Writing Unit for Personal Narrative Grades 912
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____________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
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.
Personal Narrative: Secondary © WRITE Institute, January 2014
Name _________________________ Class ______________ Date________________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
Personal Narrative: Secondary © WRITE Institute, January 2014
Hook
Dialogue
Transitions
Setting
Genre Icon Cards for Personal Narrative
Single Event
Sensory Words
Personal Narrative: Secondary © WRITE Institute, January 2014
Genre Icon Cards, Page 2
Descriptive Language
Figurative Language
Details
Closing
Imagery
Emotions or Feelings
=
Personal Narrative: Secondary © WRITE Institute, January 2014
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 __________
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
2. Describe the people and include dialogue.
C. Add more body paragraphs as needed.
IV. Conclusion
A. Conclude your story.
B. Tell how you feel about the incident now.
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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: Secondary © WRITE Institute, January 2014
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: ______________________________________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
before
now
Windowpane for Personal Narrative Essay
=
Personal Narrative: Secondary © WRITE Institute, January 2014
Windowpane for Personal Narrative
Personal Narrative: Secondary © WRITE Institute, January 2014
Windowpane for Personal Narrative
Personal Narrative: Secondary © WRITE Institute, January 2014
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________
Personal Narrative: Secondary © WRITE Institute, January 2014
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____________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
Blind Line As ________________________ . . .
---------------------------------------------------------- . . . as a(n)____________________.
---------------------------------------------------------- As ________________________ . . .
---------------------------------------------------------- . . . as a(n)____________________.
---------------------------------------------------------- As ________________________ . . .
---------------------------------------------------------- . . . as a(n)____________________.
---------------------------------------------------------- As ________________________ . . .
---------------------------------------------------------- . . . as a(n)____________________.
----------------------------------------------------------
Personal Narrative: Secondary © WRITE Institute, January 2014
Feelings Thoughts Events
The Circle of Life
Personal Narrative: Secondary © WRITE Institute, January 2014
The Circle of Life
Name___________________________ Class ________________ Date _____________
Personal Narrative: Secondary © WRITE Institute, January 2014
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__________
Personal Narrative: Secondary © WRITE Institute, January 2014
Direct and Indirect Dialogue Name___________________________________Class_________________ Date__________
Personal Narrative: Secondary © WRITE Institute, January 2014
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 _______________
Personal Narrative: Secondary © WRITE Institute, January 2014
Associations
emotion
color
time of day
action
place
symbol
sound
thought
_______
Dom
inant Impression
Figurative Language Sort
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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 __________________.
Personal Narrative: Secondary © WRITE Institute, January 2014
Everyday Moments
Emotions
Lessons Learned/ Realized
Special Times
First/Last Times I Remember!
Name ________________________ Class ______________ Date _________
Personal Narrative: Secondary © WRITE Institute, January 2014
Subject Imagery (words that paint a picture)
Places
Sounds
Sights
Smells
Tastes
Textures
Emotions
Thoughts
Imagery Word Bank
Name ________________________ Class ______________ Date _________
Personal Narrative: Secondary © WRITE Institute, January 2014
Place Imagery
Imagery in Settings
Name ________________________ Class _______________ Date _________________
Personal Narrative: Secondary © WRITE Institute, January 2014
Important People in My Life
Name ________________________ Class _______________ Date _________________
Personal Narrative: Secondary © WRITE Institute, January 2014
Name ___________________________________________________ Class _____________________________ Date __________________
Personal Narrative: Secondary © WRITE Institute, January 2014
In Other Words
What they are thinking
What they say How they said it
Actions while talking
Personal Narrative: Secondary © WRITE Institute, January 2014
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?
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
Personal Narrative: Secondary © WRITE Institute, January 2014
• 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
Personal Narrative: Secondary © WRITE Institute, January 2014
• 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.
Personal Narrative: Secondary © WRITE Institute, January 2014
Personal Narrative: Secondary © WRITE Institute, January 2014
“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 ___________________
Personal Narrative: Secondary © WRITE Institute, January 2014
My Feelings Then and Now
Incident/Event My feelings during the event
My feelings now
Why my feelings did or did not change
Personal Narrative: Secondary © WRITE Institute, January 2014
NINE SQUARES
Personal Narrative: Secondary © WRITE Institute, January 2014
NINE SQUARES Incident: Seeing My Dog Again
Name ______________________________ Class _______________ Date ______________
Personal Narrative: Secondary © WRITE Institute, January 2014
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.
2. Describe the people and include dialogue.
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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______________________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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 ______.
Personal Narrative: Secondary © WRITE Institute, January 2014
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 _____________________________________________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
Show ThatEmotion!
Personal Narrative: Secondary © WRITE Institute, January 2014
Describe the setting of the incident. Time (e.g., year,
season or day) People Objects
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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 _____________________
Personal Narrative: Secondary © WRITE Institute, January 2014
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___________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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 _______________
Personal Narrative: Secondary © WRITE Institute, January 2014
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 ______________
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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
Personal Narrative: Secondary © WRITE Institute, January 2014
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.