*#&$#!$) +,! &#!!#*%-"
Built In Writing Standards When Appropriate Writing Standards
3- WrIfo nnrrnfIvos fo dovoIo ronI or ImngInod oxorIoncos or ovonfs
usIng offocfIvo fochnIquo, woII-choson dofnIIs, nnd woII-sfrucfurod
ovonf soquoncos.
6- !so fochnoIogy, IncIudIng fho Infornof, fo roduco nnd ubIIsh
wrIfIng nnd fo Inforncf nnd coIInbornfo wIfh ofhors.
4- Iroduco cIonr nnd cohoronf wrIfIng In whIch fho dovoIomonf,
orgnnIznfIon, nnd sfyIo nro nrorInfo fo fnsk, uroso, nnd
nudIonco.

5- ovoIo nnd sfrongfhon wrIfIng ns noodod by InnnIng, rovIsIng,
odIfIng, rowrIfIng, or fryIng n now nronch.

9- rnw ovIdonco from IIfornry or InformnfIonnI foxfs fo suorf
nnnIysIs, rofIocfIon, nnd rosonrch.

l0- WrIfo roufInoIy ovor oxfondod fImo frnmos (fImo for rosonrch,
rofIocfIon, nnd rovIsIon) nnd shorfor fImo frnmos (n sIngIo sIffIng or n

dny or fwo) for n rnngo of fnsks, urosos, nnd nudIonco.
!AC!ACI STAA!S
3. AIy knowIodgo of Inngungo fo undorsfnnd how Inngungo
funcfIons In dIfforonf confoxfs, fo mnko offocfIvo choIcos for monnIng
or sfyIo, nnd fo comrohond moro fuIIy whon rondIng or IIsfonIng.
l- omonsfrnfo commnnd of fho convonfIons of sfnndnrd IngIIsh
grnmmnr nnd usngo whon wrIfIng or sonkIng.

5. omonsfrnfo undorsfnndIng of fIgurnfIvo Inngungo, word
roInfIonshIs, nnd nunncos In word monnIngs.
2- omonsfrnfo commnnd of fho convonfIons of sfnndnrd IngIIsh
cnIfnIIznfIon, uncfunfIon, nnd soIIIng whon wrIfIng.

LDC |ntormatlonal or Lplanatory Mooule Template | Llteracy Deslgn Collaboratlve, September 2011
SCO!IC !!I!IC IO! A!!ATIVI TIMI!ATI TASKS
ScorIng
IIomonfs
of Yof Aronchos IxocfnfIons Moofs IxocfnfIons Advnncod
l l.5 2 2.5 3 3.5 4
Iocus
Affomfs fo nddross romf, buf
Incks focus or Is off-fnsk.

Addrossos romf nrorInfoIy,
buf wIfh n wonk or unovon focus.

Addrossos romf nrorInfoIy nnd
mnInfnIns n cIonr, sfondy focus.

Addrossos nII nsocfs of romf
nrorInfoIy nnd mnInfnIns n sfrongIy
dovoIood focus.
ConfroIIIng
Idon
Thomo Is nof cnrrIod fhroughouf
fho nnrrnfIvo

IsfnbIIshos n fhomo or sforyIIno
fhnf Is cnrrIod fhroughouf fho
nnrrnfIvo

IsfnbIIshos n fhomo or sforyIIno fhnf
Is cnrrIod fhroughouf fho nnrrnfIvo

IsfnbIIshos n sfrong fhomo or sforyIIno fhnf
Is cnrrIod fhroughouf fho nnrrnfIvo
!ondIng/
!osonrch
omonsfrnfos wonk uso of
rondIng mnforInIs, InforvIows
nnd/or vIsunI mnforInIs

omonsfrnfos gonornIIy offocfIvo
uso of rondIng mnforInIs, InforvIows

omonsfrnfos gonornIIy offocfIvo uso
of rondIng mnforInIs, InforvIows

omonsfrnfos nccurnfo nnd offocfIvo uso of
rondIng mnforInIs, InforvIows nnd/or vIsunI
mnforInIs
ovoIomonf
!ncks doscrIfIvo oIomonfs fhnf
doscrIbo or roInfo oxorIoncos,
IndIvIdunIs, nnd/or ovonfs.
Affomfs fo omIoy nnrrnfIvo
fochnIquos fo dovoIo n fncfunI or
InformnfIvo uroso. !ncks n
snfIsfncfory ondIng or concIusIon.
(!2) !sos fow or no sfyIIsfIc
dovIcos (o.g. Imngory, fono,
humor, susonso) fo dovoIo
nnrrnfIvo.

oscrIbos or roInfos wIfh suffIcIonf
dofnII oxorIoncos, IndIvIdunI,
nnd/or ovonfs. ImIoys somo
nnrrnfIvo fochnIquos fo dovoIo n
sonso of fImo, Inco or chnrncfor
fhnf IIIusfrnfo n fncfunI or
InformnfIvo uroso. IrovIdos n
concIusIon or ondIng fhnf foIIows
from nnd/or rofIocfs on fho
nnrrnfIvo. (!2) !sos somo sfyIIsfIc
dovIcos (o.g. Imngory, fono, humor,
susonso) fo dovoIo nnrrnfIvo.

oscrIbos or roInfos wIfh suffIcIonf
dofnII oxorIoncos, IndIvIdunI, nnd/or
ovonfs. ImIoys somo nnrrnfIvo
fochnIquos fo dovoIo n sonso of
fImo, Inco or chnrncfor fhnf
IIIusfrnfo n fncfunI or InformnfIvo
uroso. IrovIdos n concIusIon or
ondIng fhnf foIIows from nnd/or
rofIocfs on fho nnrrnfIvo. (!2) !sos
somo sfyIIsfIc dovIcos (o.g. Imngory,
fono, humor, susonso) fo dovoIo
nnrrnfIvo.

oscrIbos or roInfos In dofnII oxorIoncos,
IndIvIdunI, nnd/or ovonfs. ImIoys offocfIvo
nnrrnfIvo fochnIquos fo dovoIo n sonso of
fImo, Inco or chnrncfor fhnf IIIusfrnfo n
fncfunI or InformnfIvo uroso. IrovIdos n
concIusIon or ondIng fhnf foIIows from
nnd/or rofIocfs on fho nnrrnfIvo. (!2) !sos
sfyIIsfIc dovIcos (o.g. Imngory, fono, humor,
susonso) fo dovoIo nnrrnfIvo..
OrgnnIznfIon
AIIos n wonk nnrrnfIvo
sfrucfuro; comosIfIon Is
dIsconnocfod or rnmbIIng.

AIIos n fhomo or sforyIIno fhnf Is
cnrrIod fhroughouf fho nnrrnfIvo.

AIIos n fhomo or sforyIIno fhnf Is
cnrrIod fhroughouf fho nnrrnfIvo.

AIIos n comIox nnrrnfIvo sfrucfuro fhnf
dovoIos fho confoxf or sforyIIno ns n
doscrIfIon or chronoIogy
ConvonfIons
Affomfs fo domonsfrnfo
sfnndnrd IngIIsh convonfIons,
buf Incks cohosIon nnd confroI of
grnmmnr, usngo, nnd mochnnIcs.
Mny bo unrondnbIo. !IffIo or
InoffocfIvo uso of frnnsIfIons.

omonsfrnfos nn unovon commnnd
of sfnndnrd IngIIsh convonfIons
nnd cohosIon. !sos Inngungo nnd
fono wIfh somo Innccurnfo,
InnrorInfo, or unovon fonfuros.
Mnkos frnnsIfIons bofwoon
sonfoncos nnd nrngrnhs fo
connocf Idons.

omonsfrnfos nn unovon commnnd
of sfnndnrd IngIIsh convonfIons nnd
cohosIon. !sos Inngungo nnd fono
wIfh somo Innccurnfo, InnrorInfo,
or unovon fonfuros. Mnkos
frnnsIfIons bofwoon sonfoncos nnd
nrngrnhs fo connocf Idons.

omonsfrnfos nnd mnInfnIns n woII-
dovoIood commnnd of sfnndnrd IngIIsh
convonfIons nnd cohosIon, wIfh fow orrors.
!osonso IncIudos Inngungo nnd fono
consIsfonfIy nrorInfo fo fho nudIonco,
uroso, nnd socIfIc roquIromonfs of fho
romf. Mnkos offocfIvo frnnsIfIons bofwoon
sonfoncos nnd nrngrnhs fo connocf Idons.
Confonf
!ndorsfnndIng
Affomfs fo IncIudo dIscIIInnry
confonf In oxInnnfIons, buf
undorsfnndIng of confonf Is
wonk; confonf Is IrroIovnnf,
InnrorInfo, or Innccurnfo.

IrIofIy nofos dIscIIInnry confonf
roIovnnf fo fho romf; shows bnsIc
or unovon undorsfnndIng of
confonf; mInor orrors In
oxInnnfIon.

AccurnfoIy rosonfs dIscIIInnry
confonf roIovnnf fo fho romf wIfh
suffIcIonf oxInnnfIons fhnf
domonsfrnfo undorsfnndIng.

Infogrnfos roIovnnf nnd nccurnfo
dIscIIInnry confonf wIfh fhorough
oxInnnfIons fhnf domonsfrnfo In-dofh
undorsfnndIng.

SocfIon 2: Whnf SkIIIs
SKI!! IIIITIO
SKI!!S C!!STI! l: COICTIC
ACTIVATIC I!IO!
KOW!ICI
!osond fo nn On-omnnd Iromf nbouf buIIyIng.
!IA nnd
COMI!IHI
Mnko foxf connocfIons for fho uroso of rondIng comrohonsIon.
SKI!!S C!!STI! 2: COMIOSIC TO I!A
SHA!I nnd I!A Shnro orsonnI connocfIons nnd Inn n sfory nbouf InjusfIco through the lenses of one characters experience.
OTICI nnd AMI
COVITIOS
Identify authors use of apostrophes, recognizing when they act as place-hoIdors nnd whon fhoy sIgnnI ossossIon.
!so bofh fyos of nosfrohos nrorInfoIy In wrIfIng.
I!A Consfrucf n Iof mn In whIch choIcos for fho bogInnIng, mIddIo, nnd ond of fho nnrrnfIvo nro mndo In nccordnnco wIfh fho
authors message.
SKI!!S C!!STI! 3: COMIOSIC TO I!ACTICI
OTICI nnd AMI
TICHIQ!IS
IdonfIfy 4 focus nnrrnfIvo oIomonfs, IncIudIng dInIoguo, ncfIon, fhoughfshofs, nnd snnshofs, In fho monfor foxf(s).
I!ACTICI nnd
!II!ICT
!so fho 4 focus nnrrnfIvo oIomonfs fo rncfIco.
!ofIocf on how fho drnff hns chnngod, whnf oIomonfs woro mIssIng, whIch buIIdIng bIocks woro nddod, ofc.
AA!YZI Iscuss fho funcfIon fhoso oIomonfs of crnff nnd sfrucfuro Iny In shnIng fho foxf, socIfIcnIIy Iof nnd nco (undorsfnndIng
nufhorInI fImo mnnIuInfIon).
COII! nnd
!II!ICT
oformIno how fo mnnIuInfo fImo In ordor fo Imncf chnrncfors, ncIng, nnd Iof

AA!YZI nnd
I!ACTICI
!so fho 4 nnrrnfIvo oIomonfs fo onhnnco fho Iof nnd nco (rovonIIng Imorfnnco fhrough oInbornfIon).
SKI!!S C!!STI! 4: COMIOSIC TO !AIT A !IIII
!AIT IXIOSITIO rnff oonIng fo nnrrnfIvo fhnf orIonfs fho rondor nnd osfnbIIshos oInf of vIow.

ST!!CT!!I Consfrucf n comIofod drnff fhnf rofIocfs nffonfIon fo
usIng sfrnfogIcnIIy fho 4 focus nnrrnfIvo oIomonfs fo buIId fho sfory fhnf hns n rocognIznbIo bogInnIng, mIddIo, nnd
ond
soIocfIng, nrrnngIng, comrossIng, nnd oInbornfIng fho 4 focus nnrrnfIvo oIomonfs fo convoy uroso
cronfIng n susfnInod orsocfIvo usIng soIocfIvo word nnd confonf choIco
COII! !ocoIvo nnd rovIdo foodbnck on fho dogroo fo whIch sfudonf nnrrnfIvos offocfIvoIy nffnInod sfrucfurnI crIforIn.
!IVISI for MIAIC
!SIC
COVITIOS
!so convonfIons fo roInforco ncIng nnd Imorfnnco.
!IW!ITI
!ovIsIng, bnsod on foodbnck from oors nnd fonchor.
IIT IoIIshIng fho fInnI drnff.
I!I!ISH ShnrIng fho fInnI drnff wIfh nn nudIonco.
SKI!!S C!!STI! 6: COMIOSIC TO T!ASII!
!2 nnd !4 IxfonsIons

SocfIon 3: Whnf InsfrucfIon

IACIC SKI!! A
IIIITIO
I!O!CT A
I!OMIT
SCO!IC IST!!CTIOA! ST!ATICIIS
SKI!!S C!!STI! l: COICTIC
AY l ACTIVATIC
I!IO!
KOW!ICI
I!OMIT:
On-omnnd
Iromf wIfh
WrIfIng
SIfunfIon nnd
WrIfIng
IrocfIons- Soo
InsfrucfIonnI
SfrnfogIos
coIumn
!C
A!!ATIVI
!!I!IC
IrovIdo Sfudonfs wIfh 40 mInufos fo rosond fo fho foIIowIng romf.

./01023 )014510627

Tho sfnfo of Konfucky hns boon nskIng schooI dIsfrIcfs fo nrfIcInfo In nn nnfI-buIIyIng
campaign. As part of the campaign, students are asked to sign a pledge to Be Part of the
Cure Against Bullying. The state has provided districts with an informnfIonnI osfor fo
hIghIIghf somo koy InformnfIon (soo fho bnck of fhIs shoof). To romofo fho cnmnIgn,
your schools newspaper is seeking articles that bring awareness to the issue.

./01023 $0/891062:7

WrIfo nn nrfIcIo for fho schooI nowsnor nbouf 5 fImo whon you or somoono you know
oxorIoncod buIIyIng. Tho IncIdonf mIghf InvoIvo you or fho orson you know buIIyIng
somoono, boIng buIIIod, ,! wIfnossIng buIIyIng.

AondIx lA nnd lI (romf nnd osfor)

ny 2 !IA nnd
COMI!IHI:
Mnko foxf
connocfIons for
fho uroso of
rondIng
comrohonsIon.
Tnrgof: I cnn
nnnIyzo how
oIomonfs of n
sfory Inforncf
(soffIng,
chnrncfor, nnd
Iof). !! ?.3

I cnn nnnIyzo fho
chnrncfor boforo
nnd nffor fho
trouble occurs
fo soo how fho
chnrncfor
chnngos.
Sfudonfs
meet
expectations
If fhoy:
nrfIcInfo
In
nccounfnbI
o fnIk
durIng
ThInk-
InIr-Shnro
usIng fhoIr
IIsfonIng
nnd
sonkIng
skIIIs
comIofo
ndnfod
WACS
ncfIvIfy
comIofo
grnhIc
orgnnIzor
)811023 ;4/;6:8 <6/ /85=023 >0914/8 ?66@: As you listen to Inch KIndnoss by
JncquoIIno Woodson, fhInk nbouf oxorIoncos fhnf you mny hnvo hnd fhnf nro sImIInr fo
fho ono doscrIbod In fho sfory. oos fho wny fho wrIfor onds hor nccounf of fhIs
oxorIonco snfIsfy you
!85=A#B64=: Tonchor ronds nIoud fho Icfuro book by JncquoIIno Woodson fo hoI
sfudonfs buIId schomn nnd mnko connocfIons fo fho own IIvos.
*C02@A>50/A)C5/8: Id fho ondIng of fho sfory snfIsfy you Why or why nof
.#') 5910D01E F$6 %1 *6381C8/ G01C 1C8 *859C8/H7 Tonchor nnd sfudonfs Iook nf fho
mnIn chnrncfor cIosoIy. Thoy work fogofhor fo comIofo WACS ncfIvIfy (IrodrIckson,
WIIhoIm, & SmIfh, 20l2):
W-WorId of fho chnrncfor: Whoro doos fhIs chnrncfor sond n Iof of fImo
A-AcfIon of fho chnrncfor: Whnf doos fho chnrncfor do
C-ConI of fho chnrncfor: Whnf doos fho chnrncfor wnnf
S-Sfnkos of fho gonI fo fho chnrncfor: Whnf bnd fhIng doos fho chnrncfor fhInk wIII
hnon If fho gonI Is nof ronchod
AondIx lC (Adnfod WACS orgnnIzor for Chnrncfor AnnIysIs nnd Chnrncfor
ovoIomonf)
*C02@A>50/A)C5/8: How do ooIo rosond fo InjusfIco (oxIoro ossIbIo sconnrIos wIfh
sfudonfs from fho orsocfIvo of fho vIcfIm, orofrnfor, bysfnndor, nnd roscuor)
Teacher asks, How did the main character in Inch KIndnoss rosond (Answor: Sho
joInod In on fho ncf of InjusfIco)
Teacher asks, What would have happened if she took a stand?

ny 3 !IA nnd
COMI!IHI:
Mnko foxf
connocfIons for
fho uroso of
rondIng
comrohonsIon.
Tnrgof: I cnn
nnnIyzo how
oIomonfs of n
sfory Inforncf
(soffIng,
chnrncfor, nnd
Iof). !! ?.3

I cnn nnnIyzo fho
chnrncfor boforo
nnd nffor fho
trouble occurs
fo soo how fho
chnrncfor
chnngos.
Sfudonfs
meet
expectations
If fhoy:
nrfIcInfo
In
nccounfnbI
o fnIk
durIng
ThInk-
InIr-Shnro
usIng fhoIr
IIsfonIng
nnd
sonkIng
skIIIs
comIofo
ndnfod
WACS
ncfIvIfy
comIofo
grnhIc
orgnnIzor
)811023 ;4/;6:8 <6/ /85=023 I8216/ *8J1: As you read Tho ny I IoIIowod by IrIc
!uor, fhInk nbouf oxorIoncos fhnf you mny hnvo hnd fhnf nro sImIInr fo fho ono
doscrIbod In fho sfory. oos fho wny fho wrIfor onds hIs nccounf of fhIs oxorIonco snfIsfy
you
!85=023: Sfudonfs rond Tho ny I IoIIowod IndoondonfIy or wIfh nrfnors.
*C02@A>50/A)C5/8: Id fho ondIng of fho sfory snfIsfy you Why nnd why nof
.#') 5910D01E F$6 %1 *6381C8/ G01C 5 >5/128/H7 WIfh n nrfnor, sfudonfs Iook nf fho
mnIn chnrncfor cIosoIy. Thoy comIofo WACS ncfIvIfy (IrodrIckson, WIIhoIm, & SmIfh,
20l2): AondIx lC fIII ouf socond row for IrIc
.C6B8 9B5:: =0:94::062:
Whnf nro somo oxnmIos of mIsfronfmonf, nbuso: vorbnI or hysIcnI
IossIbIo nnswors mny IncIudo:
nmo cnIIIng
IInmIng ooIo for fho ncfIons of ofhors
MnkIng rojudIcod commonfs
Hnrnssmonf bnsod on rnco, roIIgIon, ofhnIcIfy, ofc.
CruoIfy fo nnImnIs
How dId fho chnrncfors In bofh of our monfor foxfs rosond fo InjusfIco/mIsfronfmonf
How else might people respond to unkindness? Generate a list with students in writers
nofobooks.
Whnf fyo of orson wns onch mnIn chnrncfor (Iorofrnfor, vIcfIm, bysfnndor, roscuor,
or n combInnfIon)

IACIC SKI!! A
IIIITIO
I!O!CT A
I!OMIT
SCO!IC
(I!O!CT
MEETS
EXPECTATIONS
IF IT)
IST!!CTIOA! ST!ATICIIS
SKI!!S C!!STI! 2: COMIOSIC TO I!A
ny 4
SHA!I A
I!A: Shnro
orsonnI
connocfIons nnd
Inn n sfory
nbouf InjusfIco
fhrough fho
Ionsos of ono
characters
oxorIonco.
CrnhIc
OrgnnIzor usod
fo dovoIo fho
mnIn chnrncfor
of InjusfIco
nnrrnfIvo
Sfudonfs
nrfIcInfo
In
nccounfnbIo
fnIk durIng
ThInk-InIr-
Shnro usIng
fhoIr
IIsfonIng nnd
sonkIng
skIIIs
Sfudonfs
comIofo
ndnfod
WACS
ncfIvIfy
*C02@A>50/A)C5/87
!omomber Woodsons quote: At sometimes we are all unkindat some time we are all
fronfod unkIndIy ThInk of n fImo whon you nrfIcInfod In, foII vIcfIm fo, or
wIfnossod mIsfronfmonf. Woro you fho buIIy, vIcfIm, wIfnoss, roscuor, or n
combInnfIon Whnf hnonod nnd how dId you rosond You mny shnro fho sfory you
wrofo nbouf durIng your On-omnnd, or you mny foII n dIfforonf oxorIonco.

.#') 5910D01E F$6 %1 62 K64/ ,G2H7 Sfudonfs fIII our AondIx lC (from rovIous
cIusfor) for fho mnIn chnrncfor In fho sfory fhoy jusf shnrod wIfh n nrfnor. ThIs Is fho
fIrsf ro-wrIfIng for fhoIr drnff. Thoy work IndoondonfIy fo comIofo ndnfod WACS
ncfIvIfy (IrodrIckson, WIIhoIm, & SmIfh, 20l2):
Sfudonfs shnro fhoIr Inn wIfh n Inrgor grou nnd dIscuss whnf sfory fhoy wnnf fo foII,
whnf mossngo fhoy nro fryIng fo convoy, nnd whnf IOV fhoy wIII uso.

ny 5 OTICI nnd
AMI
COVITIOS:
Identify authors
uso of
nosfrohos,
rocognIzIng whon
fhoy ncf ns Inco-
hoIdors nnd whon
fhoy sIgnnI
ossossIon.
!so bofh fyos of
nosfrohos
nrorInfoIy In
InIfInI drnffs.
>/6=4917
CnfogorIzod IIsf
of words wIfh
nosfrohos

>/6L;17
Why do nufhors
uso nosfrohos

Meets
Expectations if:
IIsf Is
corrocfIy
cnfogorIzod
Sfudonfs cnn
dIfforonfInfo
bofwoon
nosfrohos
usod ns
confrncfIons
(Inco-
hoIdors) nnd
fo sIgnnI
ossossIon
(ossossIvos)
HIghIIghfod
nosfrohos
In drnff nro
usod
corrocfIy
CuIdIng QuosfIons: Why do nufhors uso nosfrohos Whnf nro fho dIfforonf urosos
of nosfrohos

l. In n grou, mnko n IIsf of fho words In fho sfory fhnf uso nosfrohos.
2. IvIdo fhoso words from fho sfory Info fwo grous : ConfrncfIons nnd Ofhor
3. Students analyze function of the words in the other category. Introduce
vocabulary possession and possessives
4. Sfudonfs mnko nofos In the grammar section of their Writers Notebooks by
oxIorIng guIdIng quosfIons F#;;82=0J M#H
5. Sfudonfs chock for corrocf uso of nosfrohos In fhoIr On-omnnd rosonsos.

ny 6 I!A:
Consfrucf n Iof
mn In whIch
choIcos for fho
bogInnIng, mIddIo,
nnd ond of fho
nnrrnfIvo nro mndo
In nccordnnco wIfh
the authors
mossngo.
>/6=4917 Cronfo
n Iof mn of your
sfory, consIdorIng
whIch ovonfs nnd
oxorIoncos wIII
bosf dovoIo your
fhomo.

!onrnIng Tnrgof: I
cnn orgnnIzo nn
ovonf soquonco
fhnf unfoIds
nnfurnIIy nnd
IogIcnIIy.

IIof Mn
IncIudos:
IxosIfIon
wIfh n cIonr
IOV
Conflict/Trou
ble
!IsIng AcfIon
CIImnx
InIIIng AcfIon
!osoIufIon
A Thomo fhnf
rofIocfs fho
characters
rosonso fo
confIIcf nnd
rosuIfIng
chnngo
l) Tonchor modoIs cronfIng n Iof mn of hIs or hor injustice sfory.
2) Tonchor dIscussos how onch choIco mndo In fho nnrrnfIvo shouId somohow dovoIo fho
chnrncfor, rovonI fho froubIo, or InfIuonco fho fhomo.
3) Sfudonfs cronfo n Iof mn of fho mnjor ovonfs of fhoIr sforIos, joffIng down Idons for
how they will build each scene, character, event. Students explain why each event is
IncIudod, ns If roInfos fo chnrncfor dovoIomonf, confIIcf, or fhomo.

SKI!!S C!!STI! 3: COMIOSIC TO I!ACTICI
IACIC SKI!! A
IIIITIO
I!O!CT A
I!OMIT
SCO!IC IST!!CTIOA! ST!ATICIIS
ny ? OTICI nnd
AMI
TICHIQ!IS:
IdonfIfy 4 focus
nnrrnfIvo
oIomonfs,
IncIudIng
dInIoguo, ncfIon,
fhoughfshofs,
nnd snnshofs, In
fho monfor
foxf(s).
'40=023
N48:10627
How doos fho sfory
unfoId

>/6L;17 IxnmIno
fho Anchor Toxf for
the Barry Lanes
IuIIdIng IIocks of
nrrnfIvo/4
!Ifornry IIomonfs

>/6=4917
HIghIIghfod Toxf

*5/3817 I cnn
IdonfIfy fho
nnrrnfIvo buIIdIng
bIocks fhnf nro usod
fo crnff n sfory.
!!?.3/
Ixcoods: AII of
meets, plus able to
nrfIcuInfo shIffs In
fImo nnd Inco nnd
fho fochnIquos fho
nufhor usos fo
nccomIIsh fhoso
shIffs; consIdors fho
Imncf of fhoso
choIcos on nco

Moofs: Sfudonf
corrocfIy IdonfIfIos
mosf of fho nnrrnfIvo
buIIdIng bIocks usod
In onch nrngrnh,
sIgnnIIng fhrough
uso of hIghIIghfod
foxf:
InIoguo- yoIIow
hIghIIghfor
AcfIon- bIuo
hIghIIghfor
Thoughfshofs-
groon
hIghIIghfor
Snnshofs-
urIo
hIghIIghfor

l) Sfudonfs numbor nrngrnhs for CIoso !ondIng AcfIvIfy.
2) Sfudonfs rond fho foxf cIosoIy fo IdonfIfy whIch of fho 4 nrrnfIvo IIomonfs (buIIdIng
blocks) are used in each paragraph. Scaffold students thinking using the gradual release
of rosonsIbIIIfy
I do, you watch-Tonchor modoIs fho fIrsf hnIf of fho fIrsf ngo, fhInkIng nIoud nbouf
whnf fho nufhor Is doIng In onch nrngrnh fo rovonI fho sfory, nnd nnnofnfIng socInI
cIrcumsfnncos (such ns whon ncfIon Is romomborod from ACTIO nsf).
I do, you help- Sfudonfs hoI fonchor wIfh socond hnIf of fho fIrsf ngo, oxInInIng
fhoIr fhInkIng nIoud
You do, I help- Sfudonfs work In nIrs on fho fIrsf hnIf of fho socond ngo nnd
comIofo fho rosf of fho sfory IndoondonfIy or wIfh nrfnors
3) C!IATI ACHO! CHA!T on fho 4 IuIIdIng IIocks of nrrnfIvo
4) IxIf SII QuosfIon: On whIch fochnIquo doos !uor mosf honvIIy roIy WhIch Is Ionsf
usod Why (uso for formnfIvo nssossmonf/fIoxIbIo grous: WhIch sfudonfs nro sooIng
fhnf fho 4 buIIdIng bIocks Imncf ncIng- this will be explored more during composing to
plan)
5) IxIf SII QuosfIon 2: !ofurn fo your Iof mn from yosfordny. Whnf buIIdIng bIocks mIghf
you uso fo cnfuro fho ovonfs nnd dovoIo your chnrncfors

ny 8 I!ACTICI
TICHIQ!IS:
!so fho 4
nnrrnfIvo
oIomonfs fo
dovoIo
oxorIoncos,
ovonfs, nnd
chnrncfors.
% 952 4:8 1C8
25//510D8
O40B=023 OB69@:
16 =8D8B6;
8J;8/08298:P
8D821:P 52=
9C5/5918/:Q
W.?.3b
Moofs: IffocfIvoIy
ufIIIzos onch
nnrrnfIvo buIIdIng
bIock fo convoy nn
oxorIonco.
of yof: !nnbIo fo
IdonfIfy nny
oxnmIos of usIng
fho nnrrnfIvo
oIomonf.
l) !ovIow fho 4 buIIdIng bIocks from fho dny boforo. !ovIow monfor sonfoncos for onch
buIIdIng bIock.
2) ModoI for sfudonfs how fo uso onch buIIdIng bIock fo rovonI n momonf In fho InjusfIco
sfory.
3) Students practice using each of the narrative building blocks in their writers
nofobooks, fo dovoIo nn oxorIonco, ovonf, or chnrncfor.
nys 9-
l0
AA!YZI:
Iscuss fho
funcfIon fhoso
oIomonfs of crnff
nnd sfrucfuro
Iny In shnIng
fho foxf,
socIfIcnIIy Iof
nnd nco
(undorsfnndIng
nufhorInI fImo
mnnIuInfIon).
>/6=4917
IscussIon

>/6L;17 Comnro
sfory ns foId by IrIc
!uor fo fho ncfunI
chronoIogy of fho
ovonfs ns fhoy
hnonod In ronI
IIfo.

R85/2023 *5/3817
I cnn nnnIyzo how
an authors
mnnIuInfIon of
fImo Imncfs fho
Iof, ncIng, nnd
chnrncfor
dovoIomonf In n
sfory.

AcfIvnfIng Schomn
Moofs: Sfudonfs
nro nbIo fo IdonfIfy
how fho nufhor
mnnIuInfos fImo In
ordor fo cnIfnIIzo on
Imorfnnf momonfs
In fho sfory.

IscussIon/SomInnr:
Meets: Students
confrIbufo fo fho
dIscussIon, cIfIng
foxfunI ovIdonco fo
suorf fhoIr
nssorfIons nbouf fho
sfrucfuro of fho Iof
nnd nco of fho
sfory.
CuIdIng QuosfIons: How doos nn nufhor mnnngo fImo Whnf sIows down nnd soods u nco
Whnf Inforrufs fho forwnrd mofIon of fho sfory

AcfIvnfIng Schomn:
l. IrovIdo sfudonfs wIfh socfIons of fho foxf fhnf nro cuf nnrf. #;;82=0J S#
2. In nrfnors, sfudonfs nrrnngo sfory In fho ordor fhnf If ncfunIIy hnonod, Insfond of
how If Is foId.
IscussIon/SomInnr:
3. Whon you comnrod fho ncfunI sfory fo Ifs chronoIogIcnI ordor, whnf dId you nofIco
4. Whoro doos !uor sfnrf hIs sfory (In fho mIddIo of fho ncfIon)
5. Why doesnt he begin with a description of Sam, or Erics previous experience being
buIIIod
6. Why dId !uor bronk from hIs IInonr sfory
?. Whnf momonfs In fho sfory soom fo movo fnsf Whoro doos !uor sIow down fho Iof
ConcIusIon:
Sfudonfs shouId mnrk n fow nofnbIo momonfs on fhoIr Iof mns (In fho mIddIo of ncfIon, or
leading up to the trouble, etc.) Tomorrow, sfudonfs wIII consIdor whIch of fhoso Incos wouId
bo bosf fo uso ns n hook or Iond In.
AccoIornfod !onrnors shouId nIso consIdor whIch momonfs In fhoIr sforIos nro mosf Imorfnnf
nnd shouId bo omhnsIzod. How cnn fhoy nchIovo fhIs WhIch nro Ioss Imorfnnf nnd cnn bo
comrossod

ny ll COII! nnd
!II!ICT:
oformIno how fo
mnnIuInfo fImo
In ordor fo Imncf
chnrncfors,
ncIng, nnd Iof.
R85/2023 *5/3817
I cnn mnnIuInfo
fho chronoIogy of
my nnrrnfIvo fo
onhnnco Iof,
ncIng, nnd
chnrncfor
dovoIomonf.
W?.3b

Ixcoods:
ImIomonfs muIfIIo
oIomonfs fho nufhor
usod In ordor fo
onhnnco Iof nnd
ncIng.
Moofs: ImIomonfs
nn oIomonf fho
nufhor usod In ordor
fo onhnnco Iof nnd
ncIng.
of yof: Mny bo
nbIo fo IdonfIfy n
sfrucfurnI oIomonf
buf unnbIo
Incorornfo If In own
wrIfIng.
l. Sfudonfs shnro fhoIr Iof mns wIfh fhoIr WrIfor !osonso Crous. Iscuss how
mnnIuInfIng fho chronoIogy of nnrrnfIvos Imncfs fho dovoIomonf of fho chnrncfors, fho
Iof nnd ncIng.
ModIfIcnfIon: Sfudonfs cuf u fhoIr nnrrnfIvos nnd movo nround In nn ordor fhnf cronfos
dosIrod Imncf.
2. Sfudonfs shnro muIfIIo oonIngs ofIons In fhoIr wrIfIng rosonso grous nnd ovnIunfo
ndvnnfngos nnd drnwbncks of onch.

nys l2-
l3
AA!YZI nnd
I!ACTICI:
!so fho 4
nnrrnfIvo
oIomonfs fo
onhnnco fho Iof
nnd nco
(rovonIIng
Imorfnnco
fhrough
oInbornfIon).
!onrnIng Tnrgof: I
cnn uso nnrrnfIvo
fochnIquos nnd
sonsory Inngungo fo
fuIIy convoy nn
oxorIonco.
W?.3b/d
AnnIysIs: Soo
AondIx 3I for
scorIng crIforIn for
nnnIyzIng nn
oxIodod momonf

IrncfIco: !so
grnhIc orgnnIzor fo
brnInsform sonsory
dofnIIs fo fuIIy
convoy nn oxorIonco
In your sfory.
IxIodo fho Momonf !osson: Soo AondIx 3I for Iosson, 3C for grnhIc orgnnIzor, 3 for
modoI


SKI!!S C!!STI! 4: COMIOSIC TO !AIT nnd !IIII
nys l5

!AIT
IXIOSITIO:
rnff oonIng fo
nnrrnfIvo fhnf
orIonfs fho rondor
nnd osfnbIIshos
oInf of vIow.
R85/2023
*5/3817 I cnn
uso nnrrnfIvo
buIIdIng bIocks
fo orIonf my
rondor nnd
osfnbIIsh n
IOV. W?.3n/b

Exceeds: All of meets,
Ius domonsfrnfos
sohIsfIcnfIon nnd
confroI In fho uso of fho
oIomonfs fhnf hnvo boon
sfudIod.
Moofs: omonsfrnfos
socIfIc nffomfs fo
Incorornfo ono or moro
nnrrnfIvo oIomonf.
of yof: !nnbIo fo
IdonfIfy nny oxnmIos of
usIng fho nnrrnfIvo
oIomonf.
'40=023 N48:10627 T6G 952 % 4:8 1C8 25//510D8 O40B=023 OB69@: 16 823538 52= 6/0821
LE /85=8/ 52= 8:15OB0:C 5 >,-U

l) Tonchor modoIs cronfIng fho oxosIfIon of hIs or hor nnrrnfIvo, rofoIIIng n orsonnI
nccounf roInfod fo buIIyIng.
2) Tonchor fhInks nIoud nbouf whnf choIcos for buIIdIng bIocks nnd IOV. Soo fonchor
modoI oxnmIo oxosIfIon/fIrsf drnff (AondIx 4A)
3) Sfudonfs commIf fo ono or moro buIIdIng bIocks fo uso ongngo fhoIr rondors. Sfudonfs
wrIfo ono drnff of fhoIr oxosIfIon, ufIIIzIng ono or moro of fho buIIdIng bIocks.
nys l6
nnd l?
ST!!CT!!I:
Consfrucf nnd
rofIno n
comIofod drnff.
>/6L;17
Consfrucf n
comIofod drnff
wIfh n
bogInnIng,
mIddIo, nnd
ond fhnf
sfrnfogIcnIIy
usos onch of
fho 4 nnrrnfIvo
buIIdIng bIocks
fo convoy
uroso nnd
orsocfIvo.

Meets Expectations if:
rnff IncIudos onch
of fho 4 nnrrnfIvo
buIIdIng bIocks wIfh
ovIdonco of sfrnfogIc
soIocfIon,
nrrnngomonf, nnd
oInbornfIon.
rnff IncIudos n
rocognIznbIo
bogInnIng, mIddIo,
nnd ond
rnff IncIudos n
susfnInod
orsocfIvo fhrough
uso of soIocfIvo word
nnd confonf choIco
Sfudonfs nro gIvon fImo fo synfhosIzo fho skIIIs rncfIcod In fhoIr mInI-Iossons fo consfrucf
nnd rofIno n comIofo drnff.

ny l8 COII!:
!ocoIvo nnd
rovIdo foodbnck
on fho dogroo fo
whIch sfudonf
nnrrnfIvos
offocfIvoIy
nffnInod
sfrucfurnI
crIforIn.
>/6L;17
!ond your drnff
nIoud fwIco fo
your writers
rosonso grou,
roforrIng fo
rofocoI
(#;;82=0J
V?H
Ius IdonfIfIos ono or
moro concorns fho wrIfor
hns nbouf fho drnff nnd
frnmos quosfIons fhnf
wIII oIIcIf socIfIc
foodbnck.
Moofs: Ironros for
foodbnck by usIng or
ndnfIng fhoso quosfIons:
In what ways did I hit
fho mnrk (mnfch fho
modoI) How couId I uso
fhIs crnff oIomonf moro
effectively?
of yof: InIIs fo focus on
quosfIons fhnf wIII oIIcIf
socIfIc foodbnck.

Adnfod from AboII nnd Afhorfon IducnfIonnI ConsuIfIng:
l. Tho wrIfor fIrsf ronds hIs or hor onfIro Ioco fo fho grou. Tho job of fho grou Is fo IIsfon fo
fho Ioco, jusf fo fInd ouf whnf hnons.
2. Affor fho wrIfor comIofos hIs or hor fIrsf rondIng, fho grou mombors wrIfo whnf fhoy fhInk
fho mossngo/fhomo of fho Ioco Is.
3. Tho wrIfor roronds hIs or hor Ioco fo fho grou. ThIs fImo, fho grou Is ncfIvoIy ongngod In
rosondIng, nofIng on nor whnf fhoy IIko, whnf fhoy hnvo quosfIons nbouf, whnf doesnt
work so woII In fho nnrrnfIvo.
4. As onch mombor of fho rosonso grou shnros wIfh fho wrIfor hIs or hor ImrossIons nbouf
fho nnrrnfIvo, fho wrIfor jofs down whnf fho grou snys.
6. Affor fho mombors of fho grou hnvo offorod fhoIr oInIons, fho wrIfor mny fnko ovor fho
sossIon In ordor fo oxInIn, fo quosfIon fho grou nbouf hIs or hor own mIsgIvIngs, fo nsk n
rosondor fo go Info moro dofh, fo gof hoI on n nrf fhnf confusos or sfums hIm or hor,
ofc.
?. Affor nII rosonso nnd quosfIonIng Is ovor, fho grou movos on fo nnofhor wrIfor nnd fho
rocoss bogIns ngnIn.
8. Affor worksho fImo, fho ondIng momonfs of cInss nro for gonornI dIscussIon nnd rofIocfIon
on how fho grous wonf, whnf fhoy fnIkod nbouf, how fho rocoss workod, ofc.
ny l9 !IVISI IO!
MIAIC
!SIC
COVITIOS:

'W%$%&'
NW")*%,&7
How mnny
wnys cnn n
wrIfor doIIvor
fho snmo
InformnfIon

>/6L;17
!osfrucfuro
sfudonf-
soIocfod
sonfoncos from
sfudonf
nnrrnfIvos In n
vnrIofy of wnys.
Sfudonf nffomf sImIInr
oxorImonfs wIfh
sentences in students
nnrrnfIvos.

"# ModoI sonfonco oxorImonfnfIon roforoncIng $%&'%&(% )*+,-&+'-.& +&/ 0+&-123+'-.&
F#;;82=0J VXHQ

4# Ask sfudonfs fo conducf sImIInr oxorImonfs on sonfoncos In fhoIr own nnrrnfIvos.

5# Share a couple student samples of sentence manipulation. Ask: How does revised
sonfonco(s) chnngo nco of sonfonco chnngo omhnsIs/focus of sonfonco

ny 20 !IW!ITI:
!ovIso, bnsod on
foodbnck from
oors nnd
fonchor.

Ius rovIsIons
domonsfrnfo confroI of
fho now crnff/sfrucfurnI
oIomonfs.
Moofs: !ovIsIons
domonsfrnfo fho
InfIuonco of foodbnck nnd
of fho sfudy of fho
monfor foxf.
of yof: of nffomfod
or rovIsIons mnko fho
nnrrnfIvo wonkor rnfhor
fhnn sfrongor.
Sfudonfs confInuo rofInIng fhoIr nnrrnfIvos, InsIrod by fho socIfIc foodbnck from bofh oors
nnd fonchor. If Is hoIfuI fo hnvo fho monfor foxf nf hnnd. !omInd sfudonfs fhnf fhoy nro nof
coyIng fho foxf, buf rnfhor nffomfIng fo nIy fho sfrnfogy In fho confoxf fhoIr own /-66%7%&'
sfory. (Tnkon from KWI !ond IIko n WrIfor TomInfo Tnsk)
ny 2l IIT: IoIIsh fho
fInnI drnff.
IdIf your drnff
In rogross.
Ius corrocfIons
domonsfrnfo nffonfIon fo
nnd omuInfIon of
mochnnIcnI oIomonfs of
fho monfor foxf.
Moofs: IdIfod drnff
shows IdonfIfIcnfIon nnd
corrocfIon of mosf or nII
mochnnIcnI orrors.
of yof: of nffomfod
or odIfIng Ignoros grndo-
IovoI oxocfnfIons for
corrocfnoss nnd/or soII-
chockIng Infroducos now
orrors.
KooIng In mInd grndo-IovoI oxocfnfIons for corrocfnoss, sfudonfs wIII rovIow nnd odIf fhoIr
nnrrnfIvos. A socIfIc odIfIng conforonco nnd/or oor odIfIng ncfIvIfIos wIII nId fhIs rocoss.
Tho monfor foxf cnn nIso bo usod fo oxnmIno fho wnys nufhors uso uncfunfIon nnd synfnx, for
oxnmIo, so fhnf sfudonfs ngnIn uso n modoI fo Inform chnngos fhoy mnko In fhoIr own drnffs.
(Tnkon from KWI !ond IIko n WrIfor TomInfo Tnsk)
ny 22 I!I!ISH:
ShnrIng fho fInnI
drnff wIfh nn
nudIonco.
ComIofod
drnff:
Shnro your
nnrrnfIvo wIfh
your Infondod
nudIonco.
Ixcoods: Sooks muIfIIo
nudIoncos for fho
nnrrnfIvo.
Moofs: Shnros fInnI Ioco
wIfh nn nudIonco.
of yof: nrrnfIvo nof
comIofod nnd/or doos
nof shnro wIfh nn
nudIonco.
While there are multiple ways to publish writing (authors chair, class anthology, gallery walk
wIfh Iocos on dIsIny, mnIIIng fo nn nudIonco, oon mIc, submIssIon fo n ubI IcnfIon, ofc.), fho
Imorfnnco of coIobrnfIng fho work cnnnof bo omhnsIzod onough. Tho mofIvnfIon sfudonfs
hnvo for fho rocoss of wrIfIng Is InrgoIy drIvon by fho ronInoss nnd snfIsfncfIon of doIIvorIng If
fo Ifs Infondod nudIonco.
(Tnkon from KWI !ond IIko n WrIfor TomInfo Tnsk)

)891062 V7 .C51 !8:4B1:U

ST!IT WO!K SAMI!IS
|IncIudo nf Ionsf fwo snmIos of sfudonf work nf onch scorIng IovoI.]

Tonchor Work SocfIon
Horo nro nddod fhoughfs nbouf fonchIng fhIs moduIo.

Affor IookIng nf fho ro-nssossmonfs, I nofod fhnf sfudonfs noodod oxIIcIf InsfrucfIon on sfory-showIng vorsus sfory-foIIIng. To nddross fhoso
needs, I added a lesson set on Exploding the Moment to the Composing to Practice skill cluster.
I nIso quIckIy ronIIzod fhnf our fIrsf drnff of fho !C nffomfod fo fnckIo foo much confonf. As n rosuIf, I oIImInnfod nn onfIro skIII cIusfor on IOV
nnd why If mnffors. Though I boIIovo fhnf InsfrucfIon wouId bo vory vnIunbIo, If wns foo much fo fnko on for our fIrsf nnrrnfIvo of fho yonr. I Inn
on rofurnIng fo fhnf cIusfor for our socond nnrrnfIvo.
oxf yonr I Inn fo hnvo sfudonfs word rocoss fhoIr drnffs In ordor fo sfronmIIno fho rovIsIon nnd odIfIng rocoss.
Students need more help on the So What? of why we tell a story. They nood fo IdonfIfy whnf fhoy Ionrnod from fho sfory fhoy nro shnrIng nnd
whnf mossngo fhoy wnnf fo convoy fo fhoIr rondors. Thon, fhoy nood fo mnko InfonfIonnI choIcos ns n wrIfor fo bosf dovoIo fhIs fhomo. I nood fo
ndd moro mInI-Iossons on fhIs noxf yonr.
!IVISIO: Add mInI-Iossons for onch nrf of A!MS (nddIng, romovIng, movIng, subsfIfufIng)
! A- nddIng/oInbornfIon- oxIodIng fho momonf
! !- romovIng/comrossIon- shrInkIng n confury nnd whnf fo cuf; frnnsIfIonnI hrnsos nnd cInusos
! M- movIng- chronoIogy
! S- subsfIfufIng, sonfonco mnnIuInfIon; InyIng wIfh convonfIons for monnIng

AondIx
Tho nffnchod mnforInIs suorf fonchIng fhIs moduIo.

LDC Injustice - Laurens Adaptation

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LDC |ntormatlonal or Lplanatory Mooule Template | Llteracy Deslgn Collaboratlve, Narratlve Task Prototype oeslgneo by \ Kentucky Wrltlng Project

t Fellows, [uly 2013 1

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