Writing Unit

Grade Level
Writing Focus
Genre
Craft of Writing

Common Core
Writing Standard

Continuum of
Literacy Learning
Goals

Unit Objectives

5th grade
Journal Entries/ Letters
Historical Fiction
Voice
W.5.3.b.
3. Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses
of characters to situations.
th
5 grade Writing- Short Fiction (p. 110)
Understanding the Genre:
- Understand fiction as a short story about an event in the life of the
main character.
Writing in the Genre:
- Take the point of view of one character by seeing the situation
through his or her eyes.
Students will:
- Participate in whole class and small group discussion
- Brainstorm and create a graphic organizer before writing
- Analyze the writing format/layout of several diary novels
- Develop an understanding of journal writing
- Practice self-assessment

Mentor Texts
Female Perspectives
1. Denenberg, Barry. (2001). Dear America: Early Sunday Morning- The Pearl Harbor Diary
of Amber Billows- Hawaii, 1941. New York, NY: Scholastic Inc. (REQUIRED)
2. Denenberg, Barry. (1996). Dear America: When Will This Cruel War Be Over? The Civil
War Diary of Emma Simpson- Gordonsville, Virginia 1864. New York, NY: Scholastic Inc.
(REQUIRED)
3. Frank, Anne. (1991). Edited by Otto H. Frank and Mirjam Pressler. The Diary of a Young
Girl: Anne Frank. New York: Anchor Books. (OPTIONAL- Supplemental text)
Male Perspectives
4. Denenberg, Barry. (1999). My Name is America: The Journal of Ben Uchida- Citizen
13559 Mirror Lake Internment Camp- California, 1942. New York, NY: Scholastic Inc.
(REQUIRED)
5. Martin, Joseph. (2001).Edited by Connie & Peter Roop. In My Own Words: The Diary of
Joseph Plumb Martin, a Revolutionary War Soldier. Tarrytown, NY: Benchmark Books.
(OPTIONAL- Supplemental text)
6. Watkins, Samuel. (2004). Edited by Ruth Ashby. In My Own Words: The Diary of Sam
Watkins, a Confederate Soldier. Tarrytown, NY: Benchmark Books. (REQUIRED)

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8-Day Unit Plan

Day 1- Focus Lesson
Topic
Resources

Teacher
Actions

Student
Actions

Introduce historical fiction diary novels

Early Sunday Morning book
ELMO or copies of excerpt for the students to follow along
White board (as backup if technology is unavailable)
Explain the model after reading the text, highlight features that the author
used; establish purpose of using this model.
Explain that we will be examining various diary novels (female and male
perspectives)
Read aloud Early Sunday Morning pgs. 80-81, stop and discuss the characteristics
of these journal entries (3 short entries), and then read pgs. 82-90 (1 long entry).
Create a list of student ideas on board or ELMO
Explicitly review this passage to demonstrate good writing:
This is the third time I have attempted to write, but my hands have been
shaking so badly that my writing is ineligible. It seems steady enough now,
and I will try to record all the horrible events that have taken place in the
past twelve hours (p. 82)
- This passage demonstrates the seriousness of the events that occurred
and she describes her emotions without stating that she is scared.
Whole class discussion about the first 3 journal entries and then have another
discussion after reading pages 82-90.
Provide ideas for graphic organizer

Day 2- Focus Lesson (continued)

Topic

Resources

Teacher
Actions

Different Perspective about Pearl Harbor

The Journal of Ben Uchida book
Class notes from previous sessions to reflect upon
ELMO or copies of excerpt for the students to follow along
White board (as backup if technology is unavailable)
Read excerpts from another book related to Pearl Harbor, and then add student
ideas to the list created on day 1. Discuss the similarities and differences in
format/layout and perspectives.
Review the whole class discussion from last class session
Read aloud The Journal of Ben Uchida pgs. 3-8, stop and discuss the layout of this
diary entry and the main characters voice.

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Student
Actions

Create a list of student ideas on board or ELMO & compare/contrast those ideas
to Ambers journal entries.
Explicitly review this passage to demonstrate good writing:
I never heard of Pearl Harbor before but I figured it must be around here
somewhere. That would explain why Naomi was crying. She was scared
that the Japanese were coming to bomb San Francisco next. Everyone was
listening so closely to the radio that they didnt even look at me when I sat
down (p. 4-5).
- This passage demonstrates the seriousness of the Pearl Harbor, but also
Bens confusion because he doesnt know where it is. Ben does not yet
understand the importance of this event, but he can tell that its serious
business.
Partner collaboration about Bens journal entry
Whole class discussion about the characteristics of this journal entry.
Ask students about the similarities between this text and Ambers journal entry
the previous session.

Day 3- Guided Instruction

Topic

Resources

Teacher
Actions

Civil War Diary Novels

When Will This Cruel War Be Over? Book
The Diary of Sam Watkins, a Confederate Soldier book
ELMO or copies of excerpt for the students to follow along
White board (as backup if technology is unavailable)
Share examples show other examples that fit this model; make sure students
can see the text (This could be multiple examples from the same text or a few
texts that use the same feature.)
Explain that we will also be looking at two other diary novels about the Civil War
Read aloud When Will This Cruel War Be Over? pgs. 3-9, stop and discuss the
layout of this diary entry and the main characters voice.
Explicitly review this passage to demonstrate good writing:
What words can I use to express our profound grief? How can I
adequately describe the apprehension, fear, hope and, finally, despair
that has filled our days?
As if it were not enough to learn of his suffering, what solace are we to
find in knowing that he met his demise not in glorious battle defending
our beloved land, but was touched by the hands of fate in such a tragic
manner? (p. 3-4)
- This passage demonstrates how you can use questions in journal entries.
The writer is not necessarily trying to find the answer, but is thinking

Page 4 of 8

Student
Actions

through the idea that her brother died at war.

Ask the students what they had written in their notes about this excerpt.
*If students need another novel to reference, use The Diary of Sam Watkins, a
Confederate Soldier. Read pgs. 15-16 and discuss how this journal format is
written as a reflection of the past and not necessarily as an event is happening.*
Students will be actively listening to the excerpt(s) read aloud by the teacher.
Take notes while reading for the group discussion
Participate in whole class discussion about comparing this book to the previous
two discussed in earlier sessions

Day 4- Guided Instruction (continued)

Topic
Resources

Teacher
Actions

Student
Actions

Creating a model journal entry

Class notes from previous sessions to reflect upon
ELMO or copies of excerpt for the students to follow along
White board (as backup if technology is unavailable)
Review the model review the key features of the model that students will use in
their writing
Gather student ideas about what the journal entry could look like
Make sure the students know that journal entries can be any length and creative
in format. There is not strict structure for this.
Provide information to help create a journal entry layout
Within groups, students should brainstorm ideas about the features of a journal
entry and share this with the whole class during discussion.

Day 5- Collaborative Learning

Topic
Resources

Teacher
Actions
Student
Actions

Write a journal entry as a class

Class notes from previous sessions to reflect upon
ELMO or copies of excerpt for the students to follow along
White board (as backup if technology is unavailable)
Compose collaboratively the teacher creates one with input from the class;
collaborative student groups create a written piece using the model.
Discuss writing styles- brainstorm & write a journal entry as a whole class
Provide ideas for the graphic organizer/cluster
Actively listen and engage in creating the writing model
Students will not be judgmental of other students ideas

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Examples:

Teacher-Created Graphic Organizer

Family
Safety

Japanese

War

Pearl
Harbor

Friends

Bombing

Confusion

Teacher- Created Writing Model

April 22, 2014
Dear Diary,
I read some interesting passages from books about kids close to my age during different
wars and important events, but I want to focus on Pearl Harbor. I know that we are in war right
now, but its not here in the U.S. so its kind of hard to relate to these children. I do have a friend
that has a parent fighting for our country and now I realize how tough that would be. I could not
stand worrying all day long about a family member or friends safety when there is nothing I can
do about it. Helplessness is not a fun emotion to deal with. Hawaii is part of the U.S., but what
would happen if someone attacked North America? I remember 9/11 happening, but I dont
think we had full on warfare happening here because it was taken elsewhere.
What would it be like to live during these times? What if war was brought to where I
lived? How would it affect my everyday life? Technology is so different now and communication
has improved greatly. It is crazy to imagine these things happening and not knowing the specific
details right away on Twitter or whatever social media you prefer. Im sure those kids who
wrote diaries never thought it would happen to them. I think it would be neat to write a letter to
those kids and ask more specific questions. How neat would it be if we could travel back in time?
I cant wait to finish reading these books to see what happens with these kids at the end.

Page 6 of 8

Reflection
After reading my journal entry, I dont really like it very much, but its important for
students to understand that writing is not perfect and it is a complete process. Journal entries
should be sloppy and full of your thoughts and emotions. One reason to edit and revise a
journal entry is for publication. Since the class journal entries will be published in a class
book, its important that we take our time to edit and revise before submitting.

Day 6- Independent Writing

Topic
Resources

Teacher
Actions

Student
Actions

Write your own journal entry

Class notes from previous sessions to reflect upon
Writing Notebook
Compose individually students compose their own written piece
Guide the students to write their own journal entries using one of the
perspectives:
- One of the characters we read about
- Yourself reflecting on an excerpt we read
- New character within one of the stories and share their experiences
Students can brainstorm at their tables for 5-10 minutes
Begin writing their journal entries individually, but should not finish on this day.

Day 7- Collaborative Learning/ Independent Writing

Topic
Resources

Teacher
Actions

Student
Actions

Continue writing journal entries

Class notes from previous sessions to reflect upon
Writing Notebook
Guide the students to discuss their journal entries with a partner
Explain that its okay to ask a peer for advice if you are stuck at a point of your
writing
Give them half of the class time to continue writing and self-revision if time
allows
Collaborate with partner about journal entry progress
Continue working on journal entry and should begin to wrap it up so they can
peer edit or self-revise

Page 7 of 8

Day 8- Reflection
Topic
Resources

Teacher
Actions

Student
Actions

Finish writing journal entries

Class notes from previous sessions to reflect upon
Writing Notebook
Be available to review student papers
Provide support for students
Explain that there is no correct way to write and that there is always room for
improvement because writing is never perfect.
Finish journal entries
Volunteer to share the letters towards end of class, if time allows
Turn in journal entries to be put into the class book

Wrap-Up: Create a student compilation of journals/letters for the classroom library. Show the
students the compilation and ask them to reflect on their journal writing experience.

Differentiation
The books vary in level of difficulty, length, and size of font. Some have illustrations, but not all.
The books provide the perspective of young boys and girls so the students can choose what
they relate to the best. Ideally, I would be able to align the text with what the students are
currently learning in social studies to make that content connection.

Page 8 of 8

Assessment
Students will:
- Participate in whole class and small group discussion
- Brainstorm and create a graphic organizer before writing
- Analyze the writing format/layout of several diary novels
- Develop an understanding of journal writing
- Opportunity for self-assessment

*Collaboration*
*Supporting Details*
*Supporting Details*
*Response to Novel(s)*
*Conventions*

Students will be assessed on many aspects of this writing unit and not just the final journal
produced by the students.

Category

Excellent
(4 pts.)

Good
(3 pts.)

Supporting
Details

Ideas & opinions are

connected to the
specific details of the
reading(s).

Ideas & opinions are

connected to some
details of the
reading(s).

-Graphic Organizer

Response to
Novel(s)
-Understanding of
journal writing

Collaboration
-Partner/small
group/whole class
participation

Conventions
-Self-assessment/
Revision

Satisfactory
(2 pts.)

Ideas & opinions are

sometimes
connected to few
details from the
reading(s).
Writing directly
Writing sometimes
Writing rarely
relates the reading
relates to the
mentions the events
to a specific
reading to a specific that took place, but
characters journal
characters journal
there is not a clear
entry.
entry.
connection.
Student always
Student sometimes
Student rarely
contributes to whole contributes to whole contributes to whole
class discussion and class discussion and class discussion or
talks with partners
talks to partners.
talks to partners.
when necessary.
No spelling,
Minor (2-3) spelling, Some (4-6) spelling,
punctuation or
punctuation or
punctuation or
grammar errors.
grammar errors.
grammar errors.

Needs Improvement
(1 pt.)
Ideas & opinions are
not supported with
details from the
reading(s).
Writing does not
relate to any of the
novels we discussed
in class.
Student never
contributes to whole
class discussion or
talks to partners.
Many (7+) minor
and/or major
spelling, punctuation
or grammar errors.