| | | | | | |
|
|
| |
| ... |
| How do writers reflect on their lives and share these moments in a memoir? |
| ... |
| |
| ... |
| Memoir is a genre that works to personally connect with students on an emotional level like no other writing can do – and fifth graders are at the perfect time in their lives to write one. Memoir invites students to reflect on life experiences and understand the significance behind each one, determining a theme for their lives or that experience. Memoirists are honest. They determine what is most important to tell about their lives, speaking to the world in a way that says: ‘This is me. This is who I am. This is what life is like for me.’ Fifth grade is a time when writing memoir is magical. Middle school is on the horizon and students are closing the chapter of their years in elementary school. Students are now able to see a world outside themselves and how they’re beginning to fit into this bigger picture of life. The word memoir comes from the French word: Memoire which means reminiscence or memory, hence the essence of this unit. Similar genres such as autobiographies account for the author’s entire life in a chronological order. Memoir, on the other hand, contains a mere ‘slice of life’ – a certain time period, a special relationship, and almost always a particular theme or angle on life (Bomer, Katherine. 2005). A memoir is also reflective and retrospective actually, because the writer stands in one place and time and looks back from that vantage point to make meaning. This unit aims to create an environment which opens students’ eyes to self-reflection and how their lives and experiences define them as people. Students will discover the power of language and how memoir comes from the heart, building on their previous work from writing poetry and narratives in grades K-4. In this unit, however, students will be lifting the level of their work with goals to write in a more advanced structure of prose while becoming more symbolic and interpretive. Regarding CCSS alignment, this unit aims to meet the following standards: R.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. R.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. R.5.5: Determine how a narrator’s or speaker’s point of view influences how events are described. W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources. W.5.10: Write routinely over extended time frames and shorter time frames for a range or disciple-specific tasks, purposes, and audiences. This unit focuses on the following concepts: - immersing students in mentor text to study the purpose, structure and characteristics of memoir
- generating reflective notebook entries as seed ideas
- drafting and studying craft tools of memoir for elaboration and development
- re-reading and revising memoir using a toolbox of strategies related to memoir writing
- preparing to publish memoir through further revision and editing
The unit culminates with students engaging in a celebration activity to acknowledge completion of their hard work and growth as memoirists. |
| ... |
| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3d. Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Range of Writing
10. 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 tasks, purposes, and audiences. W.5.10. 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. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| ... |
| - How do writers study mentor memoirs and generate notebook entries as memoirists do?
- How do writers move out of their notebooks to write a first draft?
- How do writers craft a second memoir and revise for depth?
- How do writers edit their memoirs and prepare for publishing?
| draft focused memoirs implementing the writing process understanding author's craft using rehearsal strategies utilizing the qualities of good writing working with a partner |
| ... |
| General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8by Lucy Calkins as an assessment resource.Writing Pathwayswas designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned withWriting Pathways’learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). | Drafting Editing Elaborating Generating Publishing Rehearsing Rereading Revising Self-assessing |
| ... |
| Concept I: Writers study mentor memoirs and generate notebook entries as memoirists do. Session 1 Writers study mentor memoirs to gain an understanding of how memoirs tend to go and gather ideas for their own work. Session 2 Writers sketch neighborhood maps to discover where important stories are rooted. Session 3 Writers use photographs and storytelling to mine their hearts for memoir ideas. Session 4 Writers create heart maps to help identify their most valuable memoir topics. Session 5 Writers determine life themes within their notebook entries. Concept II: Writers move out of their notebooks to write a first draft. Session 6 Writers choose and develop a seed idea for their memoirs. Session 7 Writers plan a time frame for their memoirs and begin drafting. Session 8 Writers add internal feelings with precise details. Session 9 Writers assess their memoirs and set goals to make them more effective. Session 10 Writers make sure their memoirs have a purpose that matters to them. Concept III: Writers craft a second memoir and revise for depth. Session 11 Writers draft a second memoir considering all they’ve learned. Session 12 Writers elaborate with action and dialogue. Session 13 Writers use figurative language and symbols to build the theme of their memoirs. Session 14 Writers begin and end their memoirs strongly. Session 15 Writers vary their sentences for meaningful pace and tone. Session 16 Teacher choice lesson based on student needs. Concept IV: Writers edit their memoirs and prepare for publishing. Session 17 Writers choose their favorite memoir to edit and prepare for publishing. Session 18 Writers prepare to celebrate their memoirs. Session 19 Memoir Celebration! Session 20 Unit Wrap Up Session – Student reflection, goal setting, and cleaning-out folders | Professional Resources - Anderson, Jeff (2005). Mechanically Inclined: Building grammar, usage, and style into writer’s workshop. Portland, ME: Stenhouse Publishers.
- Atwell, Nancie. (2002). Lessons That Change Writers. Portsmouth, NH: Firsthand.
- Bomer, Katherine (2005). Writing a Life: Teaching Memoir to Sharpen Insight, Shape Meaning, and Triumph Over Tests. Portsmouth, NH: Heinemann.
- Calkins, Lucy. (2015). Writing Pathways: Performance Assessments and Learning Progressions. Portsmouth, NH: Heinemann.
- Calkins, Lucy & Chiarella, Mary. (2006). Memoir: The Art of Writing Well. Portsmouth, NH: Heinemann
- Calkins, Lucy & Marron, Alexandra. (2013). Shaping Texts: From Essay and Narrative to Memoir. Portsmouth, NH: Heinemann.
- Davis, Judy & Hill, Sharon. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, Solutions. Portsmouth, NH: Heinemann.
- Flnn, Perdlta. (1999). Teaching Memoir Writing: 20 Easy Mini-Lessons & Thought Provoking Activities That Inspire Kids to Reflect on and Write About Their Lives. Scholastic Professional Books.
- Fletcher, Ralph. (2007). How to Write Your Life Story. New York, NY: Scholastic.
- Fletcher, Ralph & Portalupi, Joann. (2007). Craft Lessons: Teaching Writing K-8. Second Edition. Portland, ME: Stenhouse.
- Heard, Georgia. (1999). Awakening the Heart: Exploring Poetry in Elementary and Middle School. Portsmouth, NH: Heinemann.
- Heard, Georgia. (2016). Heart Maps: Helping Students Create and Craft Authentic Writing. Portsmouth, NH: Heinemann.
- Heard, Georgia. (2013). Poetry Lessons to Meet the Common Core State Standards: Exemplar Poems with Engaging Lessons and Response Activities That Help Students Read, Understand, and Appreciate Poetry. New York, NY: Scholastic.
- Lattimer, Heather. (2003). Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12. Portland, ME: Stenhouse.
- Ray, Katie Wood. (1999). Wondrous Words: Writers and Writing in the Elementary Classroom. Urbana, IL: NCTE
|
| ... |
|
