Lesson Plan for

Writing a Personal Narrative

(tied to Kentucky Content Standards for English III)

 

Developed by

John R. Williamson (jrwilliam@ft-thomas.k12.ky.us)

Highlands High School - Ft. Thomas, Kentucky

 

 

Kentucky Standards

            Academic Expectations

1.2           Students make sense of a variety of materials they read.

1.10        Students organize information through development and use of classification rules and systems.

1.11        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

 

Program of Studies

            Reading          

*analyze and evaluate literary reading materials

*read and analyze classic and contemporary literature as representative of  

  the many dimensions of the human experience.

*apply knowledge of literary terms and concepts to analyze literature

Writing

*continue to develop personal and literary writing

*tailor use of language and conventions for a variety of audiences,

  purposes, and situations

*critique own and othersÕ work based on criteria for effective writing,

  including awareness of audience and purpose, organization, idea

  development, and standards of correctness

 

            Core Content for Assessment

                        Characteristics of personal writing may include

                                    Development of ideas based on personal experience

                                    Sensory details

                                    WriterÕs thoughts and feelings

                                    First person point-of-view

                                    Dialogue where appropriate

 

Essential Question

            How do writers engage their readers by sharing personal experiences?

 

Objective

            Write a personal narrative

 

Skills

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

Use prewriting strategies and graphic organizers to develop and focus ideas

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Use precise, descriptive, active verbs

            Establish a specific tone suitable to the purpose

 

 

 

 

Activities

Day 1

Objectives

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

Use prewriting strategies and graphic organizers to develop and focus ideas

 

     1.    As students come into the classroom, they will begin editing the following mug-shot sentence that is on an overhead:

The United States had controlled the land around about the Panama Canal sense November 1903 but on December 31 1999 that control returned to Panama.

 

  1.  Distribute 11x17 (or larger) paper and colored markers to every student.  Ask each student to draw a line that represents his or her life.  The line can be in any shape but the entire line should in some way represent the rise and fall of events in the studentÕs life (e.g., high points, low points, points of frustration, points of happiness).  Then, ask students to graphically (through pictures or symbols) represent five important events on that lifeline. 

 

  1.  Each student will partner with someone and choose one of the graphically identified events to share with his or her partner.  The ÒlistenerÓ must remain silent but jot down at least three questions to ask the Òstory teller.Ó  Then, the roles reverse.

 

  1. Now, working alone, each student is to think carefully about the single event.  Using Barry LaneÕs ÒseeingÓ technique, ask students to focus in on the event.  Go back in the mindÕs time and capture all the sensory details.  Who is there?  What is being said?  Where are you?  What smells are present?  What can you touch?  Is there something you canÕt see?  Etc.  Students jot down on their graphic organizer all the images from their momentary voyage.

 

  1. For homework, students should read a professional model of a personal narrative such as an excerpt from Franklin or Malcolm XÕs autobiography. 

 

Day 2

Objectives

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Use precise, descriptive, active verbs

            Establish a specific tone suitable to the purpose

 

  1. As students enter the classroom, they should begin editing the following mug-shot sentence that is projected on the overhead:

Dr Mitchells hole address is 209 Buena Vista Avenue Northport NE 68409 but you listed the street address as 209 Buena Vista Drive

 

 

 

 

  1. Read orally to the class the childrenÕs book, First Day Jitters.  After the reading, ask students what techniques the writer used that stood out (e.g., verbs, surprise ending).  Discuss with students how this writer made effective use of verbs and foreshadowing to achieve some special effect.  Discuss whether or not writers know the ending first.

 

  1. Divide the class into small groups, evenly assigning half the groups to one professional passage (that was assigned for homework).  Ask the groups to carefully consider how that writer tells his/her story.  Each group should identify the universal message to the reader and then identify the details used to support that main idea.  Give students a model graphic organizer to classify their responses, allowing for individual groups to design a rubric of their own if desired.

 

  1. Have student share orally the findings of their group.  As students begin sharing the significant supporting details, identify the rhetorical device used (e.g., metaphor, symbol, imagery, rhetorical question, etc.)  Encourage students to use similar techniques in their own writing.  Probe student groups for the differences between the main idea, supporting details, and universal truth.

 

  1. For homework, ask students to use an outline or other graphic organizer to sequence the events in their own narratives.  They should also identify their main idea and supporting details.  Stress to students that the universal truth should be shown rather than told.

 

Day 3

Objectives

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

Use prewriting strategies and graphic organizers to develop and focus ideas

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Establish a specific tone suitable to the purpose

 

 

  1. As students enter the classroom, they should begin editing the following mug-shot sentence that is on the overhead:

According to a newspaper in Franklin County Ohio dog names used a lot in that county include Lady Bear Maggie and Brandy the dogs name used the most is Max

 

  1. Read Liz MandrellÕs personal essay about how she chose her profession.  Begin a discussion by asking students if they like the narrative or not.  Draw to studentsÕ attention the various techniques Mandrell uses to achieve a humorous tone.  Ask students to identify the main idea, supporting details, and universal truth. 

 

  1. Distribute copies of a student model of a personal narrative.  Ask students to read the model and identify the effective techniques the writer uses to achieve a certain tone.  How does the writer develop that tone? (Word choice, sentence structure, images chosen, etc.).  Compare and contrast the various tones in the different passages (Franklin, Malcolm X, Mandrell, First Day Jitters, student model) read, using a graphic organizer.

 

  1. Ask student to review the images they created in their pre-writing notes.  What emotions and feelings do they have as storytellers?  What is their personal attitude toward the subject (e.g., what tone will they use?)?

 

  1. For homework, as students to use their prewriting notes and graphic organizers to draft their own personal narrative.

 

Day 4

Objectives

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Use precise, descriptive, active verbs

            Establish a specific tone suitable to the purpose

 

 

  1. As students enter the classroom, they should begin editing the following mug-shot sentence that is on the overhead:

When astronomer Galileo observed sunspot in 1610 church leaders were angry that heÕd suggest the sun wasned perfect today we no sunspots are just the suns relatively cold areas.

 

  1. Allow students time in class to work on their narratives.  Begin conferencing with students to assist individual students with focus and development.

 

  1. Distribute a ½ sheet of transparency film and an overhead marker to each student.  Ask him or her to write either the first three sentences of his/her narrative or the entire opening paragraph on the sheet.  Collect these for tomorrowÕs lesson.

 

  1. For homework, student should continue to work on their rough drafts.

 

Day 5

Objectives

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Use precise, descriptive, active verbs

            Establish a specific tone suitable to the purpose

 

 

  1. As students enter the classroom, they should being editing the following mug-shot sentence that is on the overhead:

Millions of organisms live in and on our bodies, the human armpit for instence has up to 500 million bacteria in the space of a tiny insignificant pinhead.

  1. Randomly select 5-10 of the sample leads/introductions.  Display individually on the overhead and lead a gentle class discussion about the effectiveness of the opening.  Is the lead enticing?  What devices has the writer used to engage the reader?  What is the tone?  How do you know?  Where does the story seem to be going?  

 

  1. Next, assign students to groups of three.  Have each student read his or her paper aloud to the other two students.  The group should then conduct a similar discussion on each paper.  This activity may go into Day 6; however, each group should respond to very specific questions about each paper as to aid with individual revision.

 

 

 

Day 6

Objectives

Analyze how writers use different rhetorical devices (e.g., metaphors, hyperbole,  

   metonomy, rhetorical question, imagery, etc.) to develop narratives

Use prewriting strategies and graphic organizers to develop and focus ideas

            Develop organizational skills

                        Chronological order, flashback, foreshadowing, surprise ending

            Use precise, descriptive, active verbs

            Establish a specific tone suitable to the purpose

 

 

1.     As students enter the classroom, they should begin editing the following mug-shot sentence that is on the overhead:

French author George Sand born July 1 1804 was a well known rebel for the following reasons among others she dressed in mens clothes and smoked cigars.

 

2.     Allow groups to continue discussing individual papers, hold individual conferences, or allow students to work independently to complete their drafts.

 

3.     For homework, students should complete the personal narrative.