Maggie Vincent

English 5922

Unit

A Personal Narrative tells a story while communicating meaningful emotions and ideas drawn from the writer’s life experiences. A personal experience is often the basis for great writing, for both fiction and non-fiction. There are a lot of directions a teacher could take with a unit such as this one, and many different activities they can include.

This unit will require the student to recall, interpret, evaluate, and draw conclusions about a life experience. Students then will have to narrate these events in proper sequence, use language that will bring the experience to life, and also to convey the importance of the experience to the audience. Students will be keeping a journal throughout the unit where they can keep all related narrative activities and information on hand.

Students will gain a firmer grasp on their own personal voices, a voice no one but themselves has. They will be able to write about a topic no one else knows more about, themselves, and can write about any moment in their lives that they feel is memorable. Giving students the choice of what is important to write about and what isn’t will make all the difference in their writing. When a student is excited about their writing it can only get that much more creative and exciting for the reader. When students recreate their chosen experience for readers by showing them what happened, how it made them feel and why they will always remember it, students will learn and implement the skills that will help them all throughout their writing careers because they are necessary for this unit.

This unit is designed with junior high students in mind; any age group would work just fine, but I would choose a seventh grade class. Narrative writing is something students should learn early, so that they will have more confidence in future writing assignments.

This assignment should interest most students in some way; they are writing about themselves and whatever aspect about their lives they feel they want to write about. Students who have not had "good" writing experiences or feel that they can’t write will be the hardest to grasp, but by making brainstorming a fun activity and beginning with a collage/crot students will realize that writing doesn’t have to be a difficult thing or a chore.

selected narratives from:

"217 B," by Margaret Vincent

Canfield, Mark. Chicken Soup for the Teenage Soul. Heath Communications, 1997.

"Tigress," by Judith Johnessee

"Wild Thing," by Jennifer Philbin

"The Days of Cardboard Boxes," by Eva Burke

Romano, Tom. Writing with Passion: Life Stories, Multiple Genres. Heinemann, 1995.

"The Art of Learning Nothing,"

"Reasons Why My Experiment Screwed Up,"

Midnight, the Laundry"

1. Students will be able to draw similarities and differences between crots/collages and other types of writing.

2. Talk about the sound of different voices in the separate pieces.

3. Talk about writing being a collaboration of thoughts and emotions put down on paper.

4. Students will be able to compare a crot/collage to a stanza in poetry.

5. Students will realize that anyone can write a crot/collage.

METHODS:

1. Write the word "collage" on the board and get students reactions. Write the word "crot" on the board and get students reactions. (5 minutes)

2. Hand out copies of "The Art of Learning Nothing," "Reasons Why My Experiment Screwed Up," "Midnight, the Laundry," and "217 B." Read "217 B" aloud and explain why I wrote it and what went into it. (5 minutes)

3. Ask students what makes a crot/collage different from other forms or writing. (5 minutes)

4. Have students get into groups of 3-4 and read the other three hand-outs and discuss them. What they like and what they don’t. (10 minutes)

5. Have the students write a short crot/collage (about 1 sentence per student) about the people in the group. (10 minutes)

6. Share group crots/collage with the rest of the class. (10 minutes)

7. Journal about crots and the class that just took place for the rest of class and over night, to be turned in the next day. (5 minutes)

ASSESSMENT:

I will know the students will have learned if:

1. They can draw similarities and differences between crots/collages and other types of writing.

2. They can clearly hear the different voices in the pieces.

3. They realize that writing is thoughts and emotions put down on paper.

4. That a crot/collage is comparable to a stanza in poetry.

5. That anyone can write a crot/collage.

Spend the day creating a crot/collage about the particular season it is. Students may chose any aspect of the particular season to write about. Talk about personal voices and how each one is unique. Rough draft is due on day 3.

Critique in small groups the crots/collages. Get them to the point that students are willing to share them with the rest of the class. Each group chooses one to share with the entire class. Final drafts are due on day 4.

Students will put Final drafts of crots/collages on colored paper and decorate them as desired (depending on the season) to decorate the room.

Hand out Personal Narrative packet from The Writer’s Craft, McDougal Littel, with assignments, and grading options attached. Then read through all of the instructions with the students, but not the stories, students will have the rest of the hour to read the two selections in the packet and journal about the Think & Respond questions at the end of each. These are due on day 6.

OBJECTIVES:

1. Students will be able to write and reflect using a journal format.

2. Students will beable to relate similar instances in their lives to the questions posed.

3. Talk about and carry out the list and brainstorming activities.

4. Students will be able to draw similarities and differences between crots/collages and personal narratives.

METHODS:

1. Begin reading the narrative "I Did It!" by Mark E. Smith from CSTS, for the students. (5 minutes)

2. Talk about experiences that make good narratives. When people are happy, sad, frightened, angry, or the most excited they have ever been are good examples. Give and ask for a few examples. (10 minutes)

3. Have students free write in journals on a few questions:

--What is the one event that changed your life forever?

--What was your most embarrassing moment?

--What was one time when you were the most scared you have ever been?

Then have students make a list of:

--Things that you have done that you are proud of.

--Your greatest accomplishments.

Brainstorm about some experiences that have taught you important lessons. (30 minutes)

4. For homework have students narrow down their topic to two to five interesting items that are due on day 7.

ASSESSMENT:

I know students will have learned if:

1. They relate similar instances in their lives to the questions posed, as well as the list and the brainstorming.

2. They can draw similarities and differences between crots/collages and personal narratives.

Students will prewrite by exploring the ideas they came up with on day 6. Having narrowed down their topic down to one or two interesting items will help them to get their words and ideas flowing on paper. They will consider three questions: a)How will I begin this paper? b)What do I want to remember to include? c)What am I going to say? and keep them in their journal. They will see how one of the narrative writers that they read on day 5 began her narrative. They will use a Visualization exercise to recapture the moment in their minds. They will use the same chart of their own story. They will keep all of their Narrative notes and ideas in their journal. The chart is due on day 8.

Students will pick one of the topics they have chosen to write about and begin writing the first draft. Start with the part that interests them most. Have them follow three tips in their hand-out. 1)Make the experience seem real, use details from the senses. 2)Show why the experience was meaningful, explain why the experience was important to them. 3)Use dialogue, sometimes well chosen conversation can say more than description.

Hand out CSTS narratives and assign "Tigress," and a journal entry about it for homework for day 11. Have students continue to work on their rough draft, it is due on day 10.

A copy of the students Rough Draft is due. Watch an episode of The Wonder Years. Talk to students about the narrative dialogue that goes along with the show. Ask what they think of it, if it adds or takes away from the show. Journal about the show for homework.

OBJECTIVES:

1. Students will be able to see the differences in voice in their group members.

2. Students will be able to create exciting and realistic narratives.

3. Talk with members of their groups about suggestions and ideas for each others narratives..

4. Students will be able to have made multiple revisions.

METHODS:

1. Read the narrative "The Most Mature Thing I’ve Ever Seen," by Susan Doenim aloud, and get students reactions. (5 minutes)

2. Have students get into their small groups, and have each member of the group answer peer questions on each others narratives:

a)Which part was the most interesting? Why?

b)What parts confused you, or seemed out of place?

c)What would you like to know more about?

d)Why do you think I wrote about this experience? (40 minutes)

3. Assign the 4 individual questions for a journal entry assignment for day 12.

a)How can I make sure my readers understand why this incident is important o me?

b)What have I left out? What other details could I add to show what happened?

c)Are the events in my story in the right order?

d)Where could I add more description? (5 minutes)

ASSESSMENT:

I will know students have learned if:

1. They are able to see the differences in voice in their group members.

2. They are creating exciting and realistic narratives.

3. Are helping out the members of their groups with suggestions and ideas.

4. They have made multiple revisions.

5. They are ready to hand their First Drafts on day 13.

Hand back Rough Drafts with comments, and have students continue to work on their First Drafts. Meet with all the small groups and give feedback about their narratives. Assign "The Days of Cardboard Boxes," from CSTS and a journal entry due on day 14.

A copy of First Draft is due. Begin watching Stand By Me. Have students keep a journal about how the narration works or doesn’t work with the movie, and any and all comments on the movie. To be turned in on day 15 after the movie is finished.

Continue watching Stand By Me.

Finish watching Stand By Me. Discuss the movie have students finish journaling on the movie and turn in before the end of class. Hand back First Drafts with comments. And tell students to prepare for revision. Students also have the option of reworking their crots/collages for final drafts.

Review responses from small groups and individual on individual pieces. Decide what changes are going to be made based on the answers to the questions. Work on openings. Experiment with: interesting dialogue, an exciting incident, or a vivid description of setting or character. Then work on endings. Try: answering questions the reader still may have, or repeat a quotation, or why the story is important to you.

Read the narrative "Daddy Weirdest," by Rebecca Barry from CSTS, and get student reactions and have them journal about it for ten minutes. Then have students proofread their individual work. It is each student’s responsibility to check on spelling, capitalization, grammar, content, punctuation, and organization. Student conferences.

Student conferences. Assign "Wild Thing," from CSTS and a journal entry due on day 19. And get ready for final draft due on day 20.

Computer work option. Finish up polishing up Personal Narratives or crot/collage. Final Draft due on day 20.

Final Draft due. Unit assessment.

PERSONAL NARRATIVE UNIT

A Personal Narrative tells a story while communicating meaningful emotions and ideas drawn from the writer’s life experiences. A personal experience is often the basis for great writing, for both fiction and non-fiction. There are a lot of directions a writer can take with a unit such as this one.

You will tell a story that communicates your meaningful emotions and ideas drawn from your own life experiences. In the first step, you will be creating a crot/collage, you will also be reading chosen narratives and answering questions dealing with each. The actual narrative will go through six steps before completion: brainstorming, prewriting, first draft, revision, editing, and final draft. You will also be keeping a journal for you to keep after the unit is finished, with all your student notes and ideas involving the process, and all assignments will be placed in here as well. You will also have the chance to view The Wonder Years, and Stand By Me, as other examples of narratives.

After I have returned all of the Final Drafts, you will chose your favorite portion of their narrative to share with the entire class.

YOU WILL BE ASSESSED ON:

• Class participation, being involved in class discussions, and completing peer evaluation of another students work.
• Conferences with me about your narratives and or crot/collage.
• Use of class time and staying on task.
• Handing in all assignments.
• Thoughtful journal entries.
• Revisions made to original piece.

The paper is worth 100 points.

20 points CONTENT Is of appropriate material

20 points CLARITY Is well organized and is reader-friendly

20 points MECHANICS Correct spelling, grammar and punctuation

20 points COMMITMENT Staying on-task, has conferences, proofreads

10 points FOCUS Narrow topic, finished crot/collage

10 points TIMELINESS Hands-in related assignments on time

You will have done excellent work if all of the below has been completed, and you will be graded according to the list above on your narrative, (and as always, there is always room for exceptions.) By handing in your assignments on time and handing in thoughtful and well revised work, you as well as myself will be determining your final grade for the unit. Each of you will be given a Unit Checklist, to be kept in your journal to check off your work as you go along with the unit.

As each area is completed you may initial your side of the check-list so that you know what is completed and what still needs to be done. As you turn your journal into me with this list attached, I will initial the assignments I have received from you.

TEACHER STUDENT

Atwell, Nancy. In The Middle: Writing, Reading and Learning from Adolescents. Heinemann, 1987.

Canfield, Mark. Chicken Soup for the Teenage Soul. Heath Communications, 1997.

"Tigress," by Judith Johnessee

"Wild Thing," by Jennifer Philbin

"The Days of Cardboard Boxes," by Eva Burke

"I Did It!" by Mark E. Smith

"The Most Mature Thing I’ve Ever Seen," by Susan Doenim

"Daddy Weirdest," by Rebecca Barry

"What’s Wrong?" by The Speaker’s Sourcebook

Christenbury, Leila. Making the Journey: Being and Becoming a Teacher of English Language Arts. Heinemann, 1994.

Gere, Anne-Ruggles, et al. Language and Reflection: An Integrated Approach to Teaching English. Macmillan, 1992.

Romano, Tom. Writing with Passion: Life Stories, Multiple Genres. Heinemann, 1995.

The Writer’s Craft. McDougal Littel, 1996.

Films:

"Stand By Me" -- Video in narrative form

"The Wonder Years" -- Television show in narrative form