This Middle School Life: Finding Voice through Writing Creative Nonfiction

Participants: Andrew Ducharme, English 8,Karen Rock, English 8, Brett LaValley, Special Education, Aimee McLane, Special Education

Overview/Purpose: We have developed a differentiated unit for eighth grade ELA on creative nonfiction writing, focusing on the value of finding a distinct written voice for the purposes of self-expression and sharing personal experiences.

The unit will span four weeks, culminating with a podcast recording of a group-designed episode modeled after NPR’s This American Life. The episode will be centered around a theme selected by the students, and will contain three segments. Each segment will consist of a reading of a student memoir related to the overall theme, and music will be used to connect the three segments and reinforce the overall topic of the episode. Prior to the writing of the episode, students will read a number of memoirs to experience a variety of voices.

They will complete a series of writing exercises to practice some of the same strategies they will have read in the works of authors such as David Sedaris, Patrick McManus, Bill Bryson and Paul Zindel. Reading selections and the requirements of the written episode will be differentiated according to reading level and student ability. This unit meets district goals of providing differentiated instruction for students of varying abilities, and using 6+1 traits of writing in the classroom with a specific emphasis on the traits of Voice and Word Choice.

Length of instructional time: This unit will span a four week period that will begin in November

Grade/age level: Eighth grade students, including both regular and special education students.

NYS Learning Standards Addressed:

ELA Standards:

  • Standard 1) Students will read, write, listen, and speak for information and understanding.
  • Standard 2) Students will read, write, listen, and speak for literary response and expression.
  • Standard 3) Students will read, write, listen, and speak for critical analysis and evaluation
  • Standard 4) Students will read, write, listen and speak for social interaction.

MST Standards:

  • Standard 2) Students will access, generate, process, and transfer information using appropriate technologies.

PCSD Standards Addressed:
Lifelong Learner
Critical Thinker
Effective Communicator
Responsible Citizen

Essential Questions:

    • How do we create personal voice in our writing?
    • How can nonfiction be creative?
    • What makes a good story?

Content Knowledge:
Declarative

  • Students will understand the importance of developing a strong voice in writing.
  • Students will know how creative nonfiction differs from fiction and regular nonfiction.
  • Students will understand the definition and components of a biography, autobiography, travel narrative, and memoir.
  • Students will comprehend a variety of writing strategies for effective storytelling through memoir.
  • Students will understand the components of the 6+1 writing model.
  • Students will know how to utilize podcast technology.

Procedural

  • Students will read and analyze the voice in several works of creative nonfiction, including comic memoirs such as excerpts from David Sedaris, A Good Deed Goes Wrong by Patrick McManus, The Day it Rained Cockroaches by Paul Zindel, and excerpts from A Walk in the Woods by Bill Bryson.
  • Students will identify effective strategies that authors use to relate personal stories in an interesting and unique way.
  • Students will complete several short writing exercises that focus on the skills of developing voice, choosing words carefully, and showing rather than telling in writing.
  • Students will brainstorm to create lists of their unique personal experiences and significant memories.
  • Students will evaluate their lists to determine which topics could best be turned into a longer memoir with scenes, dialogue, and description.
  • Students will draft, revise and synthesize a final copy of a memoir dealing with a unique personal experience.
  • Students will collaborate to synthesize and record a podcast for which they must write and deliver memoirs that share a common theme.
  • Students will practice vocal techniques for effectively recording a podcast.
  • Students will listen to and evaluate their podcasts and the podcasts of other groups.

Assessment Format:

  • A 6 + 1 traits rubric will be used to assess student performance on writing exercises.
  • Reading comprehension quizzes will assess student understanding of the required creative nonfiction reading.
  • For the group project, a 6 +1 traits rubric will be used to provide students with individual grades for the written components of the project. A second rubric will be used to assign a group grade for the overall product and collaborative performance.