Artifact #4
Unit Schedule (For all students, Tiers 1,2,3)
Writing Prompt:
Writing Process Stage
Introduce Writing Project ( Text
Type, Model text)
Prewriting (Collecting Ideas)
Planning (Organizing ideas and
narrowing focus)
Drafting (Writing, workshopping
with peers and/or conferencing)
Number Class Writing Activity(s) & Strategies / (cite Morris “RTI for Writing Process” Text
Sessions Page #, be specific )
1 day Introduce cultural identity
(Describe each strategy activity in 3-4 sentences in your own words. You may
link to additional resources here too. Attach strategy templates you create)
Tier 1: 1 day For the prewriting strategy we chose Hand Mapping for the Narrative
Tier 2: 1-2 days Essay and Heart Mapping for the contrast / compare essay (Morris, pg
Tier 3: 2 days 101-103). The hand map is good for bringing up memories. Because the
narrative prompt is about sharing a life experience, we felt that helping to
trigger memories through emotions would assist students. Students can
trace their own hand on a blank piece of paper and use each finger to
represent a different emotion pertaining to the specific life experience
they will write about. The topic, in this case a life experience that
represents the students’ identity or culture, is written in on the palm of
the hand.
Tier 1: 1 day For the planning activity we decided to use the Inverted Triangle. When
Tier 2: 1-2 days students are asked to write about a topic, they usually need assistance
Tier 3: 2 days narrowing the topic, even when given a specific prompt. When writing a
narrative, students tend to tell the whole story with a lot of unnecessary
background details, not just the moment that the narrative is supposed to
capture. This is a great tool to incorporate with that writing prompt. For
example, in this writing unit, for the narrative prompt, they are asked to
write about a life experience for that reflects their cultural identity. This
strategy allows students to narrow down their topic. The inverted triangle
strategy will help students narrow down a broad connection to their
cultural identity to a more specific moment. Using Eddy and his boat
building experience with his dad as an example, we model for students
how to make that topic more and more narrow until the topic is about
Eddy’s favorite boat that was just finished. Now we can brainstorm ways
to expand on that narrower topic. The inverted triangle could be used for
the compare/contrast prompts as well to assist helping students narrow
down their view to a focus. The inverted triangle keeps students’ writing
concise and on topic.
Tier 1: 2-3 days ​In this step of the writing process, we have students draft the first two
Tier 2: 3-4 days paragraphs of their essay. A template/graphic organizer for writing a
Tier 3: 4 days paragraph is provided. This helps guide students who still have a difficult
time grasping all of the elements that make up a good paragraph. The
strategy that I would use in drafting is the Freeze and Question strategy
(Location 2106 of 2791) because it gives students the opportunities to
share their drafts with peers and also gives them the chance to think of

Revising (Content changes)
Editing (Proofing for publishing)
Publishing
Spelling Mini-Lesson/ practice
their drafts in a new way by responding to their peers’ questions.
Tier 1: 3 days For this writing assignment, a great revision strategy to use would be
(includes having students create Personalized Revising Checklists using sticky
mini-lesson) notes based on a few craft mini-lessons. Offering students choice in how
Tier 2: 3 days
they revise their writing may be a more successful strategy than forcing
Tier 3: 4 days
all students to focus on the same revision strategies. Because this is
narrative writing, students are personally connected and invested in their
story, so they should have a say in how they revise. Some of the
mini-lessons to go along with using personalized revising checklists
could be: strong verbs, emotion words, onomatopoeia, sensory details,
adding dialogue, and show-don’t-tell. See Appendix C for anchor chart
examples.
Tier 1: 1 day For the editing part of this assignment we use the CUPS Strategy. Using
Tier 2: 1 day this strategy is an effective way for students to remember what they are
Tier 3: 1 day looking for (​C​apitalization, U
​ ​sage, ​Pu​ nctuation,​ S​pelling) when they are
giving their work a final look over. We provided a display of CUPS on
large paper on display in the classroom and also smaller individual
pieces of paper with a CUPS template for each student.
Tier 1: 2 days When students are ready to publish, they will submit their final drafts
Tier 2: 2-3 days typed into Google Classroom. A class website would be created and each
Tier 3: 3 days individual student can publish their work as part of a the site.
Tier 1: 2 days Spelling in Parts
Tier 2: 2-3 days With this strategy, students learn how to break down multisyllabic
Tier 3: 3 days words into smaller word parts so that they are easier to spell. Students
learn how to break words into syllables with this strategy and spell
those word parts. It incorporates multiple modalities, which is
necessary for students who require seeing content in various ways to
understand. This strategy would be beneficial for this writing unit and
the word list because all of the words (except for one) are multisyllabic
and have prefix/root/suffix word parts, which would be a great way to
differentiate for students who are ready to move on to higher-level
skills.