Running head: CREATIVE NON-FICTION UNIT PLAN 1

Creative Non-Fiction Unit Plan

Professor Hope

Arizona State University

CREATIVE NON-FICTION UNIT PLAN 2

Introduction

For students and teachers alike, writing can be a grim prospect. Students might be bored

or just trying to “check the box” while teachers can struggle with keeping their student’s

attention. Considering writing in a secondary setting, non-fiction writing in the form of research

essays – included the dreaded five-paragraph essay – is the norm. Because writing for school is

so formulaic, students rarely have the opportunity to get involved with and get excited about

writing. One way to encourage writing would be to teach a creative non-fiction unit.

Undeniably, students must learn research techniques and writing. That being said, there

are other ways to explore non-fiction composition. Students writing about historical events in a

creative way still requires students to conduct research and to evaluate sources however they are

freed from the formula and mundanity of academic writing. By giving students that freedom, it

can encourage their interest in writing itself. According to Kelly Gallagher and Penny Kittle in

“180 Days: Two Teachers and the Quest to Engage and Empower Adolescents” (2018), “we

continue to see how the pedagogy in most English classes consistently fails to create passionate

readers and writers” (p.5). Creative non-fiction can help achieve the goal of passion in English

classes by empowering students to have agency over the way they write about a specific topic.

Even though formulaic writing has its place, students’ voices also have their place.

Students have their stories to tell as well. Gallagher & Kittle (2018) assert that “[i]nstead of

teaching a formula, we planned to explicitly teach the way stories are organized and to help

students think through the options for their stories” (p. 163). This approach can be applied to

creative non-fiction by providing mentor texts. As opposed to being a formula, these texts are

examples. The purpose of this is to give students examples and then allowing the student to run

with it. This allows students to use their voice. In classrooms with 30+ students, it can be easy
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for students to get lost in the fray but through creative non-fiction, they can lend their voice to a

topic while being creative and heard.

Calendar (Highlights are for the lesson plans)

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Assignment Prompt and Rubric

Creative Nonfiction “Choice” Essay

Using your voice creatively

You have spent the last two weeks creating a memoir essay and a lyric
essay. Taking either your memoir essay or your lyric essay, revamp it into
one of the following essay types:
1) ABC Essay (a 26-sentence essay, the first letter of each sentence
will be in alphabetical order.
2) Response Essay (write as though you are responding to your
memoir/lyrical essay – think YouTube response videos)
3) Open Letter (write a letter to yourself as you are in your memoir
OR write an open letter to a key figure in your letter)
4) Photo Essay (create a photo using images. Write captions of the
photos, explaining why this image is being used. The photo
essay should flow in a logical order)
Refer back to the samples gone over in class, or look online for
ideas/inspiration. Remember to have fun and be creative with your writing.

This assignment will be due Friday, 1 May 2020 at 11:59pm.

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Lesson Plans

Teachers: Kayleigh McGill Subject: 11th/12th Grade English/Creative writing

Standards:


11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐
chosen details, and well‐structured event sequences. b. Use narrative techniques to develop experiences, events,
and/or characters.
 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms
over the course of a text.
 11-12.RI.5 Analyze and evaluate the effectiveness of the author’s choice of structural elements and text features.
Objectives (Explicit):

 SWBAT determine the meaning of language in a creative non-fiction essay and how it applies to voice
 SWBAT differentiate between creative language and research language
 SWBAT explain how voice impacts writing
Evidence of Mastery (Measurable):
2 paragraph response on how voice impacts creative writing with specific examples from “Zen in the Art of Writing” by
Ray Bradbury.
Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT define creative non-fiction and memoir

 SWBAT identify elements of voice in language
Key vocabulary: Materials/Technology Resources to be Used:
Voice, memoir, creative non-fiction, essay, flash memoir, diction, Copies of “Zen in the Art of Writing” by Ray
word choice Bradbury, notebooks, pencils, smartboard, projector,
powerpoint
Opening (state objectives, connect to previous learning, and make relevant to real life)
Bell work: Students will write a short narrative of their earliest or most vivid memory.
Teacher Will: Student Will:
Introduce “creative nonfiction” unit with vocabulary via Take notes in their notebooks, ensuring to write down
powerpoint or google slides relevant vocabulary.
Instructional Input

Highlight the differences between creative non-fiction Complete graphic organizer (if used)
and research-based non-fiction writing in terms of
narration and voice.
Introduce/define flash memoir
Co-Teaching Strategy/Differentiation
Provide definition sheet for ELL students. Have a graphic organizer or have guided notes. Students provide their
own examples – speak up during lecture.
 CREATIVE NON-FICTION UNIT PLAN 7

Teacher Will: Student Will:

Have the features of creative non-fiction up on the Follow along with the read-aloud, underlining any
screen, especially voice unfamiliar words to go over.
Guided Practice

Distribute copies of “Zen in the Art of Writing” prologue Read aloud when their popsicle stick is pulled.
by Ray Bradbury.
Guide read-aloud using popsicle stick strategy
Go over unfamiliar words (if any)
Co-Teaching Strategy/Differentiation
Pre-determine who reads what or take volunteers. Different print sizes of story, if needed.
Teacher Will: Student Will:
Independent Practice

Explain the task to the students. Work independently to highlight features of voice in
Bradbury’s essay. They will annotate in the margins
Move throughout the class and provide extra help and
their reasons for selecting that particular part of the
guidance
essay.
Co-Teaching Strategy/Differentiation
Allow students to work digitally if necessary.
Closing/Student Reflection/Real-life connections:
Students share out loud some examples as a quick verbal formative assessment.
Assign HW: 2 paragraph response on how voice impacts creative writing
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Teachers: Kayleigh McGill Subject: 11th/12th Grade English/Creative writing

Standards:


11-12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
 11-12.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
 11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and
teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
 11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 11-12.W.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 (Explicit):

 SWBAT give effective and constructive feedback on a classmates work

 SWBAT apply revising and editing techniques
 SWBAT evaluate and either accept or deny feedback given by a classmate.
Evidence of Mastery (Measurable):
Students will provide feedback, following a worksheet/guide to a classmate on their writing.
Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT identify the difference between revising and editing

 SWBAT demonstrate understanding of English Language conventions

Key vocabulary: Materials/Technology Resources to be Used:

Revise, edit, feedback, constructive Student draft, coloured pens, projector, powerpoint
Opening (state objectives, connect to previous learning, and make relevant to real life)
Bellwork: Teacher will provide writing samples for students to revise and edit
Instructional Input

Teacher Will: Student Will:

Show short peer-editing video Take notes in their notebook, including definitions and
https://www.youtube.com/watch?v=0FqkkW2t1SY processes

Display slides with revising and editing information Choose a partner for peer-editing.
including definitions and resources, explain this
information aloud to reinforce. The focus is what the
difference between revising and editing is and how they
both play an important role in the writing process
Go over the revising and editing process for independent
work and for peer editing
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Co-Teaching Strategy/Differentiation
Provide guided notes or graphic organizer if necessary. Select peer editing partners beforehand if there is a large
learning gap
Teacher Will: Student Will:
Provide handout/worksheet to guide peer editing process Complete peer editing worksheet and mark edits on
their partners drafts in coloured pens. Revision
Display infographic on the screen for students to refer
suggestions should be in one colour and editing
Guided Practice

back to
suggestions should be in another
Explain peer editing activity
Walk around class during the activity to provide
clarifications and suggestions.
Co-Teaching Strategy/Differentiation
Have students work digitally, using the comments feature in google docs or Microsoft word. Provide video
feedback if out of class/school cancellations.
Teacher Will: Student Will:
Bring the class back together to briefly reframe the class. In their pairs, conference about their feedback.
Students should explain their revision and editing
Independent Practice

Guide students through peer conferencing to explain

suggestions and also should be talking about/pointing
revising and editing suggestions.
out things that they liked in their own paper.
Students will listen to feedback provided by their
classmates. They should ask clarifying questions if
necessary.
Co-Teaching Strategy/Differentiation
Co-teachers walking around to ensure students are being constructive/staying on task.
Closing/Student Reflection/Real-life connections:
Exit ticket: peer editing worksheet handed in (students can take a picture or request it back via email after the teacher has
looked at it). One or two sentences on how they felt about the peer editing process.
Assign HW: with your classmate’s editing suggestions in mind, begin work on your final copy. Prepare 1-2 questions for 2
minute conferences tomorrow.
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Teachers: Kayleigh McGill Subject: 11th grade ELA/Creative writing

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Standards:


11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story
or drama.
 11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its
overall structure and meaning, as well as its aesthetic impact.
 11-12.W.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. a. Introduce a topic;
organize complex ideas, concepts, and information so that each new element builds on that which precedes it to
create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Objectives (Explicit):

 SWBAT report information on the different types of lyric essays including a definition and examples
 SWBAT differentiate between the different types of lyric essays.
 SW Investigate a single type of lyric essay
Evidence of Mastery (Measurable):
Students will create a poster describing one type of lyric essay and complete a graphic organizer containing the other types
of lyric essay
Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT identify figurative language used in lyric essays

 SWBAT determine which literary features are used in specific essays
Key vocabulary: Materials/Technology Resources to be Used:
Lyric essay, prose poetry, figurative language, braided essay, Copies of “Where I’m From”, Copies of sample
hermit crab essay essays, butcher paper or whiteboards, markers,
powerpoint/projector/computer
Opening (state objectives, connect to previous learning, and make relevant to real life)
Distribute copies of “Where I’m From” by George Ella Lyon and play it aloud. As bell work, the students should read and
annotate the poem
Teacher Will: Student Will:
Give a small powerpoint presentation that includes Take notes on the presentation in their notebook or on
Instructional Input

vocabulary about lyric essays a graphic organizer

Talk about different types of lyric essays, discussing the Answer questions asked during the presentation and
features of each type. ask any questions they might have.
Co-Teaching Strategy/Differentiation
Have guided notes/graphic organizer of desired by the students.
Guided

Teacher Will: Student Will:

Assign groups Read the sample essays and come to a group consensus
identifying which type of lyric essay is written.
Distribute copies of lyric essays to each group:
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(Baudelaire Street by Chen Li, Lying Awake by Charles Create a two-column chart on notebook paper with
Dickens, The Fourth State of Matter by Jo Ann Beard, features of the essay type on one side and examples
short hermit crab sample) from their sample on the other
Practice

Walk around the class and checking in on the groups

asking guiding questions about their charts
Co-Teaching Strategy/Differentiation
Collaborative learning – groups built with all levels. Have the “features” side of the chart pre-filled prior to lesson
and students can identify examples.
Teacher Will: Student Will:
Independent Practice

Distribute butcher paper and markers to each group. Create a poster demonstrating their specific type of
essays including the features and the quotes they
Give directions for assignment
selected. The poster should be readable and creative as
it will be used in a jigsaw activity for them to instruct
their classmates on their type of essay.
Co-Teaching Strategy/Differentiation
Collaborative learning, can create a digital presentation (as long as it’s not a powerpoint)
Closing/Student Reflection/Real-life connections:
Students will use one of these essay types for their final assignment.
Exit ticket: 1-2 sentence reflection on their essay type including some of its features.
HW: Complete poster for jigsaw next class.

Teachers: Kayleigh McGill Subject: 11th grade ELA/Creative writing

Standards:
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
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐
chosen details, and well‐structured event sequences. b. Use narrative techniques to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole
and particular tone and outcome.
 11-12.W.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. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text.
Objectives (Explicit):

 SWBAT compose a lyric essay using a specific form and using literary elements withing their writing
Evidence of Mastery (Measurable):
Students will create a poster describing one type of lyric essay and complete a graphic organizer containing the other types
of lyric essay
Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT outline or otherwise plan an essay

 SWBAT use literary features in essay writing
Key vocabulary: Materials/Technology Resources to be Used:
Lyric essay, prose writing, research, research writing. Powerpoint/board, computer, class set of computers,
pens, paper,
Opening (state objectives, connect to previous learning, and make relevant to real life)
Bell work: quick write about the historical event you chose for your lyrical essay and why you chose it
Teacher Will: Student Will:
Display a slide of a compare/contrast between Take notes on the presentation in their notebook or on
“academic” research writing and lyric writing. Include a graphic organizer.
reasons why you would choose one form over the other Answer questions asked during the presentation and
Instructional Input

(purpose) ask any questions they might have.

Have examples of both forms of writing about the same Students will identify which form of writing was used
historical event (for example using a news articles about and explain their answer on a worksheet of a sheet of
1972 “Bloody Sunday” in Ireland and lyrics from the U2 notebook paper. Answers will be shared out loud.
song “Sunday Bloody Sunday”)
Co-Teaching Strategy/Differentiation
Have copies of the notes posted online. Have hard copies of different font sizes of the writing samples used.
Guided

Teacher Will: Student Will:

Show different methods of essay planning, directing Help the teacher to plan the essay by making
students back to the “writing process” theme of the unit. suggestions and sharing ideas. This can be done
verbally or on the board.
Model planning my own writing under a document
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camera such as filling out an outline

Practice

Co-Teaching Strategy/Differentiation
Allow students to write suggestions down.
Teacher Will: Student Will:
Mark off on essay plans Plan their own essay either with a graphic organizer or
an outline, using one of the methods shown on the
Independent Practice

Direct students to begin writing.

slide/board
Walk around to answer questions, help students, and keep
Complete their essay plans and have them checked and
students on task.
marked off.
Using a computer or writing by hand, begin drafting
their lyric essay.
Co-Teaching Strategy/Differentiation
Working digitally, providing guided graphic organizers for planning
Closing/Student Reflection/Real-life connections:
Exit ticket: Having planning checked off prior to leaving class
Students will complete the planning portion of their essay to familiarize them with the writing process
HW: finish draft 1

References

Gallagher, K., & Kittle, P. (2018). 180 Days: Two teachers and the quest to engage and

empower adolescents. Portsmouth, NH: Heinemann.