Unit Overview - Tewksbury Township Schools



|Unit Overview |

|Content Area: English Language Arts |

|Unit Title: Writing ~ Memoir |

|Target Course/Grade Level: Fifth Grade Timeline: |

|Unit Summary: Memoir is a unique subgenre within the autobiography writing genre. While autobiographies tend to encompass the writer’s entire |

|life span, a memoir recounts a smaller period of time in one’s life. Memoirs are written from a first person point of view and offer a personal|

|account of an event or period of time in a person’s life in order to show an enduring quality of the writer via personal reflection. While we |

|often think of memoirists as presidents, politicians, and others who have achieved national fame, writing a memoir is a valuable reflective |

|experience for any writer. In this unit, students will gain an appreciation and understanding of the memoir genre through shared mentor texts |

|and modeled narratives. Students will learn how to organize a memoir and will write a personal memoir to reflect on an important time in their |

|own life. |

|Primary interdisciplinary connections: Reading, Speaking and listening, Grammar, Character Education |

|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility |

|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility |

|Anchor Standards: |

|Anchor Standards for Writing: |

|Text Types and Purposes* |

|W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured |

|event sequences. |

|Production and Distribution of Writing |

|W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |

|Range of Writing |

|W.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 tasks, purposes, and audience |

|Anchor Standards for Reading: |

|Key Ideas and Details |

|R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|Craft and Structure |

|R.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. |

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

|Anchor Standards for Speaking and Listening: |

|Comprehension and Collaboration |

|SL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas |

|and expressing their own clearly and persuasively. |

|SL.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |

|SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |

|Presentation of Knowledge and Ideas |

|SL.4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, |

|development, and style are appropriate to task, purpose, and audience. |

|SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. |

|SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. |

|Anchor Standards for Language: |

|Conventions of Standard English |

|L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Knowledge of Language |

|L.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, |

|and to comprehend more fully when reading or listening. |

|Vocabulary Acquisition and Use |

|L.5. Demonstrate understanding of word relationships and nuances in word meanings. |

|L.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, |

|and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an |

|unknown term important to comprehension or expression. |

|Learning Targets/Activities |

|Domain: Writing, Reading, Speaking and Listening, Language |

|Cluster: Text Types and Purposes,* Production and Distribution of Writing, Range of Writing, Key Ideas and Details, Craft and Structure, |

|Comprehension and Collaboration, |

|Presentation of Knowledge and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use |

|Standard # | Standards |

|W.5.3 |Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and |

|a,b,c,d,e |clear event sequences. |

| |Orient the reader by establishing a situation and introducing a narrator |

| |and/or characters; organize an event sequence that unfolds naturally. |

| |Use narrative techniques, such as dialogue, description, and pacing, to |

| |develop experiences and events or show the responses of characters to |

| |situations. |

| |Use a variety of transitional words, phrases, and clauses to manage the |

| |sequence of events. |

| |Use concrete words and phrases and sensory details to convey experiences |

| |and events precisely. |

| |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. |

|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. |

|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.5.4 |Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and|

| |similes. |

|RL.5.6 |Describe how a narrator’s or speaker’s point of view influences how events are described. |

|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. |

| |Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other |

| |information known about the topic to explore ideas under discussion. |

| |Follow agreed-upon rules for discussions and carry out assigned roles. |

| |Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks |

| |of others. |

| |Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. |

|SL.5.2 |Summarize a written text read aloud or information presented in diverse media and formats, including visually, |

| |quantitatively, and orally. |

|SL.5.3 |Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |

|SL.5.4 |Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, |

| |descriptive details to support main ideas or themes; speak clearly at an understandable pace. |

|SL.5.5 |Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the|

| |development of main ideas or themes. |

|SL.5.6 |Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5|

| |Language standards 1 and 3 on pages 28 and 29 for specific expectations.) |

|L.5.1 |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

|a,b,c,d,e |Explain the function of conjunctions, prepositions, and interjections in general and their function in particular |

| |sentences. |

| |Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. |

| |Use verb tense to convey various times, sequences, states, and conditions. |

| |Recognize and correct inappropriate shifts in verb tense.* |

| |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. |

|a,b,c,d,e |Use punctuation to separate items in a series.* |

| |Use a comma to separate an introductory element from the rest of the sentence. |

| |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?). |

| |Use underlining, quotation marks, or italics to indicate titles of works. |

| |Spell grade-appropriate words correctly, consulting references as needed. |

|L.5.3.a,b |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. |

| |Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. |

|L.5.5.a,b,c |Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| |Interpret figurative language, including similes and metaphors, in context. |

| |Recognize and explain the meaning of common idioms, adages, and proverbs. |

| |Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the |

| |words. |

|L.5.6 |Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that |

| |signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in|

| |addition). |

|Unit Essential Questions |Unit Enduring Understandings |

|How can the moments of a writer's life become compelling stories? |A memoir is a writer's medium to reveal something enduring and important|

|How do writer's learn lessons from their own lives and prior |about themselves through the narration of selected moments in their |

|experiences? |life. |

| |Writers use personal reflection to gain an understanding of their life |

| |and experiences and they select vignettes that demonstrate this |

| |understanding in their writing. |

|Unit Learning Targets |

|Students will ... |

|Identify characteristics of a memoir by listening to or reading a variety of mentor texts (RL.5.2, RL.5.4, RL.5.6, RL.5.10) |

|Narrow focus for a memoir from an assigned theme (W.5.3.a, W.8) |

|Use a graphic organizer to plan and organize ideas for memoirs (W.5.4, W.5) |

|Write a memoir following a logical sequence of recalled, event or events using a reflective process to bring meaning to the memories (W.5.3, |

|W.5.4, W.5.5) |

|Break memoir into paragraphs and use effective transitions based on changes in action, dialogue, time and place (W.5.3) |

|Write an effective lead, trying a variety of strategies (W.5.3a) |

|Use vivid verbs and sensory details (W.5.3.d) |

|Apply standard English conventions as noted in Conventions Unit. (L.5.1.a-e, L.5.2.a-e, L.5.3.a) |

|Determine and comprehend the meaning of unfamiliar, content specific vocabulary (including those signaling contrast, addition, and other |

|logical relationships) in writing. (L.5.6) |

|Utilize a checklist to revise the memoir (W.5.5) |

|Receive and possibly incorporate feedback on their writing from their peers and teacher (W.5.5) |

|Review and edit their work for sentence construction, spelling, capitalization, punctuation, usage and clarity (W.5.5, L.5.1, L.5.2, L.5.3) |

|Engage in collaborative small and whole group discussions about memoir writing modeling respected and established expectations. (SL.5.1.a-d) |

|Demonstrate the ability to summarize a text, information presented and the point a speaker makes using the support of reasoning/inferring and |

|textual evidence. (SL.5.2, SL.5.3) |

|Share by presenting on a topic (memoir) with an audience (offering appropriate and relevant facts in a sequential order, descriptive details; |

|speaking clearly and an understandable pace) utilizing multimedia components (e.g., graphics, sounds) and visual displays to enhance the |

|development of the main idea. (SL.5.4, SL.5.5, SL.5.6) |

|Learning Activities |

|Whole class read alouds of mentor memoir texts with targeted mini |Grammar instruction and mini lessons (ie: use of figurative language to|

|lessons on their organization, reflection and theme, and writing |enhance writing, application of comma rules, use and formatting of |

|techniques |dialogue, vivid verb choice, etc.) |

|Small group reading of mentor memoir texts with targeted practice |Whole group and individual brainstorming of writing topics for memoirs |

|activities (ie: search for vivid verbs, use of transitions to show |within a given theme (ie: overcoming a fear, learning a valuable |

|changes in time/place, use of dialogue, theme, etc.) |lesson, perseverance pays off, etc.) |

|Journal entries or short reading responses to mentor memoir texts |Planning and drafting of memoirs |

|Think-pair-share |Peer revision conferences and/or student-teacher conferences |

|Visualization activities for developing sensory details in writing |Sharing of student memoirs with class feedback |

|Evidence of Learning |

|Formative Assessments |

|Participation in class discussion of mentor memoir texts and | |

|learning activities. | |

|Completed graphic organizers | |

|Exit cards | |

|Journal entries/ reading responses to memoir texts | |

|Grammar practice handouts and/or quizzes | |

|Comments on memoir drafts | |

|Peer revising/editing conferences and completed conference | |

|checklists | |

|Summative Assessments |

|Final draft of memoir graded with holistic rubric |

|RESOURCES/TECHNOLOGY |

|Teacher Instructional Resources: |

|NJ Holistic Writing Rubric and Teacher Created Memoir Rubric |

|NJ Open Ended Response Rubric (adapted for 5th grade) |

|Writing organizers and planning sheets |

|Teacher created memoir models |

|What You Know First, by Patricia MacLachlan |

|The Writer, from New and Collected Poems, by Richard Wilbur |

|Memoir: The Art of Writing Well by Lucy Calkins from Units of Study for Teaching Writing, Grades 3-5 |

|Lessons That Change Writers, Nancie Atwell |

|6 + 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin |

|In the Middle: New Understandings about Writing, Reading, and Learning, Nancie Atwell |

|Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy, |

|Irene Fountas and Gay Su Pinnell |

|Short Story Resources: | |

|Journey, Patricia MacLachlan | |

|“Laughter,” from The House on Mango Street, Sandra Cisneros | |

|Mama Sewing, Eloise Greenfield | |

|A Girl From Yam Hill, Beverly Cleary | |

|When I Was Young In the Mountains, Cynthia Rylant | |

|There’s a Tarantula in My Purse: and 172 Other Pets, Jean Craighead | |

|George | |

|The Bracelet, Yoshiko Uchida | |

|My Rotten Redheaded Older Brother, Patricia Polacco | |

|Thank You Mr. Faulker, Patricia Polacco | |

|Leon’s Story, Leon Walter Tillage | |

|Integration of Technology: |

|Smartboard and ELMO |

|Technology Resources: |

| |

| |

|Opportunities for Differentiation: |

|Differentiation of mentor texts for classroom activities |

|Writing organizers |

|Selective grouping |

|Question/discussion techniques |

|Teacher Notes: |

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