Little Did I Know​ -- A Personal Narrative Unit

Kasden Watson
Grade: 6
Site: AI Jedlicka Middle School

Unit Overview

At this point in their academic careers, 6th graders have begun to understand the complexity of sentences, starting with grammar and syntax
(MN Standards, 6.11.1.1). More specifically, these students have been working on parts of speech, articles (of language), and sentence
structure. Meanwhile, in their reading course these students are practicing skills like active reading and analysis of shorter, more simplistic
texts. The reading and writing courses were created in collusion, to build upon one another at all points in the semester. As a result, now is the
time for students to put their reading skills and writing capabilities to a task they have likely not encountered in the past. That task is essay and
(in this case) personal narrative writing. This unit primarily focuses on the content written, rather than grammatical correctness, but still
encourages peer editing within the writing process. It stands on the common core Minnesota state standards, and is ultimately designed to
introduce new writers to writing larger pieces of text, with attention to descriptive detail, point-of-view, and self-reflection.

Students hear stories all the time. From YouTube videos, to rumors their friends start, to independent books they carry, grade school age
students can tell you when they have heard a good story. Typically, these have been shorter stories, designed to hold attention with gripping
detail, vivid imagery, empathic writing and use of interesting characters. However, this is the first time (for some) that they will be required to
actively read for these characteristics (all of which exist in, and define, the genre of writing that is Personal Narratives) let alone create them.
As a scaffolding technique, my CT has begun having students write daily journal entries, practicing the skills they are learning.
 In this case, students will first begin writing their journal prompts daily, incorporating first person perspectives designed to “tell a story”. Prior
to writing personal narratives, students will understand both the writing process, as well as the benefit of writing a personal narrative. Once they
understand the writing process, students will begin brainstorming topics and outlining potential personal narrative topics. After they have an
idea, that is outlined on paper, it will become easier for them to create a first rough draft on paper. Once this draft has been created, they will
type it up and print it, then experience (perhaps for the first time) peer editing and heavy revision. After they have edited papers and revised
their own, they will print a final draft with the revisions and edits made.
Desired Outcomes
Essential Questions
1. What makes a good story?
2. Why is point of view important in a story?
3. What does it feel like to be in someone
else’s shoes?
4. What can we learn from our mistakes?
5. How is a personal narrative different from
other types of writing?
6. What is the difference between editing and
revising?
7. Why bother revising something I wrote?
8. What is the purpose of writing a personal
narrative?
Enduring Understandings
1. Students will understand that a
good story includes several of the
things they encounter on a daily
basis. This can include plot,
character traits, vivid imagery,
empathic writing.
2. Students will understand that point
of view is crucial when writing in
the first person perspective.
3. Students will understand that
being in someone else’s shoes
means to understand where they
are coming from, by literally
seeing things from their
perspective through the use of
first-person writing.
4. Students will understand that from
our mistakes, comes learning.
5. Students will understand that
personal narratives focus on the
first person perspective, are open
to bias, and generally use a small
State Standards
6.5.3.3 “Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).”
6.5.6.6 “Determine an author’s point of
view or purpose in a text and explain how
it is conveyed in the text.”
6.5.5.5 “Analyze how a particular
sentence, paragraph, chapter, or section
fits into the overall structure of a text and
contributes to the development of the
ideas.”
6.7.3.3 “Write narratives and other
creative texts to develop real or imagined
experiences or events using effective
technique, relevant descriptive details,
and well-structured event sequences. a.
Engage and orient the reader by
establishing a context and introducing a
narrator and/or characters; organize an
 moment in time to tell a longer
story. They are generally coming
of age stories.
6. Students will understand, through
practice, that revision is the
practice of adjusting ​content​ while
editing is the process of adjusting
grammar​.
7. Students will understand that
writing is a process, and nothing is
ever ready for publication or final
submission after only one draft.
8. Students will understand that the
purpose of writing a personal
narrative is to explore the writing
process, while also reflecting on
large, impactful life events
through the rhetoric of writing.
event sequence that unfolds naturally and
logically. b. Use literary and narrative
techniques, such as dialogue, pacing,
rhythm and description, to develop
experiences, events, and/or characters. c.
Use a variety of transition words, phrases,
and clauses to convey sequence and
signal shifts from one time frame or
setting to another. d. Use precise words
and phrases, relevant descriptive details,
figurative and sensory language to convey
experiences and events. e. Provide a
conclusion (when appropriate to the
genre) that follows from the narrated
experiences or events.”
6.7.10.10 “Write routinely over extended
time frames (time for research, reflection,
and revision) and shorter time frames (a
single sitting or a day or two) for a range
of discipline specific tasks, purposes, and
audiences. a. Independently select writing
topics and formats for personal
enjoyment, interest, and academic tasks”
6.11.1.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking. a.
Ensure that pronouns are in the proper
case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself,
ourselves). c. Recognize and correct
inappropriate shifts in pronoun number
and person.* d. Recognize and correct
vague pronouns (i.e., ones with unclear or
ambiguous antecedents).* e. Recognize
variations from standard English in their
own and others’ writing and speaking, and
identify and use strategies to improve
expression in conventional language.*

6.11.2.2 Demonstrate command of the

conventions of standard English
capitalization, punctuation, and spelling
when writing. a. Use punctuation
(commas, parentheses dashes) to set off
nonrestrictive/parenthetical elements.* b.
Spell correctly.

6.11.3.3 Use knowledge of language and

its conventions when writing, speaking,
reading, or listening. a. Vary sentence
patterns for meaning, reader/listener
interest, and style.* b. Maintain
consistency in style and tone.*

6.11.6.6 Acquire and use accurately

grade-appropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
Academic Essentials

● Reflect
● Summarize
● Analyze
● Create dialogue
● Introduce
● Conclude
● Transition
● Edit
● Revision
● Outline
● Plot
● Structure
● Personal Narrative
● Exposition
● Climax
● Falling Action
● Rising Action
● Resolution

Academic Discourse
● Expanding small moments
● Writing Topic sentences
● Transitioning between topics
● The Writing Process
● The importance of outlining
Assessment Evidence
Students will be formatively assessed using mostly in-class discussion. These discussions will be guided. For example, after every assigned
journal prompt, the students will have independent writing for 5-7 minutes, followed by a “pair, share” where students can listen and tell their
entries to partners if they feel comfortable. This gives me a good chance to walk around the classroom, listening for the characteristics
students include in their journal entries (as they are designed to include preparation for the writing of personal narratives). Once sharing is
completed, students will have a chance to share as a class. This too gives me a great insight as to where students are in their writing ability.

Students will also be formatively assessed using guided work time. Time where students do have an objective to complete an assigned portion
of their personal narratives, but a time where I as the educator get a chance to move around the classroom, helping students as they are all at
different stages in the writing process. This gives me further insight, as to common errors students are running into that we may address as a
whole class.

The only graded formative assessment we will use this unit is a Plot Diagram Worksheet, which allows students to plan out the structure of
their personal narrative, in an outline format.

Students will be summatively assessed on their Personal Narrative Final Drafts using the Personal Narrative Grading Rubric. Essentially,
students will be assessed on 5 important questions, ranking on a 1-5 scale (5 being the most points you can earn). Once they have been
graded, and feedback on their personal narratives has been given, the points will be doubled for the sake of having weight in the gradebook
(suggestion made by CT) and students will be given feedback to their personal narratives. This means that the total possible points a student
may achieve (after the scores have been doubled) will be 50/50. This is the score which will appear at the top of the student’s final draft which
gets handed back.These papers are to be printed, and given in hard copies

Students will also be summatively assessed on the ​Personal Narrative Quiz​. This quiz will assess for students’ understanding of the four key
elements of a personal narrative (Theme, Vivid Imagery, Dialogue, Use of First Person) as well as the general plot structure for personal
narratives (Exposition, Rising Action, Climax, Falling Action, and Resolution). This will be scored out of 25 points. Students will be asked 11
questions, 2 points per question, with the last question (which asks them to label a personal narrative plot structure) worth 3 points, totaling 25
points. This quiz will be taken in class, via chromebooks.

As mentioned, the only two graded assessments throughout the Unit are: ​The Plot Diagram Worksheet​, and the Personal Narrative
Final Draft. The Plot Diagram Worksheet will be graded out of 4 points. Students who made no attempt to complete the sheet, will
have it handed back to them for completion. Those who refuse to complete the sheet will receive a zero out of 4 points, (the
gradebook uses a 0-100 point scale). Those who made an attempt to complete the sheet will receive a 1. Those who fully completed
the sheet (meaning they labeled the 5 key stages of a personal narrative plot structure) will receive a 2. Those who completed the
sheet, and explained what those stages mean (i.e. “Climax: The most exciting part of a story”) will receive a 3. Those who completed
the sheet, explained the stages, and then provided textual examples will receive a 4.

The Personal Narrative Final Draft will be assessed using this ​Personal Narrative Final Draft Rubric​. Each category may total to a
maximum of 5 points, with the lowest possible score earned being a 1. 5 points per category, multiplied by 5 categories, results in a
total of 25 possible points. This score will then be doubled, per my CT’s instruction, for the sake of putting weight in the gradebook.
This means the Final Draft Personal Narrative will be graded out of 50 points, that is the score students will see on their papers.
 Learning Experiences and Instruction

Materials Needed:

Whiteboard
Projector
Computer
Powerpoint
Access to printer
Writing utensils
Chromebooks (1 to 1)
Google Classroom

Differentiation is highlighted in ​yellow,

Interdisciplinary work is highlighted in ​green.

Mon 11/5
Journal Prompt: “Using first
W person, write about the best
E smell you have ever smelled.
E Where were you? Describe
K your reaction.”
Tue 11/6
Journal Prompt: “Think about
the last thing that made you
laugh. Describe it? What was
it? Why was it funny?”
Wed 11/7
Journal Prompt:Tell me a story
about a time when you needed
someone else’s help.
Thu 11/8
Journal Prompt: “Write about a
time when you saw something
you’ll never forget? (School
appropriate)”
Fri 11/9
Study time for Quiz!
Summative Assessment: ​Personal
Narrative Quiz​! (Summative
Assessment)

O Fix a sentence: Comma Splices Fix a sentence: Run-on Fix a sentence: pronouns and Fix a sentence: Identifying
N sentences first person subjects and predicates
E Plan: Introduce personal
narratives ​by reading a personal
narrative to them.
Personal Narrative: ​Kayak Tip
Over
Activity: Students will react to
the story. What was interesting?
How did it make you feel?
(Pre-Writing)
Journal Prompt: Tell me about
W a time that made you dislike
E school.
E helped you overcome that
K Fix a sentence: Tone and Voice
in writing.
T tense and proper use of
W Plan: Writing Process,
O brainstorming topics!
Homework: Students will write
a list of 5 possible topics they
will write their personal
narratives about.
(pre-writing)
Plan: Recap yesterday.
Personal Narrative:​ My
Extreme and Deathly Fright!
Activity: Break students into 4
groups, 5-7 each depending on
class size. Have them look for
Imagery, First Person,
Dialogue, and Theme.
(Pre-writing)
Journal Prompt:What is your
pet peeve? Why is it so
frustrating?
Fix a sentence: Identifying
dialogue.
Plan: Brainstorming topics
using a web map and Personal
narrative plot structure graphic
organizer.
(pre-writing)
Plan: Recap yesterday. Define
Outlining using a slide show,
give the ​outline handout.
Explain the personal narrative
plot structure.
Activity: Students will undergo
a series of Brainstorming drills,
where they get 1-2 minutes to
respond to prompted questions,
then share for 2-3 minutes, then
another drill.
(Pre-writing)
Formative Assessment: Class
discussion, what are the four
primary characteristics of a
Personal Narrative.?
Journal Prompt: Tell me about
a time that made you like
school.
Fix a sentence: punctuation and
capitalization
Plan: Finish outlines, begin
rough drafts on paper!
Pass out ​Revision Checklist
Pass out ​Personal Narrative
Final Draft Rubric
(Drafting)
Plan: Personal Narrative Plot
Diagram walkthrough. Students
will practice outlining
independently on a new story.
Activity: Using a plot diagram,
students will outline ​My
Extreme and Deathly Fright!
Looking specifically for the
plot structure of the story, using
textual examples.
(Pre-writing)
Journal Prompt: Tell me a story Journal Prompt: Tell me a story
about a time when you doubted about a time when something didn’t
yourself, but succeeded? What go according to plan
situation?
Fix a sentence: The Oxford Fix a sentence: punctuation
Comma. Run-on sentences. surrounding quotations.
Plan: Finish drafts, begin Plan: Finish Drafts and self-revisions
revision! using the revision checklist they
received earlier this week.. Begin
(Drafting/Revision) typing final drafts using google
classroom.
(Drafting/Revision)
 Journal Prompt: Using the first Journal Prompt: Tell me about Typing and printing final drafts, THANKSGIVING BREAK THANKSGIVING BREAK
W person, describe your typical a time when you felt the most with some revisions made. Help
E day if you lived 100 years into proud of something. other students peer-edit.
E the future.
K Fix a sentence: spelling, and (Summative Assessment)
FIx a sentence; Diversifying homophones.
T our sentences with unique
H language. Plan:​ finish peer editing, print
R final drafts and making last
E Plan: ​Peer-editing (Formative minute corrections. (Formative
E assessment) Assessment)

Homework: have your personal Homework: Have your

narrative ready to be personal narrative ready to be
peer-edited tomorrow if it could printed by the end of class
not be peer edited today. tomorrow.

Lesson Plan 1
Lesson Plan 2

Mon Tue Wed Thu Fri

STAFF DEVELOPMENT Activity: Hand back graded
W DAY final drafts. Summary and what
E we learned!
E
K NOT AT PRACTICUM

F
O
U
R
Interdisciplinary Opportunities: Highlighted above in green, are chances which I believe provide students a chance to connect their discipline in
writing to other coursework they experience. For example, students within the first week will be reading personal narratives before they begin
writing them. They will have already experienced this in their reading course, taught just across the hall. They will label a Personal Narrative
Plot Structure according to the labels/titles they will have seen in their reading course, such as “exposition” or “rising action”, etc. Peer-editing
will be another opportunity where students have a chance to be readers of texts, as well as writers of their own. They will be considering what
it feels like to be a consumer of someone else’s story, and be able to critique it, while simultaneously learning defining characteristics of
characters, and see them in the exposition of their own narratives.

Differentiation: Highlighted in yellow, are places where students will have a chance to have differentiated learning, firstly through the
brainstorm of personal narrative topics using drills, an activity that they have yet to encounter in the classroom, according to my CT. They will
have a chance to talk to one another more, as opposed to the direct instruction approach for lecturing I had been previously planning. More
often than not, I will be able to differentiate instruction by allowing work time that lets me reach students individually, seeing what works best
for each student. These can be seen in our “work” days, usually focused around a central mini-lesson topic for the day. After all, the writing
process is exactly that, a process, and I should not expect all students to be at the same stage as everyone else. Some students may benefit
just from having independent work time, while others would prefer a group think, where I take a group of students and lead them through
writing a section of their personal narratives. Others, may need help recognizing that they need more brainstorming work done, and want help
going back to the drawing board.

Helpful links which may be used to recreate this unit

http://msmcclure.com/?page_id=14319

https://writing.wisc.edu/Handbook/PeerReviews.html

http://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process-30386.html