Unit Title: I Celebrate Myself and I Sing Myself: Self-Discovery in the

9th Grade
Unit Designer: Michaela Wolf
Concept/Big Idea: Identity
21st Century Skill Focus: Personal Writing
Involved Genres: songs, video, poetry, memoir, creative nonfiction,
and TED Talks
Enduring Understandings:
1. Personal identity is fashioned based on personal attributes,
personal experiences, background, and relationships with
individuals and communities.
2. Having a positive self-image boosts confidence and the ability to
assert the self in a multifaceted society.
3. Expressing identity through personal writing empowers
individuals to recognize his/her true self.
a. Individual power comes from personal writing.
4. Individuals belong to and participate in multiple social
communities.
Essential Questions:
1. What does identity mean to you? What are the things that
comprise your identity?
2. How does ones self-image impact how he/she views and acts
within the world?
3. To what extent do we and can we invent ourselves?
4. Is it important to be authentic and real, and vulnerably show
your real self to others?
5. Is it better to conform to social standards and certain social
identities, or is it better to maintain a sense of individuality?
Why?
6. What do we owe to the communities we are a part of? How
should we participate in them?
Unit Objectives
Cognitive (know/understand):
1. Students will understand that writing is a powerful tool of
personal reflection and communication.
a. Students will understand that personal writing is one way
through which identity can be expressed and
communicated. (Intro Week Lesson 3; Lessons 1, 3, 4, 5, 9)

b. Students will know that reflective writing is writing through

which one explores their thoughts about a topic or
experience by considering the past and present as a
means of looking ahead to the future (Gallagher, 25).
(Lesson 1)
i. Students will know components of reflective writing.
(Lesson 1)
c. Students will know what expressive writing is: a form of
personal writing in which a writer pens his/her thoughts,
ideas, feelings, questions, and creative expression.
(Gallagher, 25). (Lesson 2)
i. Students will know components of expressive writing.
(Lesson 2)
2. Students will understand that identity is made up of
personal attributes, personal experiences, background
and culture, and relational and community roles.
a. Students will understand the concept of identity and its
multi-facets
i. Personal attributes (Lessons 1 and 3)
ii. Personal experiences (Lesson 4)
iii. Background and culture (Lesson 5)
iv. Relational and community roles (Lesson 6)
b. Students will understand that they are both individuals and
part of a community. (Lesson 6, 7)
c. Students will understand that identity can be expressed in
multiple ways, but especially through writing. (Lessons 1
and 2)
3. Students will understand that an author makes specific
word, syntax, and figurative language choices that impact
the purpose of their writing.
a. Students will understand that authors choose specific
words (diction) to create an intended effect and support
the purpose for their writing. (Lessons 4 and 5)
b. Students will know the definition of syntax. (Lesson 4)
i. Students will understand that authors intentionally
structure their words and sentences to create an
intended effect and support the purpose for their
writing. (Lesson 4)
c. Students will know the definition of figurative language.
(Lesson 3)
i. Students will know different types of figurative
language. (Lesson 3)
ii. Students will understand that authors use figurative
language to create an intended effect and support
the purpose for their writing. (Lesson 3)

d. Students will understand that reading strategies aid

comprehension and interpretation of literary texts.
(Lessons 1, 2, 3)
i. Students will know specific reading strategies related
to reading personal writing. (Lessons 1, 2, 3)
Affective (feel/value) and/or Non-Cognitive:
4. Students will have a positive understanding of their
identity.
a. Students will value their identity. (Lesson 3, 4, 5, 6, 7, 8, 9)
b. Students will become comfortable with celebrating their
identity. (Intro Week Lesson 3; Unit Lesson 3, 4, 5, 6, 7, 8,
9)
5. Students will know skills for working in small groups.
(Lessons 2, 3, 4, 5, 6)
Performative (do):
6. Students will be able to analyze the concept of identity
and identify the different elements of their personal
identities.
a. Students will be able to analyze the concept of identity.
(Intro Week Lesson 3; Unit Lesson 1, 3, 4, 5, 6, 7)
b. Students will be able to identify attributes of their own
identities. (Lessons 1, 2, 3, 4, 5, 6)
c. Students will be able to reflect on what has contributed to
and shaped their personal identities. (Lessons 1, 2, 3, 4, 5,
6, 9)
7. Students will be able to identify and analyze forms of
personal writing.
a. Students will be able to analyze mentor texts for elements
of reflective writing. (Lessons 1 and 7)
b. Students will be able to analyze elements of reflective
writing in songs, video, poetry, and memoir. (Lessons 4)
c. Students will be able to analyze mentor texts for elements
of expressive writing. (Lessons 2, 3, 5)
d. Students will be able to analyze elements of expressive
writing in video, poetry, creative nonfiction, and TED Talks.
(Lessons 2, 3, 4, 5, 6)
8. Students will be able to analyze how an author
communicates his/her main idea and purpose through
specific word choice and syntax to achieve effect in the
multiple literary and nonfiction.
a. Students will be able to identify the authors main purpose,
ideas, and feelings in a text. (Lessons 3, 4, 5, 6, 7)
b. Students will be able to analyze texts for the use and effect
of word choice on the authors purpose. (Lessons 4 and 5)

c. Students will be able to analyze texts for the use and effect
of syntax on the authors purpose. (Lesson 4)
d. Students will be able to analyze texts for the use and effect
of figurative language on the authors purpose. (Lessons 3)
9. Students will be able to develop narrative and expository
personal writing for the purpose of reflecting on their
identities.
a. Students will be able to brainstorm, set a purpose for
writing, and initially develop ideas related to personal
attributes, experiences, and background that are
meaningful to their personal identities. (Lessons 1, 2, 3, 4)
b. Students will be able to use specific word choice, syntax
decisions, and figurative language to elaborate on and
describe their ideas. (Lessons 5, 6, 7, 8)
c. Students will be able to organize their writing through the
use of outlining strategies. (Lesson 4, 5)
d. Students will be able to use editing and revising strategies
to complete a final written product. (Lessons 6, 7, 8)
e. Students will be able to create personal writing. (Lessons 6,
8, 9)
Standards:
SOLs
9.4 The student will read, comprehend, and analyze a variety of
literary texts including narratives, narrative nonfiction, poetry, and
drama.
a) Identify authors main idea and purpose.
k) Analyze how an authors specific word choices and syntax
achieve special effects and support the authors purpose.
9.6 The student will develop narrative, expository, and persuasive
writings for a variety of audiences and purposes.
a) Generate, gather, and organize ideas for writing.
e) Elaborate ideas clearly through word choice and vivid
description.
f) Arrange paragraphs into a logical progression.
i) (Use computer technology to) plan, draft, revise, edit, and
publish writing
CCSSs
CCSS.ELA-Literacy.RL.9-10.2
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.
CCSS.ELA-Literacy.RL.9-10.4
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).
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
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.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's
capacity to link to other information and to display information flexibly
and dynamically.
Unit Assessments
(this
column
refers to
the
numbers of
the Unit
Objectives
listed
above)
1

Diagnostic
Assessments

Reading PreAssessment
(1.a Intro
Week Lesson
3)
Independent
Writing about
Favorite
holiday (1.b

Formative
Assessments

Summative
Assessments

Individual

reflection on the
effect of
expressive writing
on model poem of
choice (1.a L3)
Group googledoc
with question
about how groups

Reading
Experience
(1.b; 1.b.i
L1)
Group
presentatio
ns of
portfolios
(1.a L9)

L1)
Warm-up
discussion
about
characteristic
s of
emotionallycharged emails/texts
(1.c L2)

Mini-lesson
and
discussion of
vocabulary
(2.a L5)
Blog 1 (2.a.i
L1)
Do Now
Identity
Tweet (2.a
L1)
Whole-class
brainstorm of
identity and
its forms of
expression
(2.c L1)

poem uses
Blog 5 (1.a
personal writing
L9)
to express identity Portfolio of
(1.a L4)
the Self (1)
Reading
Experience (1.a;
1.b; 1.b.i L1)
Reading
experience (1.c;
1.c.i L2)
Writers Notebook
(1.b; 1.b.i L1)
Whole-class
Partner
generation of
share of
personal
blog 1
attributes (2.a
(2.a.i L3)
L3)
Blog 2
Whole-class
(2.a.ii
generation of
L4)
identity
Writers
experiences (2.a
Notebook
L4)
(2.a.iii
Partner share
L5)
out about
Portfolio of
culture
the Self
takeaways (2.a
(2.a.iii;
L5)
2.b)
Small group
Blog 5 (2.c
share-out (2.a
- L9)
L6)
Independent
reflection of
social roles and
communities
(2.a L6)
Small group
share-out (2.b
L6)
Independent
Reflection (2.b
L7)
Reading
Experience (2.c
L1)

i.

4
1.

Reading
Experience (2.c
L2)
Figurative
Group questions
Portfolio of
language preabout word
the Self
assessment
choice, syntax,
(3.a; 3.b.i;
(3.c; 3.c.i;
and authors
3.c.i;
3.c.ii L3)
purpose (3.a
3.c.ii)
L4)
Reading
Group questions
Experienc
with questions
e (3.c.ii;
about Gmezs
3.d; 3.d.ii
diction and
L3)
purpose (3.a
L5)
Googledoc
questions (3.b;
3.b.i L4)
Reading
experience (3.d;
3.d.i L1)
Reading
experience (3.d;
3.d.i L2)
Whole class
Formative
Independen
discussion
assessment of
t reflection
(4.b Intro
students
(4.a; 4.b
Week Lesson
attitudes toward
L9)
3)
what they are
Portfolio of
discussing and
the Self
writing (4.a; 4.b
(4.a; 4.b)
L3, 4, 5, 6, 7, 8)
Writers Notebook
(4.b L5)
Group discussion
about
vulnerability (4.a;
4.b L9)
Observe
Observe whether
Independen
student small
students use
t reflection
group
taught skills
(5 L6)
interaction
during small
during
group and partner
discussion (5
work (5 L3, 4, 5,

 L1, L2)
6

Whole class
brainstorm of
ideas and
questions
(6.a L1)
Do Now
Identity
Tweet (6.b
L1)

6)

Discussions
of and
predictions
about Spoken
Word poetry
(7.c; 7.d L5)

Predictions of
purposes
behind
Spoken Word
poetry (8.b
L5)

Monitoring
students as they
add questions and
thoughts to every
new identity
concept that
comes along (6.a
L3, 4, 5, 6, 7)
Reflective writers
notebook entries
(6.b, 6.c L3 and
5)
Encyclopedia
Entries (6.b; 6.c
L2)
Blog 1 and Blog 2
(6.b, 6.c L1 and
4)
Reading
Experience (7.a;
7.b L1)
Googledoc work
(7.b L4)
Small group share
out (7.b L6)
Reading
experiences (7.c,
7.d L2 and 3)
Group questions
(7.d L4, L5)
Small group share
out (7.d L6)
Reading
experience (8.a
L3)
Googledoc
questions (8.a; 8.b
L4)
Group questions
(8.a; 8.b L5)
Small group share
out (8.a L6)

Group
presentatio
ns of
portfolio
(6.c L9)
Blog 5 (6.c
L9)
Portfolio of
the Self
(6.b, 6.c)

Discussion
of iO Tillett
Wrights
TED Talk
(8.a L7)

Googledoc
questions (8.c
L4)
Reading
Experience (8.d
L3)
Blog 1 (9.a L1)

Individual
Encyclopedia
Entries free write
(9.a L2)
Writers Workshop
(9.a L3)
Conferences with
students (9.b; 9.d
6, 7, 8)
Conferences with
students (9.b L4)
Observation of
students writing
(9.b L4, 5, 6, 7,
8)
Blog 3 (9.c L5)
Writers Workshop
(9.d L7 and 8)
Writers workshop
(9.e L6, L8)

Group
presentatio
ns of
portfolios
(9.e L9)
Writers
Workshop
(9.a L4)
Portfolio of
the Self (9)

Unit Plan Grading (See Appendices for Rubrics):

Homework = 20%
Completing Reflective Writing Blog Posts throughout the unit
Completing readings and post-reading assignments
Finishing writing that did not get done in class
Classroom Participation = 15%
Speaking, questioning, and actively listening in pair, small group,
and whole group conversations
Collaborating and contributing respectfully
In-class activities = 20%
Completing daily work
Participating in and staying on task during workshop
Meeting established in-class check points
All writers notebook entries written thoughtfully

Completing Writing Process = 18%

Brainstorming and pre-writing
Outlining
First draft
Revising/editing
Second draft
Final Portfolio Project = 27%
Creative piece of expressive writing
Reflective writing piece (1-2 pages)
Analysis of community membership (1-2 pages)
One unfinished expressive writing sample from class
Copies of Reflective Writing Blog Posts
Initial drafts of creative and reflective pieces

Works Cited
Gallagher, Kelly. "Chapter 2: Express and Reflect." Write like This:
Teaching Real-world Writing through Modeling & Mentor Texts.
Portland, Me.: Stenhouse, 2011. 23-61. Print.

Appendices
1. Homework (20% of Unit Grade)
Writing reflective blog posts throughout the unit = 15
points
Completing reading and post-reading assignment (due by
LP4) = 2 points
Finishing writing that did not get done in class = 3 points
Rubric for Successful Blog Writing
Blog Assignment Rubric:
Strong
(2.5 points)

Developing
(2 points)

For
Improvement
(1.5 points)

Blog 1
Blog 2
Blog 3
Blog 4
Blog 5
All blogs
completed?
Total Score _________ /15 possible points
Reflective Blog Post Rubric:
Requirement
Above and
Beyond
(0.88 points)
Blog post
Blog post
addresses all
addresses
elements of
every
the prompt
question
in a personal
posed by
and
the prompt
thorough
Blog post
manner
addresses
every
aspect (not
questions)
of the
prompt
Blog post
responses

Much
thought

Strong
(0.67 points)

Blog post
addresses
some of the
questions
posed by
the prompt
Blog post
addresses
most
aspects
(not
questions)
of the
prompt
Much
thought

Developing
(0.33 points)

Blog post
addresses
some
questions
or other
aspects of
the prompt

Some
thought

are
thoughtful
and personal

Blog posts
are
completed
on time

Total
Total
Total
Total

Blog
Blog
Blog
Blog

1
2
3
4

and
considerati
on have
clearly
been given
to all
questions
posed by
the prompt
Much
thought
and
imagination
have
clearly
been given
to all other
aspects
(not
questions)
of prompt
Responses
are
personal
because
the student
references
life and
past
experience
s in blog
post
Blog post is
submitted
by the start
of class on
assigned
due date
Score
Score
Score
Score

_________
_________
_________
_________

and
considerati
on have
clearly
been given
to some
questions
posed by
the prompt
Much
thought
and
imagination
have
clearly
been given
to most
other
aspects
(not
questions)
of prompt
Responses
are
personal
because
the student
references
life and
past
experience
s in blog
post
______

/2.5
/2.5
/2.5
/2.5

possible
possible
possible
possible

points
points
points
points

and
considerati
on has
been given
to all
questions
posed by
the prompt.
Blog posts
may seem
rushed,
careless
Some
thought has
been given
to all other
aspects
(not
questions)
of prompt
Responses
are
personal
because
the student
references
life and
past
experience
s in blog
post
Blog post is
submitted
after the
start of
class on the
assigned
due date

Total Blog 5 Score _________ /2.5 possible points

Total Score _________ /15 possible points
Rubric for Successful Homework Completion
Score

Blog Assignment

Reading + PostReading Assignment

(due by LP4 date)

/15
/2
/3
Total Score _________ /20 possible points

Completion of
Writing

2. Classroom Participation (15% of Unit Grade)

Oral contributions = 3 points
Questioning = 3 points
Actively listening = 3 points
Collaborating = 3 points
Respectful presence = 3 points
Rubric for Successful Classroom Participation
Requireme
nts
Oral
Contributio
ns

Questionin
g

Above and
Beyond
(3 points)
Consistently
shares
thoughts,
connections to
content, and
relevant
anecdotes
(stories)
during whole
class, small
group, and
pair
conversations
When
appropriate,
invites others
into whole
class and
small group
conversations
Sharing is
balanced by
peer and
teacher talk
Consistently
responds to
questions
posed by the
teacher
Occasionally
will respond to
questions

Strong
(2 points)

Developing
(1 point)

Shares
thoughts,
connections
to content, or
relevant
anecdotes
(stories)
during whole
class, small
group, and
pair
conversations
Sometimes
invites others
into whole
class and
small group
conversations
Sharing is
balanced by
peer and
teacher talk

Responds to
questions
posed by the
teacher
Responds
once or twice
to questions
posed by

Sometimes
shares
thoughts,
connections
to content, or
relevant
anecdotes
(stories)
during whole
class, small
group, and
pair
conversations
Sharing is
unbalanced
by peer and
teacher talk
(student does
not talk in
class or they
talk too much)

Sometimes
responds to
questions
posed by the
teacher
Sometimes
asks
questions

Active
Listening

Collaborati
ve Learner

posed by
peers during
whole class
discussion
Consistently
asks
questions
related to
course
content
Body posture
demonstrates
engagement
with speaker
(makes eye
contact with
speaker, nods
throughout
conversation)
Asks follow-up
questions
and/or
clarification
questions
Consistently
responds to
speaker
Consistently
participates
fully and
enthusiasticall
y in discussion
or group work
Participation is
balanced by
peer
contributions
Open and
inviting to all
peer
perspectives;
asks peers for
their opinions
Participates in
and

peers during
whole class
discussion
Asks
questions
related to
course
content

related to
course
content

Body posture
demonstrates
engagement
with speaker
Sometimes
asks follow-up
questions
and/or
clarification

questions
Sometimes
responds to

speaker

Body posture
demonstrates
a student is
attentive, but
not active
(faces from
speaker, no
eye contact
made)
Sometimes
asks follow-up
questions
Sometimes
responds to
speaker

Sometimes
participates in
discussion or
group work
Participation
is not
balanced by
peer
contributions
(student
dominates)
Sometimes
open to peer
perspectives
Sometimes
participates in
and
contributes to

Participates
fully and
enthusiastical
ly in
discussion or
group work
Participation
is sometimes
balanced by
peer
contributions
(sometimes
participates
much more or
much less
than peers)
Open to peer
perspectives

Respectful
Presence

contributes to
group
decisionmaking
Offers positive
and
constructive
feedback to
peers

Consistently
exhibits a
friendly and
collaborative
demeanor
Consistently
abides by
classroom
discussion
and
collaboration
norms
Respects
opinions and
ideas of
peers; if they
disagree, they
share their
own opinion
considerately

Participates in
and
contributes to
group
decisionmaking
Sometimes
offers
constructive
feedback to
peers
Exhibits a
friendly and
collaborative
demeanor
Abides by
classroom
discussion
and
collaboration
norms
Respects
opinions and
ideas of
peers; if they
disagree,
they share
their own
opinion
considerately

Total Score _________ /15 possible points

group
decisionmaking
Does not offer
positive and
constructive
feedback to
peers

Sometimes
exhibits a
friendly and
collaborative
demeanor
Abides by
some
classroom
discussion
and
collaboration
norms
Does not
always
respect the
opinions and
ideas of
peers;
working on
polite
disagreement

3. In-class activities (20% of Unit Grade)

Completing daily work = 4 points
Participating in and staying on task during workshop = 8
points
Meeting established in-class check points = 2 points
All writers notebook entries written thoughtfully = 6 points
Checklist for Successful Completion of Daily Classwork
Have I
Yes
Completed Do Now in my Writers Notebook in
such a manner that my thoughts are complete
and my sentences are finished?
Finished my during-class and/or Exit Reflection(s)
in my Writers Notebook in such a manner that
my thoughts are complete and my sentences are
finished?
Completed all class notes and organized my
work?
Thoughtfully responded to todays questions
and/or reflection prompts asked on handouts,
graphic organizers, and reading guides?
Submitted work Ms. Wolf wants to collect?
**Consistent Yes behavior will win students 4 points

No

Checklist for Successful Participation in Writers Workshop

Did I
Yes
No
Make progress toward the days objective, or the
objective I set for myself?
Complete a phase of the writing process and plan
out how to complete the next phase?
Conference with Ms. Wolf about my first draft?
Conference with Ms. Wolf about my revisions?
(If I missed Status of the Class) tell Ms. Wolf my
current status in the writing process?
Ask Ms. Wolf any questions I have about the
writing assignment, writing process, or other
workshop-related topic?
**Consistent Yes behavior will win students 8 points
Checklist for Successful Meeting of Daily Check Points
Did I
Yes
Arrive to class on time?
Leave class only when dismissed by Ms. Wolf
(If absent) Check in with Ms. Wolf and develop a
plan for getting caught up on missed classwork

No

and missed assignments?

(If relevant) Ask Ms. Wolf any questions I have
about class, grades, upcoming assignments,
upcoming school events, or something personal
with which I need help?
**Consistent Yes behavior will win students 2 points
Rubric for Successful Daily Writers Notebook Entries
Requirements
Do Nows

In-Class
Reflections

Above and
Beyond
(Full Credit)
All Do
Nows/beginni
ng of class
entries are
complete
All Do
Nows/beginni
ng of class
entries are
detailed and
personal
All Do
Nows/beginni
ng of class
entries have
the
question/pro
mpt written
(to
contextualize
the writing)
All Do
Nows/beginni
ng of class
entries are
dated
All In-Class
Reflections
are complete
All In-Class
Reflections
are
thoughtful

Strong
(75% Credit)

All Do
Nows/beginni
ng of class
entries are
complete
Most Do
Nows/beginni
ng of class
entries are
detailed and
personal
Most Do
Nows/beginni
ng of class
entries have
the
question/pro
mpt written
(to
contextualize
the writing)
Most Do
Nows/beginni
ng of class
entries are
dated
All In-Class
Reflections
are complete
Most In-Class
Reflections
are
thoughtful

Developing
(50% Credit)

Most Do
Nows/beginni
ng of class
entries are
complete
Some Do
Nows/beginni
ng of class
entries are
detailed and
personal
Few Do
Nows/beginni
ng of class
entries have
the
question/pro
mpt written
(to
contextualize
the writing)
Do
Nows/beginni
ng of class
entries are
not dated
Most In-Class
Reflections
are complete
Some InClass
Reflections
are

In-Class Notes

Exit Reflections

and personal
All In-Class
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
All In-Class
Reflections
are dated
All In-Class
Notes are
complete
All In-Class
Notes are
dated
All Exit
Reflections
are complete
All Exit
Reflections
are
thoughtful,
detailed and
personal
All Exit
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
All Exit
Reflections
are dated
If relevant,
questions for
Ms. Wolf are
recorded for
her to reply
to when she

and personal
Most In-Class
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
Most In-Class
Reflections
are dated
All In-Class
Notes are
complete
Most In-Class
Notes are
dated
All Exit
Reflections
are complete
Most Exit
Reflections
are
thoughtful,
detailed and
personal
Most Exit
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
Most Exit
Reflections
are dated
If relevant,
questions for
Ms. Wolf are
recorded for
her to reply
to when she

thoughtful
and personal
Few In-Class
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
In-Class
Reflections
are not dated
Most In-Class
Notes are
complete
Some InClass Notes
are dated
Most Exit
Reflections
are complete
Some Exit
Reflections
are
thoughtful,
detailed and
personal
Some Exit
Reflections
have the
question/pro
mpt written
(to
contextualize
the writing)
Exit
Reflections
are not dated
If relevant,
questions for
Ms. Wolf are
recorded for
her to reply
to when she

collects the
notebooks

collects the
notebooks

collects the
notebooks

Total _________ /5 possible points for all classes combined + 1

Completion Points for all WN Entries
= Writers Notebook Total Score _________ /6 possible points

4. Completing Writing Process (18% of Unit Grade)

Pre-writing = 2 points
Outline = 2 points
First drafts = 4 points
Revising/editing = 4 points
Second drafts = 4 points
Grade Checklist for Successful Completion of the Writing
Process
Student Submits:
Creative Expressive
Writing Piece

Reflective Writing
Piece

Final Grade for

Writing Process

Pre-Writing

Points
Possible
1

First Draft

Revisions/Edits

Second Draft

Pre-Writing

Outline

First Draft

Revisions/Edits

Second Draft

2
18

Points
Earned
_______/
1
_______/
2
_______/
2
_______/
2
_______/
1
_______/
2
_______/
2
_______/
2
_______/
2
_______/
18

5. Final Portfolio Project (27% of Unit Grade)

Creative piece of expressive writing = 6
Reflective writing piece = 8
Analysis of community membership = 6
One expressive writing sample from class = 3
Copies of Reflective Writing Blog Posts = 2
Initial drafts of creative and reflective pieces = 2
Grade Checklist for Successful Completion of Final Portfolio
Student Submits:
Creative Expressive Writing
Piece
Reflective Writing Piece

Points
Possible
6
8

Community Role Analysis

Class Expressive Writing

Sample
Reflective Writing Blog Posts

First Drafts of Expressive

and Reflective Writing
Pieces

Points
Earned
_______/
6
_______/
8
_______/
6
_______/
3
_______/
2
_______/
2

Final Grade for

27
_______/
Writing Process
27
**Note: full points for Creative Expressive Writing, Reflective Writing,
and Community Role Analysis are awarded according to writing rubrics,
NOT completion)
Rubric for Creative Expressive Writing Piece (6% of Final
Portfolio Grade)
Strong
(1.5 points)
Task Completion

Captures an
element of
students
identity
(if
applicable):
Followed

Developing
(1 point)

Writing
relates to
students
identity
(if
applicable):
Loosely

Needs
Improvement
(0.5 points)
Writing
relates
loosely (or
not at all) to
students
identity
(if

Figurative
Language

conventions
of form (10
personal
encyclopedia
entries; Ode
to Common
Things
poem written
about 8
common
things)
Describes
(explicitly or
through the
use of
figurative
language)
the aspect of
identity that
is
represented
(ex:
representing
a personal
attribute of
identity
through a
look at my
passions, I
write an Ode
to items I
bring with
me on my
international
travels)
Includes at
least three
instances of
figurative
language
Diction is
strong,
expressive,
creative, and
personal

followed
conventions
of form (7+
personal
encyclopedia
entries; Ode
to Common
Things
poem written
about 5+
common
things)
Hints at the
aspect of
identity that
is
represented
(ex:
representing
a personal
attribute of
identity
through a
look at my
passions, I
write an Ode
to items I
bring with
me on my
international
travels)

Includes only
three
instances of
figurative
language
Diction is
overall
strong,
expressive,
creative, and

applicable):
Somewhat
followed
conventions
of form (4+
personal
encyclopedia
entries; Ode
to Common
Things
poem written
about 3+
common
things)

Less than
three
instances of
figurative
language are
used
Diction is
sometimes
strong,
expressive,

Expression of
Thoughts/Feelin
gs

No weak
words or
phrases

At least two
of the
authors
thoughts
related to
this topic are
communicat
ed explicitly
or through
figurative
language
At least two
of the
authors
feelings
related to
this topic are
communicat
ed explicitly
or through
figurative
language
Modeled
after one of
mentor
expressive
texts
Style is
appropriate
to
conventions
of mentor
text (Ode to
Common
Things
poems
describe
common
things, how
the author

Attention to
Form

personal
Some weak

words or
phrases
1 of the
authors
thoughts
related to
this topic is
communicat
ed explicitly
or through
figurative
language
1 of the
authors
feelings
related to
this topic is
communicat
ed explicitly
or through
figurative
language

Modeled
after one of
the mentor
expressive
texts
Style is
overall
appropriate
to
conventions
of mentor
text (Ode to
Common
Things
poems
describe
common
things, how

creative, or
personal
A few weak
words or
phrases
1-2 of the
authors
thoughts
related to
this topic are
somewhat
communicat
ed
1-2 of the
authors
feelings
related to
this topic are
somewhat
communicat
ed
Figurative
language is
used to
communicat
e a thought
or feeling
Loosely
modeled
after one of
the mentor
expressive
texts (Style
is overall
appropriate
to
conventions
of mentor
text -Ode to
Common
Things
poems
describe
common
things, how

feels about
them)
Syntax
appropriate
to
conventions
of text genre
(ex: your
poem is not
written in
full-sentence
form)

the author
feels about
them)
Syntax is
overall
appropriate
to
conventions
of text genre
(ex: your
poem is not
written in
full-sentence
form)

the author
feels about
them)
Syntax is
somewhat
appropriate
to
conventions
of text genre
(ex: your
poem may
be written in
full-sentence
form!)

Rubric for Reflective Writing Piece (8% of Final Portfolio Grade)

Strong
(Full points)
Task

Complet
ion
(1)

Addresses one
of the two
prompts
Contains:
o Introducti
on
paragrap
h
o 1+
paragrap
hs
describin
g the
event
o 1+
paragrap
hs
discussin
g how the
event
affected
student in
the
moment
o 1+

Developing
(0.75 points)

Loosely
addresses one
of the two
prompts
Contains:
o Introducti
on
paragrap
h
o 1+
paragrap
hs loosely
describin
g the
event
o 1+
paragrap
hs loosely
discussin
g how the
event
affected
student in
the
moment

Needs
Improvement
(0.5 points)
Addresses
identity, but not
one of the two
prompts
Contains (any 3
of the
following):
o Introducti
on
paragrap
h
o 1+
paragrap
hs
describin
g the
event
o 1+
paragrap
hs
discussin
g how the
event
affected
student in

paragrap
hs
reflecting
on how
the event
has
impacted
students
identity
since
o Conclusio
n
1-2 pages of
reflection
Is personal:
writer uses 1st
person

o 1+
paragrap
hs
reflecting
on how
the event
has
impacted
students
identity
since
o Conclusio
n
1-2 pages of
reflection
Is personal:
writer uses 1st
person

Figurati
ve
Langua
ge
(2)

Expressi

Includes at
least one
instance of
figurative
language per
paragraph
Employs
multiple
figurative
language
devices
throughout
Diction is
strong,
expressive,
creative, and
personal
No weak
words or
phrases
Each paragraph

Includes at
least one
instance of
figurative
language per
paragraph
Employs one or
two figurative
language
devices
throughout
Diction is
overall strong,
expressive,
creative, and
personal
Some weak
words or
phrases

Each paragraph

the
moment
o 1+
paragrap
hs
reflecting
on how
the event
has
impacted
students
identity
since
o Conclusio
n
o **unfoldin
g of the
paper
wanders
1-2 pages of
reflection
Is personal:
writer uses 1st
person
Three or less
instances of
figurative
language in
paper
Diction is
sometimes
strong,
expressive,
creative, or
personal
multiple weak
words or
phrases

Some of the

on of
Thought
s/Feelin
gs
(3)

Attentio
n to
Form
(2)

expresses and
describes at
least one of the
authors
thoughts
related to this
topic (explicitly
and/or through
figurative
language)
Each paragraph
expresses and
describes at
least one of the
authors
feelings related
to this topic
(explicitly or
through
figurative
language)
There is an

introduction
paragraph
which contains
strong:
o Hook
opener
o Stagesetting
for paper
(2-4
sentences
)
o Sentence
that
states
purpose
for writing
by
Add
ress
es
whi
ch

describes and
explains at
least one of the
authors
thoughts or
feelings related
to this topic
(explicitly
and/or through
figurative
language)

authors
thoughts and
feelings and
expressed and
described
throughout the
paper (explicitly
or through the
use of
figurative
language)

There is an

introduction
paragraph
which contains:
o Hook
opener
o Stagesetting
for paper
(2-4
sentences
)
o Sentence
that
states
purpose
for writing
by
Add
ress
es
whi
ch
pro

There is an
introduction
paragraph
which contains:
o Sentence
that
states
purpose
for writing
by
Add
ress
es
whi
ch
pro
mpt
stu
den
t is
refl
ecti
ng
on

pro
mpt
stu
den
t is
refl
ecti
ng
on
Add
ress
ing
whi
ch
eve
nt
and
asp
ect
of
stu
den
ts
ide
ntit
y
the
y
he/s
he
is
refl
ecti
ng
on

One or more
paragraphs
thoroughly and
creatively

describe the
event
One or more
paragraphs
thoroughly and
creatively

mpt
stu
den
t is
refl
ecti
ng
on
Add
ress
ing
whi
ch
eve
nt
and
asp
ect
of
stu
den
ts
ide
ntit
y
the
y
he/s
he
is
refl
ecti
ng
on
One or more
paragraphs
describe the
event
One or more
paragraphs
discuss how the
event affected
student in the
moment
One or more

Add
ress
ing
whi
ch
eve
nt
and
asp
ect
of
stu
den
ts
iden
tity
the
y
he/s
he
is
refl
ecti
ng
on

Contains at
least two of the
following:
o One or
more
paragrap
hs
describin
g the
event
o One or
more
paragrap
hs
discussin
g how the
event
affected
student in
the

discuss how the

event affected
student in the
moment
One or more
paragraphs give
clear evidence

of students
reflection on
how this event
has impacted

identity since
Conclusion to
paper is
thoughtful
Syntax
appropriate to
conventions of
personal writing

paragraphs
gives evidence
of reflection on
how this event
has impacted
students
identity since
Conclusion to
paper is
included
Syntax is
overall
appropriate to
conventions of
personal writing

moment
o One or
more
paragrap
hs
reflecting
on how
this event
has
impacted
students
identity
since
Conclusion to
paper is one
sentence
Syntax is
somewhat
appropriate to
conventions of
personal writing

Rubric for Community Role Analysis (6% of Final Portfolio

Grade)
Strong
(Full points)
Task
Comple
tion
(2)

Thoroughly and
thoughtfully
addresses all
components of
the prompt
o List
(bulleted)
of 5-10
social
roles
o List
(bulleted)
of 5-10
communit
ies
student
belongs/c

Developing
(0.75 points)

Addresses all

components of
the prompt
o List
(bulleted)
of 5-10
social
roles
o List
(bulleted)
of 5-10
communit
ies
student
belongs/c
ontributes
to

Needs
Improvement
(0.5 points)
Loosely
addresses some
components of
the prompt
o List
(bulleted)
of 5-10
social
roles
o List
(bulleted)
of 5-10
communiti
es student
belongs/c
ontributes
to

Strong
analysi
s
(4)

ontributes
to
o Analysis
of 1 role
o Analysis
of 2cd
role
o Reflection
of
communit
ys
impact on
student
selfunderstan
ding:
o Lessons
learned
conclusio
n
1-2 pages of
reflection
Is personal:
writer uses 1st
person
Lists of social
roles and
communities
are thorough
Role Analysis 1
+2:
o Provides
thorough
descriptio
n of social
role?
o Explains
in detail
why this
social role
is
significant
to
students
identity

o Analysis
of 1 role
o Analysis
of 2cd
role
o Reflection
of
communit
ys
impact on
student
selfunderstan
ding:
o Lessons
learned
conclusio
n
1-2 pages of
reflection
Is personal:
writer uses 1st
person

Lists of social

roles and
communities
are thoughtful
Role Analysis 1

+2:
o Provides
descriptio
n of social
role?
o Explains
why this
social role
is
significant
to
students
identity
Reflection of
Communitys

o Analysis
of 1 role
o Analysis
of 2cd role
o Reflection
of
communit
ys impact
on
student
selfunderstan
ding:
o Lessons
learned
conclusion
1-2 pages of
reflection
Is personal:
writer uses 1st
person

Lists of social
roles and
communities
are minimalist
Role Analysis 1
+2:
o Provides
some
descriptio
n of social
role?
o Somewhat
explains
why this
social role
is
significant
to
students
identity

Reflection of
Communitys
Impact on SelfUnderstanding:
o Brief
descriptio
n of
chosen
communit
y
o Reflects
deeply on
why
student is
a part of
this
communit
y
o Reflects
on how
students
contributi
ons to
this
communit
y have
significant

ly
affected
his/her
perceptio
n of self
Lessons
Learned
Conclusion:
o Reflects
thoroughl
y on what
student
has
learned
from
participati
ng in this
communit

Impact on Self
Understanding:
o Brief
descriptio
n of
chosen
communit
y
o Reflects
on why
student is
a part of
this
communit
y
o Reflects
on how
students
contributi
ons to
this
communit
y have
affected
his/her
perceptio
n of self
Lessons
Learned
Conclusion:
o Reflects
on what
student

has
learned
from
participati
ng in this
communit
y
o Reflects
on how
student
has grown
because

Some of the
following
components are
missing from
Reflection of
Communitys
Impact on SelfUnderstanding:
o Brief
descriptio
n of
chosen
communit
y
o Reflects
on why
student is
a part of
this
communit
y
o Reflects
on how
students
contributi
ons to this
communit
y have
affected
his/her
perceptio
n of self
Lessons Learned
Conclusion:
o Somewhat
reflects on
what
student
has
learned
from
participati
ng in this
communit
y

y
o Reflects
thoroughl
y on how
student
has grown
because
he/she is
part of

this
communit
y
Uses active and
personal diction
Has an instance
of figurative
language

he/she is
part of
this
communit
y
Uses some
active and
personal diction
Hints of
figurative
language

o Somewhat
reflects on
how
student
has grown
because
he/she is
part of
this
communit
y
Mixture of
active and weak
diction
Hints of
figurative
language

Grade Checklist for Successful Completion of Expressive

Writing Sample (3% of Final Portfolio Grade)
Student Submits:

Total Points

Typed up writing sample

Points
Possible
1

Polished sample (no errors)

One complete
thought/creative idea is
represented in this sample

1
3

Points
Earned
_______/
1
_______/
1
_______/
1
_______/
3