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English 11 – Composition & Literature 11th Grade 4 Weeks English 9&10
Stephanie Davis ENG 313 April 13, 2009
Unit: Youth Voice & Perspective through Coming-of-age Literature
Michigan Merit Curriculum Standards: 1.1, 1.2, 1.3.3, 1.5.4, 1.5.5, 3.1.3, 3.1.5, 3.1.9, 4.1.5 Anchor Text: The Glass Castle by Jeannette Walls Big Ideas: • Writing is a format for which one’s personal voice can be communicated. • The voices of youth and different perspectives (teenage girl, young girl, and pre-teen boy) are underrepresented. • Writing can be used to illustrate a vivid image of a moment in time—a memorable moment of the author. • Coming-of-age is a genre of Literature that can speak to a variety of issues that student’s experience. • Model texts can aid students in creating their own voice and texts with which to communicate that voice. • Hardship is relative to the individual and their experiences (again, different perspectives). Themes: • Coming-of-age • Families • Youth dynamics • Peer groups • Hardships • Loss of innocence • Maturity • Boys/Girls • Identity • Fitting In Literary Elements & Devices:
• • • • • •
Theme Narrative conventions: characters, plot, conflict, resolution, climax, setting, etc. Characteristics of memoir/personal narrative in terms of format Audience Voice Description/detail/show versus tell.
Cultural: • Youth Culture FCAs for Personal Narrative (Focus Correction Areas as according to Collins writing): • Use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) • Use of active voice whenever appropriate. • A clearly developed cohesive theme. Formative Assessments Reading, Writing, Listening and Viewing Activities • Read The Glass Castle by Jeannette Walls • Read “Chipped Beef” by David Sedaris • Listen to This American Life: “Edge of Sanity” with David Sedaris reading his essay “A Plague of Tics” • Watch “My So-called Life” Episodes: “The Zit” and “Pilot” • Graphic Organizer of Personal Narrative Topic • Journal writing—memorable moment & with inspiration of personal object (functioning as brainstorming/pre-writing) • Improve own writing by viewing excerpts from the model texts of this unit (Using Christine Dawson example of changing verbs in sentences, but extend by looking at all word choice) • Make connections across texts & media forms • Participate in activity learning passive & active voice • View examples of Personal Narratives & Digital Stories • Discuss themes of the different works of the unit • Participate in all the steps of the writing process • Send-in narratives or digital compositions to be published by ‘Cyberteens’ www.cyberteens.com • Maintain a reflection of their work Ongoing Skill Development: • Read independently
• • • • • • • • • • • • • •
Read aloud Participate in class and small group discussions Journal Writing Learning passive & active voice Developing voice in writing Adding details, description, and imagery to writing Drafting/revision/editing skills Aiding others in the revision of own work (peer-edit) Technology skills Note taking on demonstration/lecture (Use moment from Mike Sherry’s class in which he threw a shoe and then had us describe the moment—helped to illustrate showing versus telling) Communicating purposes in writing Writing to an audience Developing skills of ‘showing’ and ‘telling’ in writing Reflecting on their performance and writing choices
Linking Texts: Essay: • “Chipped Beef” by David Sedaris Podcast: • “A Plague of Tics” by David Sedaris on This American Life Episode 52: “Edge of Sanity” Television: • My So-called Life by Winnie Holzman Episodes: “Pilot” & “The Zit” Model for making Digital stories of narratives: • A short film made based off of “A Plague of Tics” http://www.youtube.com/watch?v=G3FdcrButSg Reference Books: • Narrative Writing by George Hillocks (Chapter 2—models of good and not as good narratives) Essential Questions: • How does hardship shape one’s life? • How does family shape a teen/adolescent’s life? • What are common themes/issues of the adolescent experience? • What are the elements of a personal narrative? • What makes a ‘good’ personal narrative? • How can a writer show an event using imagery and word choice?
How do we write personally—but for an audience? How do you engage a reader?
Quotations: • “In my mind, Dad was perfect, although he did have what Mom called a bit of a drinking situation.” Jeannette Walls (The Glass Castle) • “Things were getting to me. Just how people are. How they always expect you to be a certain way. Even your best friend.” Angela Chase (My So-called Life) • “School is a battlefield for your heart. So when Rayanne Graff told me my hair was holding me back, I had to listen. 'Cause she wasn't just talking about my hair. She was talking about my life.” Angela Chase (My So-called Life) • “It wasn't that we were poor. According to my parents, we were far from it, just not far enough from it to meet my needs. I wanted a home with a moat rather than a fence. In order to get a decent night's sleep, I needed an airport named in our honor.” David Sedaris (“Chipped Beef”) • “We write to taste life twice, in the moment and in retrospection.” Anais Nin Genre Study: • Media • Personal Narrative • Genre Study: Form= Audience + Purpose • Memoir Summative Assessment: • Write to demonstrate learning—Personal Narrative • Create Digital Composition of Personal Narrative (Using MovieMaker or iMovie) Objectives: SWBAT… • Use model texts to aid in writing a personal narrative • Learn the skills used in detailed/descriptive writing • Illustrate a balance between ‘showing’ and ‘telling’ • Implement narrative conventions to convey own voice • Participate in drafting/revision/editing process • Discuss different adolescent perspectives through literature • Produce a personal narrative text • Create a digital composition based off of their personal narrative Rationale: This conceptual unit will allow students to participate in discussions centered on the theme of coming-of-age and
the adolescent voice. This will allow students to spend time focusing on particular concepts in order to ultimately produce their own piece of writing and digital composition. Thus, this skill will be stored in a meaningful and relevant way as opposed to just presented as a skill that is unconnected to the student’s pre-existing schema. Furthermore, the adolescent voice and comingof-age theme is in congruence with connecting to student’s own lives. Students may find it easier to relate to these texts in a way that will help them develop their own voice. I also chose texts from various perspectives (young girl, pre-teen boy, and a teenage girl). I thought that the variety of perspectives would help the unit be relatable to a wider variety of my students. Furthermore, I have incorporated a large variety of modes: podcast, essay, memoir, television show, and digital short. This will expose students to the different modes with which the genre personal narrative can be communicated. It will also help reach a wider variety of learners. I have incorporated many scaffolding activities within the unit. The activities will give them the skills to develop one moment into a narrative by using details, descriptions, and imagery while including the conventions of a personal narrative. I will also allow them the opportunity to peer-edit and conference with me on their papers. This will allow them to take more pride in their work by committing time to revision and editing. Furthermore, these opportunities allow students to express their purpose in writing and work cooperatively in improving their work. The completion of the personal narrative allows them to look into the past for a moment that is memorable and communicate that experience to an audience. Thus, audience is key. Students will participate in activities that will aid them in keeping the writing personal but also keeping the audience/reader in mind. More importantly, writing about a past moment may help the students make sense of that moment or re-evaluate their thoughts about that moment. This can be a transformative event. Writing can at times be therapeutic or an opportunity to express feelings that may not otherwise be
communicated. This unit will show students the power of writing and will hopefully encourage them to continue writing for themselves. Creation of the digital composition allows them to communicate this information in a different mode. By placing images, clips, music, and text together the students will recreate their personal narrative visually. It will allow them the opportunity to work with technology that will open up the opportunities of communication and creation. I will also provide an avenue with which either this composition or the written composition could be published (with Cyberteen). This will also insure that students take a greater stake in their work and also receive praise and validation for what they have produced and the work they have completed over the last four weeks of this unit.
Calendar of Unit on next page:
Italicized portions represent those that have full lessons attached.
Monday -Read David Sedaris “Chipped Beef” in class -Have students write a journal (can be in list form) about memorable moments. -Share some. Monday -Use excerpts from GC & “Chipped Beef” to change word choice (Like Christine Dawson activity) -Discuss the literary choices made -Improve own drafts.
Tuesday -Students Read Part 1 of GC by today -Discussion of “Chipped Beef” -Graphic organizer of one topic from their journal the day before (Start big—add details) Tuesday -Lesson on active & passive voice -David Sedaris: “Plague of Tics” on “Edge of Sanity” podcast -Discussion of David Sedaris ------ Tuesday -Introduce digital story prompt and application -Show models & Let experiment -Start conferencing with students on
Wednesday -Demonstrate show versus tell -Students bring in object and journal describing object & share -Hand-out narrative prompt Wednesday -Have read Part 2 of GC -Show the short based on “A Plague of tics” -Compare/Contrast modes visual vs. text
Thursday -Introduce conventions of narrative -Read good and bad texts discuss what a ‘good’ narrative looks like. Hillocks Ch. 2. -Start drafts Thursday -My So-called Life: “The Zit” -Stop throughout to discuss. -Draft due (I will read and comment over weekend to return after peer-editing) Thursday -Conferencing w/students -Others have work day: read, finish narrative, work on digital comp.
Friday -My So-called Life: “Pilot” -Stop throughout to discuss the themes and the techniques used to tell story Friday -Culminating class discussion of all three texts making comparisons of themes -Also, discuss what techniques each used in narrative -End of hour model peer-editing with use of sample papers Friday -Conferencing w/students -Others have work day: read, finish narrative, work on digital comp.
Monday -Peer-edit day -Return my comments -Assign revision sheet/give time to complete
Wednesday -Have read Part 3 GC -Conferencing w/students -Others have work day: read, finish narrative, work on digital comp.
Monday -Have read Part 4 GC
papers Tuesday -Computer lab to work on digital composition
Wednesday -Computer lab to work on digital composition
Friday -Presentations -Allow time for reflection sheet -Submit to Cyberteens.
-Final paper due
-Computer lab to work on digital composition
Lesson Day 3: Show vs. Tell
Target Audience/Needs: Course/Grade listed above. Students will need to develop skills of ‘showing’ with detail in description for their paper. They will also need to see the difference between ‘showing’ and ‘telling’ to use to balance their narratives. Placement within Overall Lesson/Unit: Before students start their drafts of personal narrative. Issues for Observation: Make sure I check for clarity and understanding of skill. Objectives: SWBAT… • Decipher the difference between ‘showing’ and ‘telling’ • Workshop sentences with this skill. • Use an object as reference to write a descriptive journal • Share their pieces of writing. Materials Needed: Students, board, and objects (will ask students the day before to bring in the next day) Preparation: Ask a particular student to participate in my demonstration of ‘showing’ versus ‘telling.’ Introduction: Good morning English 11. The last few days we have been reading examples of personal narratives. On Monday, you wrote a journal about a memorable moment and yesterday you worked on developing topics for your upcoming papers. Today, you should have brought in an object which we will use later. However, right now we will work on how to add details to your papers. Presentation: Activity 1 (20 minutes) : Demonstration (Adapted from a time in ENG 313 when Mike Sherry threw his shoe to get us to react and write sentences to see our prior knowledge of showing versus telling)
1. The student I spoke to already will come into class late, slam the door, drop book and furiously sit in desk. 2. After students react, I will tell them that I asked this specific student to do this. 3. I will ask them to raise their hands and give me a sentence telling me what happened. (Expecting that most will give an example of ‘telling’ Example: _____ was really angry when he came into class. (Mostly telling) 4. Then ask how we can alter this to better ‘show’ what the student did. Then, if they cannot come up with an example of ‘showing’ I will use an example. Possibility: As the door slammed our heads jerked to see ____’s agitation as he entered the class. His tantrum continued. He stomped to his desk and the stack of books he cradled echoed as they hit the ground. *This would depend on the specific scenario. 5. Talk about how they are different. 6. Talk about ‘salsa’ words. Activity 2 (20 minutes) 1. Take out the object you brought in for today. 2. Ask them to describe the object in detail, but to avoid generic words like ‘cool,’ ‘good’ etc. 3. Give them time to journal. 4. I will journal to model and also to share my work. Activity 2 (20 minutes) 1. Share my journal. 2. Ask students to share their journals. 3. Talk about the word choices and positive things each student has done. If time permits: Give students the narrative prompt and answer any questions they have about the paper. Assessment: I will assess them based on their participation in the initial activity of sentence generating as well as their participation in the sharing of journals and good attributes of description. Assignment: I will ask students to make sure they have a topic for their narrative—ask them to think about the memorable moment they wrote about on Monday and completed a graphic organizer of on Tuesday, or possibly even an event that is associated with the object that they brought.
Lesson Day 4: Story-telling convention. Target Audience/Needs: Students are about to start their narratives and need to know the components of a ‘good’ personal narrative. Placement within Overall Lesson/Unit: They will start their drafts this day. Issues for Observation: Make sure I check for understanding of the conventions. Objectives: SWBAT… 1. Understand what is necessary for a ‘good’ personal narrative. 2. Hear examples of ‘good’ and ‘not as good’ texts. 3. Start drafts. Materials Needed: Hillocks Chapter 2, students, board. Preparation: Bring Hillocks chapter. Introduction: Good morning English 11. Yesterday, we worked on developing sentences to show to your audience/reader. Also you wrote a descriptive piece about your object. Today, we will focus in on your topics, work on your drafts, and talk about what makes a ‘good’ personal narrative. Presentation: Activity 1 (20 minutes) 1. Read model texts from Hillocks Chapter 2—‘good’ and ‘not as good’ 2. Talk about what was good and not so good in each. 3. Talk about what each of the texts did. Activity 2 (30 minutes) 1. Using the models as reference discuss conventions of a personal narrative (Reference back to models in this section) Examples: plot, conflict, characters, setting, resolution etc.
2. Talk about form/structure a personal narrative can take. (Reference back to models in this section) Examples: start in the middle of action, illustrate inner-thoughts, dialogue, character development, onomatopoeia, speaking to audience, description of environment, engaging hook, imagery, sentence variation etc. Activity 3 (10 minutes) 1. Allow students time to further their graphic organizer from Tuesday, or write a new one if they changed their topic. 2. Give time for students to start draft If time permits: Allow students to continue drafts. Assessment: I will assess students based on their ability to participate in discussion on the model texts as well as that of the conventions of a personal narrative. Assignment: Continue reading GC and writing narrative.
Lesson Day 6: It’s all in the details. Target Audience/Needs: Students need to develop skills to spruce up their writing by adding details and descriptive words. Placement within Overall Lesson/Unit: They have begun their drafts, learned the conventions of a personal narrative, and learned to ‘show’ their scenes and now will work on word choice to develop their papers. Issues for Observation: Make sure that the discussion and work-shopping of sentences is mostly student-led and I will interject when needed. Objectives: SWBAT... 1. Add details to their writing to make it more vivid. 2. Continue learning ‘showing’ versus ‘telling’ 3. Work on drafts Materials Needed: Excerpts from “Chipped Beef” and “The Glass Castle,” students, overhead, and board. Preparation: I will pick excerpts that do a good job of setting the scene. Introduction: Good morning English 11. Today, we are going to continue that work by looking at excerpts from our texts to help with our own narratives. Presentation: Activity 1 (30 minutes)—(Adaptation of Christine Dawson’s activity where she uses sentences from text stripped on descriptive verbs.) 1. Show students text that they have read but with the more powerful verbs altered. 2. Refer back to ‘salsa’ words. 3. Slowly add more verbs until the text is as they read. 4. Talk about how this changes the texts 5. Do with a few excerpts & a few different parts of speech: verbs, adjectives, etc. Activity 2 (5 minutes)
1. Have students re-read own drafts and find a place where they are describing a scene. Activity 3 (15 minutes) 1. Have them re-work scene by making word choice changes similar to exercise before. Activity 4 (10 minutes) 1. Ask students to share their originals and the new sentences. If time permits: Share more sentences and talk about the changes. Assessment: I will assess based on participation in the altering of the excerpts as well as the altering of their own drafts. Assignment: Continue to read The Glass Castle and work on their narratives.
Lesson Day 7: Take an Active Role in Writing: Avoid Passive Voice “The difference between an active-verb style and a passive-verb style—in clarity and vigor—is the difference between life and death for a writer.” - William Zinsser “We have not passed that subtle line between childhood and adulthood until we move from the passive voice to the active voice--that is, until we have stopped saying 'It got lost,' and say, 'I lost it.” – Sidney J. Harris Target Audience/Needs: Reviewing the difference between passive and active voices and their place within the student’s writing. Placement within Overall Lesson/Unit: This will aid students in completing their initial drafts. Issues for Observation: Checking for understanding is key—passive/active voice is sometimes difficult to understand. Objectives: SWBAT 1. Comprehend a firm definition of both passive and active voice 2. Be able to identify the difference between passive and active voice 3. Demonstrate the ability to transform passive voice into active voice Materials Needed: Students, Chalkboard, Powerpoint, Overhead, and Transparency of hand-out and Hand-out. Preparation: I will have read the student’s initial writing assignments and noticed the prevalence of passive voice and its effect on the flow and conciseness of their papers. I will need to set-up the Powerpoint so that it is ready when ‘class’ begins. Introduction: Good Afternoon English 11. Each of you had really good ideas as you begin your drafts, now I would like to work on something today that will help us as writers to improve in future papers. Presentation: Activity 1 (4 minutes)
1. Show Powerpoint with picture of someone being inactive paired with a list of passive voice sentences. i.e. (Chips were eaten, Pounds were gained, Golden Girls was watched…etc) 2. Show a picture of someone participating in an activity with a list of active voice sentences. i.e. (He threw the football, He danced sporadically, He worked out to Richard Simmons…etc.) 3. Ask students the difference between the two forms of sentences and collaborate to create a definition of each 4. Give concise definitions of passive and active voice based off these differences 5. Work with definitions to enhance understanding i.e. (Who is the subject? What is the action? Is the subject performing the action? etc.) Activity 2 (5 minutes) 1. Pass out hand-out that contains ten example sentences (7 passive voice and 3 active voice) 2. Have students get in groups of 2-3 and identify the passive voice sentences 3. Once they have identified the passive voice sentences have them alter the sentences to the active voice. 4. I will circulate the classroom to aid with any questions. 5. Come back together as a class and have student volunteers come up to the overhead and write the active sentences If time permits: Have students come up with their own examples of sentences including both active and passive voice (Creativity and humor encouraged!) Assessment: I will assess their understanding by their participation both with the whole class and in their small groups. Furthermore, their ability to identify the passive sentences and their success in altering the sentences to active tense will help in my assessment. Assignment: Ask the students to circle the sentences in passive voice in their drafts and re-write them in active voice. Summary/Wrap-up: (1 minute) 1. Ask if students have any questions about the lesson and/or their homework 2. Explain how this will benefit for their writing i.e. (sounding more confident and to the point with their ideas) 3. Use quotes at the top to solidify this point
Adapted from: Andrea Lam http://wiki.elearning.ubc.ca/tela/PassiveVoice?show_comments=1 http://owl.english.purdue.edu/handouts/grammar/g_actpass.html
Lesson Day 11: Peer-editing day. Target Audience/Needs: Students could use another perspective on their writing. Placement within Overall Lesson/Unit: Students have brought drafts today to be peer-edited. Issues for Observation: Make sure that students are on task and providing positive and constructive feedback. Objectives: SWBAT… 1. Read other’s papers to help revise and also help with their own writing. 2. Work collaboratively with others on improving writing. 3. Communicate the purpose in their papers. 4. Make goals for improving their drafts. Materials Needed: Students, drafts, correction sheet hand-outs. Preparation: Make correction sheet hand-outs. Introduction: Good morning English 11. Today, you brought your drafts, and now we will work on peer-editing. Get in groups of 3. Presentation: Activity 1 (10 minutes) 1. Form a square with your group. 2. Pass the paper to the left. 3. Read the paper you have for ‘salsa’ words. 4. Make comments on paper. 5. Sign the paper and write what your focus was. Activity 2 (10 minutes) 1. Pass the paper to the left. 2. Read the paper you have for active voice.
3. Make comments on paper. 4. Sign the paper and write what your focus was. Activity 3 (10 minutes) 1. Pass the paper to the left. 2. Read the paper you have for a clearly developed theme. 3. Make comments on paper. 4. Sign the paper and write what your focus was. Activity 5 (30 minutes) (Adapted from Mike Sherry—See format attached) 1. Hand out correction sheet (includes portions for content patterns and how to correct, and mechanics corrections with what was in the paper, how your corrected it, and a rule for how to remember, as well as a goal plan for improving) 2. Explain sheet to students. 3. Have them complete for their narratives. If time permits: Allow them to continue completing correction sheets and begin meeting with students that are completed. Assessment: I will assess how well students work with each other. I will also assess students on their ability to revise when I conference with them on their correction sheets and narrative. Assignment: Finish correction sheet and prepare to meet with me on their paper—pick focal issues to discuss in conference with me. **Adapted from Smagorinski
Below is a format for you to make goals for editing/revising your draft and creating a final copy. The left column is for conventions. This refers to grammar/mechanics points in your paper. When you receive peer comments, look for patters in the convention section. In that column supply the original sentence, how your corrected it, and a rule that will help you remember in the future. On the right side is a column for content. Look for patterns related to content and add the text from your paper. Underneath, describe a pattern that this applies to that you should avoid in future writing. Personal narrative draft:
Conventions Original: Correction: Rule: Original: Correction: Rule: Original: Correction: Rule: Original: Correction: Rule: Content From text: Pattern to avoid: From text: Pattern to avoid: From text: Pattern to avoid:
Now that you have reviewed your paper make goals for revising your paper.
Goals/Revision plan: **Adapted from Mike Sherry.
Student Name: Course: Assignment: Due Date: Conference time: Student-teacher Writing Conference Come to the conference with any materials you have completed up to this point for your paper (brainstorms, outline, graphic organizers, peer-review, correction sheets etc.) Also, answer these questions briefly before meeting with me, as these questions will be the basis of the conference, unless you have something more pressing that you would like to discuss. What did you learn from this piece of writing?
Where is this piece of writing taking you?
What do you like best in this piece of writing?
What are you struggling with in this draft?
What do you intend to do in the next draft? (Supply Correction Sheet)
What questions do you have for me?
**Questions from Donald Murray
Youth Voice & Perspective:
Discovering Your Own Voice through Writing
“We write to taste life twice, in the moment and in retrospection.” Anais Nin In correspondence with the above quote from the author Anais Nin, this unit has explored the personal voice and the ways with which it is communicated. We have also explored the following questions: • • • • • • What are common themes/issues of the adolescent experience? What are the elements of a personal narrative? What makes a ‘good’ personal narrative? How can a writer show an event using imagery and word choice? How do we write personally—but for an audience? How do you engage a reader?
In order to further answer these questions, I am asking you to write a personal narrative. I would like you to focus on one moment in your past that is particularly memorable. At this point, we have completed a journal and a graphic organizer on one event that you found memorable. If you would like to elaborate on that event and use it for your personal narrative—great! However, if you would prefer to pick a new topic, that is also fine. For this narrative, you should use the models we have viewed this semester as a reference (Both David Sedaris texts, The Glass Castle, and even ‘My So-called Life’). Also, be sure to keep our discussions about the conventions of personal narratives in mind. Think: What makes a ‘good’ personal narrative? What can I add to illustrate my experience to the reader (my audience)? How can I communicate my own voice? This narrative will contain two parts: A written composition and a digital composition of your personal narrative.
Part 1: Written Personal Narrative (65 % of grade) The paper should: • Follow the FCAS: o Use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) o Use of active voice whenever appropriate. o A clearly developed cohesive theme. Be 3-5 pages Be 12 point font, Times New Roman, Double spaced, 1” margins Contain a clear communication of your ‘moment’ Include the personal narrative conventions we have discussed throughout the unit Balance ‘showing’ and ‘telling’ Be organized in a cohesive way to the reader Convey your own writing voice Use word choices that convey meaning Free of grammatical and spelling errors Include transitions and flow between sentences and paragraphs
• • • • • • • • • •
Due date: Monday March 9th, 2009 Part 2: Digital Composition of Personal Narrative (35% of Final Grade) You will now create a digital composition of your personal narrative using MovieMaker. You may combine images, video clips, music, voice-overs, and text in this composition. Requirements for your digital story: • 3-5 minutes long • Include text or voice-recordings (your choice, but must have one or both) • Should include music—at least in introduction and conclusion. What is the soundtrack of your moment? • Can use pictures found online or pictures you’ve taken yourself • The video must reflect your written narrative • MUST be school appropriate-- The video will be presented to your classmates upon completion • Be creative & Have fun!
**We will learn the skills necessary to complete this portion. Furthermore, you will receive ample time in class to work on your narrative and your digital composition. However, the written composition may need to be completed at home. Due date: Wednesday March 18th, 2009 A rubric is attached as a guideline of my expectations. The presentation portion of the rubric is only applicable to the digital composition. I look forward to reading/viewing your narratives! Title of Personal Narrative FCAs • Use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) • Use of active voice whenever appropriate. • A clearly developed cohesive theme.
Reflection: Use the space below to reflect on your strengths and weaknesses within this paper. Also, comment on what improvements can be made for your next paper.
Personal Narrative Rubric/Grading Contract Youth Voice & Perspective: Discovering Your Own Voice through Writing
For an A the paper must: • Be 3-5 pages • Be 12 point font, Times New Roman, Double spaced, 1” margins • Include all steps of the process: pre-write/brainstorm, draft, peer-edits, revision, correction sheet, final draft. • Include all personal narrative conventions: setting, characters, conflict, resolution, climax, etc. • Illustrate a strong use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) • Use active voice whenever appropriate. • Include a clearly well-developed cohesive theme that communicates your voice as a writer. • Be free of grammatical and spelling errors. For a • • • • B the paper must: Be 3-5 pages Be 12 point font, Times New Roman, Double spaced, 1” margins Include all steps of the process: pre-write/brainstorm, draft, peer-edits, revision, correction sheet, final draft. Include all personal narrative conventions: setting, characters, conflict, resolution, climax, etc.
• • • • For a • • • • •
Illustrate an appropriate use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) Use active voice in most places where appropriate. Include a clearly developing theme that communicates your voice as a writer. Be mostly free of grammatical and spelling errors.
C the paper must: Be at least 3 pages Be 12 point font, Times New Roman, Double spaced, 1” margins Include most steps of the process: pre-write/brainstorm, draft, peer-edits, revision, correction sheet, final draft. Include most of the personal narrative conventions: setting, characters, conflict, resolution, climax, etc. Illustrate some use of ‘Salsa’ words to spice up your paper (i.e. use of descriptive words: show versus tell, strong verbs, adjectives, adverbs etc.) • Use active voice more than passive voice. • Include a theme that communicates your voice as a writer. • Contains few grammatical and spelling errors that alter the meaning.
**’D’ or ‘E’ papers are those that do not meet or illustrate effort in the criteria including the FCAs.
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