Writing Unit’for’ PersonalNarrativebellenglishdepartment.weebly.com/uploads/4/7/2/7/... · Descriptive Language Blind Line Dominant Impressions Figurative Language Imagery Sensory

Writing Unit for Personal Narrative

Grades 9-‐12

Personal NarrativeInstructional Components

ClipboardCloudsCurriculum Correlation Did I?Inter-Rater ChartPeer-Editing Clock Prompt

Acquiring Genre Literacy

Planning Instruction Understanding Genre Criteria

Results ChartScoring Guide (Rubric)Student Scoring GuideVocabularyWindowpane

Genre/Standards Correlation Instructional PlanInstructional ComponentsTeacher Notes

About the Genre:Introducing the Writing StyleSingle Incident“So What” Factor

Academic Oral Language:Frames

Building on Background:BiopoemCircle of LifeCreating a SceneI rememberImportant People“Me” BagsMy Feelings Then and NowNine SquaresStating Significance

DialogueDirect & Indirect Dialogue In Other Words

Grammar and Vocabulary:Descriptive LanguageBlind LineDominant ImpressionsFigurative LanguageImagerySensory DetailShow Don’t TellShow that EmotionSound SensePersonification

Maps, Organizers & Outlines:Big PictureOutlines Think and Write

Modeled Writing:Student SampleTeacher Sample

MGRAuthor StudyCharacter AnalysisCritical QuestioningDeveloping VocabularyExploring LiteratureGrammar & ConventionsMaps, Catcher, & CubesReader’s ResponseReading StrategiesSummerizing a PlotTheme

*Denotes Emerging ELD Proficiency Level

Personal Narrative: Secondary © WRITE Institute,January 2014

Personal Narrative: Secondary ©WRITE Institute, February 2014

Instructional Plan for Personal Narrative

Note: All documents are located in the Personal Narrative Folder, except for items in the Multi-Genre Resources Folder (marked “MGR”)

Introducing the Genre (Teacher-Guided)

1Understanding Genre Literacy • Clouds • Windowpane • Genre Vocabulary • Rubric

1Acquiring Genre Literacy • Building on Background activities (1-3)

1Multi-Genre Resources • Jackdaw • Journaling • Grammar & Vocabulary: (Notebook)

Unpacking the Genre (Teacher-Guided)

1Acquiring Genre Literacy • Teacher-modeled Essay (Annotate) • Language Frames • Organizers/Outlines • Genre Vocabulary • Dialogue • Grammar & Vocabulary (Descriptive Language)

1Understanding Genre Criteria • Student Sample • Inter-rater Chart • Peer-Editing Clock

1Multi-Genre Resources • Transitions • Grammar & Vocabulary (Active Voice, etc.)

Collaborating on Writing (Student-Guided)

1Acquiring Genre Literacy • Language Frames

1Multi-Genre Resources • Text Connections (Reading/Writing Connection) • Journaling

Things to consider: • Time • Technology

Organizing the Essay (Student-guided)

1Acquiring Genre Literacy • Language Frames • Maps, Organizers & Outlines

1Understanding Genre Criteria • Clipboard • Prompt • Did I?

1Multi-Genre Resources • Write rough drafts

Things to consider:

• Access to Computers • Use of Music

Editing & Revising (Student-guided)

1Multi-Genre Resources • Editing and Revising • Writing Conferences • Grammar Mini-lessons

Things to consider:

• Access to Computers • Use of Music

Publishing (Student-guided)

1Acquiring Genre Literacy • Academic Oral Language • Maps, Organizers, & Outlines

1Multi-Genre Resources • Publishing/Presentation • Journaling

Things to consider:

• Technology • Web 2.0 Tools

Essential Activities Recommended Things to Consider

Summary of Incident

Sensory Detail

Sight Smell

Sound Touch

Taste

Dialogue I Can Use“____________________________________”“___________________________________”“____________________________________”

Personal NarrativeWriter’s Clipboard

My Feelings Then

______________________

______________________

______________________

____________________

____________________

____________________

My Feelings Now

______________________

______________________

______________________

______________________

______________________

Class________Date_______

Beginning: (get their attention)

Conclusion:

List of People, Places, Times and Objects to Describe:

________________________________________________________________________________

Author

Why this incident is important to me:

Personal Narrative: Secondary © WRITE Institute, January 2014

Essay Title:

What do you thinkshould be in a

Personal Narrative essay?

Name______________________________________________________ Class___________________ Date____________


Introducingthe Writing Style

Supports thesisstatement with

supporting evidence.

Ending concludes thestory.

Describes the writer’sfeelings in the past.

Concludes with aparagraph that sums up

the differences/similarities.

Describes one incidentimportant to the

writer.

Uses charts, maps andgraphs to convey

information.

Uses a variety ofcompare/contrastwords and phrases. Identifies the setting

and the people involvedin the incident.

Personal Narrative: Secondary ©WRITE Institute, January 2014


Provides thoughtfulinterpretations of the

text.

Describes writer'sfeelings now.

Uses dialogue to re-tell the incident.

Proposes logical stepsto carry out the

solution.

Is organized in alogical way.

The beginning capturesthe readers interest.

Uses an appropriatelevel of conventions:sentence structure,

grammar andmechanics.

Concludes with aresolution of the

conflict.

Uses descriptivewriting that includes

sensory detail andfigurative language.


Name _________________________ Class ______________ Date________________


Criteria My interpretation

O

rgan

izat

ion

and

Cont

ent

The beginning of the essay captures the reader’s interest.

The composition is about a single incident that is of personal significance to the author.

The essay describes the setting and the people involved in the incident.

The writer describes his/her feelings during the incident.

The writer uses dialogue in re-telling the incident.

The writer uses appropriate level of vocabulary, sensory detail and/or figurative language.

The writer tells how he/she feels about the incident now.

The ending concludes the story.

The essay is clearly organized.

The writer uses an appropriate level of conventions, such as sentence structure, grammar and mechanics.

Understanding the Criteria For an Personal Narrative Essay


Did I …

Is the composition about a single incident, with significance

to me?

Describe my feelings during the incident?

Use dialogue in retelling the incident?

Check my grammar and punctuation?

Capture the reader’s interest

at the beginning? Use my own

words to paraphrase?

Identify the setting and people involved in the incident?

Integrate the story in the conclusion

mentioning my feelings now?

Use sensory details and/or figurative

language?


Personal Narrative

Did I…?

Revise (in yellow)

o Focus on a single event & summarize the event

o Describe the setting o Use descriptive and sensory words

o Use appropriate transitions

o Use an interesting beginning and solid ending

Edit

(in another color)

o Indent all paragraphs

o Check verb tenses (present or past)

o Vary sentence structure

o Check spelling & punctuation


Term Definition Example/Explanation

Narrative A story that is told or written. Everyone could identify with her narrative about feeling scared on the first day of school.

First person A style of writing wherein the writer writes as if he/she were speaking to the reader directly.

When I went to the park, I started to swing.

Point of View The standpoint (perspective) from which the story is told.

I couldn’t understand my mother’s point of view.

Incident/Event An occasion or activity of importance.

I still remember the time when I broke my leg at the park.

Setting/Scene The place where the incident or event takes place.

It was a cold, cloudy morning at the park.

Significance The quality of being important. It meant a lot to me that my friend helped me when I was in trouble.

Describe To tell or depict in written or spoken words

The golden puppy sat patiently waiting for his treat.

Emotion A strong feeling. Love, fear and anger are strong emotions.

Figurative Language

Language that uses words or expressions with a meaning that is different from the literal interpretation.

Metaphors, similes and personification are three types of figurative language.

Personal Narrative Genre Vocabulary


Sensory detail Descriptions using the five senses: touch, taste, smell, sight, and hearing.

I smelled the freshly baked apple pie.

Metaphor A figure of speech in which one thing is imaginatively compared to another thing.

She is a princess.

Simile A figure of speech that uses like or as to compare two different objects, actions or attributes.

He is as tall as a tree.

Personification

A figure of speech in which human characteristics are attributed to animals, plants, inanimate objects or natural forces.

The tree branches stretched out and embraced the bird family.

Hyperbole An exaggeration, often in a humorous way, that makes a particular point.

We waited in line for years!

Idiom An expression that is known through common use.

‘A piece of cake’ is an idiom that means that something is easy.

Summary A short, concise version of a longer text.

In this story, the author shows how people should try to understand one another better.

Reflection Careful thinking about an event in the past.

I still think that it was a good idea to write the letter to my friend.

Onomatopoeia When you name an action by the sound it makes (e.g., splat.) Boom! The box fell off the truck.

Synonym A word having the same, or almost the same, meaning as another

“Nice” is a synonym for the word “kind”.

Noun A word that can be used to refer to a person, place, thing, or idea; a naming word

Dad was using a hammer to build a fence around the garden.


Hook

Dialogue

Transitions

Setting

Genre Icon Cards for Personal Narrative

Single Event

Sensory Words


Genre Icon Cards, Page 2

Descriptive Language

Figurative Language

Details

Closing

Imagery

Emotions or Feelings

=


Inter-Rater Reliability Matrix for Personal Narrative Essay Class _________________________________

Performance Standard Rubric Score 0 1 2 3 4 5 6

The introduction captures the reader’s interest.

The composition is about a single incident that is of personal significance to writer.

The essay describes the setting and the people involved in the incident.

The writer describes his/her feelings during the incident.

The writer uses dialogue in retelling the incident.

The writer uses appropriate level of vocabulary, sensory detail and/or figurative language.

The writer tells how he/she feels about the incident now.

The ending concludes the story.

The essay is clearly organized.

The writer uses an appropriate level of conventions, such as sentence structure, grammar, and mechanics.

Name ______________________________ Class _______________ Date __________


Outline for Personal Narrative Essay

I. Introduction

A. Hook the reader.

B. Summarize your specific incident.

C. May include feelings then.

II. Setting

A. Describe the place where the incident took place.

B. Include sensory detail and figurative language.

III. Body of the Essay

A. Body Paragraph #3

1. Begin telling your story.

2. Describe the people and include dialogue.

B. Body Paragraph #4

1. Continue telling your story.


C. Add more body paragraphs as needed.

IV. Conclusion

A. Conclude your story.

B. Tell how you feel about the incident now.


Map of Japan

____ is

Peer Editing Clock for Personal Narrative

Essay

Name of Author ___________________________

Name of Editor ___________________________

Class ___________________ Date ___________

12

6

3 9

2

1 11

10

8

7 5

4


Map of Japan

____ is

Peer Editing Clock for Personal Narrative

Essay

Name of Author ___________________________

Name of Editor ___________________________

Class ___________________ Date ___________

12

6

3 9

2

1 11

10

8

7 5

4

conventions

beginning captures interest

essay is about a single event

shows personal significance

describes settomg and people involved in incident

describes feelings during incident

describes feeling about incident now

sensory detail

organization

conclusion

dialogue

figurative language


Personal Narrative _________________________ ______________________ Student Name Class name and level _________________________ ______________________ School Teacher

Writing Prompt A personal narrative essay describes a single experience. Remember that an effective personal narrative essay includes the following: • Strong introduction and an effective ending • Description of the setting and people involved in the incident • Description of the writer’s feelings then and now • Descriptive language • Dialogue • Explanation of why the experience was memorable and/or important to

you Choose one of the following prompts to write about: A time you tried something new A time you were afraid A time you felt proud A time something funny happened to you Other: ______________________________________


1 Class ___________________________________ Criteria

Intro

duct

ion

Sing

le In

cide

nt

Iden

tifie

s

Feel

ings

The

n

Dia

logu

e

Des

crip

tion

Feel

ings

Now

Con

clus

ion

Org

aniz

atio

n

Con

vent

ions

Tot

al S

core

Student Name Student ID Number

ELD Level

Personal Narrative Essay Results Chart


WRITE Institute Scoring Guide for Personal Narrative

A personal narrative essay is a well-told story in a natural, honest voice about a specific occurrence in a writer’s life. The writer uses vivid sensory detail to engage the reader and reveals (either implied or stated) the significance of the event.

Scoring Range

Each category is worth 0-6 points. 0 = off topic/no evidence 1 = minimal evidence of proficiency 2 = some evidence of proficiency, but weak 3 = developing proficiency

4 = proficient 5 = exceeding expectations 6 = outstanding

Directions: Total points and divide by 10 to yield a score of 0-6. CONTENT & ORGANIZATION ____ The introduction captures the reader’s interest. ____ The composition is about a single incident that is of personal significance to

the author. ____ The essay describes the setting and the people involved in the incident. ____ The writer describes his/her feelings during the incident. _____The writer uses dialogue in re-telling the incident. ____ The writer uses an appropriate level of vocabulary, sensory detail and/or

figurative language. ____ The writer tells how he/she feels about the incident now. ____ The ending concludes the story. ____ The essay is clearly organized. ____ The writer uses an appropriate level of conventions such as sentence

structure, grammar and mechanics. _____ Total (divided by 10) = ________ Score Notes to the teacher: • Review instructional implications. • Direct student reflections. (My abilities are…I am going to focus on improving…)

Isolate elements of structure from writer's first or second language.


1. The beginning is about a single incident of

personal significance to the writer and it hooks the reader.

2. The essay describes the setting and the people involved in the incident.

3. The writer describes his/her feelings back then

and right now.

4. The writer uses dialogue to tell the story.

5. The writer uses descriptive language, including figurative language and sensory detail.

6. The conclusion ties the essay all together.

Script for Personal Narrative Windowpane


before

now

Windowpane for Personal Narrative Essay

=


Windowpane for Personal Narrative


Windowpane for Personal Narrative


Essay Organizerfor

Personal Narrative

Beginning Statement• Hook the reader.

Single Incident• Show personal significance.• Summarize the event.• Show feelings then.

Introduction

Ending of the Story• Conclude your story.• Tell how you feel about the incident now.

1 Describe the Setting• Describe only the place where the incident took place.• Use descriptive language (sensory detail, figurative language, and colorfuladjectives, adverbs, verbs, nouns, etc.)

Conclusion

The Big Picture

2 Beginning of the Story• Use descriptive language (sensory detail, figurative language, and colorfuladjectives, adverbs, verbs, nouns, etc.)• Use dialogue to tell your story.• Share your thoughts and feeling about the incident when it happened.

3 Middle of the Story• Use descriptive language (sensory detail, figurative language, and colorfuladjectives, adverbs, verbs, nouns, etc.)• Use dialogue to tell your story.

Name__________________________________Class______________Date________


BIO POEM Line 1: Name Line 2: 4 adjectives that describe the person Line 3: Mother of/child of, etc. Line 4: Cares about Line 5: Feels Line 6: Needs Line 7: Gives Line 8: Fears Line 9: Would like Line 10: Resident of Line 11: Last Name

______________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

________________

Name__________________________________Class______________Date____________


BIO POEM Line 1: Name Line 2: 4 adjectives that describe the person Line 3: Mother of/child of, etc. Line 4: Cares about Line 5: Feels Line 6: Needs Line 7: Gives Line 8: Fears Line 9: Would like Line 10: Resident of Line 11: Last Name

Miguel Friendly, active, intelligent, fun

Child of Juan and Mercedes I care about soccer and my family

I feel happy at the beach I need to work hard to succeed

I give my family help and support I fear snakes and earthquakes

I would like to go to college I live in San Diego, California

My last name is Sanchez


Blind Line As ________________________ . . .

---------------------------------------------------------- . . . as a(n)____________________.

---------------------------------------------------------- As ________________________ . . .

---------------------------------------------------------- . . . as a(n)____________________.

---------------------------------------------------------- As ________________________ . . .

---------------------------------------------------------- . . . as a(n)____________________.

---------------------------------------------------------- As ________________________ . . .

---------------------------------------------------------- . . . as a(n)____________________.

----------------------------------------------------------


Feelings Thoughts Events

The Circle of Life


The Circle of Life

Name___________________________ Class ________________ Date _____________


Creating a Scene

Illustrate a single event from your life.

Write a paragraph about the incident. Identify the people, place, time and objects involved in the incident. Use sensory detail and figurative language to describe the incident.

Direct and Indirect Dialogue Name___________________________________Class_________________ Date__________


Direct and Indirect Dialogue Name___________________________________Class_________________ Date__________


The boy said that he wanted to leave.

The boy said, “I wantto leave.”

My Mom told me to do the dishes.

“Do the dishes!” ordered Mom.

We asked the teacher why she was late.

“Why are you late?” we asked the teacher.

I want to leave.

Do the dishes!

Why are you late?

Name _____________________ Class ________________ Date _______________


Associations

emotion

color

time of day

action

place

symbol

sound

thought

_______

Dom

inant Impression

Figurative Language Sort


In the summer, our house feels like a furnace.

Her smile is a bright sunny morning.

The sun smiled down on us through the clouds.

Her words were as sharp as a sword.

Her words were a knife that cut me to the bone.

The wind bit me with its frozen teeth.

His life was like a

never-ending dream.

Our trip was a horrible

nightmare that we thought would never end.

When I turned the key, the car coughed once and died.

Personification

Simile

Metaphor

Figurative Language Sort


The woman curled up like a hibernating animal.

His anger was an eagle with outstretched claws.

The alarm clock screamed at them to wake up.

His arm muscles were as hard as steel.

Her love is a rose with sweet perfume and

hidden thorns.

The rain gently kissed my face.

The look she gave me was as cold as ice.

His fingers were ice cubes

around my arm.

The snowflakes danced across the sky.

When my computer crashed, it was like a meteor striking

the moon.

The baby’s hair was golden silk.

We watched the dawn slowly crawl over the mountains.


Figurative Language

Simile Metaphor Personification

Pers

on

Obj

ect

Plac

e

Eve

nt

Idea

Creating Introductions

Creating Introductions

=

Genre Language Patterns Personal Narrative Essay

Sample Frames


Beginning/Early Intermediate Intermediate Early Advanced/Advanced The essay includes a summary of the incident (i.e., a single incident.) It was __________. I still remember _________.

I still remember the time when ________. I will never forget when __________.

I still remember the time when ________. I will never forget when __________. ________ was a __________ as a _____________.

The essay includes descriptive language (i.e., nouns, verbs, adjectives, adverbs, metaphors, similes, figurative language, etc.) It was ________________. (loud, noisy) I saw ___________. It tasted ___________. It smelled ___________. It felt _____________. It looked ____________. The _________ is ____________.

The _____________looked like ________. The __________sounded like _________. The ____________felt like ____________. The _____________smelled like _______. The ____________tasted like __________. The ___________ has ________and _________. The (adj) (noun) (verb). At the time, I felt _____________.

___________is ________and ________with _____________. The (adj) (noun) (verb) (adverb). Due to ______________, the _______________ is like __________ because _______________. Due to _______________, I felt _______.

The essay includes dialogue in re-telling the incident. He/She said, “ ______________.” He/She said that ____________. “________________,” he/she said.

Vary words for said. (Told/asked/ requested/mentioned, etc.) I told him/her _________________.

“________________,” ______ said, “_______________.”

Genre Language Patterns Personal Narrative Essay

Sample Frames


Beginning/Early Intermediate Intermediate Early Advanced/Advanced

The essay includes transitions. First, ____________. Next, ____________. Last ,____________.

In the beginning, ____________. Later, ______________. This was followed by __________. Finally, ___________. To begin with ______________. Once he/she __________, then __________. After __________, the _____________. In the end, _______________.

Prior to __________, he/she/it _________. Just as _________, ___________. Before the __________, he/she/it ________. It wasn’t until ____________ that ______.

The essay includes a well-integrated ending and the writer tells how he/she feels about the incident now. I learned ________. I felt ______. This experience taught me __________.

__________ taught me ____________. __________was like ______________. Now I know that _________________. When I think of _________, I __________. I still think _____________. I will never forget ________________.

Thinking about this experience now makes me realize _________________. As I reflect on this event, I feel ___________. An important lesson that I learned from this experience was ______________. When I think of _____________, I am reminded that __________________.


Everyday Moments

Emotions

Lessons Learned/ Realized

Special Times

First/Last Times I Remember!

Name ________________________ Class ______________ Date _________


Subject Imagery (words that paint a picture)

Places

Sounds

Sights

Smells

Tastes

Textures

Emotions

Thoughts

Imagery Word Bank

Name ________________________ Class ______________ Date _________


Place Imagery

Imagery in Settings

Name ________________________ Class _______________ Date _________________


Important People in My Life

Name ________________________ Class _______________ Date _________________


Name ___________________________________________________ Class _____________________________ Date __________________


In Other Words

What they are thinking

What they say How they said it

Actions while talking


Incident Gist Cloze ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

__________________ __________________ __________________ who? what? where?

__________________ __________________ __________________ how? why? when?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

__________________ __________________ __________________ where? who? what?

__________________ __________________ __________________ how? why? when?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

__________________, __________________ __________________ when? who? what?

__________________ __________________ __________________ how? where? why?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

__________________, __________________ __________________ why? who? what?

__________________ __________________ __________________ how? where? when?


Introducing the Writing Style

A personal narrative essay is a well-told story in a natural, honest voice about a specific occurrence in the writer’s life. The writer uses vivid sensory detail to engage the reader and reveals (either implied or stated) the significance of the event.


• The beginning of the essay captures the reader’s interest. • The composition is about a single incident that is of

personal significance to the writer. • The essay describes the setting and the peoples involved in

the incident. • The writer describes his/her feelings during the incident. • The writer tells how he/she feels about the incident now.

CONTENT and ORGANIZATION


• The writer uses an appropriate level of vocabulary, sensory detail and/or figurative language.

• The writer uses dialogue in re-telling the incident. • The ending concludes the story.

• The essay is clearly organized. • The writer uses an appropriate level of conventions such as

sentence structure, grammar and mechanics.

Personal NarrativeEssay

Also called...• Autobiographical• Autobiographical Narrative• Personal Narrative

A Brief Definition:

A personal narrative essay isa well-told story in a natural,honest voice about a specificoccurrence in a writer's life.

From the ELD Intermediateto Advanced Standards...

√ Identify various elementsof discourse in writing (i.e.,purpose, speaker, audience,or form)

√ Use strategies of notetaking, outlining andsummarizing to structuredrafts of clear, coherent andfocused essays with consistentuse of standard grammaticalforms.

√ Create coherentparagraphs through effectivetransitions.

√ Write detailed fictionalbiographies andautobiographies.

The Context: Where/When/Why

• common requirement for college entrance• promotes critical thinking• affirms a writer's voice

The Motivation of the Writer: "So what?"

• Why should the reader care about thisstory?• What can we learn from reading the story?• Is some aspect of the text particularly compelling?

TheProcess

1 Reflect:

Students think about a singleincident in their lives toshare.

2 Describe:

Students describe theincident using sensorydetail and figurative

3 Analyze:

Students compare his/herfeelings during the incidentwith his/her feelings aboutthe incident now.



“Me Bag” Activity

This Building on Background activity provides meaningful connections to personal narrative writing. In class, model this activity with your own “Me Bag”. As a take-home activity, provide students with brown lunch bags and instruct them to fill their bags with a few personal items (i.e., objects, photos, magazine cut-outs) that represent some aspect of their lives (i.e., family, interests). Suggest that students decorate the bags (i.e., with magazine cut-outs or markers). In class, students share and discuss their bags and deliver short presentations about the items in their bags. Variations include: “Me Box”: Shoebox

“Me Map”: Posterboard with magazine cut-outs, words, symbols and photos

“Me Presentation”: Web 2.0 Tool

Journal Prompt: 1. What does this object/picture represent? 2. What or who do you relate it to? 3. What did the object represent in the past? 4. What does it represent in the present? 5. Do you think it will maintain its value in the future?

Name___________________________________________________ Class ____________________________ Date ___________________


My Feelings Then and Now

Incident/Event My feelings during the event

My feelings now

Why my feelings did or did not change


NINE SQUARES


NINE SQUARES Incident: Seeing My Dog Again

Name ______________________________ Class _______________ Date ______________


Outline for Personal Narrative Essay

I. Introduction

A. Hook the reader.

B. Summarize your specific incident.

C. May include feelings then.

II. Setting

A. Describe the place where the incident took place.

B. Include sensory detail and figurative language.

III. Body of the Essay

A. Body Paragraph #3

1. Begin telling your story.


B. Body Paragraph #4

1. Continue telling your story.


C. Add more body paragraphs as needed.

IV. Conclusion

A. Conclude your story.

B. Tell how you feel about the incident now.

Name ________________________________ Class ___________________ Date __________

Personification


The clock _________________________________________.

The wind _________________________________________.

The waves ______________________________________.

The sun's ray __________________________________.

The flag _______________________________________.

The chair_________________________________________.

The book ________________________________________.

The pencil ________________________________________.

The bell ______________________________________.

The ball _________________________________________.

The weather ______________________________________.

Summer _________________________________________.

Winter ____________________________________

Name_____________________________________________ Class ___________________________ Date______________________


Sensory Detail smell sight touch taste hearing

WORD BANK odor noisy grab stink

look sour loud notice

hold smooth see spicy

sweet grab silent perfumed

grab quiet smelly stare


Show, Don’t Tell

Tell

Show Actions, descriptive words, sensory details

I was happy.

I was tired.

I was excited.

I was angry.

I was scared.

I was sad.

I was ______.


Show, Don’t Tell: Hands-on

TELLING SENTENCES

SHOWING SENTENCES

The girl is excited.

The man has the flu.

The house needed to be fixed.

Julie stuck out her leg on purpose, as Jimmy walked by. Julie laughed out loud when Jimmy tripped. “Gotcha again, Jimmy-boy!” she teased.

With broken windows heavy with dirt, the house looks deserted. The chipped paint is faded, the trees are dead, and several tiles are missing off the roof.

The man sneezes, coughs, and gasps for breath as he lies aching in bed. His eyes water and his dry, red nose hurts.

The tiny, white, fluffy puppy yelps when she is hungry.

The girl is screeching in exhilaration while she jumps high in the air. Her smile stretches from ear to ear while her red ponytails bounce up and down.

Julie is a bully.

The dog barks.

Emotion

Actions described with

Adverbs

Thoughts

SensoryDetails

Name _____________________________________________


Show ThatEmotion!

Emotion

Anxious

Actions

described with

Adverbs

Thoughts

Sensory

Details

how lucky I felt

hoping lunch wouldbe good

hungry

stomach grumbled

Name _____________________________________________

smelled pizza

gooey, steamingslice of pizza

moved slowly

inched closer

anxiously looking


Show ThatEmotion!


Describe the setting of the incident. Time (e.g., year,

season or day) People Objects


Is it important to me?

YES YES

NO

NO

Could I find something about the event that’s

important? NO

Focus on a very small part of the event

(5-20 min)

YES

Can I create a ‘mental movie’ that will

persuade/change/affect readers’ feelings?

WRITE!

YES

Did I change/learn something from the

event?

YES

YES

Is it something that other people can relate to?

NO

NO

NO

Did your feelings about the object, person, or place

change?

If it’s really important to you, then be creative and think of a

way to connect to the reader.

New

Event N

ew Event

New

Event

NO

NO

YES

YES

WRITE!

So What? Factor Map


Sound Sense

What to do: Example:

Include sound. He heard a rooster.

Add ‘could hear’. He could hear a rooster.

Add ‘ing’. He heard a rooster crowing.

Take out ‘heard’, but include sound. On the farm, a rooster crowed.

Write the sound. “Cock-a-doodle-doo”,

squawked the rooster as it scratched the dirt.

Sound with simile. The rooster crowed like a piercing police siren.

Sound with ‘as if’. The rooster crowed as if he

wanted to wake up the whole town.

Use ‘as’ to add visual. The rooster crowed as the people in the house tried to sleep.

Name __________________________________________________ Class _________________________ Date _____________________


Subject: _________________________________

Event or experience: _________________________________________________________________

What is the significance of this event for the following people?

Person Thoughts/Feelings Actions Significance/Learning

Stating Significance

Name________________________________ Class ________________ Date___________


Story Poster Project

Date: ____________

Select and read one of the chapters from ___________ _________. After reading and analyzing it, prepare a poster to present in class. This presentation should include: • Poem • Descriptive Language Examples (imagery,

figurative language, sensory detail) • Plot Diagram • Chapter Map • Gist Statement • Character Analysis (one activity) • Golden Line • Author Study (one activity) • Other activity

_______ _______ _______ _______ _______ _______ _______ _______ _______

Due Date: _______________ Presentation Date: _______________ Signature of Parent/Guardian: ___________________

The Boy

By José _______________

I still remember writing about my life when I was 11 years old in the 5th grade. I had only been in the U.S. for seven months. It was really hard because I had to write an essay about my life. I didn't like writing because I thought it was a dumb thing to do and boring.

The 5th grade classroom was a small room. It smelled like a candy store. All the students were short; they looked like little ants eager to learn. The teacher was am old guy who had white hair. He was short and kind. He smelled like a garden in the spring.

It was the first day of 5th grade. When I first entered the classroom, I was as nervous as a cat getting attacked by a dog. I didn't know anyone. All of the students were in class when I arrived late. The teacher was gathering information about his students’ background in order to get to know them better. The old teacher told us to write about ourselves. I didn't know what to write about. Then I asked a short skinny kid. He told me what to write about write about my life and to describe myself. “What’s one of the most valuable things that has happened to you?” he asked me.

I started writing. My mind was floating like a river. I wasn't really paying attention to what I was writing. I was just writing whatever came up to my mind. I wrote about when I was in Mexico and what my life was like there. I was feeling great; I was proud of myself.

That was the first time I had written that much about my life. After I was done, I felt relaxed. Now, once I get writing, I can write anything and about anything I want. About the Author José _________ is an 8th grader at ___________ Middle School. He was born in Guadalajara, Mexico. He came to California when he was ten years old. After graduation, José plans to go to college and have a family.

Introduction

RisingAction

TurningPoint

FallingAction

Resolution

Summarizing a Plot

Name __________________________________ Class ___________________ Date _______________

Autobiographical Incident Essay © WRITE Institute, January 2014

Plot Elements

Description Example


Teacher-modeled Essay

Visting Nihao

I still remember the time when I saw my dog again after having moved away. After two years of raising Nihao* from puppyhood in Argentina, my husband and I decided to move with our newborn daughter to the United States. Since we didn’t know where we would live in the U.S. and Nihao was accustomed to running freely on a large “quinta” or large yard, we felt that we needed to leave her on the land. Fortunately, a kind, young family bought our house and kept Nihao.

The quinta was as lush and green as a forest. The fresh smell of eucalyptus trees filled the humid air. The enormous trees stretched out their arms to shade the huge yard from the scorching summer sun. The children’s garden that my friend Alejandra and I had planted many years earlier was bursting with colorful vegetables. Green and white striped lawn chairs surrounded the small swimming pool. The quaint brick house stood quietly with its wooden blinds down to the floor.

First, I saw Nihao, my golden Labrador mut, come running toward the blue gate at the edge of the driveway. She looked like an Egyptian princess with dark lines around her eyes coming to see who called on the queen. I called out to her, “Come, mi reina*, come here!” She still understood English perfectly and responded to my command.

Next, Nihao and I locked eyes. I told her that I was so sorry that we had to leave her. She offered me her paw through the gate, which seemed like a gesture of understanding. I pet her golden hair repeating, “You are my good girl; you are my good girl.”

Finally, it was time to say goodbye again. “Zai jian*, my little friend,” I whispered. I could hear my friend, Alejandra calling me from the corner to return to her house to drink mate tea. While it was very sad to see my beloved puppy again, I still think that we did the right thing by leaving her with the house and a loving family. Although we might eventually get another dog, I will never forget my two years in Argentina with Nihao.

• “Ni hao” means ‘hello’ in Chinese • “mi reina” means ‘my queen’ in Spanish • “Zai jian” means ‘goodbye’ in Chinese

Feelings then

Background information

Setting/ Descriptive language

Feelings now

Single incident

Name _______________________Class _________________Date _______________


Think & Write!

Introduction • Summarize the incident & provide background information

Body • Setting • Story, part 1 • Story, part 2

Conclusion • Story, part 3

• Specific incident • Feelings then

• Setting • Descriptive language • Dialogue

• Strong ending • Feelings now

Name _______________________________ Class ________________ Date ______________


Term Definition/Explanation Example

Theme

The central or dominating idea, or “message” in a literary work. Themes are often inferred (implied), rather than directly stated.

Imagery

The making of “pictures in words.” Imagery appeals to the senses of sight, taste, smell, hearing, and touch, as well as internal feelings.

Characterization

The method by which the author creates a description of a character’s actions, words, thoughts, and feelings to convey the appearance and personality of imaginary people.

Symbolism

The technique of using something concrete (an object, place, character, action) to represent or suggest something abstract. In literature, symbols are meant to be taken both literally and figuratively.

Alliteration

A literary or rhetorical stylistic device that consists in repeating the same consonant sound at the beginning of two or more words in close succession.

Mood/Tone The emotional attitude in a literary work (i.e. hopefulness, perseverance, sadness).

—from NTC’s Dictionary of Literary Terms

Vocabulary for Personal Narrative

Vocabulary Hands-on


Theme

The central or dominating idea, or “message” in a literary work. Themes are often inferred (implied), rather than directly stated.

Imagery

The making of “pictures in words.” Imagery appeals to the senses of sight, taste, smell, hearing, and touch, as well as internal feelings.

Characterization

The method by which the author creates a description of a character’s actions, words, thoughts, and feelings to convey the appearance and personality of imaginary people.

Symbolism

The technique of using something concrete (an object, place, character, action) to represent or suggest something abstract. In literature, symbols are meant to be taken both literally and figuratively.

Alliteration

A literary or rhetorical stylistic device that consists in repeating the same consonant sound at the beginning of two or more words in close succession.

Mood/Tone

The emotional attitude in a literary work (i.e. hopefulness, perseverance, sadness).

Vocabulary Hands-on


Plot

The arrangement of incidents in a narrative, including a beginning, a middle and an ending.

Protagonist

The central character of the literary work.

Setting

The place, time in history or social environment in which the story takes place.

Simile

A figure of speech that uses like or as to compare two different objects, actions or attributes.

Metaphor

A figure of speech in which one thing is imaginatively compared to another thing.

Personification

A figure of speech in which human characteristics are attributed to animals, plants, inanimate objects or natural forces.

Documents

Writing Unit’for’ PersonalNarrativebellenglishdepartment.weebly.com/uploads/4/7/2/7/... · Descriptive Language Blind Line Dominant Impressions Figurative Language Imagery Sensory