Suzanne's+Demo

[|invented_spelling_story_Patty's_kindergarten.JPG]

[|correct_spelling_Patty's_first_grade_story.JPG]



media type="custom" key="3989779"

** Storytelling through Mapping Your Life: ** **Demonstration by N. Suzanne Standerford** (Revised by Suzanne Standerford and Jan Sabin, Upper Peninsula Writing Project, who borrowed it from Janet Swenson, Red Cedar Writing Project, who borrowed it from others….) This lesson provides a concrete way for writers to uncover memories from their own lives and to use those memories for storytelling about their lives, i.e., personal narratives. It can be used successfully with adults, as well as high school, middle school or elementary age students. This lesson works well because it **//begins with what the author knows//** and **//provides choice//** to the author as to what information seems important to include. Real writers write about what they know and care about (see e.g., Calkin’s 1994; Fletcher, 1996; D’Arcy, 1989). It also works well because it provides a **//non-threatening//** way for students to uncover their ideas, i.e., by using conversation to share memories with a peer. In addition, it provides an opportunity for the author to “try out” several possible stories and to **//rehearse them orally//** before trying to put them on paper. Oral rehearsal of one’s ideas is a good way to help a writer begin composing the first draft, one of the hardest parts of writing.
 * A Springboard to Personal Narratives for Writers **

//* Bold, italicized phrases identify key principles and vocabulary of high quality writing instruction.//

//The Lesson//  To use students’ personal memories to uncover stories which could be developed in written format  To have students orally rehearse some of those possible writing ideas before drafting in written form (i.e., using oral language as a basis for written language)  To have students develop one of their oral stories as a first written draft.  To have students provide oral response to peer writing. __Materials__ art materials for drawing the map writing materials __ Michigan Department of Education Grade Level Content Expectations for English Language Arts Grade 3 __ ** W.PR.03.02 ** Apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem/solution; compare/contrast). ** W.PR.03.05 ** Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve sequence (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). ** W.PS.03.01 ** Exhibit individual style and voice to enhance the written message (e.g., in narrative text: varied word choice and sentence structure, character description; in informational text: examples, transitions, grammar usage). ** S.DS.03.02 ** Discuss narratives (e.g., folktales, fables, realistic fiction), conveying the story grammar (e.g., character’s thoughts and motivation, setting, plot, story level theme), and explain why the story is worthwhile and how it is relevant to the storyteller or the audience.
 * __Objectives__

__Frame__ Learning to Write (focus on prewriting and drafting)

__Questions for Follow Up Discussion:__

 Oral Rehearsal (i.e., talking about your ideas to clarify, to begin articulating them, and to gather feedback on them) is an important part of prewriting. In what ways did drawing and discussing the map stimulate “oral rehearsal” for you?

 In what ways did the oral rehearsal help draw you into a story of interest and relevance to you?

 What suggestions do you have for ways to improve, expand, or adapt this technique?

__Procedures__
 * 1) Each student will sketch a map of the neighborhood where he/she lived prior to the age of ten. The map should contain points which the student remembers as interesting or meaningful, e.g., a mean dog, a special tree, a best friend’s back porch, etc.


 * 1) Each student will share some of the stories of the map with a partner. Tell the stories behind the map objects. The listening partner will ask questions to help uncover more details such as “I wonder…” or “Tell me more about that person…” or “What happened next…?”


 * 1) After the speaker has shared and expanded 3-5 “stories” from the map, partners should switch roles.


 * 1) Each student will develop one of the oral stories into a first written draft including as many details as possible from the oral rehearsal as well as others not shared orally.


 * 1) In small groups of 3-4 students, each student will read his/her story. Listeners will respond in positive ways such as restating “pockets of brilliance” (words or thoughts that really captured your interest or attention) or by asking questions for more information or clarification (offering possibilities for revision).

__Assessment__ Assessment might use the following criteria:

 Identify two (2) ways in which the student included “stories” on the map.  Identify details included in the first written draft that stemmed from the oral rehearsal.  Assess each student’s participation as both a speaker and a listener.

__References__ Calkins, L. M. (1994). //The art of teaching writing, New edition.// Portsmouth, NH: Heinemann. D’Arcy, P. (1989). //Making sense, shaping meaning.// Portsmouth, NH: Heinemann. Fletcher, R. (1996). //Breathing In Breathing Out.// Portsmouth, NH: Heinemann.