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Writing Unit 1: Personal Narrative
Writing Unit 1: Personal Narrative
Essential Questions:
Essential Questions:
How do writers use their life stories to generate personal narratives?
How do writers move through the writing process toward writing goals?
How do writers generate narratives with new independence?
Priority Standards:
Priority Standards:
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Supporting Standards:
Supporting Standards:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA Learning Expectations:
ELA Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Bend I
Students will be able to:
set up their writing and build a vision
call on all strategies to write with volume
tell the story from the narrator's point of view
read closely to learn from other authors
take stock, pausing to assess and set goals
Bend II
rehearse and experiment with beginnings
flash-draft, getting the whole story on the page
re-angle and rewrite to convey what a story is really about
elaborate on important scenes and add new ones from the past
use all available resources to aid with final touches
Bend III
take charge of the writing process; deciding where to begin and how to revise from the get-go
slow down and stretch out the story's problem
end stories in meaningful ways
edit sentences for rhythm and meaning
publish and celebrate as a community of writers
Instructional Strategies:
Instructional Strategies:
Reading Workshop to include a daily mini lesson (15 min), writing time and share. Reading time will include small group work, individual convergences, peer editing/revising.
Mini-lesson will include anchor texts and provided strategy notes to develop reading anchor charts.
Options for publishing throughout the unit
Reader's Workshop
Mini-lessons
Guided reading groups, working on fluency, comprehension, vocabulary, word work, written response.
Partner reading / Turn and talk
Independent active engagement
Sharing
(Learning activities, labs, etc.)
Assessments:
Assessments:
Personal Narrative (Guided)
Personal Narrative (Independent)
Narrative Assessment Checklist
Narrative Assessment Rubric
Resources:
Resources:
Lucy Calkins Personal Narrative Curriculum Guide, Mentor Text, and Charts (copyrighted)
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