1. Big Idea-Looking Into Lives 9th Grade Memoir Project
Can Embedded Advisory Expectations promote a more promising, positive community? How does any teacher spark a student’s interest and empower student’s to delve into challenging texts and connect to self and the world around them in a standards based memoir?

2. Who are my community of 9th grade learners?
What are we offering them for their tomorrows?Eclectic,creative ,diversified, risk takers Dreamers...Young; ImmatureSome soaring..some angry..some passionateSome testing the winds of lifeSome unsure to flyAndSome hiding in a nest of confusion.What runs through a years old mind?Who are they ..as they search for meaning in an American school system..

3. City of Providence First Quarter Unit
District-Big Idea First Quarter Portfolio Project
Unit Writing a Personal Memoir: Writing Process (10 days)
Generate a personal narrative. •
Demonstrate command of English writing and grammar
conventions.
• Show understanding of narrative strategies.
x Convey proper tone, voice, point of view, and necessary details to capture the writer’s perspective.
x Apply appropriate conventions of grammar and writing to correct errors.
x Create imagery and descriptive details in advancing a coherent storyline.
If you have on-lie access I suggest you take a few moments and visit the District’s web site

4. I am template-A way into the memoir writing process Poetry rubric
Writing tool box-Time -line 10 days You are expected to draft a creative memoir for your quarter project. Each slide is one step toward your final project ...
I am template-A way into the memoir writing process
Poetry rubric
Peer assessment feedback sheet
Memoir rubric

5. I am
I love
I came from
I experienced
I understand
I dream of

6. Pre-write Poetic Rubric

7. Engages and orients the reader through the use of theme and tone
Expectations
Exceeds standard 4
Meets standard 3
Nearly meets standard 2
Below standard 1 *
Engages and orients the reader through the use of theme and tone
Skillfully hooks reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.
Skillfully maintains a consistent thematic focus
Effectively hooks reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.
W , 12.2, W
Effectively maintains a consistent thematic focus
W10-4.5
Attempts to hook reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.
Attempts to maintain a consistent thematic focus
Weak and/or confusing attempt to hook reader’s interest by using a similar tone and theme reflecting the author’s purpose in the sample poem.
Little or no attempt to maintain a thematic focus
Uses literary devices and/or figurative language
Issues: quantifiers
Use language from GSEs
Skillfully uses literary devices and figurative language to demonstrate student’s understanding
Uses more than 5 different
examples of literary devices and/or figurative language
Accurately underlines and labels all literary devices and/or figurative language
Effectively uses literary devices and figurative language to demonstrate student’s understanding
W , 13.1, 13.2
Uses 5 different
W ,
Accurately underlines and labels 5 literary devices and/or figurative language
Attempts to use literary devices and figurative language to demonstrate student’s understanding
Uses 3-4 different
Inaccurately underlines and labels literary devices and/or figurative language
Little or no attempt to use literary devices and figurative language to demonstrate student’s understanding
Uses 1-2 different
Little or no attempt to underline and label literary devices and/or figurative language
Creates an organized poetic structure
Skillfully creates an organized poetic structure
Effectively creates an organized poetic structure W
Attempts to create an organized poetic structure
Little or no attempt to create an organized poetic structure
Demonstrates understanding of English language conventions
Demonstrates consistent control of usage, grammar, punctuation, and spelling
Demonstrates control of usage, grammar, punctuation, and spelling
(W10-9.1, 2, 3, 4, 5)
Occasional errors do not usually interfere with meaning
Demonstrates little control of usage, grammar, punctuation, and spelling
Errors interfere with meaning
Demonstrates very little control of usage, grammar, punctuation, and spelling
Numerous errors interfere with meaning