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TABLE OF CONTENTS

Chapter 1: Building a Narrative Unit Map
Chapter 2: Formulating a Pre- and Culminating Assessment and Establishing Criteria for Success
Chapter 3: Using Gradual Release of Responsibility for Lesson Design in Action
Chapter 4: Designing Lessons
Chapter 5: Examining Text to Appreciate Content
Appendix A: Narrative and Descriptive Writing
Appendix B: Elements of Literature
Appendix C: Literary Devices and Figurative Language
Appendix D: Sentence Structure: Complex Sentences
Appendix E: Professional and Student Resources
Appendix F: List of Figures and Tables

STUDY GUIDE

• Study Guide

REPRODUCIBLES

Introduction

• Table I.1: Narrative and Descriptive Writing Overview

Chapter 1

• Figure 1.1: Unit-Planning Components of Backward Design
• Figure 1.2: Unit Map Blank Template (Option 1)
• Figure 1.3: Unit Map Blank Template (Option 2)
• Table 1.2: Narrative Writing Unit Map Item Options—KUDs and Guiding Questions

Chapter 2

• Figure 2.1: Narrative Template Ideas for Generating Tasks and Examples
• Figure 2.2: Student Narrative Writing Checklist
• Figure 2.4: Narrative Audience Critique
• Figure 2.5: Orienting Students to a Writing Checklist
• Figure 2.6: Narrative Writing Rubric
• Figure 2.8: Narrative Preassessment
• Figure 2.9: Elements of Literature Web

Chapter 4

• Figure 4.1: Text Excerpts With Imagery
• Figure 4.2: Imagery Graphic Organizer
• Figure 4.3: Student Samples of Settings
• Figure 4.4: Mood Excerpts Associated With Setting
• Figure 4.5: Physical Appearance Excerpts
• Figure 4.6: Character Sketch Assignment Sheet
• Figure 4.7: Grade 8 Student Samples of Physical Descriptions
• Figure 4.8: Characterization Graphic Organizer
• Figure 4.9: Character Traits
• Figure 4.10: “Breaker’s Bridge” Sequencing Strips
• Figure 4.11: “Rain, Rain, Go Away” Sequencing Strips
• Figure 4.12: Story Cards
• Figure 4.13: Theme Cards
• Figure 4.14: Theme Evidence
• Figure 4.15: Theme Assignment
• Figure 4.16: Historical Fiction Introductions
• Figure 4.17: Introduction Discussion Questions
• Figure 4.18: Dialogue Sentence Strips
• Figure 4.19: Conventions Rules for Dialogue
• Figure 4.21: Sentence Beginning Excerpts
• Figure 4.22: Options for Beginning Sentences
• Figure 4.23: Annotated Dependent Clause Examples
• Figure 4.24: Memoir Brainstorming Sheet
• Figure 4.25: Mystery Elements and Structure
• Figure 4.26: Story Graphic Organizer 1
• Figure 4.27: Story Graphic Organizer 2
• Figure 4.28: Story Graphic Organizer 3
• Figure 4.29: Narrative Revision Sheet
• Figure 4.30: Narrative Feedback Sheet

Chapter 5

• Figure 5.1: Read for Meaning
• Figure 5.2: Making Meaning
• Figure 5.3: Diamante Poem
• Figure 5.4: Story Elements
• Figure 5.5: Quote Interpretation 1
• Figure 5.6: Quote Interpretation 2
• Figure 5.7: Quote Interpretation 3
• Figure 5.8: Generic Game Board
• Figure 5.9: Literature Game Cards
• Figure 5.10: Game Card Checklist

Appendix B

• Figure B.1: Basic Plot Structure
• Table B.1: Types of Conflict

Appendix C

• Figure C.3: Imagery Types and Excerpts

Appendix D

• Figure D.1: Dependent Clauses Deconstructed
• Figure D.2: Complex Sentence Structure

SUGGESTED RESOURCES

BOOKS

• Glass, K. T. (2017a). The Fundamentals of (Re)designing Writing Units. Bloomington, IN: Solution Tree Press.
• Glass, K. T. (2017b). (Re)designing Argumentation Writing Units for Grades 5–12. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2017). The New Art and Science of Teaching (Rev. and expanded ed.). Bloomington, IN: Solution Tree Press.

WEBSITES

Chapter 2

• Achieve the Core’s “Narrative Writing: On-Demand—Grades K–5”
• Achieve the Core’s “Narrative Writing: On-Demand—Grades 6–High School”
• Education Northwest’s “6+1 Trait® Rubrics”
• Stanford Center for Assessment, Learning and Equity’s “Performance Tasks”

Chapter 4

• Artchive
• BrainPOP Educators
• Don Marquis’s “freddy the rat perishes”
• edHelper.com
• Education Oasis
• EverythingESL
• Freeology
• Houghton Mifflin Harcourt Education Place
• Isaac Asimov’s “Rain, Rain, Go Away”
• Laurence Yep’s “Breaker’s Bridge”
• Poetry Foundation
• Poetry.org
• Teacher Files
• TeacherVision
• TeAchnology

Appendix C

• “In on a Secret? That’s Dramatic Irony”
• “Situational Irony: The Opposite of What You Think”
• “Teaching Irony: Help Students Understand Verbal, Situational, and Dramatic Irony”
• “What Is Verbal Irony?”

Appendix D

• Grammar Monster
• Purdue Online Writing Lab
• Walden University Writing Center

Appendix E General Writing

• Dartmouth’s “Institute for Writing and Rhetoric”
• Duke (University) Thompson Writing Program
• Google differentiated search lessons
• King’s College—CORE 110: Effective Writing Resource Page
• Purdue Online Writing Lab
• University of Washington’s (Tacoma) “Teaching and Learning Center”
• Writing@CSU’s “The Writing Studio”
• The Writing Center at UNC–Chapel Hill

Grammar and Conventions

• GrammarBook.com
• Grammar-Monster.com Grammar Lessons and Tests
• Purdue Online Writing Lab
• Walden University’s “Grammar and Composition: Overview”

Literary Devices and Figurative Language

• Literary Devices
• Literary Devices and Terms
• Literary Terms
• Literary Terms and Devices

Performance Assessment Tasks

• K–12 performance tasks across content areas
• Literacy Design Collaborative Task Template Collection 3.0: Templates for Grades K–12

Student Writing Models

• Achieve the Core’s Student Writing Samples
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C—Samples of Student Writing
• Holt, Rinehart and Winston’s Holt Online Essay Scoring—Writing Prompts
• Oregon Department of Education’s Writing Scored Student Work Grades 3–8
• Oregon Department of Education’s Writing Scored Student Work High School
• Roane State Community College sample essays for narrative and descriptive writing
• Thoughtful Learning

Rubrics

• 6+1 Trait Rubrics
• Edutopia’s Resources for Using Rubrics in the Middle Grades
• Kathy Schrock’s Guide to Everything: Assessment and Rubrics
• RubiStar
• University of Wisconsin-Stout’s “Rubrics for Assessment”
• “What Are Rubrics and Why Are They Important?”

Calibrating to Student Work

• Center for Collaborative Education’s “Calibration Protocol”
• The Rhode Island Department of Education’s “Writing Calibration Protocol”
• Stanford Center for Assessment, Learning, and Equity’s “Calibration Protocol”

Peer Review and Feedback

• Eli Review
• Peerceptiv
• PeerMark
• “The Reliability and Validity of Peer Review of Writing in High School AP English Classes”

Sources for Complex Text

• Aesop’s Fables Online Collection
• Eastoftheweb
• Fullreads
• Gleeditions
• Hippocampus
• LibriVox
• The Literature Network
• The Moth
• The New York Times Magazine’s “Lives” section
• Project Gutenberg
• Storycenter
• Storyline Online
• The Sun
• Teen Ink
• USC’s Shoah Foundation
• Wattpad

Autobiography, Memoir, and Personal Narrative Resources

• Born in Slavery: Slave Narratives From the Federal Writers’ Project, 1936 to 1938
• Hippocampus
• How to Write Your Own Memoir
• The Moth
• The New York Times Magazine’s “Lives” section
• Ranker’s “The Best Memoirs Ever Written”:
• Storycenter
• The Sun
• USC Shoah Foundation’s Visual History Archive Program

Unit and Lesson Examples

• Achieve the Core ELA and Literacy Lessons
• Bill and Melinda Gates Foundation
• EDSITEment!
• EngageNY
• EQuIP
• The Learning Network
• LearnZillion English Language Arts Guidebook Units
• Literacy Design Collaborative
• PBS LearningMedia
• Project Exchange
• Reading Like a Historian by Stanford History Education Group

Essay Contests and Submissions

• Eastoftheweb
• Hippocampus
• Letters About Literature
• Scholastic Art and Writing Awards
• The Sun
• Teen Ink
• Winning Writers

Graphic Organizers

• BrainPOP Educators
• edHelper.com
• Education Oasis
• EverythingESL
• Freeology
• Houghton Mifflin Harcourt Education Place
• Teacher Files
• TeacherVision
• TeAchnology

Organizations and Associations

• International Literacy Association
• National Council of Teachers of English
• National Writing Project
• ReadWriteThink
• Stanford Center for Assessment, Learning and Equity