Big Idea-Looking Into Lives9th Grade Memoir Project

Can Embedded Advisory Expectations promote a more promising, positive community? How does any teacher spark a student’s interest and empower student’s to delve into challenging texts and connect to self and the world around them in a standards based memoir?

Who are my community of 9th grade learners?What are we offering them for their tomorrows?

Eclectic,creative ,diversified, risk takers Dreamers...Young; ImmatureSome soaring..some angry..some passionateSome testing the winds of lifeSome unsure to flyAndSome hiding in a nest of confusion.What runs through a 13-16 years old

mind?Who are they ..as they search for meaning in an American school system..

City of ProvidenceFirst Quarter Unit

District-Big Idea First Quarter Portfolio ProjectUnit 1.3 - Writing a Personal Memoir: Writing Process (10 days)•Generate a personal narrative. ••Demonstrate command of English writing and grammarconventions. • Show understanding of narrative strategies.x Convey proper tone, voice, point of view, and necessary details to capture the writer’s perspective.x Apply appropriate conventions of grammar and writing to correct errors.x Create imagery and descriptive details in advancing a coherent storyline.If you have on-lie access I suggest you take a few moments and visit the District’s web site www.providenceschools.org

I am template-A way into the memoir writing process

Poetry rubric

Peer assessment feedback sheet

Memoir rubric

Writing tool box-Time -line 10 daysYou are expected to draft a creative memoir for your quarter project. Each

slide is one step toward your final project ...

I am

I love

I came from

I experienced

I understand

I dream of

I am

Pre-write Poetic Rubric

Expectations Exceeds standard4

Meets standard3

Nearly meets standard2

Below standard1

*Engages and orients the reader through the use of theme and

tone

Skillfully hooks reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.

Skillfully maintains a consistent thematic focus

Effectively hooks reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.W10-12.1, 12.2, W10-13.1

Effectively maintains a consistent thematic focusW10-4.5

Attempts to hook reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.

Attempts to maintain a consistent thematic focus

Weak and/or confusing attempt to hook reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.

Little or no attempt to maintain a thematic focus

*

Uses literary devices and/or figurative language

Issues: quantifiers

Use language from GSEs

Skillfully uses literary devices and figurative language to demonstrate student’s understanding

Uses more than 5 differentexamples of literary devices and/or figurative language

Accurately underlines and labels all literary devices and/or figurative language

Effectively uses literary devices and figurative language to demonstrate student’s understandingW10-12.2, 13.1, 13.2

Uses 5 differentexamples of literary devices and/or figurative languageW10-13.2,

Accurately underlines and labels 5 literary devices and/or figurative languageW10-13.2,

Attempts to use literary devices and figurative language to demonstrate student’s understanding

Uses 3-4 differentexamples of literary devices and/or figurative language

Inaccurately underlines and labels literary devices and/or figurative language

Little or no attempt to use literary devices and figurative language to demonstrate student’s understanding

Uses 1-2 differentexamples of literary devices and/or figurative language

Little or no attempt to underline and label literary devices and/or figurative language

Creates an organized poetic structure

Skillfully creates an organized poetic structure Effectively creates an organized poetic structureW10-12.3

Attempts to create an organized poetic structure Little or no attempt to create an organized poetic structure

Demonstrates understanding of English language conventions

Demonstrates consistent control of usage, grammar, punctuation, and spelling

Demonstrates control of usage, grammar, punctuation, and spelling(W10-9.1, 2, 3, 4, 5)

Occasional errors do not usually interfere with meaning

Demonstrates little control of usage, grammar, punctuation, and spelling

Errors interfere with meaning

Demonstrates very little control of usage, grammar, punctuation, and spelling

Numerous errors interfere with meaning