Genre Study: Teaching Memoir Writing

by Donna Baker http://www.webpages4teachers.com/thewriteresource Steps to Planning & Implementing Your Memoir S tudy:
Writing pre-assessment - determine your students needs Compile your resources and plan the lessons you would like to teach. Make sure that your lessons address a variety of writing strategies (e.g. 6 + 1 Traits) Prior to asking students to write memoirs, immerse them in Memoir texts to determine characteristics of the genre. Have students generate many ideas and many drafts in the first few weeks of study. Teach mini -lessons and have students apply skills and strategies to their drafts. Use the writing process to encourage students to revise their drafts using tips f rom mini-lessons Ask students to choose their best from the drafts they have written. They will then revise & edit the draft before producing their good copy.

SAMPLE MEMOIR STUDY

Week One/Two: Immersion in Memoir Texts: Students determine characteristics of the genre: A memory; a description of an event from the past Written in the first person; told from one persons point of view Based on the truth Reveals the feelings of the writer Has meaning; shows what the author learned from the experience Focused on one event; about one point in the authors life About the authors experience more than about the event itself
From: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and Writing Workshops 4 -12, Stenhouse Publishers, 2003.

Author Studies Patricia Polacco, Eve Bunting Novels/Short Story Collections: Cisneros, Sandra. The House on Mango Street Ehrlich, Amy. When I Was Your Age Fletcher, Ralph. Fig Pudding Minilessons Skill Focus Generating Ideas & Topics Whats A Good Idea: Something you know a lot about (SP) Writing Bingo (WG p.63) WAGI: Something you can describe in great detail Personal Survey WAGI: Something you have strong feelings about Topic T -Chart: Best/Worst Life Events Turn & Talk sharing ideas with groups & partner Readers Workshop Connection My Mama Had a Dancing Heart- Libba Moore Gray The Relatives Came - Cynthia Rylant Tar Beach Faith Ringgold My Maple Leaf Sweater Mike Leonetti Owl Moon Jane Yolen Alexander and the Horrible, No Good, Very Bad Day- Judith Viorst

Skill Focus - Organization Personal Memoir Organizer (WG p.53) Organizing writing using time Using transition words (A Day to Remember) Bold Beginnings (MWWLE p. 40) Extended Story Endings (MWWLE p. 89-90) Skill Focus Voice Voice Descriptors- Compare 2 Versions (Fly Away Home) Voice Points of View (PBTW p. 60) Adding Voice (10 WL p. 39-43) Skill Focus Ideas - Content What Counts in Ideas and Content Zoom In on a Personal Moment (WA p. 31-32) Sharpening the Focus (10 WL p 12-17) Adding Details (10WL p. 31-38; SP) Show Dont Tell (WLFTO p. 52-59) Skill Focus Word Choice Use vivid and powerful words Sparkling Words Vivid Verbs The Trait Crate Grade 3 Compare Two Versions Poetry (WLFTO- p20) Skill Focus Sentence Fluency Create Student Charts: Super Sentence Writers Use vivid and powerful words Sparkling Words SSW - Use appropriate poetic devices: Simile & Metaphor SSW - Use appropriate poetic devices: Onomatopoeia SSW - Use a variety of sentence lengths: Counting Words in Sentences Improving Sentence Fluency (10 WL p.54-60) Skill Focus Conventions & Presentation Strategies to try when you dont know how to spell a word:squiggle under word, Have-A-Go pad Punctuating Dialogue COPS

Complete organizer for books read in Wk 1 Alexander and the Horrible, No Good, Very Bad Day- Judith Viorst My Mama had a Dancing Heart

Fly Away Home Eve Bunting Sister Annes Hands Marybeth Lorbiecki The Memory String - Eve Bunting The Butterfly - Patricia Polacco My Mama had a Dancing Heart Grandpas Face - Eloise Greenfield Thunder Cake - Patricia Polacco Owl Moon - Jane Yolen Thundercake- Patricia Polacco

Freedom Summer Deborah Wiles Hey You! Cmere Elizabeth Swados Rag Coat - Lauren Mills Fireflies Julie Brinckloe

See my website for lesson ideas

Resource Key: 10 WL Schaefer, Lola M. Ten Writing Lessons for the Overhead Grades 3-6.Scholastic, 2002. WLFTO Schaefer, Lola M. Writing Lessons for the Overhead: Grades 5 & Up. Scholastic, 2003. MWWLE Mariconda, Barbara. The Most Wonderful Writing Lessons Ever.Scholastic, 1999. WG Rog, Lori Jamison. Kropp, P. Write Genre. Pembroke Publishers Ltd. 2004. PBTW - Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004. SP Peha, Steve. website: www.ttms.org (a must see he has great resources for writing)

Characteristics of Memoirs
A memory; a description of an event from the past Writ ten in the first person; told from one persons point of view Based on the truth Reveals the feelings of the writer Has meaning; shows what the author learned from the experience Focused on one event; about one point in the authors life About the authors experience more than about the event itself
from: Lattimer, Heather. Thinking Through Genre: Units of study in Reading and Writing Workshops 4-12, Stenhouse Publishers, 2003, p.45

Whats a Good Idea?

Something you have STRONG FEELINGS about. Something you KNOW A LOT about. Something you can DESCRIBE IN GREAT DETAIL. Something your AUDIENCE will be INTERESTED in. Something your AUDIENCE will feel was WORTH READING.
from: Steve Peha, Teaching That Makes Sense, www.ttms.org

What Counts in Ideas & Content?

The story is clear and focused. Ideas are fresh and original. The writer stays on topic, and it is easy to tell what the main idea is. It hold's the reader's attention. Once you start reading the story, you don't want to stop.
Level One
R It is hard to find my main idea. R I do not focus on one incident. R My paper is not interesting, it is simple.

Level Two

Level Three

Level Four

I have few or no details. R My main idea is there but not developed clearly. R Some of my memoir is focused on one incident. R My paper is not very interesting and very predictable. R I often use details that are repeated and may not fit with main idea. R My main idea is clear R Most of my memoir is focused on one incident. R My paper is fairly interesting, I use some original ideas, but more predictable ideas. R I use supporting details that usually fit with the main idea. R My main idea is very clear. R I always stay on topic. R My paper is interesting, fresh and original. R My supporting details fit with the main idea.

Teaching Note: Choose a well written piece (see Wasnt That Fun? or a good picture book (e.g. My Mama Had a Dancing Heart by Libba Moore Gray) and ask students to rate it using the criteria and rubric.

PERSONAL SURVEY
Places I have been Things I can do Games I know how to play My favourite things Interesting people I know
from: Freeman, Marcia S. Building a Writing Community: A practical guide. Gainesville, Fla.: Maupin House. 1999. p. 47.

ZOOM IN!
one moment in time tell the ou tside stor y - what was happening tell the inside story - what you were thinking and feeling use dialogue to add impact tell details only the writer knows
from: Wells, J.; Reid, J. Writing Anchors. Pembroke Publishers, 2004, p. 31

Wasnt That Fun? I couldnt believe it! I was actually going to do it! I was lining up for the Cork Screw. I was wide eyed, staring at the gigantic ride. High above me was endless hoops, turns, jerks, hills, loops and twirls. My heart, I could feel pounding. I chose to go on this, but why? I asked myself. So I could get out of this terrible situation, I closed my eyes. In my head, I could imagine myself taking steps toward home. Suddenly, Alex yelled, Good luck! I was two people away from my worst nightmare. Two passengers then I could be on board. Id been chattering my teeth now for the past 20 minutes. They hurt, so did my knees. They had been knocking together since the last time I checked my watch. Someone pushed my back. I looked back but no one was there. Oh well I thought aloud. While I was thinking about who pushed me someone latched me up! I looked around. I was trapped in the bars! I tried to escape the huge ride by closing my eyes. I was bumping up and down very slowly. We were going up the hill bump. Bump. Bump. I looked up for a moment at the sky to wish that I would have a safe journey. I said to myself It cant be that

bbbbbaaaddddd HELP ME!!!! I was taking the long journey down. Then we started the endless curves and bumps. We went straight. Then to the left! Then to the right! Then up. Then down. And to the right, Then left! Oh no! We were coming up to the. . . Upside down, screaming, yelling, gasping for air loop da loop. Upside down! Twice! Straight, straight, straight, loop, loop around and around again. My head was spinning and fast. Again up we went suddenly! I held onto my head thinking it might come off. I couldnt take it anymore! Then we slowly went down the hill. Straight. Straight. I could see people waiting in line. It slides. Then halts. Its over. I quietly sigh with relief. Terror loosened its grip from my shoulders from everyone begging me to go on. I had done it. I was a survivor. I got off the ride still scared, but proud. Then Alex, Jenny and Zarhra came up to me and hollered, Wasnt that fun?
by Tracy- Grade 4

from: Wells, J. Writing Anchors. p. 32

Teaching Note: Use this writing piece as an exemplar which shows a writer who Zoomed In Ask students to identify the parts which followed the Zoom In criteria.

A Day to Remember (not)!

It seemed li ke an ordinary d ay when I got up y e s t e r d a y m o r ni n g , b u t I w a s a b o u t t o e m b a r k o n t h e worst day of my lif e. First, I fell in th e bathtub b e c a u s e m y m o t h e r n e g l e c t e d t o r i n s e o u t h e r b a th o i l . Then I spilled orange ju ice on the outfit that I spent h o u r s p u t t i n g t o g e t h e r f o r s c h o o l p i c t u r e s. W h i l e I was changing, I messed up th e beautiful French braid mom put in my hair. As I walked out the door, I dropped all of my school books and my math homework flew away. Im sure my teacher will b elieve that! Finally I made it to the car and I thought everything would be all right. Wrong! My father wasnt looking before he back ed out of the driveway and ran right into the neighbor s truck. Of course , my side of t h e c a r w a s d a m a g ed t h e m o s t , a n d I e n d e d u p w i t h a broken arm. That night I went to bed early , before any other horribl e things could hap pen.

Teaching Note: Use this sample to have students identify the transitions words used in the piece.

Bold Beginnings - Memoir

One sunny day I went to the beach and saw a mermaid.

ACTION
I dove into the ocean, kicked my feet in the cool water, stood up, and wiped the water from my face. I paused. Something strange near the rocks caught my eye.

DIALOGUE
What a great day for the beach! I yelled as I splashed in the waves.

A THOUGHT, A QUESTION, OR FEELING

(If you were at the beach, what might you be thinking or feeling?)

If only I could swim out to that sandbar, I thought. Theres something very st range out there. Something Ive never seen here at the beach before.

A SOUND EFFECT

(What sounds might you hear at the beach?)

Kersplash! The waves crashed over me as I stood staring at the strange sight out on the jet ty.

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

Bold Beginnings - Memoir

ACTION

DIALOGUE

(What might you be thinking or feeling?)

A THOUGHT, A QUESTION, OR FEELING

A SOUND EFFECT

(What sounds might you hear?)

From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 40-41

Ingredients for an Extended Story Ending

A memory of t he main event. The main characters feelings. The main characters hope/wis hes. A decision/defining actio n.
From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 89

Extended Story Endings

BEFORE: So that is the end of the story about my big baseball victory. AFTER: Ill never forget the crack of the bat as I hit that homerun and the way my heart pounded as the ball flew out of the park. I hope well be just as lucky at our next game, too! You can be sure Ill be practicing extra hard for the play-offs next week!
From: Mariconda, Barbara, The Most Wonderful Writing Lessons Ever, 1999, p. 91

ADDING VOICE
Use words from your natural speaking vocabulary. Make it sound like YOU. Select topics that you feel strongly about and know about. Make sure your feelings about your topic come through. Write with your audience in mind.
Adapted from: Schaefer, Lola M. 10 Writing Lessons for the Overhead: Grades 3 - 6. Scholastic, 2002. p. 44.

Rip in the Pants by a fifth grader

Just about a week ago my teacher had a rip in his pants. It was really funny. I didn't see it right away but someone told me then I saw it and wanted to laugh but I held it in. Then someone told him and everyone started to laugh. Then he went home to change. The End.

Possible Points of View:

j j j j j j j

the student the principal the teacher another teacher a student who liked the teacher a student who disliked the teacher the pants

from: Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004, page 60

From the Point of View of the Pants:

This is not right. I wasnt made to be worn by a guy this big. Oww! Every time he does anything but stand still, I hurt. Im pinched and mushed and cramped so tight I can hardly breathe. I need relief. What I really want is revenge. I know...rrrrrrrip! Ha! Thatll show him. But wait, what happens next? Maybe hell just throw me out and Ill never see the light of day again. Man, oh man, if Id only been a tie, then I couldve just choked him!

from: Culham, Ruth. Using Picture Books to Teach Writing with the Traits, Scholastic, 2004, page 60

I saw a bird in the airport that couldn't get out. The bird flew all over the place until it was so tired it stopped. I thought, "Why doesn't this bird just fly out of here?" After several days, the bird saw a sliding door open and it flew out. I watched it fly away.
Teaching Note: Show this version to students and then read aloud the version from the book (see next page). Ask students to tell why they liked the books version better. Use the Adding Voice suggestions to see if the author used any of the techniques.

Once a little brown bird got into the main terminal and couldn't get out. It fluttered in the high, hollow spaces. It threw itself at the glass, fell panting on the floor, flew to a tall, metal girder, and perched there, exhausted. "Don't stop trying," I told it silently. "Don't! You can get out!" For days the bird flew around, dragging one wing. And then it found the instant when a sliding door was open and slipped through. I watched it rise. Its wing seemed OK. "Fly, bird" I whispered. "Fly away home!" Though I couldn't hear it, I knew it was singing. Nothing made me as happy as that bird.

Adapted from a lesson by Janet Dubiel. This page is from the book: Fly Away Home by Eve Bunting.

Sparkling Words

On sultry summer days at my grandmas farm in Michigan, the air gets damp and heavy. Stormclouds drift low over the fields. Birds fly close to the ground. The clouds glow for an instant wit h a sharp, crackling light, and then a roaring, low, tumbling sound of thunder makes the windows shudder in their panes. The sound used to scare me when I was lit tle. I loved to go to Grandmas house, but I feared Michigans summer storms. I feared the sound of thunder more than anything.

WORDS/PHRASES FROM THUNDERCAKE by Patricia Polacco

sultry summer days clouds glow window panes shudder drew a deep breath stammered (said) surveyed (looked, watched, and analyze) strode (walked) crowed (said) fingered (turned the pages) penned (wrote) scurried (walk quickly) lightning flashed lightning slit the sky jagged edge of lightning crept (walked slow and carefully) thunder bellowed luscious (very delicious) rumbled closer

SPARKLING

Onomatopoeia
CRASH BOOM BAROOOOOOM KA-BOOM ZIP CRACKLE CRACKLE BBBBAAAARRRROOOOOOMMMMM BOOOOMMMM KA-BOOOM KA-BANG

I went for a walk to the beach. I was walking along when I got a look at a seabird eating a fish. I went for a closer look. It was eating the fish whole!

Went - traveled, meandered, scurried, trotted, hurried, scuttled, rushed, darted, dashed, bustled, crept, crawled, edged, strolled, roamed, wandered, ambled, scampered Look - peer, gaze, peek, stare, glance, peep, glimpse Eat - nibble, crunch, gobble, wolf, munch, chomp, devour, gorge, swallow, gnaw, chew, bite, snack

Improving Word Choice - Vivid Verbs

Synonyms: Original Verb: 1. 2. 3.

Synonyms: Original Verb: 1. 2. 3.

Synonyms: Original Verb: 1. 2. 3.

from: Culham, Ruth. The Trait Crate Grade 3: T eaching Word Choice. Scholastic, 2007

Super Sentence Writers...

(adjectives, strong verbs, specific nouns, adverbs) (simile, onomatopoeia, metaphor, alliteration)

Use vivid and powerful words

Use appropriate poetic devices

Use a variety of sentence lengths Use different sentence beginnings

(statements, exclamatory, questions, commands)

Use different sentence types

Teaching Note: Teach each of these headings as separate mini-lessons. Keep adding to your Super Sentence Writers Chart as you teach each lesson.

Super Sentence Writers Use a variety of sentence lengths.

Each day I hurried home to see my coat. It was looking like the colors of the fall days -the yellow-golds of the birch leaves, the silvery grays and purples of the sky, the deep greens of the pines, and the rusty reds of the chimney bricks-- all the colors Papa would have chosen. I decided to put a piece of his work jacket in there. It just seemed right.

Sentence Fluency
Sentence # 1 2 3 4 5 6 7 8 9 10 Number of Words in Each Sentence First Word in Each Sentence

Super Sentence Writers Use appropriate poetic devices.

John Henrys skin is t he color of browned but ter. He smells like pine needles after a good rain. My skin is the color of the pale moths that dance around the porch light at night. John Henry says I smell like a just-washed sock. This means war! I shout. We churn that water into a white hurricane until our sides hurt. Then we float on our backs and spout like whales.
Teaching Note: Use this book to teach simile and metaphor.

Memoir Rubric
Criteria
Ideas and Content
-Focus on one incident -Strong supporting details

Level One R It is hard to find

Level Two R My main idea is there but not

developed clearly. R Some of my memoir is focused on one incident. R My paper is not very interesting and very predictable. R I often use details that are repeated and may not fit with main idea. R My plan and sequencing are weak. Sometimes you cannot understand my piece R I try to use transition words, but sometimes they do not make sense R I have tried a few paragraphs,

my main idea. R I do not focus on one incident. R My paper is not interesting, it is simple. R I have few or no details. Organization R I have no logical -Logical plan or sequence. sequence R I do not use -Transition transition words. words R I have not broken -Sentences my ideas into organized into paragraphs. paragraphs Voice Effective Use of Language -Word Choice
-Sentence Fluency

Level Three R My main idea is clear R Most of my memoir is

focused on one incident. R My paper is fairly interesting, I use some original ideas, but more predictable ideas. R I use supporting details that usually fit with the main idea.

Level Four R My main idea is very clear. R I always stay on topic. R My paper is interesting and
original. R My supporting details fit with the main idea.

R My ideas flow, sequencing is

adequate, R I use transitions, sometimes I choose the wrong ones. R My paragraphing is usually correct.

R I have a very strong plan,

my ideas flow, sequencing is excellent R My transitions are used well. R My paragraphing is correct.

R I do not CARE
about this topic. R My word choice is very limited, basic and sometimes I use words incorrectly. R I use short, simple sentences

R It is hard to tell I CARE about

this topic. R My word choice is accurate but limited I have used very few synonyms for tired words. You will find a lot of words repeated R I usually follow one sentence pattern. There is little variety in my sentence structure, length, or style.

R Sometimes it sounds like I

CARE about this topic. R My word choices are usually good. R I am trying to experiment with language (new vocabulary, similes, metaphors). R I have some variation in sentence structure, length & style. R I have very few spelling errors R Capitals, end punctuation are used; apostrophes, commas, some quotation marks are used; effort to use advanced punctuation is made and is often successful. R Some errors may interfere a little with reading the piece. R Very little editing, revising or correcting necessary.

R You can tell I really CARE

about this topic. R My word choice is accurate, descriptive, imaginative. R I use similes and metaphors (Figurative language) to make my descriptions more exciting. R My sentences are varied in structure, length & style.

Conventions -Spelling -Punctuation -Capitals

R I have many
spelling errors. R I have used little or no punctuation. R It is almost impossible to understand my writing. R A great deal of editing, correcting and revising is needed.

R I have quite a few spelling

errors. R My punctuation is not always used correctly. R I have not tried to use advanced punctuation or if I tried I was not usually successful. R My many errors make it difficult to read my writing. R I still need quite a bit of editing, correcting and revising.

R My spelling is excellent R Capitals, end punctuation

are used well; apostrophes, commas, quotation marks are used well; I am successful when using advanced punctuation (colons, semi-colon, hyphen, parenthesis, dash). R My errors do not interfere with the reading of this piece. R Little or no editing, revising or correcting necessary.