1 / 13

Autobiographical Incidents 6 th Grade Guide Adapted from WFTF for Mrs. Richmond’s Class 2010-11

Autobiographical Incidents 6 th Grade Guide Adapted from WFTF for Mrs. Richmond’s Class 2010-11. Importance of Autobiographical Incident. Dear Parents & Guardians, Our Students are on the threshold of recognizing the similarities in their own lives and the lives of others.

aliza
Télécharger la présentation

Autobiographical Incidents 6 th Grade Guide Adapted from WFTF for Mrs. Richmond’s Class 2010-11

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Autobiographical Incidents 6th Grade Guide Adapted from WFTF for Mrs. Richmond’s Class 2010-11

  2. Importance of Autobiographical Incident Dear Parents & Guardians, Our Students are on the threshold of recognizing the similarities in their own lives and the lives of others. In Autobiographical Incidents the writers tell a story from their personal experiences and relate the significance of the event to the reader. By sharing this type of writing, students can recognize the universality of human experience from reading about incidents in others’ lives - perhaps finding comfort, humor, and revelation in those shared experiences.

  3. Autobiographical Incident (personal narrative with a point) Narrative Writing tells a story; it reports “what happened.”

  4. Modeling Autobiographical Incident Step 1: Analyze the Prompt Prompt: Write a composition about the positive or negative effects of learning something new.

  5. Autobiographical Incident Circle Map ~ Brainstorming Ideas Use 3 colors: Use one color for the event/moment you can zoom in on. Make it a “small” moment (5-30 minutes or so usually helps you focus), although you will have a “scene”/paragraph to get there and one after it as well. Use one color for why this was important. Did you realize something, learn something about yourself? What is the point? Use yet another color for how you think the reader can relate to this: We all embarrass ourselves at some point. We learn lessons of what is truly important in life. We find comfort, experience fear, sadness, & laughter. Example:Tripping in front of the boy/girl you’ve been trying to impress while trying to look cool walking down the school hallway (ca 2 minutes of action but there will be a scene before leading up to it, and one after as you brush yourself off, laugh, and leave). I learned that we all embarrass ourselves sooner or later and I might just as well have a sense of humor about it myself. Also, I’m better off just being myself and not trying to be “cool.” We all mess up/embarrass ourselves at some point. Put it in a Circle Map!  HW due Tuesday, August 31st

  6. Modeling Autobiographical Incident Step 2: Brainstorm events related to the prompt. My mom played Santa to poor kids. I learned to appreciate what we have and that giving is the greatest joy/gift. We all sometimes take things for granted & forget to appreciate what we have. Times when I learned something new I learned how to play tennis Tripping in front of the boy/girl I’d been trying to impress while trying to look cool walking down the school hallway (ca 3 minutes). I learned that I’m better off just being myself and not trying to be “cool.” We all mess up/embarrass ourselves at some point. I learned not to pick on somebody bigger My uncle taught me how to fish

  7. Autobiographical Incident Circle Map ~ Brainstorming Ideas This (the Circle Map with ideas) is your HW due Tuesday, August 31st. Come in with 5 ideas at least. Keep in mind that your moment should be small enough for you to zoom in on. There has to be a climax to your story and that is the moment you will slow down and describe later. Your story will build to THIS point!

  8. Effective Narratives don’t just report…. they build to a particular purpose

  9. In real life, events often occur randomly or chaotically, but in a narrative, they must be told or shown . . . In some orderly sequence – The Plot By a particular person – The Narrator From a particular perspective – The Point of View Within a definite time and place – The Setting For a particular reason – The Purpose

  10. Bare bones narrative Suppose we wanted to tell a story about a young woman sitting alone eating a snack. Little Miss Muffett sat on a tuffet, eating her curds and whey. BORING! someone doing something at a particular time in a particular place Needed: PLOT – conflict or tension brought to a high point (climax)

  11. Little Miss Muffett sat on a tuffet, eating her curds and whey. Beginning Along came a spider and sat down beside her Middle End And frightened Miss Muffet away. Mere time sequence doesn’t make a real plot: The events have to be RELATED in some meaningful way

  12. Effective Narratives don’t just report…. they build to a particular purpose

  13. Dear Students, Consider the story we read in class written by a student: The Climb Wasn’t it exciting how it built towards the climax of the story? You didn’t know if she/the narrator was going to make it or not, and you were able to relate to how scared she was, and also to the feeling of having someone help you feel safer. The story effectively built towards a moment: The moment she reached safety with her feet on the ground. She learned that she rather be safe than sorry. Now it is your turn!

More Related