1. Warm- Up In lieu of (in place of) POTD, please exchange your introductions with the person next to you. You will need your 4 highlighters for this activity 1. Highlight and LABEL your partner’s hook strategy 2. Highlight where the writer describes SETTING 3. Highlight the writer’s use of 1 st person POV 4. Highlight where the writer used one of the mentor text strategies from yesterday (figurative language, strong verbs, or parallelism)

2. Personal Memoir Writer’s Workshop Day 4 Reading as Writers

3. Today’s Goals To use active reading strategies in order to comprehend the excerpt from the text Little by Little: A Writer’s Education by Jean Little. To compare the text to the characteristics of personal narratives and memoirs to determine if it is an appropriate mentor text for our class’s memoir writing. To notice what choices the writer makes to engage her reader in order to model those choices in our own writing.

4. During Reading By the end of our reading today, you need to have 4-6 active reading strategy annotations on your notebook paper If one of your active reading strategies is questioning the text, I’d like to challenge you to embrace “A: Ask for help,” and ask the question when I open up the floor

5. After Reading On your own or with the student next to you, answer questions 2-3 under “Comprehension Questions” on the front of the WS.

6. Mentor Structure Paragraphs divided sequentially When I reached the street... As I passed St. John’s school... Then I stood stock still... Also notice that all of the paragraphs start in a different way!

7. Mentor Grammar Parallelism (Add these notes to your writing/literary terms section on pg. 10) Observe: “I was gobbling toast and honey, gulping down milk, and hating my cheerful little sister who was the cause of all the trouble...” In my free time I like to read, skate, and watch TV. X On Friday I went to the mall, bought a bag, and I was taking my puppy to the park. How would I fix this? Note: The repetition of similar grammatical structures in a sentence Imitate: Use parallelism to connect ideas into a series in one sentence.

8. Update Record Keeping Sheet Add parallelism and idiomatic expressions and paragraph structure to skills taught sheet

9. WW goal and checklist Goal: Draft parts of your rising action; divide ideas into paragraphs Indented paragraphs First person POV Past tense language Chronological order Parallel sentence Conflict

10. Closure As a way to connect reading and writing, I’d like you to fill in one of the personal narrative graphic organizers based on information we’ve read in the story so far. If possible, it should be the same organizer you used to pre-write your own essay!

11. Topic Consideration Questions Can I write descriptively about the topic? (your recollection of the sensory details does not have to be 100% accurate) Is there a place for dialogue? Is there something more to the story than just talking about an interesting or fun or exciting moment in my life? In addition to answering these questions, I mentally reviewed my Writing Territories, the places I’ve traveled, Penn State stories, losing grandparents, and things that make me happy

12. Choosing My Topic: What Should I Write? Penn State memories Ice skating class Learning how to shoot the duck Final Performance (hard work, practice, pride, accomplishment, realizing childhood dream)

13. Option A

14. Option B