Intel® Teach Program
Essentials Course
Finding Our Own Truths..
Nonfiction
Unit Author
First and Last Name
Kristle Bryan
School District
Odyssey Academy
School Name
Odyssey Academy
School City, State
Galveston, Texas
Unit Overview
Unit Title
What is the best way to find the truth?
Unit Summary
“During this lesson, students use a variety of comprehension strategies to read and analyze
nonfiction narrative writing, including autobiographies, diaries, and/or memoirs. While they
read, students keep a Reader’s Notebook to record their connections, thoughts, and responses to
texts. In addition to the texts read in class, every student will read an independently-selected text.
They use the writing process to write a fictional version of an autobiography or diary and a personal
narrative. Students acquire new vocabulary skills in the areas of root words, affixes, analogies,
foreign words commonly used in English; and dictionary, glossary, and thesaurus usage.” (CScope,
2010-2011; U1L2)
Subject Area
Understanding personal essays, writing process, writing traits in Language Arts
Grade Level
7th Grade
Approximate Time Needed
3 Weeks beginning Aug 22 – Sept 9
Unit Foundation
Targeted Content Standards and Benchmarks
TEKS
7.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
Students are expected to:
7.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other
linguistic roots and affixes;
7.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of
unfamiliar or ambiguous words;
7.2C complete analogies that describe part to whole or whole to part;
7.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word
choices, and parts of speech of words.
7.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both
assigned and independent reading
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Intel® Teach Program
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to understand an author’s message. Students will continue to apply earlier standards with greater depth in
increasingly more complex
texts as they become self-directed, critical readers. Students are expected to:
7.Fig19B ask literal, interpretive, evaluative, and universal questions of text;
7.Fig19C reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making
textual, personal, and world connections;
creating sensory images);
7.Fig19D make complex inferences about text and use textual evidence to support understanding;
7.Fig19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a
text and across texts;
7.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding.
Students are expected to:
7.3C analyze how place and time influence the theme or message of a literary work.
7.7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw
conclusions about the
varied structural patterns and features of literary nonfiction and provide evidence from text to support their
understanding. Students
are expected to:
7.7A describe the structural and substantive differences between an autobiography or a diary and a fictional
adaptation of it.
7.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing,
and publishing) to compose
text. Students are expected to:
7.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience,
determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis
or controlling idea;
7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect,
compare-contrast) and building on
ideas to create a focused, organized, and coherent piece of writing;
7.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,
compound, and complex sentences; internal
and external coherence; and the use of effective transitions after rethinking how well questions of purpose,
audience, and genre have been
addressed;
7.14D edit drafts for grammar, mechanics, and spelling;
7.14E revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.
7.16 Writing. Students write about their own experiences. Students are expected to:
7.16A write a personal narrative that has a clearly defined focus and communicates the importance of or
reasons for actions and/or consequences.
7.19 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of
academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are
expected to:
7.19Aiv conjunctive adverbs (e.g., consequently, furthermore, indeed);
7.19Avii subordinating conjunctions (e.g., because, since);
7.19Aviii transitions for sentence to sentence or paragraph to paragraph coherence;
7.20 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization
and punctuation conventions in their compositions. Students are expected to:
7.20Bi commas after introductory words, phrases, and clauses;
7.21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
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Intel® Teach Program
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7.21A spell correctly, including using various resources to determine and check correct spellings.
Student Objectives/Learning Outcomes
 Read an autobiography, diary, or memoir and write a fictionalized version of one scene, interjecting yourself as
a character in the story. (7.FIG19A, 7.FIG19B, 7.FIG19C; 7.7A) 1C; 4E, 4F, 4G, 4I, 4J, 4K; 5G
 Record multiple reflections to communicate connections, thoughts and responses to nonfiction literary texts
and poetry. (7.FIG19A, 7.FIG19B, 7.FIG19C, 7.FIG19D, 7.FIG19E, 7.FIG19F; 7.2B; 7.17C) 4G, 4I, 4J, 4K; 5G
 Using the writing process and effective written conventions, write a personal narrative about a time when you
did something that took a lot of courage, a time when you didn’t follow the crowd, or a time when you stood up
for your beliefs. (7.14A, 7.14B, 7.14C, 7.14D, 7.14E; 7.16A; 7.19Ai, 7.19Aiv, 7.19Avii, 7.19Aviii; 7.20A, 7.20Bi;
7.21A) 5D, 5Ei, 5Eii, 5Eiii, 5F, 5G
 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their
meanings.
Curriculum-Framing Questions
Essential
What is the best way to find the truth?
Question
Unit Questions
Content
Questions
How do you make text personally relevant and useful to someone?
What tools can you cultivate to make yourself more successful and communication tasks
simple?
Assessment Plan
Assessment Timeline
Before project work begins
 Establish Writing  Fill in Text
Portfolio & LA
Structure
Communication
 See completed
Manual
options (student
samples) for
 Create Gritty Life
List
Personal
Narrative
 Read
Diary/Memoir/e
tc.
Students work on projects and
complete tasks
 Complete Text
Structure
Diagram
 Revise & Edit On
paper Using the
“Whole World
Approach”
 Choose method
to convey your
personal
narrative
 Plan & Play on
software you will
use to publish
your Personal
Narrative
After project work is completed
 Spend time
viewing each
other’s work
 Take Personal
Narrative/genre
test
 Discuss rubric
again and assess
each other’s
work
 Update your
personal goals list
for your next
project
 Add work to
your permanent
portfolio
Assessment Summary
During the lesson/project student will receive mini quizzes, designed to assess students on sub-skills being
taught within the project: communication basics of reading/writing/word study. Students will keep up with
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Intel® Teach Program
Essentials Course
the progress against the project flow chart. At the end of the unit/project students will assess each other
using a writing and project rubric while I assess using the same rubrics. Students will then take a multiple
choice test that will assess their ability to apply theory to exemplar samples of literature.
Unit Details
Prerequisite Skills

Basic knowledge of sentences, paragraphs and grammar

Basic knowledge of internet access, student server access, Microsoft word, typing
Basic knowledge of story elements: character, problem, solution

Instructional Procedures

Establish instructional routines.


Establish ELA spiral and Writing Notebook
Introduce nonfiction literature with an example piece that you read directly to students.


Discuss what the author’s goals and purposes likely were behind the piece of literature.
Discuss the impact the literature had on them, and depending on the audience reached, they impact it
could have.
Introduce key details which define Nonfiction Literature and the simplicity behind the pieces.
Introduce “driveway moment” and Nonfiction Literature Project Process Chart
Lead students through the Driveway Moment process utilizing the Text Structure Planning Page.
Make sure you do this process for your own writing as the example. Participate in the process as the
students do.
Facilitate students as they move through the TSPP
As students reach the point where they have a semi-final-draft, teach students to give their writing
the “Colorbility test” Use a rated essay for “colorbility test” and to examine the grading rubric
Facilitate students as they try out the many methods of publishing








Facilitate class discussion and evaluation of published works
Mini Lessons
o Grammar
o 6+1Traits
o Café
o Response to Reading
Accommodations for Differentiated Instruction
Special Needs
Students
Modify process to fit the student’s accommodations: more time, shorter version of semidraft, feedback and check-ins.
Nonnative Speakers
Provide visuals and verbally check for understanding before and during the process. Allow
student access to a think-pair-share partner who can clarify meaning/purpose/goals.
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Intel® Teach Program
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Gifted/Talented
Students
Encourage these students to publish and submit to sources that they see as “mattering” to
them, and will be read outside the school and/or family community. If student is
extrovert, have student take knowledge to younger student/writing classes.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other Microsoft OneNote
Encyclopedia on CD-ROM
Printed Materials
Prentice Hall Texas Literature 7th Grade Text
 Mk by Jean Friz pg 34 Autobiography
 From Barrio Boy by Ernesto Galazar 80 Reflective Essay
 from An American Childhood by Annie Dillard 52 Autobiography/memior
 My first free summer by Julia Alverez 132 Narrative Essay
 From Angela’s Ashes by Frank McCourt 140 Autobiograhy /memior;
 The Night the Bed Fell by James Thurber 152 Humorous Essay
 I am Native of North America by Chief Dan George 444 Reflective Essay
 Volar: To Fly by Judith Ortiz Cofer 452 Reflective Essay
 Eat Dirt by Rich Wallace 470 Autobiography, Compare to: Playing Time from
The Roar of the Crowd Rich Wallace 471
 No Gumption Autobiography by Russell Baker 474 Autobiography
 Rattlesnake Hunt by Marjorie Kinnan Rawlings 518 Narrative Essay
Sparklers compiled by Gretchen Bernabei and Judy Reimer and
Megan Weimort’s Grade 4 Essay from Killeen ISD
Reviving the Essay Gretchen Bernabei
The Giggly Guide to Grammar by Cathy Campbell
Supplies
Student Spirals & Journals for notes and writing
Prints of the Process Chart, Text Structure Planning Page, Colorbility Test, Rubrics,
Examples of completed personal narratives, memoirs, etc which can be assessed
and discussed by students
Dictionaries
Pencils, plain & red
Red, Blue, Yellow and Green Highlighters or markers
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Intel® Teach Program
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Internet Resources
Blogs.odyssey-academy.com/kbryan/
Pearsonsuccessnet.com (guest7 or guest8)
http://inkspell.homestead.com/memoir.html
http://www.earlyamerica.com/lives/franklin/
http://avalon.law.yale.edu/19th_century/jeffauto.asp
http://www.stephenjaygould.org/library/darwin_autobiography.html
http://www.tv411.org/lessons/cfm/writing.cfm?str=writing&num=13&act=1
http://www.npr.org/templates/story/story.php?storyId=18768430
http://teacher.scholastic.com/writeit/memoir/
http://www.npr.org/templates/story/story.php?storyId=5340618
Other Resources
Invite staff and parents to write and read their memoirs to students
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