Mentor Personal Narratives Collection: My Best Moments
3 Personal Narratives Mini-Lessons at a GlanceGradeMentor Personal Narratives Collection: My Best MomentsMini-Lesson MenuIntroduce the GenreModel the Writing ProcessAuthor’s CraftGrammar and ConventionsPageBLM1. Looking at Our Pasts Through a Writer’s Eyes*22. Read Aloud a Mentor Personal Narrative43. Read Aloud a Mentor Personal Narrative64. Analyze the Features of a Personal Narrative85. Recognize and Use the Sequence-of-Events Text Structure101. Brainstorm Ideas Using Photographs as Inspiration*142. Evaluate Your Ideas to Narrow the Focus*1623. Organize Your Ideas with a Sequence-of-Events Chart183, 44. Create a Strong Lead for Your Personal Narrative*2055. Revise Your Personal Narrative for Voice*226. Edit Your Personal Narrative for Grammar*247. Create a Title for Your Published Narrative*261. Using Your Personal Voice to Connect with Your Audience*302. Using Voice Side Comments to Connect with Your Audience*323. Voicing Personal Feelings to Connect with Your Audience*344. Using Words to Describe Feelings*365. Varying Sentence Structure381. Regular Past Tense Verbs4262. Irregular Past Tense Verbs4473. Subject Pronouns4684. Object Pronouns4895. Capitalization and Punctuation in Sentences50106. End Punctuation in Sentences5211Management & Assessment ToolsPageManagementHome Connection Letter65Personal Narratives Unit Class Status Sheet66AssessmentPersonal Narratives Checklist67Personal Narratives Evaluation Rubric68Personal Narratives Student Self-Reflection Sheet69*A dvanced preparation for this mini-lesson may include gathering visual props or writing model and/or practice text onchart paper (if you are not using the interactive whiteboard resources).1
Recommended Trade Books—Personal NarrativesRecommended Trade Book Read-AloudsTitles TKTitles TKTitles TKTitles TKTitles TKTitles TKTitles TKTitles TKAdditional Resources[[Show Launching Your Writer’s Workshop Blue PD Book]][[Show Informal Assessments for Writing Development]]
Introduce thePersonal Narratives GenreMini-LessonCommon Core Standards1. Looking at OurPasts Througha Writer’s EyesListening and SpeakingComprehension and Collaboration1. E ngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3topics and texts, building on others’ ideas and expressing their own clearly. C ome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other informationknown about the topic to explore ideas under discussion.2. Read Aloud aMentor PersonalNarrativeReading Standards for LiteratureKey Ideas and Details1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.2. D escribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequenceof events.3. Read Aloud aMentor PersonalNarrativeReading Standards for LiteratureKey Ideas and Details1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.2. D escribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequenceof events.4. Analyze theFeatures ofa PersonalNarrativeReading Standards for LiteratureKey Ideas and Details1. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequenceof events.5. Recognizeand Use theSequence-ofEvents TextStructureReading Standards for LiteratureCraft and Structure5. R efer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza;describe how each successive part builds on earlier sections.Writing StandardsText Types and Purposes3. W rite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear eventsequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use temporal words and phrases to signal event order. BenchmarkEduca tionComp any
INTRODUCE THE GENREMINI-LESSON 1Mini-Lesson ObjectivesIn this mini-lesson, teachers will: Launch the personal narratives unitof study. Establish themselves as a personalnarratives writing mentor bysharing their own personal stories. Model how writers get ideas fromtheir own lives.Students will: Use photographs and personalmementos to make connections totheir past experiences. Share memories with a partner anddiscuss the process with the wholeclass.Mini-Lesson PreparationMaterials Needed Photographs and/or personalmementos that represent memoriesand experiences Interactive whiteboard resourcesAdvanced PreparationDuring the model portion of thislesson, use one or more photographs(from your childhood, if possible)and/or favorite objects from the pastto model how you make connectionsto your personal stories.During the practice portion of thislesson, students will need at leastone photograph or object with whichto make their own connections.2 Grade 3 Personal NarrativesLOOKING AT OUR PASTS THROUGHA WRITER’S EYESIntroduce Personal Narrative WritingDisplay a photograph (or an object) that represents an event in your past thatyou are willing to share with your students. Use the sample think aloud belowas a model of how to talk to students about the memory associated with yourphotograph or object. You may wish to share more than one example withstudents.Sample think-aloud. Say: I want to share a memory with you from mypast. This memory goes way back to my childhood. I was looking at oldphotographs, and I came across this one of me with my grandma, and Iremembered the day it was taken. Now, what you should know is that mygrandma was a very special person in my life. I spent a lot of time with herwhile my mother was working. She would always let me hop on her lap, andshe would read me books. But in this photograph, I was reading her a book.She’d read it to me many times, and I had learned how to read it on my own,and I still remember how proud I was reading her this story. When my momcame home that day, my grandma said, “Well, we have a big announcementto make. There’s a new reader in this house, and her name is .”Say: The memory I just shared is one of my personal stories. I have manypersonal stories. And you all have stories like that, too. Everyone has storiesabout themselves. Sometimes we tell people our stories—the way I just toldyou mine—and sometimes we write them down. The stories we write aboutour own lives are called personal narratives. For the next several weeks, weare going to read, write, and share personal narratives with each other. Wewill tell about our own lives in our own voices, and we will express manydifferent ideas and feelings in our writing.Introduce the Purpose and Audience for PersonalNarrativesSay: You may ask yourself, “Why do people write personal narratives? Whowould ever want to read about me?” Well, I write personal narratives becauseI get to know myself better through the process. I remember interesting detailsabout my past that I had forgotten. I imagine that my audience are people Iwant to know me better. Did you know that when you apply to a college, thepeople at the college will want you to write a narrative so that they can get toknow you better? We write personal narratives to share who we are and whatexperiences are meaningful to us. 2012 Benchmark Education Company, LLC
Mini-Lesson OnePractice Telling Personal Stories OrallyInvite students to work with a partner. Each student should tell their partnera personal story based on a photograph or object they share. The partnerlistening to the personal story should be prepared to retell it to the class.Students should explain how the object or photograph helped them rememberdetails to tell their partner.If your class includes English learners or other students who need support, use“Strategies to Support ELs.”Share Personal Stories with the ClassInvite volunteers to retell the stories their partners shared with them. Ask themto tell how their partners used their photograph or object as a memory aid.Use one or more of the following questions to engage students in a discussionabout the exercise.Storyteller How did you feel as you were telling your partner your story? Why did you choose the story you chose? What made you want to tell thatstory?Listener How did you feel as you listened to your partner tell the story?Connect and Transfer to Independent WritingMake Cultural ConnectionsAs you introduce this unit, you may wishto acknowledge the family and culturaldiversity in your classroom and sharethe message that it is a privilege to learnmore about each other’s backgroundsand cultures. Say: We come from manybackgrounds and places, and as we telland write our stories, we will learn newthings about each other. Let’s remember tobe respectful of the different experienceswe all bring to our narratives.Strategies to Support ELsBeginningMeet with beginning ELs one on onewhile other students work with partners.Encourage them to describe theirphotograph in any way they can—withwords or gestures. Expand on their ideaswith simple sentences. Use self-stick notesto label the images in their photographs.IntermediatePair ELs with more fluent English speakersduring the partner practice. Write simplesentence frames on chart paper and modelhow students can use them to talk abouttheir photograph or object. For example:Say: Our lives are a series of events, some small and some large. Many eventsThis shows .have happened to you already in your lives, and you can write about them.Photographs and objects can help you remember some of these events. In the I remember .next several weeks, we will look at more photographs to help us rememberAdvancedevents to write about.Pair ELs with fluent English speakersduring partner practice.All LevelsIf you have students whose first languageis Spanish, share these English/Spanishcognates to help them understand thelesson focus: memories/las memorias,narrative/la narrativa, photographs/lasfotografías.Use the images provided on the interactivewhiteboard resources as additional visualprompts for telling personal stories. 2012 Benchmark Education Company, LLCGrade 3 Personal Narratives3
INTRODUCE THE GENREMINI-LESSON 2READ ALOUD A MENTORPERSONAL NARRATIVEIntroduce the Mentor Personal NarrativeSay: As we become personal narrative writers, we can learn a lot aboutthe genre by reading or listening to personal narratives other authorshave written. Today I’m going to read you a short personal narrative thatwas written by a boy named Kunal Rai, who lives in Texas. As we read hisnarrative, we’re going to pay attention to some key features of his personalnarrative. You will be using these features in your narratives, too.Mentor TextMini-Lesson ObjectivesIn this mini-lesson, students will: Listen to an interactive personalnarrative read aloud to learn that:a personal narrative describes anevent in the author’s life;a personal narrative providesspecific details about the time,place, and people in the narrative. Share personal responses to thepersonal narrative.Mini-Lesson PreparationMaterials Needed Mentor text: “The Catch” fromMy Best Moments Interactive whiteboard resourcesDisplay the photo of the writer on page 5 of My Best Moments and find Texason the map. You can also display the personal narrative on the interactivewhiteboard resources.Say: The title of Kunal Rai’s personal narrative is “The Catch.” I wonder whyhis narrative is called that. What does that title make you think of? Allowstudents to share their predictions or “I wonder” questions.If your class includes English learners or other students who would benefitfrom vocabulary and oral language development to comprehend the narrative,use “Make the Mentor Text Comprehensible for ELs.”Read Aloud the Mentor Personal NarrativeRead aloud the text, stopping at some or all of the places indicated (or at otherpoints you choose) to highlight two key features of a personal narrative:1. Personal narratives describe a specific event in the author’s life.2. The author provides specific details about the time, place, and peopleimportant in the narrative.Details About Time and PlaceBottom of page 16. Say: I‘ve only read one paragraph, but already I knowa lot of details about this narrative. I know it takes place on a chilly night ina baseball stadium in October 2007. The author has already put me into thesetting. Now I’ll read on to find out what is going to happen.Details About PeopleBottom of page 17. Say: The author has introduced two characters importantin his narrative. Jack is the Mountain Cats’ fiercest hitter, and Tyler is theRaptors’ pitcher. I wonder whether Jack will get a hit. I wonder what this hasto do with the narrator. This standoff between the two characters must affecthim in some way, but how?4 Grade 3 Personal Narratives Writing Module 2012 Benchmark Education Company, LLC 2011
Mini-Lesson TwoSpecific Event in the Author’s LifePage 19, after the second paragraph. Say: Wow! I can feel the team’sexcitement. Now I completely understand why Kunal Rai wrote about thisevent. He was the hero of the moment! If he hadn’t made that catch, theywould have lost the semifinal. The author had to set the scene and describethe matchup between Jack and Tyler in order for me to see how importantthat catch really was. Now let’s read to the end.Specific Event in the Author’s LifePage 20, at the end. Say: I like how the author shared his own thoughtsand feelings about this important event in his life. He could have ended hisnarrative after the big event, but he went on and told us what this eventmeant to him personally. I think that was a good decision. It makes meappreciate the drama of the event even more. And I feel as if I got to know theauthor better.Respond Orally to the Mentor Personal NarrativeAfter reading, invite students to share their personal reactions to the text byasking questions such as: Did you like this personal narrative? Why or why not? Do you feel that you know the writer a little better now? In what ways? What did you see in your mind, or visualize, as you listened to “The Catch”? Think of how the author felt about making the catch. Have you ever felt thatway about something you did?If necessary, model the following sentence frames to support ELs andstruggling students: I liked this narrative because . I visualized . This narrative reminded me of .Connect and Transfer to Independent WritingMake the Mentor TextComprehensible for ELsBeginningPoint to the baseball player on page 17.Say: This boy plays baseball. (Point tothe boy’s mitt.) Say: Look at the mitt. Thisboy has a mitt. This boy can make a catchwith his mitt.Beginning and IntermediateSay: This personal narrative is about abaseball game. This personal narrative isabout an important game.Intermediate and AdvancedDraw a baseball diamond on chart paperor the whiteboard. Draw stick figuresat first, second, third, home plate, andthe pitcher’s mound. Say: Tell me whatyou know about baseball. Where is thepitcher? Where is the batter? What is anumpire? What is a home run? Encourage abackground-building discussion about thegame.All LevelsIf you have students whose first languageis Spanish, share the following English/Spanish cognates: baseball/el beisbol,championship/el campeonato.Use the images provided on theinteractive whiteboard resources tofront-load key vocabulary and conceptsfor the read-aloud.Say: Remember that when you write a personal narrative, you are introducingyourself to your readers, your audience, through an important event in yourlife. You’ll want to include the details—time, place, and people—importantin your the event. You also want to let your audience know why the event isimportant to you. 2012 Benchmark Education Company, LLCGrade 3 Personal Narratives5
INTRODUCE THE GENREMINI-LESSON 3READ ALOUD A MENTOR PERSONALNARRATIVEIntroduce the Mentor Personal NarrativeSay: Today I’m going to read you a personal narrative by Olivia Vega wholives in Kansas.Display the photo of the writer on page 4 of My Best Moments and point outKansas on a map of the U.S. You can also display the personal narrative on theinteractive whiteboard resources.Mentor TextMini-Lesson ObjectivesIn this mini-lesson, students will: Listen to an interactive personalnarrative read aloud to learn that:a personal narrative often includesdialogue;in a personal narrative, the authorshares his or her thoughts andfeelings. Share personal responses to thepersonal narrative.Advanced PreparationMaterials Needed Mentor text: “My Brown-EyedBabe” from My Best Moments Interactive whiteboard resources Chart paper and markers6 Grade 3 Personal NarrativesSay: The title of Olivia Vega’s personal narrative is “My Brown-Eyed Babe.”What does that title make you think of? What do you predict this narrativemight be about? Allow students to share their predictions.If your class includes English learners or other students who would benefitfrom vocabulary and oral language development to access the narrative, use“Make the Mentor Text Comprehensible for ELs.”Read Aloud the Mentor Personal NarrativeRead aloud the text, stopping at some or all of the places indicated (or at otherpoints you choose) to highlight two key features of a personal narrative:1. Personal narratives often include dialogue that brings the event to life.2. The author of a personal narrative shares his or her thoughts and feelings.Author’s Thoughts and FeelingsPage 7, after the first paragraph. Say: I really understand how the authorfeels about the puppy. She shares her feelings and thoughts about this littleanimal when she says, “I knew she was going to be my dog” and calls her“my brown-eyed babe.” I can tell she’s already fallen in love with this puppy. Iwonder what will happen next?Use of DialoguePage 8, after the first paragraph. Say: I notice how the author has useddialogue to dramatize the problem in this personal narrative. Her motherdoes not want her to have the puppy, but she has her heart set on it. She letsthe characters speak for themselves, and that really helps me experience whatshe went through. I’m going to keep reading to find out what happens. 2012 Benchmark Education Company, LLC
Mini-Lesson ThreeUse of DialogueMake the Mentor TextRespond Orally to the Mentor Personal NarrativeSay: This personal narrative is about agirl and her new puppy. The puppy is thebrown-eyed babe.Page 8, after the fifth paragraph. Say: I feel relieved. I was feeling so bad for Comprehensible for ELsthe author. What I really like here is how she used dialogue to show--ratherBeginningthan tell--me how she convinced her mom to let her keep the puppy.Point to and read the title of the narrative“My Brown-Eyed Babe.” Point to aAuthor’s Thoughts and Feelingsstudent in the class who has brown eyes.Page 9, end of narrative. Say: I really feel as if I know Olivia Vega now thatSay: [Student’s Name] has brown eyes.I have read her narrative. There were moments in her narrative when she felt [Student’s Name] is brown-eyed.”very sad--for example, when she thought she couldn’t keep the puppy. AndPoint to the word babe. Say: This wordthere were times when she felt loving and happy. I can tell from the thoughtsmeans “baby.” A babe is a baby.and feelings that she shared, that she is a very caring girl who has a specialplace in her heart for animals.Beginning and IntermediateAfter reading, invite students to share their personal reactions to the text byasking questions such as: Did you like this personal narrative? Why or why not? Do you feel that you know the writer a little better now? In what ways? What did you see in your mind, or visualize, as you listened to the
Mentor Personal Narratives Collection: My Best Moments Grade3 Personal Narratives Mini-Lessons at a Glance MiNi-LessoN MeNu PaGe BLM introduce the Genre 1. Looking at Our Pasts Through a Writer’s Eyes* 2 2. Read Aloud a Mentor Personal Narrative 4 3. Read Aloud a Mentor Personal Narrative 6 4. Analyze the Features of a
specific narratives that highlight that inflationary pressures are unlikely to persist. Our work most closely relates to a literature on narratives in economics (Michalopou-los and Xue,2021;Shiller,2017,2020).4 We collect novel data on the narratives that people use to explain higher inflation and thereby study the role of narratives in a .
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For more information or to answer your questions, contact us at 855-596-4927 or email acamentors@challengeaca.com. Page 2-Mentor Personal Information. Page 3-Mentor Authorization to Release Information. Page 4-Mentor Position Description. Page 5-Mentor Liability Release. Revised: February 22, 2021 KENTUCKY YOUTH CHALLENGE
Finding a mentor & the goal Finding a Mentor You must have a Personal Project mentor. Please review the "Finding a Mentor" resource located on the Google Site. The Goal of the project is for each student to individually develop a focus of deep, personal interests that reflects the knowledge gained over your one to five years of participation in
more on what constitutes a good mentor text, read "Using Mentor Texts to Learn From the Best and Improve Students' Writing" by Sean Thompson and Dr. Deborah K. Reed. Instructions 1. Directly teach students the elements of writing they should recognize in a mentor text. 2. Have the student(s) read the mentor text.
Mentor Handbook v2.3 - SRRG Human and Social Recovery Professional Development Mentoring Program 5 6. Choosing a mentor 6.1 Mentor capabilities Mentorees will select their mentor based on the information provided by the National Consultant, Disaster Recovery and through Mentor Profiles, which outline their specific areas of expertise,
Foreword by Jim Caldwell vii Acknowledgments xi Introduction xiii Chapter 1: The Mandate of a Mentor Leader: Focus on Significance 1 Chapter 2: The Mind-Set of a Mentor Leader: "It's Not about Me" 19 Chapter 3: The Maturity of a Mentor Leader: A Look Within 45 Chapter 4: The Marks of a Mentor Leader: Characteristics That Matter 67 Chapter 5: The Moments of a Mentor Leader:
analyses of published criminal justice statistics, including data about crime, the courts and prison systems in a number of countries. Secondly, there are reviews of a small selection of recent academic literature on criminal justice subjects, which we looked at in order to provide Committee Members with some insights into the directions being taken in current research. 3 In neither case was .
