1. FOUR WEEK STORYBOARD
Teacher Information
Teacher: Nichols
Unit Name: NarrativeWriting(ReadingLiterature)
Subject: English11/12
Periods:
Time Frame
Module: 1A Weeks: 1-4
Standards
PA Core Writing Standards
CC.1.4.11/12.M Write narratives todevelopreal or imaginedexperiences orevents.
CC.1.4.11/12.N Engageand orient the reader by setting out a problem, situation or observation and its significance, establishing one or multiple points of view, and
introducing a narrator and/or characters.
CC.1.4.11/12.O Use narrativetechniquessuchasdialogue, description,reflection, multipleplotlines, andpacing todevelopexperiences,events,and/orcharacters; use
precisewords andphrases, telling details, andsensorylanguagetoconveya vividpictureoftheexperiences, events, settings, and/orcharacters.
CC.1.4.11/12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to createa
coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
PA Core Reading Standards
Reading Literature
CC.1.3.11/12.A Determine andanalyze the relationshipbetweentwoormore themesorcentral ideasof a text,includingthe developmentandinteractionof
the themes;provide anobjective summaryof the text.
CC.1.3.11/12.C Analyze the impactof the author’schoicesregardinghowtodevelopandrelate elementsof astoryor drama.
Driving Question
How can we,as performersof a cypher, show future generationswho we are and what we believe in?
Final Product
Collectionof poems,one of whichwill be performedatcypherevent.

2. Week 1 Teacher Name: Nichols Subject: English3-4 Module: 1A
Monday (NoSchool)
Activities Assessments & DI
Objective:
Activity:
Assessment:
DI:
Tuesday
Activities Assessments & DI
Objective: SWL the most essential elements of the historyof spokenword and its cultural impact.
Activity: KWL-style chart about poetry. Intro to poetryvia video clips andPowerpoint presentation. Exit slip:Is
your concept of poetrydifferent nowthanit was whenyou entered the room?Why/whynot?
Assessment: KWL chart evaluated, exit slip collected and evaluated
DI: Multimedia,KWL chart, teacher support
Wednesday
Activities Assessments & DI
Objective: SWL to define and identifythe followingnarrative techniques:dialogue, description, reflection,
multiple plotlines, and pacing.
Activity: What are narrative techniques?Discussion. Handout with examples ofallof the techniqueslisted, define
as a class. Discussionabout how/whythese techniques might be useful whenwriting a narrative.
Assessment: Graphic organizer evaluated,informal assessment
through discussion
DI: Graphic organizer,teacher-led discussion and modeling
Thursday
Activities Assessments & DI
Objective: SWL to evaluate the effectivenessof anauthor’s use of narrative techniques.
Activity: Readtext of Maya Angeloureading “Still I Rise” and complete graphic organizer for narrative techniques,
using previous day’s worksheet as reference. Class discussion:Did you notice anynarrative techniques? Post
discussion, students watchvideoof Angelou readingthe poem, addto graphic organizer if theynotice anynew
elements that theyhad previouslymissed.
Assessment: Graphic organizer evaluated,possibly collected
DI: Video and text of poem provided, graphic organizer
Friday
Activities Assessments & DI
Objective: SWL to evaluate the effectivenessof anauthor’s use of narrative techniques..
Activity: Watch videoof slampoetry, (JavonJohnson, “cuz he black”? *substitute “stuff” for curse). Complete
graphic organizer for narrative techniques. Class discussion:Didyou notice anynarrative techniques?Students
receive text transcript of poem, read, addto graphic organizer. Discuss: Does seeing the text change your
perceptionof the poem?Whyare these techniquesimportant? How didtheyaffect the poem?
Assessment: Graphic organizer evaluated,possibly collected
DI: Video and text of poem provided, graphic organizer

3. Week 2 Teacher Name: Nichols Subject: English11-12 Module: 1A
Monday
Activities Assessments & DI
Objective: SWL to write a narrative to developreal or imaginedexperiences or events using descriptionand
reflection.
Activity: Discussionof narrative techniques andhowtheyare essential to telling a story. Students thengiven
writingassignment:I am…Theymust use the techniques to write either a short essayor a poem. Closing
discussion:What washard about this assignment? Whichnarrative techniques didyou use? Howdo youthink it
went? Open floor up to anyone whowants to share, but don’t needto.
Assessment: Writingpieces collected and evaluated
DI: Graphic organizer fromprevious lessonprovided, teacher supervisiona nd
support as needed
Tuesday
Activities Assessments & DI
Objective: SWL to identifytheme inpoetry.
Activity: Whole class will readLangstonHughes’ “Mother to Son”. Handout:Identifythe centralidea/theme. How
is it developedthroughout the poem? Discuss. Whole class willreadTupac’s “Dear Mama” andanswer same
questions on handout. Discuss. Similaritiesanddifferences between the twopoems?Did the authors use the same
techniques?Were their narratives clear?
Assessment: Handout assessed
DI: Graphic organizer,text of poem provided
Wednesday
Activities Assessments & DI
Objective: SWL to write a poemwitha clear theme.
Activity: Discussion:Reflect onwhat made the poems we read yesterdaysoeffective. Students will thenwrite
their ownpoem, using the techniques theyidentifyindiscussion andgiving their poem a clear theme. Share out
optioniftime.
Assessment: Poems collected and assessed
DI: Teacher supportas needed, graphic organizer from previous day to
activateprior knowledge
Thursday
Activities Assessments & DI
Objective: SWL to analyze the author’s choices ineffectivelydevelopingtheme.
Activity: Whole class will readMaya Angelou’s “Phenomenal Woman”. Handout:Identifythe central idea/theme.
How is it developedthroughout the poem?Discuss. Whole class willreadAlicia Keyes “Superwoman” andanswer
same questions onhandout. Discuss. Similarities anddifferences betweenthe two poems?Didthe authors use the
same techniques? Were their narratives clear?
Assessment: Handout assessed
DI: Graphic organizer,text of poem provided

4. Friday
Activities Assessments & DI
Objective: SWL to write a poemthat portrays a desiredtheme.
Activity: Discussion:Reflect onwhat made the poems we read yesterdaysoeffective. Students will thenwrite
their ownpoem, using the techniques theyidentifyindiscussion. Share out optionif time.
Assessment: Poems collected and assessed
DI: Teacher supportas needed, graphic organizer from previous day to
activateprior knowledge
Week 3 Teacher Name: Nichols Subject: English11-12 Module: 1A
Monday
Activities Assessments & DI
Objective: SWL to identifytone inpoetry.
Activity: Analyze anddiscuss quote: “Poetryis the blossom and the fragrance of all human knowledge, human
thoughts, human passions, emotions, and language"- Coleridge. Students will be dividedintotwo groups:one
reads Tupac’s “In the Depths of Solitude” while the other reads Salt N Pepa’s “DoYouWant Me.” Students must
reflect onhow the poem develops its centraltheme andconveys its storyand answer questions onworksheet.
Whole class discussionto identifycommonalities.
Assessment: Group work grade, worksheet assessed,informal
assessmentthrough discussion
DI: Small groupwork, worksheet, text of poems provided
Tuesday
Activities Assessments & DI
Objective: SWL to create a smoothprogressionof experiences or events to create a poemwitha particular tone or
outcome.
Activity: Students will identifywhat elements/techniquesmust be used to smoothlydevelop the events or
experiencestheywant to conveyina poem. (list on board) Referring to list, students willthenbe given time to
write ownpoem/rap. Time to share out at endof class.
Assessment: Poems collected
DI: Listof elements needed provided on board,teacher supervision
and assistanceas needed
Wednesday
Activities Assessments & DI
Objective: SWL to identifytwo themes withina poem, howtheyconnect, andprovide an objective summary.
Activity: Whole class will read“Harlem” byLangstonHughes. Students will independentlyrespond to poem on
handout:identifytheme/themes, howare theydeveloped, summarize meaning ofpoeminyour ownwords. Pair
and share their interpretations andthen come together as whole class to discuss.
Assessment: Handout collected
DI: Handout and text provided,small groups and closeteacher
supervision/assistance
Thursday
Activities Assessments & DI
Objective: SWL to use narrative techniques from a mentor text to create their own poem or short essay.
Activity: Class will identifytheir individual favorite piece we have read so far thismodule. Students will thenwrite
their ownpiece in the style of their favorite selection. Theymust alsoinclude a paragraphidentifying which
elements theyused to emulate the style oftheir chosen author. Time to share out at end.
Assessment: Pieces and explanations collected
DI: Previous texts provided as needed, teacher assistanceas needed

5. Friday (NoSchool)
Activities Assessments & DI
Objective:
Activity:
Assessment:
DI:
Week 4 Teacher Name: Nichols Subject: English11-12 Module: 1A
Monday (possibly NoSchool)
Activities Assessments & DI
Objective: SWL to use editing marks and feedback to create a polishedfinal piece of work.
Activity: Intro to Ms. Nichols’ editingmarks-What dotheymean, strategies to use whenmakingthe changes to
their text, etc. Students willthen select three pieces that theyproducedduring this module that theyare most
proud of to polishfor our cypher. Explanation ofcypher procedure and how to be active and respectful listeners.
Time to make teacher edits.
Assessment: Any drafts that are completed collected and evaluated
DI: Explicit instructionof editing marks andaccompanyinghandout, teacher
assistance as needed
Tuesday
Activities Assessments & DI
Objective: SWL to use a self-evaluationtool for narrative writing.
Activity: Students will continue to make edits to their selections for the cypher. Students mayconference with
teacher as theycomplete edits or as needed.
Assessment: Mini-Quizon editing marks
DI: Use of pasthandouts to aid in editing,teacher assistanceas
needed
Wednesday (TABETest, no class)
Activities Assessments & DI
Objective: SWL to give andreceive peer feedback.
Activity: Discussion/presentationon howto give/receive peer feedback, also how to apply. Students willcontinue
to make edits to their selections for the cypher. Students mayconference withteacher as theycomplete edits or
as needed. One poem must be selected for performance at cypher.
Assessment: Any completed drafts collected,grade assigned for
productive useof time/stayingon task
DI: Use of pasthandouts to aid in editing,teacher assistanceas
needed
Thursday
Activities Assessments & DI
Objective: SWL to engage listeners withtheir successful use of narrative techniques andlanguage intheir
completedpoem.
Activity: Refresher on how to behave appropriatelyandbe active andrespectful listeners and presentationtips to
evaluate as peers present (presentationskills addedto peer evaluation handout.)Complete handout provided
after eachstudents performs andtime for peer feedback after each performance. Exit Slip:How did you feel
performing? Wasour classroom cypher a success?Why/whynot?
Assessment: Exit Slip and Student handouts collected, points assigned
for followingactivelistener guidelines
DI: Handout provided with expectations for active listeners and
responses to peer performances, teacher supportas needed

6. Friday
Activities Assessments & DI
Objective: SWL to reflect on their progressas authors andlearners.
Activity: Class discussionof unit:reflect on likes/dislikes, what we couldhave improvedon, what went reallywell,
what we learned. Students willthen answer these questions as well as some self-reflective questions inwritten
form. Time to share anyother works that theydidnot get to share at cypher.
Assessment: Reflection collected.
DI: Questions provided in graphic organizer as needed, teacher
supportas needed