Writing Workshop 7 Activity 1 narrative nonfiction ...julianmirano.weebly.com/uploads/8/3/9/2/83927044/personal... · A reflective essay is a type of personal narrative in which a

Writing Workshop 7narrative nonfiction: reflective EssayLearning Targets•Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffective

technique,well-chosendetails,andwell-structuredeventsequences.•Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,

ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.

•Useasemicolon(andperhapsaconjunctiveadverb)tolinktwoormorecloselyrelatedindependentclauses.

•Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade9topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.

Writing a Nonfiction Narrative EssayWeoftengainnewinsightsandknowledgebylivingthroughexperiences,butwealsodothesamebyreflectingonandcommunicatingthoseexperiencesinwriting.Areflective essayisatypeofpersonalnarrativeinwhichawritersharesinsightsandobservationsaboutlife,oftenthroughpresentinganincidentorproblemandexploringitsresolution.Thistypeofwritingdrawsuponbothpersonalexperiencesandimaginativethinking.Itprovidesrichopportunitiesforrecollectionofpast,present,orimaginedexperiencesandthoughtfulreflectionontheseexperiences.Bygoingthroughtheprocessofrevisitingapasteventandconsideringhowithelpedustogrowandchange,weunderstandourownexperiencesbetterthaneverbefore—and,throughourwriting,wecanallowotherstodoso,aswell.

Todevelopyourskillsasanonfictionnarrativewriter,youwillengageinaseriesofactivitiesinwhichyouworkwithyourteacherandwithyourclassmatestoconstructtwomodelreflectiveessays.Youwillthenusethesemodelstoconstructyourownreflectiveessay.

AcTiviTy 1

Discovering the Elements of a Reflective EssayBefore Reading 1.Youhaveprobablyreadandwrittenpersonalnarrativesinthepast.Whatare

somecommonelementsofgoodpersonalnarratives?Answersmightincludethefollowing:•Anincidentisdescribedwithinterestingandvividdetails.•Thereadercanrelatetohowthenarratorfeelsbecausethefeelingsare

describedinapowerfulway.•Thewritercommunicatesthesignificanceoftheincidenteffectively.•Thewriter’suseoflanguageisengaging.

LEArning strAtEgiEsThink-Pair-Share,Brainstorming,MarkingtheText,GeneratingQuestions,GraphicOrganizer,Drafting,Rereading,Adding,Substituting,Self-Editing/Peer-Editing,SharingandResponding,MarkingtheDraft,Writer’sChecklist

AcAdEmic VocAbuLAryAreflective essay isatypeofpersonalnarrativeinwhichawritersharesideasandobservationsaboutlifethroughrecountingapersonalexperience.Resolutionreferstotheendingsectionofanarrativeand,morebroadly,totheextenttowhichaconflictorproblemhasbeensolvedorovercome(fully,partially,notatall).

Writing Workshop 7 • Narrative Nonfiction: Reflective Essay 1

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TCB_LA_WW_SE9_NARR.indd 1 26/12/14 10:15 PM

WritingW o r k s h o p 7Activity 1

Discovering the Elements of a Reflective Essay

PLANMaterials: 3 different colored highlighters or colored pencils for marking the text

Pacing: 1 class period

tEAcH 1 Review the Learning targets and the description of the focus of the workshop, including the Academic vocabulary.

Note: for the purposes of SpringBoard’s approach to reflective writing, the standards term event can be considered to include 3 elements: the incident that occurred, the person’s response(s) at the time, and reflections that express what was learned or later understood as a result of the incident.

2 This sequence of activities is designed to provide direct writing instruction for the composition of a reflective narrative essay. Students will create three separate essays through this process: one that is co-constructed as a class with direct guidance from the teacher, one that is peer constructed with a partner, and one that is written independently.

3 Before Reading is intended to access prior knowledge about narratives. Brainstorm with students a list of elements common to all narratives. Remind students that reflective essays are a type of narrative. As a class, streamline the list, creating a writer’s checklist of the elements of a good narrative. Copy or post the list for students to consult. You might look at the Revision checklist in Activity 3 and/or the Scoring Guide for other features to incorporate.


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narrative nonfiction: reflective Essay (continued)

my notes During Reading 2.Areflectiveessayfocusesonapersonalexperienceandreflectsonits

significance.Asyoureadthesamplereflectivetext,lookforelementsofagoodreflectiveessayandmarkthetextwhenyoufindthem.Bepreparedtodiscussyourchoices.

SAmpLE TExT

Why Couldn’t I Have Been Named

Ashley?by Imma Achilike Naaman Forest High School Garland, Texas

“Ashley!” exclaimed Mrs. Renfro, and simultaneously three heads whipped around at attention towards the perturbed teacher. At the same time, all three Ashleys proudly replied, “Yes, ma’am?”

When I was a fourth grader, I remember sitting in class that day just before the bell rang for dismissal. I remember thinking of all the names in the world, how I could have possibly been stuck with such an alien one. I thought about all the popular kids in the class. I figured that I wasn’t popular because of my weird name. I put some things together in my mind and came up with a plausible equation: COOL NAME = POPULARITY. The dismissal bell rang. As I mechanically walked out to catch my ride, I thought to myself, “Why couldn’t I have been named Ashley?”

I was the first American-born Nigerian in both of my parents’ families. I was my parents’ first joy, and in their joy, they gave me the name that would haunt me for the rest of my life. Immaculeta Uzoma Achilike.

The first time I actually became aware of my name was on the first day of first grade. I went to school loaded with all my school supplies and excited to see all of my old kindergarten friends. I couldn’t wait to see who my new teacher was. As I walked into the classroom, all my friends pushed up to me, cooing my name: “Imma, Imma I missed you so much.” The teacher walked in with the attendance sheet. She told everyone to quiet down so she could call roll. Before she started, she said something I thought would have never applied to me. She said, “Before I call roll, I apologize if I mispronounce anyone’s name” with a very apologetic look on her face. I remember thinking that there was probably some weird name before mine; although, my name was always the first name to be called in kindergarten. Suddenly, my palms started sweating and then she began to hopelessly stutter my name. “Im-immaculet Arch-liki. I mean Achei . . . ” Here I interrupted. My ears burned with embarrassment and droplets of perspiration formed on my nose. “Did I say it right?” she said with the same apologetic look on her face. Before I responded, the laughs that the other kids in class had been holding back suddenly exploded, like a volatile vial of glycerine, into peals of laughter. One kid thought it was so funny his chubby face started turning red and I could see a tear gradually making its way down his face. I found myself wishing I could sink into the ground and never come back. I hated being the laughing stock.

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teacher to teacher

This sample essay was chosen to model the elements of a nonfiction narrative essay. You may opt to select a different text that meets the same criteria.

4 During Reading instructions direct students to interact with the text as they read. Lead a shared reading of “Why Couldn’t I Have Been Named Ashley?” asking students to note the elements of an effective narrative by marking the text with a checkmark in the margin when they notice an element of good narrative writing.

Activity 1 (cont inued)


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my notes I never really recovered from the shock of that day. From that day forward, the first day of school was always my most feared day. I didn’t know what to do; all I could do was to tell my teachers, “I go by Imma.”

I felt so alone when all the other girls in my class had sparkly, pink pencils with their names printed on them. You know, the ones they sell in the stores along with name-embossed sharpeners, rulers, and pencil pouches. Every year I searched through and rummaged around that rack at the store, but I could never find a pencil with my name on it.

The summer of my seventh-grade year, my family and I took a vacation to our “home” in Nigeria, where my parents were born. My cousin and I were playing cards, talking girl talk, and relating our most embarrassing moments. Each tried to see whose story could top whose. I told one story of how I wet the bed at a sleepover, and she told me how she had farted in class during a test. That was a hoot. Then I told her the story of how I was laughed at because of my weird name. I thought it was pretty funny, but she didn’t laugh. She had the most serious look on her face, then she asked me, “Immaculeta Uzoma Achilike, do you know what your name means?” I shook my head at her and that’s when she started laughing. I thought she was making fun of me, and as I started to leave she said: “Immaculeta means ‘purity,’ Uzoma means ‘the good road,’ and . . .” Having heard her words, I stopped walking away and turned around in amazement. “What does Achilike mean?” I asked. After a long pause she calmly said, “Achilike means ‘to rule without force.’ ” I was astonished and pleased. I never knew what my name meant.

My name is Immaculeta Uzoma Achilike. I am the daughter of first-generation Nigerian immigrants. I am the daughter of hardworking and brave parents. My name means “to rule without force.” My grandfather was a wealthy man of generous character. When I say my name in Nigeria, people know me as the granddaughter of a wealthy man of generous character. They know me by my name. There my name is not embossed on any pencil or vanity plate. It is etched in the minds of the people.

My name is Immaculeta Uzoma Achilike.

After ReadingWhenyouhavefinishedreading,respondtothequestionsbelow,whichexaminehowAchilikestructuresheressayandsequenceseventswithinit.Be preparedtodiscussyouranswerswithyourclassmates.

3.Noticethatthewriteropensherreflectiveessaywithananecdote,savingexposition,orbackgroundinformation,forthethirdparagraph.Whydoyouthinkshemadethischoice?Answersmightincludethatawritercanbeginwithananecdoteasahooktodrawthereaderin,aswellastoprovideanimmediateexample,toraisequestionsfromthereader,toillustrateorpresentaproblem/conflict,etc.

4.Aneffectivewaytodevelopareflectiveessayistoincludethreeelements:•Incident:adescriptionofanincidentorsituation•Response:thewriter’sinitialorimmediatethoughtsandfeelingsin

responsetotheincident➣Example:“IfoundmyselfwishingIcouldsinkintothegroundand

nevercomeback.”

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5 After Reading: These questions are designed to guide students through a close exploration of the structure of the text and the choices made regarding the sequencing of events. Transition into this by going through the class-generated writer’s checklist together and asking students to share where they found these elements in the sample student essay.

6 Ask students to consider the effect of opening the essay with an anecdote as Achilike does. How does it engage the reader?



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•Reflection:thewriter’sreflectionontheincidentaftersometimehaspassedandthewriterisabletodrawgeneralizationsandconclusionsbasedupontheexperience(s)described—andtothoughtfullyconsidertheimportanceoftheincidentorsituationtohisorherlife

➣Example:“Ineverreallyrecoveredfromtheshockofthatday.”

5.Withahighlighterorcoloredpencil,markthewordIncidentonthegraphicorganizershownbelow.NowuseadifferentcolortomarkthewordsResponse and Reflection.Youwillusethesecolorsasyourereadandmarkthetext.Rereadthefirsttwoparagraphsof“WhyCouldn’tIHaveBeenNamedAshley?”andmarkthetexttoshowwhathappened(incident)whenthewriterwasinfourthgradeandhowshefeltinresponse.

Response

incidentpersonal Essay

Reflection

6.Inthefourthparagraph,thewriterbeginsdescribingthefirsttimehernamebecamesignificanttoher.Rereadparagraphs3–6andcolorcodetheincidentandthewriter’sresponse(s)toit.

7.Intheseventhparagraph,thewriterdescribesathirdincidentwithhername.Markthetexttoidentifytheincidentandherresponse(s)toit.

8.Reflectiveessaystypicallyendwitharesolution,atermwhichreferstotheendingsectionofanarrativeand,morebroadly,totheextenttowhichaconflictorproblemhasbeensolvedorovercome(fully,partially,notatall).Reviewthelasttwoparagraphs.WhataresometechniquesAchilikeusestobringthenarrativetoaclose?Howdotheserevealtheextenttowhichherconflictedfeelingstowardhernamehavebeenresolved?Answersmightincludeherreturntothesymboloftheembossedpenciltoshowhowshenowvaluestheuniquenessofhername;therepetitionofthe“Mynameis...”statementasawaytoassertprideinherheritageandidentity;theshiftintone;ashiftintonethatindicatesnewconfidenceandpride;thefinalone-sentenceparagraphforemphasis.Theseallsuggestshenolongerfeelsanythingotherthanprideinhername;shenowseesitascentraltohersenseofidentity.


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7 Introduce the essential elements of a reflective essay: incident, response, and reflection. Model the process of color coding the description of incident and response in the first two paragraphs

8 For paragraphs 3–7, have students work in pairs. Check for understanding and make sure that all students can identify these elements.

9 Introduce the dual meanings of resolution. You might link the concept to other narrative texts you have read or watched in your class, discussing to what extent they offer resolution and whether they do so through implicit or explicit reflection. Then examine Achilike’s final two paragraphs to examine how she resolves her essay and what her approach implies about how her experiences changed her.

10 Have students color code the reflection as you reread the last two paragraphs. Ask students to infer how the writer feels about her name. Point out that many writers are more explicit in their reflection; this writer has chosen to let readers infer the significance of the incidents. Ask students to consider the impact of this choice on their understanding of the experience’s significance to the narrator—and other spots where she does so throughout the narrative.



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9.Writersofferreflectionstoclarifythesignificanceofeventsandtopresentcommentaryandinsightsonlessonslearnedfromthem.Sometimestheseareexplicit(directlystated,wordforword)inthetext;sometimestheyareonlyimplied,relyingonthereadertoinferthembasedonhintsorcluesofferedinthetext.Reviewthetextonemoretime,usingthethirdcolor(whichyouusedtohighlightReflectiononthegraphicorganizer)tohighlightwherereflectionsareincludedinthetext.HowdoesAchilikeuseexplicitand/orimplicitreflectionstohelpconveythesignificanceofherexperiencetoherreaders?Students’responseswillvary.Achilikedoesn’toffermuchexplicitreflection,leavingreaderstodrawconclusionsbasedfromtextualclues.“ThefirsttimeIactuallybecameawareofmyname...”impliesthatAchilikelearnedthatanamecanhavegreatsignificancetoaperson.“I neverreallyrecovered...”indicatesthatherfirst-gradeexperiencecreatedanenduringconflictforherregardinghowhernamemarkedherasdifferentfromothers.Thejuxtapositionof“Ineverknewwhatmynamemeant”andthedetailsofferedinthefinaltwoparagraphssuggesthowhercousin’swordsfinallyledhertoredefinethesignificanceofhernameandresolveherconflictedfeelingsregardingit.

check your UnderstandingSomewritersofreflectiveessaysusechronologicalordertosequenceevents.Achilike,however,doesnot.ExplainhowAchilikesequencesthethreeincidentsinheressayinordertoengageherreaders.Includeseveralexamplesorquotesthatshowhowshedoesthis.Possibleresponse:Achilikebeginswithananecdotetohookherreader,describinghowshefeltinfourthgradewhentheteachercalledoutthecommonname,Ashley.Nextshediscussesherbirthinordertocontrastthejoyherparentsfeltwithhowthey“gavemethenamethatwouldhauntmetherestofmylife.”Shethenmovestoanincidentinfirstgradewhentheteachercouldn’tpronouncehername.Thisillustratesherembarrassmentatfeelingdifferent,whichshefurthersymbolizesthroughthereferencetothe“sparkly,pinkpencilswiththeirnamesprintedonthem”thatalltheotherkidshadbutwhichnevercarriedherownname.Theshifttotheseventh-gradeincidentwithhercousin,however,introducesthenewsenseofidentityandpridethatcomeswithanunderstandingofwhathernameactuallymeansinNigeria.Thisleadstoherfinalparagraphsinwhichsherepeats“MynameisImmaculetaUzomaAchilike,”answeringthequestionposedbyhertitlebyimplyingthathernamehelpstogiveherauniqueandmeaningfulidentity.

AcTiviTy 2

Writing a Reflective Essay as a classWRiTiNg pRompT:Consideratimewhensomethinghappenedtoyouthattaughtyoualessonaboutyourselforaboutlife,alessonthatyouraudiencemightbenefitfromlearning.Writeanarrativeaboutyourexperience,encouragingotherstothinkaboutthislesson.Besuretothinkabouttheelementsofagoodstorythatmakeitengagingandentertainingsothatthereaderwantstokeepreadingit.Useyourvoiceasastorytellertorelatetheincident(s),yourresponse(s)atthetime,andyourreflection(s)onthesignificanceoftheexperience.Youressayshouldmeettherequirementslistedinthelearningtargetsfornarrativeessays.


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11 Use the check your Understanding feature to help students think analytically about the relationship between the writer’s choices and the connection to the reader. Ask students to include evidence to support their claims, providing examples to refer to later.

ASSESSAssess students on their ability to identify incidents, responses, and reflections in the sample. Note any difficulty students have with any of the story elements discussed, especially students who have struggled to identify elements from the writer’s checklist in the sample essay.

ADAPtIf students struggled to identify elements of a quality reflective essay, you might provide other examples using excerpts from additional texts. Noting where students need additional support can be helpful when deciding which elements to teach or reteach during Activities 2 and 3.

Activity 2

Writing a Reflective Essay as a class

PLANMaterials: Whiteboard, document camera or overhead projector to model writing

Pacing: 1–2 class periods

teacher to teacher

In this activity, model through guided writing, a reflective essay of your own. You will need to be ready with personal anecdotes that involve the three elements of incident, response, and reflection. To create the essay, model certain steps and use student input to add ideas and details.

Each student will be responsible for recording the essay so it can be used as a model, unless you provide each student with a digital or print copy.



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Besureyournarrativedoesthefollowing:

•Engagesandorientsthereaderbysettingoutaproblem,situation,orobservation

•Usesavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwhole

•Usesnarrativetechniques—dialogue,pacing,description,andreflection—todeveloptheexperiences,events,andcharacters

•Includesdescriptivetechniquessuchasprecisedictionandsensoryandfigurativelanguagetoconveyvividpicturestoyourreaders

•Providesaconclusionthatreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

RefertotheScoringGuideattheendoftheworkshoptohelpyouunderstandwheretofocusyourattentionandefforts.

prewritingAsyourteachermodelstheprocessofcreatingareflectiveessay,youwillbeexpectedtotakenotesandparticipatebyaddingideasofyourown.

1.Useagraphicorganizertohelpyoubrainstormideasfortopicsthatareinspiredbythisnarrative.

Students’responsesmightincludestoriesaboutthesignificanceoftheirnames,storiesaboutexperiencesthatchangedtheirperspectiveonsomething,storiesaboutajourneythataffectedthem,storiesaboutaproblemthattheyovercame,andsoon.

2.Asyourteachertellsyouseveralstoriesoutloud,takenotesoneachone,focusingonwhichoneseemsthemostinteresting,andwhy.

3.Afteryourclasshasdecideduponatopicforthereflectiveessay,usethestrategyofthereporter’squestions(who, what, when, where, why, andhow)toaskquestionsthatwillhelpcreateamoredetailedretellingoftheincident,response,andreflection.

Response

incidentpersonal Essay

Reflection


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tEAcH 1 Unpack the prompt for Activity 2 either as a class or in pairs. Review and clarify the elements that must be incorporated into the class-generated essay. You may want to refer to the Scoring Guide to identify areas to emphasize.

2 During Prewriting, model brainstorming a topic by creating a web of ideas related to Achilike’s essay.

3 Guide the topic, narrowing to one topic area you are most comfortable with. Because students will contribute, it might work to adjust to a topic they are engaged with. Consider, also, that the student sample connects three related incidents; your model may be more useful if it addresses only one incident.

4 Ask students to take notes while you briefly tell aloud the incidents that link to the topic. Ask the class to choose one incident to develop into a written reflective essay.

5 Based on what they have heard, ask students to work with partners to generate questions to ask using the reporter’s questions strategy. You may need to model questions to generate everything needed, such as, “What did you learn from the experience?”

teacher to teacher

Use an overhead projector or whiteboard (or even sentence strips) to model, through guided writing, the planning and drafting stages of a reflective essay. Model your thinking with statements such as “I’m not sure if this works, so I’ll mark this and come back to it for revision.”

6 While students generate questions, display the graphic organizer to take notes on the essential elements of a reflective essay. Then, as students ask their reporter’s questions, answer and populate the graphic organizer. Ask how including these elements engages readers. Then model how to flesh out your notes about the incident, response, and reflection, thinking aloud about how to engage readers.



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4.Scanthereflectiveessayagain,markingthetextforthedescriptivetechniques—precise,descriptivedetails;sensoryimages;figurativelanguage;dialogue;andactive,vividverbs—Achilikeusestopresenttheincidentsinhernarrative.Withtheseinmind,wherecouldyourteacherusesimilartechniquestopresenttheincident(s)morevividly?

Drafting 5.Withyourclassmatesandyourteacher,youwillnowuseyournotesand

yourreadingofthesampletexttodrafttheopeningofyourreflectiveessay.Besuretoincludethefollowingelements:•Anengagingintroductorytechnique(forexample,openwithan

anecdote,somedialogue,areflectivestatement,acontrast)•context(establishtheproblem,situation,orconflictthatiscentraltothestory)

6.Youhaveexaminedhowoneauthordevelopsideasinthebody ofanarrativeby•Sequencing eventstoengagereadersandbuildonandcreateconnectionsbetweenthem

•Using descriptive techniquestoconveyavividpictureoftheincident(s)•including responses and reflections toexpressthesignificanceofexperiences/incidents.

Workingwithyourteacherandyourclassmates,useyournotesandyourreadingofthesampletexttodraftthebodyofyournarrativeessay.

7.Theconclusionofanarrativeessaytypicallyservestooffertheresolutionachievedbythewriter.Sometimesthewritermakesthesignificanceoftheeventexplicit,directlystatingwhatwaslearned.Otherwriterschoosetoimplythesignificance,suggestingratherthanstatingwhatwaslearned.Stillothersleavethesignificanceambiguousorevenunresolved.Whatapproachmakesthemostsenseforthisstory,andwhy?Asyoudrafttheconclusionwithyourteacherandclassmates,besuretoperformthefollowing:•Linktheclosingclearlytothecontextofthenarrative•Offerreflectionontheextenttowhicharesolutionwasachieved.

8.Likereflectionsandyourresolution,agoodtitlecanhelpareaderunderstandthesignificanceofanarrativeexperience.Agoodtitledoes thefollowing:•Suggests(orstates)thefocusofanessay•Grabsthereader’sattention•Establishesthetoneofwhatfollows•Maylinktoaspecificquote,image,ordetailincludedinthetext.

Withthesecriteriainmind,brainstormpossibletitlesforthisnarrative.Bepreparedtoexplainwhyyourtitlemightbeagoodonefortheessay.

AcAdEmic VocAbuLAryAnanecdoteisabriefretellingofaninterestingorhumorousevent.Thecontextofanarrativeistheproblem,situation,orconflictthatiscentraltothenarrative.


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7 Have students scan Achilike’s essay to note the techniques she uses and to identify effective examples of vivid descriptions in her text. Discuss the effect of these on the relationship with the reader. Then have students generate examples for possible inclusion in your essay, and add them to the graphic organizer.

8 Drafting: Begin drafting your essay by modeling the opening on the sample essay. If you use a different type of hook, be sure you clearly introduce the context for the essay.

9 Continue drafting the body of the essay, using a think aloud to model the choices and decisions you make. Draw attention to how you refer to the class notes as you work. To keep the process interactive, ask students to help you include precise descriptive details.

10 Read your draft aloud, asking students to identify where your response to the incident appears. You might color code your draft, just as you did with the student author’s sample. Compare the amount of description in your response to the amount in the sample text. Revise your description by adding details to your draft, addressing the class’s questions. You might also model weaving reflections into your paragraphs throughout the narrative, as opposed to including them only in the closing paragraphs.

11 Guide the class through a discussion on the extent to which your experience resolved the conflict established in your opening paragraphs. Then model a think aloud regarding what type of reflection and resolution to offer in your final paragraphs, continuing to do so as you draft your conclusion. Discuss if students find the closing satisfying.

12 Examine Achilike’s title. Then lead students in a discussion of what makes a good title. Ask students to brainstorm titles for your essay, and then lead them through a process for selecting the best choice, including a rationale for why it is effective.



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9.Examinethedescriptivelanguageandtheverbsyouhaveusedsofarinyourreflectiveessay.Addorsubstitutemoredescriptivelanguageandactive,vividverbswhereyoucan.Thinkaboutusingdialogueorindirectquotations.Considerhowthesechoicescontributetothetoneofyouressayaswell.

check your UnderstandingNowthattheclassessayhasbeendrafted,refertotheScoringGuidetohelpdeterminehowwelltheessaymeetstheexpectations.AfterlookingattheScoringGuide,completethefollowing:•Underlinethreevividdescriptionsusedtocapturethesetting,characters,or

eventsinthenarrative.•Highlightsentencesorphrasesthatpresentthenarrator’sresponsestothe

eventsandtheexperience.•Withadifferentcolor,highlightasentenceortwothatreflectonwhatwas

meaningfulaboutorlearnedfromthisexperience.

Revising for Language and Writer’s craft Using a Semicolon Semicolonscanbeusedtojointwoindependentclauseswhenthesecondclauserestatesthefirstorwhenthetwoclausesareofequalemphasis.Byusingthisformofpunctuation,thewritershowsaconnectionbetweentwothoughts.Semicolonsshouldnotbeusedtoconnectanytwosentencestogether.Rather,thewriterneedstofindstatementsthatareimprovedandstrengthenedwhentheyarelinked.Thesemicolontellsthereader,“Thesecondclausecomplementsorcompletesthethoughtpresentedinthefirstclause—sokeepreading!”

Examples:RoadconstructioninDallashashinderedtravelaroundtown;streetshavebecomecoveredwithbulldozers,trucks,andcones.

“Ididn’tknowwhattodo;allIcoulddowastotellmyteachers,‘Igoby Imma.’” —from“WhyCouldn’tIHaveBeenNamedAshley?”

Awritercanalsohighlightthespecificrelationshipbetweentwothoughtsbybeginningthesecondclausewithaconjunctiveadverb(however, therefore, moreover, furthermore, thus, meanwhile, nonetheless, otherwise)oratransition(in fact, for example, that is, for instance, in addition, in other words, on the other hand, even so)afterthesemicolon.

Examples:TerrorismintheUnitedStateshasbecomearecentconcern;infact,theconcernforAmerica’ssafetyhasledtoanawarenessofglobalterrorism.

“Irememberthinkingthattherewasprobablysomeweirdnamebeforemine;although,mynamewasalwaysthefirstnametobecalledinkindergarten.”

from“WhyCouldn’tIHaveBeenNamedAshley?”


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13 Allow the class to guide you as you substitute some of your verbs with more compelling choices. Model revising sentences to avoid “dead” verbs such as was or were to improve the use of active voice.

14 Have students refer to the Scoring Guide. This is an opportunity to model how students can use the Scoring Guide criteria to define specific goals for revision work. Based on this connection, have students use the check your Understanding questions or revisit the writer’s checklist for a good narrative (generated in class in Activity 1) to guide choices for revising for content and organization. Using suggestions from the class, revise by adding or substituting material as needed.

15 Revising for Language and Writer’s craft: After reviewing and revising the essay for content and organization, the next set of tasks focus on revising for language. The language activity emphasizes using semicolons to strengthen and clarify connections between related sentences in student writing.

16 Use the materials provided to introduce or remind students about how semicolons function. Examples are provided, including some from the example narrative.



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Conjunctiveadverbscanbeusedtoindicateavarietyofdifferentrelationshipsbetweentworelatedthoughts.Thislistisincludedforreference:

To Show: Similarity Difference or contrast change in Time A concession Emphasis

Writers can Use:

also,similarly,likewise

howeverregardlessalthough

before,since,then,now,lately

still,however,granted

indeed,infact,certainly

10.Inthesentencesthatfollow,showyourunderstandingofhowtousesemi-colonsbyaddingasecondindependentclauseafterthesemicolon.Makesurethatthesecondsentencecloselyrelatestothefirst.

I’veneverseenitrainthisheavily;

Youcanlearnalotaboutyourselffromlittlekids;

Iwonderifyoueverlistentome;

11.Inthefollowingsentences,highlighttherelationshipbetweenthetwoclausesbychoosingaconjunctiveadverbortransition.(Usethechartaboveasareference.)

Asachild,Iwasterriblyafraidofthedark; ,Iactuallyliketogoforwalksatnight.

Thetrafficwasabsolutelyterrible; ,Imanagedtogetthereontime.

Jasonalwayslovedtocook; ,justenjoyingsomethingdoesn’tmeanthatonecanbegreatatit.

12.Nowthatyou’veconsideredhowsemicolonscanimpactthereader’sunderstandingoftherelationshipbetweenclauses,worktogethertofindsentencesthatarecloselylinkedincontentorideas.Jointhemwithasemicolon,andperhapsaconjunctiveadverb.

Editing 13.Afterpresentingyourrevisionstotheclassandhearingtherevisionsof

others,itistimetopolishthefinaldraftofthereflectiveessay.ConsideralloftheelementslistedintheLanguagecategoryoftheScoringGuideandcorrectanyerrorsyoufind.Sharecorrectionswithyourclassmates.


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17 Next, students practice creating independent clauses that work with the provided ones. This emphasizes the key to using semicolons correctly—not simply to join two sentences, but also to bring them together to show how they relate or build on each other. Then students can add the conjunctive adverbs between sentences.

18 Have the class look for pairs of sentences in the class narrative that are closely linked in content and ideas, revising them to use semicolons. Have students share ideas, and model evaluating which ones merit inclusion as you revise.

19 Editing: Model self-editing your draft for dialogue punctuation and any remaining issues. You might review or include a mini-lesson on the rules for punctuating dialogue or other grammatical conventions that your students struggle with.

Each student should create a copy of the complete essay to serve as an example for future exercises, unless you give each a copy of the final draft.

ASSESSModel how you score this narrative using the Scoring Guide’s criteria and descriptors to help students understand the scoring process and assist them with evaluations of their work.

Over the course of the activity, there have been various times to check for understanding. The next activity allows students to generate a new reflective essay so there will be the opportunity to add extra support where needed. To further identify student needs, you might ask them to complete an “exit ticket,” identifying elements they find confusing or challenging.

ADAPtYou may revisit some elements of reflective writing for additional review and clarification before moving on to the next activity. If certain groups need additional support, you might group them together for direct instruction while other partners begin prewriting during Activity 3.



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AcTiviTy 3

Writing a Reflective Essay with a peerWRiTiNg pRompT:Withawritingpartner,writeanonfictionnarrativethatrelatesanexperiencethathadasignificantimpactonyou.Inparticular,considerhowotherninthgraderscouldbenefitfromhearingaboutthisexperience.Asyoucraftyouressay,thinkaboutwhatmakesastoryengagingandentertaining,andrememberthefollowingcharacteristicsofgoodnarratives.

Goodnarrativesdothefollowing:•Engageandorientthereaderbysettingoutaproblem,situation,or

observation•Useavarietyoftechniquestosequenceeventssothattheybuildonone

anothertocreateacoherentwhole•Usenarrativetechniquessuchasdialogue,pacing,description,and

reflectiontodeveloptheexperiences,events,andcharacters•Includedescriptivetechniques,suchasprecisedictionandsensoryand

figurativelanguage,toconveyvividpicturestoreaders•Provideaconclusionthatreflectsonwhatisexperienced,observed,or

resolvedoverthecourseofthenarrative.

RefertotheScoringGuideforthiswritingtasktohelpyouunderstandwheretofocusyourattentionandefforts.

prewriting/Drafting 1.RevisitthelistoftopicsyoubrainstormedinActivity2.Furtherbrainstorm

specificexperiencesyoumightwriteaboutforyouressay,andthentellyourpartneryourstoryideas.Afteryouhaveselectedyourtopic,retellthestorywhileyourpartnergeneratesreporter’squestionstoaskyouabouttheexperiencetofurtherrecallspecific,importantdetails.

2.Planthestructureofyourreflectiveessay.Usingtheincident, Response, ReflectiongraphicorganizerinActivity2,generateideasanddetailstodeveloptheseelementsinyournarrative,addingresponsestoyourpartner’squestionswhereappropriate.Ifyouplantoincludemorethanoneincident,determinehowyouwillsequencethemandwhy.

3.Brainstormadditionaldescriptiveinformation—precise,descriptivedetails;sensoryimages;figurativelanguage;dialogue;active,vividverbs,andsoon—thatcouldaddtothevividnessofyournarrative.Addthesetoyourplannerintheappropriatespots.


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Activity 3

Writing a Reflective Essay with a Peer

PLANMaterials: Materials from Activities 1 and 2 to use as models

Pacing: 2 class periods

tEAcH 1 You may want to guide students in unpacking the prompt to be sure they understand the purpose of the writing task. Pairs will move at different paces and may need direct instruction on a case-by-case basis.

2 Prewriting/Drafting: Have the class add to their topic ideas. This can be done with the entire class, or as a first step for the new partnerships. You will want to provide support to students as they go through generating content, drafting, and refining, reflecting, and publishing.

3 Be sure students retell their stories orally and generate questions to encourage additional detail.

4 Partners should use the graphic organizer to jot notes about the incident, their response to it at the time, and their reflection on it now.

teacher to teacher

Consider whether you want to use heterogeneous pairings with mixed levels of readiness to have students serve as peer mentors to struggling students, or whether to pair students by levels of readiness to differentiate instruction and teacher support for pairs that need more guidance. You might structure check-ins for pairs you anticipate will need extra support, such as having them go over their prewriting with you.

In addition, partners will join together into small writing groups of four to six to engage in sharing and responding. Aim for groups that are able to provide helpful feedback.


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4.UseAchilike’ssampleandyourclass-constructedmodeltohelpyoudraftanopeningthatengagesyourreaderwhileintroducingtheproblem,situation,orconflictthatiscentraltothenarrative.

5.Useyourprewritingnotestohelpyoudraftthebodyofthenarrative,describingtheincident(s),yourresponses,andthereflectionsyouwouldlaterunderstandorlearn.Workwithyourpartnertodecidehowbesttosequenceyouressayandtochoosetransitionstocreateacoherent,logicalflow.

6.Rereadyournarrativeandconsiderwhattypeofconclusionorclosingtoinclude.•Shouldyouexplicitlystatewhatyoulearnedfromtheevent?•Shouldyouimplywhatwaslearned?•Shouldyouofferacomplete,partial,orinconclusivesenseofresolution?

Whateverapproachyoutake,makesuretorevealthesignificanceoftheincidentandofferthereaderasatisfyingconclusion.

7.Ifyouhaven’talreadydoneso,brainstormpossibletitlesforyouressay.Usefeedbackfromyourpartnerandthecriteriaforgoodtitles(fromActivity2)tochoosethebestpossibletitle.

peer Review 8.Participateinsharing and respondingtorefineyourdraft.Markthe

draftusingthesametechniquesyouusedinActivity1(highlightingandunderlining),andoffercommentsusingthecriteriaandexamplesbelow.Feedbackshouldconcentrateonthefollowing:•Whatthefirstdraftdoeswell(“Ilikethewayyouropeningdrawsusin

andmakesuswonderhowyougotthere.”)•Whatquestionsseemunansweredsofar(“Yousaythiseventchanged

you,butIdon’treallyunderstandhow.”)•Ideasthatyouhaveforhowyourpeerscouldimprovetheirreflective

essays.(“Tryusingdialogueforthescenewiththebabysitterinsteadofjustsummarizingwhatshesaid.”)

Takegoodnotessoyouwillrememberwhatyoudiscussedwithyourwritingpartner.

9.Usethefeedbacktorevisethecontentandstructureofyouressay,respondingtowhatyourpartnerhasidentifiedassignificantquestionsorconcerns.


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5 Have students draft their openings, reminding them that both Achilike’s narrative and the class-constructed essay offer models they can emulate.

teacher to teacher

After pairs draft their openings, you might combine them into groups of four or six to create writing groups for sharing and responding. If so, emphasize the expectation that groups have for detailed, constructive feedback. (Examples are provided under student step 8.) Have pairs share their openings in their groups, soliciting feedback and marking the draft and taking notes to use later. If you continue to use writing groups for sharing and responding throughout drafting, circulate and use these dialogues as a way to check for understanding.

6 Guide students through drafting the bodies and conclusions, providing support for partners or the whole class.

7 Peer Review: Once initial drafts are completed, have each student self-assess using the class-generated writer’s checklist; then have partners assess the narratives. Encourage students to use highlighters to color code each other’s drafts for responses and reflections, and have them underline where descriptive techniques are used. Emphasize the need to provide constructive feedback, and the importance of responding to your audience during revision. You might have some students share effective examples of feedback and ideas for revision.

8 Have students revise their drafts in response to their partners’ comments.



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10.Workinginasmallgroup,usetheRevisionChecklistbelowandfeedbackfromyourreaderstomakesurethatyouhaveincludedtheessentialelementsofareflectiveessay.Reviseasneeded,respondingtotheirquestions,concerns,andsuggestionsasyouraudience.

Narrative Essay Revision checklist

Focus •Iscontextmadeclearinthebeginning?•Doesthestorystayfocusedonaspecificeventorsequence

ofevents?•Doestheexperiencehaveclearsignificancetothenarrator?

Development •Doesthewriteruseavarietyoftechniques—characterization,dialogue,sensorydetails,figurativelanguage,etc.—tocreatevividdescriptionsinthenarrative?

•Areanydetailsincludedthatareunnecessaryordistracting?•Doesthewriterclearlyexpresshisorherfeelingsaboutthe

eventsthatareoccurring?•Doesthewriterprovidemomentsofreflectionaboutwhat

waslearnedorwouldbelaterunderstood?

Sequence •Dothestructureandsequenceofthenarrativecreateaclear,coherentflowofideas?

•Doparagraphbreaksandavarietyoftransitionseffectivelysignalshiftsandconnectevents,reactions,andreflection?

Conclusion •Doestheendingfollowlogicallyfromtheeventsofthestory?•Doestheclosingclarifytheextenttowhichthecentral

conflict,situation,orproblemisresolvedforthewriter?

11.Lookformomentsinthestorywhereyoucanconnecttworelatedsentenceswithasemicolon.Makesurethatwhenyoudo,youstillhavetwoindependentclausesthatcanstandaloneasacompletesentenceoneithersideofthesemicolon.Usethistechniqueatleasttwice,highlightingorunderliningwhenyoudo.Foratleastoneofthetimesyouusethistechnique,includeaconjunctiveadverbtohighlighttherelationshipbetweenthetwosentences.

Revising/EditingAftermeetingwithyourpeerreviewersandhearingtheirfeedback,workwithyourpartnertoreviseandedityourreflectiveessay.Produceafinaldraftofyourpolishedwork.

Editing:Useavailableresourcesasyouedityournarrativeandprepareitforpublication.


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9 When partners have revised their drafts, guide them through the peer-review process. Ask pairs in groups of four or six to trade papers and use the Revision checklist to review the work. Encourage students to provide written feedback on the essay they review.

10 Revising/Editing: Students should use a semicolon to connect sentences at least twice, marking the text when they do. One should include a conjunctive adverb. Remind students to use the language activity, especially the sample adverbs, as models for their sentences. You can check for understanding by asking them how the two sentences they have joined are related.

11 Finally, students revise for grammar and formatting. They might use resources such as format guides, tools such as grammar and spell-check, or dictionaries. You may want to select appropriate mini-lessons to facilitate editing.

ASSESSCollect student drafts and review student work before having them proceed to the Independent Practice. Use the Scoring Guide to provide written or verbal feedback on the essays. Assess which students may need additional support as they move from writing a reflective essay with a partner to writing one independently.

Look over student use of semicolons. Some students may need support and practice when using appropriate conjunctive adverbs.

ADAPtUse student drafts to guide you as you select appropriate support during independent writing. Students that have been successful with the early stages of story development might be given the option to move forward with fewer check-ins, which will allow more time to concentrate on students who need more individual attention.



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AcTiviTy 4

independent Writing WRiTiNg pRompT:Writeareflectiveessayonanincidentofyourchoicethathasaclearfocusandwhichcommunicatestheimpacttheexperiencehadonyou.Consideranexperiencethatisimportanttoyouandthatyoubelievewouldbenefitotherninthgraders(otherthanthetopicchosenforActivity2andActivity3).UsetheLearningTargetsandtheRevisionChecklisttoguideyourwriting.Also,lookovertheScoringGuidetoreviewwhattheexpectationsfortheassignmentare.Usesemicolonsatleasttwice,andunderlineorhighlighttoshowwhereyouusedthem.YouressayshouldmeettherequirementslistedintheLearningTargetsforreflectiveessays.•Engageandorientthereaderbysettingoutaproblem,situation,or

observation•Useavarietyoftechniquestosequenceeventssothattheybuildonone

anothertocreateacoherentwhole•Usenarrativetechniques,suchasdialogue,pacing,description,and

reflection,todeveloptheexperiences,events,andcharacters•Includedescriptivetechniques,suchasprecisedictionandsensoryand

figurativelanguage,toconveyvividpicturestoreaders•Provideaconclusionthatreflectsonwhatisexperienced,observed,or

resolvedoverthecourseofthenarrative

Usetheprocess,examples,goals,andrevisionstrategiesfromyourpreviousactivitiestoaccomplishyourtask.Youmightalsorevisitthegraphicorganizersyouusedpreviouslytohelpyouplanandreviseyourwriting.


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Activity 4

independent Writing

PLANMaterials: Materials from Activities 1 and 2 to use as models

Pacing: 1 class period or homework

tEAcH 1 Introduce the independent writing prompt, reminding students to refer to the Revision checklist and the Learning Targets. Also examine the Scoring Guide, helping students to see it as a checklist they can use when drafting and revising.

2 Students should plan and draft this essay independently. This prompt can be used as homework or a timed writing activity or assessment.

ASSESSYou may want to have students share their prewriting with you to assess their progress before they begin drafting the essay. A detailed Scoring Guide is included to help assess student performance as independent writers. It is also a useful tool for students to use to reflect on their progress and set goals for further growth.

ADAPt This activity can be adapted to meet the needs of students by adding more or less structure. A graphic organizer can be used to plan elements such as incident, response, and reflection. Based on your observations and your review of the essays in Activity 3, you may wish to conference with some to provide individual feedback.


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ScoRiNg gUiDE

Scoring criteria Exemplary proficient Emerging incomplete

ideas Thereflectiveessay•recreatesanincidentwithwell-chosendetailsandareflectivepointofview

•usesavarietyofnarrativetechniquessuchasdialoguetovividlydevelopexperiences,events,andcharacters

•includesinsightfulreflectivecommentaryonthesignificanceoftheincident

Thereflectiveessay•recreatesanincidentwithrelevantdetailsandareflectivepointofview

•usesnarrativetechniquestodevelopexperiences,events,andcharacters

•reflectsontheimportanceoftheincident

Thereflectiveessay•recreatesanincidentusingirrelevant,minimal,orrepetitivedetailsandanunclearpointofview

•containslittleornouseofnarrativetechniques

•containslimitedreflectionontheimportanceoftheincident

Thereflectiveessay•retellsanincidentthroughsummary

•usesfewornonarrativetechniques

•containslittleornoreflectionontheexperienceanditsimportance

Structure Thereflectiveessay•providesanengagingandcreativebeginningthatintroducesthenarrator’sproblemorsituation

•sequenceseventspurposefullyandusesavarietyoftransitionstocreateacoherentwhole

•concludeswithanendingthatnaturallyfollowsfromtheexperienceandinsightfullyreflectsonwhatresolutionhasbeenachieved

Thereflectiveessay•providesabeginningthatintroducestheproblemorsituationandanarratororcharacters

•usessequenceandtransitionstocreateasmoothprogressionofevents

•concludeswithanendingthatconnectstotheexperienceandreflectsonwhatresolutionhasbeenachieved

Thereflectiveessay•containsabeginningthatisunclearordoesnotdirectlyrelatetothestory

•presentsdisconnectedideasandlimiteduseoftransitionsandtechniques

•containsanendingthatisdisconnected,unfocused,ornonreflective

Thereflectiveessay•beginswithoutintroducingthenarratorortheproblem

•lackstransitionsandcoherentsequencing

•doesnotprovideconcludingorreflectivecommentary

Use of Language

Thereflectiveessay•usesprecisediction,variedsyntax,sensorydetails,andfigurativelanguagetovividlypresentnarrativeelements

•usessemicolonstoconveyrelationshipsbetweencloselyrelatedsentences

•demonstratestechnicalcommandofconventionsofstandardEnglish

Thereflectiveessay•usesdiction,syntax,sensorydetails,andfigurativelanguagetoconveynarrativeelements

•usessemicolonstoconnecttwocompletesentences

•demonstratesgeneralcommandofconventions;minorerrorsinpunctuation,grammar,capitalization,orspellingdonotinterferewithmeaning

Thereflectiveessay•usesdiction,sensorydetail,andfigurativelanguageineffectivelyornotatall

•inconsistentlyemployssemicolonscorrectly

•demonstrateslimitedcommandofconventions;errorsingrammar,punctuation,capitalization,orspellinginterferewithmeaning

Thereflectiveessay•useslittleornopreciseorfigurativelanguage

•doesnotincludecorrectlyusedsemi-colons

•demonstrateslimitedcommandofconventions;errorsingrammar,punctuation,capitalization,orspellinginterferewithmeaning


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ScoRiNG GUiDEUse the Scoring Guide throughout this workshop to remind students of the elements expected to be included in their reflective essays.



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Documents

Writing Workshop 7 Activity 1 narrative nonfiction ...julianmirano.weebly.com/uploads/8/3/9/2/83927044/personal... · A reflective essay is a type of personal narrative in which a