Memoir Basics 3: Adding feelings, judgments, and explanations curriculum
In this lesson we rewrite simple and complex snippets from a variety of memoirs. In each snippet we look at how the author expands on basic details with feelings, judgments and explanations, and notice how these enrich the recount and make it more meaningful. We use expansions, analytical responses, scaffolded rewrites and one checkpoint pieces.
Australia
Australian National Curriculum F-10
ACELA1525
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
ACELA1553
Understand that authors innovate with text structures and language for specific purposes and effects
ACELT1637
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes
ACELT1814
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts
ACELT1815
Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
Australian National Curriculum Senior Secondary
ACEEN004
Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways language features, text structures and conventions communicate ideas and points of view
ACEEN005
Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways text structures, language features and stylistic choices are used in different types of texts
ACEEN006
Examine similarities and differences between imaginative, persuasive and interpretive texts including analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts
ACEEN007
Examine similarities and differences between imaginative, persuasive and interpretive texts including evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts.
ACEEN017
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage.
ACEEN032
Create a range of texts using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences
ACEEN033
Create a range of texts experimenting with text structures, language features and multimodal devices
ACEEN034
Create a range of texts developing and sustaining voice, tone and style
ACEEN037
Create a range of texts using accurate spelling, punctuation, syntax and metalanguage
ACEEN044
Compare and contrast distinctive features of genres by analysing the techniques and conventions used in different genres, mediums and modes
ACEEN045
Compare and contrast distinctive features of genres by considering how the conventions of genres can be challenged, manipulated or parodied
ACEEN050
Create a range of texts transforming and adapting texts for different purposes, contexts and audiences
ACEEN051
Create a range of texts making innovative and imaginative use of language features
ACEEN052
Create a range of texts using and experimenting with text structures and language features related to specific genres for particular effects
ACEEN059
Reflect on their own and others’ texts by comparing and evaluating the impact of language conventions used in a variety of texts and genres
ACEEN064
Evaluate different perspectives, attitudes and values represented in texts by analysing the use of voice and point of view such as in feature articles, reporting of current events or narration
ACEEN069
Create a range of texts using appropriate language and stylistic features to sustain a personal voice and point of view
ACEEN070
Create a range of texts using nuanced language
ACEEA172
Create a range of texts using first-person and third-person narration
ACEEA177
Create a range of texts using description, imagery and an awareness of characterisation
ACEEA200
Create a range of texts using imaginative and descriptive language and growing control over direct and indirect speech
ACEEA201
Create a range of texts using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions
ACEEA007
Comprehension skills and strategies including describing linguistic and structural features of a range of more complex text types including literary and transactional texts
ACEEA021
Create a range of texts using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
ACEEA023
Create a range of texts using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms
ACEEA024
Create a range of texts using description, characterisation, and direct and indirect speech
ACEEA049
Create a range of texts using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies
ACEEA050
Create a range of texts using subject-specific vocabulary, nominalisation, and nouns and verbs used to create modality, collocations, idioms and figurative language
ACEEA051
Create a range of texts using a range of cohesive and structural devices
ACEEA052
Create a range of texts using persuasive, descriptive and emotive language as appropriate
ACEEA053
Create a range of texts using experimentation with different registers and tones
ACEEA075
Create a range of texts using a range of genres and digital, multimodal and print-based technologies
ACEEA076
Create a range of texts using language that influences the audience or that privileges certain ideas or perspectives over others
ACEEA077
Create a range of texts using different sentence structures and forms suited to purpose, audience and subject
ACEEA078
Create a range of texts using modality (including modality in a hypothetical past, nominalised language and discourse markers)
ACEEA098
Create a range of texts using a range of types of texts and digital, multimodal and print-based technologies
ACEEA099
Create a range of texts using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features
ACEEA100
Create a range of texts using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features
ACEEE011
Create a range of texts using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts
ACEEE012
Create a range of texts using text structures and language features to communicate ideas and information in a range of mediums and digital technologies, for example, explaining workplace procedures, using navigation bars to create a web page, and developing a character’s back story
ACEEE025
Create a range of texts using persuasive, visual and literary techniques to engage audiences in a range of modes, mediums and contexts
ACEEE026
Create a range of texts selecting text structures, language features and visual techniques to communicate and represent ideas and information
ACEEE039
Create a range of texts using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies
ACEEE040
Create a range of texts selecting text structures, language features, and visual techniques to communicate and represent ideas and information for different contexts and purposes; for example, writing diary entries of real or imagined people, creating interactive websites, participating in workplace role plays and scripting fictional dialogues
ACEEE053
Create a range of texts expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies
ACELR014
Create analytical texts experimenting with different modes, mediums and forms
ACELR015
Create imaginative texts developing connections between real and imagined experiences
ACELR016
Create imaginative texts drawing on knowledge and understanding of storytelling, style and the structure of texts
ACELR017
Create imaginative texts experimenting with aspects of style and form to achieve deliberate effects
ACELR018
Create imaginative texts reflecting on familiar and emerging literary forms for particular audiences and purposes
ACELR033
Create imaginative texts integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts
ACELR034
Create imaginative texts using analysis of literary texts to inform imaginative response
ACELR035
Create imaginative texts transforming texts studied in one medium or genre to another for different audiences and purposes
ACELR036
Create imaginative texts reflecting on the significance and effects of variations to texts
ACELR049
Create imaginative texts experimenting with content, form, style, language and medium
ACELR050
Create imaginative texts drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts
ACELR051
Create imaginative texts adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives
ACELR052
Create imaginative texts reflecting on the different ways in which form, personal style, language and content engage and position the audience
ACELR066
Create imaginative texts adapting medium, form, style, point of view and language
ACELR067
Create imaginative texts experimenting with elements of style and voice to achieve specific effects
ACELR068
Create imaginative texts manipulating literary conventions for different audiences and contexts
ACELR069
Create imaginative texts reflecting on the ways in which expectations and values of audiences shape the created text
United States
Common Core
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
United Kingdom
UK National Curriculum
Key Stage 3 (KS3) – Grammar and vocabulary
Studying the effectiveness and impact of the grammatical features of texts. Drawing on new vocabulary and grammatical constructions from reading, and using these consciously in writing and speech to achieve particular effects.
Key Stage 3 (KS3) – Reading
Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. Knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Recognising a range of poetic conventions and understanding how these have been used. Studying setting, plot, and characterisation, and the effects of these. Making critical comparisons across texts.
Key Stage 3 (KS3) – Writing
Writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing, and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters Applying their growing knowledge of vocabulary, grammar and text structure to writing and selecting the appropriate form. Drawing on knowledge of literary and rhetorical devices from reading and listening to enhance the impact of their writing. Plan, draft, edit and proof-read through: considering how their writing reflects the audiences and purposes for which it was intended; amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness; paying attention to accurate grammar, punctuation and spelling.