Tag Archive for childhood narrative

Cultural Identity 4: I Remember

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive. You will all create your own google docs folder that you will share with me. Please name your folder as following: firstname_lastname_blocknumber. Mine would be Hannah_Vernex-Loset_3rd.

Work Session (55 minutes)
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session (10 minutes)
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Also, Vocab words!! You’ll have a quiz on Friday! Look these up tonight and tomorrow we will go over the definitions.

  1. Indignity
  2. Reproach
  3. Listlessly
  4. Bellows
  5. Mesmerizing
  6. Trills
  7. Arpeggio
  8. Reverie
  9. Fiasco
  10. Nonchalantly

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

World Lit: Cultural Identity 5 – Narrative

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up Microsoft Word. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much).

Work Session
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance 🙂

Closing Session
To close the day, I want to come back together as a group and tell you how to upload your essay! You will need to save your essay with YOUR NAME in the filename, then navigate to the class Google Drive and upload your essay to the correct folder. It’s not hard, but it’s important that you do it right so I can grade your writing!

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

World Lit: Author’s Stylebook: Description

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can identify and evaluate the author’s use of sensory details and figurative language.

Opening Session: I want to read a personal narrative I wrote when I was in college 🙂

Work Session: Flip in your Springboards to page 138 and look at the story “If You Are What You Eat, Then What Am I?”. Today we will be reading this short essay and considering sensory details in our own writing, so you can also get out the childhood narrative we’ve been working on for the past couple days 🙂

I’ll take a volunteer to read the essay aloud (just one, it’s short) and then I want you guys to do the sensory detail chart on page 140. We will go over it together. Next, I want you to take about fifteen minutes with your childhood narrative and add in some of these sensory details. Consider smells, textures, and figurative language to make your writing come alive, such as the description of tuna as “pink and shiny, like an internal organ.” Consider adding to your narrative to make it connect to a larger story, like how the author uses tuna to demonstrate how little both he and his mother understand about the world.

Finally, I want you to make your own sensory detail chart, and fill it out for your own story.

Closing Session: Anyone got a sensory detail they’re particularly proud of? Share out!

Assessment: Informal (book check)

Differentiation: Process (scaffolding)

World Lit: Author’s Storybook: Pacing

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can analyze the narrative technique writers use to create a sense of pacing in a narrative and apply pacing to my own writing.

Opening Session: Grab the narrative you wrote yesterday- you’re going to use it again today! Take ten minutes to read over it and remember what you wrote 🙂

Work Session: Today we’re going to read a story called “Pick One” by David Matthews and consider the issue of pacing in writing. You know how some TV shows or movies are really fast-paced, and others seem to drag? It’s the same in writing. The series I’ve been reading during Independent Reading time, The Demon Cycle, is generally lauded for being really fast-paced and action packed. By contrast, another favorite book of mine, The Name of the Wind, is very slow-paced. I can read you example passages of each that demonstrate this 🙂 As we read our short story today, listen for shifts in the pacing and how the author achieved that.

After we read, go back to the narrative you wrote yesterday. How did you pace your writing? Fast, slow, or otherwise? Did you do it intentionally?

Consider what we’ve read today, then let’s do the Sentence Variety box on page 132, and then look to page 134, and use your own writing to find different types of sentences. You can work with your story to include a variety of sentence structures, which will make your writing stronger.

Closing Session: VOCAB QUIZ!!!

Assessment: Informal – book check, vocab quiz

Differentiation: Process (scaffolding), Product (varied lengths)

 

World Lit: Author’s Stylebook: Dialogue, Continued

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target:  I can write a narrative using direct and indirect dialogue.

Opening Session: Sub attendance, get your books!

Work Session: Today you guys are going to continue the activity we started yesterday, learning about dialogue. Your assignment today is to flip to page 128 in your book and complete the narrative writing prompt. Your narrative can be about any memorable experience from your childhood, but it must include dialogue!! I don’t usually like to write dialogue much, so this assignment would be a big challenge for me!

Your assignment is due at the end of class; turn it in to the sub!

Closing Session: Thank the sub and pick up the room, please! Don’t forget to study for vocab tomorrow!

Assessment: Informal (narratives checked for completion/effort)

Differentiation: Product (varied lengths)