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Drew Foster

Ed 139
Writing Unit Plan
Grade Level: 4
Standard:
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and events or
show the responses of characters to situations.
Genre: Short Fiction
Purpose: Describe characters by how they look, what they do, say, and think, and what others say
about them.
Take the point of view of one character by seeing the situation through his or her eyes.
CLL Goal: Parts of speech: using adjectives and adverbs.
Grade Level Texts: (Yes, two of these books are Star Wars, Im not known for having a variety
of tastes)
The Adventures of Captain Underpants by Dav Pilkey, Scholastic, 1997
Jedi Heroes by Clare Hibbert, DK Publishing, 2010, copyright Lucasfilm Ltd
Ackbars Underwater Army by Simon Beecroft, DK Publishing, copyright 2012
Lucasfilm Ltd
I chose these books each for a specific reason, which I identify in specifics as this unit plan
unfolds. The Adventures of Captain Underpants was chosen because it does a very good job of
describing the physical characteristics of the main characters, as well as the actions and speech of
the principal, who is the main antagonist of the story. The descriptiveness used by the author will
really help the students to see how characters can be created in detail. There are also pictures on
each of the pages to help the students understand what some of the descriptive words mean. Such
as when one of the characters is described as having a flat top.
Jedi Heroes was chosen because the book does a very good job of describing aspects of the
characters personalities using adjectives. The physical appearance of the characters is not
described in detail because the pictures are right there, but the book does a good job of
describing each of the characters using adjectives to tell about who they are and what they do.
Ackbars Underwater Army was chosen because of all of the action words in it. There are so
many verbs for the students to read and learn. More importantly, there are many adverbs used to
describe the action. If I want my students to become good writers I cant just teach them to say
that someone ran, I need to teach them the importance of writing about how someone runs.
At the end of each days writing assignment I have a rubric which will be used to assess whether
or not the students followed the directions for each writing assignment. The purpose of each of
these assessments comes directly from the purpose and goal stated above, that the student would
be able to describe a character in several different ways, and that they would be able to use
adjectives and adverbs. Something I think this unit helps with that is not in the purpose or goal is
providing the students with being able to provide a voice to their writing. I think one of the best
ways to lend a unique voice is the choice of adjectives and adverbs you use in your writing.
Though this is not an express goal of the unit, I would probably mention it to students as
something they should think about.

Day 1: Topic: Describing how a character looks
Resources: Captain Underpants Chapter 1, George and Harold, list of physical
characteristics and adjectives that describe them, teacher model.
Teacher Actions: Read through the first chapter of Captain Underpants. Point out how
George and Harolds physical features are described, The one with the tie and the flat
top, The one with the t-shirt and the bad haircut. Hand out list of physical
characteristics to consider including and adjectives that can be used with them.
Student Actions: Use the list of characteristics and adjectives to completely describe a
person. Do not just list characteristics, describe the character to me in a narrative. You
need to at least include descriptions of their body including shape and size, their facial
features, and their clothing. This should be one paragraph, and should use at least ten
adjectives. Be sure to give your character a name.

CATEGORY 3 2 1 0
Description Student
described body,
face, and
clothing of
character.
Student
described two of
the three
categories.
Student
described one of
the three
categories.
Student did not
describe any of
the three
categories.
Adjectives Student used at
least ten
adjectives.
Student used 7-9
adjectives.
Student used 4-6
adjectives.
Student used
fewer than 4
adjectives.
Name Character was
given a name.
Character was
not given a
name.


Day 2: Topic: Describing what a character does
Resources: Ackbars Underwater Adventure, pages 14 and 15, list of adverbs, teacher
model.
Teacher Actions: Read the text to the students. Point out the actions of Prince Lee Char.
He had his commander stay with him during the battle, asked his commander for his
advice, and led the army into battle. Explain adverbs to students, and provide them with a
list of adverbs to use when describing the actions of the character they described in the
previous day.
Student Actions: Write a short story about something that your character does. For this
exercise you should use an adverb to modify as many verbs as you can. You will need to
write a minimum of two paragraphs, using at least five verb and adverb pairs.
CATEGORY 3 2 1 0
Adverbs Student used at
least five
adverbs.
Student used 3-4
adverbs.
Student used 1-2
adverbs.
Student used 0
adverbs.
Length Was at least two
paragraphs.
Was one
Paragraph.



Day 3: Topic: Describing what a person says
Resources: Chapter 4 of Captain Underpants, list of adverbs, teacher model.
Teacher Actions: Read chapter four of Captain Underpants. Take note of what Mr. Krupp
says. Im going to get those boys one day. One day very, very soon. In this story we
have a picture to show how Mr. Krupp feels when he is saying this, but a writer can
describe how he is feeling using their words. Do you remember how yesterday we used
adverbs to modify what someone did? Well, saying something is a verb, so we can also
use adverbs to modify speech.
Student Actions: Use the list of adverbs you already have, or adverbs that you can think
of by yourself, and write a short story about something being said by your character. Let
your adverbs describe how the character feels about what he is saying. Include a
description of the actions and appearance of the character while they are saying this,
using at least one adverb t describe the actions, and one adjective to describe the
appearance of the character. This should be a minimum of two paragraphs.

CATEGORY 2 1 0
Description of
Speech
Student used at
least one adverb
to describe the
speech of their
character
Student had the
character speak,
but did not use an
adverb to
describe the
speech.
Student did not
include speech in
the assignment.
Actions Student described
the actions of the
character using
an adverb.
Student had an
action without an
adverb.
Student did not
include an action.
Appearance Student described
appearance of
character with an
adjective.
Student described
the appearance of
the character
without using an
adjective.
Student did not
describe the
appearance of the
character.
Length Was two
paragraphs
Was one
paragraph
Student did not
write


Day 4: Topic: Describing what a person thinks
Resources: Ackbars Underwater Army, pages 8-11, teacher model.
Teacher Actions: Read the text and point out what the characters are thinking. Lee Char
wants peace, but Nossor Ri wants a Quarren king. We can tell what they are thinking
because the text is in italics.
Student Actions: Write something new about your character. Include the physical
description of your characters face using at least one adjective and what they are doing
using an adverb. Write what the character is thinking in italics. This should be at least
two paragraphs.

CATEGORY 2 1 0
Thought Student included
the thoughts of
their character,
writing the
thoughts in
italics.
Student included
the characters
thoughts, but did
not write them in
italics.
Student did not
include
characters
thoughts in the
assignment.
Actions Student described
the actions of the
character using
an adverb.
Student had an
action without an
adverb.
Student did not
include an action.
Appearance Student described
appearance of
character with an
adjective.
Student described
the appearance of
the character
without using an
adjective.
Student did not
describe the
appearance of the
character.
Length Was two
paragraphs
Was one
paragraph
Student did not
write


Day 5: Topic: Describing a person by what others say about them
Resources: Jedi Heroes, pages 16-19, teacher model.
Teacher Actions: Read the text. Point out the adjectives used to describe Anakin and Obi-
Wan. Point out where in the text it tells what they are good at, and what their special
abilities and skills are.
Student Actions: Write about your character. Describe them like you would describe
someone you know. This time we are not going to include a physical description, actions,
speech or thoughts. Write a paragraph telling about your character. What are they good
at? How do they treat other people? What is their job? Do they have a family? Where do
they live? Include each of these five things.

CATEGORY 1 0
Skills Student shared
what the
character is
skilled at.
Student did not
include what the
character is
skilled at.
Interactions Student addressed
character
interactions.
Students did not
address character
interactions.
Home Student described
character\'s home.
Student did not
describe
character\'s home.
Job Student shared
what character
does for a living.
Student did not
share what
character does for
a living.
Family Student wrote
about character\'s
family.
Student did not
write about
characters
family.

Day 6: Topic: Take the point of view of one of the characters
Resources: Teacher model.
Teacher Actions: Over the last several days we have created characters. We have
described what they look like, made some choices in how they speak and think, described
some things that they do, and given some information about their background. Today I
want you to write a story from the perspective of the character you created. First Ill read
you what I wrote so you can get an understanding of what that might sound like.
Student Actions: I want your character to have a problem to deal with, and you will write
about how he or she addresses the problem. In this writing I want them to speak, think,
and do. Be sure to use at least two adjectives and two adverbs.

CATEGORY 1 0
Perspective Student wrote
from the
perspective of
their character.
Student did not
write from the
perspective of
their character.
Problem Student had
character
recognize a
problem.
Student did not
have character
recognize a
problem.
Speak Student had the
character speak.
Student did not
have the
character speak.
Think Student included
the character
thinking.
Student did not
include the
character
thinking.
Do Student included
the character
doing some kind
of action.
Student did not
have the
character do any
kind of action.
Adjectives Student used at
least two
adjectives.
Student used
fewer than two
adjectives.
Adverbs Student used at
least two adverbs.
Student used
fewer than two
adverbs.

Student Self-Assessment Form
What did you first think of for writing about your character?



What was the easiest part? Why?



What was the hardest part? Why?



What part to you think you need the most help with? Why?



What would you do differently in the writing process?



What did you do that you want to incorporate when you write in the future?

Physical Characteristics
Head- Shape, Size
Hair- Color, style, length, amount
Body- Shape, size
Arms/Legs- Length, width
Shirt
Pants
Shoes
Socks
Jewelry
Hat
Adjectives
Big
Small
Round
Pointy
Tall
Short
Wide
Thin
Fat
Slimy
Smooth
Squishy
Colorful
Shiny
Dull
Sharp
Wrinkly
Hard
Cold
Curly
Straight
Wavy

Adverbs
Accidentally
Badly
Boldly
Crazily
Delicately
Fast
Furiously
Gently
Greatly
Heavily
Highly
Hugely
Independently
Indoors
Joyfully
Just
Kindly
Never
Optimistically
Painfully
Playfully
Proudly
Quickly
Quietly
Reliably
Reluctantly
Repeatedly
Sneakily
Steadily
Swiftly
Together
Totally
Truly
Unfailingly
Unnaturally
Vainly
Vigilantly
Voluntarily
Zealously

Day 1 Writing Sample

My characters name is Merle. Merle is an old man whose back is bent a little. His left
leg is a little crooked, and he walks with a cane, and wears fluffy light blue slippers on his feet.
Merles skin is very pale. His body and limbs are very thin, and you can see the blue lines of his
veins under his skin. He is wearing a light blue bathrobe over his white t-shirt and black shorts.
The robe is not tied shut, and is hanging loosely around his long, thin legs.
Merles face is long and narrow, just as pale as the rest of him. His chin is so small you
can barely tell he has one. With short white hairs coming out of it, he looks like he hasnt shaved
in several days. Merle has a long, thin nose in the middle of his face, and it almost looks like it
ends in a hook, pointing up at the sky even when he looks down. His eyes are blurry behind large
square rimmed glasses with thick lenses, but you can tell that they are a bright green. His ears are
large and set far back on his head, with tufts of white hair coming out of them that looks like it
would prevent him from hearing anything. Merles forehead is very large, taking up about a third
of his face, but not because of a receding hairline. In fact, Merles hair is as thick as any twenty
year old mans, and as white as snow, any hint of color long since faded into memory. Most
importantly is Merles mouth. His thin, pale pink lips look like they never smile, as if they have
somehow been frozen into a straight line that never moves.

Day 2 Writing Sample

Merle slowly opens his eyes and looks around the room from the comfort of his cozy red
armchair. He sees that everything is normal, and begins to carefully get up from his seat. After
30 seconds he is finally standing up as straight as he can, gripping his cane for support. He
shuffles lethargically through the orange shag carpet, which was laid down many years ago,
when it was not only in style, but when Merle didnt have to worry about clumsily tripping over
anything in his path. But he was too old to have new carpet put in, and had gotten used to
moving slowly through the house. He actually liked moving at a slower pace.
Merle pauses at the door to the kitchen, tightly grasping the doorframe. Now was the hard
part, when he had to move from the thick carpet only the slick linoleum floor of the kitchen. He
raised his injured left foot and slowly moved it forward, before gingerly setting it down on the
smooth kitchen floor. Then he lifted his cane and set it down on the linoleum. Now he just had to
move his good foot. He quickly moved his foot over the surface of the carpet, brushing the
surface with the bottom of his slippered foot because it was so low.

Day 3 Writing Sample

The phone rang. Merle wrinkled his nose. He didnt like it when the phone rang. It was
never anyone who knew him. Everyone who knew him was gone, and they were never coming
back. He didnt move from his chair, just turned his head in the direction of the phone and said
gruffly, Shut up, you darned thing. Just hurry up and go to the answering machine. His voice
was rough, like sandpaper, and sounded like it hadnt been used in a long while.
He turned his face forward again, back to the wall he had been staring at, the wall that
hadnt changed in the fifty years hed lived there, except that the crack growing up from the
bottom seemed to get bigger every year. The phone stopped ringing, and he sighed as the
machine started its recording, and then stopped midway through its factory recorded message
with its robotic male voice. The caller had hung up without leaving a message. Just like they
always did.


Day 4 Writing Sample

Merle stretched lazily out on his recliner. He was wearing the same old robe he always
wore around the house, untied just like it always was. His eyes were closed, there was no need to
open them. Nothing had changed in his house in years. Sometimes he made his way through the
house with his eyes closed just to see how long it took him to run into something. It never took
too long. He wasnt as aware of his surroundings as he had been in his youth. Back then I could
move, he thought. Back then people paid to see me move. Everyone loved to watch me juke and
leap and dive. Everyone loved me or maybe they just loved what I did.
Merle reached his gnarled hands back and placed them behind his head. Who cares, he
thought, those were the old days. Im better off now. He stretched his body again, and then laid
back down, resting his tired, broken, and fragile body from a long day of doing nothing.

Day 5 Writing Sample

Merle is an old man. He loves alone in a big home that was built for a family, but as far
as anyone knows theres no family that ever lived there with him. Neighborhood legend has it
that years ago he used to entertain guests, but that all stopped after the accident. One wrong step
on the football field was all it took to end his good years. Now he just lives off of his insurance
money, never leaving the house, and only opening the front door to let in the man who delivers
his groceries, and even then all he does is let the man carry the bags into the kitchen, pays him,
and closes the door behind him, he never says a word, and the list is always written so that he
doesnt have to. He moves so slowly that its a surprise to anyone that he can cook. Of course,
hes so thin that maybe he just doesnt eat very often. Hes supposed to have some brothers and
sisters scattered around the country, but none of them have ever set foot in this neighborhood. At
this point they might all be dead and gone. It doesnt make much difference, Merle isnt going
anywhere with anyone anytime soon.

Day 6 Writing Sample

There it was, that sound again. That shrill sound that meant that someone was trying to
sell me something. Ring-Ring-Ring. I dont even know why I keep that phone. Its always just
sales people trying to sell me something or sports reporters trying to get my opinion on the new
hotshot sports star. I sit completely still in my comfortable chair. Just waiting for the caller to
give up. The phone stops ringing, and I sit here waiting for the caller to hang up in the middle of
the answering machine message, but they dont. The machine beeps. An elderly female voice
speaks. Merle. I know youre there, pick up the phone. Like thats going to get me to answer.
How is it that you knowing I dont want to talk to you should make me want to talk to you? If
anything it shows me that you dont care about my preferences. Merle, its Sarah. I know who
you are. Merle Jimmys dead. I know that you havent spoken with the family in a while, I
just wanted to make sure you knew. Call me if you want to go to the funeral. She hung up.
No, I croaked. That was all I could manage after years of not speaking. Years of only
feeling anger and resentment. I know Im an angry person, I just dont care. The world hasnt
given me any reason not to be. And this doesnt help. I may be sad now, but its just going to
leave me with more anger.
I slowly close my eyes, hoping for sleep to come instantly so that I dont have to bear this
pain right now. My brother is gone, and hes not coming back.

Reflection on my writing process.
Im not quite sure what happened with my writing. I had intended to write a happy story
with the parts all forming a nice picture, but it turned from a story about a nice old man to a story
about a shut in who cant deal with the past. My writing process started with the simplest part,
naming my character. I wanted a name that wasnt going to be seen a lot, and Merle came to my
mind. The thing about the name Merle is that its an old mans name, so when I started to picture
him in my head that is what showed up. Originally in my physical description of him he was
smiling, but from the second writing sample he turned into this lonely old man, so I had to go
back to amend the first days writing so that it fit the character he had become, and its that way
with any character I create. They just sort of show up, and I have no choice but to love them as
they are and do my best to represent the idea that comes to me.
The hard part of the writing for me was limiting it to the short sections that I made. I
decided it wouldnt be bad for me to do a little more than I was asking of my students, if for no
other reason than to show that it doesnt kill you to do more than the bare minimum on writing
assignments.

Differentiation
For extension I will give students the option to write a whole short story instead of doing
one or two paragraphs at a time. I will present that as an option at the beginning of the class, and
have the students who want to try to write a whole short story split into separate sharing groups
so that there is not one group with several students who will take longer to share their work. The
extension for each day would involve using the topics of prior days when writing along with the
one from that day. In a way they already build easily on top of each other, but rather than mixing
some and not others I would have the extension include each of the topics from prior days.
For students who need the skills reinforced I would have them practice each of the skills
before putting them into a short story. For example, on day six I would have the students first
work on writing first person pronouns before I would have them incorporate them in a story.
Once they felt confident they knew how to write in the first person I would give them the
assigned writings, but some students just need to repetition of a skill before they get it down, and
some need to practice a skill while it is set apart before applying it to their writing.

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