PERSONAL NARRATIVE)WRITING PROJECT) …complete anarrative) writing) piece,) specifically) a)...

PERSONAL NARRATIVE WRITING PROJECT COMPLETE UNIT PLAN WITH LESSONS

Intended for use in a seventh grade English Language Arts classroom

Copyright © 2009 Thomas Kawel. All rights reserved in all media.

[email protected] • http://teach.albion.edu.thomaskawel

Personal Narrative Writing Project 1

PREFACE Following is a complete unit, including all reasonable materials, preparing seventh grade students to successfully complete a narrative writing piece, specifically a personal narrative memoir, as outlined in the Michigan Department of Education GLCE v12.05, W.GN.07.01. Based upon a novel by Avi, The True Confessions of Charlotte Doyle, the unit does rely on specific aspects of his piece; because of its structure, however, the unit should be quite easily adapted to suit different needs and different texts — assuming the chosen novel is, in fact, a narrative piece written as a memoir. Strong emphasis is placed on VOICE and PERSONAL STYLE, the proper use of QUOTATION MARKS and the conventions of WRITTEN DIALOGUE, and the use of IMAGERY and SENSORY LANGUAGE. PERSPECTIVE WRITING, POINT OF VIEW, and ELEMENTS OF PLOT are also touched on considerably.

Motivating many students to develop a concrete idea to write on can be terribly difficult, especially if the teacher is working in a secluded community that does not see many children leave even the city limits. Stressing the high, or even priceless, value that each of the students has in the classroom, school, and global community is absolutely necessary. One cannot assume that each student understands this fact up front and the promotion of self-‐worth in the English classroom can only increase a student’s achievement. Through the construction of strong relationships with the students, an English teacher can assist greatly with focusing the students’ imaginations and the development of truly impressive work.

Employing the use of pre-‐writing tools is helpful and structuring the writing around two drafts, a few days of workshop, and a final period of typing the final copy was practiced successfully during the first run of this unit. I suggest conferencing privately with each student during the development stage; it will help you understand each student’s goals and it will help the student to dig deeply and focus their piece on a single event.

While the unit seems collected and neat in its presentation, here, the actual practice can become an incredibly clustered series of events. Depending on each situation, certain parts of this unit may need to receive more time than what is provided for in these pages. One may need to spend considerable time working with quotation marks and dialogue structure. Keep in mind, however, that the greatest focus should always be placed on the development of a strong idea and the skills employed during drafting and writers’ workshops. This unit is purposed around strengthening students’ IDEAS and VOICE in their writing.


DRIVING QUESTION What is my PERSONAL NARRATIVE MEMOIR and how can I write a successful piece?

SUB-‐DRIVING QUESTIONS

• What is a PERSONAL NARRATIVE MEMOIR? • What are PLOT ELEMENTS and how can I use them to strengthen my writing? • How do I determine the proper placement of QUOTATION MARKS in my writing? • What is DIALOGUE? • How do I properly use QUOTATION MARKS in order to show DIALOGUE in my writing? • What is IMAGERY and why is it important to my writing? • What does PERSPECTIVE mean and what does it mean to write from a POINT OF VIEW? • “I don’t have anything exciting that ever happened to me! What am I supposed to write about?” • What are CHARACTER TRAITS and how do writers use them to add depth to their characters?

MICHIGAN EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS 2009 By the end of the 8th grade, students will…

• 6-‐8.CI.1: apply common software features to enhance communication with an audience and to support creativity

• 6-‐8.CT.2: evaluate available digital resources and select the most appropriate application to accomplish a specific task

• 6-‐8.CT.4: describe strategies for solving routine hardware and software problems • 6-‐8.TC.1: identify file formats for a variety of applications • 6-‐8.CT.2: use a variety of technology tools to maximize the accuracy of technology-‐produced materials


GRADE LEVEL CURRICULUM EXPECTATIONS Students will…

• R.WS.07.02: use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, similes, knowledge of rots and affixes, major word chunks/rimes, and syllabication.

• R.WS.07.06: fluently read beginning grade-‐level text and increasingly demanding texts as the year proceeds.

• R.NT.07.01: identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.

• R.NT.07.02: analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.

• R.NT.07.03: analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.

• R.NT.07.04: analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.

• R.CM.07.02: retell through concise summarization grade-‐level narrative and informational text. • R.AT.07.01: be enthusiastic about reading and do substantial reading and writing on their own. • W.GN.07.01: write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth

that includes appropriate conventions to the genre employing literary and plot devices • W.GR.07.01: in the context of writing, correctly use style conventions and a variety of grammatical

structures including participial phrases; adverbial subordinate clauses superlative adjectives and adverbs; present, past, future continuous verb tenses; parentheses; singular and plural possessive forms and indefinite pronoun referents.

• W.PR.07.01: set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

• W.PR.07.02: apply a variety of pre-‐writing strategies for both narrative and informational writing • W.PR.07.03: revise drafts to reflect different perspectives for multiple purposes and to ensure that

content, structure, elements of style and voice, literary devices, and text features are consistent. • W.PR.07.05: proofread and edit writing using grade-‐level checklists and other appropriate resources both

individually and in groups. • W.PS.07.01: exhibit personal style and voice to enhance the written message in both narrative and

informational writing


LESSON #1: MUTINY! PRE-‐READ ACTIVITY FOR CHARLOTTE DOYLE Tuesday October 6, 2009

Enduring Understanding: mutiny is an open rebellion against the proper authorities; writing is difficult — practice patience and start slowly

Essential Question: What is mutiny? What did it feel like to take part in a mutiny aboard a 19th century sea vessel?

GLCE: W.PS.07.01 (exhibit personal style and voice…); L.RO.07.03 (identify speaker’s attitude through tone, mood, emotional cues…)

Materials: • Mutiny!.pptx • 2 sheets of notebook paper per student • pen or pencil

Method: 1. Welcome/Opening (3 min)

a. Address questions, concerns b. Attendance

2. Read through Mutiny.pptx PowerPoint presentation (30 min + 15 min) a. Introduce True Confessions of Charlotte Doyle novel b. Journal #6 (Part of presentation) c. Cue music on iTunes (Playlist from Port Blue’s album The Airship) d. Dramatic reading of Journal #6 scenario script (Part of presentation) e. Students write for 15 minutes without pausing. Pens should be writing for full period.

i. Stress the importance of patience and a slow, steady pace; writing is difficult, a writer must pause and dig deeply into his imagination to respond

Assessment: When asked at the end of the hour, students chosen at random (via assigned note cards/popsicle stick technique) should be able to say “mutiny is an open rebellion against the proper authorities;” describe what it felt like to be part of a mutiny in their own mind

Reflection:


LESSON #2: AN IMPORTANT WARNING! + READING LOGS Wednesday October 7, 2009

Enduring Understanding: mutiny is an open rebellion against the proper authorities; the power each student has as a writer if they exercise patience and steady pacing (based on outcome of Journal #6 activity); Charlotte Doyle revolves around a mutiny; reflective purpose of reading logs

Essential Question: What is a mutiny? Why did we spend 15-‐20 minutes with the scenario and guided free write activity yesterday? What did I learn about myself and how I write from yesterday’s activity? Why are we creating a reading log and what will it be used for?

GLCEs: R.WS.07.06 (fluently read grade-‐level text) R.NT.07.01 (identify how tension in text is related to their own experiences) R.AT.07.01 (continual work in progress: enthusiasm for reading!) W.PS.07.01 (exhibit personal style and voice in writing to enhance message)

Materials: • 100 2x2 cut, sheets brown paper • 100 2’ cut twine • 1 full ream white printer paper (500 pages) • Sharpie markers for front cover • Students guided free write journal #6 from 6/10/09 • 24 copies The True Confessions of Charlotte Doyle by Avi • Mutiny!.pptx • iTunes playlist w/ Port Blue songs from 10/6/09


a. Address questions, concerns b. Attendance c. Pass back “Journal #6: Listening and Creating” from yesterday, 10/6/09

2. Review the definition of Mutiny (use .ppt presentation w/ examples from 10/6/09 if deemed useful) (5 min)

a. “Open rebellion against the proper authorities” b. Students v Teachers; Teachers v Principal/BOE; Citizens v Public Safety, etc…

3. Reflection on yesterday’s guided free write activity (5 min) a. Using the words that described emotions/feelings at the end of the activity, take volunteers to

share how they felt; i. How did the writing assignment affect them, was it good/bad?


ii. Did the music, sounds, and vocal scenario I read help/hinder you?

b. Take volunteers to share what they wrote, play Port Blue music from activity if students wish c. Short discussion on each volunteer’s work, have them describe their choices, reasons why, affect

of music, etc. d. Final discussion on Capt. William Bligh v Fletcher Christian from Bounty clips from yesterday

i. Who was more justified in their actions, the harsh captain or the mutinous crewmen? 4. Tie these experiences back into novel, True Confessions of Charlotte Doyle (2 min) 5. Pass out novels to class (1 min) 6. Brief discussion on cover image: young woman looking into a mirror w/ an adverse reflection of herself (2

min) 7. Read, dramatically, the first section, “An Important Warning,” p. 1 (5 min) 8. Introduce Reading Log project (5 min)

a. We will create reading logs for our voyage w/ Charlotte b. Certain activities will call for the log, reflections, drawings, maps, etc. c. They will remain in the class, they are not to be brought home d. Handed in for a final grade at the end of the unit

9. Model and create reading logs, have individual rows come up and grab supplies (15 min) a. Fold brown paper twice b. Punch one hole near the top and one near the bottom c. Fold five sheets white paper in half, top to bottom d. Place white paper in brown paper e. String twine through holes and tie on back cover f. Write “Student’s Name’s Reading Log” on front cover g. Place in designated area when finished

10. Dismissal

Assessment: Learners will create reading logs out of the provided materials

Reflection:


LESSON #3: Plot Elements and the Arc of a Story Thursday October 15, 2009

Enduring Understanding: Plot elements and how they apply to typical stories: Exposition, Rising Action, Climax, Resolution, Dénouement, Protagonist, Antagonist, Setting, Mood, Tone, Conflict

Essential Question: What is plot? What are plot elements? What are the parts of a standard plot in a story or movie?

GLCE: R.NT.07.02 (analyze plot elements in narrative genre); R.NT.07.03 (analyze the role of antagonists, protagonists, and different types of conflict)

Materials: • Plot diagram and Terms (Student).docx • Plot diagram and Terms (Teacher).docx

Method: 1. Welcome/Opening

a. Address questions, concerns b. Attendance c. Students should pick up a Plot Diagram Note Sheet from the Entry Tray

2. Access students’ prior knowledge by asking relevant questions concerning plot: a. What is plot? b. What is the plot of Harry Potter and the Sorcerer’s Stone? c. Et cetera

3. Using the fill-‐in-‐the-‐blank style note sheet, lecture on the plot elements a. Use an example or two for each element (i.e., Harry Potter is the protagonist in the Harry Potter

series; Lord Voldemort is the antagonist, etc.) b. Students should fill-‐in the blank spaces on their note sheets and record examples of each below

4. Using the blank arc on the reverse side, ask individual students to write the corresponding name on a line; call them up to the ELMO – candy prizes are always a nice touch!

5. Ensure students lock the note sheet in their three-‐ring English binder; the notes will be used later!

Assessment: 1. Ask students to put away all materials 2. Using the personalized note cards, call on individual students and assess their knowledge of new material

through oral questioning/a blank copy of the story arc on the reverse side of the note sheet

Reflection:


LESSON #4: Story Time with Mr. T! — Plot Elements Assessment Friday October 16, 2009

Enduring Understanding: Plot elements and how they apply to typical stories: Exposition, Rising Action, Climax, Resolution, Dénouement, Protagonist, Antagonist, Setting, Mood, Tone, Conflict

Essential Question: What are the plot elements and how can I apply each in my own story?

GLCE: R.NT.07.02 (analyze plot elements in narrative genre); R.NT.07.03 (analyze the role of antagonists, protagonists, and different types of conflict); W.GN.07.01 (write a cohesive narrative piece…); W.PS.07.01 (exhibit personal style…)

Materials: • Mr. T bobble head – set-‐up before class on the ELMO/projector cart • Mr. T In-‐Your-‐Pocket! Handheld voice emulator • PLOT activity Mr. T story DIRECTIONS.doc • PLOT activity Mr. T story.doc • Story Time with Mr. T RUBRIC.doc



2. Warm-‐up with a quick review of plot elements from yesterday (5 min) a. Ask questions using personalized note cards – candy rewards are always a nice touch!

3. Introduce the class to Mr. T (2 min) a. “Anyone see his van in the parking lot this morning?” b. Provide a brief background on who Mr. T is and why he is famous

4. Introduce Mr. T plot project (10 min) a. Pass out PLOT activity Mr T story DIRECTIONS.doc b. Read through PLOT activity Mr T story DIRECTIONS.doc c. Read over PLOT activity Mr T story.doc d. Go over Story Time with Mr. T RUBRIC.doc e. Allow students to work in groups of 2-‐3; students may pick own group

5. Group work time to write short narrative (30 min) a. DUE at end of period, unless deemed necessary to extend through evening

Assessment: In each story, learners will show comprehension of plot elements by applying them to their own creative ideas. Using the grading rubric the teacher will be able to assess learning for each main element. Reflection:


LESSON #5: Sir Winston Bartholomew Kawel’s Literature Corner with Mr. Kawel: Charlotte Doyle Chapter One Monday October 19, 2009

Enduring Understanding: Charlotte is our protagonist and the other characters are not necessarily antagonists

Essential Question: What aspects of Charlotte’s character clue us in to her personality? Why do you think she reacts the way she does to the swarthy seamen?

GLCE: R.NT.07.02; R.NT.07.03; R.NT.07.04 (analyze author’s craft: antagonists and protagonists)

Materials: • Moroccan Fez hat • A stool • Class copies of Charlotte Doyle • Classical music: something along the lines of Johann Sebastian Bach’s Brandenburg Concertos



2. Pass back graded Mr. T stories (2 min) 3. Go over grading rubric again (3 min) 4. Literature Corner (20 min)

a. Cue music b. Place Fez on head, welcome students to the Literature Corner c. Introduce the first chapter of the text and begin a dramatic reading of it d. Students should follow along in their own copies

5. Brief discussion on events in Chapter One (5 min) 6. Share Mr. T stories if willing and if time allows (~15 min)

Assessment: Students will be able to predict upcoming events in the novel

Reflection:


LESSON #6: Charlotte Doyle Chapter Two; Character Traits; Vocabulary Exercise Wednesday October 21, 2009

Enduring Understanding: Character traits are distinguishing qualities or characteristics of characters in stories or of real people; traits define who a person is, what their personality is

Essential Question: What are character traits? What are character traits that define who I am?


Materials: • CharDoyle Chapter 2 Activity.doc • Sample Character Traits sheet.docx (students grab one from entry tray) • Reading Logs • Class copies of Charlotte Doyle • PVC pipe fluency telephones



2. Introduce character traits to students (10 min) a. Define what a character trait is b. Based off of sheet, use examples of self, Harry Potter, Twilight characters, or other relevant

characters from popular culture c. Promote students to share traits that define themselves; Charlotte Doyle

3. Preview Chapter Two activity on ELMO/projector (3 min) a. Go over the requirements for reading log activity

4. Students may read Chapter Two privately or with a partner (~40 min)

Assessment: Students will show comprehension of character traits by properly associating traits befitting specified characters from Charlotte Doyle chapters one and two

Reflection:


LESSON #7: Charlotte Doyle Chapter 3: Role-‐play Thursday October 29, 2009

Enduring Understanding: First impressions are not always the most telling…

Essential Question: Why does Charlotte keep to herself among the sailors? What makes her nervous? What can we expect Captain Jaggery to be like based on the sailors’ descriptions and Charlotte’s expectations?


Materials: • Class copies of Charlotte Doyle • First mate bandana (colorful bandana with feathers); Gentleman’s bowtie (paper bowtie on string);

Charlotte’s bonnet (hair turban)



2. Pull personalized cards and ask for volunteers in the order teacher pulls card (2 min) a. Three volunteers needed for main characters; several others needed for one-‐line parts

3. Pass out corresponding costumes (1 min) 4. Practice accents and voices aloud for class (2 min) 5. Read Chapter Three aloud together (20-‐30 min)

Assessment: Students will be able to respond to questions concerning events in Chapter Three and use their knowledge to predict what will happen in Chapter Four

Reflection:


LESSON #8: Zombie Attack! – Perspective Writing Friday October 30, 2009

Enduring Understanding: Perspective writing/point of view is seeing and experiencing an event through another person’s eyes

Essential Question: What is perspective writing/point of view?

GLCE: W.GN.07.01; W.PS.07.01

Materials: • Zombie Attack! Fri Oct 30.docx



2. Discuss perspective/point of view using the Zombie Attack! document (10 min) a. Relate to Charlotte Doyle b. Introduce requirements for Zombie Attack! Public Service Announcement activity c. Students may work alone or in groups of two; choose own partners

3. Student work time (40 min)

Assessment: Students will show comprehension of perspective writing in their public service announcements

Reflection:


LESSON #9: Introduction to Personal Narrative Monday 2 November 2009

Enduring Understanding: A broad understanding of what a personal narrative is including the ability to cite examples of other texts (Charlotte Doyle, etc.); “TRI-‐“ means three; understand what Perspective Writing/Point of View is

Essential Question: What is a point of view? What is a personal narrative memoir?

GLCE: W.GN.07.01; R.WS.07.02

Materials: • Students’ small group Zombie Attack! PSAs from Friday 10/30/2009 • Charlotte Doyle text • Examples of past PersNarr from students • 11/2 PersNarr Notes.doc



2. Ask for groups to volunteer to share their Zombie Attack! PSAs (10 min) 3. Introduce Personal Narrative project (10 min)

a. Explain what a narrative is – tie it in with our past study of plot (exposition, rising action, climax, resolution)

b. Explain what a personal narrative is c. Show/read examples of past PerNarr (10 min)

4. Is Charlotte Doyle a PerNarr? It’s fiction, but within the novel, yes it is a PerNarr (2 min) 5. Importance of dialogue, reflection after-‐the-‐fact i. Discuss subject matter, what makes a good topic (10 min) 6. A memorable moment 7. an event that brought a lesson with it 8. one that will incorporate dialogue

Assessment: Learners will be able to… • Say: that a narrative is a spoken or written account of connected events or a story; that a personal narrative

is a narrative concerning events that the author experience personally; an example of a personal narrative such as Charlotte Doyle; that “TRI-‐“ means three; or explain what the POV or perspective of their Zombie Attack! PSA was about

• HW: develop 3 ideas for your own personal narrative. For each idea, write 2-‐3 sentences introducing Mr. Kawel to the event. Tell me why you think this would be a good choice.

Reflection:


LESSON #10: Ideas for a Personal Narrative and Quotation Marks Tuesday 3 November 2009

Enduring Understanding: Have a base of ideas to work from for the PersNarr; direct, indirect, divided quotations; proper use of quotation marks; difference between a quotation and a quote

Essential Question: What are my 3 ideas for my PersNarr? What are direct, indirect, and divided quotations? What is the proper placement of quotation marks in a sentence?

GLCE: W.GN.07.01; W.GR.07.01

Materials: • Journal #7 Prompt: Packing Lightly • Master copy of Grammar Hints notes on Quotations • Fill-‐In notes on Quotations • Students need a sheet of notepaper to take notes on • Grammar Hints: Quotation Marks worksheets



2. Warm-‐up: Journal #7 on ELMO (10-‐15 minutes) 3. Discuss ideas for Personal Narrative (hmwk from 11/2) (10 minutes) 4. Assess suggestions: ask if a lesson was a learned, how it was a memorable moment, 5. Notes on Quotation Marks and discussion on dialogue (20 minutes) 6. Use Quotation Marks Notes 7. Pass out and model hmwk (5 min)

Assessment: Learners will be able to… • Say: three concrete ideas for their PersNarr; what direct, indirect, and divided quotations are and give an

example of each • HW: Grammar Hints: Quotation Marks Wksht

Reflection:


LESSON #11: Quotation Marks cont. and Imagery Wednesday 4 November 2009

Enduring Understanding: Proper use and placement of quotation marks; proper format when beginning a new quotation/switching speakers; new understanding of different ways to say “said” among other commonly used words; dialogue is a conversation between two or more people

Essential Question: What are quotation marks used for in the English language? How do I properly use them? What is imagery? What are some examples of imagery? How can I create imagery in my own writing?

GLCE: W.GN.07.01; W.GR.07.01

Materials: • Journal #8: Which blank are you? • 200+ Ways to Say “Said” Handout (95 copies needed) • Personal whiteboards (25 needed) • Dry-‐erase markers • Nov4 Imagery.pptx



2. Warm-‐up: Journal #8 on ELMO / Check-‐in Tuesday’s hmwk: Quotation Marks Wksht (10 min) 3. Correct homework (5 min) 4. Pass out 200+ Ways to Say “Said” and More! Handout

a. “Take a few minutes to check it out!” b. “This will be your best friend for the rest of the year but especially for your PersNarr”

5. Discussion of imagery a. What is imagery? b. Share examples of good imagery from Harry Potter and the Deathly Hallows

i. Have students write the definition of imagery on the last page of their packet c. Pass out personal whiteboards

6. Begin presentation on imagery a. Students will use good imagery and descriptive language to describe images in presentation

Assessment: Learners will be able to… • Place quotation marks correctly in sentences utilizing direct, indirect, and divided quotations • Express a number of different ways to say “said” • Say that imagery is visually descriptive language • Express descriptive language in reaction to images

Reflection:


LESSON #12: The Paragraph Shuffle! and Two-‐Person Dialogue Activity: Quotation Marks Assessment

Thursday November 5, 2009

Enduring Understanding: Dialogue is a conversation between two or more people; in order to start a new paragraph you need to skip down a line and indent (do the Paragraph Shuffle)

Essential Question: What is dialogue and how do I properly express it in writing?

GLCE: W.GR.07.01

Materials: • Dialogue activity.docx – Rubric and Directions • Dialogue.docx – N.B. • The Riverside Chaucer Collected Works of Geoffrey Chaucer



2. Have students take out quotation marks notes 3. Add quick notes on dialogue using Dialogue.docx (5 min)

a. Introduce ¶ and the Paragraph Shuffle! i. Whenever you see this symbol you’ve gotta do the hot new dance at Estillo Studios! The

Paragraph Shuffle! (n.b., must include dance and hand motions!) (Start a new paragraph: skip down a line and indent)

1. “Come on, everybody! I’ll show you a jive! Just get out of your seats and show me you’re alive! Draw two lines, draw the backwards ‘P,’ Skip down a line and indent! It’s the Paragraph Shuffle – the hottest craze, It’ll keep your pen in check and stick for days! Draw two lines, draw the backwards ‘P’ Skip down a line and indent! Draw two lines, draw the backwards ‘P’ Skip down a line and indent! It’s not that hard but you gotta be smart: Skip down a line and indent! Skip down a line and indent! Skip down a line and indent!”


4. Time travel to the 1300’s and read Canterbury Tales selection with Middle English accent

a. Show that even Chaucer paid attention to the rules of dialogue! i. Time travel! “Ok, you see all those buttons?! Dial in 1300 CE; pull the lever on the left!

Whoa! We’re in the middle ages!” ii. Brief intro to Geoffrey Chaucer

5. Go to computer lab for dialogue activity a. Pass out dialogue assignment rubric b. Lead brief discussion on dialogue: What it is; oral example of dialogue with a student c. Go over dialogue activity and explain rubric d. Break students into groups of two by their choice

6. Give class time to work on dialogue

Assessment: In their cooperative dialogue assignments, learners will show comprehension of the conventions of dialogue and quotation marks with proper placement.

Reflection:


LESSON #13: Ideas for Personal Narrative Friday November 6, 2009

Enduring Understanding: Established idea for personal narrative

Essential Question: What makes a solid idea for a personal narrative?

GLCE: W.GN.07.01

Materials: • 11/6 in your groups.docx



2. Post on the ELMO/projector the .docx detailing the procedure for the short day (15-‐20 min) a. Students will work in small groups and discuss their ideas for their personal narratives

Assessment:

• Students will leave the classroom with a focused idea for their personal narrative piece • HW: come in on Monday prepared to conference with Mr. Kawel about your idea

Reflection:


LESSON #14: Charlotte Doyle Chapter 4 and Private Conferences Monday November 9, 2009

Enduring Understanding: Establish idea for personal narrative

Essential Question: What is my idea for my personal narrative?

GLCE: W.GN.07.01; R.CM.07.02 (Retell through concise summarization grade-‐level narrative text) Materials:

• 11/9 charlotte activity ch 4.docx • 11/9 PersNarr skeleton • Classroom copies of Charlotte Doyle • Reading Logs • PVC fluency phones



2. Pass out Personal Narrative Skeleton sheet (1 min) 3. Provide class time to work on personal narrative skeleton– write the story out with no dialogue (5 min) 4. Students Read and finish Charlotte Doyle Chapter 4 (remainder of class)

a. Answer questions from .docx file in reading log, work with a partner and discuss them first 5. Teacher conferences with students privately to help focus idea (remainder of class)

Assessment:

• HW: finish skeleton sheet

Reflection:


LESSON #15: Charlotte Doyle Chapter Five and Private Conferences

Tuesday November 10, 2009

Enduring Understanding: Establish idea for personal narrative

Essential Question: What is my idea for my personal narrative?

GLCE: W.GN.07.01; R.CM.07.02 (Retell through concise summarization grade-‐level narrative text)

Materials: • Classroom copies Charlotte Doyle • Reading logs • PVC fluency phones



2. Check-‐in Personal Narrative Skeleton Sheets (2 min) 3. Students read Chapter Five independently or with a partner (remainder of period)

Assessment: Learners will know their idea for their personal narratives

Reflection:


LESSON #16: Personal Narrative Guidelines and Preparing a Rough Draft Wednesday November 11, 2009

Enduring Understanding: Purpose of rough drafts; requirements for rough draft

Essential Question: What is a rough draft? What is expected of me for duration of personal narrative project? GLCE: W.GN.07.01 Materials:

• Persnarr packet and rubric.docx • Guidelines – persnarr.docx

Method:

1. Welcome/Opening (3 min) a. Address questions, concerns b. Attendance

2. Pass out rubric for personal narrative (15 min) a. Read essay b. Go over rubric c. Go over beginning a personal narrative / field questions

3. Discussion on rough drafts (base it off of packet page 3) 4. Offer class time to begin writing rough drafts 5. Finish conferencing with Mr. Kawel

Assessment:

• Learners will be able to explain what is expected of them when asked aloud by teacher • HW: Rough drafts due Monday 11/16 at the beginning of class!

Reflection:


LESSON #17: Rough Drafts, Introductions, Preview of Workshop Monday November 16, 2009

Enduring Understanding: “It was…” introductions are not effective; a quality piece will employ the use of one of the five effective types of introductions.

Essential Question: What are the five types of introductions that are effective for a narrative piece?

GLCE: W.GN.07.01; W.PS.07.01; W.PR.07.02; W.PR.07.04

Materials: • Note cards for each class



2. Break up into Workshop groups (2 min) 3. Model workshopping in rotation / use the margins to make notes (10 min)

a. Remember when I said a few weeks ago that the more you write the better you get?! Well, the same deal applies with workshopping. As we read each other’s narratives, it’ll be your job to help them repair misspelled words, punctuation (conventions), organize their ideas and make sure that they are using sensory language to make the story come alive. As you do all of this, you’ll be developing your skills to repair your own work. So, come Wednesday night, you’ll have an upgraded toolbox of skills for your second draft!

4. Pass out note cards to students and Take notes on the 5 types of good introductions and the bane of all English teachers: “It was…” (15 min)

a. Quotation: “Help me!” b. Anecdote or a short story c. Vivid, detailed description of a scene: The glorious rays of sun bathed the grey, crumbling

sidewalk… d. Ask a question: Have you ever drowned? e. Offer a surprising fact: I was pronounced medically deceased on my fifth birthday…

Assessment:

• HW: Learners will be able to edit their rough drafts themselves in preparation to Tuesday’s workshop, focusing on their introduction. No “It was…” introductions allowed!

Reflection:


LESSON #18: Workshop Day One: Introductions Tuesday November 17, 2009

Enduring Understanding: Workshop skills

Essential Question: What are a few good things about my introduction? What are some things that I could add or take away?

GLCE: W.GN.07.01; W.PR.07.02; W.PR.07.03; W.PR.07.05

Materials: • 11/17.docx (warm-‐up and class assignment) • Highlighters for students


a. Address questions, concerns b. Attendance c. Ensure that the warm-‐up is already set up on the ELMO/projector

2. Read through the warm-‐up exercise and field questions (10 min) a. While students complete warm-‐up, pass out note cards to students

3. Begin workshop by relaying information from 11/17.docx, model for students (be excited!) a. Stress Positives/Next Steps!

Assessment: • HW: Second Draft due on Friday

Reflection:


LESSON #19: Workshop Day Two: Organization and Dialogue Wednesday November 18, 2009

Enduring Understanding: Workshop skills, revision skills

Essential Question: What are some good things about the organization of my piece? What are some things that I could add and take away? Is my dialogue structured properly?

GLCE: W.GN.07.01; W.PR.07.02; W.PR.07.03; W.PR.07.05

Materials: • 11/18.docx • Rough drafts • Quotation Worksheet • Note cards from Day One



2. Using 11/18.docx displayed on the ELMO/projector, address class with focus for lesson: organization of ideas and dialogue structure (5 min)

3. Workshop activity (40 min) 4. Discuss Second Draft and tix out of the door (5 min) 5. Students complete tix (5 min)

Assessment:

• Ticket out of the door from 11/18.docx • HW: Second Draft due Friday

Reflection:


LESSON #20: Thursday Review with Mr. Kawel! The Coolest New Game Show on NBC! Thursday November 19, 2009

Enduring Understanding: Review vocabulary, characters, and events from Charlotte Doyle chapters 1-‐6; prepare students for affix quiz the following day (not included in this unit – co-‐occurring unit on affixes)

Essential Question: What is dialogue? What are the three types of quotations? What is the difference between a narrative and a personal narrative? Etc.

GLCE: R.NT.07.01; R.NT.07.02: R.NT.07.03: R.NT.07.04; W.GR.07.01

Materials: • 11-‐19 review.pptx • 11-‐19 Thursday review key.docx • Charlotte Doyle classroom copies • Reading logs • Any notes from the last few weeks dealing with Grammar Hints, Charlotte Doyle, or our personal

narratives including plot notes



2. Students gather materials (2 min) 3. Students read Chapter 6 – may read in small groups (~30 min) 4. Set up review game .pptx on ELMO/projector 5. Play review game (20-‐30 min)

a. books and reading logs. Students get thirty seconds per question to find an answer and write it on their board. If a team gets the answer correct, they get one point, if wrong, they get no points. Every team can earn a point for each question. At end of review, group with most points gets candy

Assessment: • HW: Second Drafts due Friday

Reflection:


LESSON #21: Journal #9 and Addressing Common Errors Monday November 23, 2009

Enduring Understanding: Strategies to find and fix common errors in writing

Essential Question: What are some common mistakes that may be in my Second Draft?

GLCE: W.PR.07.03; W.PR.07.05

Materials: • Journal #9: Thanksgiving in my life (part of presentation) • 11-‐23PersNarr Common Errors.pptx • Corrected Second Drafts



2. Provide time for students to complete Journal #9, field questions (10 min) 3. Address common errors using the presentation (30 min)

a. Don’t forget about the Paragraph Shuffle!

Assessment: • Learners will be able to find ~three things in their returned Second Drafts that they can adjust for their

Final Copy

Reflection:


LESSON #22: Common Errors, “Fireflies!” and Chapter 7 Tuesday November 24, 2009

Enduring Understanding: Strategies to repair common errors in my Second Draft;

Essential Question: What are some strategies I may use to repair my Second Draft? Do music videos express narratives? Does the “Fireflies” video by Owl City express a narrative?

GLCE: W.PR.07.03; W.PR.07.05; R.MT.07.01

Materials: • Charlotte Doyle classroom copies • .pptx from previous lesson • Pre-‐loaded “Fireflies” video from Owl City – or another popular song



2. Address questions regarding the previous lessons review (10 min) 3. Go over the PersNarr packet and rubric.docx again for clarity on Final Copy (5 min)

a. We will be in the lab on Monday! Be ready to type! 4. Journal #10 Fireflies! (part of .pptx from previous lesson) (15 min) 5. Popcorn read Chapter 7 as a class

Assessment:

• HW: prepare Second Drafts for Final Copy that will be typed up Monday and Tuesday!

Reflection:


LESSON #23: Type Final Copies of Personal Narrative Day One Monday November 30, 2009

Enduring Understanding: Communication and revision through nonverbal techniques is often easier through typing

Essential Question: How can I make my writing more legible to a general audience?

GLCE: W.GN.07.01

Materials: • Reserved computer lab with Microsoft Word 2007 or better loaded on each computer station

Method: 1. Students should meet in lab 2. Welcome/Opening (3 min)


3. Address common errors: dialogue structure, proper punctuation at ends of sentences, etc. 4. Make rounds and off suggestions to typists

Assessment: Learners will show comprehension of unit through application of growing typing skills

Reflection:


LESSON #24: Type Final Copies of Personal Narrative Day Two Tuesday December 1, 2009

Enduring Understanding: Communication and revision through nonverbal techniques is often easier through typing

Essential Question: How can I make my writing more legible to a general audience?

GLCE: W.GN.07.01

Materials: • Reserved computer lab with Microsoft Word 2007 or better loaded on each computer station

Method: 1. Students should meet in lab 2. Welcome/Opening (3 min)


3. Address common errors: dialogue structure, proper punctuation at ends of sentences, etc. 4. Make rounds and off suggestions to typists

Assessment: Learners will show comprehension of unit through application of growing typing skills

Reflection:

PERSONAL NARRATIVE)WRITING PROJECT) …complete anarrative) writing) piece,) specifically) a)...

Documents

Transcript of PERSONAL NARRATIVE)WRITING PROJECT) …complete anarrative) writing) piece,) specifically) a)...