Alyve
  • About(current)
  • OER Subjects
    • English
    • Humanities
    • Mathematics
    • Technology
    • Theatre Arts
English 12 - Module 1

Personal Narratives

English 12.1

“All of our experiences fuse into our personality. Everything that ever happened to us is an ingredient.”

English 12 Module 1 focuses on both text analysis and narrative writing. Students explore two types of personal narrative writing: an autobiography and a personal narrative essay. As students prepare to draft, revise, and edit their own narrative essays in the third unit of this module, these rich texts provide students with opportunities to analyze how the authors effectively incorporate elements of narrative writing.

Module 12.1 is comprised of three units:

  • Unit 1 Lessons and Resources - students read The Autobiography of Malcolm X - opens in new window
  • Unit 2 Lessons and Resources - students examine Silko’s personal narrative essay, “Yellow Woman and a Beauty of the Spirit,” and focus on how the author uses structure and language to build and refine complex ideas.
  • Unit 3 Lessons and Resources - students concentrate on the narrative writing process, building on the material they produced during the writing lessons of the first two units.


Unit 2

Lessons

Unit 1 - The Autobiography of Malcolm X

"All of our experiences fuse into our personality..."

  • Lessons and Resources - opens in a new link

Unit 2 - Yellow Woman and a Beauty of the Spirit

“"All of our experiences fuse into our personality..."”

  • Complete text

Lesson 1 - In this first lesson of the unit, students begin analysis of Leslie Marmon Silko’s personal narrative essay, “Yellow Woman and a Beauty of the Spirit.” Students read and analyze the first three paragraphs of the essay, in which Silko introduces the reader to her family history and Laguna Pueblo heritage. Students explore how Silko structures the beginning of her text, analyzing how she engages and orients the reader.

  • Classwork - read and annotate the first three paragraphs of “Yellow Woman and a Beauty of the Spirit," (from “From the time I was a small child” through “Many worlds may coexist here”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: Analyze the effectiveness of the way Silko begins the text.
    • Use the Short Response Rubric and Checklist - to help improve your Quick Write and reflective writing responses
  • Homework - respond briefly in writing to the following prompt: Analyze how Silko creates a smooth progression of events at the beginning of her text.

Lesson 2 - In this lesson, students analyze paragraphs 4–10 of Silko’s “Yellow Woman and a Beauty of the Spirit,” in which Silko describes significant people, stories, and memories from her childhood. Students explore central ideas that emerge through Silko’s description of her childhood.

  • Classwork - read and annotate paragraphs 4–10 of Silko’s “Yellow Woman and a Beauty of the Spirit” (from “I spent a great deal of time” to “The rain is simply itself”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: How do the author’s interactions with other individuals develop an idea in paragraphs 4–10?
  • Homework - Analyze how Silko uses one of the following narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Also remember to use the Short Response Checklist and Rubric to guide your written responses.

Lesson 3 - In this lesson, students read and analyze paragraphs 11–16 (from “My great-grandmother was dark and handsome” to “she is a sprightly grandmother walking down the road”). In this section of text, Silko describes the ways of the old-time Pueblo people in greater detail. Students identify emerging central ideas and trace their development in the text.

  • Classwork - read and annotate paragraphs 11–16 (from “My great-grandmother was dark and handsome” to “she is a sprightly grandmother walking down the road”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following prompt: Determine two central ideas in paragraphs 11–16 and analyze how they interact and build on one another.
  • Homework - respond in writing to the following prompt: Analyze how Silko uses a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone or outcome (e.g., a sense of mystery, suspense, growth, or resolution). (Refer to the Short Response Rubric and Checklist to help improve your writing responses.)

Unit 3

Lesson 4 - In this lesson, students continue to read and analyze “Yellow Woman and Beauty of the Spirit,” paragraphs 17–24, in which Silko continues to describe the ways of the old-time Pueblo people, specifically focusing on gender identity and femininity in Pueblo society.

  • Classwork - read and annotate paragraphs 17–24 (from “‘When I was growing up, there was a young man” to “To show their gratitude, the old folks refused to kill any flies”).
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: Analyze how a central idea in paragraphs 17–24 interacts with and builds on a central idea from paragraphs 11–16.
  • Homework - Write a list of ideas about how you would respond to the following college interview question. Remember to keep in mind your task, purpose, and audience as you consider your response. To respond to the interview question, you should conduct brief online searches for information about a college that interests you. You will practice responding to this interview question in the following lesson. What can you contribute to our college campus? Also, respond briefly in writing to the following prompt: Analyze how Silko uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Lesson 5 - In this lesson, students conclude their reading of “Yellow Woman and a Beauty of the Spirit.” Students read paragraphs 25–32, in which Silko discusses Kochininako, Yellow Woman, and how her beauty and courage saved her people in the old-time stories.

  • Classwork - read and annotate paragraphs 25–32 (from “The old stories demonstrate the interrelationships that the Pueblo people have maintained” to “Yellow Woman and all women are beautiful.”
    • Discussion/Study Questions - individual or groups
    • QuickWrite - respond briefly in writing to the following question: Analyze how Silko uses and refines the meaning of the term beauty over the course of the text.
  • Homework - For homework, respond briefly in writing to the following prompt: Analyze how Silko provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. In addition, look over your notes and annotations in preparation for the End-of-Unit Assessment.

Lesson 6 - End-of-Unit Assessment - In this final lesson of the unit, the End-of-Unit Assessment, students compose a multi-paragraph response to the following prompt: Analyze the effectiveness of the structure Silko uses in her exposition, including whether the structure makes points clear, convincing, and engaging..

  • End-of-Unit Assessment
  • End-of-Unit Text Analysis Rubric
  • Homework - Respond briefly in writing to the following prompt: Analyze how Silko uses voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. Also, review your statement of purpose and narrative writing from 12.1.1 and identify ideas, phrases, or passages you would like to include in your final narrative essay. Determine which Common Application prompt you think best allows you to fulfill your statement of purpose.





Unit 3

Unit 3 - Crafting a Personal Narrative


Lesson 1 - In this first lesson of the unit, students continue the process of drafting a narrative essay. Students draw upon the material they wrote during 12.1.1 to develop their narrative essays using the techniques they explored in The Autobiography of Malcolm X and “Yellow Woman and a Beauty of the Spirit.” Students compose a draft of their essays.

  • Classwork - write a multi-paragraph response to the following prompt: In response to one of the Common Application prompts, draft a narrative that develops real experiences or events using effective technique, well-chosen details, and well-structured event sequences. The task of a college application narrative essay is contained in the prompt (e.g., “Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?”).
    • Use the Common Application prompts and select one that interests you.
    • Model Essay
    • Review the 12.1 Narrative Writing Rubric.
  • Homework - Review your notes from your brief online search about a particular college and draft questions that you could ask a college interviewer. Also, complete your narrative essay draft.

Lesson 2 - In this lesson, students begin to revise the drafts of their narrative essays, focusing on introductions and conclusions. Students first review the purpose and components of an effective introduction. Then students review the purpose and components of an effective conclusion through discussion and examination of an exemplar and non-exemplar conclusion.

  • Classwork 2a - complete the mini-assignment on Introductions.
    • Introductions Classwork
  • Classwork 2b - complete the mini-assignment on Conclusions.
    • Conclusions Classwork
  • Writing Task - Work independently to revise the introductions and conclusions of your narrative essay. Remember to pay close attention to how you engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. Additionally,your conclusion should follow from and reflect on what is experienced over the course of the narrative essay.
  • Homework - Review your notes and use the 12.1 Performance Assessment Rubric to practice responding to the following college interview questions. You will practice responding to these interview questions in the following lesson. What three adjectives best describe you? What are your strengths and weaknesses?

Lesson 3 - In this lesson, students continue revising the drafts of their narrative essays. Students first review the purpose and use of narrative techniques. Through discussion and examination of one effective and one less effective paragraph, students further develop their understanding of an effective use of narrative technique. Students then have an opportunity to independently revise their essays.

  • Classwork 3 - complete the mini-assignment on Narrative Techniques.
    • Narrative Techniques
  • Writing Task - Work independently to revise your narrative essay. Remember to pay close attention to how the use of narrative techniques serves to develop characters and experiences within the text. You will be assessed on your use of dialogue, pacing, description, and reflection in the final draft.
  • Homework - Review your notes and use the 12.1 Performance Assessment Rubric to practice responding to the following college interview questions. You will practice responding to these interview questions in the following lesson. What three adjectives best describe you? What are your strengths and weaknesses?
  • Homework - Review your notes and use the 12.1 Performance Assessment Rubric to practice responding to the following college interview questions. You will practice responding to these interview questions in the following lesson. What activities do you find most rewarding? What is your favorite book?

  • Lesson 4 - In this lesson, students continue revising the drafts of their narrative essays. Students first review the purpose and use of structural techniques. Through discussion and examination of one effective and one less effective paragraph, students further develop their understanding of an effective use of structural techniques to sequence events within the text. Students then have an opportunity to revise their essay independently..

    • Classwork 4 - complete the mini-assignment on Structural Techniques.
      • Structural Techniques
    • Writing Task - Work independently to revise your narrative essay. Remember to pay close attention to how the use of transitional words and phrases can signal shifts in time or setting, as well as show relationships between events. You will be assessed on your use of transitional words and phrases within the draft
    • Homework - Review your notes and practice responding to the following college interview questions. You will practice responding to these interview questions in the following lesson. What do you want to do after graduating from college? What do you expect to be doing ten years from now?

    Lesson 5 - In this lesson, students continue to revise the narrative essays. Students review the importance of using precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Students also learn how to adapt their voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. Student learning is assessed via the incorporation of precise words and phrases, telling details, and sensory language and effective adaption of voice to accommodate the intended audience.

    • Classwork 5 - complete the mini-assignment on Using Precise Words and Adapting Voice
      • Using Precise Words and Adapting Voice
    • Writing Task - Work independently to revise your narrative essay. Remember to pay close attention to to using precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Additionally, students should focus on adapting their voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
    • Homework - Review your notes and practice responding to the following college interview questions. You will practice responding to these interview questions in the following lesson .Why do you want to attend our college? What can you contribute to our college campus?

    Lesson 6 - In this lesson, students peer review each other’s narrative essays to ensure alignment to W.11-13.3.a-f, and revise their drafts based on the feedback. Students learning is assessed via the incorporation of peer feedback into their drafts.

    • Classwork 5 - complete the mini-assignment on Hyphens
      • Using Hyphens
    • Peer Review - work in pairs to peer review your draft. Use the 12.1 Narrative Writing Rubric and Checklist to make suggestions on how their peers can improve their drafts. Explain that suggestions should be specific and in the language of the standards as much as possible so their suggestions are clear and easy to apply. Record suggestions on the Peer Review Tool. Be clear and concise in your suggestions. The first column should be used to quote the original sentence under review. The second column should include a suggestion about the original version quoted in the first column. The third column is for the writer of the essay.
      • Peer Review Tool
    • Homework - Work independently to revise your narrative essay, incorporating the feedback of your peers. Remember you do not have to use all of their suggestions.

    Lesson 7 - End-of-Unit Assessment - students complete the final drafts of their narrative essays. Students incorporate basic grammar, proper hyphenation conventions, and correct spelling. Students also ensure that their drafts incorporate everything they have learned about writing narratives.

    • End-of-Unit Assessment
    • End-of-Unit Text Analysis Rubric and Checklist

    Questions, Comments and Concerns

    Please free to contact Alyve with any corrections or suggestions.

    Also, please contact Alyve if you feel that any of the content is derived from copyrighted material.

     

    Contact Alyve

     

    Alyve