Student Version

Literacy Narrative Unit Plan
Florida International University
ENC 1101: Writing and Rhetoric

Please Note:
“EW” = Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martin’s.
4th edition, 2009. Customized for Florida International University.
“A&B” = Ramage, John, John Bean and June Johnson. The Allyn & Bacon Guide to
Writing. New York: Pearson, 2010. Customized for Florida International University. Fourth

Daily Class Plans for Literacy Narrative, Unit 1

Week I, Day I
Monday, January 9th

Class Goals:
● Introduce Each Other
● Convey Course Expectations
● Form Unit Groups

Class Plan:
(15 min): Roll/Names & Intro/Syllabus-Course Policies
Class Activity — syllabus scavenger hunt
(5 min): Unit Outcomes Discussion
(10 min): Moodle Introduction
(10 min): Form groups of four
Class Activity — Have the students write down three questions they will use to
interview their classmates.
1) What is your major?
2) What is your writing process or how do you normally write your papers?
3) What classes are you taking this semester?

(5 min): Each group-write down (on one piece of paper) the first & last names of individuals in each group and turn in one paper with four names to the instructor. Instructor should post Unit Groups in Moodle.
(5 min): Tell students there will be quizzes throughout the semester to hold them accountable for reading.
● Give students their first homework assignment
● Read A&B Chapter 3 pgs 51-67, be ready to use rhetorical terminology

Week I, Day II
Wednesday, January 11th

Class Goals:
● Grasp rhetorical terminology
● Expose students to structures (open form) used in literacy narrative
● Introduce free-writing to begin developing literacy narrative ideas

Homework Due:
● Come to class having read A&B Chapter 3 and be familiar with rhetorical terminology

Class Plan:
(5 min): In-class Quiz-serves as attendance (establish importance of reading & in class participation)
(15 min): Discuss Logos, Ethos, and Pathos. Have the students come up with examples of how to use each appeal in their own writing.
(5 min): Discuss Open/Closed form from reading assignment
(5 min): Discuss reading as a writer vs reader
(10 min): Hand out “The Naturalization” (Trevino Lit. Narrative example) and read the first few paragraphs and discuss the way Trevino opens the narrative.
(5 min): In-class writing–Have the students free write about a time when reading, writing, or language impacted them. Point out that it doesn’t have to be a life-changing event, just something they remember having an effect on their personal experience with reading, writing, or language.
(5 min): Explain homework: read articles for next week. Have the students keep in mind their own experiences while reading.
● Read “The Naturalization,” Trevino–paper copies/posted in Moodle (Please bring to next class)
● Alexie from A&B pg 135-137
● Read A&B Chapter 6
● Post responses to In-class writing activity in Moodle

Week I, Day III
Friday, January 13th

Class Goals:
● Understand the structures used in literacy narrative
● Understand what literacy narrative means
● Be prepared to compose an exploratory draft

Homework Due:
● Come to class having read A&B chapter 6 & Trevino’s “The Naturalization”
● Response to In-class writing from Day 2 should be posted in Moodle before class starts

Class Plan:
(5 min): In-class Quiz-on reading (Serves as attendance. Pop quizzes should increase in difficulty to reinforce the importance of reading the material presented for homework.)
(15 min): Class discussion–define Literacy, define Narrative, define Autobiographical.
Class Activity: Assignment sheet scavenger hunt
(20 min): Discuss A&B Chapter 6. Cover the following terms and have the students work in groups using
the Alexie & Trevino texts to point out examples of:
● Tension
● Literary Elements
○ Plot
○ Character
○ Setting
○ Theme
(10 min): Discuss homework due Monday-Topic Invention Homework considering rhetorical situation
(A&B 121-122) Students should complete the section “For Writing & Discussion: Discovering
Experiences with Literacy” pg. 122 and post their response in Moodle before class begins on
Read: A&B Chapter 1 and be ready to discuss the next class, revisit A&B Chapter 3


Week II, Day I
Monday, January 16th

Class Goals:
● Understand Angle of Vision
● Utilize their Angle of Vision to express the Purpose, Audience, and Genre
● Introduce the Literacy Narrative Exploratory Draft

Homework Due:
● Guide to Writing Chapter 1 and Chapter 3
● Literacy Narrative Exploratory Draft Instructions
● Bring Topic Invention Results (Either Electronic or Hard Copy)
● Bring Literacy Narrative Exploratory Draft Instruction

Class Plan:
(5 Minutes): Topic Invention Recap
(15 Mins): Angle of Vision- the way the author chooses to present the narrative
● Topic Invention + Angle of Vision = Literacy Narrative
● Factors of Angle of Vision
● Angle of Vision as a Lens
● The Party: Grandmother vs. Best Friend

(15 Minutes): Purpose, Audience, Genre
● Building off the Angle of Vision
● Purpose: What am I trying to Accomplish in the this paper? What do I want my readers to know,
believe, or do?
● Audience: Who are you Addressing in this Literacy Narrative
● Genre: What kind of document am I writing? What are its requirements for structure, style, and
document design?
● Building off the Angle of Vision

(5 Minutes): Introduce the Literacy Narrative Exploratory Draft
Start the Process of Telling the Story
● Free-Write 2.0
● Trial

(5 Minutes): Introduction of the Writers Memo
● A writers memo will be turned in with your First and Final draft
● Free Write on The topic discussed in this class (Angle of Vision)
● A writers memo will be turned in with your First and Final draft
● This will be turned in at the end of class, will count as your attendance grade for this class
● Reminder: Homework – Chapter 19 A&B

Week II, Day II
Wednesday, January 18th

Class Goals:
● Reemphasize Rhetorical Triangle (Emphasis on Pathos)
● Scale of Abstraction (Concrete, Revelatory, Memory Soaked)
● Banana Ladder

Homework Due:
● Chapter 19 A&B

Class Plan:
(5 Minutes): Audience/Level of Abstraction/Banana Ladder
● Reviewing the Rhetorical Triangle
● Logos- appeals to Reason and Logic
● Ethos- refers to the credibility of the writer or speaker
● Pathos- appeals to the Audience
○ When considering the audience the pathos is what you use to draw them in.
(25 Minutes): The Scale of Abstraction
● Appeal to Pathos
● Types of words that are Low on the Scale
● Concrete Words
● Revelatory Words
● Memory Soaked Words
(10 Minutes): The Banana Ladder
● At the bottom of the ladder the audience gets a very vague description
● Life- This is General
● Banana-This is Specific
● The Audience knows exactly what someone is referring to when it gets to the Banana
● Planet Earth Example
● In Class activity.
○ This will count as your attendance for this class period.
○ Turn in a hard copy with all group members names.

(10 Minutes): Explain the Luc Sante Assignment
Print out the Article for Friday
We will be discussing Concrete and Figurative Language on Friday
Highlight the Luc Sante Article Showing…
● Example of Concrete Language, that is low on the scale of Abstraction
● Example of Figurative Language
● Words that you don’t know the meaning of
This will be due at the start of class on Friday
Definitions of Concrete and Figurative Language will driven home more
Clearly on Friday
Also Touch on the Exploratory Literacy Narrative being Due
Reminder: Homework:
● Chapter 22 Everyday Writer
● Chapter 4 and 19 Guide to Writing
● Bring 2 Hard Copies of Exploratory Draft

Week II, Day III
Friday, January 20th

Class Goals:
● Tutorial
● Introduce Concrete and Figurative Language
● Get Students started on their Writers Memo

Homework Due:
● Chapter 22 Everyday Writer
● Chapter 4 and 19 Guide to Writing
● Bring 2 Hard Copies of Exploratory Draft

Class Plan:
(5 Minutes): Quick Discussion on how the Exploratory Draft writing went
● Drive home that they need to get a grasp of, as technical issues will not be an
excuse for late assignments.
(15 Minutes): Concrete and Figurative Language Definitions.
● Concrete vs. General Words
● Figurative Language

(15 Minutes): Group Activity with These Types of Language
● Break into Groups of Three and have them read over each others Literacy Narratives.
● Students locate one place in the literacy narrative where their classmate utilized
Concrete/Figurative Language effectively and a place where they feel this could help drive
home their point
● This will be turned into the Moodle Forum

(10 Minutes): Class Presentation Time
● Have 2-3 Groups read their discussions aloud.

(5 Minutes): Free Write for the Writers Memo
● Spend the last 5 Minutes of Class doing a free write on the use of Concrete and Figurative
● This Free Write will be your attendance grade for the class period.
● Homework for next time: Complete code-switching log (instructions on Moodle) and bring to
Assignment for Monday: Assess the rhetorical situation for your
literacy narrative.Base this on the concepts in A&B ch. 1. Ask yourself: Who is your
audience? What is your communicative purpose in writing the literacy narrative? You will
bring a hard copy to class on Monday.
○ Read Exploding a Moment (handout on Moodle) and print to bring to class
○ Read Amy Tan’s “Mother Tongue” (A&B Guide, pp. 152-156)


Week III, Day I
Monday, January 23rd

Class Goals:
● Analyze your personal use of language in different situations
● Select moments to serve as examples of a part of your literacy journey

Homework Due:
Complete code-switching log (instructions on Moodle) and bring to class
Read Exploding a Moment (handout on Moodle) and print to bring to class
Read Amy Tan’s “Mother Tongue” (A&B Guide, pp. 152-156)
Bring in your hard copy of your analysis of the rhetorical situation for the literacy narrative.\

Class Plan:
(15 minutes) Class discussion of “Mother Tongue”

● What were Tan’s main points about literacy?
● How might Tan define literacy?
● Pick out examples of when Tan “exploded a moment” (see handouts). Implode them, then compared
with the exploded version.
(5 minutes) Writing Activity
● On your own, pick events from your code-switching log that you could explode in your literacy
(25 minutes) Group Activity with Code-Switching logs
● In your groups of 3-4, pick moments for explosion in your code switching logs. Explode them!
(5 minutes) Class discussion
● Wrap up the importance of “exploding a moment”
● Homework for next time: read A&B 563 – 568 (Skills 2 & 3); read A&B 578 – 582 (Skill 5)
● Reminder: Your Exploratory Draft has been reviewed by now! You can start editing it for your
Peer Review on Friday!

Week III, Day II
Wednesday, January 25th

Class Goals:
● Develop stronger understanding of rhetorical situation (for the Writer’s Memo)
● Assess your audience
● Learn about your personal strengths and weaknesses

Homework due:
read A&B 563 – 568 (Skills 2 & 3)
read A&B 578 – 582 (Skill 5)

(5 minutes) Individual Writing
● Students write 1-2 sentences to enhance their description of the rhetorical situation based on
these comments
● Students who did not turn one in can now start it in class.
(15 minutes) Discussion and Lecture
● What is the purpose of the Writer’s Memo?
● How can you assess the rhetorical situation?
● How does it help?
(5 minutes) Revision Lecture
● What’s the difference between revision and editing?
● What’s the difference between local and global revisions?
(5 minutes) Individual Activity
● Write a story about dinner last night using memory-soaked words.
(10 minutes) Group Activity part 1
● Form groups of 3-4 students
● Give your paper to a group member and tell them what global revisions they could make as they
would develop this story
(10 minutes) Group Activity part 2
● In your groups of 3-4 students, give your paper to another group member
● Have each member pick out what they view as the memory-soaked words
● Also, pick out places where they think they can add more memory-soaked words
● Remember to bring 2 copies of your literacy narrative and the peer response sheet!

Week III, Day III
Friday, January 27th
Class Goal:
Learn to conduct effective peer reviews

Homework (due today):
Print 2 copies of your literacy narrative and bring them to class
Print 2 copies of the peer response sheets and bring them to class

(5 minutes) Individual Writing
● What concepts from the past few weeks do you need to consider while reviewing your peer’s literacy narratives?
● Which do you need to consider while revising your own literacy narrative?
(10 minutes) Discussion:
● Review of concepts: logos, ethos, pathos, angle of vision, local and global revisions, theme,
title, banana/scale of abstraction, audience and writing for the rubric.
(15 minutes) Peer Review Workshop:
● In pairs, use the peer response sheet (instructor bring extra) for WP1 to guide you through
your discussion of the first writer’s essay
(15 minutes) Peer Review Workshop:
(5 minutes) Wrap-up:
● Depending on how involved the students seem in their peer review workshop, the wrap up should be a discussion of what they learned from the peer review exercise revolving around audience
● What did your peers help you learn about audience?
Homework for next: Prepare two hard copies for use in-class on Monday.


Week IV, Day I
Monday, January 30th

Class Goals: the students will develop a basic understanding of the manner in which an autobiographical essay is written. They will review the following aspects of such a paper: rhetorical purpose, audience, how to avoid chronological writing, author’s voice, using imagery to describe a scene. Students will also be introduced to the logic behind the rubric. What is the grader looking for in the student’s essay?

Homework due today: Read The Allyn & Bacon Guide to Writing pages 87-106 (seeing rhetorically) and 119-124 (description of a literacy narrative) prior to class

Class Plan:

(5 Minutes)
● Pass out conference sign-in sheet
(10 Minutes)
● Lecture: What is an autobiographical essay?
(5 Minutes)
● Review rhetorical purpose and introduce the concept of “audience”
(5 Minutes)
● Describe how to avoid chronological writing (first this happened, then that happened…)
(5 Minutes)
● What is author’s voice?
(5 Minutes)
● How to use imagery to describe a scene
● Display Rubric. This will have been previously posted to Moodle
(15 Minutes)
● Understanding the logic at the root of the rubric
● Go over each section of the rubric
● Homework for next time: Bring a hard copy of your literacy narrative.

Outcomes: the students should understand what the grader will be looking for in the final draft of the literacy narrative.

Week IV, Day II
Wednesday, February 1st

Class Goals: to point out any strong and weak-points in the initial literacy narrative writings

Homework Due: Bring a hard-copy of your literacy narrative


Eight Hours
● Conferences
● I will provide the students with a copy of the rubric and ask them to use it to grade their
own work while I look at their paper on Moodle

Outcomes: the students should leave the session with a good idea of what needs to be changed in their papers in order to satisfy the rubric’s parameters.

Friday, February 3rd

Class Goals: a review of the sources employed by ENC-1101 students in order to check their work for common grammatical errors. Also, students will review the use of Moodle and in their efforts to check their comments and grades on-line.


(2 Minutes)
● Take roll
(13 Minutes)
● Short lecture on grammar
(15 Minutes)
● Individual activity:
(10 Minutes)
● Q&A with class. What were some of the problems that you found? How would you avoid these in
the future?
(10 Minutes)
● Use Moodle to describe to students how to check their grades in Moodle

Outcomes: the students should have a better grasp on the editing process. They should also be familiar with the learning aids meant to assist them in this process.

Reminder: Final Draft Due on Sunday February 5th at Noon via


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