Thematic Unit
Katie Sobolewski
EDAT 6119
Spring 2010
Introduction
My unit consists of Narrative Writing and types of sentences. While I do cover
these two concepts before we take the GCRCT, I do not have time to allow the students
the freedom to express themselves through creative writing. It is vital that the students
know how to effectively incorporate compound, complex, and compound-complex
sentences into their writing. Using these types of sentences in their writing makes their
writing sound much more mature; therefore, we are going to incorporate this concept into
our unit on Narrative Writing. I have created a unit that combines fairy tales and
persuasive writing. There is one formal assessment that is the culminating project at the
end of the unit, and there are several informal assessments throughout the unit. The
culminating formal assessment uses excel to create a branching story. The students
always enjoy completing this project because it allows them to see different uses for the
Excel program. It also allows the students to write creatively, which is something they
rarely get to do in 7th grade. I have created my own example of a branching story for the
students to model their story after.
My students are not very diverse this school year. I currently teach 102 students
7th grade Language Arts. Two of those students are African American, and one student is
of Hispanic origin. The rest of my students are Caucasian. I teach two segments of
gifted Language Arts and three segments of on level Language Arts. I have no team
taught classes or students with modifications in any of my classes.
Overview
My unit incorporates a grammar standard and a writing standard. For this unit we will
focus on Narrative Writing and types of sentences such as compound, complex, and
compound-complex. Although we have already introduced types of sentences, I feel that
the students need remediation on this difficult concept. The students will be given the
opportunity to write creatively which they do not often get to do during the school year. I
will give the students the opportunity to work both individually and in cooperative
groups. I do not often do group work in Language Arts, but I do think that when I am
using technology, it is a good idea to allow students to work in groups since some of
them are more technologically advanced than others.
The students will be given the opportunity to use Excel to create a branching story. This
is always an exciting assignment for the students since they are not used to using this
program for this purpose.
Technology Assignments in the unit:
1. Introduce vocabulary with PowerPoint
2. Inspiration to create vocabulary word wall
3. Quia activity to review vocabulary
4. Quia vocabulary quiz
5. Quia choice board
6. Blog topic (http://katiesobolewski.wordpress.com/)
6. United Streaming and Brain Pop videos (using Quizdom remotes for quiz)
7. Using Excel to create a branching story
8. PowerPoint biographies
9. Movie Maker “Where I come from”
10. Wordle to create poetry
Unit Schedule
4-14
4-15
4-16
Introduce
Quia activity
Review types
vocabulary for
for vocabulary
of sentences
Narrative
review
with stations
Writing via
PowerPoint
and
Inspiration
4-19
4-20
4-21
4-22
4-23
“Types of
Introduce
Work on
Work on
Work on
Narrative”
Branching
Branching
Branching
Branching
clips from
Stories
Stories
Stories
Stories
4-26
4-27
4-28
4-29
4-30
Work on
Present
Present
Introduce
Work on
Branching
Branching
Branching
group project
group projects
Stories
Stories
Stories
options
5- 3
5-4
5-5
Work on
Present group
Present group
group projects
projects
projects
United
Streaming
and Brain Pop
Lesson Plan Template
LESSON PLAN ONE
Introduction
For the introduction to this unit, I will introduce my students to the
vocabulary that goes along with Narrative Writing. We will discuss what
Narrative Writing is, and what it is not. We will discuss the elements of
Narrative Writing, and I will show some examples of what is considered
Narrative Writing.
This unit consists of both Narrative Writing and types of sentences. We
have already discussed types of sentences such as compound, complex,
and compound-complex, but the students have not had the opportunity to
put that knowledge into practice in their own writing. Therefore, we will
briefly review the differences in these types of sentences, and incorporate
those skills into their writing.
I think it is important to teach elements of grammar as they relate to
students’ writing. Students need to know that these concepts can improve
their writing. This is why I incorporate this particular grammar concept
with Narrative Writing. Students enjoy writing this particular genre, so it
comes relatively easy for them, but writing with more complex sentences
is difficult for them. Therefore, I incorporate these two concepts together.
Outcomes


Will be able to incorporate compound, complex, and compoundcomplex sentences into their writing
Will be able to use and understand vocabulary terms as they relate
to Narrative Writing
Standards
ELA7R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
ELA7C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Identifies and writes simple, compound, complex, and compound-complex
sentences correctly, punctuating properly, avoiding fragments and run-ons,
adding or deleting modifiers, combining or revising sentences.
Resources
Off-line: PowerPoint and Inspiration
Online: http://www.quia.com/pages/katiesobolewski.html
Integration of Technology
Description of what technologies (database, spreadsheet, etc.) will be
integrated: PowerPoint, Inspiration, and Quia for vocabulary activity
How the technology will be integrated (How a student centered approach
will be taken to the integration.): Students will use the program
Inspiration to create web diagrams of the vocabulary that we are
learning. This is student centered because they are creating a product
that will enable them to learn about the vocabulary with similar
words or pictures. They will also use my website on Quia to complete
a vocabulary activity to reinforce what we learned in the classroom.
The learning objective(s) the integration will address: What is Narrative
Writing?
A description of the artifacts the students will produce: Students will
produce work from the program Inspiration. They will also complete
an activity for reinforcement on my Quia homepage.
Materials





Student laptops
Internet access to get to my Quia homepage
PowerPoint
Inspiration
Smart board
Process
Preparations: in order to prepare for the first lesson in this unit, I will
need to create a PowerPoint of the vocabulary words that we will be
studying on Narrative Writing. I will also need to run off copies of the
web diagram for what Narrative Writing is. (copy attached). Lastly, I will
need to create an activity in Quia for my students to review.
Tips: It is difficult for this entire activity to be student centered. I will
need to introduce the vocabulary to them regarding Narrative Writing via
PowerPoint. It is also important that I make sure the program Inspiration
is up and running on all student laptops for them.
Tasks:
1. Introduce students to Narrative Writing using the web diagram.
2. Introduce students to the vocabulary associated with Narrative Writing
through PowerPoint.
3. Explain the Inspiration assignment, and assign groups. I will
differentiate as needed for the groups, and I will be available as
needed. The students have used this program before in my classroom,
so I will be available to troubleshoot issues for them, but they will not
need whole class instruction on using the program.
4. Day two will be a review of the vocabulary concepts. Students will
form the same groups as their Inspiration groups and complete the
review from my Quia homepage.
Outcomes/Products:
1. At this point, students can memorize vocabulary. I want them to be
able to apply the knowledge that they are learning. This is why I am
presenting the vocabulary to them, but then requiring them to put the
vocabulary in their own words through Inspiration.
2. It is imperative for students to learn the vocabulary that is associated
with each type of writing. The Inspiration project and the Quia
activity will be a combined class work grade.
Assessment

The Inspiration project and the Quia activity will be the assessment
to determine if they have successfully applied the terms. A rubric
will be provided to the students for the Inspiration project, so they
know my expectations.
Extensions/Modifications

This year, I do not teach any special education classes. I also do
not have any students in my classes that have an Individualized
Education Program. This makes it much easier to plan my units. I
do teach two segments of gifted classes. For these two classes, I
will give them options as to how to present their vocabulary
activity. They can still use Inspiration, but they may also use any
other program that they are familiar with.
LESSON PLAN TWO
Introduction
For the second lesson of this unit, we will review types of sentences. I
have already taught compound, complex, and compound-complex
sentences, but it has been a few months. I feel that the students need some
review on this concept; so we will spend a day reviewing the different
types of sentences in stations.
Outcomes

Will be able to correctly identify and create a compound, complex,
and compound-complex sentence.
Standards
ELA7C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Identifies and writes simple, compound, complex, and compound-complex
sentences correctly, punctuating properly, avoiding fragments and run-ons,
adding or deleting modifiers, combining or revising sentences.
Resources
Off-line: individual white boards, markers, erasers
Online: http://www.quia.com/pages/katiesobolewski.html
http://katiesobolewski.wordpress.com/
Integration of Technology
Description of what technologies (database, spreadsheet, etc.) will be
integrated: www.quia.com/pages/katiesobolewski.html and
www.katiesobolewski.wordpress.com/
How the technology will be integrated (How a student centered approach
will be taken to the integration.): For this lesson, I will integrate
technology through the stations or centers. The students will access my
Quia website to complete two different review games on types of
sentences. They will also access my blog to complete a question. They
will have to respond using a minimum number of compound, complex,
and compound-complex sentences.
The learning objective(s) the integration will address: How can we
incorporate different types of sentences into your writing?
Materials
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

Student Laptops
White boards, dry erase markers and erasers
Internet access to access my blog site and my Quia homepage
Process
Preparations: In order to prepare for the lesson, I will need to rearrange
my room into four distinct groups. This will allow the students to move
freely around the room. I will also need to set up laptops at each station
and have them ready to get on the internet. I will also have my white
boards and materials set up at one of the stations.
Tips: The students are very familiar with my blog and Quia homepage
since we use both of them on a weekly basis. I do not anticipate any
questions regarding the stations since I will be at the one where the
students are creating their sentences on the whiteboards. This will be
where I can do small group teaching.
Tasks:
1. Instruct students on the four different stations and divide them into
small groups.
2. I will be at the station where the students are working on the
whiteboards, but the students from other stations can ask me questions as
needed.
Outcomes/Products:
3. This activity will be a review for students, but I think it is a needed
review since it is so important that they understand how to use the
different types of sentences in their own writing. The students always
enjoy having centers in the classroom since it gets them up and
moving, and they get to complete a different activity each 12 minutes.
Assessment

The students will be assessed on their blog response. The
guidelines are available in the instructions on the blog website.
They will also be assessed on their sentences that they create in the
whiteboard station. The whiteboard stations will be an informal
assessment, and it will not count for a grade; however, the blog
assignment will count as a class work grade.
Extensions/Modifications

As an extension for this activity, I have also created a few more
review activities and placed them on my Quia homepage. These
activities will not count for a grade; however, they are available if
the students feel that they need additional remediation on types of
sentences.
LESSON PLAN THREE
Introduction
For this lesson, students will watch a few segments of videos from United
Streaming and Brain Pop on Narrative Writing and types of sentences.
This will give the information a different way than what I have already
reviewed with the students.
Outcomes


Will be able to compare Narrative Writing to Expository and
Persuasive Writing
Will be able to create compound, complex, and compoundcomplex sentences
Standards
ELA7W2 The student demonstrates competence in a variety of genres.
The student produces a narrative (fictional, personal, experiential) that:
a. Engages readers by establishing and developing a plot, setting, and point of
view that are appropriate to the story (e.g., varied beginnings, standard plot
line, cohesive devices, and a sharpened focus).
b. Creates an organizing structure appropriate to purpose, audience, and context.
c. Develops characters using standard methods of characterization.
d. Includes sensory details and concrete language to develop plot, setting, and
character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).
e. Excludes extraneous details and inconsistencies.
f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded
vocabulary, flashback, movement, gestures, expressions, tone, and mood).
ELA7C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Identifies and writes simple, compound, complex, and compound-complex
sentences correctly, punctuating properly, avoiding fragments and run-ons,
adding or deleting modifiers, combining or revising sentences.
Resources
Off-line: none
Online: http://streaming.discoveryeducation.com/
http://www.brainpop.com/
Integration of Technology
Description of what technologies (database, spreadsheet, etc.) will be
integrated: United Streaming and Brain Pop video segments and
Quizdom remotes for quizzes at the end of each segment of video
How the technology will be integrated (How a student centered approach
will be taken to the integration.): We will watch a few video segments
from United Streaming on Narrative Writing and types of sentences.
After most of the segments, there is a short quiz at the end. We will
use our Quizdom remotes for the students to take a short quiz to
ensure understanding.
The learning objective(s) the integration will address: What are the
different forms of Narrative Writing? How can we effectively
integrate different types of sentences into our writing to make it more
interesting?
A description of the artifacts the students will produce: Students will not
produce anything tangible during today’s lesson.
Materials


Smart board
Quizdom remotes
Process
Preparations: To prepare for this lesson, I will need to preview the videos
on United Streaming and BrainPop. I will also need to get the Quizdom
remotes out and ready to go for the students.
Tips: It is easier to get started if I have two different Internet Explorers up
and running. This will save time during the transition period. I will also
hand out Quizdom remotes as the students enter the classroom. This will
also allow plenty of time to watch the selected videos.
Tasks:
1. Preview video segments from BrainPop and United Streaming.
2. Set up Quizdom remotes for students
Outcomes/Products:
1. I wanted to take a day to view these video segments because they offer
ideas of how many different ways Narrative Writing can be used. It is
also good to hear someone else explain types of sentences in different
words than I use. Sometimes if a student hears it from someone different,
it will click with them.
Assessment

The United Streaming video quizzes and the BrainPop quizzes will
be averaged together for one quiz grade. This is a great tool from
the Quizdom remotes that I have in my classroom. It will take all
quizzes from one day for a certain remote and average the grades
of all quizzes together.
Extensions/Modifications

All classes will complete the same activities today. I will give all
students the student access code for United Streaming and
BrainPop in case they feel they need more remediation at home.
LESSON PLAN FOUR
Introduction
For this lesson, my students will create their own branching story in Excel.
I will model how to do this for them, and I will give them online resources
to walk them through the process.
Outcomes


Will be able to use the vocabulary from Narrative Writing to apply
it to his or her own story.
Will be able to use compound, complex, and compound-complex
sentences correctly in their own writing.
Standards
ELA7W3 The student uses research and technology to support writing.
Resources
Off-line: Excel
Online: http://internet4classrooms.com/excel_branching_story.htm
Integration of Technology
Description of what technologies (database, spreadsheet, etc.) will be
integrated: I will use Excel and the internet.
How the technology will be integrated (How a student centered approach
will be taken to the integration.): Students will use Excel to create a
branching story. This will involve learning to hyperlink pages
together.
The learning objective(s) the integration will address: How can I
incorporate different types of sentences easily into my writing? How
can I create my own Narrative piece of work?
A description of the artifacts the students will produce: A completed
branching story in Excel
Materials

Student Laptops
Process
Preparations: In order to prepare for this lesson, I will need to create my
own branching story to use as a model for my students. I will also need to
provide step by step instructions for them to set up and create their own
story.
Tips: This is a difficult concept for the students to complete. It challenges
them because they are not accustomed to using Excel to write stories. It is
imperative that they follow the instructions step by step in order for this to
be a successful process for them.
Tasks:
1. Create an example of a branching story in Excel.
2. Students will create their own branching story in Excel. This will take
approximately five days. Since this is not an easy concept for the
students, we will work on this assignment in class, so I am available to
answer any questions about the process.
Outcomes/Products:
1. The final student product will be their branching story. A rubric will
be provided for them.
Assessment
The branching story will count as a test grade.
Extensions/Modifications

All students will complete this activity; however, my regular
classes will be allowed to work in partnerships of two.
LESSON PLAN FIVE
Introduction
For this final lesson in the unit, the students will have a choice as to what
they would like to do for their culminating project for Narrative Writing.
They will have two and ½ days in class to work on this assignment and we
will present the final products. They will be allowed to work in
partnerships of two for this assignment. I am giving options for this last
assignment because some students will enjoy using technology to
complete this assessment, but some will want to utilize other methods of
presentations. A choice board will be provided to the students.
Outcomes

Will be able to apply what they have learned about Narrative
Writing and types of sentences to create their own work.
Standards
ELA7W3 The student uses research and technology to support writing. The student
a. Identifies topics, asks and evaluates questions, and develops ideas leading to
inquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography
by using a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g., compositions,
multimedia presentations, graphic organizers, projects, etc.).
d. Documents sources.
e. Uses electronic media to locate relevant information.
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions.
Resources
Off-line: Rubrics, Movie Maker, PowerPoint
Online: http://www.toondoo.com/
Integration of Technology
Description of what technologies (database, spreadsheet, etc.) will be
integrated: Moviemaker, PowerPoint, online cartoon creator
How the technology will be integrated (How a student centered approach
will be taken to the integration.): Students will utilize one of the choices
given to create their own narrative work.
The learning objective(s) the integration will address: What modes of
publishing are available to me?
A description of the artifacts the students will produce: varies depending
on what they chose from the choice board. Rubric is attached.
Materials



Student Laptops
Rubrics
Paper, scissors, glue for the students that chose a nontechnology
route.
Process
Preparations: To prepare for this final lesson, I will need to create a
choice board for my students with their options. I will also need to create
a rubric for each choice given.
Tips: The students will be allowed to work in partnerships for this final
activity. They rubrics will be provided on my website, so I do not waste
paper printing out too many copies of one rubric.
Tasks:
1. I will create a movie to show the students as a model.
2. Students will join groups or work individually to create their own
movie.
3. A rubric will be provided beforehand so students know their
expectations.
Outcomes/Products:
1. Students will have a choice as to what their final product will be.
They can choose from a Photo story, PowerPoint, children’s book, or
children’s book without words. Rubrics will be given.
Assessment
This assignment will also count as a test grade. This is the second test grade that
the students will have for this unit.
Extensions/Modifications

No modifications are needed since the students can choose their
end product. No extensions are needed for my gifted students
either since they can choose their own product.
Published at:
http://katiesobolewskiunitedat6119.webs.com/