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Not quite what I was planning. . Six-Word Memoirs . Ever heard (or thought) ?. From Teachers: Tired of lazy students and smart-mouths? Mimeographs and ditto sheets aren’t working. Dreams about TAKS writing plague me! Admin. is breathing down my back. How many days till summer vacation? . - PowerPoint PPT Presentation
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NOT QUITE WHAT I WAS PLANNING.
Six-Word Memoirs
Ever heard (or thought)? From Teachers:
Tired of lazy students and smart-mouths?
Mimeographs and ditto sheets aren’t working.
Dreams about TAKS writing plague me!
Admin. is breathing down my back.
How many days till summer vacation?
From Students: This assignment is
so very boring. Miss, what is the
length requirement?
I didn’t know about the homework.
They are dead white guys, so…
I have nothing to write about.
The Research
Critical Thinking
Text Structures
Revision
Motivation
Authenticity
The Research – authenticity Write Beside Them, Penny Kittle p. 102
“Why narrative? We are a people of story. From the cavemen to families gathered around the fire at night, we've told stories. What is true about narrative is the student is the authority on the topic. Authority empowers voice.”
Ernest Hemingway
"For sale: baby shoes, never worn."
RationaleWYRDSMITHS – A Weblog for the Twin Cities Area
Speculative Fiction Writer’s Group @BLOGSPOT
posted by Sean M. Murphy… “It does what a good story must--connects to the reader's own sense of common humanity and relies upon that sensibility to fill in the background of the story.”
Kelly Swails Said… “Sometimes I try to make things too complex and remembering Hemingway’s six words reminds me that the reader and I are crafting this story together; I don’t have to shoulder the whole load.”
“I still make coffee for two."
Zak Nelson
Types State of Being and Personal Reflection
Ancestral Origins
Family Connections
Ethnicity, Sexual Orientation, Age, and Gender
Professions
School Affiliations
Popular Culture Labels
Student Samples – Personal Reflection No one can stop my dreams. Too many people stop to think. It is his loss, not mine. Broken in a million little pieces. Dead. Gunshot echoing throughout the air. Life’s purpose: serve people, not self.
Student Samples - Historical Context
Persevered through daily harassment by students.
Oldest one here. I WILL graduate. May 1958, Green graduated all alone. I came. I graduated. I conquered! They say we have opportunity; really? “All men… equal,” ring a bell? Kept my cool, just to graduate. Mobbed, spit on, and cursed…
integration.
Student Samples - Historical Context It’s like forcing two magnets together. “Martha Washington” tricked the news media! Thrugood Marshall, “He was my hero.” Congressional Gold Medal made it worthwhile. I wanna make Rosa Parks proud. Don’t underestimate young. They may surprise. Crowds still make my skin crawl. Prominently featured in Barack Obama’s
inauguration.
Student Samples - Historical Context Racial profiling prevention, that’s my job. We’re free? Doesn’t feel like it. Little Rock. That’s what they threw. Terrence Roberts. Sorry, Doctor Terrence
Roberts. I’m too fast for the bullies! I changed history today, did you? Anticipation to make friends. Didn’t
happen. Golden Rule, it didn’t exist yet.
The Challenge
Everyone has a story, what’s yours?
Lesson Ideas1. Get your students to expand a six-word
memoir into a longer story.2. Have students to write their own six-
word memoirs.3. Take a selection of memoirs and jumble
up the words. Students have to put words in correct order.
4. Write memoirs from the perspective of other people or things.
5. Use the memoirs for grammar discussions and or opportunities to play with punctuation.
Publications
Reading TEKS – grade 6(3) The student will make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;(C) compare and contrast the historical and cultural settings of two literary works.
(6) The student will make inferences and draw conclusions about the structure and elements of fiction(A) summarize the elements of plot development(C) describe different forms of point-of-view
Writing TEKS – grade 6(14) Writing/Writing Process. Students use elements of the
writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
Social Studies TEKS – grade 6(2) The student understands the contributions of
individuals and groups from various cultures
(21) The student applies critical-thinking skills to organize and use information
(22) The student communicates in written, oral, and visual
forms. (D) create written and visual material(E) use standard grammar, spelling, sentence structure, and punctuation.
Heather Cato – 6 places to find me
Email [email protected]
Web Site www.endlessquestions.com
Blog www.hcato.edublogs.com
Wiki http://lab12.wikispaces.co
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