We are beginning a writing unit on memoirs attached is some info.

Genre Study: Teaching Memoir Writingby Donna Bakerhttp://www.webpages4teachers.com/thewriteresourceSteps to Planning & Implementing Your Memoir Study:ÿº Writing pre-assessment - determine your students needsÿº Compile your resources and plan the lessons you would like to teach. Make sure that your lessonsaddress a variety of <strong>writing</strong> strategies (e.g. 6 + 1 Traits)ÿº Prior to asking students to write memoirs, immerse them in Memoir texts to determine characteristics ofthe genre.ÿº Have students generate many ideas and many drafts in the first few weeks of study.ÿº Teach mini-lessons and have students apply skills and strategies to their drafts.ÿº Use the <strong>writing</strong> process to encourage students to revise their drafts using tips f rom mini-lessonsÿº Ask students to choose their best from the drafts they have written. They will then revise & edit thedraft before producing their good copy.SAMPLE MEMOIR STUDY<strong>We</strong>ek One/Two: Immersion in Memoir Texts: Students determine characteristics of the genre:ÿüA memory; a description of an event from the pastÿüWritten in the first person; told from one persons point of viewÿüBased on the truthÿüReveals the feelings of the writerÿüHas meaning; shows what the author learned from the experienceÿüFocused on one event; about one point in the authors lifeÿüAbout the authors experience more than about the event itselfFrom: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and Writing Workshops 4 -12,Stenhouse Publishers, 2003.Author Studies Patricia Polacco, Eve BuntingNovels/Short Story Collections: Cisneros, Sandra. The House on Mango StreetEhrlich, Amy. When I Was Your AgeFletcher, Ralph. Fig PuddingMinilessonsSkill Focus Generating Ideas & Topicsÿº Whats A Good Idea: Something you know a lot about(SP)Writing Bingo (WG p.63)ÿº WAGI: Something you can describe in great detailPersonal Surveyÿº WAGI: Something you have strong feelings aboutTopic T-Chart: Best/Worst Life Eventsÿº Turn & Talk sharing ideas with groups & partnerReaders Workshop ConnectionMy Mama Had a Dancing Heart- LibbaMoore GrayThe Relatives Came - Cynthia RylantTar Beach Faith RinggoldMy Maple Leaf Sweater Mike LeonettiOwl Moon Jane YolenAlexander and the Horrible, No Good, VeryBad Day- Judith Viorst

Skill Focus - Organizationÿº Personal Memoir Organizer (WG p.53)ÿº Organizing <strong>writing</strong> using timeÿº Using transition words (A Day to Remember)ÿº Bold Beginnings (MWWLE p. 40)ÿº Extended Story Endings (MWWLE p. 89-90)Skill Focus Voiceÿº Voice Descriptors- Comp<strong>are</strong> 2 Versions (Fly Away Home)ÿº Voice Points of View (PBTW p. 60)ÿº Adding Voice (10 WL p. 39-43)Skill Focus Ideas - Contentÿº What Counts in Ideas and Contentÿº Zoom In on a Personal Moment (WA p. 31-32)ÿº Sharpening the Focus (10 WL p 12-17)ÿº Adding Details (10WL p. 31-38; SP)ÿº Show Dont Tell (WLFTO p. 52-59)Skill Focus Word Choiceÿº Use vivid and powerful words Sparkling Wordsÿº Vivid Verbs The Trait Crate Grade 3ÿº Comp<strong>are</strong> Two Versions Poetry (WLFTO- p20)Skill Focus Sentence Fluencyÿº Create Student Charts: Super Sentence Writersÿº Use vivid and powerful words Sparkling Wordsÿº SSW - Use appropriate poetic devices: Simile & Metaphorÿº SSW - Use appropriate poetic devices: Onomatopoeiaÿº SSW - Use a variety of sentence lengths: Counting Wordsin Sentencesÿº Improving Sentence Fluency (10 WL p.54-60)Skill Focus Conventions & Presentationÿº Strategies to try when you dont know how to spell aword:squiggle under word, Have-A-Go padÿº Punctuating Dialogueÿº COPSComplete organizer for books read in Wk 1Alexander and the Horrible, No Good, VeryBad Day- Judith ViorstMy Mama had a Dancing HeartFly Away Home Eve BuntingSister Annes Hands Marybeth LorbieckiThe Memory String - Eve BuntingThe Butterfly - Patricia PolaccoMy Mama had a Dancing HeartGrandpas Face - Eloise GreenfieldThunder Cake - Patricia PolaccoOwl Moon - Jane YolenThundercake- Patricia PolaccoFreedom Summer Deborah WilesHey You! Cmere Elizabeth SwadosRag Coat - Lauren MillsFireflies Julie BrinckloeSee my website for lesson ideasResource Key:10 WL Schaefer, Lola M. Ten Writing Lessons for the Overhead Grades 3-6.Scholastic, 2002.WLFTO Schaefer, Lola M. Writing Lessons for the Overhead: Grades 5 & Up. Scholastic, 2003.MWWLE Mariconda, Barbara. The Most Wonderful Writing Lessons Ever.Scholastic, 1999.WG Rog, Lori Jamison. Kropp, P. Write Genre. Pembroke Publishers Ltd. 2004.PBTW - Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004.SP Peha, Steve. website: www.ttms.org (a must see he has great resources for <strong>writing</strong>)

Characteristics of MemoirsA memory; a description of an eventfrom the pastWrit ten in the first person; toldfrom one person’s point of viewBased on the truthReveals the feelings of the writerHas meaning; shows what theauthor learned from the experienceFocused on one event; about onepoint in the author’s lifeAbout the author’s experience morethan about the event itselffrom: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and WritingWorkshops 4-12, Stenhouse Publishers, 2003, p.45

What’s a Good Idea?Something you haveabout.STRONG FEELINGSSomething youKNOW A LOTabout.Something you canDETAIL.DESCRIBE IN GREATSomething yourINTERESTED in.AUDIENCEwill beSomething your AUDIENCEwas WORTH READING.will feelfrom: Steve Peha, Teaching That Makes Sense, www.ttms.org

What Counts in Ideas & Content?The story is clear and focused.Ideas <strong>are</strong> fresh and original.The writer stays on topic, and it is easy to tell what the main idea is.It hold's the reader's attention. Once you start reading the story,you don't want to stop.Level OneLevel TwoLevel ThreeLevel FourR It is hard to find my main idea.R I do not focus on one incident.R My paper is not interesting, it is simple.I have few or no details.R My main idea is there but not developed clearly.R Some of my memoir is focused on one incident.R My paper is not very interesting and verypredictable.R I often use details that <strong>are</strong> repeated and may notfit with main idea.R My main idea is clearR Most of my memoir is focused on one incident.R My paper is fairly interesting, I use some originalideas, but more predictable ideas.R I use supporting details that usually fit with themain idea.R My main idea is very clear.R I always stay on topic.R My paper is interesting, fresh and original.R My supporting details fit with the main idea.Teaching Note: Choose a well written piece (see “Wasn’t That Fun?” or a good picture book (e.g.My Mama Had a Dancing Heart by Libba Moore Gray) and ask students to rate itusing the criteria and rubric.

PERSONAL SURVEYPlaces I have beenThings I can doGames I know how to playMy favourite thingsInteresting people I knowfrom: Freeman, Marcia S. Building a Writing Comm<strong>unit</strong>y: A practical guide.Gainesville, Fla.: Maupin House. 1999. p. 47.

ZOOM IN!one moment in timetell the outside story - what washappeningtell the inside story - what youwere thinking and feelinguse dialogue to add impacttell details only the writer knowsfrom: <strong>We</strong>lls, J.; Reid, J. Writing Anchors. Pembroke Publishers, 2004, p. 31

Wasn’t That Fun?I couldn’t believe it! I was actually going to do it! I waslining up for the Cork Screw. I was wide eyed, staring atthe gigantic ride. High above me was endless hoops, turns,jerks, hills, loops and twirls. My heart, I could feelpounding. “I chose to go on this, but why?” I asked myself.So I could get out of this terrible situation, I closed myeyes.In my head, I could imagine myself taking stepstoward home. Suddenly, Alex yelled, “Good luck!” I wastwo people away from my worst nightm<strong>are</strong>. Twopassengers then I could be on board. I’d been chatteringmy teeth now for the past 20 minutes. They hurt, so didmy knees. They had been knocking together since the lasttime I checked my watch.Someone pushed my back. I looked back but no onewas there. “Oh well” I thought aloud. While I was thinkingabout who pushed me someone latched me up! I lookedaround. I was trapped in the bars! I tried to escape thehuge ride by closing my eyes. I was bumping up and downvery slowly. <strong>We</strong> were going up the hill bump. Bump. Bump. Ilooked up for a moment at the sky to wish that I wouldhave a safe journey. I said to myself It can’t be that

aaaddddd HELP ME!!!! I was taking the long journeydown.Then we started the endless curves and bumps. <strong>We</strong>went straight. Then to the left! Then to the right! Thenup. Then down. And to the right, Then left!Oh no! <strong>We</strong> were coming up to the. . . Upside down,screaming, yelling, gasping for air loop da loop. Upsidedown! Twice! Straight, straight, straight, loop, loop aroundand around again. My head was spinning – and fast. Again upwe went suddenly! I held onto my head thinking it mightcome off. I couldn’t take it anymore! Then we slowly wentdown the hill. Straight. Straight.I could see people waiting in line. It slides. Then halts.It’s over. I quietly sigh with relief. Terror loosened itsgrip from my shoulders from everyone begging me to go on.I had done it. I was a survivor. I got off the ride stillsc<strong>are</strong>d, but proud. Then Alex, Jenny and Zarhra came upto me and hollered, “Wasn’t that fun?”by Tracy- Grade 4from: <strong>We</strong>lls, J. Writing Anchors. p. 32Teaching Note: Use this <strong>writing</strong> piece as an exemplar which shows a writer who “Zoomed In”Ask students to identify the parts which followed the Zoom In criteria.

A Day to Remember (not)!It seemed like an ordinary day when I got upyesterday morning, but I was about to embark on theworst day of my life. First, I fell in the bathtubbecause my mother neglected to rinse out her bath oil.Then I spilled orange juice on the outfit that I spenthours putting together for school pictures. While Iwas changing, I messed up the beautiful French braidmom put in my hair. As I walked out the door, Idropped all of my school books and my math homeworkflew away. I’m sure my teacher will believe that!Finally I made it to the car and I thoughteverything would be all right. Wrong! My father wasn’tlooking before he backed out of the driveway and ranright into the neighbor’s truck. Of course, my side ofthe car was damaged the most, and I ended up with abroken arm. That night I went to bed early, before anyother horrible things could happen.Teaching Note: Use this sample to have students identify the transitions words used in the piece.

Bold Beginnings - MemoirOne sunny day I went to the beach and saw amermaid.ACTIONI dove into the ocean, kicked my feet in the cool water, stoodup, and wiped the water from my face. I paused. Somethingstrange near the rocks caught my eye.DIALOGUE“What a great day for the beach!” I yelled as I splashedin the waves.A THOUGHT, A QUESTION, OR FEELING(If you were at the beach, what might you be thinking or feeling?)If only I could swim out to that sandbar, I thought. There’ssomething very strange out there. Something I’ve neverseen here at the beach before.A SOUND EFFECT(What sounds might you hear at the beach?)Kersplash! The waves crashed over me as I stood staringat the strange sight out on the jet ty.From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

Bold Beginnings - MemoirACTIONDIALOGUEA THOUGHT, A QUESTION, OR FEELING(What might you be thinking or feeling?)A SOUND EFFECT(What sounds might you hear?)From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

Ingredients for anExtended Story EndingA memory of the main event.The main character’s feelings.The main character’shope/wishes.A decision/defining action.From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 89

BEFORE:Extended Story EndingsSo that is the end of the storyabout my big baseball victory.AFTER:I’ll never forget the crack of the bat as Ihit that homerun and the way my heartpounded as the ball flew out of the park.I hope we’ll be just as lucky at our nextgame, too! You can be sure I’ll bepracticing extra hard for the play-offs nextweek!From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 91

ADDING VOICEUse words from your naturalspeaking vocabulary.Make it sound like YOU.Select topics that you feelstrongly about and know about.Make sure your feelings aboutyour topic come through.Write with your audiencein mind.Adapted from: Schaefer, Lola M. 10 Writing Lessons for the Overhead: Grades 3 - 6.Scholastic, 2002. p. 44.

“Rip in the Pants” by a fifth graderJust about a week ago my teacher had a rip in his pants. It was reallyfunny. I didn't see it right away but someone told me then I saw it andwanted to laugh but I held it in. Then someone told him and everyonestarted to laugh. Then he went home to change. The End.Possible Points of View:jjjjjjjthe studentthe principalthe teacheranother teachera student who liked the teachera student who disliked the teacherthe pantsfrom: Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004,page 60

From the Point of View of the Pants:This is not right. I wasn’t made to be worn by aguy this big. Oww! Every time he does anythingbut stand still, I hurt. I’m pinched and mushedand cramped so tight I can hardly breathe. Ineed relief. What I really want is revenge. Iknow...rrrrrrrip! Ha! That’ll show him. But wait,what happens next? Maybe he’ll just throw meout and I’ll never see the light of day again.Man, oh man, if I’d only been a tie, then Icould’ve just choked him!from: Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004,page 60

I saw a bird in the airport thatcouldn't get out. The bird flew allover the place until it was so tiredit stopped.I thought, "Why doesn't this bird justfly out of here?"After several days, the bird sawa sliding door open and it flew out.I watched it fly away.Teaching Note: Show this version to students and then read aloud the version from the book(see next page). Ask students to tell why they liked the books version better.Use the Adding Voice suggestions to see if the author used any of thetechniques.

Once a little brown bird got into the main terminaland couldn't get out. It fluttered in the high, hollowspaces. It threw itself at the glass, fell panting onthe floor, flew to a tall, metal girder, and perchedthere, exhausted."Don't stop trying," I told it silently. "Don't! Youcan get out!"For days the bird flew around, dragging one wing.And then it found the instant when a sliding doorwas open and slipped through. I watched it rise. Itswing seemed OK."Fly, bird" I whispered. "Fly away home!"Though I couldn't hear it, I knew it was singing.Nothing made me as happy as that bird.Adapted from a lesson by Janet Dubiel. This page is from the book: Fly Away Home byEve Bunting.

Sparkling WordsOn sultry summer days at my grandma’s farm in Michigan, the air getsdamp and heavy. Stormclouds drift low over the fields. Birds fly closeto the ground. The clouds glow for an instant with a sharp, crackling light,and then a roaring, low, tumbling sound of thunder makes the windowsshudder in their panes. The sound used to sc<strong>are</strong> me when I was lit tle.I loved to go to Grandma’s house, but I fe<strong>are</strong>d Michigan’s summer storms.I fe<strong>are</strong>d the sound of thunder more than anything.

SPARKLINGWORDS/PHRASES FROM THUNDERCAKEby Patricia Polacco˜ sultry summer days˜ clouds glow˜ window panes shudder˜ drew a deep breath˜ stammered (said)˜ surveyed (looked, watched, andanalyze)˜ strode (walked)˜ crowed (said)˜ fingered (turned the pages)˜ penned (wrote)˜ scurried (walk quickly)˜ lightning flashed˜ lightning slit the sky˜ jagged edge of lightning˜ crept (walked slow andc<strong>are</strong>fully)˜ thunder bellowed˜ luscious (very delicious)˜ rumbled closerOnomatopoeiaCRASHBOOMBAROOOOOOMKA-BOOMCRACKLE CRACKLEBBBBAAAARRRROOOOOOMMMMMBOOOOMMMM KA-BOOOMKA-BANGZIP

I went for a walk to the beach.I was walking along when I got alook at a seabird eating a fish. Iwent for a closer look. It waseating the fish whole!<strong>We</strong>nt - traveled, meandered, scurried, trotted, hurried, scuttled, rushed, darted,dashed, bustled, crept, crawled, edged, strolled, roamed, wandered, ambled,scamperedLook - peer, gaze, peek, st<strong>are</strong>, glance, peep, glimpseEat - nibble, crunch, gobble, wolf, munch, chomp, devour, gorge,swallow, gnaw, chew, bite, snack

Improving Word Choice - Vivid VerbsSynonyms:Original Verb:1.2.3.Synonyms:Original Verb:1.2.3.Synonyms:Original Verb:1.2.3.from: Culham, Ruth. The Trait Crate Grade 3: Teaching Word Choice. Scholastic, 2007

Super Sentence Writers...Use vivid and powerful words(adjectives, strong verbs, specificnouns, adverbs)Use appropriate poetic devices(simile, onomatopoeia, metaphor,alliteration)Use a variety of sentence lengthsUse different sentence <strong>beginning</strong>sUse different sentence types(statements, exclamatory,questions, commands)Teaching Note: Teach each of these headings as separate mini-lessons. Keep adding to yourSuper Sentence Writers Chart as you teach each lesson.

Super Sentence WritersUse a variety of sentence lengths.Each day I hurried home to see my coat.It was looking like the colors of the fall days --the yellow-golds of the birch leaves, thesilvery grays and purples of the sky, the deepgreens of the pines, and the rusty reds of thechimney bricks-- all the colors Papa wouldhave chosen. I decided to put a piece ofhis work jacket in there. It just seemed right.

Sentence FluencySentence#12345678910Number of Words inEach SentenceFirst Word in EachSentence

Super Sentence WritersUse appropriate poetic devices.John Henry’s skin is the color of browned butter.He smells like pine needles after a good rain.My skin is the color of the pale moths that dancearound the porch light at night.John Henry says I smell like a just-washed sock.“This means war!” I shout.<strong>We</strong> churn that water into a white hurricane until oursides hurt.Then we float on our backs and spout like whales.Teaching Note: Use this book to teach simile and metaphor.

Memoir RubricCriteria Level One Level Two Level Three Level FourIdeas andContent-Focus on oneR It is hard to findmy main idea.R I do not focus onR My main idea is there but notdeveloped clearly.R Some of my memoir is focusedR My main idea is clearR Most of my memoir isfocused on one incident.R My main idea is very clear.R I always stay on topic.R My paper is interesting andincident one incident.on one incident.R My paper is fairly interesting, original.-Strong R My paper is not R My paper is not very interesting I use some original ideas, but R My supporting details fit withsupportinginteresting, it is and very predictable.more predictable ideas.the main idea.detailssimple.R I often use details that <strong>are</strong> R I use supporting details thatR I have few or no repeated and may not fit with main usually fit with the main idea.Organization-Logicalsequence-Transitionwords-Sentencesorganized intoparagraphsVoiceEffectiveUse ofLanguage-Word Choice-SentenceFluencyConventions-Spelling-Punctuation-Capitalsdetails.R I have no logicalplan or sequence.R I do not usetransition words.R I have not brokenmy ideas intoparagraphs.R I do not CAREabout this topic.R My word choice isvery limited, basicand sometimes I usewords incorrectly.R I use short, simplesentencesR I have manyspelling errors.R I have used littleor no punctuation.R It is almostimpossible tounderstand my<strong>writing</strong>.R A great deal ofediting, correcting andrevising is needed.idea.R My plan and sequencing <strong>are</strong>weak. Sometimes you cannotunderstand my pieceR I try to use transition words, butsometimes they do not make senseR I have tried a few paragraphs,R It is hard to tell I CARE aboutthis topic.R My word choice is accurate butlimited I have used very fewsynonyms for tired words. You willfind a lot of words repeatedR I usually follow one sentencepattern. There is little variety in mysentence structure, length, or style.R I have quite a few spellingerrors.R My punctuation is not alwaysused correctly.R I have not tried to use advancedpunctuation or if I tried I was notusually successful.R My many errors make it difficultto read my <strong>writing</strong>.R I still need quite a bit of editing,correcting and revising.R My ideas flow, sequencing isadequate,R I use transitions, sometimes Ichoose the wrong ones.R My paragraphing is usuallycorrect.R Sometimes it sounds like ICARE about this topic.R My word choices <strong>are</strong> usuallygood.R I am trying to experiment withlanguage (new vocabulary,similes, metaphors).R I have some variation insentence structure, length &style.R I have very few spellingerrorsR Capitals, end punctuation <strong>are</strong>used; apostrophes, commas,some quotation marks <strong>are</strong> used;effort to use advancedpunctuation is made and is oftensuccessful.R Some errors may interfere alittle with reading the piece.R Very little editing, revising orcorrecting necessary.R I have a very strong plan,my ideas flow, sequencing isexcellentR My transitions <strong>are</strong> used well.R My paragraphing is correct.R You can tell I really CAREabout this topic.R My word choice is accurate,descriptive, imaginative.R I use similes and metaphors(Figurative language) to makemy descriptions more exciting.R My sentences <strong>are</strong> varied instructure, length & style.R My spelling is excellentR Capitals, end punctuation<strong>are</strong> used well; apostrophes,commas, quotation marks <strong>are</strong>used well; I am successful whenusing advanced punctuation(colons, semi-colon, hyphen,p<strong>are</strong>nthesis, dash).R My errors do not interferewith the reading of this piece.R Little or no editing, revisingor correcting necessary.