Genre Study: Teaching Memoir Writing by Donna Baker

http://www.webpages4teachers.com/thewriteresource

Steps to Planning & Implementing Your Memoir Study: ÿº Writing pre-assessment - determine your students needs

ÿº Compile your resources and plan the lessons you would like to teach. Make sure that your lessons address a variety of writing strategies (e.g. 6 + 1 Traits)

ÿº Prior to asking students to write memoirs, immerse them in Memoir texts to determine characteristics of the 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 writing process to encourage students to revise their drafts using tips f rom mini-lessons

ÿº Ask students to choose their best from the drafts they have written. They will then revise & edit the draft before producing their good copy.

SAMPLE MEMOIR STUDY

Week One/Two: Immersion in Memoir Texts: Students determine characteristics of the genre: ÿü A memory; a description of an event from the past ÿü Written in the first person; told from one persons point of view ÿü Based on the truth ÿü Reveals the feelings of the writer ÿü Has meaning; shows what the author learned from the experience ÿü Focused on one event; about one point in the authors life ÿü About the authors experience more than about the event itself

From: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and Writing Workshops 4 -12,

Stenhouse Publishers, 2003.

Author Studies Patricia Polacco, Eve Bunting Novels/Short Story Collections: Cisneros, Sandra. The House on Mango Street Ehrlich, Amy. When I Was Your Age Fletcher, Ralph. Fig Pudding

Minilessons Readers Workshop Connection Skill Focus Generating Ideas & Topics ÿº Whats A Good Idea: Something you know a lot about

(SP) Writing Bingo (WG p.63) ÿº WAGI: Something you can describe in great detail Personal Survey ÿº WAGI: Something you have strong feelings about Topic T-Chart: Best/Worst Life Events ÿº Turn & Talk sharing ideas with groups & partner

My Mama Had a Dancing Heart- Libba Moore Gray The Relatives Came - Cynthia Rylant Tar Beach Faith Ringgold My Maple Leaf Sweater Mike Leonetti Owl Moon Jane Yolen Alexander and the Horrible, No Good, Very Bad Day- Judith Viorst

Skill Focus - Organization ÿº Personal Memoir Organizer (WG p.53) ÿº Organizing writing using time ÿº Using transition words (A Day to Remember) ÿº Bold Beginnings (MWWLE p. 40) ÿº Extended Story Endings (MWWLE p. 89-90)

Complete organizer for books read in Wk 1 Alexander and the Horrible, No Good, Very Bad Day- Judith Viorst My Mama had a Dancing Heart

Skill Focus Voice ÿº Voice Descriptors- Compare 2 Versions (Fly Away Home) ÿº Voice Points of View (PBTW p. 60) ÿº Adding Voice (10 WL p. 39-43)

Fly Away Home Eve Bunting Sister Annes Hands Marybeth Lorbiecki The Memory String - Eve Bunting The Butterfly - Patricia Polacco

Skill Focus Ideas - Content ÿº What Counts in Ideas and Content ÿº 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)

My Mama had a Dancing Heart Grandpas Face - Eloise Greenfield Thunder Cake - Patricia Polacco Owl Moon - Jane Yolen

Skill Focus Word Choice ÿº Use vivid and powerful words Sparkling Words ÿº Vivid Verbs The Trait Crate Grade 3 ÿº Compare Two Versions Poetry (WLFTO- p20)

Thundercake- Patricia Polacco

Skill Focus Sentence Fluency ÿº Create Student Charts: Super Sentence Writers ÿº Use vivid and powerful words Sparkling Words ÿº SSW - Use appropriate poetic devices: Simile & Metaphor ÿº SSW - Use appropriate poetic devices: Onomatopoeia ÿº SSW - Use a variety of sentence lengths: Counting Words

in Sentences ÿº Improving Sentence Fluency (10 WL p.54-60)

Freedom Summer Deborah Wiles Hey You! Cmere Elizabeth Swados Rag Coat - Lauren Mills Fireflies Julie Brinckloe

Skill Focus Conventions & Presentation ÿº Strategies to try when you dont know how to spell a

word:squiggle under word, Have-A-Go pad ÿº Punctuating Dialogue

ÿº COPS

See my website for lesson ideas

Resource 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 writing)

Characteristics of Memoirs

from: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and Writing Workshops 4-12, Stenhouse Publishers, 2003, p.45

A memory; a description of an event

from the past

Writ ten in the first person; told

from one person’s point of view

Based on the truth

Reveals the feelings of the writer

Has meaning; shows what the

author learned from the experience

Focused on one event; about one

point in the author’s life

About the author’s experience more

than about the event itself

What’s a Good Idea?Something you have about.

STRONG FEELINGS

KNOW A LOT

DESCRIBE IN GREAT DETAIL.

AUDIENCEINTERESTED

AUDIENCEWORTH READING

Something you about.

Something you can

Something your will be in.

Something your will feel was .

from: Steve Peha, Teaching That Makes Sense, www.ttms.org

What Counts in Ideas & Content?

Level One R 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.

Level Two 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 very predictable. R I often use details that are repeated and may not fit with main idea.

Level Three R My main idea is clear R Most of my memoir is focused on one incident. R My paper is fairly interesting, I use some original ideas, but more predictable ideas. R I use supporting details that usually fit with the main idea.

Level Four 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.

The story is clear and focused.

Ideas are 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 at tention. Once you start reading the story,you don't want to stop.

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 it using the criteria and rubric.

Places I have been

Things I can do

Games I know how to play

My favourite things

Interesting people I know

PERSONAL SURVEY

from: Freeman, Marcia S. Building a Writing Community: A practical guide. Gainesville, Fla.: Maupin House. 1999. p. 47.

ZOOM IN!ZOOM IN!

from: Wells, J.; Reid, J. Writing Anchors. Pembroke Publishers, 2004, p. 31

one moment in time

tell the ou tside story - what was

happening

tell the inside story - what you

were thinking and feeling

use dialogue to add impact

tell details only the writer knows

Wasn’t That Fun?

I couldn’t believe it! I was actually going to do it! I was

lining up for the Cork Screw. I was wide eyed, staring at

the gigantic ride. High above me was endless hoops, turns,

jerks, hills, loops and twirls. My heart, I could feel

pounding. “I chose to go on this, but why?” I asked myself.

So I could get out of this terrible situation, I closed my

eyes.

In my head, I could imagine myself taking steps

toward home. Suddenly, Alex yelled, “Good luck!” I was

two people away from my worst nightmare. Two

passengers then I could be on board. I’d been chattering

my teeth now for the past 20 minutes. They hurt, so did

my knees. They had been knocking together since the last

time I checked my watch.

Someone pushed my back. I looked back but no one

was there. “Oh well” I thought aloud. While I was thinking

about who pushed me someone latched me up! I looked

around. I was trapped in the bars! I tried to escape the

huge ride by closing my eyes. I was bumping up and down

very slowly. We were going up the hill bump. Bump. Bump. I

looked up for a moment at the sky to wish that I would

have a safe journey. I said to myself It can’t be that

bbbbbaaaddddd HELP ME!!!! I was taking the long journey

down.

Then we started the endless curves and bumps. We

went straight. Then to the left! Then to the right! Then

up. Then down. And to the right, Then left!

Oh no! We were coming up to the. . . Upside down,

screaming, yelling, gasping for air loop da loop. Upside

down! Twice! Straight, straight, straight, loop, loop around

and around again. My head was spinning – and fast. Again up

we went suddenly! I held onto my head thinking it might

come off. I couldn’t take it anymore! Then we slowly went

down 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 its

grip from my shoulders from everyone begging me to go on.

I had done it. I was a survivor. I got off the ride still

scared, but proud. Then Alex, Jenny and Zarhra came up

to me and hollered, “Wasn’t that fun?”

by Tracy- Grade 4

from: Wells, J. Writing Anchors. p. 32

Teaching Note: Use this writing 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 l i ke an ord inary d ay when I got up

yes terday morni ng , bu t I was about t o embark on the

worst day of my l i f e . F i rst , I fe l l i n th e bathtub

because my mother neg l ected to r i n se out her bath o i l .

Then I sp i l l ed orange ju i ce on the outf i t that I spent

hours put t i ng t ogether for s choo l p i c tures. Wh i l e I

was chang i ng , I messed up th e beaut i fu l French bra id

mom put i n my ha i r . As I wa lked out the door , I

d ropped a l l o f my schoo l books and my math homework

f lew away . I ’m sure my t eacher w i l l b e l i eve that !

F i n a l l y I made i t to the car and I thought

everyth i ng wou ld be a l l r i ght . Wrong ! My father wasn ’ t

l ook i ng before he back ed out of the dr i veway and ran

r i ght i n to the ne ighbor ’ s t ruck . Of course , my s ide of

the ca r was damaged the most , and I ended up w i th a

broken a rm . That n i ght I went to bed ear l y , before any

other horr ib l e th ings cou ld hap pen .

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 a

mermaid.

ACTION

DIALOGUE

A THOUGHT, A QUESTION, OR FEELING

A SOUND EFFECT

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

I dove into the ocean, kicked my feet in the cool water, stood

up, and wiped the water from my face. I paused. Something

strange near the rocks caught my eye.

“What a great day for the beach!” I yelled as I splashed

in the waves.

If only I could swim out to that sandbar, I thought. There’s

something very strange out there. Something I’ve never

seen here at the beach before.

(If you were at the beach, what might you be thinking or feeling?)

(What sounds might you hear at the beach?)

Kersplash! The waves crashed over me as I stood staring

at the strange sight out on the jet ty.

ACTION

DIALOGUE

A THOUGHT, A QUESTION, OR FEELING

A SOUND EFFECT

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

Bold Beginnings - Memoir

(What might you be thinking or feeling?)

(What sounds might you hear?)

Ingredients for anExtended Story Ending

Ingredients for anExtended Story Ending

A memory of the main event.

A decision/defining action.

The main character’s feelings.

The main character’s hope/wishes.

A memory of the main event.

The main character’s feelings.

The main character’s hope/wishes.

A decision/defining action.

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 89

BEFORE:

So that is the end of the story

about my big baseball victory.

AFTER:

You can be sure I’ll be

practicing extra hard for the play-offs next

week!

I’ll never forget the crack of the bat as I

hit that homerun and the way my heart

pounded as the ball flew out of the park.

I hope we’ll be just as lucky at our next

game, too!

I’ll never forget the crack of the bat as I

hit that homerun and the way my heart

pounded as the ball flew out of the park.

I hope we’ll be just as lucky at our next

game, too! You can be sure I’ll be

practicing extra hard for the play-offs next

week!

Extended Story EndingsExtended Story Endings

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 91

Use words from your natural speaking vocabulary.

Make it sound like YOU.

Select topics that you feel strongly about and know about.

Make sure your feelings about your topic come through.

Write with your audiencein mind.

ADDING VOICE

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 grader

Just about a week ago my teacher had a rip in his pants. It was really

funny. I didn't see it right away but someone told me then I saw it and

wanted to laugh but I held it in. Then someone told him and everyone

started to laugh. Then he went home to change. The End.

the student

the principal

the teacher

another teacher

a student who liked the teacher

a student who disliked the teacher

the pants

j

j

j

j

j

j

j

Possible Points of View:

from: 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 a

guy this big. Oww! Every t ime he does anything

but stand still, I hurt. I’m pinched and mushed

and cramped so tight I can hardly breathe. I

need relief. What I really want is revenge. I

know...rrrrrrrip! Ha! That’ll show him. But wait,

what happens next? Maybe he’ll just throw me

out and I’ll never see the light of day again.

Man, oh man, if I’d only been a tie, then I

could’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 that

couldn't get out. The bird flew all

over the place until it was so tired

it stopped.

I thought, "Why doesn't this bird just

fly out of here?"

After several days, the bird saw

a 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 the techniques.

Once a little brown bird got into the main terminal

and couldn't get out. It fluttered in the high, hollow

spaces. It threw itself at the glass, fell panting on

the floor, flew to a tall, metal girder, and perched

there, exhausted.

"Don't stop trying," I told it silently. "Don't! You

can get out!"

For days the bird flew around, dragging one wing.

And then it found the instant when a sliding door

was open and slipped through. I watched it rise. Its

wing 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 by Eve Bunting.

Sparkling WordsSparkling Words

On sultry summer days at my grandma’s farm in Michigan, the air gets

damp and heavy. Stormclouds drift low over the fields. Birds fly close

to the ground. The clouds glow for an instant with a sharp, crackling light,

and then a roaring, low, tumbling sound of thunder makes the windows

shudder in their panes. The sound used to scare me when I was lit tle.

I loved to go to Grandma’s house, but I feared Michigan’s summer storms.

I feared the sound of thunder more than anything.

SPARKLING WORDS/PHRASES FROM THUNDERCAKE

by Patricia Polacco

˜ sultry summer days

˜ clouds glow

˜ window panes shudder

˜ drew a deep breath

˜ stammered (said)

˜ surveyed (looked, watched, and

analyze)

˜ 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 and

carefully)

˜ thunder bellowed

˜ luscious (very delicious)

˜ rumbled closer

Onoma t o poe i a

CRASH

BOOM

BAROOOOOOM

KA-BOOM

ZIP

CRACKLE CRACKLE

BBBBAAAARRRROOOOOOMMMMM

BOOOOMMMM KA-BOOOM

KA-BANG

I went for a walk to the beach.

I was walking along when I got a

look at a seabird eating a fish. I

went for a closer look. It was

eating the fish whole!

Went - traveled, meandered, scurried, trotted, hurried, scuttled, rushed, darted, dashed, bustled, crept, crawled, edged, strolled, roamed, wandered, ambled, scampered

Look - peer, gaze, peek, stare, glance, peep, glimpse

Eat - nibble, crunch, gobble, wolf, munch, chomp, devour, gorge, swallow, gnaw, chew, bite, snack

Improving Word Choice - Vivid Verbs

from: Culham, Ruth. The Trait Crate Grade 3: Teaching Word Choice. Scholastic, 2007

Original Verb:

Synonyms:

1.

2.

3.

Original Verb:

Synonyms:

1.

2.

3.

Original Verb:

Synonyms:

1.

2.

3.

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 lengths

Use different sentence beginnings

Use different sentence types(statements, exclamatory,questions, commands)

Teaching Note: Teach each of these headings as separate mini-lessons. Keep adding to your Super Sentence Writers Chart as you teach each lesson.

Super Sentence Writers Use 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, the

silvery grays and purples of the sky, the deep

greens of the pines, and the rusty reds of the

chimney bricks-- all the colors Papa would

have chosen. I decided to put a piece of

his work jacket in there. It just seemed right.

Sentence Fluency

Sentence #

Number of Words in Each Sentence

First Word in Each Sentence

1

2

3

4

5

6

7

8

9

10

John Henry’s skin is the color of browned but ter.

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.

We churn that water into a white hurricane until oursides hurt.

Then we float on our backs and spout like whales.

Super Sentence Writers Use appropriate poetic devices.

Teaching Note: Use this book to teach simile and metaphor.

Memoir Rubric

Criteria Level One Level Two Level Three Level Four Ideas and Content -Focus on one incident -Strong supporting details

R 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. R 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 very predictable. R I often use details that are repeated and may not fit with main idea.

R My main idea is clear R Most of my memoir is focused on one incident. R My paper is fairly interesting, I use some original ideas, but more predictable ideas. R I use supporting details that usually fit with the main idea.

R My main idea is very clear. R I always stay on topic. R My paper is interesting and original. R My supporting details fit with the main idea.

Organization -Logical sequence -Transition words -Sentences organized into paragraphs

R I have no logical plan or sequence. R I do not use transition words. R I have not broken my ideas into paragraphs.

R My plan and sequencing are weak. Sometimes you cannot understand my piece R I try to use transition words, but sometimes they do not make sense R I have tried a few paragraphs,

R My ideas flow, sequencing is adequate, R I use transitions, sometimes I choose the wrong ones. R My paragraphing is usually correct.

R I have a very strong plan, my ideas flow, sequencing is excellent R My transitions are used well. R My paragraphing is correct.

Voice R I do not CARE about this topic.

R It is hard to tell I CARE about this topic.

R Sometimes it sounds like I CARE about this topic.

R You can tell I really CARE about this topic.

Effective Use of Language -Word Choice -Sentence Fluency

R My word choice is very limited, basic and sometimes I use words incorrectly. R I use short, simple sentences

R My word choice is accurate but limited I have used very few synonyms for tired words. You will find a lot of words repeated R I usually follow one sentence pattern. There is little variety in my sentence structure, length, or style.

R My word choices are usually good. R I am trying to experiment with language (new vocabulary, similes, metaphors). R I have some variation in sentence structure, length & style.

R My word choice is accurate, descriptive, imaginative. R I use similes and metaphors (Figurative language) to make my descriptions more exciting. R My sentences are varied in structure, length & style.

Conventions -Spelling -Punctuation -Capitals

R I have many spelling errors. R I have used little or no punctuation. R It is almost impossible to understand my writing. R A great deal of editing, correcting and revising is needed.

R I have quite a few spelling errors. R My punctuation is not always used correctly. R I have not tried to use advanced punctuation or if I tried I was not usually successful. R My many errors make it difficult to read my writing. R I still need quite a bit of editing, correcting and revising.

R I have very few spelling errors R Capitals, end punctuation are used; apostrophes, commas, some quotation marks are used; effort to use advanced punctuation is made and is often successful. R Some errors may interfere a little with reading the piece. R Very little editing, revising or correcting necessary.

R My spelling is excellent R Capitals, end punctuation are used well; apostrophes, commas, quotation marks are used well; I am successful when using advanced punctuation (colons, semi-colon, hyphen, parenthesis, dash). R My errors do not interfere with the reading of this piece. R Little or no editing, revising or correcting necessary.