UNIT 1 - FINAL

Short Story TEST!!!!!

Personal Narratives

Personal Narrative

      A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.  The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer. 

           

Remember the first paragraph, just like an essay, should have a grabber or an attention getting statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).   It should follow a plot with an exposition, inciting event and a resolution. 

            Some things you can discuss:

1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 

2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)

3)    Tell a story about your past (maybe this past summer—such as your job)?

4)    Overcoming some problem or situation (example: I had a girl in the Marshall

Islands write about battling anorexia).

5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.” 

I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 

Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 

The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    

Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 

Grade:  This assignment will be worth 150 points.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Personal Narrative Rubric

	4	3	2	1
Ideas: Introduction to the topic.  Engaging and orienting the reader by setting out a problem or a situation.  This should include a controlling idea or suggested theme. (W2a, W3a)	Topic – controlling idea or theme is clear, and engaging.  There is a problem or conflict in the personal narrative.  The controlling idea links all sections of the narrative.  The presentation is near poetic in effect.	Topic – controlling idea or theme is clear and engaging.	Topic – controlling idea or theme is not clear, or the introduction is not engaging.  There might be no conflict or problem or the intro. is wordy and /or rambles without getting to the point.	The introduction is hard to read or to understand as far as it relates to a central idea or theme.
Details: Use of narrative techniques such as dialogue, descriptions, concrete details.  This could include figurative language (metaphor, similes, symbols, personification), use of allusions, irony, and/or effective dialect. (W2b, W3b, W3c, W3d)	Details are effective and add depth to the narrative.  The use of strategies such as figurative language relate back to the controlling idea or theme.  Use of many techniques or strategies.	Details are effective and concrete.  Use of many techniques or strategies.	The narrative could use more details to develop the setting, problem or the readers understanding of the storyline.	No specific details.  Narrative is a collection of generalizations.
Organization: Use of transitions to idea with idea, sequencing of events or plot strategies, the presentation of ideas in a logical format.  (W2c, W2f, W3b, W3c, W3e)	The sequence of events and/or use of transitions to connect ideas and adds to the text’s meaning or is innovative.  Techniques such as flashback, foreshadowing, use of parallelism, and sentence organization (loose and/or periodic structures) might be used.	The sequence of events and/or use of transitions is effective.	Narrative is either missing transitions or the sequence of events are out of order, illogical, or confusing as presented.	Narrative lacks structure or organization.
Word Choice/Syntax: Use of precise language, interesting word choice, SAT vocabulary and varied syntax (w2d, w2e, L3)	Impressive and effective vocabulary.  Effective and engaging syntax.  Use of high-level vocabulary and many types of sentences and sentence lengths for effect.	Precise and effective language/vocabulary.  Varied syntax.	Overuse of “to be” verbs or repetitious language.  Syntax is not varied much.	No variation in syntax.  Word choice is simplistic.
Conventions/Spelling (L1, L2)	No noticeable grammar errors	1-3 noticeable errors, but errors do not distract from the readability of the narrative.	3 or more noticeable errors, or an error or errors that distract from the readability of the narrative.	Narrative is plagued with grammar errors and is hard to read

Monday

We are going to continue to work on your Personal Narratives.  I do want to spend some time discuss what you are writing about, the sophistication of your writing, and conflict (what it is, can be, and might look like in a personal narrative).

Remember 1st drafts are due on Wednesday.  Some of you are struggling with meeting deadlines, or giving dedicating yourself to doing your best.

Wednesday

Today - you are going to hand in your essays. 

Watch the following video, look at the Personal Narrative Rubric and discuss it, and finally begin to make notes for your Personal Narrative.

1st Draft will be due on 10/2.  Next Wednesday.

Personal Narrative

      A Personal Narrative is a form of writing in which the writer relates an event, incident, or experience in his or her own life. It is usually focused on one idea.  The events of a personal narrative are most often presented in chronological order, the order in which they actually occurred in time. The personal narrative incorporates vivid descriptive details as well as the thoughts, feelings, and reactions of the writer. 

           

Remember the first paragraph, just like an essay, should have a grabber or an attention getting statement and it can set up your reason for writing—it could contain a controlling idea and can also state a list of topics that you will discuss in your essay (these are not bad things to practice and you should look at the student examples).   It should follow a plot with an exposition, inciting event and a resolution. 

            Some things you can discuss:

1)    Who are you and where are you from?  What is your family like?   What do your parents or relatives do? 

2)    Tell me something was important in your life (example: describe winning a race, or attending your sister’s marriage, etc.)

3)    Tell a story about your past (maybe this past summer—such as your job)?

4)    Overcoming some problem or situation (example: I had a girl in the Marshall

Islands write about battling anorexia).

5)    Take an experience from your life, an experience that taught you something about life (either about suffering, about healing, about people, about yourself) –Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of usually makes a good story.” 

I’m looking for passion, excitement, description, dialogue, and your voice coming out and calling the reader to pay attention because what you have to say is important! 

Please use details, imagery and if possible figurative language (metaphors, similes, personification, etc.)  If you don’t know these terms do not worry, we will cover them in class during the year.  Before you begin writing I’d like you to begin by pre-writing and thinking about organization.  Never just start writing without jotting down ideas or writing out some sort of map or outline. 

The purpose of this assignment is for you to start to format letters/ideas for you to use as a senior when you apply to colleges and for scholarships.  It will also give you valuable writing practice for writing is a skill that needs constant practice and developing.    

Requirements:  Your narrative needs to be at least 3 pages long (it can be double-spaced).  There is no maximum length.  You will be graded on a rubric broken into ideas, organization, voice, word choice (usage), sentence fluidity (structure), and conventions. 

Grade:  This assignment will be worth 150 points.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 

 Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

Personal Narrative Rubric

	4	3	2	1
Ideas: Introduction to the topic.  Engaging and orienting the read by setting out a problem or a situation.  This should include a controlling idea or suggested theme. (W2a, W3a)	Topic – controlling idea or theme is clear, and engaging.  There is a problem or conflict in the personal narrative.  The controlling idea links all sections of the narrative.  The presentation is near poetic in effect.	Topic – controlling idea or theme is clear and engaging.	Topic – controlling idea or theme is not clear, or the introduction is not engaging.  There might be no conflict or problem or the intro. is wordy and /or rambles without getting to the point.	The introduction is hard to read or to understand as far as it relates to a central idea or theme.
Details: Use of narrative techniques such as dialogue, descriptions, concrete details.  This could include figurative language (metaphor, similes, symbols, personification), use of allusions, irony, and/or effective dialect. (W2b, W3b, W3c, W3d)	Details are effective and add depth to the narrative.  The use of strategies such as figurative language relate back to the controlling idea or theme.  Use of many techniques or strategies.	Details are effective and concrete.  Use of many techniques or strategies.	The narrative could use more details to develop the setting, problem or the readers understanding of the storyline.	No specific details.  Narrative is a collection of generalizations.
Organization: Use of transitions to idea with idea, sequencing of events or plot strategies, the presentation of ideas in a logical format.  (W2c, W2f, W3b, W3c, W3e)	The sequence of events and/or use of transitions to connect ideas and adds to the text’s meaning or is innovative.  Techniques such as flashback, foreshadowing, use of parallelism, and sentence organization (loose and/or periodic structures) might be used.	The sequence of events and/or use of transitions is effective.	Narrative is either missing transitions or the sequence of events are out of order, illogical, or confusing as presented.	Narrative lacks structure or organization.
Word Choice/Syntax: Use of precise language, interesting word choice, SAT vocabulary and varied syntax (w2d, w2e, L3)	Impressive and effective vocabulary.  Effective and engaging syntax.  Use of high-level vocabulary and many types of sentences and sentence lengths for effect.	Precise and effective language/vocabulary.  Varied syntax.	Overuse of “to be” verbs or repetitious language.  Syntax is not varied much.	No variation in syntax.  Word choice is simplistic.
Conventions/Spelling (L1, L2)	No noticeable grammar errors	1-3 noticeable errors, but errors do not distract from the readability of the narrative.	3 or more noticeable errors, or an error or errors that distract from the readability of the narrative.	Narrative is plagued with grammar errors and is hard to read

Tuesday

Today, we are going to review vocabulary words and read "Tolerance" by E. M. Forster on page 484.

Finally, you will have time to work on your essays.  Final drafts due tomorrow!!!!

Good Luck.

Today, we need work on vocab words, to finish "From Farewell to Manzanar" and discuss how it relates to Personal Narratives.  Finally, I want to give you some time to work on your essays from last week.  Note, the next draft is due on Wedensday.

On Thursday, you will be starting your Personal Narratives.  I will give you some hard due dates for it on Wednesday.

For those of you who haven't written sentences with your words yet, below is an example of the fun you can have:

contempt (noun): the feelings or attitude toward a person one considers unworthy

The contempt that Jackie felt for her ex-boyfriend amounted to her burning all his photos and letters, smashing his cds with a sledgehammer, donating all his clothes to charities, cracking eggs on the hood of his car, spitting in his new girlfriend’s face, and writing a letter: “Dear Mike, you are such a bastard and I don’t deserve how you mistreated me –locking me in your closet for two days – so I pray that some hour soon, you will be impaled by a sharp object, through the stomach, and that your death ends up on the six o’clock news (by the way, I have a knife); on the day of your death, I will have a party and laugh all night with the thoughts of your suffering.”

retribution (noun): deserved punishment

Jackie’s letter of retribution disturbed Mike; he moved out of state, changed his name and phone number, and had plastic surgery done on his face. 

Friday

The panda eats, shoots and leaves.  (What is wrong with that panda?)
Let's eat Grandma.  (???) 

Today, I want to discuss your essays and what you did on them, what strategies you took, how you studied, and take any questions you might have on them.

Then, I want to review vocabulary...and finally I want to look at "From Farewell to Manzanar" in your textbook and compare it with "The Montgomery Bus Boycott" and discuss the personal narratives that you will write.

HW: Write sentences with your vocabulary words.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, dialogue, imagery, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing a personal narrative using some of these devices. 

 Scale/Rubric relating to learning goal:
4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a personal narrative using these elements to create a text with a realistic theme that relates to the student’s life.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a personal narrative using some of these elements to create a text with a valid theme that relates to the student’s life.