Final Unit Plan

Running head: CREATIVE NONFICTION UNIT PLAN
Unit Plan:
Creative Nonfiction
Sarah Marie Grissom
Florida State University
Creative Nonfiction Unit Plan
2
Unit Plan Overview
Creative Nonfiction is a form of writing deeply embedded in our society. From frontpage journalism, to autobiographies, college application essays, and more, creative nonfiction is
ubiquitous. Students in their freshman year of high school are learning a great spread of new
information, and it is essential that part of this information be creative nonfiction and all that it
entails. It is especially important to expose students to this form of writing early on as it is the
form in which most college entrance essays are required to be written in.
I desire that through this two-week unit plan, students will be able to accomplish several
specific learning goals. By the end of it, students should be able to name and describe at least six
forms of creative nonfiction. They should write at least three creative nonfiction papers, of three
different types of creative nonfiction. Additionally, students should be able to revise each of their
papers, and select one for additional revising and present it to the class.
I believe that the classroom environment should, first and foremost, be an environment
dedicated to supporting learning. To further this ideal, I will be an encouraging and informative
teacher, and will try to encourage students to ask questions, and provide adept answers. I will
also create an environment physically suited to enhancing learning, through the seating plan. I
will seat my student with ADHD in an area with limited distractions, and my student with a
visual impairment in the front row. Additionally, I will strive to keep up constant communication
with all my students; especially so with my students with IEPs, and use informal and formal
assessments to monitor their understanding of the subject material. My classroom environment
will be warm and welcoming, and I will hastily discourage unkind words and potential bullying.
In short, I hope to create a learning centered environment in which students learn real-world
lessons and are prepared for future requirements.
3
Table of Contents
Page 1
Title Page
Page 2
Unit Plan Overview
Page 3
Table of Contents
Pages 4-6
Day One Lesson Plan
Pages 7-8
Day Two Lesson Plan
Pages 9-10
Day Three Lesson Plan
Pages 11-12
Day Four Lesson Plan
Pages 13-14
Day Five Lesson Plan
Pages 15-16
Day Six Lesson Plan
Pages 17-18
Day Seven Lesson Plan
Pages 19-20
Day Eight Lesson Plan
Pages 21-22
Day Nine Lesson Plan
Pages 23-24
Day Ten Lesson Plan
Pages 25-26
Appendix 1: Final Summative Assessment and Rubric
Pages 28-31
Appendix 2: Model Instructional Aid
Day One: Read All About it!

*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson will introduce our new unit on creative, or narrative, nonfiction.
In this unit we will study forms of creative nonfiction such as newspaper and magazine articles,
essays, biographies, and more. This first lesson will serve to introduce students to narrative
nonfiction in the form of newspaper articles, help students to begin to learn common and
appropriate elements of this form of writing, and help me to gauge student familiarity with the
topic.
Common Core Standards:
LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LAFS.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion differs
from that of a newspaper).
Objectives:
SWBAT demonstrate understanding of common literary elements in journalistic articles
SWBAT discuss what constitutes creative nonfiction
SWBAT find and analyze real-life examples of creative nonfiction
Materials:
Article clippings from the days newspaper, read to make sure they are appropriate.
Dry-erase markers
Anticipatory set:
Bell-work- Journal Prompt: Today we are starting a new unit on Creative Nonfiction. Without
doing any research, write down what you think creative nonfiction means, and where you
might see it outside of the classroom.
Teaching Strategy/Procedure/Activity:
Time
5 minutes
Student is doing
Writing about narrative
nonfiction in student
Teacher is doing
Explain the directions, then
walk around to make sure
4 minutes
5
journals, addressing the
prompt I gave under
anticipatory set
Short class discussion
answering questions.
students are focused and on

task.
Ask class questions: How
many of you read the
newspaper occasionally? Or
an online magazine or news
source?
Hand out clippings from
that days newspaper. Ask
them to take a few minutes
to read it and write down
notes about the form and
style (Not content).
Form groups of four. Ask
them to compare and
contrast what they noticed
about the newspaper
elements. What were some
common elements?
On the whiteboard, write
the heading: Common
Elements
Have students come up, one
group at a time, and write at
least one common element
they noticed.
7 minutes
Reading clippings and

taking notes as directed.
10 minutes
Getting into groups as

directed, having group
discussion on common
elements.
7 minutes
Quietly waiting for their

turn to write on the
whiteboard.
6 minutes
Quietly listening and paying Go over the list with the

attention, asking questions. class, point by point.
Answer student questions.
Listening, participating in
Introduce the new unit on
class discussion.
Creative Nonfiction.
Have short class discussion
on what constitutes
narrative nonfiction, forms
of it, etc. Get a feel for how
familiar students are with it.
Listening, asking questions Give class homework
if needed.
assignment: Students should
find an appropriate
newspaper article and bring
it to class in print form.
7 minutes
Summary/Closure:

Homework assignment, Q and A
Assessment:
Formal assessment: Journals

Informal assessments: Class discussion times, whiteboard list of elements.
Homework/follow-up assignment:
Students should find an appropriate newspaper article and bring it to class in print form.
Accommodations/adaptations:
Allow student with Aspergers to select an article they will have interest in reading, thus
encouraging them to participate in the activity.
Re-type article in size 18 font for student with visual impairment.
Be prepared with easy to read articles for below average students and English learners.
Attachments/Appendices:
None
Plan B:
If we finish early, I will have students write in journals what they now know about creative
nonfiction and how that compares or contrasts to what they originally wrote.
Day Two: In Recent News

Purpose/rationale: This lesson will encourage students to further learn and understand the
elements of journalistic nonfiction, and allow them the opportunity to use these elements in their
own writing, as they begin to write mock articles based on their daily lives.
LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text
LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content
Objectives:
SWBAT analyze common elements in journalistic articles.
SWBAT write a short work of creative nonfiction.
SWBAT utilize the common journalistic elements in their writing.
Materials:
Students newspaper/magazine article clippings
Anticipatory set:
Bell-work- Journal Prompt: Reread the article you brought to class today. In your journal, take
note of at least 5 literary elements or other details that contribute to the article as a whole, and
how they do so. Examples: tone, tense, vocabulary, chronology, etc.
Time
5 minutes
Student is doing
Bell-work.
10 minutes
Elaborating on their bell-
Teacher is doing
task.
Give class second set of
5 minutes
5 minutes
25 minutes
8
work in their journalsHow and why are the
elements they found used?
Meeting in pairs to discuss
their articles and what they
wrote in their bell-work.
instructions, walk around,

scanning the clippings
students brought.
Observing pairs, writing
next instructions on the
board.
Listening to instructions,
asking questions if need be.
Giving instructions for next

activity- mock newspaper
articles based on small
occurrences in students
lives. Answering questions.
Quietly deciding on a topic Making sure students are on
to write their article on, then task.
writing a rough draft.
Summary/Closure:
Assessment:

Informal assessment: Pair discussions
None
Monitor the pairs containing students with IEPs to make sure they are grasping the instructions
and staying on task, and to provide help when needed.
Talk to English learners to clarify homework instructions.
Newspaper.
Plan B:
None
Day Three: Biographies!

*Lesson plan based on a 50-minute class (9th Grade)
Purpose/rationale: This lesson will introduce students to the biographical type of narrative
nonfiction and the literary elements such biographies often make use of. Students will then get
the opportunity to research a real person write a short biography based on the person of their
choice.
LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
LAFS.910.RL.3.9 Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Objectives:
SWBAT analyze common elements in biographies.
SWBAT discuss biographical nonfiction.
SWBAT research and write a biography.
Materials:
Computers or school tablets
Anticipatory set:
Bell-work: Students should peer review another students journalistic article rough draft.
Time
10 minutes
Student is doing
Bell-work.
15 minutes
Listening to brief lecture.
Teacher is doing
task.
Giving short lecture
introducing biographies.
10
10 minutes
Following directions.
10 minutes
Writing in journals- the

literary elements they find
in the short biographies they
read, and how the elements
contribute to the biography.
Listening quietly.
Assigning homework.
5 minutes
Instructing students to log

onto their computers and
find and read a short 1-3
page biography of someone
they admire and/or consider
a role model.
Giving instructions,
Summary/Closure:
Listening as teacher gives the homework assignment, and asking questions if clarification is
needed.
Assessment:

Informal assessment: Bell-work peer reviews
Students interview someone in their life- an older relative, for example, and use what they learn
to write a short biography for the person of their choice.
Make PowerPoint with size 20+ font for student with visual impairment.
Homework assignment suggestions and rubric
Lecture PowerPoint
Plan B:
If we finish early, I will have students free-write in their journals.
If I experience technical difficulties with the PowerPoint, I will provide handouts to the students.
11
Day Four: Biographies pt. 2

Purpose/rationale: This lesson will expand on the concept of biographies introduced the
previous day. Students will peer revise the biographies they wrote for homework.
LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and
the connections that are drawn between them.
LAFS.910.RI.2.5 Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content
Objectives:
SWBAT revise their biographies.
SWBAT identify biographical literary elements.
SWBAT conduct biographical research.
Materials:
Lecture PowerPoint
Research handout
Anticipatory set:
Students are to get in pairs and read and peer-edit each others biographies.
Time
15 minutes
Student is doing
Peer-editing biographies
Teacher is doing
task.
12
30 minutes
Paying attention, taking

notes
Lecturing on biographical
research.
5 minutes
Listening, asking questions.
Assigning homework
Summary/Closure:
Listening as teacher gives the homework assignment, and asking questions if clarification is
needed.
Assessment:
Formal assessment: None

Informal assessment: peer-edits
Students should do additional research on the person whose biography they wrote, or subjects
highly pertinent to the biography, and revise the biography to include this new research and peer
suggestions.
Size 20+ font on PowerPoint.
Define unfamiliar terms for English learners and below grade level student.
Lecture PowerPoint.
Plan B:
If we finish early, I will have students peer revise with a second partner.
If the PowerPoint fails, I will give students a handout.
13
Day Five: Group Activity!

Purpose/rationale: In this lesson, students will work in groups to write creative nonfictions
about photographs of random things. The creative nonfictions should be persuasive, believable,
chronological, and, of course, creative. By working in groups, students will be able to learn from
each other and grow in their understanding of creative nonfiction.
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
LAFS.910.W.2.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
Objectives:
SWBAT create creative nonfictions in groups.
SWBAT utilize common elements of creative nonfiction.
Materials:
Photographs
Anticipatory set:
Students are to write in journals. Prompt: Think back to your earliest memory. When was it?
Where was it? Who were you with? Write down all that you remember.
Time
10 minutes
Student is doing
Bell-work
5 minutes
Sharing bell-work response

with the class.
5 minutes
Listening, asking questions.
Teacher is doing
Explain the prompt, then
task.
Calling on volunteers.
Giving group activity
5 minutes
20
14
Getting into groups of four

and receiving random
photographs.
Groups should discuss all
that they see taking place in
the photo they have been
assigned, and write it down.
Groups should use all the
details they observed in
their photos to construct a
likely creative nonfiction
for the scene.
directions- see handout.

Assigning groups of four.
Giving each group a
random photograph.
Give instructions, walk
around observing groups.
Walk around observing and

interacting with groups,
Summary/Closure:
Have students quietly restore their desks to the original positions and turn in their creative
nonfictions.
Assessment:

Informal assessment: group activity
None
Monitor groups containing students with IEPs to ensure their peers are being helpful and
cooperative, and monitor student understanding.
Group Activity handout
Photographs.
Plan B:
none
15
Day Six: Me, Myself and I

Purpose/rationale: Students have already learned two forms of creative nonfiction- journalism
and biographies. Now students will learn about a third: personal essays. Personal essays help
students to convey their personal experiences with conviction and eloquence, and possible draw
conclusions from these experiences as well. In addition, personal essays are often used by
colleges to decide what applicants should be accepted. Thus, it is an important skill for students
to learn.
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
LAFS.910.RL.2.5 Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
LAFS.910.RL.3.9 Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Objectives:
SWBAT identify the purpose of personal essays.
SWBAT communicate past experiences with eloquence and authenticity.
SWBAT create a list of five past personal experiences they can expand on in a writing
assignment.
Materials:
none
Anticipatory set:
Bell-work- Journal Prompt: Brainstorm a list of at least five experiences you feel have truly
shaped who you are as a person.
Time
10 minutes
Student is doing
Bell-work
Teacher is doing
Administering prompt,
20 minutes
18 minutes
2 minutes
16
preparing for lecture.
Listening to lecture, taking
Giving lecture on Personal
notes
Narrative Essays, answering
questions.
Choosing one of the 5
Answering questions,
experiences they
making sure students are on
brainstormed to write about, task.
then beginning to write a
personal essay on the
experience and the impact it
had on them.
Paying attention to
Instructing students to
instructions.
finish their personal essays
for homework and bring
them the following day.
Summary/Closure:
Assigning homework.
Assessment:

Informal assessment: student questions
Finish personal essays.
Make lecture engaging, interesting for student with ADHD; limit distractions.
Lecture PowerPoint
Plan B:
If PowerPoint fails, pass out handouts.
17
Day Seven: Personal Essays, part 2

Purpose/rationale: Students have begun to learn about personal essays and write their own.
Now students will workshop their essays and help each other improve them.
Objectives:
SWBAT embellish a memory with creative nonfiction.
SWBAT offer constructive criticism to each other.
SWBAT revise their personal essays using others suggestions.
Materials:
none
Anticipatory set:
Bell-work- Journal Prompt: Pick a major historical event that has happened within your lifetime
and describe what you were doing when it happened. Describe your reaction, and those of any
people around you. Describe what happened next, and/or how it affected you or your family. 2-3
paragraphs.
Time
15 minutes
Student is doing
Bell-work
30 minutes
Small Group workshops
Teacher is doing
Giving bell-work prompt,
Forming groups of four,
giving workshop
5 minutes
18
Writing down homework
instructions, answering
questions and listening in
on group workshops.
Assigning homework.
Summary/Closure:
Writing down homework.
Assessment:

Informal assessment: Group workshops
Students should revise their personal essays with their small groups suggestions and criticism in
mind, and turn in a revised copy the following day.
Monitor groups containing students with IEPs.
none
Plan B:
None.
19
Day Eight: Memoirs, Diaries, Chronicles, Oh My!

Purpose/rationale: So far, students have learned about journalistic nonfiction, biographies, and
personal essays. While these are more common forms of creative nonfiction, there are more,
including memoirs, diaries, and chronicles among others. To round off the units lessons, this
one will briefly teach students these forms of creative nonfiction.
LAFS.910.RI.3.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech,
Kings Letter from Birmingham Jail), including how they address related themes and concepts.
objective summary of the text.
Objectives:
SWBAT identify different forms of creative nonfiction.
SWBAT find a real-world example of creative nonfiction.
Materials:
Handout
Anticipatory set:
Bell-work- Journal Prompt: Weve learned a lot about creative nonfiction so far. Weve studied
journalistic articles, biographies, and personal essays. But there are many more forms of creative
nonfiction. Brainstorm at least four other forms, and where you see them in your own day-to-day
life.
Time
10 minutes
Student is doing
Bell-work
30 minutes

notes.
Teacher is doing
Giving prompt, collecting
homework.
Lecturing- Additional
Forms of Creative
Nonfiction and Famous
10 minutes
20

notes, asking questions.
Creative Nonfictions.
Explaining the Unit Paper
Summary/Closure:
Instructions for unit paper.
Assessment:
Formal assessment: Journal

Informal assessment: Ask students to indicate their understanding of the subject material
on a 1-4 scale.
Revise your choice of either your journalistic article, biography, or personal essay. Bring this
revised edition to class tomorrow.
Students will be given handouts to follow along the lecture with.
Unit Paper rubric
Plan B:
None.
21
Day Nine: Unit Paper Revising

Purpose/rationale: Students have now learned about a variety of forms of creative nonfiction.
Theyve studied common literary elements in creative nonfiction, and how to write several forms
of creative nonfiction. They now have chosen one of the three essays theyve written for this unit
and are to revise them and turn in a final copy as the big formal assessment for this unit.
LAFS.910.RI.2.5 Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Objectives:
SWBAT peer-edit each others creative nonfiction.
SWBAT identify ways their own writings could be improved.
SWBAT apply all theyve learned in this unit to create a well-written creative nonfiction.
Materials:
none
Anticipatory set:
Bell-work-Journal Prompt: What brand-new information have you learned in this unit? How
can you apply this to your writing in the future? What has been your favorite part of this unit?
Time
10 minutes
Student is doing
Bell-work
36 minutes
Peer-revision activity.
Students should match up
with 4 different partners for
8 minutes each and read
Teacher is doing
Making sure students are on
task.
Giving instructions,
answering questions as
needed, sitting in on peer
revisions and listening to
22
each others creative
nonfiction and offer
constructive criticism and
advice.
4 minutes
Listening, writing down

teachers final advice.
what students are saying. In

addition, students can
choose to conference with
the teacher for one of the 8minute segments if needed.
Offer final suggestions to
students, and remind
student that their creative
nonfiction final copies are
due the following day.
Summary/Closure:
Teachers final advice for unit papers.
Assessment:

Informal assessment: conferencing, peer revising sessions.
Revising their creative nonfictions for the final copy.
Monitor student pairings, be sure to conference with students with IEPs.
none
Plan B:
None.
23
Day Ten: Flash Reporting

*Lesson plan based on a X-minute class
Purpose/rationale: Students have learned much about creative nonfiction in the past two days.
Theyve revised and revised and now will turn in the final copies of their creative nonfiction
papers- either biographies, articles, or personal essays. To end the unit on a light note, students
will now take part in a discussion on narrative nonfiction, and take part in a narrative nonfiction
activity.
LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Objectives:
SWBAT submit a final copy of their creative nonfiction.
SWBAT discuss what they have learned about creative nonfiction.
SWBAT explore and identify new forms of creative nonfiction.
Materials:
None
Anticipatory set:
Bell-work- Journal Prompt: What sort of careers could you have that involve creative
nonfiction? Identify at least five and explain.
Time
10 minutes
15 minutes
Student is doing
Bell-work
Participating on class
discussion.
Teacher is doing
Collecting final papers
Leading class discussion on
the creative nonfiction unit
and what students have
25 minutes
24
Sharing a work of narrative

nonfiction they have done
during this unit with the
class. It can be a response to
a journal prompt, or their
unit paper.
learned.
Giving instructions and
feedback.
Summary/Closure:
none
Assessment:
Formal assessment: Creative Nonfiction Unit Paper, journal

Informal assessment: class discussion
none
Allow students to volunteer to share, thus doing so only if they feel comfortable. Students with
IEPs may not feel comfortable doing so.
none
Plan B:
none
25
References
Mahnken, M. (n.d.). Creative Non Fiction Rubric. Retrieved November 22, 2014, from
http://teacherweb.com/WA/LakesHighSchool/Mahnken/photo1.aspx
26
Appendices
Appendix 1: Final Summative Assessment and Rubric

Creative Nonfiction Final Unit Paper
Instructions: Your task is to choose one of the three creative nonfiction papers you have written
in this unit- the journalistic article, biography, or personal essay- and revise it until it: a) lacks
grammatical errors, b) Adeptly communicates its intended purpose, and c) fits the typical form of
that type of creative nonfiction.
Rubric
Information
Content
Structure
Connections
Essay has clear topic

& focus. Information
clear, accurate and
blended smoothly
into essay. Author
expertise/research
clear.
Essay has identifiable

topic & focus.
Information blended
into essay accurate,
and mostly clear.
Some evidence of
research/expertise.
Topic broad or
vague. Information
vague, inaccurate, or
generally known.
May be hard to find
or blended roughly
into essay.
Topic unclear.
Information sparse,
vague AND/OR
inaccurate.
Attention to structure
is evident. Logical
organization includes
strong beginning;
fitting, satisfying
conclusion and
transitions to show
order.
Some attempt at
structuring beyond
bare narrative or
simple research.
Reader can follow
flow of ideas though
in some places order
may seem random or
unclear.
Structure is bare or
unclear. Beginning
and/or conclusion is
abrupt or
uninteresting. Order
of ideas confusing or
seemingly random.
Structure is confusing.
Beginning uninteresting
or confusing.
Conclusion too abrupt.
Order of ideas makes
information hard to
follow
Well-developed
connections between
different topics
AND/OR personal
meaning demonstrate
why topic is
important to both
writer & audience.
Connections between
different topics
AND/OR personal
meaning demonstrate
why topic is
important to both
writer & audience.
Connections between
different topics
AND/OR personal
meaning demonstrate
why topic is
important to the
writer but it is not as
clear why audience
should care.
No apparent effort made

to find connections in
subject matter AND/OR
connections dont
demonstrate importance
of topic. It is not clear
why this subject is
important to the wider
audience, or even to the
writer.
Style
Narrators voice is
distinct & engaging.
Word-choice
interesting &
appropriate.
Sentences smooth,
rhythmic, and vary in
length & type
according to the
purpose & topic.
Imagery is concrete
& specific
& appeals to most of
the 5 senses.
Literary
Devices
TOTAL:
(Mahnken, 2014)
Demonstrates clear,
deliberate use of
literary devices such
as dialogue,
figurative language,
allusion,
characterization, etc.
to engage reader and
make subject
interesting.
27
Narrators voice is
stronger in some
places than others.
Word choice and
sentences are
functional, but do not
enhance the essay.
Narrators voice is
hard to distinguish.
Voice is indistinct.
Diction doesnt fit piece
or is inappropriate.
Sentences are
sometimes repetitive, Sentences are so choppy
choppy, or unsuited or lengthy they are hard
to purpose & topic
to read.
but still get point
across.
Language is clear but Language is abstract

uninteresting.
with no, or almost no,
imagery used.
Imagery is used but
is vague or clich
Few literary devices are
and/or appeals to
used and/or are used
only 1 or 2 of 5
badly. Language is hard
senses.
to follow and decreases
reader interest.
Demonstrates some
limited use of literary
devices, to make
topic easier to read
about.

Appendix 2: Model Instructional Aid
28
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30
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Running head: CREATIVE NONFICTION UNIT PLAN

Creative Nonfiction Unit Plan

Creative Nonfiction Unit Plan

Unit Plan Overview

Day One Lesson Plan

Day Two Lesson Plan

Day Three Lesson Plan

Day Four Lesson Plan

Day Five Lesson Plan

Day Six Lesson Plan

Day Seven Lesson Plan

Day Eight Lesson Plan

Day Nine Lesson Plan

Day Ten Lesson Plan

Appendix 1: Final Summative Assessment and Rubric

Appendix 2: Model Instructional Aid

Creative Nonfiction Unit Plan

Day One: Read All About it!

Creative Nonfiction Unit Plan

students are focused and on

Reading clippings and

Getting into groups as

Quietly waiting for their

Quietly listening and paying Go over the list with the

Creative Nonfiction Unit Plan

Formal assessment: Journals

Creative Nonfiction Unit Plan

Day Two: In Recent News

Elaborating on their bell-

Creative Nonfiction Unit Plan

instructions, walk around,

Giving instructions for next

Formal assessment: Journals

Creative Nonfiction Unit Plan

Day Three: Biographies!

Listening to brief lecture.

Creative Nonfiction Unit Plan

Writing in journals- the

Instructing students to log

Formal assessment: Journals

Creative Nonfiction Unit Plan

Day Four: Biographies pt. 2

Creative Nonfiction Unit Plan

Paying attention, taking

Listening, asking questions.

Formal assessment: None

Creative Nonfiction Unit Plan

Day Five: Group Activity!

Sharing bell-work response

Listening, asking questions.

Giving group activity

Creative Nonfiction Unit Plan

Getting into groups of four

directions- see handout.

Walk around observing and

Formal assessment: Journals

Creative Nonfiction Unit Plan

Day Six: Me, Myself and I