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English Language Arts Fourth Grade

Lindsay Nowaczyk Personal Narrative Unit November 2012

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Considering the Context and Learners: Personal NarrativesThe big idea of this writing unit is to teach students that, as writers, we can use our writing to share a personal experience from which we have learned. In this unit, student will learn writing skills that are focused on the following four questions: How do I use writing to show other people something I experienced and from which I learned? How do I use other peoples writing to learn to be a writer? How do I, as a writer, construct personal narratives based on real events? How do I use specific word choices and writing techniques to show my readers about my experience without telling them what happened? These questions promote students to learn basic writing skills that will engage their audiences and teach students to relay stories and important life messages. Personal narratives teach students to think, express ideas, and convey an experience. These skills will not only be helpful in their writing, but can also be adapted to their verbal story telling and reading. Writing personally narratives teach students to understand story structure; which can improve reading comprehension and reading with intonation. Throughout this unit, the students will learn to create a personal narrative that includes: descriptive language (show, not tell); individual voice; conventional spelling, punctuation, capitals and without run-on sentences; dialogue/quotes; established situation, characters, and narrator; and in sequential order. Student should be able to use multiple resources, such as dictionaries, spelling patterns, and word lists, for conventional spelling in their writing. They will consider their audience when providing interesting leads, sequencing, and providing resolutions to the problem in their narratives. Students will have to share their personal narratives with one student during the editing phase to determine what is missing and what can be explained in greater detail. Students are also expected to share their final draft to their group of 4

Nowaczyk 3 students and one student from each group will share their personal narrative with the whole class. The context of the unit falls in mid-November and continues until winter vacation. So far this year the students have spent time doing MEAP writing practice and descriptive writing based on photographs. During MEAP writing practice the students practiced writing peer responses to writing samples, five paragraph essays, and compare/contrast pieces. This will be the first specific unit the students will encounter in their curriculum; however, they have been doing great work on descriptive writing based on photographs. The students have been working on show, not tell writing techniques to allow the audiences to imagine the situation, and feel the emotions underlying in the photograph.

Monday, November 12, 2012

Nowaczyk 4 Dear Parents, Our class will be beginning an exciting new writing unit next Monday! In this unit, your student will be writing a personal narrative. Personal narrative writing tells of a personal, memorable experience or event in which the student learned an important life lesson. Personal narratives teach students to think, express ideas, and convey an experience. Also, writing personally narratives teaches students to understand story structure--which can improve reading comprehension. In this unit, students will experience writing in first person narrative instead of third person. They will use the writing process using graphic organizers for pre-writing, creating drafts, revising, and editing. The students will learn to use dialogue with proper punctuation. Students will be encouraged to show their own unique voice through the use of catchy titles, lead sentences, and through using descriptive adjectives to show not tell the audience what is happening. This unit will be completed during the writing time in the classroom. There will be no homework associated with this unit. At the end the unit, we will have an in-class publishing party to celebrate students accomplishments and they will read their work to their classmates. If you have any questions please feel free to contact me at lanowaczyk@gmail.com. I am looking forward to reading and hearing about an important event in your students life! Sincerely,

Lindsay Nowaczyk

Fourth Grade Personal Narrative Writing Unit

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Stage 1: Desired ResultsEstablished Goal(s): Students will develop cohesive writing projects attending to specific features of personal narratives (AA 4th Gr Report Card Writing Genre). Students will learn that writing is a powerful tool for sharing their life lessons through their experiences of writing a personal narrative. Big idea: We can use writing to share important life experiences from which we learned to teach others from our experiences and to express ideas. Essential Question(s): How do I use writing to show other people something I experienced and from which I learned? How do I use other peoples writing to learn to be a writer? How do I, as a writer, construct personal narratives based on real events? How do I use specific word choices and writing techniques to show my readers about my experience without telling them what happened? Understanding(s): Students will understand Writers employ a range of strategies while writing; e.g., peer conferencing, adding or deleting content, using descriptive language, writing more than one draft, thinking of audience, editing for conventions. (AA 4th Gr Outcomes, Wrtg Process) Writers exhibit individual style and voice to enhance the written message; e.g., in narrative text: strong verbs, figurative language, and sensory images; and in expository text: precision, established importance, and transitions. (AA 4th Gr Outcomes, Wrtg Process) Writers spell words in context using multiple strategies and resources; e.g., spelling patterns, word lists, dictionaries. (AA 4th Gr Outcomes, Wrtg Process) Writers proofread for capitals, punctuation, words that have been omitted, run-on sentences and conventional spelling. (AA 4th Gr Outcomes, Wrtg Process)

Students will know

Students will be able to

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how to vary the structural pattern, length and complexity of sentences. (AA 4th Gr Outcomes, Wrtg Process) how to focus writing by identifying audience, point of view, and format based on purpose. (AA 4th Gr Outcomes, Wrtg Process) how to include relevant details to develop plot, characters, and setting of narrative text. (AA 4th Gr Outcomes, Wrtg Product) how to use quotation marks and use commas to set off words, phrases, and dialogue. (AA 4th Gr Report Card Wrtg, Grammar and usage) how to correctly spell words used often in reading and writing using a variety of strategies. (AA 4th Gr Report Card Wrtg, Grammar and usage) how to, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS.ELA-Literacy.W.4.5)

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELALiteracy.W.4.3) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-Literacy.W.4.3a) Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS.ELA-Literacy.W.4.3b) Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS.ELALiteracy.W.4.3d) Provide a conclusion that follows from the narrated experiences or events. (CCSS.ELA-Literacy.W.4.3e)

Stage 2: Assessment EvidencePerformance Task(s): Creates a personal narrative that includes: Descriptive language (show, not tell) Writers individual voice Conventional spelling, punctuation, capitals, and without run-on sentences. Dialogue/quotes with proper punctuation Established situation, characters, and narrator. Sequential timing Engaging beginning and strong ending that will stay with the reader. Creates a personal narrative that considers the Other Evidence: Notes of students engagement in and mastery of writing Records of writing conferences for each student. Drafts of student work collected in writing folder.

Nowaczyk 7 audience. Read aloud of personal narrative to peers. Creates a list of 2-3 brainstormed events where they learned a lesson. Creates a sequential timeline.

Stage 3: Learning ExperiencesLaunching Lesson: Lesson 1: Generating Ideas through turning points in our lives (40 min) Objectives: Students will notice the different attributes of personal narrative text. Use first, last and important times in our own lives to find these turning point moments in our own lives. Abstract: This will be the introductory lesson to the writing genre of personal narratives. In this lesson, we will look at a mentor text (Learning about Baseball by Chuck Hatt; see pages 1516) and identify the different attributes of personal narrative text (see page 17). I will present examples of first, last, and important times in my own life as an example of a life lesson through the use of the Personal Narrative Idea List (See page 18). The students will each fill out the Personal Narrative Idea List (with at least 5 ideas) to generate ideas for their personal narrative. Assessment: Have students put their Personal Narrative Idea List into their Personal Narratives folder and turn in. Students will receive a + for 5 or more ideas and - for 0 to 4 ideas. References: Carrie A Dworkins Using Lucy Calkins to Teacher Personal Narrative Genre Studies, Grades 3-5. p. 6 Ann Arbor District Grade 4 - personal Narratives.doc www.pps.k12.or.us/files/curric