Common Core Middle School Launching Narrative Writing …€¦ · · 2013-06-27Owl Moon Jane...

Common Core Middle SchoolLaunching Narrative Writing Unit

7th gradeProfessional Development Module Handouts

Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators

Launching the Writer’s Workshop Unit Learning Progression


Grade Level 2 3 4 5Text Personal Narrative & Craft Units 1 &

2Mentor Texts:

Owl MoonJane Yolen

Night at the FairDonald Crews

The Rain StomperAddie Boswell

Song and Dance ManKaren Ackerman

Or other mentor text(listed in unit)

Personal Narrative Units 1 & 2

Mentor Texts:Shortcut; Big Mama’s by Donald

Crews or other mentor texts

Raising the Bar: Personal NarrativeMentor Text:

Through Grandpa’s Eyes by PatriciaMcLaughlan,

The Summer My Father was Ten byPat Brisson,

An Angel for Solomon Singer byCynthia Rylant,

or other mentor texts

Refining the Personal NarrativeMentor Text:

Time of WonderBy Robert McCloskeyMr. Peabody’s ApplesBy Madonna Ritchie

A Day’s WorkBy Eve Bunting

Or other mentor texts

Analysis • Navigate through the writing process using important moments from their life

• Write well-elaborated short stories

Crafting a Personal Narrative Improving a Personal Narrative Improving the quality of PersonalNarrative

Becoming a Community of Writers Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing, revising, editing and publishing Personal Narrative

Generating a Small Moment Story • Explore strong feelings to generate story ideas

• Zoom in on a topic

• Develop sense of story through sketching

• Use graphic organizers to plan stories

• Focus on small moments

• Using list to generate ideas

• Think about the heart of the story

• Use of mentor text and authors to get ideas/frame writing

• Rehearse stories through storyteller’s voice

• Using strategies to generate story ideas: person, place, object

• Focusing on small moments

• Writing step by step in the moment

• Using timelines or fingers to plan your story

• Writing with small details

• Making a movie in your mind--visualizing

• Generating and experimenting with writer’s notebook entries

• Learning from mentor texts

• Reading like a writer

• Finding the heart of the story

• Understanding our role in a conference

• Using strategies to generate storyideas: person, place, object

• Focusing on small moments

• Making a movie in your mind--visualizing

• Writing with tiny details

• Using lists to generate clear, small moments

• Generating and experimenting with writer’s notebook entries

• Learning from mentor texts

• Writing for readers

• Using strong emotions to generate story ideas

• Thinking of turning points to generate story ideas

• Mining writer’s notebooks

• Using mentor text to generate ideas

• Use notebook to generate and develop ideas to include mentor craft techniques in personal writing

• Analyze mentor text for crafting techniques

• Focus on small moments and elaborating


Grade Level 2 3 4 5Drafting • Plan or rehearse story orally or

pictorially

• Consider a storyteller’s voice

• Zoom in on a topic to find a smallmoment

• Catchy leads

• Include details

• Show not tell

• Strong ending

• Use of mentor text and authors for style and crafting

• Finding notebook entries that matter to the writer

• Committing to a topic or idea

• Writing the internal and external story

• Consider external and internal traits of characters

• Use of a story mountain to plan and sequence events

• Consider point of view

• Elaborating on ideas to write longer more meaningful narratives

• Crafting strong story leads: action,setting, description, dialogue, or thoughts

• Using mentor texts to study leads and endings

• Closing with strong endings: action, dialogue, thoughts, images, and whole-story reminders

• Adding sensory words

• Adding dialogue

• Read like a writer.

• Using exact details and specific words to recognize and write concrete words and phrases.

• Using concrete words, phrases to create scenes rather than summaries.

• Using sensory details to help the reader experience the story

• Plan stories using a story mountain

• Use mentor texts to study the heart of the story or turning point

• Develop/consider perspective

• Use of line breaks, shape, imagery, literary devices to express clarity of thought (poetry)

• Experiment with rhythm of words (poetry)

• Determine the heart of the story

• Organize using a story mountain

• Describe characters using detail and figurative language

• Use dialogue, description and pacing to develop experiences and events

• Precise word choice and movement through time to convey experiences and events

• Elaborating beyond one sentence forming paragraphs

Revising and Editing • Relive or re-create events to show, not tell

• Use revision checklist

• Use word wall

• Editing checklist

• Work effectively with writing partner

• Making revision a habit

• Develop a purpose to revise

• Introduce mechanics of revision

• Specific revisions include: characters, show not tell, determining importance, word choice

• Writers create scenes rather than summaries

• Using descriptive details and specific words

• Encourage more sophisticated sentence structure for effect

• Combining short sentences to include variety

• Revising for internal thinking, emotions, reasons

• Revise stories for meaning—reread to make sense

• Use of literary devices such as repetition to emphasize action or idea in story

• Edit for capitalization, end

• Create scenes rather than summaries

• Create alternate leads and conclusions

• Bringing forth the internal story

• Elaborating ideas

• Revising leads

• Revising conclusions

• Attend to meaning and clarity

• Use of editing/revision checklists

• Eliminate extraneous details from writing

• Word choice for clarity and meaning to include phrases and clauses

• Improve leads and conclusions based on mentor texts

• Edit for capitalization, end punctuation, and spelling of high-frequency words


SESSION 3Questions List to Use When Planning Your Memoir: What the Reader will Need or Want to Know


Questions for memoirs when the subject is a person:1. How long have you known this person?2. When did you first meet and how did you meet?3. What do you like about this person?4. How has this person helped you?5. Is there one thing that he or she always says?6. How do you feel about this person?7. What have you learned from this person?8. What’s the first thing you notice when you see this person?

Questions for memoirs when the subject is a place:1. What are your feelings when you think about this place?2. When was the first time that you went to this place?3. What’s you favorite thing to do in this place?4. Who else comes to this place?5. If you could change one thing about this place, what would it be?6. How often do you go there?7. Does everyone feel like you do about this place?8. Is this place the same today as it was in the past?9. What’s the most important object in this place? Why?

Questions for memoirs when the subject is an animal (pet):1. What physical feature of this animal do you like the best?2. What’s the first thing you notice about this animal when you see him?3. Pretend this animal is with you right now. Close your eyes. What would you be doing with it?4. What is this animal’s favorite thing to do?5. When did you get it?6. How did you get it?7. How do you feel when you are with it?8. Does everyone feel the way you do about this animal?9. What’s one funny thing that it does?10. How does this animal help you or how do you help it?

Questions for a memoir when the subject is an object:1. How did you get this object?2. How long have you had it?3. How do you feel when you’re with it?4. Where is it right now?5. Has it changed any since you first got it?


6. What’s your favorite thing to do with it?7. Does everyone feel like you do about this object?8. How has it helped you?9. Is there a time when you really need it?10. What if you lost it?

http://web2.jefferson.k12.ky.us/CCG/supp/MS_Memoir.PDF

SESSION 3

Name__________________________________________________Date______________Hour______

What Am I Going to Write About?

Memoirs include events, experiences and emotional shifts that make the story important to the author. These emotions lead to a new understanding or realization about being in the world. Now that you have created maps of your world, what events are you considering writing about for your memoir? What new understandings or realizations have you experienced?

Using your map(s) to guide you, generate ideas from different events/experiences in your life that may help you choose a topic for your memoir.

Event/Experience from your life Your response to theevent/experience

New understanding orrealization?


http://web2.jefferson.k12.ky.us/CCG/supp/MS_Memoir.PDF

SESSION 6Name___________________________________________________________________Date_______________________Hour_________

MEMOIR STRUCTURE

Fill in the chart, explaining with details from the text on the author’s experience.

Title ofMemoir

Before EventHow was the author

feeling or dealing withlife?

EventWhat happened thatchanged the author?

After EventNow how was the authorfeeling or dealing with

life?

Learning orRealization

What did the author learnor realize from this

experience?


Name___________________________Date________________Hour___________

Memoir RubricContent High Medium Low

MemorableMoment

Clear memorablemoment.

Memorable momentis somewhat clear. Memorable

moment isunclear.

NewUnderstanding or

Realization

The writer has madeclear what they havelearned or realized

from this memorablemoment.

The writer has madeit somewhat clearwhat they have

learned or realizedfrom this memorable

moment.

Meaning orlearning is

unclear from theexperience.

Structure/Organization of

Memoir

Writer showsattitudes and feelings

through eventsBEFORE the moment,

during themeaningful moment

and AFTER themoment.

Writer somewhatshows attitudes and

feelings throughevents BEFORE themoment, during themeaningful moment

and AFTER themoment.

Writer is not ableto show attitudes

and feelingsthrough events

BEFORE themoment, duringthe meaningfulmoment andAFTER themoment.

Style/Voice

Meaning is shownthrough severalliterary devices

weaved into textincluding similes,

metaphors,personification and

onomatopoeia.

Meaning is shownthrough few literarydevices weaved into

text including similes,metaphors,

personification andonomatopoeia.

Limited use ofliterary devices.

Weak contributionto meaning.

Mechanics

Demonstrates solidgrasp of standard

writing conventionsand uses them

effectively.

Writer showsreasonable control

over a limited rangeof standard writing

conventions

Errors distract thereader and makethe text difficult

to read.

Total Points____________ Final Grade_____________

Teacher’s Comments:

Common Core Launching Narrative Writing – Handouts for PD Module

Common Core Launching Narrative Writing – Handouts for PD Module

Common Core Middle School Launching Narrative Writing …€¦ · · 2013-06-27Owl Moon Jane...

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