Sommer–GLT1 Alternate Assignment Name: Shane Haynes

Student needs (special populations plus additional

Subject and Grade Level Unit/topic information that you consider when planning for this
particular group)

English Language Arts 11 Introduction to Memoir Reading & A memoir unit involves highly personal writing. Students
Writing are to be made aware that they don’t have to share their
work at any point with classmates, and that all of their
writing will be kept private if they wish.

For materials, you may use/adapt your mentor’s materials, but please indicate the source. Add links for materials you adapt or create yourself.

Link to the Google Drive folder containing all listed material: https://drive.google.com/drive/folders/1kAcGiu-fBGSH0k2a-g5IPEbGhXg-M0kT?
usp=share_link

Day 1 of 5

Big WHY? State Standards

Students should be introduced to the elements (CCSS.ELA-LITERACY.WS.11-12.5): Develop and strengthen writing as needed by
that make up a memoir to better understand the planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
craftsmanship that goes into creating them. By what is most significant for a specific purpose and audience.
learning these elements, students can identify
them in a work and implement them into their
own writing.

Activity Materials and technology Procedure with approximate timing Lesson objective Assessment
(include planned (SWBAT)
accommodations and
modifications)

Memoir Essential Memoir Essential Hand out and explain the essential Students will be Assessed in answering the
Questions Questions questions, ask students to keep and able to essential questions over
Handout/List answer throughout the week (5 min) understand the the course of the week
 elements of (formative), in the
What is a Go through the Memoir Elements memoir. upcoming mini-memoir
Memoir? “Memoir Elements” Slide slide show with students and refer to writes (formative), and the
Introduction Notes Show the slideshow link (20 min) Students will be Unit Final Summative
able to discuss Memoir write.
“Big Boy” by “Big Boy” by David Hand out copies of “Big Boy” or refer an example
David Sedaris Sedaris Excerpt them to an appropriate link and read memoir, Assessed in formative
(Memoir Example Link/Handout together as a class (15 min) identifying discussion questioning in-
#1) elements within class.
“Big Boy” Reactions/Elements the text and what
Discussion (10-15 min) elements may be
missing from the
text.

Notes

I would like to start this unit with the hilarious and brief “Big Boy” short story by David Sedaris. The story is short, digestible, and
hilarious, and may be a welcome introduction to the genre for students who get the impression that Memoirs always must be “heavy” and
serious. Because of its short length, it’s a good example for students to analyze in terms of what elements are missing just as much as
which are present in the work.

Day 2 of 5

Big WHY? (Why should students need/want to know State (or district) standards
this?)

Students should be exposed to as much Memoir
writing as possible to best become familiar with it.
Students should be given the opportunity to explicitly
identify key elements of memoir writing, collaborating
with peers as they do so.
(CCSS.ELA-LITERACY.RS.11-12.1): Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters
uncertain.

Activity Materials and technology (include Procedure with approximate Lesson objective Assessment
planned accommodations and timing (SWBAT)
modifications)
 Students will be able to Skill will be
Students will be asked to read explicitly identify assessed in the
“Why Not Me?” “Why Not Me?” Handouts “Why Not Me?,” our second previously discussed following class
(Memoir Example Memoir example silently in memoir elements in an period during a
#2) class (20 min) example of formative
professional, published discussion and class
Annotate the Students will be asked to writing. comparison between
Passage annotate the excerpt using annotations.
highlighters, markers, pens, etc.
They will be asked to identify Knowledge of the
the memoir elements covered elements of memoir
in their notes yesterday. This assessed in the
portion can be done in small formative mini-
groups of 2-3 students (30 memoir write at the
min). end of the week, as
well as the
summative memoir
write at the end of
the unit.

Day 3 of 5

Big WHY? (Why should students need/want to know State (or district) standards
this?)

Students should compare their annotations to identify (CCSS.ELA-LITERACY.RS.11-12.3) Analyze the impact of the author’s
any discrepancies and to provide clarity as to the choices regarding how to develop and relate elements of a story or drama (e.g.,
presence of memoir elements in the writing. where a story is set, how the action is ordered, how the characters are introduced
and developed).
Students should also be introduced to the concepts of
Tone & Mood, and how these elements influence
audience interpretation of Memoir.

Students should read another Memoir example and this

time identify Tone & Mood in addition to other
Memoir elements previously covered.

Activity Materials and technology (include Procedure with approximate Lesson objective Assessment
planned accommodations and timing (SWBAT)
modifications)

Review “Why Not “Why Not Me?” + Smartboard “Why Not Me?” Excerpt Students will be able to Skill will be
Me?” Annotations Review and Annotation discuss and correctly assessed in the
and Class Comparison (10 min) identify memoir following class
Comparison elements in a period during a
Tone & Mood Slideshow professional text. formative
Notes on Tone & Presentation Tone & Mood Notes Slideshow discussion and class
Mood Presentation (15 min) Students will be able to comparison between
consider what memoir annotations.
Read and “Where Did You Get That elements may be
Annotate “Where “Where Did You Get That Name” Name” Google Drive missing from a text. Knowledge of the
Did You Get That Google Drive Assignment Assignment In-Class Work (35 elements of memoir
Name” (Memoir min) Students will be able to assessed in the
Example #3) understand an author’s formative mini-
use of Tone to establish memoir write at the
Mood in their writing. end of the week, as
well as the
Students will be able to summative memoir
annotate another write at the end of
professional memoir the unit.
elements, this time
identifying Tone in
addition to other
elements of memoir.

Day 4 of 5

Big WHY? (Why should students need/want to know State (or district) standards
this?)
Students should hear Memoirs from different
perspectives and that cover different subjects.
Students should be able to listen/read Memoir and
answer questions regarding the Memoir elements
they’ve been learning this week.
Demonstrating the ability to answer questions
regarding Memoir with thoughtful responses is a way
to assess their progress so far.
(CCSS.ELA-LITERACY.RS.11-12.2) Determine two or more themes or central
ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
(CCSS.ELA-LITERACY.RS.11-12.3) Analyze the impact of the author’s
choices regarding how to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the characters are introduced
and developed).
(CCSS.ELA-LITERACY.RS.11-12.1) Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters
uncertain.

Activity Materials and technology (include Procedure with approximate Lesson objective Assessment
planned accommodations and timing (SWBAT)
modifications)

“Where Did You “Where Did You Get That Name” “Where Did You Get That Students will be able to Podcast Ponderings
Get That Name” + Smartboard Name” Excerpt Review and discuss and correctly serves as a
Annotation Annotation Comparison (10 identify memoir formative
Review min) elements in a published assessment of
Appropriate link, optional text. general
Listen to selected headphones, transcript (if understanding
The Moth oral available). Students will be able to regarding memoir
memoirs and Students will listen to oral listen to oral memoirs elements like theme,
handout Podcast “Podcast Ponderings” Handout memoirs in class together and and answer short voice, tone, mood,
Ponderings answer questions on the answer prompts and figurative
worksheet corresponding worksheet regarding specific language.
assignment “Podcast elements within what
Ponderings.” This will last the they’ve heard.
remainder of the class period.
Day 5 of 5 (or equivalent for block schedules)

Big WHY? (Why should students need/want to know State (or district) standards
this?)

Students should discuss the essential questions related (CCSS.ELA-LITERACY.WS.11-12.3): Write narratives to develop real or
to memoir that they’ve been expected to answer over imagined experiences or events using effective technique, well-chosen details,
the course of the week. and well-structured event sequences.

Students should practice creating their own memoirs as (CCSS.ELA-LITERACY.WS.11-12.4): Produce clear and coherent writing in
a creative exercise that helps assess their which the development, organization, and style are appropriate to task, purpose,
understanding, as well as prepares them for this unit’s and audience.
big summative memoir write.
(CCSS.ELA-LITERACY.WS.11-12.5): 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

Activity Materials and technology (include Procedure with approximate Lesson objective Assessment
planned accommodations and timing (SWBAT)
modifications)

Memoir Essential Memoir Essential Questions Review and Discuss this Students will be able to Essential questions
Questions Handout/List week’s Essential Questions as a practice writing their is a formative
Handout/List class (5-10 min) own memoirs given a assessment of
solid outline and student
previously analyzed understanding of
excerpt as a launching memoir.
point.
This memoir mini-
Memoir Mini- Students will have the class Students will be able to write is a formative
Write #1 – “Why Memoir Write #1 Assignment period to write these memoirs, analyze memoir assessment of
Not Me?” Link / Outline to be due the following through answering and student memoir
Monday. discussing essential writing ability,
 questions related to the which follows their
creation and study of understanding of
memoir. elements discussed
during the week.

Reflection: Looking over your 5-day plan, what patterns do you notice? What strengths do you see? What was most challenging? What
goals do you have for the next few weeks of your placement based on the skills you were able to demonstrate in this plan?

A pattern I notice is that I have the students annotate and discuss from examples. I also notice that all of my assessments are formative
except for one – Podcast Ponderings. The strengths I see are that I think I have some really great examples of work for them to look at.
The most challenging thing, I think, is giving students the chance to actually practice writing memoir in a risk-free environment, but
keeping them motivated to do so. In my experience students are more apt to complete something “for a grade,” but I wouldn’t want to
grade their very first creative writing attempts, either. Goals for the next few weeks are to closely identify the moments that my mentor
teacher implements summative assessments.

Reflection: Consider one enactment of either EIST or EMC that you did during this time. What were your strengths and weaknesses?
How did you use your previous experience to grow?

During this lesson I presented the Tone & Mood slide show. As I reviewed in my ClEvR document, my strengths before were my use of
analogy, the comprehensiveness of the notes themselves, and my on-the-fly examples. Those remained the same. My weaknesses were
the presentation of the material itself – I feel like I needed to be more comfortable in front of students. By this time, I’m much more
comfortable with students simply from being in Mrs. Hull’s room a lot more. I was able to deliver the content in a much smoother
fashion, which drastically improved the amount of back-and-forth between the students and I.