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memoirWRITINGUNIT
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Unit Stats
Grade Level: 4 – 8
Duration: 10 class periods
Common Core Learning Standards:
• CCSS.ELA-Literacy.W.2, W.3, W.5, W.10
• CCSS.ELA-Literacy.SL.1
• CCSS.ELA-Literacy.RL.10
• CCSS.ELA-Literacy.L.2, L.3, L.5
Strategies and Activities
Reading and investigating mentor texts
Listening comprehension
Developing topic ideas
Selecting a strong writing topic
Pre-Write
o Plot events
o Sensory details
o Characterization
o Setting
Author’s Craft Study and Draft Revision
o Leads
o Showing vs. Telling
o Dialogue
o Figurative Language
Draft Revisions
Peer Conferencing and Editing
Grammar and Conventions
Publishing Writing
Assessments
Pre-Assessment:
Six Word Memoir
Formative Assessments:
Memoir Writer’s Notebook (5 Reflective Prompts)
Memoir Interview
Summative Assessments:
Six Word Memoir
Final Memoir Writing Piece
A Grade Record Sheet is provided to record students’ grades for each
assignment during the unit. In addition there is a Memoir Grading Rubric
included in this resource.
Memoir Writing Unit
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Writer’s Notebook
While responding to prompts, students develop a catalog of
possible memoir ideas.
The notebook serves as an ongoing assessment piece.
The writer’s notebook gives students an opportunity to practice
writing skills.
It also affords students the opportunity to immerse themselves in
writing (much like authors).
Quick Unit Overview
Days 1 - 2: Memoir Genre Study
Days 3-4: Developing Topic Ideas
Days 5-6: Pre-Writes, First Draft, Author’s Craft
Days 7-9: Revision, Conferencing, and Editing
Day 10: Share Memoirs
Materials
Listing of Mentor Texts
Student Memoir Packet
Student Writer’s Notebooks
Daily lesson plans for the 10-day unit
Sample Listening Comprehension Key
Memoir Writing Rubric
Optional Instructional
Ideas
Consider reading a memoir each day to students. (My students
love many of the memoirs in Guys Write for Guys Read.)
Give students an opportunity throughout the unit to share some
of their writing in the Writer’s Notebooks with partners, small
groups or the entire class.
Consider adding another element to the final memoir writing
piece. Perhaps students could add a picture to their work or
create decorative borders around their pieces before
displaying their writing.
Memoir Writing Unit
Other Detailed Writing Units
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Memoir WritingUnit Plans
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Memoir WritingUNIT PLANS
DAY ONE – MEMOIR TEXTS
MATERIALS PLANS HOMEWORK
Class set of Student
Memoir Packets
Memoir Texts (See
sample listing of
titles for reference)
Class set of Memoir
Writer’s Notebook
1. Distribute packets (Memoir Writing: A
Moment in Time).
2. Explain to students that they will be
studying memoirs. They will read mentor
texts, become experts on the
characteristics of memoirs, and write their
own memoir.
3. Pre-Assessment - Refer to the directions for
the “Six-Word Memoir” – have students
write a six-word memoir (Students will do
this again at the end of unit as a post-
assessment.)
4. Read one first definition from the
“Definitions of Memoir” page in student
packets. Gather students’ thoughts on the
definition. (Each class period, you will be
reading and discussing another memoir
definition.)
5. Gather memoir texts. Tell students that they
will immerse themselves in reading and
talking about the memoir texts.
6. Divide students into groups. Each group
must read three memoir texts. Together the
group must complete the guiding questions
for each book. (Three copies of the
“Memoir Guided Questions” are in packets
for students to complete while reading
texts.)
7. Collect packets.
8. Distribute Writer’s Notebooks – explain to
students that they will be completing
writing prompts. Their responses to the
prompts should be detailed. Students will
refer to the prompts when generating ideas
for writing their own memoir.
Memoir
Writer’s
Notebook –
Prompt One
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DAY TWO – MEMOIR CHARACTERISTICS
MATERIALS PLANS HOMEWORK
Student Memoir
Packets
Memoir for
listening activity
Chart Paper for
small groups
Markers for
small groups
Memoir Writer’s
Notebooks
1. Distribute Memoir Writing packets.
2. Read the next definition of memoir on the
“Definitions of Memoir” page in student
packets. Have students share thoughts.
3. Explain to students that today they will work
in groups to develop a chart outlining
characteristics of a memoir.
4. Distribute chart paper and markers to small
groups.
5. Give students ten minutes to review their
work from the previous day and develop a
chart about memoirs. Their focus should be
on finding common characteristics
between the three memoirs they read.
One student should write group ideas on a
piece of paper. (Teachers can use this time
to check previous day’s homework in
Writer’s Notebook.)
6. Have groups share out the characteristics
of memoirs to the rest of the class. While
groups are sharing, individuals should be
adding notes on the “Characteristics of the
Memoir Form” in their packets.
7. Review typed elements of memoir writing
with students on the “Characteristics of the
Memoir Form” page of notes.
8. Instruct students that now they will listen to
a memoir and record information on its
memoir traits, narrative elements, and
theme while listening (“Memoir Listening
Passage” in packet)
Lesson continues on the next page.
Memoir
Writer’s
Notebook –
Prompts Two
and Three
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DAY TWO CONT. – MEMOIR CHARACTERISTICS
MATERIALS PLANS HOMEWORK
Student Memoir
Packets
Memoir for read
aloud
Memoir Writer’s
Notebooks
8. Read a memoir aloud. Possible memoirs can
be found here:
• “Eleven” from Woman Hollering by
Sandra Cisneros:http://blog.wsd.net/tsheffield/files/2009/08/eleven.pdf
• Superpatriot by Avi from Guys Write for
Guys Read by Jon Scieszkamy.triand.com/cc/production/lesson/0130/7129/teach.../Superpatriot.doc
• Owl Moon by Jane Yolenrpsec.usca.edu/presentations/AMLE2013/RhapsodyRaptorsPoemsLit.pdf
(Sample Key for “Superpatriot” in Teacher
Resources section)
8. Share out responses.
9. Collect Packets.
10.Assign homework in Writer’s Notebook
Memoir
Writer’s
Notebook –
Prompts Two
and Three
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DAY THREE. – MEMOIR BRAINSTORM
MATERIALS PLANS HOMEWORK
Student Memoir
Packets
Colored pencils
or crayons
1. Distribute packets.
2. Review another definition of memoir.
Quickly discuss.
3. Have student open to “Graphing Your Life”
page in their packets. Lead students
through listing ten events (encourage them
to consider different ages). Consider
modeling with your own life.
4. Have students rank their events and transfer
events to the graph on the next page (this
aspect of the assignment may need to be
done outside of class.)
5. Note that students are starting to
accumulate life events that may be useful
in their memoirs.
6. Review directions for “Mapping Memories”
in Memoir Writing Packets.
7. Give students time to complete the map
brainstorm. (This may be a good time for
teacher to check Writer’s Notebooks.)
8. Once students have a great brainstorm for
their maps, have them draw and label their
map of memories on the “My Map of
Memories” page in the packet. Encourage
students to add color.
9. If time permits, have students share their
graphs and/or maps.
10. Collect packets.
11. Assign homework in Writer’s Notebook and
any remaining classwork.
Writer’s
Notebook –
Prompt Four
and Five
Complete
any work not
completed in
class: Life
Graph or
Mapping
Memories
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DAY FOUR – SELECTING A TOPIC
MATERIALS PLANS HOMEWORK
Student Memoir Packets
Class set interview
worksheets for homework
1. Distribute packets.
2. Review another definition of memoir. Quickly discuss.
3. Lead students through “Who I Am” brainstorm.
4. Explain to students that using their pre-writes and writer’s notebook, students will be selecting their memoir topic today.
5. Lead students through “Selecting Your Topic.” Give students an opportunity to break off with partners to discuss potential topic.
6. Have students select a topic.
7. Collect Writer’s Notebooks for a grade.
8. Review homework – interview.
Interview Worksheet
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DAY FIVE – PRE-WRITE
MATERIALS PLANS HOMEWORK
Student Memoir Packets
Lined Paper
1. Distribute packets
2. Explain to students that today they will begin to plan their memoir. First, they must plan out their plot, setting, characters, and develop sensory details.
3. Lead students through each pre-write page:
• Plot – note that the sketch boxes are done by completing the middle one first
• Sensory Details – explain that students will incorporate these into their rough draft
• Characters – encourage students to use more advanced vocab
• Setting – some of these details will touch on sensory details as well
4. Pass out lined paper.
5. Have students “x” every other line.
6. Tell students that they will be writing their rough draft. Before they begin their first sentence, have them start
about half-way down the page – this way after the next class’s lesson on leads, they can easily insert their lead.
7. Start draft in class.
Complete rough draft
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DAY SIX – MINI-LESSONS
MATERIALS PLANS HOMEWORK
Student Memoir Packets
Rough Draft
1. Have students take out their rough drafts and packet.
2. Record a grade for the completed assignment.
3. Lead students through the revision mini-lessons:
• Leads – Review and have students write samples. Students should add one to their rough draft.
• Showing v. Telling – Review and have students revise telling sentences – insert new sentences into the draft
• Dialogue - Review – guide students through inserting dialogue – may need to add a new piece of paper to draft
• Simile – Review and have students write samples and include in draft.
Make any needed
improvements to draft
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DAY SEVEN – REVISING
MATERIALS PLANS HOMEWORK
Student Memoir Packets
Red pens (or colored pencils)
1. Review the elements of a memoir checklist.
2. Reference the grading rubric at the end of students’ packets.
3. Lead students through revisions based on the revision form. Students will be required to really look back into their memoirs to ensure they have met the requirements. New additions should be added to their drafts.
4. Have students edit their draft using the checklist. They should use red pens (or colored pencils) while following directions.
5. Review homework expectations. Students may need more lined paper to complete the homework.
Write second drafts with
improvements from today’s class and last
class.
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DAY EIGHT – PEER FEEDBACK
MATERIALS PLANS HOMEWORK
Student Memoir Packets
Second drafts
1. Have students take out their second drafts.
2. Explain to students that they will be working with partners to gather feedback on their drafts.
3. Model how to give feedback as students refer to the “Peer Conference” page in their packets.
4. Explain to students that each of them will be graded on the feedback they give. Therefore, they must be a thorough and helpful partner.
5. Before students begin conferencing, explain that they will
be responsible for making revisions for homework based on the feedback in class.
6. Have partners work together. Writers read their memoirs. Partners provide detailed feedback.
7. With the whole group, review the rubric once more.
Make revisions based on peer
feedback. (Teacher will be
reviewing the
revisions and collecting the
feedback forms.)
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DAY NINE – FINAL COPY
MATERIALS PLANS HOMEWORK
Student Memoir Packet
Final copy paper (or access to
computers)
1. Collect peer feedback forms for a grade. Review drafts to ensure that revisions were made based on feedback.
2. Explain to students that they will be beginning their final copy in class.
3. See individuals with last minute questions.
4. Give students class time to write their final copy.
Complete Final Copy
DAY TEN - SHARE
MATERIALS PLANS
Student Memoir Packet
Final copies
1. Give students an opportunity to share their memoirs either with partners, small groups, or the whole class.
2. Revisit the six-word memoir from the beginning of the unit. Have students write a new six-word memoir.
3. Facilitate a discussion with students about what they
knew then and what they know now about memoirs.
4. Collect final copies for a grade.
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Teacher Resources
Includes:
• Listing of Mentor Memoir Texts for Day 1
• Answer Key for listening activity for Day 2
(“Superpatriot” by Avi)
• Interview worksheet – Homework on Day 4
• Grade Record Sheet to record students’ completion
of each assignment in the unit.
• Grading rubric for students’ memoirs
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There are ample memoir picture books available. The following is just a listing of ideas. However, through your personal search or with the help of a librarian, you’ll surely find a
great variety of books for students.
Carling, Amelia Lau. Mama & Papa Have a Store
Cooney, Barbara. Miss Rumphius
Crews, Donald. Big Mama's
Curtis, Jamie Lee. When I Was Little
dePaola, Tomie. Hanna Upstairs & Hanna Downstairs
dePaola, Tomie. The Baby Sister
dePaola, Tomie. The Art Lesson
dePaola, Tomie. Tom
Fox, Mem. Wilfrid Gordon McDonald Partridge
Frazee, Marla. Roller Coaster
Everett, Gwen. Li'l Sis and Uncle Willie
Grandits, John. The Travel Game
Houston, Gloria. The Year of the Perfect Christmas Tree
Juster, Norton. The Hello, Goodbye Window
Lied, Kate. Potato
MacLachlan, Patricia. All the Places to Love
Mathers, Petra. Kisses from Rosa
McLerran, Alice. Roxaboxen
Mitchell, Rita Phillips. Hue Boy
Nelson, Vaunda Micheaux. Always Gramma
Nye, Naomi Shihab. Sitti’s Secrets
Polacco, Patricia. Thank You, Mr. Falker
Pomerantz, Charlotte. The Chalk Doll
Ringgold, Faith. Tar Beach
Rush, Ken. Friday's Journey
Ryder, Joanne. My Father's Hand
Rylant, Cynthia. When I Was Young in the Mountains
Rylant, Cynthia. The Relatives Came
Say, Allen. Grandfather's Journey
Say, Allen. El Chino
Shannon, David. No, David
Stevenson, James. July
Stevenson, James. Don't You Know There's a War On?
Stevenson, James. Fun No Fun
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day
Viorst, Judith. Alexander. Who Used to be Rich Last Sunday
Williams, Vera. A Chair for My Mother
Yolen, Jane. Owl Moon
MENTOR TEXTSMemoir Children’s Books
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Memoir Listening PassageTitle: __________________________________Author: _________________________________
MEMOIR TRAITS EXAMPLES FOR THE MEMOIRBeginning catches reader’s attentionFocuses on ONE
eventReveals the
feelings of the author
Narrative Elements
Setting Characters Plot (3 main events)
Theme / Lesson learned by the
author
Description brings story to life
“Superpatriot”
• Lists superheroes • Incomplete sentences; just names
Comic book drive for military personnel during the war
• Desire to be a hero like superheroes• Realizes that he’s not so super after all
• School• Home
• Avi (9 years old)
• Avi plans and announces a drive to collect comic books from school
• Comic books are collected and he reads them all (not eager to send them away)
• Mom sends them all to the hospital
• Even the best intentions can backfire• It’s better to be selfless than selfish
• “Rousing patriotic speech”• Various places he enthusiastically reads all the
comic books
Avi
KEY for “Superpatriot” (in case you end up reading this for the listening activity)
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You will need to interview someone who can provide you with more information about your memoir topic. Sit down with or call this person. Explain that you will be
writing a memoir and you need their help to gain more details about the subject. Tell them what you will be writing about. Take notes as you talk.
Interview
I plan to write about _____________________________________________________
I interviewed ______________________________________________________
1. What do you remember about _________________________ (memoir topic)?
2. Share details (when, where, what was happening, sensory images – sights, sounds, textures, smells) about this topic.
Name ____________________________________________
Memoir WritingGrade Record Sheet
Total: ________ / 100
WRITER’S NOTEBOOK
PROMPT 1 ________ / 10
PROMPT 2 ________ / 10
PROMPT 3 ________ / 10
PROMPT 4 ________ / 10
PROMPT 5 ________ / 10
INTERVIEW ________ / 10
ROUGH DRAFT ________ / 15
SECOND DRAFT ________ / 15
PEER CONFERENCE ________ / 10
5 4 3 2 1
GENRECHARACTERISTICS
The writing meets
the
characteristics of
a memoir. There
is a clear and
unifying theme
that focuses the
details on the
subject’s life.
The writing
meets most of
the
characteristics
of a memoir,
but the
unifying theme
needs to be
stronger and
more explicit.
The writing
simply
catalogues
events from
the subject’s
life. There is no
unifying theme
to the memoir.
The writing
does not
meet the
characteristic
s of a memoir;
or the writing
is incomplete.
No evidence
of this
requirement.
GENUINE AND VIVID DETAILS
Details in the
memoir provide
background and
insight on the
subject’s life. The
memoir is
genuine and
vivid.
Details in the
memoir
provide
background or
insight, but
there are
places where
more vivid
details would
improve the
piece.
Few details are
included
about the
subject’s life.
While the
memoir seems
genuine, more
detail is
needed.
Little detail on
the subject’s
life is
included. The
memoir does
not seem
genuine.
No evidence
of this
requirement.
POWERFUL IMAGES
The memoir
includes
powerful
elements –
words,
sentences,
images and so
forth. The
memoir is strong
and powerful.
The memoir
includes some
powerful
elements, but
could be
stronger.
The memoir’s
elements need
to be stronger
and more
memorable.
Little attention
has been
given to
strong or
memorable
elements.
No evidence
of this
requirement.
SPELLING AND MECHANICS
No spelling or
mechanical
errors.
Less than 3
spelling or
mechanical
errors.
Less than 5
spelling or
mechanical
errors.
Mechanical
errors impact
readability of
the memoir.
Little to no
effort made
to adhere to
spelling or
punctuation
rules.
Name ____________________________________________
Memoir Writing Rubric
Total _____ x 5 = ______/100
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STUDENT PACKET
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MEMOIR WRITING
A Moment in Time
Name _____________________________________
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Six-Word MemoirThink of an event in your life. Write a six-word memoir below about that event.
(Example: radishes, potatoes, digging; time with Grandma)
Unit Start…
Unit End…
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Definitions of Memoir
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Memoir Guided Questions
Title: __________________________________
Author: _________________________________
What topic was addressed in this memoir?
What does this memoir reveal about the author?
What is the focus of the memoir?
How did the author make this text compelling to read?
Why did the author write this memoir?
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Memoir Guided Questions
Title: __________________________________
Author: _________________________________
What topic was addressed in this memoir?
What does this memoir reveal about the author?
What is the focus of the memoir?
How did the author make this text compelling to read?
Why did the author write this memoir?
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Memoir Guided Questions
Title: __________________________________
Author: _________________________________
What topic was addressed in this memoir?
What does this memoir reveal about the author?
What is the focus of the memoir?
How did the author make this text compelling to read?
Why did the author write this memoir?
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Characteristics of the Memoir Form
Focuses on ONE event at one point in the author’s life
Uses description to bring story to life
Written in first person
Based on truth
Narrative structure including many of the usual elements of storytelling such as setting, plot development, imagery, conflict, characterization
Reveals the feelings of the writer
Has fictional quality even though the story is true
About the author’s experience more than about the event itself
IDEAS FROM CLASSMATES
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Memoir Listening PassageTitle: __________________________________Author: _________________________________
MEMOIR TRAITS EXAMPLES FROM THE MEMOIRBeginning catches reader’s attentionFocuses on ONE
eventReveals the
feelings of the author
Narrative Elements
Setting Characters Plot (3 main events)
Theme / Lesson learned by the
author
Description brings story to life
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Graphing Your LifeYou are going to create a graph about your life. On it you will put some of the high points and some
of the low points in your life. But remember, you should not put anything that makes you feel uncomfortable.
1. Review the events below to spark memories of important events in your life. These are just ideas. You can add any event to your life graph. Think about:
• Times you moved• Friends you made• Grandparent moments• Birth of siblings• A time when you got hurt• A time when you lost something• A special birthday or holiday
• A difficult family event• A wonderful celebration• An unexpected change• An important moment in school• A victory or loss in sports• A memorable vacation• A moment when you felt proud
RANK EVENT MY AGE
_____ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ __________ ______________________________________ _____
2. Now, next to each event, rank that event. Ten will indicate the best things that have happened to you and one will represent the worst events.
3. Place the events on the graph, charting where each fits in the year it happened and its ranking.
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1 2 43 5 76 8 109 11 12 13
12
43
57
68
10
9Place your events on the graph, by creating a bar graph
(coordinating the year with the ranking you assigned to the event).
AGE
RA
NK
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Mapping Memories1. From memory, draw a detailed map of the neighborhood where you grew up.
Make sure to include all of the places that make your neighborhood or town unique. Draw the hidden spots and out of the way places. Don’t leave anything out.
2. Label your map, describing each important place with a few sentences off to the side. Write these sentences as if they were intended for a complete stranger who wanted to explore your neighborhood. (Example: Magnolia Tree with perfect branches for climbing and hiding out from mean older brothers.)
3. Include memories at different places like your neighbor’s house or school.
4. Your map should:
Be in color
Include at least five important places and memories
Be as accurate as you can recall
Include labels of places
Be neat
5. You may need to do a rough draft first.
MAP BRAINSTORMBrainstorm important places from
your neighborhood or town below. Write a one-sentence memory that connects to that place. Include these ideas on
your map.
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A Map of My Memories
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PEOPLE – List important people who have influenced your life
Relatives Friends Teachers Others
PLACES – List memorable places that have influenced your life
Places you’ve lived Special places vacations Other’s homes
NATURE – List things and events in nature that have impacted you
Trees & plants weather water other
FAVORITES – List your favorite things that help make you who you are
animal sports music other
Who am I?List people, places and things that have had an impact on you and
contributed to the person you are today.
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Selecting Your Topic
LIST THREE POSSIBLE MEMOIR TOPICS BELOW:
Talk it OutSpend a few minutes talking to a partner about your topic choices. Your partner will ask you what happened, what you learned from the experience, and why this experience was memorable/important.
Review Characteristics of a MemoirConsider which topic idea will be able to fulfill the criteria of a memoir.
DecideChoose the topic that you had the most to talk about and that could fulfill the elements of the memoir.
MY MEMOIR TOPIC IS
__________________________________________
__________________________________________
__________________________________________
_________________________________
The key when choosing a topic is ensuring that you have enough information and details to write your memoir. To help with this decision, first you will review your writer’s notebook and the pre-write activities graph, map, and “Who am I?” planning pages.
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PLOTWHAT is your memoir about?
WHO was involved?
WHERE did the event take place?
WHEN did the event take place?
WHY did the event take place?
PRE-WRITE
Sketch what happened right before the important event.
Sketch the MOST important event.
Sketch what happened right after the important event.
PLOT EVENTS1.2.3.4. (CLIMAX)5.
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SENSORY DETAILSDescribewhat you
SAWDescribe what
you
HEARD
Describe what you could
SMELL
Describe what you could
TASTE
Describe what you could
FEEL
PRE-WRITE
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CHARACTERSPRE-WRITE
CHARACTERS Me
PHYSICAL CHARACTERISTICS
PERSONALITY TRAITS
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SETTINGPRE-WRITE
SETTING:
Description:
Time of Day:
Time of Year:What you Saw:
What you Heard:
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REVISE
LEADSThe lead is the beginning or introduction of a piece of writing. Therefore, it’s the
very first impression readers will make when they experience your writing. A good lead is one that pulls readers into your writing and intrigues them to read more.
Set the Scene Lead: This type of lead creates a picture of the story’s setting in the reader’s mind. Incorporate the five senses when you’re setting the scene.
Set the Scene Example: The open air at my grandparent’s country home always smelled of hydrangeas and freshly baked apple pie.
Your Turn: _______________________________________________________________________________________________________________________________________________________________
Figurative Language: Start your story with figurative language. Try incorporating a simile (comparing two things using “like” or “as”), a metaphor (comparison saying one thing is the other), personification (giving human characteristics to an inanimate object), or a hyperbole (an exaggeration).
Metaphor Example: My heart was a puddle when I heard the news about my dog.
Hyperbole Example: The racetrack was the size of North America.
Your Turn (Figurative Language Type _________________________): __________________________________________________________________________________________________________________________
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Character Lead: Some stories begin with a character speaking, thinking, or doing something.
Character Speaking Example: “There’s no way I’m going to the store,” I whined in response to my mom’s request.
Your Turn: _______________________________________________________________________________________________________________________________________________________________
Character Thinking Example: Why is it always me? I’m always the one stuck doing errands around this house, I thought to myself when my mom asked me to go to the store.
Your Turn: _______________________________________________________________________________________________________________________________________________________________
Character Action Example: I reluctantly put on my coat, stomped to the front door, and slammed the door as hard as I could as I left for the store.
Your Turn: _______________________________________________________________________________________________________________________________________________________________
Bold Statement: Some stories start with an announcement. The statement should be bold and even alarming.
Bold Statement Example: From that moment on I decided that I would never shower again.
Your Turn: ________________________________________________________________________________________________________________
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REVISE
SHOWING VS. TELLINGStrong writers don’t just explain what is going on, they make the reader
experience the event. In other words, good writers show rather than tell the events of a story. To do so, they let readers see people, ideas, and action instead of simply telling or describing what happens. So, when you’re writing, don’t say,
“the old lady screamed.” Instead, bring out her voice and let her scream!
Review the examples below and note how the sentences have changed from telling to showing.
.
It was freezing outside.
Sally was so scared when she saw the
bear.
He was so happy when he
got his bike.
My toes felt like tiny ice cubes as the
blistering wind whipped across my
instantly frozen face.
When Sally spotted that black bear, her
heartbeat began to pound inside her
chest – thump, thump, thump. She
begged her feet to move, to run, to
escape, but she was frozen.
The biggest grin spread across his
face, and he jumped for joy when
he saw his brand new, shiny bike.
TELLING
TELLING
TELLING
SHOWING
SHOWING
SHOWING
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SHOWING VS. TELLINGFind three sentences in your rough draft that simply tell your reader what is happening. Copy the sentences below. Change your original telling sentence to
one that shows your reader what is happening instead.
Original Telling Sentence:
_______________________________________________________________________
New and Improved Showing Sentence:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Original Telling Sentence:
_______________________________________________________________________
New and Improved Showing Sentence:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Original Telling Sentence:
_______________________________________________________________________
New and Improved Showing Sentence:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Copyright © 2016 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
REVISE
• When a new speaker speaks, start a new paragraph“What do you want for dinner?” Dad asked.“I’m in the mood for pizza,” I replied.
• Always put punctuation marks (commas and periods) inside the quotation marks“I wonder,” she said, “what I will be getting for my birthday.”
• Introduce or follow dialogue with dialogue tags (such as said, replied, commented, yelled) along with the speaker’s name
“I don’t know,” said Mike in a puzzled voice.
Review your draft. Find existing dialogue that could be improved or a section of the story that would benefit from dialogue. Re-write your draft here, including new and improved dialogue.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
DIALOGUEDialogue is a conversation in writing. When writers incorporate dialogue into their pieces, it makes the story seem more believable. In addition,
dialogue helps to move the story forward, reveals character relationships, and increases the emotion of a story.
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REVISE
FIGURATIVE LANGUAGESimiles are figures of speech in which two things are compared using like or as. For example: Sally ran as fast as the wind. Writers use similes to
describe characters, action, and settings.You will need to create a simile for two characters.
Physical Features Personality Actions
SIMILE
(compare to animals,
objects, or events)
Use like or as.
SIMILE
(compare to animals,
objects, or events)
Use like or as.
SIMILE
(compare to animals,
objects, or events)
Use like or as.
CHARACTER:________________________________
Physical Features Personality Actions
SIMILE
(compare to animals,
objects, or events)
Use like or as.
SIMILE
(compare to animals,
objects, or events)
Use like or as.
SIMILE
(compare to animals,
objects, or events)
Use like or as.
CHARACTER:________________________________
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REVISE
REVISION TASK LIST1. Rewrite your lead sentence below. Make improvements so that it is
extremely engaging and interesting.
2. List three sensory details from you memoir that will capture your readers’
interest.
*
*
*
3. Have you clearly explained:
• Who was involved?
• When the event happened?
• Where the event took place?
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REVISE
REVISION TASK LIST4. Find repetitive information. DELETE it!
5. Have you organized your memoir in a logical order?• Beginning:
• Middle:
• End:
6. Write down the dialogue you included below.
CHECK ALL DIALOGUE PUNCTUATION!
7. List three transition words you included:•
•
•
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REVISE
REVISION TASK LIST8. Have you clearly explained the significance of this experience? Why did
you write this memoir?
9. Are the sentences throughout your memoir clear and direct as well as
varied in length and structure?• Clear sentence:
• Long sentence:
• Short sentence:
10. Does your memoir share your thoughts and feelings? List three below.•
•
•
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EDIT
EDITING CHECKLIST1. Check for spelling errors. Circle any words you are not sure you spelled
correctly. Find the correct spelling.
2. Trace over capital letters in:
• Names
• Specific Places
• First words of sentences
3. Draw an arrow to show indentation for:
• Paragraphs
• New speakers in dialogue
4. Trace over the end punctuation after every sentence.
5. Check your commas. Circle the commas you used in:
• Lists of items
• Compound sentences
• Direct address to people
• Setting off interjections
• Dates
6. Use apostrophes to show ownership.
7. Check and underline these words:
• They’re / There / Their
• Your / You’re
• It’s / Its
• To / two / too
8. Did you stay in PAST tense?
9. Did you stay in FIRST PERSON?
Copyright © 2016 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
EDIT
PEER CONFERENCEWriter: __________________________________________Peer Editor: _______________________________________
Tel
l W
hat
You
Lik
e
1.
2.
3.
Ask
Ques
tion
s 1.
2.
3.
Giv
e A
dvic
e
1.
2.
3.
WRITER’S ACTION PLAN
1. ________________________________________________
2. ________________________________________________
5 4 3 2 1
GENRECHARACTERISTICS
The writing meets
the
characteristics of
a memoir. There
is a clear and
unifying theme
that focuses the
details on the
subject’s life.
The writing
meets most of
the
characteristics
of a memoir,
but the
unifying theme
needs to be
stronger and
more explicit.
The writing
simply
catalogues
events from
the subject’s
life. There is no
unifying theme
to the memoir.
The writing
does not
meet the
characteristic
s of a memoir;
or the writing
is incomplete.
No evidence
of this
requirement.
GENUINE AND VIVID DETAILS
Details in the
memoir provide
background and
insight on the
subject’s life. The
memoir is
genuine and
vivid.
Details in the
memoir
provide
background or
insight, but
there are
places where
more vivid
details would
improve the
piece.
Few details are
included
about the
subject’s life.
While the
memoir seems
genuine, more
detail is
needed.
Little detail on
the subject’s
life is
included. The
memoir does
not seem
genuine.
No evidence
of this
requirement.
POWERFUL IMAGES
The memoir
includes
powerful
elements –
words,
sentences,
images and so
forth. The
memoir is strong
and powerful.
The memoir
includes some
powerful
elements, but
could be
stronger.
The memoir’s
elements need
to be stronger
and more
memorable.
Little attention
has been
given to
strong or
memorable
elements.
No evidence
of this
requirement.
SPELLING AND MECHANICS
No spelling or
mechanical
errors.
Less than 3
spelling or
mechanical
errors.
Less than 5
spelling or
mechanical
errors.
Mechanical
errors impact
readability of
the memoir.
Little to no
effort made
to adhere to
spelling or
punctuation
rules.
Name ____________________________________________
Memoir Writing Rubric
Total _____ x 5 = ______/100
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MEMOIRWRITER’S NOTEBOOK
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Memoir WritingName _____________________________________
Writer’s Notebook
Copyright © 2016 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
Complete the sentence starters below. Perhaps think of special experiences with your parents, sisters, brothers, grandparents, or friends. Consider times when you
experienced intense emotions (good or bad).
Prompt 1
I remember…________________________________________________________________________________________________________________________________________________________________________________
I will never forget when my friend and I…_______________________________________________________________________________________________________________________________________________________________
One time, a long time ago…________________________________________________________________________________________________________________________________________________________________________
My family had an adventure when…___________________________________________________________________________________________________________________________________________________________________
Copyright © 2016 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
Review the list of emotions. Choose three emotions. Write about a time when you felt each way.
Prompt 2
heroic hatredloveunsurenervoushappyfrustrated
triumphantcaringangryjealousthoughtfullonelyecstatic
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Copyright © 2016 Brain Waves Instruction All rights reserved by author.For classroom use only by a single teacher. Please purchase one licensure per teacher using this product.
Respond to the following questions thoughtfully. Use details to make the memory come to life.
Prompt 3
What is the best gift you have ever received? Answer who, what, where, when, and why in your reflection.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Think of something that has happened to you when you were outdoors. Write about that experience with lots of details.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Prompt 4
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Picturing the Past1. Find a photo that is meaningful to you.2. Answer the following questions in your response:
Who is in the photograph? When was the photograph taken? Where was it taken? Why was it taken? Who else was there at the time that this photo was taken? What was happening when this photograph was taken? What is the larger memory behind this picture? What emotions are visible in the picture? How does this picture make you feel? Where is this photo usually kept?
3. Include the photo in your writer’s notebook if possible.
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Respond to the following writing prompts thoughtfully. Use details to make the memory come to life.
Prompt 5
Write about a time when you learned how to do something.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Write two lessons that you have learned in life. Explain how you learned the lessons.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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LITER
ATUR
ETES
T P
REP
WR
ITIN
G U
NIT
SR
EADIN
G U
NIT
SPOET
RY
UNIT
S
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