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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