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Personal Narrative Unit UBD

Personal Narrative Unit UBD

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Published by Lindsay Nowaczyk

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Published by: Lindsay Nowaczyk on Dec 31, 2012
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Nowaczyk 1 
English Language ArtsFourth Grade
Lindsay Nowaczyk Personal Narrative Unit November 2012
Nowaczyk 2
Considering the Context and Learners: Personal Narratives
The big idea of this writing unit is to teach students that, as writers, we can use our writing to share a personal experience from which we have learned. In this unit, student willlearn writing skills that are focused on the following four questions: How do I use writing toshow other people something I experienced and from which I learned? How do I use other  people’s writing to learn to be a writer? How do I, as a writer, construct personal narratives based on real events? How do I use specific word choices and writing techniques to “show” myreaders about my experience without “telling” them what happened? These questions promotestudents to learn basic writing skills that will engage their audiences and teach students to relaystories and important life messages. Personal narratives teach students to think, express ideas,and convey an experience. These skills will not only be helpful in their writing, but can also beadapted to their verbal story telling and reading. Writing personally narratives teach students tounderstand story structure; which can improve reading comprehension and reading withintonation.Throughout this unit, the students will learn to create a personal narrative that includes:descriptive language (“show, not tell”); individual voice; conventional spelling, punctuation,capitals and without run-on sentences; dialogue/quotes; established situation, characters, andnarrator; and in sequential order. Student should be able to use multiple resources, such asdictionaries, spelling patterns, and word lists, for conventional spelling in their writing. Theywill consider their audience when providing interesting leads, sequencing, and providingresolutions to the problem in their narratives. Students will have to share their personal narrativeswith one student during the editing phase to determine what is missing and what can beexplained in greater detail. Students are also expected to share their final draft to their group of 4
Nowaczyk 3students and one student from each group will share their personal narrative with the whole class.The context of the unit falls in mid-November and continues until winter vacation. So far this year the students have spent time doing MEAP writing practice and descriptive writing based on photographs. During MEAP writing practice the students practiced writing “peer”responses to writing samples, five paragraph essays, and compare/contrast pieces. This will bethe first specific unit the students will encounter in their curriculum; however, they have beendoing great work on descriptive writing based on photographs. The students have been workingon “show, not tell” writing techniques to allow the audiences to imagine the situation, and feelthe emotions underlying in the photograph.Monday, November 12, 2012

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