Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Writing: Personal Narrative Timeline: 4 to 6 weeks |
|Target Course/Grade Level: Sixth Grade |
|Unit Summary: The Personal Narrative unit will convey the purpose of narrative writing through the deliberate use of literary elements and |
|narrative techniques. In addition to this, writers will practice the implementation of structured depictions of diverse experiences (real or |
|imagined) organized in a chronological structure. |
|Primary interdisciplinary connections: Vocabulary, Writing, Current Events, Social Studies |
|21st century themes and skills: Global Awareness, Environmental Literacy, 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 Reading |
|Key Ideas and Details |
|2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |
|3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
|Range of Reading and Level of Text Complexity |
|10. Read and comprehend complex literary and informational texts independently and proficiently. |
|Anchor Standards for Writing |
|Text Types and Purposes |
|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 |
|4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
|6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
|Range of Writing |
|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 audiences. |
|Anchor Standards for Language |
|Conventions of Standard English |
|2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|Knowledge of Language |
|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. |
|Learning Targets/Activities |
|Domain: Reading, Writing, Language |
|Cluster: Key Ideas and Details, Range of Reading and Level of Text Complexity, Text Types and Purposes, Production and Distribution of |
|Writing Range of Writing, Conventional Standard of English, Knowledge of Language. |
|Standard # | Standards |
|RL.6.2. |Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the |
| |text distinct from personal opinions or judgments. |
|RL.6.3. |Describe how a particular story’s 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. |
|RL.6.10. |By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text |
| |complexity band proficiently, with scaffolding as needed at the high end of the range. |
|W.6.3.a.-e. |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. |
|W.6.4. |Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and|
| |audience. |
|W.6.5. |With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, |
| |editing, rewriting, or trying a new approach. |
|W.6.6. |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. |
|W.6.10. |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. |
|L.6.2.a.-b. |Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| |a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. |
| |b. Spell correctly. |
|L.6.3.a.-b. |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| |a. Vary sentence patterns for meaning, reader/listener interest, and style. |
| |b. Maintain consistency in style and tone |
|Unit Essential Questions |Unit Enduring Understandings |
|Why do people tell/write real or imagined stories? |Narratives are carefully structured (real or imagined) depictions of |
|How do writers craft engaging, vivid narratives? |diverse human experiences. |
| |Time is the main organizational structure of narrative writing. |
| |A narrative writer conveys meaning through deliberate use of literary |
| |elements and narrative techniques. |
|Unit Learning Targets |
|Students will ... |
|Identify characteristics of a personal narrative by listening to or reading a variety of mentor texts. (RL.6.2, RL.6. 3, RL.6. 10) |
|Brainstorm potential topics and narrow focus for a personal narrative with a clear, significant theme (a “so what?”). (W.6.3) |
|Use an outline or graphic organizer to elaborate and organize ideas about writing. (W.6.3.a) |
|Write a narrative establishing a plot or conflict, setting, characters, theme, and point of view. (W.6.3.a-b, W.6.4, W.6.10) |
|Follow a plot structure with clear exposition, rising action, climax, falling action and resolution. (W.6.3, W.6. 4) |
|Break narrative into paragraphs and use effective transitions based on changes in action, dialogue, time and place. (W.6.3.C) |
|Elaborate on main events and ideas by adding thoughts and feelings, dialogue, and description. (W.6.3.b, W.6.3.d, W.6.4) |
|Punctuate dialogue correctly. (W.6.3.b, L.6.2) |
|Write an effective lead, trying a variety of strategies. (W.6.3.a, W.6.3.b) |
|Use vivid verbs and sensory details. (W.6.3.d) |
|Attempt compositional risks within the narrative. (W.6.3) |
|Utilize a writing rubric to revise narrative. (W.6.5) |
|Receive and possibly incorporate feedback on their writing from their peers and teacher. (W.6.5) |
|Review and edit their work for sentence construction, spelling, capitalization, punctuation, usage, and clarity. (W.6.5, L.6.2, L.6.3) |
|Use technology to produce a final product. (W.6.6) |
|Learning Activities |
|Mini-lessons |Brainstorm topics |
|Read alouds of picture books |Write narrative following the writing process: |
|Group Reads |Graphic organizer or outline |
|Independent Reads |Rough draft |
|Quick Writes |Peer revision/edit |
| |Publish revised copy |
|Evidence of Learning |
|Formative Assessments |
|Provide feedback on outline or organizer | |
|Comments on drafts | |
|Peer revising/editing conferences | |
|Do Nows | |
|Exit Cards | |
|Classroom discussions | |
|Summative Assessments |
| |
|Graded narrative based on holistic rubric |
|Rubrics |
|RESOURCES/TECHNOLOGY |
|Suggested Teacher Instructional Resources: |
|Mentor texts |
|Purdue OWL site |
|Lessons That Change Writers, Nancie Atwell |
|6 + 1 Traits of Writing: The Complete Guide, Grades 3 and Up by Ruth Culham and Beverly Ann Chin |
|Write Source 2000: a Guide to Writing, Thinking, and Learning by Patrick Sebranek, Verne Meyer and Dave Kemper |
|Write Source 2000: Student Edition Grades 6-8 by Patrick Sebranek, Verne Meyer and Dave Kemper |
|Write Beside Them by Penny Kittle |
|Mini-Anthology for Students, might include: |
|On Turning Ten by Billy Collins |
|Excerpt from Indian Education by Sherman Alexie |
|Eleven by Sandra Cisneros |
|Two Lies by Nancie Atwell |
|How Angel Peterson Got His Name: Introduction by Gary Paulsen |
|Totally Joe: Introduction & Chapter 1 by James Howe |
|Autobiography in Five Short Chapters by Portia Nelson |
|Where I’m From by George Ella Lyons |
|Michelle on Tape |
|The Lunch Box by Craig James |
|Wheels by Jim Daniels |
|Autobiographia by G. E. Patterson |
|“Cookie” from My Life in Dog Years by Gary Paulsen |
|“Orvis and the Circle of Death” from How Angel Peterson Got His Name by Gary Paulsen |
|Stephen’s essay about Jeffrey from Drums, Girls, and Dangerous Pie, by Jordan Sonnenblick (pages 4-12) |
|Various short essays from Chicken Soup for the Preteen Soul, vol. 1 and 2. (“A Little Coaching” and “I Flushed It” from the first volume are |
|good choices.) |
|The Great Mouse Plot” from Boy by Roald Dahl. |
|Integration of Technology: |
|SmartBoard |
|Elmo |
|Power Point Presentations |
|Word Processing |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
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|Opportunities for Differentiation: |
|Model the writing process |
|A variety of organizers/outlines |
|Small group mini-lessons |
|Teacher Notes: |
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