1. Launching with Personal Narrative Stories

The Common Core State Standards require Fifth grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write personal narrative stories that elaborate the tension or problem and focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate personal narrative mentors to discern how these texts tend to go and to gather possible story ideas from turning points within their life experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- second grade, as well as personal narrative writing in third grade and fourth grades. Additionally, students revisit qualities of good writing and craft to write personal narratives. They will select their best work to revise, edit, and publish.

Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid- unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second personal narrative piece as an independent writing project guided by previous sessions, anchor charts, conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process in order to name their strengths but also determine future goals.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers use mentor text to study personal narratives?
2. How do writers draw on everything they know to craft personal narratives?
3. How do writers use the writing process to publish personal narratives?
4. How do writers independently plan and publish personal narratives?

Concept I: Writers use mentor text

Concept II: Writers draw on everything they know to craft personal narratives.

Session 1 Writers generate story ideas by thinking of turning point moments

Session 2 Writers step into the character’s shoes to re-experience a story as it unfolds.

Session 3 Writers uncover details for their stories by rehearsing through acting.

Session 4 Writers keep the perspective of the narrator by looking through the eyes of the main character.

Session 5 Teacher Choice Lesson based on class needs.

Concept III: Writers use the writing process to publish personal narratives.

Session 6 Writers write fast to stay focused on the movie in their minds.

Session 7 Writers rewrite to revise with the question, ‘So what?’ in mind.

Session 8 Writers pause to assess their own growth and set new goals.

Session 9 Writers try plot storylines for their stories using story mountains.

Session 10 Writers rehearse for story writing by telling their story again and again.

Session 11 Writers tell their stories in order by using transition words and phrases.

Session 12 Writers elaborate the important parts of their stories to focus attention on those scenes.

Session 13 Writers craft leads that hook readers and connect to the story’s importance.

Session 14 Writers craft endings and connect to the story’s message.

Session 15 Writers revise by cross-checking for structure and basic elements of a text type.

Session 16 Writers reread their stories to see their stories through different lenses.

Session 17 Writers edit their stories by rereading their stories several times for different purposes.

Session 18 Writers get ready to share their published stories.

Session 19 Writers celebrate by sharing their personal narratives

Concept IV Writers independently plan and publish personal narratives.

Session 20 Writers monitor their writing process using a process journey checklist.

Session 21 Writers include the exact details that caused a thought or feeling.

Session 22 Writers revise by studying mentor’s craft to develop their own techniques.

Session 23 Teacher Choice Lesson based on class needs.

Session 24 Writers learn the purpose of varied punctuation marks by studying mentors.

Session 25 Writers survey their work to plan future goals.

Session 26 Unit Wrap-Up Session- Self-Reflection.