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2: Identity The Personal Narrative English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will focus on the genre of personal narrative by reading and listening to high quality examples and by writing their own pieces. Students will examine character development, parts of the plot, theme and cause and effect through the novels they read and essays they write. Transfer goal: Students will leave the class able to better understand the genre of personal narrative by making connections from the readings to themselves, their peers, and other people in society, and applying what they learn to their writing.
Essential Questions:
What is to identity and how is it shaped? How does self-concept affect perceptions and behavior? How does culture affect identity?
June 2012
Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
run-on sentences) Appropriate words to convey meaning The difference between narrative and memoir The structure of a narrative Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, resolution Dynamic and static characters Memoir, narrative Establish cause and effect, predictions, and inferences in a variety of texts. Draw conclusions. Analyze the theme. Analyze and select appropriate words to convey meaning. Write a narrative essay.
Content Vocabulary
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Log Students will record titles and pages read each day. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. Anecdotal evidence collected during group work and discussions. http://www.readwritethink.org/files/resource s/lesson_images/lesson1006/observation.pdf Analyzing Characters graphic organizer (see attachment: 11.2 Learning Activity Characters)http://www.readwritethink.org/fil es/resources/lesson_images/lesson1006/rubri c.pdf Establishing Cause and Effect (see attachment: 11.2 Other Evidence Cause and 2
June 2012
Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
Narrative Book Report Students will write a book report about the novel they are reading independently. They should include details about character development, the narrative structure (Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, and resolution), cause and effect of events in the book, and theme. The following website will be helpful for teaching students to write the book report: http://www.scholastic.com/resources/article/ create-a-first-rate-book-report The students should follow the steps of the writing process to produce a high-quality final copy. Students should present their work orally to the class after completing the essay. Students written work will be evaluated on a rubric such as http://www.readwritethink.org/files/resource s/printouts/Essay%20Rubric.pdf Effect)
Analyzing Characters
June 2012
Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
a visual that illustrates a particular character. Students analyze and connect to the characters in the read aloud or individually-read novel using attachment 11.2 Learning Activity Characters. Students will identify cause in and effect in the novels read during the unit using attachment 11.2 Other Evidence Cause and Effect. Students will use this graphic organizer for each novel they read. Students will participate in a group discussion about cause and effect in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. Students will make predictions and inferences about the novels they read during the unit using attachment 11.2 Learning Activity Predict and Infer. Students will use this graphic organizer for each novel the read. Students will participate in a group discussion about their predictions and inferences in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. The teacher will review subject and predicate and discuss sentence fragments. The following link contains a brief explanation on avoiding sentence fragments and includes exercises for the students to use to practice. (printable) The teacher will use attachment 11.2 Learning Activity Run-on to review run-on sentences with the class. The students will complete the exercise to practice appropriate sentence structure in regard to run-on sentences. Analyzing Character Development in Three Short Stories About Women http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-characterdevelopment-three-1006.html Narrative Paragraphs http://www.barrettsbookshelf.com/files/week14.pdf Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Perdue Online Writing Lab The Narrative Essay http://owl.english.purdue.edu/owl/resource/685/04/ The Narrative Essay http://edhelper.com/ReadingComprehension_33_33.html The Fact Monster - Narrative Essay http://www.factmonster.com/homework/writingskills4.html Personal Narrative Collection includes prompts and rubrics /~jhholly/pnarrative.html Script Preparation Guidelines for womens stories listed in literature connections below: http://www.readwritethink.org/files/resources/lesson_images/lesson1006/script.pdf Collection of Short Stories about True life experiences http://www.mariolvazquez.com 4
Sample Lessons
Additional Resources
June 2012
Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks Literature Connections
The Color of My Paint by Mario L. Vazquez http://www.mariolvazquez.com My First Free Summer by Julia Alvarez Taking Sides by Gary Soto The Story of an Hour by Kate Chopin http://www.readwritethink.org/files/resources/lesson_images/lesson1006/question.pdf A Jury of Her Peers by Susan Glaspell A Rose for Emily by William Faulkner Literature Timeless Voices, Timeless Theme, Bronze o Cat on the Go by James Herriot page 382 (Story: Character Traits) o Rikki-tikki-tavi by Rudyard Kipling page 464 (Story: Plot) o Papas Parrot by Cynthia Rylant, page 481 (Story: Identify With a Character) o Stolen Day by Sherwood Anderson, page 484 (Story: Characterization) o Ribbons by Laurence Yep page 524 (Story: Ask Questions) o The Treasure of Lemon Brown by Walter Dean Myers page 532 (Story: Theme) o The Cremation of Sam McGee page 736 (Narrative Poetry: Compare and Contrast)
June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe