Unit Plan

Unit Title: Narrative Writing Unit Subject L.A

Area(s):
Teacher: Jordan Flexhaug Grade Grade 6
Level:
Duration of 6 weeks (27 days)
Unit:
Unit Overview:
Language is a uniquely structured system that forms the basis for thinking, communicating, and
learning. Influenced by numerous cultures and languages over many centuries, English has
grown to become a prominent language for international communication. English language arts
and literature involves learning about historical aspects and contemporary applications of the
English language through the interrelated strands of reading, writing, listening, speaking,
viewing, and representing. Engagement with a wide variety of texts offers students opportunities
to expand their thinking beyond personal experiences, to think critically about ideas and
information, and to explore creative expression. Focusing on developing the ability of students to
communicate effectively in a variety of contexts, to inform, persuade, or entertain, English
language arts and literature also aims to spark the imagination, inspire a love for learning, and
develop appreciation for the rich diversity of human experiences shared through language,
literature, and story. Experiences in English language arts and literature help students develop
deep understandings of others and themselves, build and strengthen interpersonal relationships,
and engage in responsible citizenship.

Special Considerations (differentiation):

● Students who might struggle to write may need assistance in writing their stories.
○ They may also need extra time to complete their work.
● Students who might struggle to read may need assistance in understanding what is expected of
them on assignments as well as on any worksheets/booklets students fill out.

General Learning Outcome (GLO):

Writing: Ideas and information can be articulated accurately and imaginatively through the use of
writing processes and an understanding of the author’s craft.
Guiding Question: How is precise writing influenced by ongoing craft and process development?
Learning Outcome: Students create texts that reflect personal voice and style through creative and
critical thinking processes. Students analyze how text form and structure clarify information and
support connecting with self, others, and the world.
 Specific Learning Outcomes (SLO):
Knowledge:
● Writing processes can be used to clearly compose and refine ideas and develop personal style,
and include:
○ planning
○ drafting
○ revising
○ editing
○ publishing
● Planning can help organize thoughts and prioritize information and includes:
○ consideration of audience, purpose, and form
○ idea generation
○ narrowing a topic
● Organizational structures can help focus the expression of ideas or information, such as:
○ introduction, opening, or lead
○ details in order of sequence or importance
○ transitions
○ conclusions
Understanding:
● Writing can cultivate expression, problem solving, and critical thinking.
● Creative thinking can enhance personal style and voice through experimenting with,
evaluating, and selecting details.
Skills and Procedures:
● Create narratives that develop setting, plot, and character using suspense, figurative language,
and dialogue.

Prior Knowledge/Skills:

● Students will have prior knowledge of the different elements of stories.

● Students will have had prior experience with the writing process:
○ planning, editing, etc.
● Students will have an understanding of personal expression.
● Students will have an understanding of dialogue.
● Students will have an understanding of the influence of word choice.
● Students will have an understanding of creating characters.
● Students will have an understanding of figurative language.
 Lesson Related Resources Learning Activities Assessment(s)
Topic/# SLO(s) Formative – F
Summative - S

Week 1
1. Create Pre-Assessment To gauge where students F - Students
March 12 narratives that Narrative Writing are at with their writing, we completion of their
develop Worksheet will begin with creating a story
Assessing setting, plot, story. Students will be
Prior and character https://www.onceupo
given a planning sheet as
Knowledge using suspense, napicture.co.uk/
well as paper to create a
figurative
story. They will have
language, and
freedom to create a story of
dialogue.
their choosing but will also
be given a story prompt if
needed.

2. Create What Makes Students will be given the F - Students

March 13 narratives that Narrative Writing opportunity to finalize their participation and
develop story from the previous engagement in class
What setting, plot, class. We will then vaguely discussions
Makes and character go over the different
Narrative using suspense, elements within narrative
Writing figurative
writing before moving into
language, and
deeper detail on each
dialogue.
element.

3. Analyze Elements of a Story Students will be asked what F - Students

March 14 writing for Guided Notebook for elements they can recall participation and
development of Students from the previous class. We engagement in class
Point of tone and point will then delve in on a discussions
View of view Elements of a … deeper look at the element
through Students completion
point of view.
language use. of filling in their
booklets

Week 2
4. Create Elements of a Story Students will be asked to F - Students
March 18 narratives Guided Notebook for recall the different types of participation and
that develop Students points of view discussed in engagement in class
Setting setting, plot, the previous class. We will discussions
and character Elements of a … then move on to discussing
using Students completion of
the element setting.
suspense, filling in their booklets
Students will be given a
figurative
 language, picture and will need to Students completion of
and dialogue. describe the setting as best describing the setting
as they can. of a specific image

5. Types of Elements of a Story Students will be asked to F - Students

March 19 characters Guided Notebook for recall what setting is. We participation and
include Students will then discuss different engagement in class
Characters - stock types of characters within discussions
- protagonist Create a Character
narrative writing. We will
- antagonist Worksheet Students completion of
go over characters in the
filling in their booklets
Elements of a … notebook. Students will be
A stock
given a “Create a Students completion of
character is a
stereotypical Character” worksheet to their character
figure who is complete which will be worksheet
recognized used in creating a story in
from familiar the class to follow.
literature and
traditions.

A
protagonist
is the main
character at
the centre of
a story who
makes
decisions,
deals with
consequence
s, and faces
obstacles.

An
antagonist is
an opponent
of or force
acting
against the
protagonist
and often
gets in the
protagonist’s
way or
creates
challenges.
6. Examine Elements of a Story Students will have the F - Students
March 20 elements Guided Notebook for opportunity to complete participation and
within a Students their characters. We will engagement in class
Characters variety of then move on to different discussions
and Conflict fictional texts, Elements of a … types of conflict within
including
narrative writing. Students
 conflict. will be put into partners Students completion of
where they must create a filling in their booklets
Elements of story with a certain type of
fiction include Students participation
conflict and a resolution in
conflict, which in the completion of
it while also using the
is a struggle their short story
between characters they created in
individuals, the previous class. This can
groups, or be completed with partners.
forces that
prevents the
protagonist
from
achieving a
goal.
7. Examine Students will have the F - Students
March 21 elements opportunity to finalize their participation in the
within a stories. Students with the completion of their
Characters variety of most creative story that short story
and Conflict fictional texts,
contains a beginning,
including
conflict. middle, and end, as well as
a distinct conflict and
Elements of resolution will be entered in
fiction include to win a prize.
conflict, which
is a struggle
between
individuals,
groups, or
forces that
prevents the
protagonist
from
achieving a
goal.

Week 3
8. Making text Elements of a Story We will begin by reviewing F - Students
March 25 to self, text to Guided Notebook for all of the elements that we participation and
text, and text Students have learned about so far in engagement in class
Theme to world the unit. We will then move discussions
connections Elements of a … on to discussing theme. We
can support Students completion of
will watch a short film as
analyzing, filling in their booklets
well as read different stories
summarizing,
to try and decipher the
and
synthesizing themes within them.
texts.

Analyzing
texts includes
 reading
closely to
examine
ideas and
information
in texts
separately
and in
relationship
to each other.
9. Create Elements of a Story We will review the different F - Students
March 27 narratives Guided Notebook for components of plot. participation and
that develop Students Students will need to fill in engagement in class
Plot setting, plot, their booklets. Each Student discussions
and character Planning Worksheet
will then be given a
using Students completion of
Elements of a … planning sheet. They will
suspense, filling in their booklets
be given the choice to
figurative
complete it as a class or Students completion of
language,
and dialogue. individually. their planning sheet

10. Create Elements of a Story Students will complete their F - Students

March 28 narratives Guided Notebook for planning sheet. We will completion of their
that develop Students then play a game of planning sheet
Plot setting, plot, narrative writing jeopardy
and character Planning Worksheet Students engagement
to review what has been
using and participation in
Elements of a … learned so far in the unit.
suspense, narrative writing
figurative jeopardy
language,
and dialogue.

Week 4
11. Create Elements of a … We will begin this class F - Students
April 8 narratives with a ‘brain explosion’. engagement and
that develop Dialogue Rules Students will have the participation in brain
Narrative setting, plot, opportunity to write explosion game and
Elements and character everything they know about class discussions
Brain using different topics/elements
Explosion/ suspense, Students completion of
that have been covered so
Dialogue figurative the dialogue rules
far in this unit. Posters will
language,
and dialogue. be put up around the room.
Students will line up
Elements of outside of the classroom
fiction include and have to come in 6 at a
conflict, which
time to add something to
is a struggle
between
the posters. Students will
individuals, then engage in class
groups, or discussion around dialogue
forces that and participate in writing
 prevents the rules of dialogue based on a
protagonist short passage.
from achieving
a goal.

Types of
characters
include
- stock
- protagonist
- antagonist
12. Create Elements of a … Students will begin by F - Students
April 9 narratives going over rules of engagement and
Dialogue Rules dialogue. We will then participation class
Dialogue/Wo that develop
setting, plot, Deck of words to discuss different words to discussions and games
rd Choice
feelings use instead of said.
and Students completion of
character We will then play a game the dialogue rules
using similar to apples to apples
suspense, with a deck of words to
figurative feelings cards. These will
language, be distributed between each
and group.
dialogue. Lastly, we will play a
synonym game to continue
expanding students word
choice.

13. Create Figurative language We will discuss what F - Students

April 10 narratives presentation figurative language is and participate and
that develop pre-assess students' engagement in class
Figurative Figurative Language
setting, plot, knowledge on it. Students discussions
Language mind map/graffiti
will then be given a blank
and board worksheet Students completion of
piece of paper to create a
character their graffiti board
graffiti board. We will
using create mind maps with Exit pass
suspense, different types of figurative
figurative language. A book will be
language, read and asked what
and figurative language students
dialogue. noticed. Students will be
given an exit pass. They
will be read two different
passages. They will need to
write down what types of
figurative language were
used.
14. All learning Planning/ rough draft Students will be introduced F- Students completion
April 11 outcomes. worksheet to their final narrative of their planning
writing assignment.
Planning for
Students will plan for a
Narrative
narrative story filling in
Writing
their planning pages. They
Assignment
will then begin on their
rough drafts.

Week 5
15. All learning Planning/ rough draft Students will continue F - Students
April 15 outcomes. worksheet working on their planning completion of their
and should be working on planning and rough
Planning for
their rough drafts. draft
Narrative
Writing
Assignment

16. All learning Planning/ rough draft Students should be F - Students

April 16 outcomes. worksheet completing their rough completion of their
drafts in order to start planning and rough
Planning for
typing out their final copies. draft
Narrative
Writing
Assignment

17. All learning Planning/ rough draft Students will be able to S - Students
April 17 outcomes. worksheet type out their final copies completion of their
after showing their rough final copy
Finalizing Laptops
drafts to me.
Narrative
Writing
Assignment

18. All learning Planning/ rough draft Students final day to type S - Students
April 18 outcomes. worksheet out their final copies. completion of their
final copy
Final Day Laptops
for
Narrative
Writing
Assignment

Resources for extra time in classes:

● Story Elements Word Search
● Wordle
● Storytime Online
● Factile Games (Jeopardy)