Memoir Study

	Memoir Study
Author(s):	Katie Kerr
Grade Level:	1st
Timeframe:	The memoir study in the first grade classroom can take between 10-12 days depending on the time allowed each. Ideally this study will be done 3-4 days a week for 30-45 minutes each day.
Lesson Description or Explanation	Over the next few weeks we will be studying a variety of books that are memoirs and by the end of our study each one of you will be able to create your own memoir. By the end of the study, each student will be expected to publish a memoir on a personal experience of interest. Each student will participate in the close study of the texts provided and any other texts. The students will contribute during the inquiry part of the study where will we learn about the craft of a memoir. They will turn in evidence, during conferences, of attempts to try to work from the mini-lessons.
Indiana Curricular Standards	1.5.1 Write brief narratives (stories) describing an experience. 1.5.4 Use descriptive words when writing.
ISTE Standards	1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Assessments Formative/Summative	Writing conferences will be held throughout the study to ensure that students are using the craft of a memoir. Kidwatching will also be used as an assessment tool throughout the study to ensure that students are gaining understanding. A completed memoir will be published by each student and will be assessed in regards to the completeness and use of craft.
Prior Knowledge	Curricular Knowledge or Skills: The students have been participating in writer’s workshop all year long and are familiar with studying different types of genres. These students are also familiar with writing personal stories, journal entries, and letters. Technology Knowledge: The students are able to log onto the computer and navigate their way to the program desired.
Technology	Internet Resources: N/A Hardware: Computer Software: Microsoft word
Procedure	Day 1 · Read aloud Saturdays and Teacakes by Lester Laminack. Day 2 · Read aloud Wilfrid Gordon McDonald Partridge by Mem Fox and discuss memories. · Go over expectations and guiding questions for the study. · Preview other texts through picture walks and summaries at each table. Day 3 · Read aloud Saturdays and Teacakes by Lester Laminack. Discuss the author’s craft. Use of descriptive words, past tense, and action words. (Pedal, pedal, pedal) · Listen to more memoirs as a whole class and in smaller groups. What do you notice? We will begin to chart these noticings on chart paper. · Mini lesson on using descriptive words that will brings the story to life. · Independent Time: Start to read and look at books, begin to generate ideas in memoir binder, and use sticky notes to mark noticings. Day 4 · Read aloud Christmas in the Country by Cynthia Rylant. · Break up into small groups of 2-3 and use pages from Saturdays and Teacakes to mark noticings about the craft with sticky notes. What makes this a memoir? What is the purpose of a memoir? How do authors of memoirs develop their topics? How are memoirs crafted that make them compelling to readers? · Listen to more memoirs and continue to list noticing on chart paper creating a master list. · Mini lesson on picking one memory and elaborating on that one experience rather than the entire chain of events. · Independent time: Reread notebook entries for possibilities, plan and organize ideas, place sticky notes in text, create follow-up on questions, and begin drafting memoir. Day 5 · Read aloud Saturdays and Teacakes by Lester Laminack. · Listen to more memoirs as a whole class and in smaller groups. What do you notice? We will begin to chart these noticings on chart paper. · Add any new noticings to the master list. · Continue work on generating ideas, follow-up questions, and drafting. · Mini lesson on the noticings of the students about the craft. Day 6 · Read aloud some poems for Waiting to Waltz by Cynthia Rylant. · Continue work in small groups of 2-3 and use pages from Saturdays and Teacakes to mark noticings about the craft with sticky notes. What makes this a memoir? What is the purpose of a memoir? How do authors of memoirs develop their topics? How are memoirs crafted that make them compelling to readers? · Independent time: Reread notebook entries for possibilities, plan and organize ideas, place sticky notes in text, create follow-up on questions, and begin drafting memoir. · Mini lesson on the noticings of the students about the craft and the use of poems when writing memoirs. Day 7 · Read aloud Grandma’s Records by Eric Velasquez. This text is in both English and Spanish. · Begin participating in author circles to share memoirs. Share 2 pluses and 1 wish. · Begin revisions on memoir and typing on the computer. Day 8 · Finish up author circle, revisions, and typing on the computer. Day 9 · Publication Day to share the memoirs with class, other in the school, parents, and friends.
Differentiated Instruction
ESL	There are numerous texts selected that are multi-lingual in the stack of texts. If needed, students are able to use the translation feature on Word. A ESL teacher will also be available to further assist the students.
Challenge/Extend	The stack of text gathered is a wide variety in which many are above a first grade reading level. Students will be free to read the texts independently if they so choose. Students will also be able to work at their own pace and if finished before the others will continue working on back-up work.
Special Needs	There is a great deal of read alouds worked throughout this study to allow participation from all students. The students will also be broken up into smaller groups to participate in shared or partner reading for those who are not able to read all of the text on their own. Again, students are encouraged to work at their own pace and will given further assistance when needed.