What is a Personal Narrative?






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títuloWhat is a Personal Narrative?
fecha de publicación14.07.2015
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Lesson #1

What is a Personal Narrative?

What

Why
How

  • Identify the characteristics of a personal narrative

  • Because if we know the characteristics of personal narrative we will be able to include them in our own writing.

  • By reading an example of a personal narrative and finding its characteristics.

CCS

ELAW.5.3a - Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

Mini Lesson


Create an anchor chart entitled, “What Is a Personal Narrative?” Encourage students to recall writing done in this genre in previous years, and to use those experiences to describe the characteristics of a personal narrative.


Guided Practice


Teacher will:

Explain to students that one way to make their own writing stronger is to examine the work of published writers. We can read these pieces and ask ourselves, “What did this author do that makes the piece compelling? How can I do that in my own writing?”

Read aloud the story, “Jet Bikes”. Stop periodically to think aloud about how you are experiencing the story. For example, I love how the author describes the different parts and how they slowly built their shop. Can you imagine the excitement!
Ask a few students to share what they enjoyed about “Jet Bikes,” and then encourage them to “think like a writer” by analyzing how the author was able to generate the feelings as we read. For example, the author makes the reader experience optimism about their entrepreneurial spirit by laying out their future plans in details such as “When we are older, we plan on putting signs up around town and maybe even an ad in the newspaper.”
Fifth-grader Ethan moves the reader smoothly through his personal narrative with transition words like first, then, also, so far and when.


Independent

Practice

Teacher will:

Divide the class into small groups. Give each group a copy of “Jet Bikes”
Students will:

Find two passages from the story that are meaningful to them.

They will think like writers by analyzing what the author did to make those particular passages powerful.

Each student in the group should write these thoughts down in their Writer’s Notebook.


Closure


Teacher will:

Have each group share its findings.

If applicable, add more items to the anchor chart.

Review the anchor chart. Personal Narrative characteristics listed on the chart may include:


  • Written in the 1st person

  • True experience that happened to the narrator

  • Vivid details

  • Often a small moment with a large meaning

  • Similar in many ways to fiction - - plot, setting, action

  • Dialogue, characters

  • Strong emotions

Instructional

Resources

http://www.thewritesource.com/studentmodels/we-jetbike.htm

Raising the Quality of narrative Writing - Lucy Calkins pages 2-14



Jet Bikes

Have you ever run a business from a playhouse? My friends and I have. It is a bike shop. We call it Jet Bikes.

One day my friend Trent asked me and my brother Jared if we wanted to build a bike shop out of his old playhouse. Jared and I said, “Yes.” So we went to get permission from my mom to go to Trent’s house and get started.

The first thing we did was get some things out of his garage. We got old, rusty bolts; new, shiny nuts; black tape; wrenches; half-empty cans of oil; and screws. Then we built a new roof for the playhouse. We also had to clean the dirt and leaves out of it.

So far we’ve only worked on our own bikes because not many people know about our shop. We had to fix Trent’s chain a few times. We also had to fix his tire because it would go flat every five minutes. We changed the inner tube and also used some stuff called “No More Flats.” Now it never goes flat!

When we are older, we plan on putting signs up around town and maybe even an ad in the newspaper. We will work on bikes as big as 20 speeds and as small as bikes with training wheels. We hope to have a lot of customers.

Do you think you’ll ever come here with a bike for my friends and me to work on? I hope so because it would be fun to have some customers, and it might be fun for you to have kids fix your bike!
La pesca de orilla (Narrativo)

La satisfacción que se siente al sacar la red llena es realmente gratificante, mas no siempre la orilla es tan dadivosa. Mi viejo y yo habíamos estado trabajando desde la tarde anterior reparando las tarrayas, preparando los hilos, limando los cuchillos y dejando todo en orden para la pesca en la madrugada. Teníamos el positivismo que nos caracterizaba a la hora de pescar, sin embargo los resultados que encontraríamos jamás nos pasarían por la mente. 

La esperanza de una buena pesca se alimentaba con ver que el mar estaba llanito y se veía el movimiento en el agua por las sardinas y las jareas. Este tipo de peces, normalmente,  atrae al pez más grande que está en busca de su presa, lo que aumentaba nuestra motivación. Así que lanzamos la primera red, la más grande, con la ilusión de obtener de la orilla lo que habíamos ido a buscar, los pescados más enormes que nos pudiera brindar.

Una y otra vez lanzábamos la red con mucho deseo, mas nuestra ilusión se opacaba al ver que salía vacía.   --¡Tráeme la sardinera!-- gritó mi padre frustrado. La sardinera es una tarraya más liviana y de hoyos pequeños que se usa para pescar la sardina y otros peces chicos, que se pueden comer, pero usualmente se usan como carnada. Esta red no falló; una sola tirada sacó las suficientes sardinas para llenar una de las cubetas hasta la mitad. Aunque no era la sardina lo que fuimos a buscar, ahora teníamos carnada fresca que podríamos usar en los anzuelos.

Pinchando las carnadas aún vivas en los anzuelos, lanzamos varios hilos con la esperanza de halar algún animal pesado, pero fue en vano. Los peses grandes, simplemente, no estaban en esa orilla. Teníamos que decidir si llevar sardinas a la casa o subir por la desembocadura rio arriba y buscar lo que queríamos. 

El rio estaba bastante cerca por lo que decidimos tomar el camino que, aunque nos haría regresar más agotados, nos brindaba la posibilidad de agarrar algunas de las bellezas gordas del mar. Comenzamos la marcha con  buena carnada, el equipo correcto y la idea de que los peces que subieron al rio cuando la marea estaba alta, todavía no hubiesen salido al mar. Esta sería nuestra gran oportunidad. 

Nuestra idea no falló y la oportunidad sí estaba allá. Desde la orilla del rio lanzamos los hilos con los que pescamos jureles, robalos y enormes sábalos. Estos detectaban la sardina, débil y herida por el anzuelo quedando atrapados en él al morder. Ya podíamos imaginar el olor a caldo, el sonido del aceite friendo los pescados y los plátanos; y la familia reunida comiendo y contando historias. 

Fue un camino duro, largo y pesado, pero el premio de ver muchas caras felices al llegar a casa nos hizo olvidarlo. La pesca te deja cortaduras, pinchazos, dolor, cansancio y quizás hasta un dedo inflamado e infectado, más la satisfacción de una cena en familia y contar las anécdotas que un día de pesca te brinda, hacen que valga la pena. La orilla del mar no siempre tiene lo que buscamos, pero siempre buscamos hasta lograr obtener lo que queremos, sea en una orilla u otra. 

Autor: J.R. Romero


Lesson # 2

Strategies for Generating Narrative –Turning Point


What
Why
How

  • Review and apply strategies for generating personal narrative topics

  • To facilitate the selection of topics and the development of a successful writing experience.

  • Creating a list of possible topics and identifying turning points that could possibly become interesting topics of narrative writing.

CCS

CCSS.ELA-Literacy.W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

CCSS.ELA-Literacy.W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Mini Lesson


Teacher will:

Remind the students that writers often maintain a list of possible topics.

Create an anchor chart entitled, “Strategies for Generating Personal Narrative Ideas. Each student can create his/her own and keep where they can access it when need it.

Guide students to find different ways to generate topics for writing including writing personal narratives.
This lesson could take more than one day.


Guided Practice


Teacher will:

Have students brainstorm words that name emotions. Write the strongest, or most evocative, of these on the board. Then ask students to volunteer brief examples of experiences involving one of those emotions. Web their ideas. (For example, leading out from the word “embarrassed” could be “fell during ballet performance,” “spilled fruit punch on my dad’s shirt,” “ate a foil-covered chocolate baseball without removing the foil,” etc.)

On the anchor chart, write Think of an emotion, then connect it to an experience.

Introduce the idea of “turning points” - - incidents/events that changed your life in some way. On the board, list several turning point scenarios, possibly including:


  • First/last time you did something hard to do

  • First/last time you did something you now do often

  • First/last time with a person, pet, place

  • A time you realized something important

  • A time that a huge change happened in your life

  • A time that a huge change almost happened



On the anchor chart, write Think of a turning point in your life.

Ask students to think of a person or place that is important to them. Then have them list vivid, small moments that they remember experiencing with this person or place. (It might be helpful to model an example from your own life before having the students proceed.)

On the anchor chart, write Think of a vivid, small moment spent with a special person or in a special place.



Independent

Practice

Students will:

Working in small groups, or with a partner and come up with ideas for three emotion words of their choice. They should write it in their Writer’s Notebook.
Teacher will:

  • Ask students to choose two of the ideas from the group and write a few sentences about each.

  • Have students brainstorm ideas for at least 4 turning point scenarios in their Writer’s Notebooks.

  • Ask students to choose one of their turning point ideas and write a few sentences about it.

  • Ask students to do a Turn and Talk about their small moment memories.

  • Ask students to choose a small moment and write a few sentences about it.




Closure


Teacher will:

  • Ask students to share some of their entries with the entire class. And ask what strategy they use to generate each idea.




Instructional

Resources

Raising the Quality of narrative Writing - Lucy Calkins



Lesson # 3

Seed Idea

What

Why

How

  • Select the seed idea for a narrative writing

  • Because as writers we need to learn to choose a topic

  • Selecting the topic we would like to write about first from our list of topics.

CCS

CCSS.ELA-Literacy.W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Mini Lesson


After elaborating a list of possible topics it is time to select one as a seed to grow into a narrative writing.

Teacher will:

Model the following:

  • Read list of topics.

  • Prioritize topics that are meaningful.

  • Selecting the best entry for a seed idea for a narrative writing.




Guided Practice


Teacher will:

Ask for a volunteer to repeat the process reviewing his/her notes and own list of topics. He or she will select entries that seem like promising narrative ideas.
The teacher will pose questions to students to independently evaluate their choices:

  • What makes this entry meaningful to you?

  • What emotions do you hope to evoke by telling this story?

  • What ideas do you hope to bring to the reader by telling this story?

  • Are there a lot of vivid details that you can use in telling this story?


Students will:

Share ideas

Independent

Practice

Students will:

  • Read entries from individual list.

  • Select or highlight entries that are meaningful for a seed idea.




Closure


Student will discuss their individual choices with a partner answering the questions the teacher asked previously.


Instructional

Resources





Lesson # 4

First Draft - Rehearse


What
Why
How

  • Make a timeline and an alternate timeline for their personal narrative.

  • Identify de sequence of events

  • By using strategies like “rehearse” a story - - timelines and visualization

CCS

CCSS.ELA-Literacy.W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Mini Lesson


First, communicate to students the importance of having a plan when we write. Second emphasize that “rehearse” a narrative is to draw a timeline of the story. Finally explain that visualizing - - or making a “mind movie” - - of a narrative is another way for an author to “rehearse” the story.

Teacher will:

Model how to construct a timeline for a personal narrative. Use large dots on the timeline to highlight the major incident/moments, and smaller dots to indicate incidents/moments that may be included for narrative cohesiveness, but will not receive much emphasis in the story.

  • Ask students, “What am I trying to show about myself through this story?” Point out that the largest dot is the “seed” of the story - - the main focus.

  • Model a timeline for the same story that highlights different incidents/moments. (Consider using the Jet Bikes story and explain how the author moves the reader smoothly through his personal narrative with transition words like first, then, also, so far, and when.)

  • Remind students that a reader ought to be able to visualize a story. A writer also does this. Visualizing - - or making a “mind movie” - - of a narrative is another way for an author to “rehearse” the story being sure to emphasize the “seed”.




  • Remind the students that as they write, they can use the timeline as a guide, but they do not have to follow it exactly. Sometimes strong ideas emerge during the drafting of a story.


This lesson could take more than one day.


Guided Practice


Teacher will:

Ask for a volunteer to draw a timeline of his/her personal narrative on the board. Have the class analyze the primary theme of the narrative. Then ask them to identify other possible themes. Have the volunteer, with the help of the class; formulate a new timeline with a different thematic emphasis.

Have several volunteers visualize aloud using one of the timelines in their Writer’s Notebook.

Ask for a few volunteers to indicate the beginning, middle, and end of their narrative on their timelines.


Independent

Practice

Teacher will:

Ask students to formulate two timelines for one of the seed ideas in their Writer’s Notebook.
Students will:

  • Working in small groups, visualize aloud using one of the timelines in their Writer’s Notebook.

  • Working with a partner, indicate the beginning, middle, and end of their narrative on their timelines.




Closure


Students will:

Share their timelines with a partner.
Teacher will:

  • Have each group share one particularly strong visualization.

  • Remind students of the various ways to “rehearse” a story - - timelines, visualization, grouping beginning/middle/end moments.




Instructional

Resources

http://www.thewritesource.com/studentmodels/we-jetbike.htm

Raising the Quality of narrative Writing - Lucy Calkins



Lesson # 5

Features of Strong Narrative Writing -Draf

What

Why
How

  • Identify and apply the features of strong narrative writing.

  • Because if we learn to identify the features of a narrative writing we can use them when we write our own stories.

  • Reading and example and identifying the features of narrative writing.

CCS

CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Mini Lesson


Students will start writing their personal narratives. Reinforce that they should not just tell about the seed idea, but make a story out of it.

Teacher will:

Begin anchor chart, Features of a Strong Personal Narrative


  • Focus on your seed idea or moment

  • Include vivid details from the movie you have in your mind

  • Be sure to have a beginning, middle, and end


Read aloud the following narrative ask the students to evaluate the features of the passage.
Standing backstage, I could feel my heart thumping in my chest. “Just relax,” my friend Jenny whispered. “You’re ready for this.” I nodded. Jenny was right. I’d been practicing my song for the school talent show for six weeks. Still, picturing an audience packed with kids, parents and teachers made me want to run out the door.
Too late for that,” I thought, as Mr. Peterson announced my song. Jenny gave me a nudge, and suddenly I was on the stage. Standing in the spotlight, I grasped the microphone and belted out the lyrics. I heard my voice pour through the speakers and fill the room. “It’s going well,” I thought to myself. “Don’t mess up.”
I looked out at the sea of faces. The auditorium was dark, but I could see hundreds of eyes staring back at me. The smell of candy bars and popcorn filled the room. “I hope Jenny is saving some for me,” I thought, as I started the chorus one last time.
As I finished the song, the audience began to clap. “Yeah, Katie!” one kid yelled. “You rock!” screeched another. I took a bow and walked offstage with a smile plastered across my face. “How many days until next year’s talent show?” I asked Jenny.


Guided Practice


Ask students to Identify the features of the narrative. Use the document from http://www.timeforkids.com/files/homework_helper/aplus_papers/PersonalNarrativeSampler.pdf to reinforce the features of the story.
Add to the anchor chart any strong ideas generated by the students during the discussion.


Independent

Practice

Students will:

  • Choose one item from their personal narrative timeline and write a summary of that moment.

  • After that students will write about that same moment, using a storyteller’s voice to make the moment come alive.




Closure


Students will:

Share their two compositions with a partner.

Review the anchor chart.

Instructional

Resources

http://www.timeforkids.com/files/homework_helper/aplus_papers/PersonalNarrativeSampler.pdf

Raising the Quality of narrative Writing - Lucy Calkins





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