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Unit Overview
The following information is only a guide -- always check with your teacher for due dates, scoring guides, projects, etc.

Writer’s Workshop
Unit 3: What’s the Story?

Essential Questions and Big Ideas
1. How do you write a personal narrative that engages the audience and reflects the significance of a problem, situation, or observation in your life? 
-- Writers engage the audience while reading personal narratives by conveying real experiences by using dialogue, reflecting on the significance of the problem, situation, or observation in his or her life. 
 
2. What makes a narrative text effective?    
-- There are several elements that make a narrative text effective, such as, visual details with specific actions and the use of dialogue.  These items provide insight into a character’s personality, fostering an effective narrative.

Performance Assessment
Engaging Scenario
You are a rising senior in high school and to get a head start on your senior year, you have decided to research several colleges and their requirements for admittance. You notice that your top three institutions, all seem to have the same requirement for the written portion of the application. Each school would like a narrative style essay. Since you have the time, you have decided to write one very detailed memoir, which would satisfy the application for all three schools. Think about a time in your life make a good story. Tell your story in a memoir to give a vivid detail description of the event.

Performance Task Synopses
Task 1: ELAGSE9-10W3, ELAGSE9-10W5, ELAGSE9-10RI10, ELAGSE9-10RL10
Read a memoir and use a plot diagram to identify parts of a narrative. 
 
Task 2: ELSAGA9-10W3b, ELSAGE9-10W3d 
Rewrite a paragraph including dialogue and using descriptive language. 
 
Task 3: ELAGSE9-10W5
Write an outline of your memoir that highlights a major event in your life.
 
Task 4: ELAGSE9-10W3, ELAGSE9-10W4, ELAGSE9-10W5, ELAGSE9-10W6
Write your memoir.
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Unit 4:  Write On!

Essential Questions and Big Ideas
1. How can we learn from the personal narratives told by people who are unlike ourselves?
“…stories shape our brains, tie strangers together, and move us to be more empathetic and generous.” 
--  
Research proves that, as humans, we respond to a good story, no matter who the storyteller happens to be.  We gravitate towards relationships, conflicts and resolutions inherently created by writers, whether the stories are fictional or personal. Humans are social creatures and reading the personal narratives written by others allows us to transmit important information between diverse individuals and communities.
 
2. Why is it important for writers to use appropriate grammar, usage and mechanics (including correct spelling and punctuation) when producing narrative writing?
-- Use of inappropriate or incorrect grammar, mechanics and punctuation, detracts from a good story.  Whereas, it may be possible to ignore poor spelling or poor punctuation each on its own, a combination of both will make it impossible for others to truly enjoy or get lost in a story, no matter how riveting that story may be. 

Performance Assessment
Engaging Scenario
During this school year, your class has studied and learned how to write in a variety of styles for a variety of purposes.  Now, each of you may feel an affinity for a specific style, including personal narrative, argumentative, and even creative writing.  Considering and recognizing your newly acquired skills, your teacher has proposed that each of you should focus on a specific style of writing and create an original written piece, all of which will be compiled into a classroom newsletter—the first of its kind for your school.
Since your school currently does not have a school newspaper, your teacher’s ultimate goal, is to have your classroom newsletter be adopted by the principal and possibly be expanded into a school-wide newspaper which includes all forms of student-produced writing.

Performance Task Synopses
 
 Task 1:  ELAGSE9-10W4; ELAGSE9-10W8; ELAGSE9-10W10
Research different types of newsletter formats which would be suitable for your class and determine the topics and styles of writing which will be included. Compile a list of topics which would be appropriate for a school-wide newspaper.

Task 2:  ELAGSE9-10W1d; ELAGSE9-10W2a; ELAGSE9-10W3c; 
Produce an outline or a proposal which will highlight the direction for the class newsletter as well as for each individual written piece.

Task 3: ELAGSE9-10W4; ELAGSE9-10W5; ELAGSE9-10L2; ELAGSE9-10L3;
Produce a sample written piece (article, essay, story or poem) with appropriate graphics or artwork, to be included in the class newsletter

Task 4: ELAGSE9-10W4; ELAGSE9-10-W6; 
Use appropriate technology and/or collaborate with other departments, to arrange, produce, publish, and/or share writing products in the format of a completed classroom newsletter.  

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