Keywords
narrative writing, vision boards, writing practice, classroom writing, classroom resources, classroom instruction
Submission Type
Research
Preview
In his first year as a high school teacher, Johnny sat down at the computer to plan a narrative writing unit centered on the text Chasing Lincoln's Killer. He stared at a blank unit plan template for a few minutes while crickets chirped loudly in his head-he had no idea where to begin! Sure, he was a first year teacher, but he had been well-trained in the art of lesson and unit-planning, and he was confident in his ability to teach. Why was this so difficult? What skills and knowledge really mattered for his students? What assessments could he develop to measure student progress, and what would these assessments look like? Which texts, online resources, and instructional strategies would he include, and how would he organize all of this chaos? He was overwhelmed with the possibilities, so he ran from his computer to the cupboard for a stack of Oreos (his typical strategy for self-therapy).
Recommended Citation
Allred, Johnny and Downs, Corinne
(2023)
"What Matters Most: Vision Boards for Unit Planning in the English Classroom,"
The Utah English Journal: Vol. 51, Article 5.
Available at:
https://scholarsarchive.byu.edu/uej/vol51/iss1/5