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Unit 9.

2: Communicating My Ideas English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will gain a deeper understanding of the literary genres of personal narrative and memoir. They will read selections from the two genres and will examine the components of each in order to produce their own composition using the writing process. Students will evaluate various elements/components of literature such as authors purpose, point of view, and cause and effect as well as improve word choice and grammar, specifically past tense verbs. Transfer goal: Students will leave the class able to use their learning about personal and expressive narratives to better understand their own experiences and emotions and those of others.

Content Standards and Learning Expectations

Listening/Speaking L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.4 Uses a variety of language patterns and structures to explain text and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view. R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. Writing W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences. W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition. W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.

Big Ideas/Enduring Understandings:

Literature both reflects and contributes to knowledge. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world. Looking back to make sense of prior

Essential Questions:
In what ways does literature contribute to our understanding of the world? Why is it important for people and cultures to construct narratives about their experience? How do writers use reflection to make sense of prior experiences? 1

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Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

experiences can bring meaning to memories. In what ways are personal narratives and memoirs similar and different?

Content (Students will know)

Types of conflicts in narratives Transitional words, phrases, and clauses Basic editing marks and revising techniques Cause and effect Authors purpose Text features Conflicts (character vs. character, character vs. self, character vs. nature, and character vs. society) Transition Memoir Personal Narrative Focused Purpose Organizational Structure

Skills (Students will be able to)

Listen and respond to a read aloud from a variety of fiction and nonfiction to analyze character development and setting. Express thoughts and opinions to analyze plot, problem and solution, analyze the text, to establish purpose, and state authors purpose. Analyze characters and traits. Explain setting in fiction. Make connections, predictions, inferences, and draw conclusions in narrative text. Write a final draft using the writing process.

Content Vocabulary

Stage 2 - Assessment Evidence Performance Tasks

When I Was Young In Flipbook After completing the Learning Activities When I Was Young In Part 1 and PastTense Verbs Review students will complete a Flipbook in which they will write a story about when they were younger. Discuss the requirements of the assignment by reviewing the writing and speaking rubrics with the class (see attachment 9.2: Performance Task When I was young in Rubrics). Students will complete the rough draft (see attachment 9.2: Performance Task Rough Draft Template). Students will then pair up, read each others rough draft, and give feedback (circle words they think are misspelled, make positive and constructive comments, make notes if they think something should be added). The

Other Evidence
Reading Log Students will read a memoir or personal narrative (examples listed below in Literature Connections) and record title and pages read on the reading log they started in the previous unit. (Some time can be allotted for silent reading in class, but reading should also be done outside of class.) o Students should write a short response to the daily reading in the logs as well. Past Tense Verbs Assessment (see Learning Activities) Informal assessment of students' understanding of When I Was Young in the Mountains during class discussions o Teacher will make anecdotal notes about students progress during the discussions Goldilocks sentence combining exercise (See Learning Activities) Story Map for self-chosen novel (see 2

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

teacher will then collect the rough drafts to underline any remaining spelling or grammar errors before final rough drafts are written. If the technology is available, the flipbooks can be made using this online tool: http://www.readwritethink.org/classroomresources/student-interactives/flip-book30054.html . If not, refer to Attachment 9.1: Learning Activity Make a Flipbook for instructions. Assess using the writing rubric. Students should share their flipbooks orally. Assess using the speaking rubric. attachment: 9.1 Learning Activity Story Map) Students will demonstrate understanding of setting, plot and plot structure, conflict, point of view, and characters. Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in their reading logs for unknown words they encounter while reading.

Write a Personal Narrative or Memoir1 After reading and discussing the components of many Personal Narratives and Memoirs, students will choose one of the two genres and compose an original composition using the writing process. Creating a Memoir o Create four columns at the top of a piece of paper and label them PEOPLE, PLACES, THINGS, and PETS. o Write examples of meaningful items under each category. For example: PEOPLE - MOM (who taught me to love shoes), my SISTER (who was aggravating as a child but is now my close friend), my COUSIN (who was my best friend growing up), etc. PLACES - SKATING RINK (where I skated as a child and my children skated as well); MOMMAS KITCHEN (where my sisters and I learned to cook and practiced dancing lessons); MY BACKYARD (where I spent so much free time); GRANDPARENTS HOUSE (in the summers I played with my cousins). THINGS - CLOGGING SHOES (I danced all around the state in them). PETS - PET DOG, Abby (that moved

Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

with me to my new house). People Places Mom My backyard Things Shoes Pets Abby

Choose one and reflect on the importance of the relationship. Demonstrate the importance of the person, place, or thing by listing three or four events that will show the relationship between the writer and the person, place or thing. We played hide-and-seek with flashlights at night. I climbed the tree and spent hours sitting on a high branch. We made halos and fairy wands with sticks and grasses from the yard. I rode my bike around the neighborhood. o Use these sentences as topic sentences for the stories that will show how the relationship developed. (Suggestion: Write each individual event story on a different sheet of paper for easier editing and revising.) Arrange the event stories and create a lead that engages the reader and establishes the purpose for the piece. o Conclude with reflections into the past that show the importance and significance of the relationship. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Creating a Personal Narrative o List several emotions (fear, sadness, happiness, excitement, etc.) o Choose one emotion at a time and identify memorable events from personal life experiences. For example: SAD When my best friend moved to another state, I was sad. SCARED - The moment I realized that I was lost in the department June 2012 4

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

store, I was scared. Emotion Sad Scared Excited General Example When my friend moved away When I got lost in the store When my grandmas car pulled up When my mom told me she was having another baby When someone stole candy from my desk Example from your life



Write about one event from your emotion/experience list. o Establish a controlling idea and maintain focus by developing an introduction with dialogue, thoughts, or actions that will lead into the most insightful moment of the event. o Incorporate cause/effect statements, such as when I got lost in the store, it made me feel scared. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Assess composition using the rubric (see attachment 9.2: Performance Task Personal Narrative or Memoir Rubric).

Stage 3 - Learning Plan Learning Activities

Personal Narrative and Memoir2 Reintroduce the literary genres of personal narrative and memoir. Remind students that the purpose of a personal narrative is to show an emotion and focus on one memory or moment or event. Memoir is based on a relationship that the author has with a person, place, or a thing.

Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

Give the students notes on the features of personal narratives and memoirs, such as: o Effective Personal Narrative Components The personal narrative elaborates on one memorable moment or event. The title gives an insight to the purpose for writing. The personal narrative is based on truth and is told from the writers point of view (first person). The organizational structure includes a lead which hooks the reader by establishing tension, usually with dialogue, thoughts, or action. Actions are presented in a chronological order unless interrupted by flashbacks. The body of the paper shows a reader the who-what-when-where-why by weaving the details throughout the text in order to help the reader feel and picture the writers experience. The personal narrative has an insight, reflection, or a life lesson that creates the purpose for writing. The ending of the personal narrative concludes with an insightful view of the purpose and significance of the narrative that the writer established throughout the piece. It is purposeful and leaves the reader with something to think about or remember. The setting is established through the time and place in the story. The personal narrative includes many sensory details and descriptions. Dialogue, sensory details, and descriptions are used with the personal narrative to provide a sense of the experience. The word choice is very precise and interesting. o Effective Memoir Components The purpose of a memoir is to show a focus on a relationship with a person, place, or thing. The memoir is not written with a chronological organizational structure but with stories or events that help to show the relationship that the writer has with a person, place, or thing. Memoir instills the emotion in the reader and allows the reader to become a part of the scenes by using descriptive language and details. Memoir includes reflection throughout the piece. These notes should also be printed on a poster for the classroom wall so that the students can have constant reference to them during the unit. Group Work: Select passages from a number of personal narratives and memoirs, such as those listed in Literature Connections. Copy them for each group. Provide students with a chart to document the text patterns of the selections. Example Chart for Documenting Text Patterns Memoir Organizational Pattern: Focus on the Relationship Title/Author Setting Events/Stories Relationships/ Connections Authors Purpose

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

Personal Narrative Organizational Pattern: Focus on the Emotion Title/Author Emotion/Feeling Event(s) Insight/Lessons Learned

Proofreading Practice The teacher will explain to students that proofreading is a necessary task for all writers. Students will receive a rough draft which has mistakes in capitalization, punctuation and spelling. The teacher will explain that it is important to proofread and correct errors because errors are distracting to the reader and make it difficult for the reader to concentrate on the meaning of the text. The teacher will work with the class to proofread and correct the rough draft. The teacher should discuss important proofreading strategies and basic marks used by professional editors when they are proofreading a piece of writing. (Ex. caret means to insert, triple underline means to capitalize, etc.) Read aloud When I Was Young in the Mountains by Cynthia Rylant, pausing to ask questions and discuss the book. (Examples: Why would Grandfather be covered with black dust? Who can act out shivering and giggling for us? What do you remember most about meals when you were young? In the story, the snake was scary to the girl. Do you remember things that scared you when you were little?) Ask the students to share some experiences from when they were young. Write their responses on the board. (Examples: What is the earliest experience you remember from your childhood? Did you ever visit someone in a different town? What is the happiest memory you have from your younger years?) Review past tense verbs using the responses written on the board during When I Was Young in the Mountains read aloud. Ask students to identify the verbs in the sentences and underline them on the board. Discuss the tense and ask the students how they know they are past tense verbs. Use Think-Pair-Share to explore the past tense verbs in the story. Reread When I Was Young in the Mountains and ask the students to write down the past tense verbs they hear. Have the students share their lists with a partner, then bring the class back together and discuss the lists. Record the verbs on the board along with any clues that helped them recognize the tense (such as yesterday). Have the students complete a past tense verbs assessment (see attachment 9.2: Other Assessment Past Tense Verbs Assessment) to assess whether or not the students are ready to use the past tense in their own stories or still need more practice. (Provide further review after grading the assessments, if necessary.)

When I Was Young in Part 1

Review of Past Tense Verbs3

Source: http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literature-language911.html?tab=1#tabs

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks

Syntactic Style Combining Sentences Read students the following passage and ask them what they think about it. How does it sound to them? How could it be improved? Once upon a time, there were three bears. There was a mother bear, a father bear, and a baby bear. The three bears lived in the forest. The forest was dark. The forest was big. One day the bears decided to go out for a walk before breakfast. Their porridge was too hot. The bears left the house. They left their bowls of porridge on the table to cool. Goldilocks was a cute little girl. Goldilocks had long golden hair. She was walking in the forest one day. She was alone. Goldilocks came upon the bears' home. The bears' home was vacant. The door was open. She walked through the door. Goldilocks didn't knock. 4 Explain that combining sentences can help to make paragraphs flow and improve the quality of writing. Using Attachment 9.2: Learning Activity Rules for Combining Sentences, teach the students different ways to combine sentences effectively. After reviewing the rules and answering questions, work through the practice examples with them. Reread the paragraph from the beginning of the lesson. Write it on the board or overhead projector, if available. Direct the students to rewrite the sentences using what they have learned about combining sentences in order to make a better paragraph. The teacher will ask students if they have ever noticed that no two people tell a story in exactly the same way. Then the teacher will introduce the term point of view and define it as the person telling the story. The stories students read will usually be told either in the first-person or thirdperson point of view. The teacher will display a chart with the definitions of each for discussion: o First-person point of view The story is told by one of the characters. The character uses pronouns such as I or we and usually participates in the action. o Third-person point of view The story is told by a narrator who is not a character in the story. The narrator stands outside the story and observes the events as they unfold. The narrator will use pronouns such as she, he, and they. Sometimes the narrator will relate the thoughts and feelings of all the characters, or the narrator will relate thoughts and feelings of just one character, usually the protagonist. The teacher will read The Three Little Pigs to the class. After reading The Three Little Pigs, the teacher will read the True Story of the Three Little Pigs and discuss the different points of view. Teaching Point of View with Two Bad Ants: http://www.readwritethink.org/classroomresources/lesson-plans/teaching-point-view-with-789.html?tab=4#tabbs When I was Young in A Literature to Language Experience: http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literaturelanguage-911.html?tab=1#tabs The Big Bad Wolf: Analyzing Point of View in Texts http://www.readwritethink.org/classroomresources/lesson-plans/wolf-analyzing-point-view-23.html

Point of View

Sample Lessons

Source: http://homepage.mac.com/mseffie/assignments/fairy_tales/Assignments/goldilocks.html

June 2012

Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks Additional Resources
Syntactic Style: Combining sentences http://www.mce.k12tn.net/dogs/fern/sentences/lesson_11.htmm Point of View explanations http://www.learner.org/interactives/literature/read/pov2.htmml Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 10.4 My World

Literature Connections
Memoir Through My Eyes by Ruby Bridges The Moon and I by Betsy Byers The House on Mango Street by Sandra Cisneros My Mama Had a Dancing Heart by Libba Moore Gray Big Mama by Donald Crews My Grandmothers Hair by Cynthia Rylant When I Was Young in the Mountains by Cynthia Rylant My Rotten Red Headed Older Brother by Patricia Polacco Thundercake by Patricia Polacco Some Birthday by Patricia Polacco Wilfrid Gordon McDonald Partridge by Mem Fox Fireflies! by Julie Brinkloe Aunt Chip and the Great Triple Creek Dam Affair by Patricia Polacco Aunt Flossies Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard Baseball Saved Us by Ken Mochizuki The Bee Tree by Patricia Polacco But Ill Be back Again by Cynthia Rylant A Civil War Drummer Boy: Diary of William Bircher, 1861-1865 by William Bircher Fancy Nancy by Jane OConnor Oliver Button is a Sissy by Tomie DePaola The Freedom Writers Diary : How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them READ XL (Ninth grade) Textbook o Finding Your Place in the Crowd page 76 o Nonconformist by Angela Shelf Medearis page 81 o Warriors Dont Cry by Melba Patillo Beals page 190 o When the Doors Opened at Central High by Rodney L. Slater page 196 The True Story of the Three Little Pigs by A. Wolf 9

Personal Narrative

For Point of View Lesson

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe