PERSONAL NARRATIVE)WRITING PROJECT) complete anarrative) writing) piece,) specifically) a)...
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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@example.com • 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.
Personal Narrative Writing Project 2
DRIVING QUESTION What is my PERSONAL NARRATIVE MEMOIR and how can I write a successful piece?
• 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
Personal Narrative Writing Project 3
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, poet