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Personal Narrative

Unit Plan

Personal Narrative

Objectives

In this unit, students will begin keeping a journal, write a personal narrative, and participate in peer evaluation, revision, and editing. Students will:

  • learn what a journal is, determine the benefits of journaling, and begin keeping a journal.
  • understand the power of memory and the idea that our minds remember the events that are tied to strong emotions.
  • analyze the structure and content of a personal narrative.
  • experience how writing is enhanced and how tone and voice are created through the use of vivid verbs, specific nouns, precise adjectives and adverbs, action, imagery, and dialogue.
  • realize how journal entries provide the seeds for different types of writing.
  • brainstorm, outline, draft, and write personal narratives.
  • use the writing process and improve as writers by revising and editing at least two drafts.
  • experience peer editing by sharing questions, ideas, information, and opinions.
  • clarify the difference between writing for private versus public audience and purpose.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
What is the purpose?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
  • Why do writers write? What is the purpose?
  • What makes clear and effective writing?
  • Who is the audience? What will work best for the audience?
  • How do grammar and the conventions of language influence spoken and written communication?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • “Eleven.” Woman Hollering Creek and Other Stories by Sandra Cisneros. Vintage, 1992.
  • The Absolutely True Diary of a Part-Time Indian by Sherman Alexie and Ellen Forney. Little, Brown and Company, 2009.
  • Anne Frank: The Diary of a Young Girl by Anne Frank. Bantam, 1993.
  • Diary of a Wimpy Kid: Greg Heffley’s Journal by Jeff Kinney. Amulet, 2007.
  • My Mouth Is a Volcano! by Julia Cook and Carrie Hartman. National Center for Youth Issues, 2005.
  • “The Moments of Your Life: Journaling Is a Way to Record, Reflect and Understand” by Jennifer Matthewson. The Writer Mar. 2004: 17+.
  • “Exercise Your Writing Muscle; Practice These Journaling Techniques and Improve Your Skills” by Miriam Sagan. The Writer July 2002: 38+.
  • “What Is a Memory Made of?” by Joannie M. Schrof. U.S. News & World Report 18 Aug. 1997: 71+.

Formative Assessment

  • View

    Performance Assessment:

    Each student submits a final personal narrative. The essays may be scored using this scoring guide or the PSSA Writing Scoring Guidelines (LW-7-1-2_PSSA Writing Scoring Guidelines.pdf).

    Performance Assessment Scoring Rubric:

    Criteria

    3

    2

    1

    Organization

    The essay has controlled and/or subtle organization, and transitions effectively tie the essay together.

    The essay has a clear beginning, middle, and end.

    The essay may lack controlled and/or subtle organization, and transitions are seldom used.

    The essay may lack a clear beginning, middle, and/or end.

    The essay lacks controlled organization, and transitions are not used.

    The essay lacks a clear beginning, middle, and/or end.

    Focus

    Focus is established in the introduction and is maintained throughout the essay.

    The conclusion includes the writer’s explanation of the significance of the event.

    The introduction attempts to establish a focus, and/or the focus of the essay’s body is lost at times.

    The conclusion includes the writer’s thoughts and feelings about the event, but the statement of significance needs elaboration.

    The introduction does not establish a focus, and/or the essay’s body paragraphs lack focus.

    The conclusion either lacks the writer’s thoughts or feelings about the event, or it requires elaboration.

    Literary elements

    and devices

    The essay is told in chronological order.

    The essay consistently uses the first-person point of view.

    The essay makes an impact with details (including dialogue and imagery) about the characters, the event(s), the setting, the conflict, and the writer’s thoughts and feelings.

    The amount of detail is relevant for the intended audience.

    The essay is mostly told in chronological order.

    The essay uses first-person point of view but it may shift.

    The essay includes some details (including dialogue and imagery) about the characters, the event(s), the setting, the conflict, and the writer’s thoughts and feelings.

    The details require more elaboration for the intended audience.

    The order of events is confusing.

    The essay uses multiple points of view.

    The essay lacks details (including dialogue and imagery) about the characters, the event(s), the setting, the conflict, and the writer’s thoughts and feelings.

    The details require more elaboration for the intended audience.

    Language

    The essay uses a variety of sentence structures.

    The essay uses vivid verbs, specific nouns, and precise adjectives and adverbs to create tone and voice.

    The essay offers some variety in sentence structure.

    The verbs, nouns, adjectives, and adverbs are sufficient and attempt to create tone and voice.

    The essay offers little or no variety in sentence structure.

    Verbs and nouns are general, and/or the essay lacks interesting adjectives and adverbs. Tone and voice are not created.

    Conventions

    There are few or no errors in capitalization, spelling, punctuation, sentence structure, and/or grammar.

    There are several errors in capitalization, spelling, punctuation, sentence structure, and/or grammar.

    There are numerous errors in capitalization, spelling, punctuation, sentence structure, and/or grammar.

     

Final 05/24/2013
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