Writing a Second Personal Narrative with New Independence ...6 th Unit 1: Bend 3: Writing a Second Personal Narrative with New Independence RL.6.10 By the end of the year, read and

6th Unit 1: Bend 3: Writing a Second Personal Narrative with New Independence

Unit 1: Bend 3 Table of Contents

Writing a Second Personal Narrative with New Independence

Section Page Number

● Unit Essential Questions 3 ● Unit Goals and Sub Goals (Task Analysis) 34 ● Unit Language (Spanish, Russian, English) 59 ● Unit Assessment Checklist 1011 ● Unit Assessment Rubric 1217 ● Sample Unit Calendar 18 ● Anchor Charts 1920 ● Works Cited 21

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Grade Content: Unit 1, Bend 3

Dates of Unit:

Unit Title: Writing a Second Personal Narrative with New Independence Stage 1 Identify Desired Results Standards: (Alphanumeric listing of standards incorporated in the unit)

Writing ● W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,

and wellstructured event sequences.

● W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Gradespecific expectations for writing types are defined in standards 13 above.)

● W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach.

● W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Reading Literature ● RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgments.

● RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or

change as the plot moves toward a resolution.

● RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone

● RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

development of the theme, setting, or plot.

● RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.6.RL.10 By the end of the year, read

and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

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● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking and Listening ● SL.6.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on

grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

● SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it

contributes to a topic, text, or issue under study.

● SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate

main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

● SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language

● L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

● L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Essential Questions: (These goals should be aligned to Essential Questions.)

How can I develop my own techniques as a writer as I move through the writing process? ¿Cómo puedo desarrollar mis propias técnicas como escritor/a mientras me muevo a través del proceso de

escritura?

Goals: (These should be aligned to the Goals above)

SWBAT make a plan before beginning to draft.

SWBAT revise and rewrite noting specific aspects of craft and structure.

SWBAT present and respond to published pieces.

Learning Targets

I can make a plan by thinking about everything I know how to do, and choose a narrative idea to begin drafting. (Session 13)

I can annotate specific sections in a mentor narrative where the writer elaborates to build tension. (Session 14)

I can use a specific revision technique after reading my piece aloud to myself or to a partner. (Session 16)

I can read my final piece to a small group of classmates. (Session 17)

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(aligned to goals)

Puedo hacer un plan pensando en todo lo que sé cómo hacer, y elegir una idea narrativa para comenzar a redactar. (Sesión 13)

Puedo hacer anotaciones en secciones específicas en un cuento mentor donde el escritor elabora para aumentar la tensión. (Sesión 14)

Puedo usar una técnica de revisión específica después de leer mi obra en voz alta a mí mismo o a un/a compañero/a. (Sesión 16)

Puedo leer mi obra final a un grupo pequeño de compañeros de clase. (Sesión 17)

I can determine parts of my story that I can elaborate on (slowdown) to build tension. (Session 14) Puedo determinar partes de mi cuento que puedo entrar en detalle (desaceleración) para aumentar la tensión. (Sesión 14)

I can listen attentively when other pieces of writing are being presented. (Session 17) Puedo escuchar atentamente cuando se presentan otras obras de la escritura. (Sesión 17)

I can elaborate on the problem presented in my writing to build tension. (Session 14) Yo puedo elaborar acerca de un problema presentado en mi escritura para aumentar la tensión. (Sesión 14)

I can respond to other published pieces by writing a short note to the author. (Session 17) Puedo responder a otros trabajos publicados escribiendo una nota breve al autor. (Sesión 17)

I can write different draft endings by asking myself “what is my story really about?” (Session 15)

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Puedo escribir diferentes conclusiones de mi borrador preguntándome "¿Cuál es mi propósito verdadero de mi cuento?" (Sesión 15)

I can craft an ending that delivers a powerful message. (Session 15) Puedo diseñar una conclusión que entrega un mensaje conmovedor. (Sesión 15)

Stage 2 Determine Assessment Evidence ENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s): Describe people, places, things, and events (nouns and adjectives) Retelling/relating past events (past tense verbs, perfect aspect [present and past])

Academic Language Stems (to talk about their writing): Easy for Beginners

● (I/he/she/they/we) [could/would/should] __________.

● (I/he/she/they/we) [could/would/should] have __________.

● Before (I/he/she/they/we) may have __________.

● I don’t have to __________.

● Now I don’t have to __________.

● (I/he/she/they/we) would have to __________.

● I think you should __________.

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Academic Vocabulary: ● annotate ● sections ● elaborate ● builds ● tension ● powerful ● message ● published piece ● attentive ● respond

● (I/he/she/they/we) had to __________.

Easy for Beginners: Speaking ● What I liked most was __________.

● I like how you __________.

Medium for Intermediate

● That’s when (I/he/she/they/we) knew you should

__________.

● In the future (I/he/she/they/we) may __________.

● (I/he/she/they/we) might have __________.

● (I/he/she/they/we) learned you must __________.

● (I/he/she/they/we) shouldn’t have to __________.

● Now I shouldn’t have to __________.

● If I was __________, I would __________.

● (I/he/she/they/we) would love to __________.

Medium for Intermediate: Speaking ● I noticed __________.

● Your beginning/end is strong because __________.

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Difficult for Advanced and Fluent

● No matter __________, you can still __________.

● Only when I had __________, could I __________.

● Like I expected, I [could/should/would] have __________.

● (I/he/she/they/we) ought to __________.

● (I/he/she/they/we) must have __________.

● I learned you mustn’t __________.

● I’m not sure if I would be able to __________.

● Would (I/he/she/they/we) __________.

Difficult for Advanced and Fluent: Speaking ● I found your beginning/end very satisfying because

__________.

● The word choice/sentence structure shows me how

__________ .

Assessment Tools:

● Goals Rubric

● Assessment Checklist

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Stage 2 Determine Assessment Evidence SPANISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s): Describir personas, lugares, cosas y eventos (sustantivos y adjetivos) Volver a contar eventos pasados (verbos en tiempo pasado, aspecto perfecto [presente y pasado])

Academic Language Stems (to talk about their writing): Teach present and past perfect, as well as conditional along with these language stems. Fácil para los principiantes ● (Yo/él/ella/ellos/nosotros) podría/podrían/podríamos

o debería/deberían/deberíamos __________.

● Yo no tengo que __________.

● (Yo/él/ella/ellos/nosotros) tendría/tendrían/tendríamos

que __________.

● Creo que deberías __________.

● (Yo/él/ella/ellos/nosotros) tenía/tenían/teníamos que

__________.

Fácil para los principiantes: Hablando ● Lo que más me gustó fue __________.

● Me gusta la forma en que __________.

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Academic Vocabulary: ● hacer anotaciones en ● secciones ● elaborar ● aumentar ● tension ● conmovedora ● mensaje ● obra publicada ● atento ● responder

Medio para el Intermedio ● Fue entonces cuando (Yo/él/ella/ellos/nosotros)

sabía/sabían/sabíamos que

debería/deberían/debiéramos __________.

● En el futuro (Yo/él/ella/ellos/nosotros)

puedo/puede/podemos __________.

● (Yo/él/ella/ellos/nosotros) podría/podrían/podríamos

tener __________.

● (Yo/él/ella/ellos/nosotros)

aprendí/aprendió/aprendíamos que

debo/debe/debíamos __________.

● (Yo/él/ella/ellos/nosotros) no debería tener que

__________.

● Si fuera __________, haría___________________.

● (Yo/él/ella/ellos/nosotros)

encantaría/encantarían/encantaríamos __________.

Medio para el Intermedio: Hablando ● Me di cuenta de que __________.

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● Su principio/conclusión es fuerte porque __________.

Difícil para Avanzado y Fluido ● No importa que __________, todavía se puede

__________.

● Sólo cuando tuve __________, iba a poder hacer

_____________.

● Al igual que esperaba, yo [podría/debería] haber

__________.

● He aprendido que no debe __________.

● No estaba seguro/a de que si iba a ser capaz de

__________.

Difícil para Avanzado y Fluido: Hablando ● He encontrado en su principio/conclusión fue muy

satisfecho porque __________.

● La estructura de la selección de las palabras/la oración

me muestra cómo __________.

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Assessment Tools:

● Goals Rubric

● Assessment Checklist

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Assessment Checklist – Unit 1 Bend 1

Student Name

I can make a plan by thinking about everything I know how to do, and choose a narrative idea to begin drafting. (Session 13)


I can determine parts of my story that I can elaborate on (slowdown) to build tension. (Session 14)

I can elaborate on the problem presented in my writing to build tension. (Session 14)


I can craft an ending that delivers a powerful message. (Session 15)


I can read my final piece to a small group of classmates. (Session 17)

I can listen attentively when other pieces of writing are being presented. (Session 17)

I can respond to other published pieces by writing a short note to the author. (Session 17)

Notes

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B = Beginning D = Developing P = Proficient M=Mastery

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Lista de control – Unit 1 Bend 1

Nombre del/la

Estudiante

Puedo hacer un plan pensando en todo lo que sé cómo hacer, y elegir una idea narrativa para comenzar a redactar. (Sesión 13)

Puedo hacer anotaciones en secciones específicas en un cuento mentor donde el escritor elabora para aumentar la tensión. (Sesión 14)

Puedo determinar partes de mi cuento que puedo entrar en detalle (desaceleración) para aumentar la tensión. (Sesión 14)

Yo puedo elaborar acerca de un problema presentado en mi escritura para aumentar la tensión. (Sesión 14)

Puedo escribir diferentes conclusiones de mi borrador preguntándome "¿Cuál es mi propósito verdadero de mi cuento?" (Sesión 15)

Puedo diseñar una conclusión que entrega un mensaje conmovedor. (Sesión 15)

Puedo usar una técnica de revisión específica después de leer mi obra en voz alta a mí mismo o a un/a compañero/a. (Sesión 16)

Puedo leer mi obra final a un grupo pequeño de compañeros de clase. (Sesión 17)

Puedo escuchar atentamente cuando se presentan otras obras de la escritura. (Sesión 17)

Puedo responder a otros trabajos publicados escribiendo una nota breve al autor. (Sesión 17)

Apuntes

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C = Comenzando D = Desarrollando P = Proficiente M=Maestría

Unit of Study Narrative Writing Checklist

STRUCTURE

OVERAL

L LEAD TRANSITIONS ENDING

ORGANIZATION

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Student Name

I wrote a story that has tension, resolution, realistic characters, and also conveys an idea, lesson, or theme.

I wrote a beginning that not only set the plot/story in motion, but also hinted at the larger meaning the story would convey. It introduces the problem, set the stage for the lesson that would be learned, or showed how the character relates to the setting in a way that matters in the story.

I not only used transitional phrases and clauses to signal complicated changes in time, I also used them to alert my reader to changes in the setting, tone, mood, point of view, or the time in the story (such as suddenly, unlike before, if only she had known).

I wrote an ending that connected to what the story is really about. I gave the reader a sense of closure by showing anew realization or insight, or a change in the character/narrator. I might have shown this through dialogue, action, inner thinking, or small actions the character takes.

I used paragraphs purposefully, perhaps to show time and setting changes, new parts of the story, or to create suspense for readers. I Created a logical, clear sequence of events.

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= Not Yet √ = Starting To + = Yes!

Development

ELABORATION CRAFT

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Student Name

I developed realistic characters, and developed the details, action, dialogue, and internal thinking that contribute to the deeper meaning of the story.

I developed some relationship between characters to show why they act and speak as they do. I told the internal, as well as the external story.

I wove together precise descriptions, figurative language, and some symbolism to help readers picture the setting and actions, and to bring forth meaning.

I used language that fit my story’s meaning and context ( for example,

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Conventions

SPELLING PUNCTUATION AND SENTENCE STRUCTURE

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Student Name

I used resources to be sure the words in my writing are spelled correctly.

I used punctuation such as dashes, parentheses, colons, and semicolons to help me include extra detail and explanation in some of my sentences.

I used commas and quotation marks or italics or other ways to make clear when characters are speaking.

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ESTRUCTURA

EN GENERA

L EL PRINCIPIO TRANSICIONES LA CONCLUSIÓN

ORGANIZACIÓN

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Nombre del/la Estudiante

Escribí una historia que tiene la tensión, la resolución, personajes realistas, y también transmite una idea, lección o tema.

Escribí un principio que no solamente establece la trama/historia, pero también dio a entender el sentido más amplio que la historia transmitirá. Se introduce el problema, establece el escenario para la lección que se aprenderá, o muestra cómo el personaje se refiere al escenario de una manera que es importante en la historia.

No solamente utilicé frases de transición y cláusulas para señalar los cambios complicados en el tiempo, también los utilicé para alertar a mi lector a los cambios en el escenario, el tono, estado de ánimo, punto de vista, o el tiempo de la historia (por ejemplo, de repente , a diferencia de antes , aunque sólo había conocido ).

Escribí una conclusión que conecta al propósito verdadero de la historia. Le di al lector una sensación de cierre, mostrando de nuevo realización o visión, o un cambio en el personaje/narrador. Podría haber mostrado a través del diálogo, la acción, el pensamiento interno, o pequeñas acciones que el personaje toma.

Usé párrafos con un propósito, tal vez para mostrar los cambios del tiempo y del escenario, nuevas partes de la historia, o para crear suspenso para los lectores. He creado una secuencia lógica, clara de los eventos.

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= No Todavía √ = Comenzando + = ¡Sí!

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DESAROLLO

ELABORACIÓN ARTESANÍA


He desarrollado personajes realistas, y desarrollaron los detalles, la acción, el diálogo y el pensamiento interno que contribuyen al significado más profundo de la historia.

He desarrollado algún tipo de relación entre los personajes para mostrar por qué actúan y hablan como lo hacen. Conté el cuento interno, así como la historia externa.

Combiné descripciones precisas, el lenguaje figurado, y un simbolismo para ayudar a los lectores de imagen El entorno y las acciones, y para dar a luz significado.

He utilizado lenguaje que encaja el significado y el contexto (por ejemplo, diferentes personajes usan diferentes clases de idioma) de mi historia.

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CONVENCIONES GRAMATICALES

ORTOGRAFÍA PUNTUACIÓN y ESTRUCTURA de las ORACIONES

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He utilizado recursos para estar seguro/a de que las palabras en mi escritura están escritas correctamente.

He utilizado puntuación como guiones, paréntesis, dos puntos, punto y coma para ayudarme incluir detalles adicionales y explicación de algunos de mis oraciones.

Usé comas y comillas o cursiva u otras formas para dejar en claro cuando los personajes están hablando.

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Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday Friday I can make a plan by thinking about everything I know how to do, and choose a narrative idea to begin drafting. (Session 13)


I can determine parts of my story that I can elaborate on (slowdown) to build tension. (Session 14)

I can elaborate sections in my writing (e.g. problem, key scenes) to build tension. (Session 14)


I can craft an ending that delivers a powerful message. (Session 15)

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● I can read my final piece

to a small group of

classmates. (Session 17)

● I can listen attentively

when other pieces of

writing are being

presented. (Session 17)

● I can respond to other

published pieces by

writing a short note to

the author. (Session 17)

Anchor Charts:

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Works Cited:

Calkins, Lucy, Stacey Fell, and Alexandra Marron. Personal Narrative . Portsmouth: Heinemann, 2014. Print.

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Documents

Writing a Second Personal Narrative with New Independence ...6 th Unit 1: Bend 3: Writing a Second Personal Narrative with New Independence RL.6.10 By the end of the year, read and