Subject: 6th Grade ELA - DOC by CA7OTJ


									 Subject: 6th Grade ELA
 Unit 1 Lesson #5       Narrative Writing Process Paper

Key Questions:                       What information should you include in your narrative?
                                     How would you organize your draft? What is the appropriate organizational
                                      strategy for a personal narrative?

TEKS:               (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
                    revising, editing, and publishing) to compose text. Students are expected to:

                    (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to
                    an audience, determining appropriate topics through a range of strategies (e.g., discussion,
                    background reading, personal interests, interviews), and developing a thesis or controlling

                    (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of
                    events, cause-effect, compare-contrast) and building on ideas to create a focused, organized,
                    and coherent piece of writing;

                    (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences,
                    and improve transitions by adding, deleting, combining, and rearranging sentences or larger
                    units of text after rethinking how well questions of purpose, audience, and genre have been

                    (D) edit drafts for grammar, mechanics, and spelling; and

                    (E) revise final draft in response to feedback from peers and teacher and publish written work
                    for appropriate audiences.

                    (16) Writing: Students write about their own experiences. Students are expected to write a
                    personal narrative that has a clearly defined focus and communicates the importance of or
                    reasons for actions and/or consequences.
ELPS:               1.(C). Use strategic learning techniques such as concept mapping, drawing, memorizing,
                    comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
                    1(E). internalize new, basic, and academic language by using and reusing it in meaningful ways
                    in speaking and writing activities that build concept and language attainment.
                    3(E). share in cooperative learning interactions.
                    3(G). express opinions, ideas, and feelings ranging from communicating single words and short
                    phrases to participating in extended discussions on a variety of social and grade-appropriate
                    academic topics.
                    5(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting
                    words to combine phrases, clauses, and sentences in increasingly accurate ways as more
                    English is acquired.
                    5(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun
                    agreement, and appropriate verb tenses commensurate with grade-level expectations as more
                    English is acquired.
                    4(F) use visual and contextual support and support from peers and teachers to read grade-
                    appropriate content-area text, to enhance and confirm understanding, to develop vocabulary,
                    to grasp language structures, and to tap background knowledge needed to comprehend
                    increasingly challenging language.
                    5(G) narrate, describe, and explain with increasing specificity and detail to fulfill content-area
                    writing needs as more English is acquired.
Concepts / Skills   Writing a personal narrative.
to be taught:       Revising for Dialogue and Figurative language
                 Editing conventions

Vocabulary:      Narrative

Literature /     Narrative Process & Resources
Resources:       Personal Narrative elf-Assessment
                 Sensory Detail Lesson
                 Narrative Writing Process PowerPoint
                 STAAR – Personal Narrative Rubric

Considerations   ELL (Beginning/Intermediate/SpEd)
for Struggling        Allow them to do the story board to draw the events for the generation of ideas.
                 Special Education/Co-Teach
                     Co/Teaching Parallel Teaching – Special Education Teacher could work with struggling
                     writers in a small group insuring students have structure and support.
                     Pre-Write – Guide students using organizers to brainstorm, select, and generate ideas and
                     Personal Narrative Organizer – Reduce to 3 boxes
                     Leads – Have students write 3 different types of leads and then pick their best.
                     Praise/Question/Polish – This is a very effective tool for struggling students. Have students
                     read their own papers aloud to teacher and/or a peer.

                 Prompt: Write a personal narrative about an interesting
                 experience that changed your life.
                 Day 1. Topic Selection and Pre-Writing
                 Brainstorm ideas using the HSC graphic organizer. Students should create a foldable.
                           HOME                         SCHOOL                   COMMUNITY

                 Think/Pair/Share Activity Pick 2 from the list and share your stories with your partner.
                 Partner 1 – Shares stories (4 minutes) Partner 2 listens.
                 Partner 2 – Responds to Partner 1 stories (2 minutes)
                 Partner 1 - Selects the most interesting story to write about. The story that the student speaks
                 more freely about, is the one that the student should select to write about. (1 minute)

                 Partner 2 – Shares stories ( 4 minutes) Partner 1 listens.
                 Partner 1 – Responds to Partner 2 stories (2 minutes)
                 Partner 2 – Selects the most interesting story to write about. The story that the student speaks
                 more freely about, is the one that the student should select to write about. (1 minute)

                 Day 2. Have the students construct their personal narrative using a plot
                 diagram. Students should write their first draft. (Lined paper – 26 lines only)
Teachers should score FIRST DRAFT.

Day 3. Review coordinating conjunctions. (FANBOYS…for, and, nor, but, or, yet,

Sensory Detail Lesson

    1. Discuss with students the meaning of “sensory details.” Ask for
       volunteers to tell you the five senses. List these on chart paper and
       add an icon to match each sense. For smell, you might draw a nose,
       for touch draw a hand, sight draw eyes, etc. Let them know that we
       can add details to our writing by describing things using our senses.

    2. After listing all five senses on chart paper, tell students that we are
          going to do an activity to review these senses.

 Sense       Item in bag      Adjectives Describing Item
 Taste       Ice Cream
 Touch       Cotton ball
 Smell       Rose
 See         Pencil
 Hear        Baby cry

Read Owl Moon by Jane Yolen before this lesson (or another text with
sensory details). For this lesson choose a few excerpts to focus on. Tell
students that Jane Yolen does a great job of describing things in her story
using sensory details. In Owl Moon, she describes things in a way that the
reader can see, feel, touch, hear, and taste what is taking place in the story.
Have students listen as you read each example and identify what sense the
author is using to make her writing more vivid. After modeling a few
examples and listing these on a chart ask students to help you place the
next example in the right column.
                   Sensory Details I May Add to My Writing
  Smell                  Hear               Taste           Touch                   See
            “They sang out, trains and              “My mouth felt           “The moon
            dogs, for a real long time.             furry, for the scarf     made his face
            And when their voices                   over it was wet and      into a silver
            faded away it was quiet as a            warm.”                   mask.”
                                                    “I could feel the cold
            “Somewhere behind us a                  as if someone’s icy
            train whistle blew, long and            hand was palm-
            low, like a sad, sad song.”             down on my back.”

A sample of someone writing a story about getting stung by a bee.

                       Sensory Details I May Add to My Writing
       Smell                Hear            Taste           Touch                    See
 As I hid in the   *I can still hear the            *I felt the stinger      I could see the
 bushes, I         buzzing in my ears. It           pierce my body, It       bee getting
 remember the      sounded fuzzy, like              felt like the sharp      closer, like a
 fresh smell of    my daddy’s razor.                pain of a needle         train from the
               the newly cut                               when getting a    distance coming
               grass.                                      shot.             towards me.

              Have students complete their own chart and star the details they’d
              like to use in their personal narrative.

              Day 4. Partner Work….Have them revise for dialogue and figurative language.
              Use the icon strips to add sensory details. Have students underline where they
              used dialogue and figurative language.

              Day 5. Write final draft and do self-assessment.

Additional    Narrative Pre-Writing Organizer
Resources:    Storyboard
              Brainstorming Chart

Assessment/   Personal Narrative Final Draft

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