Title: Developing the Subject of the Memoir through Questions Subject: English Language Arts Grade Level: th Time

Allotted: ! da"s# $% minute lessons

Materials &e'uired: subject for memoir# cop" of the Questions List for each student# (haracter S)etch Graphic *rgani+er# paper# pencils# student ta,onom" cubes# (ampfire Metaphor (ause-Effect handout ..................................................................................... Michigan (urriculum frame/or): 0enchmar) and-or GL(E-1S(E-EGL(E 2/rite out3 W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.PR.07.0 !ppl" a variet" of pre-writing strategies for #oth narrative $e.g., graphicall" depict roles of antagonist%protagonist, internal%external con&ict' and informational writing $e.g., position statement%supporting evidence, pro#lem statement%solution, or compare% contrast'. *bjective2s3: A portion of a GL(E or 1S(E stated in terms of 0loom4s ta,onom" 2level-verb3 5 The student will {Blooms taxonomy verb} {level of Blooms taxonomy learning) (he student will appl" pre-writing strategies for writing a narrative #" as)ing questions to develop the su#*ect. 6urpose: (o develop the su#*ect of the memoir through as)ing questions. ..................................................................................... 7nstructional 6rocedure: 8hat information do students need to accomplish the objective9 :; Anticipator" Set: a; Da" : 8ord 8eb Strateg" i. +ave students draw a word we# on a piece of paper with the words, ,-emoir (opics,. in the middle of the paper. /. +ave students ma)e two #u##les with the words, ,People. and ,!nimals,. in them. . +ave students #rainstorm important people or animals in their lives and write them on the word we#. ii. 0tart tal)ing a#out details. /. What details might the students want to include to explain who these people or animals are1 . Wh" are details so important1 a. 2etails tell readers what the" need or want to )now a#out a su#*ect. iii. 3ollow into the purpose and o#*ective of the lesson. b; Da" < i. +ave students continue their word we# from the previous lesson with a new

#u##le connected to the main su#*ect of topic ideas for memoirs. /. +ave students ma)e one #u##le with the words, ,4vent%Place,. in it. . +ave students #rainstorm important events that have ta)en place in their lives or important places the" have #een. ii. Review wh" details are important. /. !s) students to tell me wh" details are so important. . What details might the students want to include to explain what the event was or where the place was1 c; Da" ! i. +ave students continue their word we# from the previous lesson with a new #u##le connected to the main su#*ect of topic ideas for memoirs. /. +ave students ma)e one #u##le with the word, ,5#*ect,. in it. . +ave students #rainstorm important or favorite o#*ects the" have. ii. Review wh" details are important. /. What details might the students want to include a#out an important or favorite o#*ect the" own1 <; State 6urpose and *bjective of Lesson: a; Da" : i. ,(oda" we will consider some additional information that we might want to use in a memoir. (his is important #ecause "our readers are going to need or want to )now as much a#out "our su#*ect as the" can to understand and put themselves in "our shoes.. b; Da" < i. ,6esterda" we tal)ed a#out some examples of additional information we might want to use in the memoirs we are going to write. (oda", we are going to loo) at a different su#*ect and thin) a#out details we might want to include. Remem#er, this is important #ecause our readers want to )now as much a#out our su#*ect as the" can to understand what it was li)e to #e in our position.. c; Da" ! i. ,5ver the last couple of da"s, we have tal)ed a#out some examples of additional information we use in our memoirs. (oda", we are going to loo) at o#*ects that we own and consider the details we might add into our memoirs when we are writing a#out these o#*ects. 7an an"one tell me wh" this is important1. !; 6lan for 7nstruction: a; Da" : i. -odeling /. +and out the su#*ect question lists. a. ,6ou will see that there is a different set of questions for each t"pe of su#*ect. (oda", we are going to focus on the first two sets of questions. 0ome of these questions ma" or ma" not #e relevant depending on what "ou are writing a#out.. . -odel first. 0elect the question list that matches m" su#*ect. a. ,+ow man" of "ou have a particular friend written on "our word we#1 5), let8s ta)e a loo) at the list of questions for the su#*ect of people. ! person 9 might choose to write a#out for m" memoir is m" friend :ate.. #. Review the questions out loud and share m" thin)ing as 9 determine the questions that are meaningful for m" piece. i. +ow long have "ou )nown this person1

/. ,9 have )nown :ate for a#out /0 "ears.. ii. When did "ou first meet and how did "ou meet1 /. ,We met in middle school when we were a#out "our age. 5ur school decided to have us meet new people at lunch, so the" made us sit with people who had our same #irthda" month one da". :ate and 9 were #oth #orn this month; <ovem#er. We hit it off and #ecame instant friends.. iii. What do "ou li)e a#out this person1 /. ,What 9 li)e a#out :ate is that 9 can tell her a#solutel" an"thing that is #othering me and she8ll *ust listen.. iv. +ow has this person helped "ou1 /. ,:ate has helped me in numerous wa"s. -ost importantl" though, she has helped ma)e me into the person 9 am toda" #" challenging me and giving me lots of advice.. v. 9s there one thing that he or she alwa"s sa"s1 /. ,+m, "ou )now what1 9 can8t thin) of an"thing she alwa"s sa"s to me, so let8s s)ip this question.. vi. +ow do "ou feel a#out this person1 /. ,3or all the "ears 9 have )nown :ate, 9 feel that she is one of m" ver" #est friends.. vii. What have "ou learned from this person1 /. ,9 thin) one of the most important things 9 have learned from :ate is that friends don8t give up on each other ever. ! few "ears #ac), :ate and 9 went through a rough patch, not with each other so much as with other people. =ecause of what 9 was going through with other people, 9 stopped tal)ing to her for a while #ecause 9 didn8t )now want to help her deal with what she was going through with other people in her own life. 9 might #e exaggerating, #ut 9 don8t thin) we tal)ed for a month, which was reall" hard #ecause she8s the person 9 tell ever"thing to. We did eventuall" start tal)ing again and helping each other out. 0ince that da" though, the longest we8ve gone without tal)ing has #een for a#out a wee) and that8s #ecause we8ve #oth gotten reall" #us" with school.. viii. What8s the first thing "ou notice when "ou see this person1 /. ,+ere8s an example of a question that ma" not reall" relate here. :ate goes to 7entral -ichigan >niversit" and 9 go to 0pring !r#or >niversit", so we don8t see much of each other. 9 actuall" haven8t seen much of :ate ph"sicall" since high school. We )eep in constant contact through text

messages and 0)"pe. 0o this question doesn8t reall" relate to us.. c. Write #oth the question and answer to each question. !nswers ma" #e phrases or sentences. ii. ?uided Practice: (haracter S)etch Strateg" /. Put students in groups of four. . +ave students consider what the" have written on the word we#s. a. 0pecificall" have students consider #road categories of the people or animals the" have written such as mom, friend, dog 3. +ave students use the character s)etch graphic organi@er as a group to #rainstorm details a#out a general person or animal to start thin)ing a#out details the" can use in their own memoir. iii. 9ndependent Practice; /. 0tudents will review the questions for people or animals. (he" will pic) one of the two categories and write the answers to the questions. . 9 will come around and chec) for completion of the questions. b; Da" < i. -odeling /. +ave students pull out the questions list handout from the previous lesson. a. ,(oda", we are going to focus on the third set of questions. 0ome of these questions ma" or ma" not #e relevant depending on what "ou are writing a#out.. . -odel first. a. +ow man" of "ou have ever had to end a friendship1 !n event 9 could write a#out would #e a#out losing two of m" friends, so let8s loo) at our question list and 9 will give "ou some details a#out letting go of this friendship. We are going to concentrate on specific questions a#out the event.. #. Review the questions out loud and share m" thin)ing as 9 determine the questions that are meaningful for m" piece. i. What are "our feelings when "ou thin) a#out this event%place1 /. ,(his event in m" life reall" hurt for a while and sometimes 9 thin) 98m still getting over it.. ii. When did this event happen to "ou1 /. ,(his event happened to me when 9 was a sophomore in college.. iii. 2id this event end on a positive or a negative1 /. ,(his event ended on a negative note even though 9 tried to end it on a positive note. >nfortunatel" the friends 9 had were not letting me end it positivel".. c. 7ontinue going through the list and answering the questions a#out the event. d. Write #oth the question and answer to each question. !nswers ma" #e phrases or sentences. ii. ?uided Practice: (ampfire Metaphor for (ause and Effect Strateg" /. Review with the students how to do the campfire metaphor using m" friendship event as an example. a. 0how students how to draw the campfire metaphor and leave the

example up on the #oard as a reference for the students. . +ave students consider what the" have written on the word we#s for event%places. 3. +ave students complete their own campfire metaphor for a meaningful event the" might want to write their memoirs a#out. iii. 9ndependent Practice; /. 0tudents will review the questions for event%place. (he" will write the answers to the questions. . 9 will come around and chec) for completion of the questions. c; Da" ! i. -odeling /. +ave students pull out their questions list from the first lesson. a. ,(oda", we are going to focus on the last set of questions. Remem#er that some of these questions ma" or ma" not #e relevant depending on what "ou are writing a#out.. . -odel first. 0elect the question list that matches m" su#*ect. a. ,+ow man" of "ou li)e to wear *ewelr"1 5), let8s ta)e a loo) at the list of questions for o#*ects. !n o#*ect 9 might choose to write a#out would #e m" purit" ring. Aet me give "ou some of the details a#out this ring.. #. Review the questions out loud and share m" thin)ing as 9 determine the questions that are meaningful for m" piece. i. +ow did "ou get this o#*ect1 /. ,9 got this o#*ect when 9 was in /0th grade. -" !unt !nn #ought it for me #ecause 9 had #een tal)ing to her a#out wanting a purit" ring. 9 thin) she got this ring for me as a ver" earl" #irthda" present.. ii. +ow long have "ou had it1 /. ,Ai)e 9 said, 9 got this ring in /0th grade, so 9 have had it for a#out seven "ears now.. iii. Where is it right now1 /. ,9t is actuall" on m" left ring finger right now.. iv. +as it changed an" since "ou first got it1 /. ,9t has changed. 3or one thing, it gets gun) in it from time to time #ecause there are holes in it. 9t also is not as shin" as it used to #e and pro#a#l" has a lot of microscopic scratches in it.. v. 7ontinue going through the list and answering the questions a#out the o#*ect. c. Write #oth the question and answer to each question. !nswers ma" #e phrases or sentences. ii. ?uided Practice: (ubing /. +ave students get their =loom8s (axonom" cu#es out of the ca#inets $made during a previous lesson'. . Remind students of wh" we use the cu#es. 3. +ave students consider what the" have written on the word we#s a#out important or favorite o#*ects that the" own. B. +ave students use the cu#es to answer different levels of =loom8s (axonom" a#out the o#*ect the" have chosen. C. +ave students pair up with a partner and tal) through the different levels

and what details could #e added to the description of the o#*ect. iii. 9ndependent Practice; /. 0tudents will review the questions for o#*ects and write their answers a#out a particular o#*ect the" own and might want to write a#out in their memoir. . 9 will come around and chec) for completion of the questions. $; Differentiation (onsiderations: a. Pair students. +ave one read the question while the other responds with quic) answers in writing. (hen switch the roles. #. 3or students who finish earl", the" can ela#orate on their answers or #egin thin)ing a#out how the" can add the details into their memoir. c. 0tudents who finish earl" could also loo) at adding things into their word we#s. =; Assessment: a; Da" : i. 7hec)ing for understanding during modeling%guided practice. ii. 9nformal 9nterim; Wal)ing around and o#serving students as the" wor) together on their character s)etch handout. iii. 9nformal 9nterim; Wal)ing around and chec)ing for completion of the answers to the questions. b; Da" < i. 9nformal 9nterim; !s)ing students wh" details are so important at the #eginning of 2a" as a review and to further chec) for understanding. ii. 9nformal 9nterim; Wal)ing around and chec)ing for completion of the answers to the questions. c; Da" ! i. 9nformal 9nterim; !s)ing students to tell me the reason we need to use details in our writing. ii. 9nformal 9nterim; Wal)ing around and chec)ing for completion of the answers to the questions. iii. 9nformal 9nterim; (ic)et out the door. >; (losure: a; Da" : i. Aet the students summari@e what the" have learned. /. !s) students to share one detail the" used in either the character s)etch or in answering the questions; b; Da" < i. Aet the students summari@e what the" have learned. /. !s) students to share one effect of an event the" wrote a#out in the campfire metaphor activit". c; Da" ! i. Aet the students summari@e what the" have learned. /. (ic)et out the door; +ave students answer the question, ,What is one area of =loom8s (axonom" that was used to add details a#out "our o#*ect1.