DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

III. Unit Overview

Learning Targets (LTs), Common Core State Standards (CCSS), and Rationales

1. Writing LT: SW write a short narrative using dialogue, pacing and inner-monologue IOT develop
their own original characters and strengthen their understanding of characterization as a whole.
Writing LT: SW write a short narrative based off of their own original characters using descriptive
words, dialogue and inner-monologue IOT strengthen their understanding of characterization and
the ways in which it affects plot, including intertextual relationships and how the character
addresses conflict.

CCSS.ELA-LITERACY.W.8.3.B
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.

Rationale: While students may see and understand characterization as it appears in their own
readings, it is important that they master this technique for themselves. To establish character in
a narrative piece is to understand the ways in which personhood may be replicated in the
written form. If a character is not properly developed (i.e. their dialogue is
inconsistent/confusing, there is no exposition), the foundation of the narrative begins to
crumble. Students who properly understand how to build and develop character over the
duration of a plot will better understand how this occurs and why it matters in texts outside of
their own. When a writer has the ability to create and develop characters that appropriately
drive the themes, subjects and overall plot of the text, they have created a piece of writing that
is considerate of the contributions of character to a narrative. Effectively produced characters
give a narrative personhood and emotional relatability, the understanding of which being a vital
part of both reading and writing.

2. Grammar LT: SW use appropriate punctuation in their writing of dialogue, separating spoken
words from standard prose accurately using, or omitting “dialogue tags” IOT establish written
conversations between characters that are realistic and appropriate for the pace of the
narrative.

CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

Rationale: Students who understand the role of grammar in a narrative text will become better
readers and writers with the ability to distinguish appropriate punctuation, spelling and
capitalization. When students understand the ways in which grammar affects readability, they
will come to develop their own writing skills in a manner that is accessible for their readers. The
appropriate usage of punctuation in a text allows for the written work to flow smoothly, and it is
the goal of the ELA instructor to instill these skills in their students. Though content is arguably

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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

the most important part of a piece, proper grammar allows the piece to be read and understood
as it was initially intended.

3. Digital Literacy LT: SW compare animated media and the written word and their representations
of a singular text IOT pinpoint how tone and effect can be altered via the form of presentation.

CCSS: Analyze the purpose of information presented in diverse media and formats and evaluate
the motives behind its presentation.

Rationale: The written word is not always the most powerful outlet to share a particular piece. It
is important for students to understand that content can be interpreted in a variety of ways;
therefore, content can be reproduced and presented through a multitude of diverse media and
formats. While many students are familiar with conceptualizing the written word in their own
head, they are not often given the opportunity to validate the power of the spoken word or a
visually represented piece. When students are able to conceptualize works in a variety of ways,
they are being given the opportunity to think more critically and with more connections to their
own personal interests.

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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

Texts
LT # & Key Title, Author, & Genre Genre Year Other Distinguishing
Word(s) Characteristics1
EXAMPLE: “Stopping by Woods poem 1923 unique meter, accomplishes
LT1: imagery > on a Snowy Evening” both mood and symbolism,
mood and by Robert Frost lots of room for discussion
symbolism
LT1: “Survival”, John M. Short story 2016 Compelling storyline,
Characterization Floyd showcases realistic dialogue
> Dialogue and that exemplifies character
inner monologue traits
LT2: Grammar > “The Scholarship Short story 2008 Uses colons, commas and
Punctuation > Jacket”, Martha periods to punctuate
Commas, periods, Selinas sentences.
semi-colons
LT3: Forms of “The Tell-Tale Heart”, Poem 1843 Evokes a strong tone, uses
media > Tone and Edgar Allen Poe archaic language students
effect may be unfamiliar with
LT3: Forms of “The Tell-Tale Heart”, Animated 2013 Showcases the original poem
media > Tone and Annette Jung video visually, students will
effect understand the text more
and the tone may change or
shift

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How is this text different from the others in terms of genre (realistic fiction, dystopia, fantasy, etc.), form (chapter books,
poetry, short stories, plays, etc.), media, setting (location, time), or featuring authors and protagonists who are culturally
diverse (different from other texts in terms of race, class, age, language, body size, sexual orientation, gender expression, or
disability)?
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

IV. Assessment

Assessment Plan
LT Assessments
Include percentage of overall grade in unit (or “NG” if not graded),
assessment type – (in)formal, formative/summative – and brief
description.
SW write a short  (%10) Character Planner (Formative)
narrative using o Students will begin to develop the characteristics of their
dialogue, pacing and narrative’s “cast”. Students will begin to fill out a
inner-monologue IOT character planner that asks for name, age, physical
develop their own appearance, and interests. On the back, the planner asks
original characters and
for more complex ideas, such as “what are some things
strengthen their
your character struggles with?” and “how does your
understanding of
character handle conflict?” Students build their character
characterization as a
whole. planner before the first draft of their narrative.
 (%10) Plot Planner (Formative)
o Students will begin to develop the plot of their narrative
based on their pre-designed characters and their traits.
Students will use a plot planner that details exposition,
rising action, climax and conclusion.
 (%10) In-Class Revisions and Conference
o Students will peer-review their finished, completed drafts,
looking for grammatical errors and character design flaws,
students will also be encouraged to provide students with
positive feedback. Additionally, students will have a
writing conference with their instructor to discuss any
concerns they may have with their narrative. (See LT 2)
 (%20) Formal Writing Assignment (Summative)
o Students will be asked to write a narrative that showcases
a human character overcoming a personal challenge. The
task is to write a fictional (2-page) narrative. This narrative
will showcase student ability to create original characters
that are interesting, relatable and well-developed.
SW use appropriate  In-Class Revisions:
punctuation in their  (%5) Grammatical Corrections - Commas
writing of dialogue, o Students will look for the incorrect usage of commas
separating spoken or quotation marks, circling or highlighting where a
words from standard discrepancy is found.
prose accurately
 (%5) Tone Consistency
using, or omitting
“dialogue tags” IOT
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

establish written o Students will look for inconsistencies in tone, pacing

conversations and character motivation by underlining, circling or
between characters highlighting any discrepancies.
that are realistic and  Warm-Ups & Exit tickets:
appropriate for the  (%5) Dialogue Tags
pace of the narrative.
o Students will complete warm-up activities completing
short corrections to pieces of dialogue as they are
connected to prose (placement of commas before or
after dialogue, punctuation outside or inside of
quotation marks).
 See Summative Assessment

SW compare  (NG) Differences in Presentation

animated media and o Students will complete a pre-instructional activity on
the written word and the differences between written literature and
their representations multimedia presentations. Students will share their
of a singular text IOT ideas with their groups.
pinpoint how tone and
 (NG) Annotating and Rating
effect can be altered
o Students will read “The Tell-Tale Heart”, detailing on
via the form of
presentation. their own paper details about the character that
they’re noticing. They will then rate the literature
using the 5-star scale. Then, students will watch a
short, animated video version of “The Tell-Tale Heart”,
doing the same thing as before.
 (%10) Comparative Analysis Discussion
o Students will compare their notes on each form of
media with their groups to discuss the different
effects of each form of literature. Students will then
discuss their findings and how they perceive the two
pieces of literature differently, as well as which one
they prefer.
 (%20) Short Poem vs. Short Film
o Students will write a short poem and develop a short
(1-3 minute) video version of the poem. Students will
then pass around the written version of the poem,
allow students to read, and then show the video
version. Students will then compare how the two
differ and the presenters will write a reflection on
their experience.

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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

Summative Assessment Assignment Sheet Handout & Rationale

Writing a Narrative – Overcoming Challenges

Due: X/X/XXXX

Your task is to write a fictional (2-page) narrative.

This narrative will showcase your ability to create original characters that are interesting, relatable and
well-developed.

The situation, or, conflict, of your text is entirely up to you; however, this narrative should focus on one
or more characters overcoming a personal challenge. Keep in mind, your audience is your peers and I, so
be sure to use appropriate language and subjects in your writing.
The characters should be realistic (meaning no non-human beings). However, the story itself can contain
elements of science fiction.
Your final product should be:
1. Original
a. Characters, plot, and themes
2. Complete
a. Beginning, middle, and end
b. 2 full pages, single spaced
3. Compelling
a. Unique conflict, or, personal challenge
b. Attention-grabbing title (not - “narrative assignment”)

Timeline:
(Date): Pre-drafting: Thinking of character
What are their names? How old are they? Where do they live? What do they like to do?
(Date): Pre-drafting 2: Thinking of character
What challenges might this character face? How might they respond to them?
(Date): Pre-drafting 3: Thinking of dialogue
How does your character speak? How do their friends speak?
(Date): Drafting: Plot
How would you introduce this character? What events lead up to their challenge? How do
they deal with it?
Homework: Complete draft
(Date): Editing: Grammar and conferences
Fixing grammatical errors marked on draft, meeting with me to discuss your final narrative.
(Date): Revising: Peer review and conferences (cont’d)
Using your peer-review reference guide, talk to a group member about how they can improve,
what they’ve done well and what you might suggest that they try for their final draft.
Homework: Work on final narrative
(Date): Publishing: Final narrative
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

Rationale
This summative assessment is a fictional narrative for an 8th grade ELA class. This summative
assessment addresses the writing LT as well as the grammar LT. Students here are asked to develop a
narrative, as indicated in the writing LT, and they will be partially graded on their usage of grammatical
conventions (particularly spelling, capitalization and punctuation). As students go through the writing
process as a group, they will be establishing the steps of the process as a norm for their future writing
tasks.
The instructions are written clearly, with the GRASPS outline in mind, although, I do fear that the
assessment itself is too vague. It was my intention to prioritize student choice and the development of
personal creativity, hopefully not at the expense of assignment clarity. In order to rectify this, I may
include a variety of sample prompts in case students struggle to come up with an idea that is completely
original.
As students engage in the writing process, they will complete a series of closing/opening tasks that
will be used to track the students’ understanding of basic narrative and grammatical concepts. These
closing/opening tasks will allow the instructor to modify the timeline as it is needed. The final
assessment is an accumulation of the information processed during the steps of writing and beforehand.
However, one weakness may be that the assessment itself allows for too much freedom, which may
make it difficult to hold every student’s narrative to the same standard. A detailed rubric would be
necessary to ensure that students are all graded fairly.
The assessment is developmentally appropriate, as it addresses character design, aligning with the
reading/writing standards for an 8th grade class. Additionally, students will sharpen and refine their
writing skills IOT prepare for more formal writing tasks in their future English classrooms. By establishing
drafting, revision and conferencing as a norm in the writing process, students will learn to prioritize
planning and communication while writing.
Student choice was a priority of mine in the development of this assessment, as I know I responded
positively to the opportunity to create my own characters and conflicts. Student choice is important
here because it validates the student’s ideas about fiction and gives them the opportunity to grow as
both creative and critical thinkers.
I was careful to consider the amount of work students would be completing in class, as the
assessment and the process leading up to it may appear daunting. In order to combat any anxiety
pertaining to the assessment itself, students will have the opportunity to pre-draft, draft, compose, edit,
peer-review and conference all within class time. However, students would still encouraged to refine
their work at home.
Overall, I am pleased with the manner in which I organized this summative assessment, I think it has
the potential to be a fun and productive activity in the classroom that will strengthen student writing
long-term.

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 DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH
V. Unit Calendar NOTE: Each period is 50 minutes.
Week #1
Monday Tuesday
LTs: Writing
Focus: Understanding
Character
(5-7 mins) Warm-up:
Grammar Corrections
Using proper punctuation
(emphasizing commas).
Weekly checklist review
Students are shown what they
will learn throughout the week.
They will be given a checklist to
mark off concepts as we cover
them.
T-Talk: What is character?
Lecture on understanding
character in novels.
S-Read:
Survival by John Floyd
Closure [Character Q&A]:
Students answer level one
questions about character and
the text.
LTs: Writing
Focus: Understanding
Character
(5-7 mins) Warm-up:
Grammar Corrections
Using proper punctuation
(emphasizing commas).
T-Talk: Character cont’d
Lecture on understanding
character in novels.
Annotation Circles
Students work in groups to
annotate John Floyd’s
Survival, looking for hints
about character.
Graffiti Discussion
Students answer questions
about character and the text
on posters around the room.
Closure [Quick-write]:
Describe your favorite movie
in a few sentences without
giving away the title.
Wednesday Thursday Friday
LTs: Writing LTs: Writing LTs: Writing
Focus: Character Focus: Character Building Focus: Character Finalizing
Building
(5-7 mins) Warm-up: (5-7 mins) Warm-up: (5-7 mins) Warm-up:
Grammar Corrections Grammar Corrections Grammar Corrections
Using proper punctuation Using proper punctuation Using proper punctuation (emphasizing
(emphasizing commas). (emphasizing commas). commas).
Introduce and explain Character Planning cont’d Character Draw: Visualizing
summative Students continue to map out Character
their fictional characters, this
Summative assignment Students will use either a blank
time including history,
sheet + presentation. template or their own design to
personality and relationships.
develop a visual of their character.
Character Planner
Introduction Conflict and character
Students will respond to a list Facebook Profile Maker
Students begin to map out
of conflicts from the point of Students will use their visuals as “profile
character names, physical
view of their original photos” and fill out the rest of the
appearances and interests.
character. How would they template as if they were the character.
respond?
Think-Pair-Share:
Gallery Walk + Reflection
Students brainstorm ideas
Students justify their own drawings and
about potential characters
the material on the facebook profile.
they could write about. Closure [Quick-write]:
Describe your favorite book in
Closure [Friday Review]:
Closure [Temp check]: a few sentences without giving
Review Bingo.
Ask students what kind of away the title. Students have a standard bingo sheet.
Each number called has a
corresponding review question in the
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 DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH
HW:
Finish reading Survival
Week #2
Monday
LTs: Writing
Focus: Dialogue
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
Finalizing Character
Students put their completed
character planner and online
profile in the “writing”
portion of their binder.
Weekly checklist review
Students are shown what
they will learn throughout the
week. They will be given a
checklist to mark off concepts
as we cover them.
HW: N/A
Tuesday
LTs: Writing
Focus: Dialogue
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
Annotation Circles
Students work in groups to
highlight interesting pieces of
dialogue in the text Seventh
Grade.
Spiderweb Discussion
Students are given a
launching question about the
impact of words on others.
Discussion Reflection
Students discuss what they
thought about dialogue
before and after their
discussion and how they’ll
character they’ve
established thus far.
HW: N/A HW: N/A
Wednesday Thursday
LTs: Grammar/Writing LTs: Writing
Focus: Dialogue Building Focus: Dialogue Building
Instructional Activities Instructional Activities
(5-7 mins) Warm-up: (5-7 mins) Warm-up:
Grammar Corrections Grammar Corrections
Example: How to write
realistic dialogue
See Grammar Lesson Ss will watch an excerpt from
a film and take notes on the
 Dialogue tagging
way the characters speak to
 Participle phrases each other.
 Realistic dialogue
Dialogue Building:
Considering Character
Students will begin to write
realistic dialogue using
dialogue tags and participle
phrases.
Pair-Share
box. If students get the question
correct, they get to place their chip
down. First group to 5 wins.
HW: N/A
Friday
LTs: Writing
Focus: Plot
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
T-Talk: Plot
Refamiliarize students with the
meaning of plot. Show ss plot
diagram.
Plot Planning: Plot Planner
Give students their plot planner and
give them time to finish detailing
their plot during class.
T-Talk: What is drafting?
Assign the first draft of the narrative
for Monday. Explain what they are
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

T-Talk: Intro to Dialogue use the conversation they Ss will share their ideas with a expected to have: at least one full
Lecture on the meaning and had to strengthen their partner and receive feedback. page and at least 10 lines of dialogue.
usage of dialogue. narrative. Friday Closure
Closure [Quick-write]: Kahoot review
S-Read Closure [Quick-write]: Think about the conflict you
Ss start Seventh Grade by Write your own piece of might use in your narrative.
Gary Soto dialogue between you and What are some things your
someone you care about. character may say in
response to finding out about
their challenge?
HW: Finish Seventh HW: N/A HW: N/A HW: Ask students to HW: Work on 1st draft of their
Grade brainstorm conflict for narrative.
their original character.

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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH
Week #3
Monday
LTs: Writing, Grammar
Focus:
Peer Review
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
1st Draft is due (marked for
completion)
Weekly checklist review
Students are shown what
they will learn throughout the
week. They will be given a
checklist to mark off concepts
as we cover them.
Finalizing Plot
Students add their plot
planners to the ‘writing’
section of their work binder.
What is Peer Review?
Hand out Peer Review GO
and explain how to give
constructive criticism.
Tuesday
LTs: Writing, Grammar
Focus:
Peer Review
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
1st Draft is due (marked for
completion)
Peer Review &
Conferences 2
Students work with an
assigned partner to discuss
their essays using the Peer
Review Graphic Organizer.
Meanwhile, the instructor
begins to conduct individual
conferences.
Workshop 2nd Draft
Students will be given the
opportunity to work on their
draft in class.
Students will look at
grammar, including
punctuation, capitalization
and indentation.
Wednesday
LTs: Writing, Dig Lit
Focus:
Review, Dig Lit
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
T-Talk: How to improve
Based on the conferences,
the instructor will provide
direct instruction on the most
prevalent issues noticed in
the narrative writing.
Digital Literacy Lesson –
Students will be given Poe’s
“Tell Tale Heart”, they will
read it and write a short
response.
Then, students will watch an
animated version of the
poem and do a
compare/contrast activity on
padlet.
Group Discussions
How would your narrative
look in a different medium?
Movie, poem, etc.,
Thursday
LTs: Writing, Grammar
Focus:
Peer Review
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
Final Peer Review
Students work with an
assigned partner to discuss
their essays using the Peer
Review Graphic Organizer.
Meanwhile, the instructor
begins to conduct individual
conferences.
Final Workshop
Students will work on editing
their final draft, using
resources in the classroom
and the instructor to guide
their writing.
Narrative Checklist:
Revisions
In their groups, students will
use a Narrative Checklist to
show themselves what they
Friday
LTs: Writing, Grammar, Dig Lit
Focus:
Narrative and Review
Instructional Activities
(5-7 mins) Warm-up:
Grammar Corrections
Final Narrative is due
(see Summative Assessment)
Students will turn in their final draft
of their assessment as well as the
finished assignments catalogued in
the “writing” section of the
workbook
4 Week Review Activity
Four corners review game.
Students showcase knowledge of:
o Participle phrases
o Dialogue
o Dialogue tag
o Characterization
o Different forms of
media
o Plot
The letters A-D will be labeled around
the room, students will go to the
corner with the letter that
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH
Peer Review &
Conferences 1
Students work with an
assigned partner to discuss
their essays using the Peer
Review Graphic Organizer.
Meanwhile, the instructor
begins to conduct individual
conferences.
Closure [Q&A]:
What’s one thing you will fix
in your narrative for next
time?
HW: Work on 2nd draft
have completed and what still
Closure [Verbal]: Closure: needs to be done.
Temperature check for What is your favorite part of
narratives. your narrative? Why? Finalize Checklist:
Students will add this
checklist to the ‘writing’
section of their work book.
Finalize Graphic
Organizers:
Students will add these
organizers to the ‘writing’
section of their work book.
HW: Work on final HW: Work on final HW: Complete final
corresponds to the correct answer to
a projected question.
Closure [Narrative Reflection]:
Students will write about their
challenges, successes and their
process in a final reflection to add to
the
HW: Rest!
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DESIGNER(S): EMMA VETETO FOCUS: CHARACTER AND THEIR CONTRIBUTIONS GRADE LEVEL: 8TH

References / Works Cited

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