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9.2 Communicating My Ideas
9.2 Communicating My Ideas
9.2 Communicating My Ideas
2: Communicating My Ideas English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will gain a deeper understanding of the literary genres of personal narrative and memoir. They will read selections from the two genres and will examine the components of each in order to produce their own composition using the writing process. Students will evaluate various elements/components of literature such as authors purpose, point of view, and cause and effect as well as improve word choice and grammar, specifically past tense verbs. Transfer goal: Students will leave the class able to use their learning about personal and expressive narratives to better understand their own experiences and emotions and those of others.
Essential Questions:
In what ways does literature contribute to our understanding of the world? Why is it important for people and cultures to construct narratives about their experience? How do writers use reflection to make sense of prior experiences? 1
June 2012
Content Vocabulary
Other Evidence
Reading Log Students will read a memoir or personal narrative (examples listed below in Literature Connections) and record title and pages read on the reading log they started in the previous unit. (Some time can be allotted for silent reading in class, but reading should also be done outside of class.) o Students should write a short response to the daily reading in the logs as well. Past Tense Verbs Assessment (see Learning Activities) Informal assessment of students' understanding of When I Was Young in the Mountains during class discussions o Teacher will make anecdotal notes about students progress during the discussions Goldilocks sentence combining exercise (See Learning Activities) Story Map for self-chosen novel (see 2
June 2012
Write a Personal Narrative or Memoir1 After reading and discussing the components of many Personal Narratives and Memoirs, students will choose one of the two genres and compose an original composition using the writing process. Creating a Memoir o Create four columns at the top of a piece of paper and label them PEOPLE, PLACES, THINGS, and PETS. o Write examples of meaningful items under each category. For example: PEOPLE - MOM (who taught me to love shoes), my SISTER (who was aggravating as a child but is now my close friend), my COUSIN (who was my best friend growing up), etc. PLACES - SKATING RINK (where I skated as a child and my children skated as well); MOMMAS KITCHEN (where my sisters and I learned to cook and practiced dancing lessons); MY BACKYARD (where I spent so much free time); GRANDPARENTS HOUSE (in the summers I played with my cousins). THINGS - CLOGGING SHOES (I danced all around the state in them). PETS - PET DOG, Abby (that moved
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf
June 2012
Choose one and reflect on the importance of the relationship. Demonstrate the importance of the person, place, or thing by listing three or four events that will show the relationship between the writer and the person, place or thing. We played hide-and-seek with flashlights at night. I climbed the tree and spent hours sitting on a high branch. We made halos and fairy wands with sticks and grasses from the yard. I rode my bike around the neighborhood. o Use these sentences as topic sentences for the stories that will show how the relationship developed. (Suggestion: Write each individual event story on a different sheet of paper for easier editing and revising.) Arrange the event stories and create a lead that engages the reader and establishes the purpose for the piece. o Conclude with reflections into the past that show the importance and significance of the relationship. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Creating a Personal Narrative o List several emotions (fear, sadness, happiness, excitement, etc.) o Choose one emotion at a time and identify memorable events from personal life experiences. For example: SAD When my best friend moved to another state, I was sad. SCARED - The moment I realized that I was lost in the department June 2012 4
Happy
Angry
Write about one event from your emotion/experience list. o Establish a controlling idea and maintain focus by developing an introduction with dialogue, thoughts, or actions that will lead into the most insightful moment of the event. o Incorporate cause/effect statements, such as when I got lost in the store, it made me feel scared. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Assess composition using the rubric (see attachment 9.2: Performance Task Personal Narrative or Memoir Rubric).
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf
June 2012
June 2012
Proofreading Practice The teacher will explain to students that proofreading is a necessary task for all writers. Students will receive a rough draft which has mistakes in capitalization, punctuation and spelling. The teacher will explain that it is important to proofread and correct errors because errors are distracting to the reader and make it difficult for the reader to concentrate on the meaning of the text. The teacher will work with the class to proofread and correct the rough draft. The teacher should discuss important proofreading strategies and basic marks used by professional editors when they are proofreading a piece of writing. (Ex. caret means to insert, triple underline means to capitalize, etc.) Read aloud When I Was Young in the Mountains by Cynthia Rylant, pausing to ask questions and discuss the book. (Examples: Why would Grandfather be covered with black dust? Who can act out shivering and giggling for us? What do you remember most about meals when you were young? In the story, the snake was scary to the girl. Do you remember things that scared you when you were little?) Ask the students to share some experiences from when they were young. Write their responses on the board. (Examples: What is the earliest experience you remember from your childhood? Did you ever visit someone in a different town? What is the happiest memory you have from your younger years?) Review past tense verbs using the responses written on the board during When I Was Young in the Mountains read aloud. Ask students to identify the verbs in the sentences and underline them on the board. Discuss the tense and ask the students how they know they are past tense verbs. Use Think-Pair-Share to explore the past tense verbs in the story. Reread When I Was Young in the Mountains and ask the students to write down the past tense verbs they hear. Have the students share their lists with a partner, then bring the class back together and discuss the lists. Record the verbs on the board along with any clues that helped them recognize the tense (such as yesterday). Have the students complete a past tense verbs assessment (see attachment 9.2: Other Assessment Past Tense Verbs Assessment) to assess whether or not the students are ready to use the past tense in their own stories or still need more practice. (Provide further review after grading the assessments, if necessary.)
Source: http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literature-language911.html?tab=1#tabs
June 2012
Point of View
Sample Lessons
Source: http://homepage.mac.com/mseffie/assignments/fairy_tales/Assignments/goldilocks.html
June 2012
Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks Additional Resources
Syntactic Style: Combining sentences http://www.mce.k12tn.net/dogs/fern/sentences/lesson_11.htmm Point of View explanations http://www.learner.org/interactives/literature/read/pov2.htmml Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 10.4 My World
Literature Connections
Memoir Through My Eyes by Ruby Bridges The Moon and I by Betsy Byers The House on Mango Street by Sandra Cisneros My Mama Had a Dancing Heart by Libba Moore Gray Big Mama by Donald Crews My Grandmothers Hair by Cynthia Rylant When I Was Young in the Mountains by Cynthia Rylant My Rotten Red Headed Older Brother by Patricia Polacco Thundercake by Patricia Polacco Some Birthday by Patricia Polacco Wilfrid Gordon McDonald Partridge by Mem Fox Fireflies! by Julie Brinkloe Aunt Chip and the Great Triple Creek Dam Affair by Patricia Polacco Aunt Flossies Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard Baseball Saved Us by Ken Mochizuki The Bee Tree by Patricia Polacco But Ill Be back Again by Cynthia Rylant A Civil War Drummer Boy: Diary of William Bircher, 1861-1865 by William Bircher Fancy Nancy by Jane OConnor Oliver Button is a Sissy by Tomie DePaola The Freedom Writers Diary : How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them READ XL (Ninth grade) Textbook o Finding Your Place in the Crowd page 76 o Nonconformist by Angela Shelf Medearis page 81 o Warriors Dont Cry by Melba Patillo Beals page 190 o When the Doors Opened at Central High by Rodney L. Slater page 196 The True Story of the Three Little Pigs by A. Wolf 9
Personal Narrative
June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe