Pearson+Unit+4-Autobio+Narrative


 * Pearson Unit Four (2-3 weeks) **


 * Prereading ** :

· //From Dust Tracks on a Road// by Zora Neale Hurston (Anth 928-93)
 * ** Introduce ** Literary Analysis: Social Context in Autobiography & Reading Strategy: Analyzing Author’s Purpose & Meaning (Unit 4 Resources pgs 328-329)
 * Reading **** : **

Student example #1 p1 Student example #1p2 Student example #1p3
 * Postreading: **
 * After you Read-Literary Analysis Questions 4, 5, 6 (Anth 937)
 * These questions address the writer's use of dialogue, purpose of the inclusion of certain details, and choice of autobiographical incident.
 * Process Writing: **
 * Read Chapter 4-Narration-autobiographical writing (PH Wr & Grm 48-49 teacher ed/pp32-33 student ed)
 * Autobiography in Everyday Life
 * What is Autobiographical Writing?
 * Types of Autobiographical Writing (focusing on the following)
 * Reflective essays, personal narratives, autobiographical incidents
 * Read 4.1-Model from Literature (PH Wr & Grm 50-51teacher ed) This does not appear in the students' editions and will have to be done on the Elmo
 * Use step by step teaching guide-Engage students through literature (left margin teacher's edition)
 * 2. What are some of the struggles the narrator experiences/What do these struggles do for the narrative?
 * 2. What insights has she gained from this experience/Why must the narrator include them?
 * Choose a topic
 * ====Using the white board or Elmo, reveal each of the following topic cues one at a time and have the students write sentences regarding incidents they are reminded of which would make good stories. They should begin each with The Time When...The cue word need not be in their incident sentence idea.====
 * I give them the following example. The first cue is money. The incident I thought of was **The time when**...//I was held up at gun point at my job.// Note the word money is not part of what I wrote down, rather-this is the autobiographical incident I thought of when I heard the word money.
 * Give the students maybe 30 sec. to a minute to think of an idea for each one. The more sentences they complete, the more ideas they'll have to choose from.
 * After you've gone through the list of topic cues, have the students choose one and narrow the topic and consider audience and purpose. (PH Wr & Grm 54-55) Students tend to try to include too much, and span too much time in the retelling of their incidents. Have them create a chart of the flow of events on the back of their cues list. Then have them choose only one aspect of their incident to focus on in detail. (PH Wr & Grm 4.2 p 54 teacher ed/p 36 student ed)
 * Gathering Details
 * Autobiographical Incident detail gather page
 * Analyzing the works of others
 * ==== Share two student examples. Have students locate the required elements (setting details, dialogue, characterization, sensory imagery, power language/strong vocabulary, reflection/lesson learned.) What did the students do especially well? ====

Student example #2p1

Student example #2p4
>> (PH Wr & Grm 59-62 teacher ed/pp 41-44 student ed)-these pages assist the students with adding dialogue, providing variety in sentence beginnings, working with the correct pronouns and revising word choice with more interesting selections.
 * ===Drafting===
 * ====Have students use their number one ranked item to create an introduction for their incident, and follow the Organization and Pacing guide to create the first draft of their stories. (PH Wr & Grm 56 teacher ed/p 38 student ed) ====
 * After students have completed their first drafts, have them add details by 'exploding' a few moments in their stories. I took small sticky notes and cut a few small wedges out of each side to make 'explosions'. Each student got three stickies and had to identify three separate moments in his/her story to elaborate, following the instructions in the book. (PH Wr & Grm 4.3 p 57 teacher ed/p 39 student ed)
 * In the second draft, I usually ask them to add a few extras such as: an additional metaphor or simile, an allusion-[Biblical, Literary, Historical or Cultural], a foreign phrase, and a section of dialogue. They must highlight the addition of these new elements.


 * Assessment: **
 * ====Typed Autobiographical Narrative Process paper handed in with all rough drafts====
 * Pearson has an Autobiographical Narrative rubric in the All in One workbook. PP CA 2-4 in the back of the book. It's not great. If anyone finds a better-feel free to post.



** Other Sources- **

 * =====** Prentice Hall //Writing and Grammar// ** //Note-student pages are different but are indicated with an H in the b teacher's ed at the bottom of the page// =====
 * ==** //Pearson Literature All in One Workbook// **==