ࡱ> LNK5@ x1bjbj22 "FXXx)2222222F****F4F)aaa)))))))$S*R,B)2aaB)22W)   22) )  %'h22(z Pe9*')m)0)'E-AE- (FF2222E-2(\ahJ <OaaaB)B)FF*FF*Following is a list of lesson plans I use to draw from each year to put together a memoir unit. The unit has been a variety of lengths, depending on how I cut and pasted these activities. I've divided them into sections--each focusing on one particular piece for the memoir (which can be of any length). I have suggested model pieces that I have used with high school students of various reading levels, but you can alter these based on the ability and maturity levels of your students. At the end of the unit I always put together a rubric and have students select some number of the pieces they've worked on to go into their memoir as final drafts. The rubric will include whatever types of figurative language, grammar, etc. that we have been working on through the unit. Students design a cover and I also have them do an 'about the author' page with their picture and a short biography. (This is often their favorite part.) SECTION 1 Pre-class WritingDescribe a thing or place as completely as you can. Like the Back of My Hand Exercise Have students sit on their hands and ask them these questions: Do you have any little white spots on your nails? Which ones? If your hands were flat in front of you, would the tip of your thumb reach your second knuckle on your index finger? Which of your fingers have hair on the middle of the three parts? Which is longer, your index finger or your ring finger? Do you have any freckles or moles on your hands? Where? Which fingernail is shortest? Which is longest? When your index finger is stretched out, how many wrinkles are in your middle knuckle? Then, have them look at their hands and see how well they did. Next, have them write a piece describing their hand completely. They then have to share it with someone, to whom they also give their hand. This person will tell them how well they did, what they left out, etc. Read Monkey Garden from House on Mango Street by Sandra Cisneros. Pick the most descriptive lines. Draw the garden and write two lines on the back that describe something you have included in your sketch. Read excerpt from The Color of Water by James McBride (pp. 66-69) describing his apartment (it is around page 66). Either do the same as above or have the students describe the apartment out loud, writing everything they say. Through these pieces you can explore descriptive techniqueshow do we know what these places are like (direct description, comparisons, anecdotes, etc.) MEMOIR 1Describe your house or a place where you hang out or are very comfortable. SECTION 2 Pre-class WritingDescribe someone memorable who you know (personallynot Michael Jordan.) Share descriptive pieces (MEMOIR 1)Have students switch papers and make a drawing based on the persons description which they will attach to the piece and return. Make a list of adjectives on the board generated by the class that could be used to describe people. Pass out character pictures (cut-outs from magazines of non-famous people from ads, pictures, etc.) For 7or 8 pictures have students tell you the persons name, age, what they do, where they live, something they like to do, an expression they use a lot, where they just came from, etc. Read Tickits by Paul Milenski (or any short character sketch piece). Have students write two words to describe the main character and find quotes from the story that support this. Think of an interesting/different person you know, then: Give them a title Use 3 adjectives to describe them (this is a perfect time to teach or reinforce these terms.) Use 2 similes or metaphors to describe them Tell something memorable this person does Write something this person always says (their expression) or write a short conversation between this person and someone else so we get a sense of how they talk. They should then switch these pieces with another student. As they read someone elses, circle the things that stand out. Ask two questions of things you want to know (or want to know more about) this character. Once the students get their notes back, they will write MEMOIR 2a piece describing this persons day using their notes from above. SECTION 3 Pre-Class WritingWrite down a process you could teach to someone. (How to.) Workshop MEMOIR 2. Switch papers and readers are to circle two similes, underline three adjectives used, and ask a question about this character that isnt (but could be) answered in the piece. Peanut Butter Sandwich exercisepractice being precise. 1. Have students break into small groups and tell them to write the directions for how to make a peanut butter sandwich (or whatever kind of sandwich you feel like bringing in the ingredients for.) Encourage them to do this quickly. 2. Break out your knife, paper towels, bread, and peanut butter. Choose one or two groups (preferably those that are less specific) and follow their instructions to the letter. For example, if they say "Put the peanut butter on the bread" simply put the jar of peanut butter on the bread. If they say "Spread the peanut butter on the bread" spread it all over (on both sides.) 3. Encourage everyone to rewrite their directions with more specificity. This time make a sandwich for each group as you read their directions. Read How to Eat a Guava from Esmeralda Santiago's When I Was Puerto Rican. Do a text renderingpick out the best line. Discuss what the Guava represents (sex, her homeland, etc.) Homeworkwrite down how to do something in 5-10 steps. SKIP AT LEAST THREE LINES BETWEEN EACH STEP AND AT THE TOP AND BOTTOM OF THE PAGE. Encourage students to think of a process that has some symbolic meaning for them or is somehow important in their conception of who they think they are. SECTION 4 Pre-class Writing Write about the first time you did something (not that!) Read Malcolms First Conk (pp. 50-55 in The Autobiography of Malcolm X)text rendering. Go over transition words. Take out the 5-10 steps they wrote and do the following: At the beginning (before the steps) write a description of what the finished product looks like. Before 3 of the steps, start a sentence with Before you _______, you must __________ After 3 of the steps, write a One time when I did this __________ At the beginning, write a sentence, The first time I did this ________ At the end, write a sentence, I like to _______ because At the very top, I learned how to ___________ from _________ (tell who and when.) Put it all together and write MEMOIR 3 using the Santiago piece and Malcolm X's piece as models. SECTION 5 Pre-class Writing Write 2 rules you learned as a child. Workshop MEMOIR 3circle transition words, underline your favorite line, ask a question, write a suggestion. Read Girl by Jamaica Kincaidtext rendering. Read The Lesson by Toni Cade Bamabara. In groups, the students should answer the following: Choose seven of the characters, tell me a word that describes them and then take a quote out of the story (either something they said or something that was said about them) that backs up your adjective. Make a price list of the things they saw or paid for. What do you think Miss Moore was trying to teach them? Do you think anyone learned the lesson? Give proof. Write a list of rules or lessons for a peer or a child. Jot notes down about a time you learned one of these lessons and how you learned it. SECTION 6 Pre-class Writing What is the most important lesson you would want your child to learn? Review different styles of how to punctuate dialogue in a story. Read Black Men in Public Spaces by Brent Staples. Copy the piece so that the first paragraph is on its own sheethave them read this first and finish the story. Then complete the piece. Discuss what Staples has learned in his life and what the implications of this are. Look at your list of rules form yesterday. Try to choose one that you learned because of something you did. Write a piece (with dialogue) telling the story (MEMOIR 4). Try to make the lesson clear but not explicit. SECTION 7 Pre-class Writing What do you remember about your first day of school? Workshop MEMOIR 4. Have students switch papers. Readers should make sure dialogue is in proper form and understandable. They should write at the bottom what they think the lesson learned was and give any suggestions they feel are appropriate. Read Kaffir Boy by Mark Mathabanefirst day at school excerpt. Pick a powerful line and make up two questions you would ask Mathabane. In groups, make a list of 20 questions you would ask someone about their first day of school. Pair up and interview someone. Based on your interview, at home write a page describing their first day at school. SECTION 8 Pre-class Writing What was your most memorable day at school? Have students read the description of their first day to class and have the interview subjects comment to writer on accuracy, etc. Read either Tis by Frank McCourt (pp. 204-213) or Up the Down Staircase by Bel Kaufman excerpt (I recommend the first chapter) describing the first day teaching. Have students think of their most memorable day at school. Have them: Write a short description of the place. Describe one incident that happened that day. Write 20 lines of dialogue they remember hearing that day. Put these together as MEMOIR 5 or do it in the style of Up the Down Staircaseall as dialogue. (We were working on adverbial phrases so I had the students write four sentences beginning with adverbial phrases in their piece.) SECTION 9 Pre-class Writing Write about a time you did something you didnt want to do. Workshop MEMOIR 5Underline descriptive lines, circle adverbial phrases. Read "X-15s" by Jack Gantos, "Ambush" from Tim O'Brien's The Things They Carried In groups answer the following questions for both stories: What did the main character do that he didnt want to do? What would have happened if they didnt do it? Choose one and write a different ending as if they had not done that act. Make a list of five things youve done that you didnt want to do/didnt think were right. SECTION 10 Pre-class WritingIf you could take back something youve done, what would it be? Read Wishing it Away Write a letter by Belinda to someone (Her mom, the boyfriend, her community) explaining why she did what she did. Choose of the times on your list where you did something you thought was wrong. Tell the story in five lines. Use this as an outline and expand each line into at least two paragraphs. Add dialogue for MEMOIR 6.  0 1   }GYjkw $/SXy0?WXablms&ĥĥĩĥĥIJIJIJĥhchSkdh3HI5CJ aJ h,| h":6 h<6h<h":h3HIh3HI5CJ aJ h(~}5CJ aJ h(~}h(~}5 hW5 h`5hjFh9c5hjFh3HI5?  ^  T Mbc45gd<^gd< & Fgd<x1 noz{RS-WUVWbgdSkd`gdSkdgd3HIgd<buvde;<VWH  & FgdSkdgd3HIgdSkd )*!!!!!! " """""y$z$ % %%%&%n%%%%''''( ))F*O*P*b* +$+%+D+G+\+]+l+t++,,,t-v-----Ѱh] h6X6h6Xh6X6h6XhjFhch9chWh3HI5CJ aJ h3HIh3HI5CJ aJ hjF5CJ aJ h,|6h,|hSkdEH !d!e!!!! 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