|Lesson Plan ID:
Understanding You: Using Understood You in Fiction Writing
In this lesson students will review the use of understood "you" in writing and create their own creative nonfiction essay using understood "you" as the narrative technique.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2013(11) ||3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3] |
|ELA2013(11) ||9. By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10] |
|ELA2013(11) ||12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] |
|ELA2013(11) ||15. Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6] |
|ELA2013(11) ||21. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3] |
|ELA2013(11) ||22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4] |
|ELA2013(11) ||23. 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 the first three standards in the Language strand in Grades K-11.) [W.11-12.5] |
|Primary Learning Objective(s):
Students will be able to:
Explain the purpose of understood you.
Identify the use of understood you.
Evaluate how the use of understood you impacts the tone and impact of essay writing.
Identify the use of understood you in complex nonfiction text.
Locate and correct pronoun usage errors involving the use of understood you.
Create an original narrative essay utilizing understood you.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Copy of Margaret Atwood's "Bread"
Pronoun Grammar Warm-up (focusing on understood you and pronoun shifts)
|Technology Resources Needed:
Student should review common errors in pronoun usage. Students should also review narrative techniques in writing.
Students should read "Bread" by Margaret Atwood.
Students should read “Bread” by Margaret Atwood. As the students read “Bread,” they should highlight each “you” they see in the selection.
Review the concepts of understood you and imperative statements.
Students will “turn and talk” discussing the rhetorical impact of addressing the reader and interacting with the reader.
Students should share their thoughts/evaluation of Margaret Atwood’s use of you throughout her passage.
Using Atwood’s “Bread” as a model, students should select an object and compose an essay exploring the significance of the object.
The student essay must adhere to the following guidelines:
- Must use 2nd person narration (you and understood you)
- Each paragraph must introduce a new scene
- The same item/object must be discussed in each paragraph.
- At least one literary work must be discussed in connection with the object in one paragraph of the essay.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will complete grammar warm-up.
Students will compose their own narrative essay using "you and understood you" as the narrative techique.
Students will revise and edit their own narrative essays elminating all pronoun shifts.
As an extension of this activity, students can create and publish an online creative writing journal featuring their "Understood You" essays.
Students in need of extra support while completing this lesson can be paired up with stronger students.
Students can work in groups to create/compose group essays.
The teacher may spend additional time reviewing pronoun agreement (person) and unnecessary pronoun shifts in writing.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: