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Common Core Middle SchoolLaunching Narrative Writing Unit

7th gradeProfessional Development Module Handouts

Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators

Launching the Writer’s Workshop Unit Learning Progression


Grade Level 2 3 4 5Text Personal Narrative & Craft Units 1 &

2Mentor Texts:

Owl MoonJane Yolen

Night at the FairDonald Crews

The Rain StomperAddie Boswell

Song and Dance ManKaren Ackerman

Or other mentor text(listed in unit)

Personal NarrativeUnits 1 & 2

Mentor Texts:Shortcut; Big Mama’s by Donald

Crewsor other mentor texts

Raising the Bar: Personal NarrativeMentor Text:

Through Grandpa’s Eyes by Patricia McLaughlan,

The Summer My Father was Ten byPat Brisson,

An Angel for Solomon Singer by Cynthia Rylant,

or other mentor texts

Refining the Personal NarrativeMentor Text:

Time of WonderBy Robert McCloskeyMr. Peabody’s ApplesBy Madonna Ritchie

A Day’s WorkBy Eve Bunting

Or other mentor texts

Analysis Navigate through the writing process using important moments from their life

Write well-elaborated short stories

Crafting a Personal Narrative Improving a Personal Narrative Improving the quality of Personal Narrative

Becoming a Community of Writers Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing a Personal Narrative

Establishing Routines, Setting Up Writer’s Workshop, Writing, revising, editing and publishing Personal Narrative

Generating a Small Moment Story Explore strong feelings to generate story ideas

Zoom in on a topic Develop sense of story through

sketching Use graphic organizers to plan

stories Focus on small moments Using list to generate ideas Think about the heart of the

story Use of mentor text and authors

to get ideas/frame writing Rehearse stories through

storyteller’s voice

Using strategies to generate story ideas: person, place, object

Focusing on small moments Writing step by step in the

moment Using timelines or fingers to plan

your story Writing with small details Making a movie in your mind--

visualizing Generating and experimenting

with writer’s notebook entries Learning from mentor texts Reading like a writer Finding the heart of the story Understanding our role in a

conference

Using strategies to generate story ideas: person, place, object

Focusing on small moments Making a movie in your mind--

visualizing Writing with tiny details Using lists to generate clear, small

moments Generating and experimenting

with writer’s notebook entries Learning from mentor texts Writing for readers Using strong emotions to

generate story ideas Thinking of turning points to

generate story ideas Mining writer’s notebooks

Using mentor text to generate ideas

Use notebook to generate and develop ideas to include mentor craft techniques in personal writing

Analyze mentor text for crafting techniques

Focus on small moments and elaborating


Grade Level 2 3 4 5Drafting Plan or rehearse story orally or

pictorially Consider a storyteller’s voice Zoom in on a topic to find a small

moment Catchy leads Include details Show not tell Strong ending Use of mentor text and authors

for style and crafting

Finding notebook entries that matter to the writer

Committing to a topic or idea Writing the internal and external

story Consider external and internal

traits of characters Use of a story mountain to plan

and sequence events Consider point of view Elaborating on ideas to write

longer more meaningful narratives

Crafting strong story leads: action, setting, description, dialogue, or thoughts

Using mentor texts to study leads and endings

Closing with strong endings: action, dialogue, thoughts, images, and whole-story reminders

Adding sensory words Adding dialogue

Read like a writer. Using exact details and specific

words to recognize and write concrete words and phrases.

Using concrete words, phrases to create scenes rather than summaries.

Using sensory details to help the reader experience the story

Plan stories using a story mountain

Use mentor texts to study the heart of the story or turning point

Develop/consider perspective Use of line breaks, shape,

imagery, literary devices to express clarity of thought (poetry)

Experiment with rhythm of words (poetry)

Determine the heart of the story Organize using a story mountain Describe characters using detail

and figurative language Use dialogue, description and

pacing to develop experiences and events

Precise word choice and movement through time to convey experiences and events

Elaborating beyond one sentence forming paragraphs

Revising and Editing Relive or re-create events to show, not tell

Use revision checklist Use word wall Editing checklist Work effectively with writing

partner Making revision a habit Develop a purpose to revise Introduce mechanics of revision Specific revisions include:

characters, show not tell, determining importance, word choice

Writers create scenes rather than summaries

Using descriptive details and specific words

Encourage more sophisticated sentence structure for effect

Combining short sentences to include variety

Revising for internal thinking, emotions, reasons

Revise stories for meaning—reread to make sense

Use of literary devices such as repetition to emphasize action or idea in story

Edit for capitalization, end punctuation, and spelling of high-frequency words

Create scenes rather than summaries

Create alternate leads and conclusions

Bringing forth the internal story

Elaborating ideas Revising leads Revising conclusions Attend to meaning and clarity Use of editing/revision

checklists

Eliminate extraneous details from writing

Word choice for clarity and meaning to include phrases and clauses

Improve leads and conclusions based on mentor texts

Edit for capitalization, end punctuation, and spelling of high-frequency words


SESSION 3Questions List to Use When Planning Your Memoir: What the Reader will Need or Want to Know

Questions for memoirs when the subject is a person:1. How long have you known this person?2. When did you first meet and how did you meet?3. What do you like about this person?4. How has this person helped you?5. Is there one thing that he or she always says?6. How do you feel about this person?7. What have you learned from this person?8. What’s the first thing you notice when you see this person?

Questions for memoirs when the subject is a place:1. What are your feelings when you think about this place?2. When was the first time that you went to this place?3. What’s you favorite thing to do in this place?4. Who else comes to this place?5. If you could change one thing about this place, what would it be?6. How often do you go there?7. Does everyone feel like you do about this place?8. Is this place the same today as it was in the past?9. What’s the most important object in this place? Why?

Questions for memoirs when the subject is an animal (pet):1. What physical feature of this animal do you like the best?2. What’s the first thing you notice about this animal when you see him?3. Pretend this animal is with you right now. Close your eyes. What would you be doing with it?4. What is this animal’s favorite thing to do?5. When did you get it?6. How did you get it?7. How do you feel when you are with it?8. Does everyone feel the way you do about this animal?9. What’s one funny thing that it does?10. How does this animal help you or how do you help it?

Questions for a memoir when the subject is an object:1. How did you get this object?

2. How long have you had it?3. How do you feel when you’re with it?4. Where is it right now?5. Has it changed any since you first got it?6. What’s your favorite thing to do with it?7. Does everyone feel like you do about this object?8. How has it helped you?9. Is there a time when you really need it?10. What if you lost it?

http://web2.jefferson.k12.ky.us/CCG/supp/MS_Memoir.PDF


http://web2.jefferson.k12.ky.us/CCG/supp/MS_Memoir.PDF

SESSION 3

Name__________________________________________________Date______________Hour______

What Am I Going to Write About?

Memoirs include events, experiences and emotional shifts that make the story important to the author. These emotions lead to a new understanding or realization about being in the world. Now that you have created maps of your world, what events are you considering writing about for your memoir? What new understandings or realizations have you experienced?

Using your map(s) to guide you, generate ideas from different events/experiences in your life that may help you choose a topic for your memoir.

Event/Experience from your life Your response to the event/experience

New understanding or realization?


SESSION 6Name___________________________________________________________________Date_______________________Hour_________

MEMOIR STRUCTUREFill in the chart, explaining with details from the text on the author’s experience.

Title of Memoir

Before EventHow was the author

feeling or dealing with life?

EventWhat happened that changed the author?

After EventNow how was the author feeling or dealing with

life?

Learning or Realization

What did the author learn or realize from this

experience?


Name___________________________Date________________Hour___________

Memoir RubricContent High Medium Low

Memorable Moment

Clear memorable moment.

Memorable moment is somewhat clear. Memorable

moment is unclear.

New Understanding or Realization

The writer has made clear what they have learned or realized

from this memorable moment.

The writer has made it somewhat clear what they have

learned or realized from this memorable

moment.

Meaning or learning is

unclear from the experience.

Structure/Organization of

Memoir

Writer shows attitudes and feelings

through events BEFORE the moment,

during the meaningful moment

and AFTER the moment.

Writer somewhat shows attitudes and

feelings through events BEFORE the moment, during the meaningful moment

and AFTER the moment.

Writer is not able to show attitudes

and feelings through events

BEFORE the moment, during the meaningful moment and AFTER the moment.

Style/Voice

Meaning is shown through several literary devices

weaved into text including similes,

metaphors, personification and

onomatopoeia.

Meaning is shown through few literary devices weaved into

text including similes, metaphors,

personification and onomatopoeia.

Limited use of literary devices.

Weak contribution to meaning.

Mechanics

Demonstrates solid grasp of standard

writing conventions and uses them

effectively.

Writer shows reasonable control

over a limited range of standard writing

conventions

Errors distract the reader and make the text difficult

to read.

Total Points____________ Final Grade_____________

Teacher’s Comments:Common Core Launching Narrative Writing – Handouts for PD Module

Common Core Launching Narrative Writing – Handouts for PD Module

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