Teaching literary Nonfiction
Published on Nov 20, 2015
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PRESENTATION OUTLINE
UNIT OBJECTIVES: In this unit...students will find meaning in personal experiences. (6th grade)
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Through combining facts and personal examples to explain, describe, or present a unique perspective on a problem or idea. (Eng I)
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In order to become critical thinkers and examine what authors choose to include and exclude when telling their personal stories, and why they made those choices. (7th grade)
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So that they can write about personal experiences in order to make sense of the world in which they live and how they experience it. (8th grade)
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Seventh grade students must compose a personal narrative essay for STAAR.
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Victoria Young: Chose the RIght Exprience
- Does my experience fit the prompt?
- Is the personal experience I'm writing about meaningful to me?
- Do I remember this well enough to provide detail?
- Can I retell this in 26 lines?
All personal experiences are not created equal.
Teach students to ask themselves these
questions when choosing which experience to
write about.
Does the experience really “fit” the prompt?
How well does your story support the prompt? Is it appropriate? Can a reader who doesn't know you make connections?
Is this experience important, meaningful, or
memorable to me?
Choose something you're excited to write about--bored authors produce boring writing.
Do I remember this experience well enough
to write about it in detail?
Details, particularly ones pertaining to fig. 19E, have to paint a picture for the audience.
Can I retell this experience effectively in one
page?
You want to make sure the experience
isn’t too big for 26 lines. How can a few powerful words replace lots of small ones?
Teach students to ask themselves these
questions when choosing which experience to
write about.
Does the experience really “fit” the prompt?
How well does your story support the prompt? Is it appropriate? Can a reader who doesn't know you make connections?
Is this experience important, meaningful, or
memorable to me?
Choose something you're excited to write about--bored authors produce boring writing.
Do I remember this experience well enough
to write about it in detail?
Details, particularly ones pertaining to fig. 19E, have to paint a picture for the audience.
Can I retell this experience effectively in one
page?
You want to make sure the experience
isn’t too big for 26 lines. How can a few powerful words replace lots of small ones?
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Young: What affects student scores?
- Students write expository piece rather than narrative.
- Story isn't realistic for student's age.
- Excessive, extraneous details
- Poor transitions
- Student doesn't address impact of experience
- Poor diction
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In 2015 and 2015, fig. 19F was tested four times (RC1) in 6th grade.
No other tested standard from this unit was assessed in grades 6-8.
DID YOU KNOW? You can access your students' writing samples from the 2015 STAAR?
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Students think nonfiction is “boring”
.
They are used to reading textbooks for nonfiction
.
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“When children put their lives on the page, they often leave out one person – themselves.”
Lucy Calkins
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FACT:
- Literary nonfiction entertains
- Students must be involved and invested creators
- Literary nonfiction does note require research; this is, however, a great time to introduce understanding social and historical context
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Spiral Nonfiction All Year
- News Videos/Articles
- Partner Texts
- Quick Writes/Journals
- Build knowledge of cultural and historical context
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EMpower Students
- Students as researchers
- Journal Self-to-Text connections (Personal Narrative)
- Focus on Fig. 19 components to enrich personal writing
- Edit, Revise, and Edit again! (Start with STAAR/EOC Writing samples)
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