6. Assess how point of view or purpose shapes the content and style of a text.

Transcription

1 Unit: Memoirs Grade(s): 6 Time: 6 Weeks Common Core Standards CCLS: English Language Arts 6 12, 6th Grade, Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Describe how a particular story or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Assess how point of view or purpose shapes the content and style of a text. 6. Explain how an author develops the point of view of the narrator or speaker in a text. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy

2 stories) in terms of their approaches to similar themes and topics. CCLS: English Language Arts 6 12, 6th Grade, Reading: Informational Text Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 6. Assess how point of view or purpose shapes the content and style of a text. 6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. CCLS: Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects 6 12, 6 th Grade, Writing: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.

3 Production and Distribution of Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Big Ideas/Enduring Understandings 1. Personal events can create pivotal turning points similar to those that occur in cultural history. 2. Narratives focus on real or imagined experiences. 3. By making connections to published authors of memoirs we will be able to generate ideas to write our own memoirs. 4. Key memories in specific situations provide insight into an individual's life experiences story. Essential Questions 1. How can reading a memoir help me understand myself and my cultural history better? 2. How does looking at a model of a memoir help me write a better memoir of my own? 3. How does the process of making connections shape the writer s final product? 4. What makes a memory memorable? Content A. Narrative A1. Real or imagined experiences or events (memoir) A2. Details: dialogue and description, concrete words and phrases, and sensory details A3. Event sequences A4. Narrator and/or characters A5. Transitional words and phrases A6. Conclusion Skills A. Narrative A1. Use specific experiences or events to create the narrative. A2. Create dialogue, description, concrete words and phrases, and sensory details to draw the intended audience into the writing. A3. Create a specific sequence of events within the narrative. A4. Employ the characteristics of a well- structured narrative (specific narrator and interesting characters)

4 to make a memorable narrative. A5. Connect main ideas with key words and phrases for smooth transitions. A6. Summarize all of the main points included in the narrative for a conclusion. B. Memoir B1. Published memoirs immerse ourselves in the writing of others B2. The difference between memoirs and autobiographies B3. Qualities for selecting story- ready and worthy memories B4. Discuss the elements of good memoirs (background, setting, character, dialogue, sequence of events) B5. Use of sensory details (figurative language) and voice to make the experience come alive for the reader (keep in mind that a memoir is about one special moment in time) C. Writing Process C1. Writing process (e.g., prewriting, drafting, revising, proofreading, and editing) C2. Techniques for creating a voice within writing (1. Write honestly, from the heart; 2. Write as if you were B. Memoir B1. Generate ideas in note format for a memoir based on readings of the memoirs of other authors. B2. Connect memoir reading to personal experiences and differentiate between memoirs and autobiographies. B3. Identify characteristics of a meaningful memory that leads to a life lesson. B3. Select personal, worthy, and unique memories to include in your memoir. B4. Analyze the characteristics of a quality memoir in terms of setting, detail, evocative characters, and clear plot line. B4. Outline the background, setting, character, dialogue, and sequence of events. B5. Identify and employ sensory details and voice that will engage the reader. C. Writing Process C1. Evaluate ideas for the intended audience.

5 writing or talking to a friend; 3. Picture your reader; 4. Read widely; and 5. Experiment; break out of your comfort zone.) C3. Punctuation (end punctuation: periods, exclamation points, question marks and quotation marks in simple dialogue) C4. Revision Strategies (conferring with teachers and peers, cutting and pasting) C2. Develop a voice in your writing. C2. Produce a clear and coherent piece of writing where the style used is appropriate to the task (memoir). C3. Edit for periods, question marks, and exclamation points. C3. Use quotation marks in simple dialogue. C4. Develop and strengthen writing as needed by planning, revising, and editing. D. Technology D1. Voice Over Techniques D2. Support for main points (images, video clips, music, scanned photographs, and sound. D. Technology D1. Provide voice over for project using imovie or Moviemaker. D2. Support the main ideas in your memoir imovie or Moviemaker project by adding images, video clips, music, scanned photographs, and sound. Vocabulary Words/Phrases Memoir Voice Setting Author's purpose Entertain Inform Figurative language/sensory images

6 Sequence of events Activities Share with your peers some photographs that capture a special moment in your life. Write about a special relationship you have with a friend or relative. Complete a graphic organizer outlining the background, setting, characters, and dialogue. Use to lay out the sequence of events for your personal memoir. Prepare a script for presenting your memoir to the class in either written or digital format. Work in pairs to practice with imovie and/or Moviemaker in preparation for creating your own memoir for presentation. Participate with the rest of the class in creating a rubric to evaluate the memoirs created by all members of the class. Review the rubric for critiquing memoirs and identify characteristics to include in your own memoir. Assessments A1-5 Memoirs of Others Formative: Written: Narrative Students will read a selected memoir and use link) to lay out the key events in history that were the context for the different events that the author refers to. The student will identify evidence from the author's text that infers specific and telling details and that give meaning and power to the story. These details can be displayed in either a visual or written format using multiple media. The plot structure of the memoir will be shown in a mind map with the turning point of the story being displayed and supported with specific text references. B1-2 C1-5 Script for Memoir Piece Summative: Written: Narrative Students will write a script for themselves that includes the main points that they want to highlight when they present their memoirs to the class using imovie or Moviemaker. D 1-2 Memoirs of Me: A Documentary Summative: Project: Technology EQ number 1 and EQ number 2 Using the qualities identified in the class rubric for memoirs,

7 Resources Writing Kit: Memoir Unit My Rotten Redheaded Older Brother by Patricia Polacco A Play by Eloise Greenfield Family Pictures by Carmen Lomas Garza Letting Swift River Go by Jane Yolen Sitti's Secrets by Naomi Shihab Nye Eleven by Sandra Cisneros India s Great Surprise by Katherina Wahi each student will use imovie or Moviemaker to create a personal memoir regarding one key memory that made a difference in their lives. They will use images, interviews, or video clips, and include their voice over. Students will critique a memoir and identify elements to either reflect or avoid in their own memoir.