Planning a Writing Unit that Works

English teachers don’t just teach one subject.  Our standards cover Reading, Writing, Vocabulary, Grammar, Speaking and Listening, etc. Plus within each standard, there are so many OTHER topics.  Some topics are easier than others, but what may come naturally for one English teacher might be difficult for another.  One area that seems to be generally challenging for many English teachers is writing, specifically writing essays. 

The truth is that essay writing can feel overwhelming—for teachers and students alike! This is compounded by the different types of essays students need to write: narratives, expository, argumentative, literary analysis and so on.  Where to even start? Is it different for every essay? 

Over the years, I’ve fine-tuned my approach to make my writing units structured, manageable, and effective, and I thought this might be helpful to share with other teachers.  Today, I’m breaking down step by step how I plan and pace my writing units (focusing specifically on a literary analysis essay, since this is the one I just taught).  That said, this is the same general process I use with all writing units, but I alter the mini-lessons to fit the writing style.

Step 1: Determine the Writing Type & Standards

Before I do anything else, I decide what type of writing we’ll focus on—argumentative, literary analysis, narrative, etc. At my school, our ELA department is aligned so that every teacher focuses on the same type of writing each quarter. How we choose to teach it, however, is left up to us, though.

So, first 9 weeks, I know I will be covering Narrative Writing; second 9 weeks is Argumentative; third 9 weeks is Literary Analysis and fourth 9 weeks is Expository.  Knowing this, I am able to plan my other units, most importantly, my literature and grammar and mechanics units, to align with narrative content.  With the content chosen, I then look at the standards I need to cover and consider what type of lessons will need to be taught in conjunction with those standards.

 

Step 2: Create the Assignment & Rubric

Once I’ve aligned my units and know what I’m teaching and the standards I want to address, I create the assignment AND the rubric.  I am very detailed in the assignment instructions, and I ALWAYS post the rubric with the assignment and encourage students to reference it frequently because they benefit from seeing exactly how they’ll be graded before and during the writing process.

One aspect that is included in all of my writing assignments is grammar and mechanics. Whatever language standards I cover during the quarter becomes part of the writing assignment requirements.  So if I'm teaching 9 L.1 (I teach an English I class to 8th graders, so I cover 9th grade standards), part of the requirement is that students must include various types of phrases in their essay.

 *Bonus Tip* I always have students turn in both digital versions of their essays + a printed copy, and I have them mark their examples on one of the copies (or both) through underlining or highlighting.  That way, I’m not searching to find their examples, which would take even MORE time while grading essays, which is not something I want to do.  It takes long enough as it is!

 Step 3: Backwards Planning & Due Dates

I always backwards plan my writing units to ensure students have enough time for each phase of the writing process, and I have time to incorporate any mini-units and lessons along the way. 

For example, with my literary analysis essay unit, I teach mini-lessons on developing a thesis, selecting and embedding textual evidence, analyzing vs. summarizing, etc. 

*Bonus Tip* Here’s my key rule: avoid due dates near holidays, weekends, or the end of the quarter. I personally like Tuesday due dates.  I’ll often try to do a final writing and conferencing day on a Friday.  Depending on our timeframe, I may have one brief – maybe 15-30 minute class period writing and conferencing session day on a Monday, and then the final draft is due on Tuesday.  

*Bonus tip 2* On the day I have this final short writing/conferencing period, I always have a short assignment of some sort (typically related to our literature unit) that is due the next day for those students who are “done” with the essay.

 Teaching the Essay

Depending on school events (that could disrupt class time) and my other classroom content and activities, I generally aim for a 3-week writing unit.  Being that I have a 90-minute block, during my writing units, I typically have ½ the class time allotted for our writing unit and half for other content.  Here is a general overview of how I structure my pacing (get my FREE 3-Week Pacing guide) for a literary analysis essay: 

Week 1: Foundations and Pre-Writing

The first week of the literary analysis unit is all about laying the groundwork. I begin by introducing students to what literary analysis is and guiding them through understanding the structure and elements of the essay so they know exactly what’s expected. From there, we move into developing strong thesis statements that will anchor their essays. Students learn how to select relevant textual evidence and how to embed it smoothly into their writing. We also focus on the crucial difference between summarizing and analyzing to guide students in moving beyond just retelling the text.  Finally, we spend time crafting strong topic sentences and discussing how to logically organize body paragraphs, setting students up for success as they begin drafting.

Week 2: Drafting & Refining Analysis

In the second week, we shift our focus from planning to drafting. We begin by exploring how to write engaging introductions that not only hook the reader but also clearly present the thesis. Students then apply what they've learned in an in-class writing session dedicated to crafting their introductory paragraphs. From there, we dive deeper into writing analytical body paragraphs.  Here, my lessons focus on emphasizing how to explain and connect textual evidence back to the thesis. Another in-class writing session gives students time to develop their body paragraphs with support. As the week wraps up, we turn our attention to transitions and cohesion—teaching students how to connect their ideas smoothly so that their writing flows logically and effectively.

Week 3: Conclusion, Revision & Final Draft

In the final week of the unit, students focus on refining their writing and bringing their essays to a strong finish. We begin by discussing how to write effective conclusions that leave a lasting impression and reinforce the main argument. Students then have time in class to draft their conclusion paragraphs. Midweek, the emphasis shifts to revision.  Mini-lessons this week focus on improving clarity, enhancing style, and making purposeful word choices. A peer review and self-editing workshop gives students a structured opportunity to give and receive feedback. The week ends with a final in-class writing session and individual teacher conferences to support last-minute revisions before essays are submitted.

Final Thoughts

Planning and pacing a writing unit doesn’t have to feel overwhelming. With clear goals, intentional scaffolding, and a realistic timeline, you can guide students through the writing process in a way that builds their confidence and skills. By breaking the essay down into manageable parts and incorporating time for modeling, feedback, and revision, you'll not only help students grow as writers—you’ll make the grading process more manageable for yourself too.

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