Type:

Unit

Description:

This unit will help students collect, nurture, pre-write, revise and edit, and finally publish a personal narrative or memoir. It is based on the work of the National Writing Project which I have belonged to since 2007. Key integrated practices are teacher as writer, writer's workshop, writing process, writer's notebook, and quick writes.

Subjects:

  • Education > General
  • Language Arts > General
  • Language Arts > Writing

Education Levels:

  • Grade 3
  • Grade 4
  • Grade 5

Keywords:

personal narrative quickwrite writers workshop

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0
Update Standards?

SOC.K.1.1: Social Studies

Using vocabulary to describe periods of time

LA.3.WS.1.1.a: English-Language Arts

Develop a topic sentence.

LA.3.WS.1.1.b: English-Language Arts

Include simple supporting facts and details.

LA.3.WS.1.4: English-Language Arts

Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

LA.3.W.2.1.a: English-Language Arts

Provide a context within which an action takes place.

LA.3.W.2.1.b: English-Language Arts

Include well-chosen details to develop the plot.

LA.3.W.2.1.c: English-Language Arts

Provide insight into why the selected incident is memorable.

LA.3.W.2.2: English-Language Arts

Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

LA.3.WC.1.1: English-Language Arts

Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

LA.3.WC.1.2: English-Language Arts

Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

LA.3.WC.1.3: English-Language Arts

Identify and use past, present, and future verb tenses properly in writing and speaking.

LA.3.WC.1.4: English-Language Arts

Identify and use subjects and verbs correctly in speaking and writing simple sentences.

LA.3.WC.1.5: English-Language Arts

Punctuate dates, city and state, and titles of books correctly.

LA.3.WC.1.6: English-Language Arts

Use commas in dates, locations, and addresses and for items in a series.

LA.3.WC.1.7: English-Language Arts

Capitalize geographical names, holidays, historical periods, and special events correctly.

LA.3.WC.1.8: English-Language Arts

Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).

LA.4.WS.1.1: English-Language Arts

Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

LA.4.WS.1.2.a: English-Language Arts

Provide an introductory paragraph.

LA.4.WS.1.2.b: English-Language Arts

Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

LA.4.WS.1.2.c: English-Language Arts

Include supporting paragraphs with simple facts, details, and explanations.

LA.4.WS.1.2.d: English-Language Arts

Conclude with a paragraph that summarizes the points.

LA.4.WS.1.2.e: English-Language Arts

Use correct indention.

LA.4.WS.1.3: English-Language Arts

Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

LA.4.WS.1.10: English-Language Arts

Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

LA.4.W.2.1.a: English-Language Arts

Relate ideas, observations, or recollections of an event or experience.

LA.4.W.2.1.b: English-Language Arts

Provide a context to enable the reader to imagine the world of the event or experience.

LA.4.W.2.1.c: English-Language Arts

Use concrete sensory details.

LA.4.W.2.1.d: English-Language Arts

Provide insight into why the selected event or experience is memorable.

LA.4.WC.1.1: English-Language Arts

Use simple and compound sentences in writing and speaking.

LA.4.WC.1.2: English-Language Arts

Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

LA.4.WC.1.3: English-Language Arts

Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

LA.4.WC.1.4: English-Language Arts

Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

LA.4.WC.1.5: English-Language Arts

Use underlining, quotation marks, or italics to identify titles of documents.

LA.4.WC.1.6: English-Language Arts

Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

LA.4.WC.1.7: English-Language Arts

Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

LA.5.WS.1.1.a: English-Language Arts

Establish and develop a situation or plot.

LA.5.WS.1.1.b: English-Language Arts

Describe the setting.

LA.5.WS.1.1.c: English-Language Arts

Present an ending.

LA.5.WS.1.2.a: English-Language Arts

Establish a topic, important ideas, or events in sequence or chronological order.

LA.5.WS.1.2.b: English-Language Arts

Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

LA.5.WS.1.2.c: English-Language Arts

Offer a concluding paragraph that summarizes important ideas and details.

LA.5.WS.1.6: English-Language Arts

Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

LA.5.W.2.1.a: English-Language Arts

Establish a plot, point of view, setting, and conflict.

LA.5.W.2.1.b: English-Language Arts

Show, rather than tell, the events of the story.

LA.5.WC.1.1: English-Language Arts

Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

LA.5.WC.1.2: English-Language Arts

Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.

LA.5.WC.1.3: English-Language Arts

Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

LA.5.WC.1.4: English-Language Arts

Use correct capitalization.

LA.5.WC.1.5: English-Language Arts

Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

LA.3.LA.3.3.1.1: Reading and Language Arts

generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer?s notebook, group discussion, printed material);

LA.3.LA.3.3.1.2: Reading and Language Arts

determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and

LA.3.LA.3.3.1.3: Reading and Language Arts

using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea.

LA.3.LA.3.3.2.1: Reading and Language Arts

using a pre-writing plan to develop the main idea with supporting details that describe or provide facts and/or opinions; and

LA.3.LA.3.3.2.2: Reading and Language Arts

organizing information into a logical sequence through the use of time-order words and cause/effect transitions.

LA.3.LA.3.3.3.1: Reading and Language Arts

evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice;

LA.3.LA.3.3.3.2: Reading and Language Arts

creating clarity by using a combination of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning;

LA.3.LA.3.3.3.3: Reading and Language Arts

creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and

LA.3.LA.3.3.3.4: Reading and Language Arts

applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics).

LA.3.LA.3.3.4.1: Reading and Language Arts

spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary;

LA.3.LA.3.3.4.2: Reading and Language Arts

capitalization for proper nouns, including holidays, product names, titles used with someone?s name, initials, and geographic locations;

LA.3.LA.3.3.4.3: Reading and Language Arts

punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives;

LA.3.LA.3.3.4.4: Reading and Language Arts

present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns;

LA.3.LA.3.3.4.5: Reading and Language Arts

subject/verb and noun/pronoun agreement in simple and compound sentences; and

LA.3.LA.3.3.4.6: Reading and Language Arts

end punctuation for compound, declarative, interrogative, and exclamatory sentences;

LA.3.LA.3.3.5.1: Reading and Language Arts

prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

LA.3.LA.3.3.5.2: Reading and Language Arts

add graphics where appropriate; and

LA.3.LA.3.3.5.3: Reading and Language Arts

share the writing with the intended audience.

LA.3.LA.3.4.1.1: Reading and Language Arts

write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events; and

LA.3.LA.3.4.1.2: Reading and Language Arts

write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

LA.4.LA.4.3.1.1: Reading and Language Arts

generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer?s notebook, group discussion) based upon teacher-directed topics and personal interests;

LA.4.LA.4.3.1.2: Reading and Language Arts

determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and

LA.4.LA.4.3.1.3: Reading and Language Arts

organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.

LA.4.LA.4.3.2.1: Reading and Language Arts

using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions;

LA.4.LA.4.3.2.2: Reading and Language Arts

organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and

LA.4.LA.4.3.2.3: Reading and Language Arts

creating interesting leads through the use of quotations, questions, or descriptions.

LA.4.LA.4.3.3.1: Reading and Language Arts

evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation;

LA.4.LA.4.3.3.2: Reading and Language Arts

creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis);

LA.4.LA.4.3.3.3: Reading and Language Arts

creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and

LA.4.LA.4.3.3.4: Reading and Language Arts

applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).

LA.4.LA.4.3.4.1: Reading and Language Arts

spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in ?y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary;

LA.4.LA.4.3.4.2: Reading and Language Arts

capitalization for proper nouns, including titles used with someone?s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.);

LA.4.LA.4.3.4.3: Reading and Language Arts

punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives;

LA.4.LA.4.3.4.4: Reading and Language Arts

present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions;

LA.4.LA.4.3.4.5: Reading and Language Arts

subject/verb and noun/pronoun agreement in simple and compound sentences; and

LA.4.LA.4.3.4.6: Reading and Language Arts

end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

LA.4.LA.4.3.5.1: Reading and Language Arts

prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

LA.4.LA.4.3.5.2: Reading and Language Arts

use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate; and

LA.4.LA.4.3.5.3: Reading and Language Arts

share the writing with the intended audience.

LA.4.LA.4.4.1.1: Reading and Language Arts

write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience, and

LA.4.LA.4.4.1.2: Reading and Language Arts

write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format.

LA.4.LA.4.4.3.2: Reading and Language Arts

includes persuasive techniques (e.g., word choice, repetition, emotional appeal).

LA.5.LA.5.3.1.1: Reading and Language Arts

generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer?s notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;

LA.5.LA.5.3.1.2: Reading and Language Arts

determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece; and

LA.5.LA.5.3.1.3: Reading and Language Arts

organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).

LA.5.LA.5.3.2.1: Reading and Language Arts

using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood;

LA.5.LA.5.3.2.2: Reading and Language Arts

organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and

LA.5.LA.5.3.2.3: Reading and Language Arts

creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene).

LA.5.LA.5.3.3.1: Reading and Language Arts

evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;

LA.5.LA.5.3.3.2: Reading and Language Arts

creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure;

LA.5.LA.5.3.3.3: Reading and Language Arts

creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and

LA.5.LA.5.3.3.4: Reading and Language Arts

applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).

LA.5.LA.5.3.4.1: Reading and Language Arts

spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary;

LA.5.LA.5.3.4.2: Reading and Language Arts

capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places;

LA.5.LA.5.3.4.3: Reading and Language Arts

punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources;

LA.5.LA.5.3.4.4: Reading and Language Arts

the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns; and

LA.5.LA.5.3.4.5: Reading and Language Arts

subject/verb and noun/pronoun agreement in simple and compound sentences.

LA.5.LA.5.3.5.1: Reading and Language Arts

prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

LA.5.LA.5.3.5.2: Reading and Language Arts

use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate; and

LA.5.LA.5.3.5.3: Reading and Language Arts

share the writing with the intended audience.

LA.5.LA.5.4.1.1: Reading and Language Arts

write narratives that establish a situation and plot with rising action, conflict, and resolution; and

LA.5.LA.5.4.1.2: Reading and Language Arts

write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.

LA.5.LA.5.4.3.2: Reading and Language Arts

includes persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).

LA.7.ELA7R1.1.a: English/Language Arts

Distinguishes between the concepts of theme in a literary work and the author's purpose in an expository text.

LA.7.ELA7R1.1.b: English/Language Arts

Interprets a character's traits, emotions, or motivations and gives supporting evidence from a text.

LA.7.ELA7R1.1.c: English/Language Arts

Relates a literary work to information about its setting or historical moment.

LA.7.ELA7R1.1.d: English/Language Arts

Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.

LA.7.ELA7R1.1.e: English/Language Arts

Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).

LA.7.ELA7R1.1.f: English/Language Arts

Analyzes characterization (dynamic and static) in prose and plays as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

LA.7.ELA7R1.1.g.i: English/Language Arts

Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)

LA.7.ELA7R1.1.g.ii: English/Language Arts

Figurative language (e.g., simile, metaphor, personification, and hyperbole)

LA.7.ELA7R1.1.g.iii: English/Language Arts

Graphics (e.g., capital letters, line length, word position).

LA.7.ELA7R1.1.h: English/Language Arts

Identifies and analyzes how an author's use of words creates tone and mood, giving supporting evidence from text.

LA.7.ELA7R1.1.i: English/Language Arts

Identifies and analyzes similarities and differences in traditional literature from different cultures.

LA.7.ELA7R1.2.a: English/Language Arts

Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

LA.7.ELA7R1.2.b: English/Language Arts

Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

LA.7.ELA7R1.2.c: English/Language Arts

Applies knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions).

LA.7.ELA7R1.2.d: English/Language Arts

Recognizes and traces the development of the author's argument for and against an issue.

LA.7.ELA7R1.2.e: English/Language Arts

Identifies evidence used to support an argument.

LA.7.ELA7R1.2.f: English/Language Arts

Understands and explains the use of a simple device by following technical directions.

LA.7.ELA7R2.a: English/Language Arts

Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.).

LA.7.ELA7R2.b: English/Language Arts

Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words.

LA.7.ELA7R2.c: English/Language Arts

Identifies and explains idioms and analogies in prose and poetry.

LA.7.ELA7R2.d: English/Language Arts

Determines word meanings through the use of definition, example, restatement, or contrast.

LA.7.ELA7R3.a: English/Language Arts

Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

LA.7.ELA7R3.b: English/Language Arts

Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

LA.7.ELA7R3.c: English/Language Arts

Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

LA.8.1.D.3.a.1: Language Arts

Above grade-level words used in context

LA.8.1.D.3.a.2: Language Arts

Words with multiple meanings

LA.8.1.E.4.a.1: Language Arts

Of the text or a portion of the text

LA.8.1.E.4.b.1: Language Arts

In the text or a portion of the text

LA.8.1.E.4.c.1: Language Arts

From the text or a portion of the text

LA.8.1.E.4.d.1: Language Arts

The development, topics, or ideas that might logically be included if the text were extended

LA.8.1.E.4.e.1: Language Arts

The text or a portion of the text

LA.8.1.E.4.f.1: Language Arts

Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text or a portion of the text

LA.8.2.A.1.a.1: Language Arts

Grade-appropriate primary and secondary texts

LA.8.2.A.1.b.1: Language Arts

Grade-appropriate workplace and real-world documents

LA.8.2.A.2.a.1: Language Arts

In the text or a portion of the text

LA.8.2.A.2.b.1: Language Arts

In the text or a portion of the text

LA.8.2.A.2.c.1: Language Arts

In the text or a portion of the text

LA.8.2.A.2.d.1: Language Arts

In the text or a portion of the text

LA.8.2.A.2.e.1: Language Arts

In the text or a portion of the text

LA.8.2.A.2.f.1: Language Arts

In the text or a portion of the text

LA.8.2.A.3.analysis.1: Language Arts

In the text or a portion of the text

LA.8.2.A.3.b.1: Language Arts

In the text or a portion of the text

LA.8.2.A.3.c.1: Language Arts

Portions of text that illustrate a shift in organizational pattern

LA.8.2.A.4.a.1: Language Arts

Purpose of the author or the text or a portion of the text

LA.8.2.A.4.a.2: Language Arts

Connections between the text and the intended audience

LA.8.2.A.4.b.1: Language Arts

In the text or a portion of the text

LA.8.2.A.4.c.1: Language Arts

In the text or a portion of the text

LA.8.2.A.4.d.1: Language Arts

The text or a portion of the text

LA.8.2.A.4.e.1: Language Arts

In the text or a portion of the text

LA.8.2.A.4.f.1: Language Arts

In the text or a portion of the text

LA.8.2.A.4.f.2: Language Arts

Relationships between and among ideas in one text or across multiple texts

LA.8.2.A.4.g.1: Language Arts

From one text or a portion of the text or across multiple texts

LA.8.2.A.4.h.1: Language Arts

Application of the text for personal use or content-specific use

LA.8.2.A.4.h.2: Language Arts

Issues and ideas within a text or across texts that may have implications for readers or contemporary society

LA.8.2.A.4.i.1: Language Arts

Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text

LA.8.2.A.5.a.1: Language Arts

Significant words and phrases(e.g., figurative language, idioms, colloquialisms, etc.) in the text or a portion of the text

LA.8.2.A.5.a.2: Language Arts

Connotations of grade-appropriate words in context

LA.8.2.A.5.a.3: Language Arts

Denotations of above-grade-level words in context

LA.8.2.A.5.a.4: Language Arts

Discernible styles, such as persuasive, informal, formal, etc.

LA.8.2.A.5.b.1: Language Arts

In the text or a portion of the text

LA.8.2.A.5.c.1: Language Arts

In the text or a portion of the text

LA.8.2.A.5.d.1: Language Arts

In the text or a portion of the text

LA.8.2.A.6.a.1: Language Arts

Connections between the content of the text and the purpose for reading

LA.8.2.A.6.b.1: Language Arts

Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text

LA.8.2.A.6.b.2: Language Arts

Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text

LA.8.2.A.6.c.1: Language Arts

Connections between the credentials of the author and the information in the text

LA.8.2.A.6.c.2: Language Arts

Currency of the information in the text

LA.8.2.A.6.c.3: Language Arts

Verification of information included in the text

LA.8.2.A.6.d.1: Language Arts

Evidence of opposing points of view

LA.8.2.A.6.e.1: Language Arts

Information that would enhance or clarify the reader's understanding of an idea in the text or a portion of text

LA.8.2.A.6.f.1: Language Arts

Significant words and phrases that have an emotional appeal

LA.8.2.A.6.g.1: Language Arts

Stylistic elements, (e.g., formal versus informal language, varied sentence structure, or the use of non-sentences)

LA.8.3.A.2.a.1: Language Arts

In the text or a portion of the text

LA.8.3.A.3.a.1: Language Arts

Grade-appropriate narrative texts

LA.8.3.A.3.b.1: Language Arts

Exposition, rising action, climax, and resolution

LA.8.3.A.3.c.1: Language Arts

Details the create the setting and/or mood in the text or a portion of the text

LA.8.3.A.3.c.2: Language Arts

Connections among the characters, the setting, and the mood in the text or a portion of the text

LA.8.3.A.3.c.3: Language Arts

Connections between setting and theme

LA.8.3.A.3.d.1: Language Arts

Character's traits based on what character says, does, and thinks and what other characters or the narrator says

LA.8.3.A.3.d.2: Language Arts

Character's motivations

LA.8.3.A.3.d.3: Language Arts

Character's personal growth and development

LA.8.3.A.3.e.1: Language Arts

In the text or a portion of the text or across multiple texts

LA.8.3.A.3.f.1: Language Arts

In the text or a portion of the text or across multiple texts

LA.8.3.A.3.g.1: Language Arts

In the text or a portion of the text

LA.8.3.A.3.h.1: Language Arts

Flashback

LA.8.3.A.3.h.2: Language Arts

Foreshadowing

LA.8.3.A.3.i.1: Language Arts

Connections between point of view and meaning

LA.8.3.A.3.i.2: Language Arts

Conclusions about the narrator based on his/ her thoughts and/or observations

LA.8.3.A.3.j.1: Language Arts

Connections among narrative elements and meaning

LA.8.3.A.4.b.1: Language Arts

Literal versus figurative meaning

LA.8.3.A.4.c.1: Language Arts

Rhyme, rhyme scheme

LA.8.3.A.4.c.2: Language Arts

Alliteration and other repetition

LA.8.3.A.4.c.3: Language Arts

Onomatopoeia

LA.8.3.A.4.d.1: Language Arts

Elements of grade-appropriate lyric and narrative poems that contribute to meaning

LA.8.3.A.5.b.1: Language Arts

Literal versus interpretive meaning

LA.8.3.A.5.c.1: Language Arts

In the text or a portion of the text

LA.8.3.A.6.a.1: Language Arts

Of the text or a portion of the text

LA.8.3.A.6.a.2: Language Arts

Experiences, emotions, issues, and ideas in a text that give rise to universal themes

LA.8.3.A.6.b.1: Language Arts

Experiences, emotions, issues, and ideas across texts that give rise to universal themes

LA.8.3.A.6.c.1: Language Arts

The text or a portion of the text

LA.8.3.A.6.d.1: Language Arts

Connections between personal experiences and the theme or main ideas

LA.8.3.A.6.e.1: Language Arts

Ideas and issues of a text that may have implications for the reader

LA.8.3.A.7.a.1: Language Arts

Significant words (e.g., idioms, colloquialisms, etc.) with a specific effect on meaning

LA.8.3.A.7.a.2: Language Arts

Denotations of above-grade-level words used in context

LA.8.3.A.7.a.3: Language Arts

Connotations of grade-appropriate words and phrases in context

LA.8.3.A.7.b.1: Language Arts

In the text or a portion of the text

LA.8.3.A.7.c.1: Language Arts

Connections between tone and other narrative elements

LA.8.3.A.7.d.1: Language Arts

In the text or a portion of the text

LA.8.3.A.7.e.1: Language Arts

Specific words and phrases that create sensory images or contribute to style in the text or a portion of the text

LA.8.3.A.7.f.1: Language Arts

Common elements of style such as repetition, hyperbole, and rhetorical questions

LA.8.3.A.8.a.1: Language Arts

In the text or a portion of the text

LA.8.3.A.8.b.1: Language Arts

Questions and predictions about events, situations, and conflicts that might occur if the text were extended

LA.8.3.A.8.c.1: Language Arts

Implications of the historical or social context on a literary text

LA.8.3.A.8.d.1: Language Arts

In the text or a portion of the text

WRI.7.1.1.1.a: Writing

Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms list, then creates graphic organizer - electronically or handwritten).

WRI.7.1.1.1.b: Writing

Maintains a log or journal to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

WRI.7.1.1.1.c: Writing

Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).

WRI.7.1.1.1.d: Writing

Gathers and paraphrases information from a variety of resources (e.g., interviews, multimedia, periodicals) and chooses an organizer to analyze, synthesize, and/or evaluate information to plan writing.

WRI.7.1.1.1.e: Writing

Explains purpose and selects effective form at prewriting stage.

WRI.7.1.2.1.a: Writing

Refers to prewriting plan.

WRI.7.1.2.1.b: Writing

Drafts according to audience, purpose, and time.

WRI.7.1.2.1.c: Writing

Drafts by hand and/or electronically.

WRI.7.1.2.1.d: Writing

Rereads text and decides to continue draft or to start a new draft.

WRI.7.1.3.1.a: Writing

Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

WRI.7.1.3.1.b: Writing

Rereads work several times and has a different focus for each reading (e.g., first reading - changing words to improve clarity; second reading - substituting more effective persuasive language; third reading - adding specific examples to support claim).

WRI.7.1.3.1.c: Writing

Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).

WRI.7.1.3.1.d: Writing

Records feedback using writing group procedure (e.g., partner reads writer's work aloud, and writer notes possible revision).

WRI.7.1.3.1.e: Writing

Evaluates feedback and justifies the choice to use feedback (e.g., "I chose to change the word things because my group said it was confusing.").

WRI.7.1.3.1.f: Writing

Uses multiple resources regularly to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer).

WRI.7.1.4.1.a: Writing

Identifies and corrects errors in conventions.

WRI.7.1.4.1.b: Writing

Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, conventions checklist, adult, peer).

WRI.7.1.4.1.c: Writing

Proofreads final draft for errors.

WRI.7.1.5.1.a: Writing

Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, bulletin board, contest).

WRI.7.1.5.1.b: Writing

Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons).

WRI.7.1.5.1.c: Writing

Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sentences) for visual and dramatic presentations (e.g., readers' theater script).

WRI.7.1.5.1.d: Writing

Uses different available technologies to produce, design, and publish a finished product (e.g., word processor, photo software, presentation software, publishing software).

WRI.7.1.6.1.a: Writing

Revises at any stage of process.

WRI.7.1.6.1.b: Writing

Edits as needed at any stage.

WRI.7.1.6.2.a: Writing

Delegates parts of writing process to team members (e.g., one member may interview; another may collect information from other resources).

WRI.7.1.6.2.b: Writing

Collaborates on drafting, revising, and editing.

WRI.7.1.6.2.c: Writing

Collaborates on final layout and publishing/presenting (e.g., travel brochure).

WRI.7.1.6.3.a: Writing

Adjusts the number of drafts to compensate for time allotted (e.g., on-demand, in-class writing or multi-week projects).

WRI.7.1.6.3.b: Writing

Writes to meet a deadline.

WRI.7.1.6.3.c: Writing

Adapts amount of time spent on prewriting in response to on-demand prompt.

WRI.7.1.6.3.d: Writing

Creates a management timeline for written projects (e.g., portfolios, research papers, I-Search papers).

WRI.7.1.6.3.e: Writing

Increases time for prewriting, drafting, revising, and editing when working on longer written projects. (e.g., portfolios).
Curriki Rating
On a scale of 0 to 3
3
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of 2009-11-03.

Component Ratings:

Technical Completeness: 3
Content Accuracy: 3
Appropriate Pedagogy: 3

Reviewer Comments:

This thorough resource is a comprehensive 6 week course on writing personal narrative. Lessons include an introduction about writing, collecting, nurturing, drafting, editing, reviewing and finally publication and celebration. This unit has 6 weeks of lesson plans or “children.” Each lesson has 3 -4 parts which supplement the week’s worth of work. The student reads many personal narratives, is guided in quick writes, creates and uses a rubric, draws and learns how to use a memory map, etc. etc. The lessons are best practice in writing and immediately usable.
member-name
Susan Cassell

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