Personal Narrative Writing Unit

Objectives:

• Explore the pre-writing process by generating lists, participating in discussions, and using graphic organizers
• Include sensory details to paint a picture for the reader, to show feelings and events rather than simply tell them
• Use effective techniques to develop an interesting lead, focusing on dialogue, sound, setting description, or action
• Write a creative and well-organized personal narrative retelling an event from the student's memory

Method: (link to unit packet here)

Lesson 1: Brainstorming Emotions
I presented the girls with an A-Z chart and instructed them to generate a list of strong emotions for each letter of the alphabet. The girls were given time to think independently, and then they could pair-share and team up with their desk partners to complete the list. After monitoring the room, we had a group discussion where we shared emotions for each letter, and the girls were instructed to take notes on emotions they didn't have listed on their sheet.

Next, I asked the girls to circle three emotions from the list they could remember feeling, and to tie it to event they can recall experiencing. For this step, I projected the Part Two organizer onto the white board and modeled my thinking, sharing personal events in my life and the emotions connected to each. 

The girls were then asked to do the same with three emotions on their own graphic organizer. I wrapped up the lesson with time to share their events.

Lesson 2: Recalling the Details

I began the next lesson by giving the girls an opportunity to review their notes from the previous day. I asked the girls to think about which event they could recall most vividly. Some girls were able to select their topic quickly, while others needed more time to think. I modeled this process and reviewed my notes and made a decision about which memory stood out as the best topic for this project. Next, I introduced the sequencing graphic organizer and completed it on the white board. The girls were then given time to finish selecting their topic or begin working on the sequencing organizer. To wrap up the day's lesson, the girls were given the opportunity to share their memories with the class.

Lesson 3: Show, Don't Tell and Interesting Leads

The lesson began with a discussion about the importance of painting a picture for the reader. "You are the expert on your experiences, so you need to make the reader feel as if they are there with you, experiencing the setting, emotions, and events along with you." 

I presented the girls with an anchor chart entitled "Show, Don't Tell." Each of the examples were completed except the last. We read the completed ones as a class and then looked at the last example. The "Tell" column read, "He felt sad." I asked the girls to share examples that we could use to show sadness, and I recorded the responses on the white board. See below.

We then put them all together to complete the anchor chart. See below.

Next, the girls were given time to complete the Part Three organizer in their packet, in which they take moments from their topic and include descriptive sentences and sensory images. The girls then had the opportunity to share their descriptive sentences with the class. 

Next, we turned to the last page of the pre-writing packet, Part Four: Interesting Leads. I provided the girls with four suggestions: Action, Setting Description, Dialogue, and Sound Effects. We discussed these options and how they are more interesting to read then, "One time on vacation..." or "When I was six years old..." The girls were given some time to generate two interesting leads for their narrative and then select the one they liked best. We ended the lesson with time to share our story starters.