Personal Narrative (Draft)
In this lesson, students will continue writing the draft of their personal narrative.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Section 1: One Thing
- Remind your students that the goal here is similar to what it was with their Your Character Narrative. Just as they worked on using specific moments to draw their readers in and reveal key traits of their characters, they will do the same for themselves in this personal narrative.
What do you want your readers to come away understanding about you? Complete the following sentence.
- One thing I want people to understand about me is __ and I plan to show that by __.
Share your responses with your classmates.
Section 2: Your Personal Narrative
- Once again, use this time to confer with students who need the support.
- You may decide to allow students to quietly collaborate with partners as they complete this work.
- SWD: In allowing students to work collaboratively, ensure that all students have a learning environment where they can be productive.
- Have a timer visible so students are aware of the amount of time remaining in the Work Time.
Choose a Work Time option, share your choice with your teacher, and get to work.
- Write, write, write: I have a good sense of what I need to accomplish and I will use all the time available to finish writing my first draft.
- Peer conference: I want to look through My Planning Options and draft with a classmate who can give me feedback and ideas as I continue writing my narrative.
- More planning: I am not 100 percent sure yet what I will be writing about or how I will structure my narrative. I want to spend some more time brainstorming, thinking, and planning before I continue writing my final draft. I will return to My Planning Options.
Section 3: Strengths
- If time allows, hear a few responses from students, listening to both the passages they highlighted and their explanations.
- ELL: When calling on students, be sure to call on ELLs and to encourage them to participate as actively as their native counterparts, even if their pace might be slower, or they might be shy or more reluctant to volunteer due to their weaker command of the language.
Looking through what you’ve written, what do you find to be the strongest phrases, sentences, or sections?
- Identify any parts of your work that stand out to you as particularly evocative, well written, or important.
- Why did you choose the sections you did? What are the greatest strengths of your draft so far?
Section 4: Your Personal Narrative
- Students will need a complete draft for the next lesson’s peer response.
- Finish the draft of your personal narrative. Try to build on the strengths you identified in the Closing.