G5+WW+Personal+Narrative+and+Personal+Essay


 * The Alain L. Locke Magnet School for Environmental Stewardship **  ** Grade 5 Reading and Writing Pacing Calendar **   ** Creating a Writing Community **** : **** Personal Narrative and Personal Essay **   ** September 8, 2012 – November 2, 2012 **
 * Enduring Understanding: ** Writers share stories from their personal experiences using details and imagery.


 * Essential Questions: ** How can a writer paint a picture of a small moment in their own life?


 * Performance Task: ** Students will write a personal narrative, and accompanying personal essay, on a small moment in their life that demonstrates their commitment to environmental stewardship.

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and 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.5.6. With some guidance and support from adults, 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 two pages in a single sitting. 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. |A| Cultural Preservation & Transformation The preservation of cultural histories and heritages and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive. |I| Strong Sense Of Place The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health.
 * Common Core Learning Standards: **
 * Education for Sustainability Standards: **

Students will brainstorm ELA goals in their Writer’s Notebook before writing a “Dear Reader” page for their ELA portfolio that answers the following questions: What is inside a Writer’s Notebook?
 * ** Lesson ** || ** Vocabulary ** || ** Objective/KBAD ** || ** Activity ** || ** Environmental Stewardship Connections ** || ** Resources ** ||
 * ** 1 ** || brainstorm || // Quickwrite: // KBAD brainstorm an idea for a personal narrative. || On a sheet of loose leaf paper students will record their list of possible ideas for a personal narrative. By the end of the period students should have chosen one idea to write about. //What exciting moments took place over the summer? Is there a special moment in your life that you would like to share?// ||  || Page protectors to organize work each day ||
 * ** 2 ** || draft || // Quickwrite: // KBAD draft a personal narrative. || Students will draft a personal narrative based on their choice from the list of ideas they brainstormed the day before. They will be reminded to skip lines on their drafting paper. ||  ||   ||
 * ** 3 ** || revise || // Quickwrite: // KBAD revise a draft of a personal narrative. || Students will be asked to reread their draft and make revisions to improve their personal narratives. ||  ||   ||
 * ** 4 ** || edit || // Quickwrite: // KBAD edit a draft of a personal narrative. || Students will be asked to reread their draft and edit for capitalization, punctuation and sentence structure. ||  ||   ||
 * ** 5 ** || publish || // Quickwrite: // KBAD publish a personal narrative. || Students will publish their personal narratives. ||  ||   ||
 * ** 6 ** || writer's notebook || KBAD set up a writer’s notebook. || Students will set up their writer’s notebook, writing the date at the top of each entry. Review what goes into a Writer’s Notebook.
 * // What are your strengths as a reader? //
 * // What is do you hope to accomplish as a reader this year? //
 * // What are your strengths as a writer? //
 * // What is something you will work on in writing this year? // ||  || Reference Chart:
 * stories
 * favorite things
 * song lyrics
 * noticings

(students can type on PDF file on iPad) || writer’s eye || KBAD read a personal narrative with a writer’s eye, recording noticings. || As a whole class, students will examine an example of a personal narrative. The class will label in the margins the different text features they notice (ex. dialogue, setting, flashback). We will create a reference chart with all of our noticings. Students can then examine a second example independently or in pairs to confirm these noticings. || Personal narrative examples connect to ES theme. // Doctor’s Office: Living Healthy // // Science Award: Water Pollution // ||
 * ** 7 ** || personal narrative

Reference Chart: What does a personal narrative have? Students will examine a personal narrative rubric to help evaluate the strengths and weaknesses of the personal narrative examples. || Personal narrative examples connect to ES theme. // Doctor’s Office: Living Healthy // // Science Award: Water Pollution // ||
 * dialogue
 * setting
 * paragraphs ||
 * ** 8 ** ||  || KBAD develop a definition for a personal narrative. || Students will reexamine the two personal narratives, review text features, and develop a definition for a personal narrative.
 * Narrative Writing tells a personal or fictional experience or tells a story based on a real or imagined event.

Reference Chart: What does a personal narrative have?
 * *add definition

|| // You might want to write about… // Rules for Freewriting Task: Complete the graphic organizer below to help narrow down your choices for a personal narrative topic. || Students will connect story ideas to ES theme ||
 * ** 9 ** || freewrite || KBAD freewrite to generate personal narrative ideas. || Review procedures for freewriting. In their writer’s notebooks, students will freewrite for set intervals of time (ex. 3 minutes, break and reflect; 5 minutes, break and reflect). || Prompt children with ES ideas:
 * // a field trip to Central Park //
 * // a time you played outside //
 * // helping someone in need // || Reference Chart:
 * write without stopping
 * don’t worry about punctuation, capitalization or run on sentences
 * write about anything that is on your mind (memories, song lyrics, the weather) ||
 * ** 10 ** || inspiration || KBAD tell stories using objects and pictures as inspiration. || Students will have been asked to bring in pictures or objects that tell a story. Model using an object and photograph that tells a story related to the theme of environmental stewardship. Students can share stories about their objects and pictures before writing. //What does this object remind you of? Where was this picture taken?// || Model passage has ES theme ||  ||
 * ** 11 ** ||  || KBAD use a graphic organizer to chart possible narrative ideas. || Students will organize their thinking by charting possible topics and their connection to our environmental stewardship theme. By the end of class students should have selected a story idea to write about it.

Page protectors to organize work each day || Task: Include a description using each of the five senses that will help a reader better visualize your personal narrative. || Students will be writing personal narratives that connect to ES theme || || Task: Organize your thinking by completing a map that includes important details in your story. || Students will be writing personal narratives that connect to ES theme || || similes || KBAD use metaphors and similes to describe settings and characters. || Students will add descriptive language to their personal narratives by writing metaphors and similes that describe story elements. Task: Write metaphors and similes that describe characters, setting and feelings in your personal narrative. || Students will be writing personal narratives that connect to ES theme || ||
 * ** 12 ** || five senses || KBAD include the five senses in your writing. || Students will organize their thinking by writing descriptions of their story using each of the five senses.
 * ** 13 ** || story web || KBAD create a story web for a personal narrative. || Students will use a story map to organize their thinking about their personal narrative. They will include important details related to story elements such as characters, setting, climax and dialogue.
 * ** 14 ** || metaphors
 * ** 15 ** || dialogue || KBAD include dialogue in a personal narrative. || Review alternatives to “said” when using dialogue in a story. Write dialogue using quotation marks and commas appropriately.
 * // “Good morning students,” the teacher started, “Today we will be writing personal narratives.” //
 * // “What is a personal narrative?” a student asked. //
 * // “I know! I know!” another student hollered. //
 * // “Let’s make sure to raise our hand,” the teacher reminded. // || Students will be writing personal narratives that connect to ES theme || [[file:WW PN Dialogue Reference (Said Words).pdf]]

Reference Chart Dialogue Words --> When you might use it asked --> if you have a question mimicked --> make fun of grumbled --> if you're upset || The lead (beginning or introduction) establishes the direction your writing will take. A good lead grabs your reader's attention and refuses to let go. In other words, it hooks the reader. || peer || KBAD give and receive feedback on their personal narrative from a peer. || Students will work with a partner to give and receive feedback on their personal narratives. Students will use a checklist to determine what revisions need to take place. || Students will be writing personal narratives that connect to ES theme || || checklist || KBAD revise a personal narrative using a checklist. || Students will use a checklist and their conversation with teachers and peers to determine what revisions need to take place. || Students will be writing personal narratives that connect to ES theme ||  || checklist || KBAD revise a personal narrative using a checklist. || Students will use a checklist and their conversation with teachers and peers to determine what revisions need to take place. || Students will be writing personal narratives that connect to ES theme ||  || checklist || KBAD edit a personal narrative using a checklist. || Students will use a checklist and their conversation with teachers and peers to edit their personal narrative. || Students will be writing personal narratives that connect to ES theme || || Before you email your work, have you checked for… Task: Write a personal narrative that tells the story of a time when you helped someone in need. Think of a moment where someone else was struggling and you acted as a steward to help them solve a problem, overcome a hardship, or just make their life easier. || On demand writing prompt asks students to tell a story of when they acted like a steward and helped someone in need || || writer’s eye || KBAD read a personal essay with a writer’s eye, recording noticings. || As a whole class, students will examine an example of a personal essay. The class will label in the margins the different text features they notice (ex. first person narration, central message). We will create a reference chart with all of our noticings. Students can then examine a second example independently or in pairs to confirm these noticings. || Some personal essay examples connect to ES theme || || Characteristics of a Personal Essay || Task: Identify the central message in your personal narrative to help prepare you to write a personal essay. || Connecting their ES themed personal narrative to their ES themed personal essay || || peer || KBAD give and receive feedback on their personal essay from a checklist. || Students will work with a partner to give and receive feedback on their personal essays. Students will use a checklist to determine what revisions need to take place. || Students’ personal essay is connected to their ES themed personal narrative || || checklist || KBAD revise a personal essay using a checklist. || Students will use a checklist and their conversation with teachers and peers to determine what revisions need to take place. || Students’ personal essay is connected to their ES themed personal narrative ||  || checklist || KBAD edit a personal essay using a checklist. || Students will use a checklist and their conversation with teachers and peers to edit their personal essay. || Students’ personal essay is connected to their ES themed personal narrative || || Task: Write a personal essay that describes an interaction you have had with an animal. It can be a positive or negative experience. You might want to describe an interaction that was frightening, exciting, surprising, or inspirational. || On demand writing prompt asks students to recall a moment when they interacted with an animal || ||
 * ** 16 ** || timeline || KBAD create a strong lead. || Review the purpose of a lead. Discuss various types of leads and provide examples.
 * ** Question: ** Open with an interesting question that relates to the main idea //(Have you ever wondered how you would survive if you found yourself alone in the wilderness?)//
 * ** Riddle: ** Open with a riddle that the reader can solve by reading further. You may want to give the answer right away or save it for the conclusion (//What textbook has no pages, is miles wide, and smells like dirt? That’s right – Outdoor School.)//
 * ** Figurative Language: ** Begin with a simile, metaphor, personification or hyperbole (exaggeration) that relates to your story. (//The pencil sharpener was always hungry. It ate my pencil every time I went to sharpen it.)//
 * ** Dialogue: ** Start with a line or two of dialogue. (//“Where’s Papa going with that Axe?” said Fern to her mother as they were setting the table for breakfast. “Out to the hoghouse,” replied Mrs. Arable. “Some pigs were born last night.”)// || Students will be writing personal narratives that connect to ES theme; examples connect to ES theme || Reference Chart
 * ** 17 ** || draft || KBAD draft a personal narrative. || Students will draft a personal narrative, going back into their notes and using graphic organizers to help them. || Students will be writing personal narratives that connect to ES theme ||  ||
 * ** 18 ** || draft || KBAD draft a personal narrative. || Students will draft a personal narrative, going back into their notes and using graphic organizers to help them. || Students will be writing personal narratives that connect to ES theme ||  ||
 * ** 19 ** || feedback
 * ** 20 ** || revise
 * ** 21 ** || revise
 * ** 22 ** || edit
 * ** 23 ** || publish || KBAD publish a personal narrative using technology. || Students will type their published pieces. || Students will be writing personal narratives that connect to ES theme || Reference Chart
 * SPELLING?
 * PUNCTUATION?
 * SPACING?
 * CAPITALIZATION? ||
 * ** 24 ** || publish || KBAD publish a personal narrative using technology. || Students will type their published pieces. || Students will be writing personal narratives that connect to ES theme ||  ||
 * ** 25 ** || publish || KBAD publish a personal narrative using technology. || Students will type their published pieces. || Students will be writing personal narratives that connect to ES theme ||  ||
 * ** 26 ** ||  || Personal Narrative ON DEMAND || Students will complete an on demand piece to assess their understanding of a personal narrative.
 * ** 27 ** || personal essay
 * ** 28 ** || personal essay || KBAD develop a definition of a personal essay. || As a class create a definition of a personal narrative.
 * All about personal things – the writer’s life
 * They are true, non­fiction
 * Writer is passionate about the topic and it shows (this topic is really important to this person)
 * Informs the reader about the writer’s thoughts about a topic (tells what the writer thinks)
 * Makes a point – the theme or controlling idea is clear
 * Told in first person point of view
 * Essays are non­narrative in structure; however personal essays might include a small narrative in order to illustrate, explain, or reflect on the “big idea.” (some include a small story or part of a story)
 * May have quotes, but typically doesn’t have dialogue || Some personal essay examples connect to ES theme || Reference Chart:
 * ** 29 ** || features || KBAD evaluate the strengths and weaknesses of a personal essay. || Students will read and respond to a personal essay evaluating its strengths and weaknesses. Students will examine a personal essay rubric to help evaluate the strengths and weaknesses of the personal essay examples. || Some personal essay examples connect to ES theme || [[file:Personal Essay Rubric.pdf]] ||
 * ** 30 ** || evaluate || KBAD connect the central message or lesson learned in your personal narrative to a potential personal essay topic. || Students will reread their personal narratives and identify the central message, or lesson that can be learned from their story. //What is the big message you want you reader to understand when they finish your story? Why is this big message important to you?//
 * ** 31 ** || draft || KBAD draft a personal essay. || Students will draft a personal essay, going back into their notes and using graphic organizers to help them. || Students’ personal essay is connected to their ES themed personal narrative ||  ||
 * ** 32 ** || draft || KBAD draft a personal essay. || Students will draft a personal essay, going back into their notes and using graphic organizers to help them. || Students’ personal essay is connected to their ES themed personal narrative ||  ||
 * ** 33 ** || feedback
 * ** 34 ** || revise
 * ** 35 ** || edit
 * ** 36 ** || publish || KBAD publish a personal essay using technology. || Students will type their published pieces. || Students’ personal essay is connected to their ES themed personal narrative ||  ||
 * ** 37 ** || publish || KBAD publish a personal essay using technology. || Students will type their published pieces. || Students’ personal essay is connected to their ES themed personal narrative ||  ||
 * ** 38 ** ||  || Personal Essay ON DEMAND || Students will complete an on demand piece to assess their understanding of a personal essay.

** Grade 5 Reading and Writing Pacing Calendar **  ** Creating a Writing Community **** and **** Create a Reading Community Where Accuracy, Fluency, and Independence Support Comprehension ** WW //Quickwrite:// KBAD brainstorm an idea for a personal narrative.
 * ||  ||   || 9/6

RW KBAD set expectations for Reader’s Workshop and choose just right books. || 9/7 WW KBAD //Quickwrite:// KBAD draft a personal narrative.

RW KBAD set class expectations and individual goals for Reader’s Workshop. || WW KBAD //Quickwrite:// KBAD revise a draft of a personal narrative.
 * 9/10

RW KBAD build stamina and commitment to goals by using a reading log. || 9/11 WW //Quickwrite:// KBAD edit a draft of a personal narrative.

RW KBAD monitor consistency by using a reading log and setting individual goals for pacing. || 9/12 WW //Quickwrite:// KBAD publish a personal narrative.

RW KBAD identify the method of organization for the classroom library. || 9/13 WW KBAD set up a writer’s notebook.

RW KBAD give a book recommendation. || 9/14 WW KBAD read a personal narrative with a writer’s eye, recording noticings.

RW KBAD identify your ZPD level. || Rosh Hashanah || 9/18 Rosh Hashanah || 9/19 WW KBAD develop a definition for a personal narrative.
 * 9/17

RW KBAD identify the expectations for a Reader’s Notebook. || 9/20 WW KBAD freewrite to generate personal narrative ideas.

RW KBAD identify the expectations for responding to nonfiction texts in our Reader’s Notebook. || 9/21 WW KBAD tell stories using objects and pictures as inspiration.

RW KBAD write a variety of responses to fiction texts that you have read. || WW KBAD use a graphic organizer to chart possible narrative ideas.
 * 9/24

RW KBAD use accountable talk. || 9/25 WW KBAD include the five senses in your writing.

RW KBAD respond to fiction: oral and written. || 9/26 Yom Kippur || 9/27 WW KBAD create a story web for a personal narrative.

RW KBAD respond to nonfiction: oral and written. || 9/28 WW KBAD use metaphors and similes to describe settings and characters.

RW KBAD examine genre: fantasy and mystery. || WW KBAD include dialogue in a personal narrative.
 * 10/1

RW KBAD compare and contrast two genres examining the author’s central message: fantasy and mystery. || 10/2 WW KBAD create a strong lead.

RW KBAD examine genre: realistic fiction and historical fiction. || 10/3 WW KBAD draft a personal narrative.

RW KBAD compare and contrast two genres examining the author’s central message: historical fiction and realistic fiction. || 10/4 WW KBAD draft a personal narrative.

RW KBAD unpack a nonfiction text to identify the central message. || 10/5 WW KBAD give and receive feedback on their personal narrative from a peer.

RW KBAD identify themes and notice how they exist across genres. || Columbus Day || 10/9 WW KBAD revise a personal narrative using a checklist.
 * 10/8

RW KBAD identify themes related to environmental stewardship. || 10/10 WW KBAD revise a personal narrative using a checklist.

RW KBAD identify themes in realistic fiction. || 10/11 WW KBAD edit a personal narrative using a checklist.

RW KBAD identify author’s purpose. || 10/12 WW KBAD publish a personal narrative using technology.

RW KBAD make inferences based on character traits and emotions in complex characters. || WW KBAD publish a personal narrative using technology.
 * 10/15

RW KBAD stop and jot while reading fiction. || 10/16 WW KBAD publish a personal narrative using technology.

RW KBAD stop and jot while reading nonfiction. || 10/17 WW Personal Narrative ON DEMAND

RW KBAD make sophisticated self to text connections using a fiction text. || 10/18 WW KBAD read a personal essay with a writer’s eye, recording noticings.

RW KBAD make sophisticated self to text connections using a nonfiction text. || 10/19 WW KBAD develop a definition of a personal essay.

KBAD use context clues to find the meanings of new words. (helping words, synonym/antonym) || WW KBAD list the features of a personal essay.
 * 10/22

KBAD use context clues to find the meanings of new words. (sentences before/after, definition) || 10/23 WW KBAD evaluate the strengths and weaknesses of a personal essay.

KBAD use context clues to find the meanings of new words. (examples) || 10/24 WW KBAD draft a personal essay.

KBAD use context clues to find the meanings of new words. || 10/25 WW KBAD draft a personal essay.

RW KBAD identify point of view in first person narration versus third person in a fiction text. || 10/26 WW KBAD give and receive feedback on their personal essay from a peer.

RW KBAD identify point of view in a nonfiction text. || WW KBAD revise a personal essay using a checklist.
 * 10/29

RW KBAD support opinions with evidence from the text. || 10/30 WW KBAD revise a personal essay using a checklist.

RW KBAD support opinions with evidence from a fiction text (using quotation marks). || 10/31 WW KBAD edit a personal essay using a checklist.

RW KBAD support opinions with evidence from a nonfiction text (using quotation marks). || 11/1 WW KBAD publish a personal essay using technology.

RW KBAD identify story elements. || 11/2 WW Personal Essay ON DEMAND

RW KBAD reflect on our individual goals. ||