Lexie Kurovski

Personal Narrative Unit Plan

December 9, 2013

For this specific unit, students will be exposed to an array of personal narrative
texts, with class discussion focusing on three specific narrative texts. Students will use
this exposure and new knowledge through lectures and discussions to write their own
personal narrative at the end of the unit. Throughout the unit, students will comprehend
the use of imagery, setting, characterization, and dialogue to create and/or enhance their
narratives. We will constantly focus and refocus on these narrative techniques during
each text we read throughout the unit.
This unit will take approximately 2-3 weeks to complete. I plan on introducing
students to a variety of personal narratives at the beginning of the unit and then
introducing narrative techniques while reading three specific personal narratives (The
Giving Tree; Come On, Rain; The Farmers Daughter). By using texts to support student
understanding of narrative techniques, I will scaffold students in their understanding of
these techniques by showing them examples of each. Students will begin writing personal
narratives early in the unit so that they are writing as they learn the narrative techniques.
However, students can start a fresh personal narrative for their last assessment if they feel
the need to do so. I am excited to use a short personal narrative that I wrote myself. In
showing the students a sample narrative written by me, I am exposing them to a narrative
written by someone close to them and offering them the opportunity to question the
author. I expect students to ask me questions about my narrative, which will result in me
conducting a think aloud of my own experience in writing a personal narrative.
To hook my students at the beginning of the unit, I will have them explore several
texts in order to identify personal narrative techniques. They will work individually or
with partners and write down the similar qualities in each book. After they collect their
notes and thoughts on sticky notes, we will discuss the personal narrative qualities as a
class. At the end of this activity, I will go over the enduring understandings with the
students in order to assure they know where the unit is headed. I will refer back to these
enduring understandings and the essential questions throughout the unit so that students
can make connections between these enduring understandings and what they are learning.
I understand that some students may struggle in starting their own narratives,
which is why I will support them with prompts to think about directly after the
introduction of the final assessment. I will also scaffold each students progress in each
students individual meeting during the three of the last five days of the unit. I hope to
help students along in this meeting as well as assess their comprehension of their own use
of narrative techniques in their own writing. Students will also fill out one graphic
organizer (they will have three options) to help them collect their thoughts on setting,
characters, and details prior to their start of the summative assessment. This graphic
organizer should allow them to have a good idea of how they will write their narrative.
We will also go over these graphic organizers during meeting times. I plan on having
sentence frames available for students who need even more help during the summative
assessment.
Throughout the unit, I will use quick writes, think-pair-shares, admit slips and exit
slips to assess student comprehension. Students will fill out a plot structure graphic
organizer as well as a six-trait worksheet, which should help them visualize the qualities
of the personal narrative. These tools also help students who need a bit more
differentiated instruction. I dont plan on using a lot of technology during this unit.
However, students can write their narratives in Microsoft Word if they choose to do so.
They can also use a graphic organizer online to organize their thoughts if they prefer to
do so. I will also lead students to samples of student personal narratives online if they
would like to see sample work of students who are similar in age to them.
Depending on how the first week goes, I could see the class needing an extra day
or two to complete their summative assessments. Therefore, I have the hope that students
will hand in the assignment at the beginning of class on the 13
th
. However, I will consider
pushing it back until Thursday or Friday should the students need more time. My goal is
not to rush the students in their writing, but I also want to push them and keep them on
task by selecting an earlier due date.
I truly hope this entire unit will foster critical thinking and creativity. I want
students to practice writing their narratives early in the unit in order to prepare them for
their summative assessment. Students will share ideas with partners as well as workshop
in partners towards the end of the unit in order to collaborate with each other and give
one/get one after the reading of each others personal narrative. My goal is that students
walk away from this unit better understanding the qualities of the personal narrative as
well as a feeling of pride for the completed personal narrative they hand in as a
completion of the unit.
Unit Concept or Theme: Personal Narrative
Grade level: 8
th
Grade
Length of unit: 2-3 weeks
Stage 1 Desired Results

Meaning
Enduring Understandings/Generalizations:

Personal narratives reflect an authors feelings of a past
experience.
Personal narratives allow the author to SHOW readers the
story, not tell them.
Essential Questions:

What techniques can an author use to SHOW the reader his story?
What techniques can a personal narrative include to create effect?


Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common core standards.)
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others.



Students will know

Narrative
Imagery
Voice
Dialogue
Chronological Order
Description
1
st
person/3
rd
person perspective
Past tense
Present tense

Format Features
Introduction
Conclusion
Transitions
Students will be able to

Establish a context and point of view
Introduce a narrator and characters as well as unfold a series of
events that fits with his/her story
Effectively use narrative techniques such as imagery, dialogue, etc.
Convey sequence with transition words
Captures the moment through word choice
Use descriptive details to grab the audiences attention
Provide conclusion to reflect on narrated experience

Resources/Materials:
The Giving Tree by Shel Silverstein; The Farmers Daughter by Lexie Kurovski (Sample from the
teacher); Come On Rain by Karen Hesse; Six Traits of Writing Block Worksheet; Paper; Pencils;
Computers with Microsoft Word; PowerPoint; Exit Slip Copies; Partner Workshop Centers;
Personal Narrative Samples (For opening activity; may just go to library with books on table).














Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);
Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,
Simulation, labs, dramatization)
Pre-assessment:

Students will look through a variety of personal narrative selections in order to identify qualities of the personal
narrative. Students will write their ideas on sticky notes to discuss in class. Through this pre-assessment, I as the
teacher will gain an understanding of what my students know about personal narratives, while also exposing them
to a variety of examples.


Formative Assessment:

Students will write exit slips, quick writes and admit slips daily, responding to questions that I pose to them
about personal narrative writing. Students will also discuss new knowledge and ideas to partners during think,
pair, shares. I will also observe and workshop with students during days of writing to assure their comprehension
of the materials.


Summative Assessment:

Students will write a 2-3 page personal narrative in which they describe an event they have experienced. Students
will need to use at least three different narrative techniques to give their narratives effect. (Dialogue; Imagery;
Setting Description; etc.) Students will identify their knowledge of the effects they choose during their 5-10
minute meeting with me towards the end of the unit.





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1 2 S 4 S

Intiouuce unit

Whole-classTeachei-leu
uiscussion: The Peisonal
Naiiative

Stuuents aie given books to
exploie in class.

Stuuents wiite uown
thoughtssimilaiities
between each book on post-
it notes.

TBINK-INK-PAIR-SBARE:
Accoiuing to youi notes,
what qualities uoes a
peisonal naiiative possess.

Class Biscussion - Enuuiing
0nueistanuings - Qualities
of a peisonal naiiative
(Imageiy, Besciiption,
Stoiytelling)

Plot Line Biscussion
Focus on chionological
events; setting

Reau Alouu: Come on Rain -
stuuents listen anu fill out
the plot line giaphic
oiganizei as I go.
.


PPT LECT0REBISC0SSI0N
Peisonal Naiiative 0peneis
-Chaiactei
-Setting
-Bialogue

TPS: Bow uoes the authoi
of Come 0n Rain uesciibe
the chaiacteis anu the
setting in Come 0n Rain.

Apply knowleuge of
chaiactei, setting anu
uialogue baseu on Come 0n
Rain

Exit Slip: What aie uiffeient
ways an authoi can begin a
peisonal naiiative. Bow is
each poweiful in its own
way.


Biscuss Exit Slips - Refei
back to Enuuiing
0nueistanuings

Stuuents aie given piompts
foi theii own naiiatives

Stuuents piactice wiiting an
intiouuctionopenei using
one of the piompts on the
list.

TPS - Biscuss intiouuction
with paitnei: What opening
technique uiu you use.
Why.

Six Tiaits of Wiiting
Lectuie

Reau: The uiving Tiee
Focus on the Six Tiaits of
Wiiting

Stuuents fill out Six Tiaits
Woiksheet while ieauing

Quick Wiite - Biainstoim
how you might use the six
tiaits in youi own naiiative
intiouuction fiom
yesteiuay.
6 7 8 9 1u

Reau: The Faimei's
Baughtei

0se uuiueu Woiksheet to
Analyze Six Tiaits of the
naiiative

Biscuss Woiksheet at enu
of class

Class Biscussion -
Chionological 0iuei

Analyze chionological oiuei
in pievious thiee texts:
Come 0n Rain, The uiving
Tiee, The Faimei's
Baughtei using T-Chait


Intiouuce Peisonal
Naiiative Assessment

Pioviue Possible Topics List
(Piompts to help them get
staiteu)

Stuuents may use cuiient
intiouuctions oi stait fiesh.

PPT Lectuie: Tiansitions

Peisonal Naiiative Woik

(S-1u minute meetings with
each stuuent to uiscuss
outline anu naiiative
techniques they woulu like
to use as well as any othei

Lectuie PPT: Conclusions -
Refei back to Enuuiing
0nueistanuings

Peisonal Naiiative Woik

(S-1u minute meetings with
each stuuent to uiscuss
outline anu naiiative

PPT Lectuie: 1
st
vs. S
iu

Peison Peispective

Exit Slip: Which peispective
aie you moie confoitable
with.
PastPiesent Tense
Woiksheet - 0bseive
paiagiaphs anu iuentify
past anu piesent tense

Check cuiient intiouuctions
foi pastpiesent tense
switches

Stuuents complete a stoiy
outline in piepaiation foi
theii naiiative wiiting

piogiess they have maue
thus fai.)
techniques they woulu like
to use as well as any othei
piogiess they have maue
thus fai.)
11 12

(S-1u minute meetings
with each stuuent to
uiscuss outline anu
naiiative techniques they
woulu like to use as well
as any othei piogiess
they have maue thus fai.)


Peisonal Naiiative
Woikshop in Paitneis





Peisonal Naiiatives Bue
at the Beginning of Class
on the 1S
th
.

PERSONAL NARRATIVE
ASSIGNMENT

OBJECTIVE: For your personal narrative assessment, please write a 2-3 page (double-
spaced) personal narrative. Use prompts given or a topic of your own choice. You will
be graded on your organization and your use of at least three narrative techniques (See
attached Rubric for more Guidance)




To write/enhance your personal narrative, focus on the following:
Audience: Your teacher, your classmates, your friends or your family
One single experience
Use logical ordering of events with an introduction, body, conclusion or narrative reflection
Must be written in the first person point-of-view (I, we, me)
Purposeful dialogue is included that shows action and not idle conversation
Leaves the reader with a lesson or emotional connection
Includes sensory language that appeals to the readers five senses
Includes descriptive language (awesome adjectives and adverbs)
Transitional words and phrases
Varied sentence lengths
PERSONAL NARRATIVE RUBRIC

STUDENT NAME:______________________________________________


Organization
The writing expresses the views,
thoughts, or feelings of the writer.
The significance or main idea of the
views, thoughts, or feelings is clear.
The writing is organized in a way
appropriate to the purpose and audience.

Comments: Score /20
Elaboration/Support/Style
Ideas, opinions, and general statements
are supported by specific details. (Use of at
least three narrative techniques.)
Vivid language is used to add interest to
the writing.
Transition words help makes the
organization clear.

Comments: Score _ /20
Grammar, Usage, and Mechanics
The writing is free of misspellings, and
words are capitalized correctly.
Sentences are punctuated correctly, and
the piece is free of fragments and run-ons.
The paper is neat, legible, and presented
in an appropriate format.

Comments: Score /10