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They also stress descriptive writing with sensory detail and figurative language, logical organization, and an ending that concludes the story and resolves conflict.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students plan and organize a personal narrative using the provided instructional components?",{"text":68,"@type":64},"Students use planning tools such as prompts and genre literacy activities, then organize the essay using language frames, maps/organizers/outlines, and a structured approach to beginning, incident details, and conclusion. Essential steps include identifying the setting and people, capturing the reader’s interest, and stating significance.",{"name":70,"@type":61,"acceptedAnswer":71},"What support is provided for editing, revising, and publishing the writing?",{"text":72,"@type":64},"Students receive multi-genre resources for editing and revising, including writing conferences, peer editing supports, and grammar mini-lessons. For publishing, materials include guidance for academic oral language, organizers/outlines, journaling, and presentation tools, with attention to technology and web-based tools.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},488650,1791324272,{"code":4,"msg":82,"data":83},"success",[84,88,91,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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--- | --- |\n| Planning Instruction | \u003Cbr>Understanding Genre Criteria |  |\n|  | Clipboard\u003Cbr>Clouds\u003Cbr>Curriculum Correlation Did I?\u003Cbr>Inter-Rater Chart Peer-Editing Clock Prompt | Results Chart Scoring Guide (Rubric) Student Scoring Guide Vocabulary Windowpane |\n| Genre/Standards Correlation Instructional Plan\u003Cbr>Instructional Components Teacher Notes |  |  |\n| Acquiring Genre Literacy |  |  |\n| About the Genre:\u003Cbr>Introducing the Writing Style Single Incident\u003Cbr>“So What” Factor\u003Cbr>Academic Oral Language:\u003Cbr>Frames\u003Cbr>Building on Background:\u003Cbr>Biopoem Circle of Life Creating a Scene I remember\u003Cbr>Important People“Me” Bags\u003Cbr>My Feelings Then and Now Nine Squares\u003Cbr>Stating Significance\u003Cbr>Dialogue\u003Cbr>Direct & Indirect Dialogue In Other Words | Grammar and Vocabulary:\u003Cbr>Descriptive Language Blind Line\u003Cbr>Dominant Impressions Figurative Language Imagery\u003Cbr>Sensory Detail Show Don’t Tell\u003Cbr>Show that Emotion Sound Sense Personification\u003Cbr>Maps, Organizers & Outlines:\u003Cbr>Big Picture Outlines Think and Write\u003Cbr>Modeled Writing:\u003Cbr>Student Sample Teacher Sample\u003Cbr>* | MGR\u003Cbr>Author Study\u003Cbr>Character Analysis\u003Cbr>Critical Questioning Developing Vocabulary Exploring Literature Grammar & Conventions Maps, Catcher, & Cubes Reader’s Response\u003Cbr>Reading Strategies\u003Cbr>Summerizing a Plot\u003Cbr>Theme\u003Cbr>Denotes Emerging ELD Proficiency Level |\n\nPersonal Narrative: Secondary © WRITE Institute,January 2014  \nInstructional Plan for Personal Narrative  \nNote: All documents are located in the Personal Narrative Folder, except for items in the Multi-Genre Resources Folder (marked“MGR”)  \nEssential Activities Recommended  \nThings to Consider  \n\n| Introducing the Genre\u003Cbr>(Teacher-Guided)\u003Cbr>􀀡Understanding Genre Literacy\u003Cbr>• Clouds\u003Cbr>• Windowpane\u003Cbr>• Genre Vocabulary\u003Cbr>• Rubric\u003Cbr>􀀡Acquiring Genre Literacy\u003Cbr>• Building on Background activities (1-3)\u003Cbr>􀀡Multi-Genre Resources\u003Cbr>• Jackdaw\u003Cbr>• Journaling\u003Cbr>• Grammar & Vocabulary: (Notebook) | Unpacking the Genre\u003Cbr>(Teacher-Guided)\u003Cbr>􀀡Acquiring Genre Literacy\u003Cbr>• Teacher-modeled Essay (Annotate)\u003Cbr>• Language Frames\u003Cbr>• Organizers/Outlines\u003Cbr>• Genre Vocabulary\u003Cbr>• Dialogue\u003Cbr>• Grammar & Vocabulary (Descriptive Language)\u003Cbr>􀀡Understanding Genre Criteria\u003Cbr>• Student Sample\u003Cbr>• Inter-rater Chart\u003Cbr>• Peer-Editing Clock\u003Cbr>􀀡Multi-Genre Resources\u003Cbr>• Transitions\u003Cbr>• Grammar & Vocabulary (Active Voice, etc.) | Collaborating on Writing\u003Cbr>(Student-Guided)\u003Cbr>􀀡Acquiring Genre Literacy\u003Cbr>• Language Frames\u003Cbr>􀀡Multi-Genre Resources\u003Cbr>• Text Connections (Reading/Writing Connection)\u003Cbr>• Journaling\u003Cbr>Things to consider:\u003Cbr>• Time\u003Cbr>• Technology\u003Cbr>|\n| --- | --- | --- |\n| Organizing the Essay\u003Cbr>(Student-guided)\u003Cbr>􀀡Acquiring Genre Literacy\u003Cbr>• Language Frames\u003Cbr>• Maps, Organizers & Outlines\u003Cbr>􀀡Understanding Genre Criteria\u003Cbr>• Clipboard\u003Cbr>• Prompt\u003Cbr>• Did I?\u003Cbr>􀀡Multi-Genre Resources\u003Cbr> • Write rough drafts\u003Cbr>Things to consider:\u003Cbr>• Access to Computers\u003Cbr>• Use of Music | Editing & Revising\u003Cbr>(Student-guided)\u003Cbr>􀀡Multi-Genre Resources\u003Cbr>• Editing and Revising\u003Cbr>• Writing Conferences\u003Cbr>• Grammar Mini-lessons\u003Cbr>Things to consider:\u003Cbr>• Access to Computers\u003Cbr>• Use of Music\u003Cbr>\u003Cbr>| Publishing\u003Cbr>(Student-guided)\u003Cbr>􀀡Acquiring Genre Literacy\u003Cbr>• Academic Oral Language\u003Cbr>• Maps, Organizers, & Outlines\u003Cbr>􀀡Multi-Genre Resources\u003Cbr>• Publishing/Presentation\u003Cbr>• Journaling\u003Cbr>Things to consider:\u003Cbr>• Technology\u003Cbr>• Web 2.0 Tools\u003Cbr>|\n\nPersonal Narrative: Secondary ©WRITE Institute, February 2014  \nPersonal Narrative Writer’s Clipboard  \nClass  Date   \n| My Feelings Then Summary of Incident\u003Cbr>isuthor Lisd  Describe: |  |\n| --- | --- |\n| Dialogue I Can Use\u003Cbr>“\u003Cbr>__________________\u003Cbr> ”\u003Cbr>“\u003Cbr>_________________\u003Cbr> ”\u003Cbr>“\u003Cbr>__________________\u003Cbr> ” | |\n| Beginning: (get their atten\u003Cbr>Conclusion: tion) W hy this incident is important to me: |  |\n\nPersonal Narrat","cbCaieabcwy69DBv","https://ap.wps.com/l/cbCaieabcwy69DBv","pdf",10063056,74,"English","# Planning Instruction\n## Understanding Genre Criteria\n## Acquiring Genre Literacy\n## Essential Activities Recommended\n# Organizing the Essay\n## Student-Guided: Language Frames\n## Understanding Genre Criteria\n# Editing & Revising\n## Student-Guided: Writing Conferences\n## Grammar Mini-lessons\n# Publishing\n## Student-Guided: Presentation\n## Web 2.0 Tools","[{\"question\":\"What 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They also stress descriptive writing with sensory detail and figurative language, logical organization, and an ending that concludes the story and resolves conflict.\"},{\"question\":\"How do students plan and organize a personal narrative using the provided instructional components?\",\"answer\":\"Students use planning tools such as prompts and genre literacy activities, then organize the essay using language frames, maps/organizers/outlines, and a structured approach to beginning, incident details, and conclusion. Essential steps include identifying the setting and people, capturing the reader’s interest, and stating significance.\"},{\"question\":\"What support is provided for editing, revising, and publishing the writing?\",\"answer\":\"Students receive multi-genre resources for editing and revising, including writing conferences, peer editing supports, and grammar mini-lessons. For publishing, materials include guidance for academic oral language, organizers/outlines, journaling, and presentation tools, with attention to technology and web-based tools.\"}]","Personal Narrative - Writing Unit for Personal Narrative Grades 9-12 | PDF",1790815328,114]