Title:
Writing Wizards
School:
Van Buren Freshman Academy
Grade:
9th
Rationale:
Practice, practice, practice…students need to be given the opportunity to practice their writing
skills they have learned from previous assignments and mentor texts. Students need to be able to
outline, draft, and even re-draft their stories in a way that is comfortable for them. So, students
will need to be given the option of multiple graphic organizers and rough draft formats. If they
want to use a computer program to type their rough draft or do an online graphic organizer, then
they should be given the opportunity. This lesson focuses on getting students to recognize the
best way they are able to attempt the writing process, with guidelines to help them along the
way.
Objectives:
Students will be able to develop events in a written narrative by using well-chosen details and a
well-organized plot line.
Standards:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Length of Lesson:
This lesson can be completed in 1- 3 days, based on student needs.
Description:
Day 1:
Students will be asked to use a graphic organizer of their choosing to produce an outline for their
short story. Multiple options will be presented including online, handouts, and student created
versions of their choosing. They will be asked to pay attention to plot line more than details at
this point in the writing process. Students will be able to work in small groups for extra support.
Students will be reminded that this outline will be used in creating a rough draft during the next
class meeting.
Day 2-4:
Students will use their graphic organizers to create a rough draft of their story. They will be
asked to pay attention to both plot line and specific details at this time. This will be done
individually, but students can be allowed to pair share at certain points during their writing
process, such as:
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

After writing their introduction paragraphs, conflict, climax, conclusion, and etc.
After coming up with literary devices, such as a metaphor, dialogue, or sensory imagery
Something they find interesting
The teacher will need to guide students along in their rough drafts, signaling when they should
be finishing up with each section or when they should double check their progress with a
neighbor. Students will complete their rough drafts, making sure that they write using double
spaces on their notebook paper (for use in the revising portion).
Introduction/Attention Getter:
The following bellringer will be used as a forum for answering questions and solving problems.
Bellringer: Answer the following questions in your journals.



How did the author of “Cora Unashamed” format the narrative?
What are some of the most interesting points of this story?
Why are they interesting?
Have students answer these questions then “Pair, Share” with their shoulder partner. Have a class
discussion about techniques the author uses to write a narrative.
Tools/Requirements:
Mentor Texts: “Cora Unashamed” and “Harrison Bergeron”
Highlighters (one per student)
Writing Utensils
Accommodations:
This lesson can be changed into a group assignment, if students need more support.
Obstacles/Plan B:
Time Issues: This lesson can be modified to fit any time frame and can be taught in pieces.
Absenteeism: Students who are absent will be asked to read the mentor texts at home and take
notes on specific focus points.
Interruptions: Because this lesson can be taught sporadically, interru