How are personal narratives effective in sharing the news about students' service experience?
Students learn about the characteristics of an effective personal narrative and compare those to a news article. They do prewriting activities and practice writing details to show rather than tell about an experience.
One 50-minute class period
The learner will:
Make a personal statement about your own reaction to the class's involvement in a service project. In your statement, show rather than tell about your feelings related to the event. Avoid interpretation of your feelings (I was sad, proud, etc.), and describe a specific feeling or thought. Here is an example: "Last week, when I looked at the boxes full of food we collected for the hurricane victim families, I noticed one can of corn tipped on its side, rolled away from the other food. I tried to picture the one family that was going to hold that exact can. Then I looked at the thousands of items we collected and thought about the many families that represented. We could have done nothing for these families displaced by the hurricane, but we did all this. And we had fun doing it together!"
Assess students' comprehension of showing rather than telling by reading their description of the test anxiety. Assess their readiness to write the personal narrative by reviewing their planning sheets and guiding them as needed.
Lesson Developed By:Betsy Flikkema
I. Rough draft and feedback sheet from peer review
II. Content and organization
1. Interesting opening
2. Thesis _______/15 points
1. Includes facts and events in order
2. Transitions between points _______/15 points
1. Sensory detail (show not tell)
3. Clear purpose _______/20 points
D. Effect/impact on social issue
1. Measurable change
2. Awareness building _______/10 points
E. Effect on self
2. Commitment/action _______/10 points
1. Strong statement of position
2. Necessity for action _______/10 points
A. Word choice/clarity/fluency
D. Punctuation _______/10 points
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