Fifth Grade: Memoir Writing
Fifth and Sixth Grade Writing Rubric:
3-8.ela.common.core.writing.rubric.pdf | |
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Please note: the following documents and lessons were taken from the writings and work of Lucy Calkins and the Columbia University Teachers College Reading and Writing Project.
Common Core State Standards Aligning with the Memoir Unit:
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
Writing Standards:
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Reading Standards:
Speaking and Listening Standards:
b. Follow agreed-upon rules for discussions and carry out assigned roles. c.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
Language Standards:
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Generating Ideas about Our Lives and Finding Depth in the Moments we Choose
Common Core State Standards Aligning with the Memoir Unit:
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
Writing Standards:
- W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
- 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.)
- 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 38.)
- 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.
Reading Standards:
- RL.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.
- RL.5.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics.
- RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 4-5 text complexity band independently and proficiently.
Speaking and Listening Standards:
- SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles. c.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
- SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Language Standards:
- L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
- L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
- L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Generating Ideas about Our Lives and Finding Depth in the Moments we Choose
Homework due Thursday, and Friday, June 2, and 3, 2016:
Classwork, Wednesday, Thursday, June 1, and 2, 2016:
Session 1: What Makes a Memoir?
"What kind of a person am I?"
"What is one of the big things I want to say about the whole of my life?"
"What do I want to say, and how can I best say it?"
Generating Memories:
Generating Memories Handout:
Classwork, Wednesday, Thursday, June 1, and 2, 2016:
Session 1: What Makes a Memoir?
- MEMOIR. What words do we think about when we see and hear the word "memoir"?
- memory, memorial, remember, memorable
- Students will discuss the qualities and specific elements of a memoir.
- Students will reflect on the questions that will help them write a memoir that says, "This is who I am."
"What kind of a person am I?"
"What is one of the big things I want to say about the whole of my life?"
"What do I want to say, and how can I best say it?"
- Generating Memories Handout: Students will brainstorm several lists of observations and short stories that they will include in their memoir. Students will complete the handout as they complete their lists.
- Students will pick at least three of their short stories of their memories and draw a picture or diagram that depicts the story.
- The handout of the lists and three pictures are due on Friday.
Generating Memories:
- Students will reflect on the questions that will help them write a memoir that says, "This is who I am."
- Students will brainstorm and create a list of memories that can be written as short stories.
- STUDENTS ARE NOT TO WRITE THE STORIES TODAY…THEYARE JUST CREATING A LIST OF IDEAS OF STORIES THAT THEY MAY WANT TO WRITE.
- Students will choose several stories from their lists and create a diagram or picture filled with tiny details of the memory or story.
- All of this work should be completed in the student’s notebook.
- What matters most to me?
- Create a list of at least three things that matter to me most.
- And then write suggestions for stories that relate to these topics.
- What kind of a person am I?
- Create a list of at least three things that describe what kind of person I am.
- And then write suggestions for stories that relate to these topics.
- What are some challenges that I have faced in my life?
- Create a list of at least three challenges that I have faced in my life.
- And then write suggestions for stories that relate to these topics.
- What are some “firsts” that were memorable to me? First time fishing
- First time hunting
- First time swimming
- First time in the snow
- First time at school
- Create a list of at least three “firsts” that were memorable to me.
- And then write suggestions for stories that relate to these topics.
- What are some places that are important in my life?
- Create a list of at least three places that are important in my life.
- And then write suggestions for stories that relate to these topics.
- Who are some people that are important in my life?
- Create a list of at least three people that are important in my life.
- And then write suggestions for stories that relate to these topics.
- What are some goals that are important in my life?
- Create a list of at least three goals that are important in my life.
- And then write suggestions for stories that relate to these topics.
- What are some values that are important in my life?
- Create a list of at least three values that are important in my life.
- And then write suggestions for stories that relate to these topics.
Generating Memories Handout:
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Homework due Monday, June 7, 2016: None.
Classwork, Friday, June 4, 2016:
Session 1: What Makes a Memoir?
"What kind of a person am I?"
"What is one of the big things I want to say about the whole of my life?"
"What do I want to say, and how can I best say it?"
Classwork, Friday, June 4, 2016:
Session 1: What Makes a Memoir?
- Students will study the qualities and specific elements of a memoir.
- Students will reflect on the questions that will help them write a piece that says, "This is who I am."
"What kind of a person am I?"
"What is one of the big things I want to say about the whole of my life?"
"What do I want to say, and how can I best say it?"
- Students will listen as the Sandra Cisneros reads "Eleven." http://vimeo.com/9245804 Sandra Cisneros, Reading, 8 Oct. 1996 from Lannan Foundation
- "Eleven," by Sandra Cisneros. https://docs.google.com/document/d/1MeKLK-DrL680E2cJ_W6iSNSYSlpVDvIeYSg15OHRqoA/edit?hl=en_US&pli=1
- "Eleven," by Sandra Cisneros. http://my.ccsd.net/userdocs/documents/qP2lEuWcYaAQAtMW.pdf
- As a class, discuss and analyze the text. Notice how Cisneros includes storytelling (narrative writing) and ideas and opinions.
- What can we infer about Cisneros's feelings? How does she convey her feelings?
- Students will begin generating a list of elements of memoir that can be found in "Eleven."
Homework due Tuesday, June 8, 2016: None.
Classwork, Monday, June 7, 2016:
Classwork, Monday, June 7, 2016:
- What is the theme in "Eleven"?
- Begin looking at and reading "Quietly Struggling" written by Kelly Boland Hohne.
- In partners, discuss how this memoir goes. How is it like and unlike "Eleven"?
- Listen to several examples from Bill Harley's memoir.
- What are some themes that are found in Bill's memoir?
- As a class, compile a list of themes that are found in memoir writing.
- As a class, compile a list of elements that make up memoir writing.
"Quietly Struggling," by Kelly Boland Hohne.
quietly_struggling.pdf | |
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Homework due Wednesday, June 9, 2016: 1) Compile your personal "life themes list." Choose one theme. 2) Make a list of small moments stories that are examples of the theme you have chosen.
Classwork, Tuesday, June 8, 2016:
Interpreting the Comings and Goings of Life:
Classwork, Tuesday, June 8, 2016:
Interpreting the Comings and Goings of Life:
- Students will contemplate the question, "What are the topics and territories that I revisit often in my writing and my thinking?" Take some time to compile a list.
- Students will listen to an example of a memoir by Patricia McLaughlin, What you Know First.
- Students will think about what themes or deep meanings or issues they wish to convey in their memoir.
- Choose one big theme of your life.
- Write the big theme on the top of your notebook page.
- Think: What small moments from my life fit in with this big theme or issue? Add to a list under the big theme heading.
- 1) Compile your personal "life themes list." Choose one theme.
- 2) Make a list of small moments stories that are examples of the theme you have chosen.
Homework due Thursday, June 9, 2016: None.
Classwork, Wednesday, June 8, 2016:
Homework due Friday, June 10, 2016: Memoir Narrative.
Classwork, Thursday, June 9, 2016:
Homework due Friday, , 2016: Memoir Narrative. Work on revisions to your first part of the memoir. The second story should be added to the memoir. This is for a grade.
Classwork, Thursday, , 2016:
Classwork, Wednesday, June 8, 2016:
- Students will review the list of themes that they wrote on Friday.
- Choose one of the themes on your list.
- Students will write an introduction to the memoir about the big theme that has been chosen. Write this part of your memoir in your notebook.
- As a class, we will review the list of the elements of memoir.
- As a class, we will review the rubric.
- As a class, we will read several more examples of memoir.
- We will analyze the texts and compare and contrast the elements of memoir found in the texts.
- Texts will include:
- When I was Young in the Mountains, by Cynthia Rylant
- The Relatives Came, by Cynthia Rylant
- The Art Lesson, by Tomie dePaola
- As a class and in small groups we will analyze the individual memoirs that have been written for homework.
Homework due Friday, June 10, 2016: Memoir Narrative.
Classwork, Thursday, June 9, 2016:
- Choose one of the small moments on your list.
- Students will continue to write their first entry for their memoir.
- Students will write an essay about the big theme using a small moment story as your example of the theme. Write this part of your memoir in your notebook.
- What We Notice about Memoir
-The writer has an idea to share and might begin by explaining this idea to the reader (the way an essayist would explain a claim).
-The writer might use a personal narrative to SHOW how his or her idea is true.
-Some memoirs might look more like stories, with patches of idea-based writing around a big story (like "Eleven"). Other memoirs look more like essays, with a lot of ideas and just a few, small stories (like "Quietly Struggling").
- This is for a grade.
Homework due Friday, , 2016: Memoir Narrative. Work on revisions to your first part of the memoir. The second story should be added to the memoir. This is for a grade.
Classwork, Thursday, , 2016:
- Reflecting on your big theme, write a second entry of another small moment that is an example of your theme.
- Be sure to keep in mind the advice that was given yesterday.
What We Notice about Memoir
-The writer has an idea to share and might begin by explaining this idea to the reader (the way an essayist would explain a claim).
-The writer might use a personal narrative to SHOW how his or her idea is true.
-Some memoirs might look more like stories, with patches of idea-based writing around a big story (like "Eleven"). Other memoirs look more like essays, with a lot of ideas and just a few, small stories (like "Quietly Struggling").
-The writer has an idea to share and might begin by explaining this idea to the reader (the way an essayist would explain a claim).
-The writer might use a personal narrative to SHOW how his or her idea is true.
-Some memoirs might look more like stories, with patches of idea-based writing around a big story (like "Eleven"). Other memoirs look more like essays, with a lot of ideas and just a few, small stories (like "Quietly Struggling").
Homework due Monday, ,2016: The second part of the memoir is due. Write at least a page and a half in the social studies notebook. This is for a grade.
Classwork, Friday, , 2016:
Classwork, Friday, , 2016:
- Students will listen as the story The Relatives Came and notice the writer's craft of this memoir.
- Students will begin writing the second part of their memoir.
Homework due Tuesday, ,2016: None.
Classwork, Monday, ,2016:
Classwork, Monday, ,2016:
- As a class we will go over the "Strategies for Writing with Depth" handout.
- Students will read their stories with their partners.
- Referring to the "Strategies for Writing with Depth" handout, each individual will write down one area or aspect of their writing that is in need of improvement.
- Students will listen to the memoir Thank you, Mr. Falker.
- Students will begin revising the work that they have written thus far.
- Strategies for Writing with Depth:
- Try to understand what is so important about your topic. Ask:
- What are the reasons I keep writing about this topic.
- I've written what's obvious about this; what else can I write?
- What do I want to show about myself?
- What does this say about me?
strategies_for_writing_with_depth.docx | |
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Homework due Wednesday, ,2016: The third part of the memoir is due. Write at least a page and a half in the social studies notebook. This is for a grade.
Classwork, Tuesday, ,2016:
Classwork, Tuesday, ,2016:
- Students will begin writing the third part of the memoir. Write at least a page and a half in the social studies notebook.
- This is for a grade.
Homework Due Tuesday, , 2016: NONE. Enjoy your weekend!
Classwork day, May , 2016:
Classwork day, May , 2016:
- Students will
Homework due day, ,2016:
Classwork, sday, May ,2016:
Classwork, sday, May ,2016:
Homework due day, ,2016:
Classwork, sday, ,2016:
Classwork, sday, ,2016: