Unit 1 Personal Narratives Digital Components Grade 5 Core Knowledge Language Arts®
Unit 1  Personal Narratives Digital Components Grade 5 Core Knowledge Language Arts
Contents Personal Narratives Digital Components Lesson 1 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 5 Structure of a Mini Personal Narrative Chart . . . . . . . . . . . . . . . . . . 18 Lesson 1 Personal Narrative Genre Chart . . . . . . . . . . . . . . . . . . . . . . . . . .2 Lesson 6 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 1 Biography Genre Category Chart . . . . . . . . . . . . . . . . . . . . . . . . .3 Lesson 6 Developing the Plot Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lesson 1 Movement of Horses Continuum . . . . . . . . . . . . . . . . . . . . . . . . .4 Lesson 7 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lesson 2 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 7 “Reverend Abbott and Those Bloodshot Eyes, Part I” . . . . . . . . . . . . 22 Lesson 2 Journal Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Lesson 8 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lesson 2 The Writing Process Graphic . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Lesson 8 “Reverend Abbott and Those Bloodshot Eyes, Part II” . . . . . . . . . . . . 24 Lesson 3 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 8 Concluding Paragraph Structure Chart . . . . . . . . . . . . . . . . . . . . . 25 Lesson 3 Analyzing Journal Responses Chart . . . . . . . . . . . . . . . . . . . . . . . .9 Lesson 9 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lesson 4 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 10 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Lesson 4 Literary Devices Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson 10 Plot: Events for “Three Little Pigs” . . . . . . . . . . . . . . . . . . . . . . . 28 Lesson 4 Xylophone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 10 Plot: Events for “Reverend Abbott and Those Bloodshot Eyes” . . . . . . . 29 Lesson 4 Planning a Personal Narrative Chart . . . . . . . . . . . . . . . . . . . . . . 13 Lesson 10 Mini Personal Narrative Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 30 Lesson 5 Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson 10 Sample Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Lesson 5 Characterization Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Lesson 10 Mini Personal Narrative Editing Checklist . . . . . . . . . . . . . . . . . . . 32 Lesson 5 Introductory Paragraph Structure Chart . . . . . . . . . . . . . . . . . . . . 16 Recommended Resources for Personal Narratives . . . . . . . . . . . . . . . . . . . . . . 33 Lesson 5 Introductory Paragraph for “Pegasus for a Summer” . . . . . . . . . . . . . 17
Contents  Personal Narratives Digital Components  Lesson 1  Purpose for Reading  .  .  .  .  .  .  .  .  .  .  .  .  .  . ...
Purpose for Reading Read “Pegasus for a Summer, Part I” to contrast the narrator’s attitude toward team sports with his attitude toward horseback riding. Lesson 1  |  Unit 1  |  1
Purpose for Reading  Read    Pegasus for a Summer, Part I    to contrast the narrator   s attitude toward team sports with...
Personal Narrative genre chart Personal Narrative Genre Element Example(s) of Element 1. Uses first person point of view I, we, me, us, our, ours, my, mine 2. Focuses on one or more events or personal experiences An event or experience that is first, last, or significant 3. Includes narrative elements Setting, characters, plot, dialogue 4. Includes descriptive language Sensory details, figurative language 5. Makes importance of event or experience clear to reader Descriptions about how event or experience affected the author Lesson 1  |  Unit 1  |  2
Personal Narrative genre chart  Personal Narrative Genre  Element  Example s  of Element  1. Uses first person point of vi...
Biography genre category Chart Biography Genre Category 1. Uses first person point of view 2. Focuses on one or more events or personal experiences 3. Includes narrative elements 4. Includes descriptive 5. Makes importance language of event or experience clear to reader Biography Autobiography Memoir Personal Narrative Lesson 1  |  Unit 1  |  3
Biography genre category Chart  Biography Genre Category 1. Uses first person point of view  2. Focuses on one or more eve...
movement of horses continuum Slow Fast Lesson 1  |  Unit 1  |  4
movement of horses continuum  Slow  Fast  Lesson 1         Unit 1         4
Purpose for Reading Read “Pegasus for a Summer, Part II” to summarize the events from this part of the story. Lesson 2  |  Unit 1  |  5
Purpose for Reading  Read    Pegasus for a Summer, Part II    to summarize the events from this part of the story.  Lesson...
Journal writing Prompts Describe your first day of school. How did you feel? What was good and bad about it? What do you remember most clearly from that day? Describe a time when you got a new pet. How did you feel? What was good and bad about that experience? What do you remember most clearly from that day? Have you ever received a special gift? What was special about it: the type of gift? the person who gave it to you? the time in your life when you received it? Describe the gift and the person who gave it to you in detail. Describe a very good day. What made the day so great? How were you feeling that day? Have you ever had a terrible day? What made the day so bad? How were you feeling that day? What did you do to get through it? Think about a family tradition you have—something special you do with your family in the same way around the same time each year. Describe the tradition. Why is it important to you and your family? Describe a situation where you learned a very important lesson. What lesson did you learn? Why was this lesson so important to learn? Describe a place you have visited. Use your five senses to describe the place—what did you see, smell, hear, touch, taste? What was special about this place? What do you remember most clearly from that visit? Have you ever had to start over—perhaps in a new town or at a new school? What were you excited about? What were you worried about? Did you have to leave anything behind? Did starting over bring something new to your life? Lesson 2  |  Unit 1  |  6
Journal writing Prompts  Describe your first day of school. How did you feel  What was good and bad about it  What do you ...
the writing Process graphic The Writing Process Plan Share Evaluate Draft Edit Revise Publish Lesson 2  |  Unit 1  |  7
the writing Process graphic  The Writing Process Plan  Share Evaluate  Draft  Edit  Revise Publish  Lesson 2         Unit ...
Purpose for Reading Read “Pegasus for a Summer, Part III” to summarize the events from this part of the story. Lesson 3  |  Unit 1  |  8
Purpose for Reading  Read    Pegasus for a Summer, Part III    to summarize the events from this part of the story.  Lesso...
analyzing Journal responses chart Analyzing Journal Responses Told in the first person point of view Focuses on one event or personal experience Includes narrative elements (setting, plot, and character descriptions; may include dialogue) Descriptive language and sensory details (see, hear, taste, touch, smell) Makes importance of event or experience clear to reader Notes on what to improve, expand, or highlight—Is this response a top choice for the personal narrative writing project? Response #1:                   Response #2:                   Response #3:                   Response #4:                   Lesson 3  |  Unit 1  |  9
analyzing Journal responses chart  Analyzing Journal Responses Told in the first person point of view  Focuses on one even...
Purpose for Reading Read closely to examine the author’s words, sentences, and literary devices for a deeper understanding of “Pegasus for a Summer, Part I.” Lesson 4  |  Unit 1  |  10
Purpose for Reading  Read closely to examine the author   s words, sentences, and literary devices for a deeper understand...
Literary Devices Chart Literary Device Meaning simile a comparison of two things, usually using like or as metaphor a comparison in which the words usually used to describe one thing are used to describe something else repetition the act of saying something again imagery idiom Example from Text/Page # descriptive, sensory language used to help the reader imagine something an expression that cannot be understood by understanding the meaning of each of its words Lesson 4  |  Unit 1  |  11
Literary Devices Chart  Literary Device  Meaning  simile  a comparison of two things, usually using like or as  metaphor  ...
Xylophone Lesson 4  |  Unit 1  |  12
Xylophone  Lesson 4         Unit 1         12
Planning a Personal Narrative chart Planning a Personal Narrative Topic/Experience I am describing: Setting: Important Characters: Sensory Details— What I saw/heard/touched/ smelled/ tasted during the experience: Why the experience is important to me— My thoughts/feelings about the experience: Important dialogue to include: Lesson 4  |  Unit 1  |  13
Planning a Personal Narrative chart  Planning a Personal Narrative Topic Experience I am describing   Setting   Important ...
Purpose for Reading Read “Pegasus for a Summer, Part II” to identify characterization through interaction and dialogue in the text. Lesson 5  |  Unit 1  |  14
Purpose for Reading  Read    Pegasus for a Summer, Part II    to identify characterization through interaction and dialogu...
Characterization Chart Characterization: a literary element in which the author conveys a person’s unique traits or qualities —through explicit description of the character —through the character’s interactions with other characters —through the character’s responses/reactions to events Lesson 5  |  Unit 1  |  15
Characterization Chart  Characterization  a literary element in which the author conveys a person   s unique traits or qua...
Introductory Paragraph structure chart Introductory Paragraph Structure Setting (where/when) Narrator’s mindset at the time of the experience (what you are thinking and feeling) Lesson 5  |  Unit 1  |  16
Introductory Paragraph structure chart  Introductory Paragraph Structure Setting  where when  Narrator   s mindset at the ...
Introductory Paragraph for “Pegasus for a Summer” This is a true story about a horse. It’s also a mostly true story about the horse’s rider, me, but I can hardly distinguish what I remember from what I’d like to remember—or to forget—about myself the summer that ended as I entered seventh grade. Lesson 5  |  Unit 1  |  17
Introductory Paragraph for    Pegasus for a Summer     This is a true story about a horse. It   s also a mostly true story...
Structure of a Mini Personal Narrative Chart Structure of a Mini Personal Narrative Introductory Paragraph Introduce setting (when/where) and frame the narrator’s mindset (what you are thinking and feeling) at the time of the experience Introduce plot events, including descriptions of setting and characters Build the action to reach the main event Body Paragraph(s) Include a main event End with a resolution—how do characters react? Concluding Paragraph What was learned from this experience? Why do you still remember this experience? How does the experience continue to impact you today? Lesson 5  |  Unit 1  |  18
Structure of a Mini Personal Narrative Chart  Structure of a Mini Personal Narrative  Introductory Paragraph  Introduce se...
Purpose for Reading Read “Pegasus for a Summer, Part III” to identify characterization of the narrator through character responses to events in the text. Lesson 6  |  Unit 1  |  19
Purpose for Reading  Read    Pegasus for a Summer, Part III    to identify characterization of the narrator through charac...
Developing the Plot chart Developing the Plot Body Paragraph #1 Body Paragraph #2 Introduce plot events, including descriptions of setting and characters. Build the action to reach the main event. Plot events include a main event. End with a resolution—how do characters react? 1. 2. 3. 4. 5. Main Event: 6. Resolution: Plot Development Checklist Did I include the setting description in the beginning? Did I include a main character description in the beginning? Did I include a main event and describe it using action words? Are the events in proper sequence? Do I have a final resolution event at the end, which describes how the characters reacted to the main event? Lesson 6  |  Unit 1  |  20
Developing the Plot chart  Developing the Plot Body Paragraph  1  Body Paragraph  2  Introduce plot events, including desc...
Purpose for Reading Read “Reverend Abbott and Those Bloodshot Eyes, Part I” to compare the points of view of Walter and Reverend Abbott. Lesson 7  |  Unit 1  |  21
Purpose for Reading  Read    Reverend Abbott and Those Bloodshot Eyes, Part I    to compare the points of view of Walter a...
“Reverend Abbott and Those Bloodshot Eyes, Part I” chart Narrator’s and His Friends’ Point of View Reverend Abbott’s Point of View Sugar Ray Robinson challenges kids to a fight Page(s)     First dance Reverend Abbott sees and first square dance Page(s)     Lesson 7  |  Unit 1  |  22
   Reverend Abbott and Those Bloodshot Eyes, Part I    chart  Narrator   s and His Friends    Point of View  Reverend Abbo...
Purpose for Reading Read “Reverend Abbott and Those Bloodshot Eyes, Part II” to explain the significance of the experience the author wrote about. Lesson 8  |  Unit 1  |  23
Purpose for Reading  Read    Reverend Abbott and Those Bloodshot Eyes, Part II    to explain the significance of the exper...
“Reverend Abbott and Those Bloodshot Eyes, Part II” big day steps on the stairs record Why is this going to be a big day for Reverend Abbott? Why is this going to be a big day for Walter and the other kids? Page(s)     Page(s)     Why could Mrs. Davis’s steps “be heard all the way down the hall” as she ran down the stairs? Why could the teenager’s steps “hardly be heard” as he ran up the stairs? Page(s)     Page(s)     What was the record calling everyone to church supposed to be? Why are the lyrics about this man with bloodshot eyes going to “long be remembered”? Page(s)     Page(s)     Lesson 8  |  Unit 1  |  24
   Reverend Abbott and Those Bloodshot Eyes, Part II     big day  steps on the stairs  record  Why is this going to be a b...
concluding Paragraph structure chart Concluding Paragraph Structure What did you learn from this experience? Why do you still remember this experience? How does the experience continue to impact you today? Lesson 8  |  Unit 1  |  25
concluding Paragraph structure chart  Concluding Paragraph Structure What did you learn from this experience  Why do you s...
Purpose for Reading Read closely to examine how imagery contributes to the author’s description of settings in “Reverend Abbott and Those Bloodshot Eyes, Part I.” Lesson 9  |  Unit 1  |  26
Purpose for Reading  Read closely to examine how imagery contributes to the author   s description of settings in    Rever...
Purpose for Reading Read “Reverend Abbott and Those Bloodshot Eyes, Part II” to identify how energy, or the amount of emotion or action, changes throughout the plot events. Lesson 10  |  Unit 1  |  27
Purpose for Reading  Read    Reverend Abbott and Those Bloodshot Eyes, Part II    to identify how energy, or the amount of...
Plot: Events for “Three Little Pigs” Energy Rankings Events for “Three Little Pigs” 1. Three pigs left 2. The wolf set 3. The wolf blew 4. The wolf blew 5. The wolf 6. The wolf home to build out to find the down the down the could not burned his tail their own pigs. house of straw house of sticks blow down in a hot pot houses. and the pig and the pigs the house of over the fire got away. got away. bricks, so he and ran away. climbed down the chimney. Lesson 10  |  Unit 1  |  28
Plot  Events for    Three Little Pigs     Energy Rankings  Events for    Three Little Pigs     1.  Three pigs left 2.  The...
Plot: Events for “Reverend Abbott and Those Bloodshot Eyes” Energy Rankings Part I Events for “Reverend Abbott and Those Bloodshot Eyes” 1. Reverend 2. Sugar Ray Abbott took showed up over for when the Reverend kids were Robinson playing in for the the street. summer. 3. Reverend Abbott found out about the church dances. Part 2 4. The teenagers snuck on a mambo record at the square dance. 5. O  ne of the littles sneaked upstairs. 6. Mrs. Davis got an emergency phone call and a teenager switched the record. 7. T he record 8. The janitor was heard broke off all over the the lock. neighborhood and no one could get in the room to stop it. 9. Reverend Abbott gave his sermon and led the funeral. 10. On his last day, Reverend Abbott said he could face any challenge now. Lesson 10  |  Unit 1  |  29
Plot  Events for    Reverend Abbott and Those Bloodshot Eyes     Energy Rankings  Part I  Events for    Reverend Abbott an...
Mini Personal Narrative Rubric Exemplary Introduction Body Conclusion Structure of the piece Strong Developing Beginning Setting is introduced, including details of when and where. Setting is introduced. Setting is unclear. Setting is not introduced. Narrator’s mindset is established by sharing thoughts and feelings from the time of the experience. Narrator’s mindset is included. Narrator’s mindset is unclear. Narrator’s mindset is missing from the paragraph. Settings and characters are described with rich sensory details. Settings and characters are described with many sensory details. Settings and characters are described with some sensory details. Settings and characters are not described. All events are sequenced logically. Most events are sequenced logically. Some events are sequenced logically. Few to no events are sequenced logically. A main event is clearly the “high energy” point in the story. A main event is included. The main event is unclear. A main event is not included. A resolution includes character reactions. A resolution is included. A resolution is unclear. A resolution is not included. All narrator reflections support the importance of the event. Most narrator reflections support the importance of the event. Some narrator reflections support the importance of the event. Little to no narrator reflections support the importance of the event. First person is used throughout all of the narrative. First person is used throughout most of the narrative. First person is used in some of the narrative. First person is used in little to none of the narrative. Focus is on one personal experience that is clearly central to the story. Focus is on one personal experience. Focus is shared between multiple personal experiences. There is little to no focus on a personal experience. Lesson 10  |  Unit 1  |  30
Mini Personal Narrative Rubric  Exemplary  Introduction  Body  Conclusion  Structure of the piece  Strong  Developing  Beg...
Sample Personal Narrative When the Door Creaked Open I was nine years old. On Saturday afternoons I liked to go exploring in the woods behind our house. I was what you would call…adventurous. My parents would always tell me to make sure I could still see the house from wherever I was, which only made me want to explore far enough away so that I could not see the house. I would get a little thrill when I turned around, couldn’t see my house, and rushed back the way I came, hoping I wasn’t really lost this time. One cool Saturday afternoon I walked into a new area of the woods. It had to be new, because I stumbled upon a little house I’d never seen before. I peeked in a window by the front door. That’s when I smelled the porridge. It smelled like cinnamon and butter. Then I knocked on the door and it creaked open! It was so quiet I could hear the tick-tock of a clock, so I knew no one was home. While I was there I decided to have just a little of the porridge. One bowl was too hot, and one was too cold, but one was just right and I ate it all. After that, I walked around and noticed the family pictures on the wall. Inside the picture frames were grizzly bears! As I was standing there wondering if bears really lived in the house, I realized I was feeling a little sleepy. I sat in one chair that was too hard, and one chair that was too soft, before I found a rocking chair that was just right. I fell asleep. I was still in the chair when the bears came home! I heard them come in. I heard them rush into the kitchen. I heard them come stomping toward me. Then they saw me and I saw them. I think we were all in shock. Papa Bear hollered, “What are you doing in our house?” I finally got the courage to move and just ran off as fast as I could. At nine years old I felt grown up. I felt grown up enough to go on adventures. I felt grown up enough to make lots of my own decisions. But I still did a lot of little kid things. To this day, I like to remember that moment when the door creaked open and imagine I made a different choice. Lesson 10  |  Unit 1  |  31
Sample Personal Narrative  When the Door Creaked Open I was nine years old. On Saturday afternoons I liked to go exploring...
mini personal narrative Editing checklist Editing Checklist After checking for each type of edit, place a check here. Meaning (It sounds right when I read it aloud.) All my sentences have a subject and predicate. I included all the words I wanted to write. I took out repeated words or information. I have checked how long my sentences are and split run-on sentences into two. Format All my paragraphs are indented. I have a title for my narrative. I have one introductory paragraph. I have at least two body paragraphs. I have one concluding paragraph. Capitals I began each sentence with a capital letter. I used capital letters for all proper nouns. Spelling I have checked the spelling for any words I was unsure of or that my teacher marked. Punctuation I read my writing piece aloud to check for commas at pauses and periods, question marks, and exclamation points at the end of my sentences. I used commas, quotation marks, and apostrophes in places where they belong. Lesson 10  |  Unit 1  |  32
mini personal narrative Editing checklist  Editing Checklist  After checking for each type of edit, place a check here.  M...
Recommended Resources for Personal Narratives Trade Books: Personal Narratives and Other Similar Texts For Teachers Short Stories Texts America Street: A Multicultural Anthology of Stories, edited by Anne Mazer (Persea Books, 1993) ISBN 978-0892551910 When I Was Your Age: Volumes I and II: Original Stories About Growing Up, by Amy Erlich (Candlewick, 2012) ISBN 978-0763658922 Picture Books When I Was Young in the Mountains, by Cynthia Rylant (Puffin, 1993) ISBN 978-0140548754 Birthday Presents, by Cynthia Rylant (Trumpet Club, 1992) ISBN 978-0440846796 The Blue Hill Meadows, by Cynthia Rylant (HMH Books for Young Readers, 2001) ISBN 978-0152024673 The Keeping Quilt, by Patricia Polacco (Simon & Schuster/Paula Wiseman Books, 2001) ISBN 9780153052125 Through My Eyes, by Ruby Bridges (Scholastic Press, 1999) ISBN 978-0590189231 Novels/Memoirs Alida’s Song, by Gary Paulsen (Yearling, 2001) ISBN 978-0440414742 Lawn Boy, by Gary Paulsen (Random House Children’s Books, 2009) ISBN 978-0553494655 Childtimes: A Three Generation Memoir, by Eloise Greenfield and Lessie Jones Little (HarperCollins Publisher, 1979) ISBN 978-0064461344 We Beat the Street: How a Friendship Pact Led to Success, by Drs. Sampson Davis, George Jenkins, and Rameck Hunt, with Sharon Draper (Penguin Young Readers Group, 2006) ISBN 978-0142406274 Unit 1  |  33
Recommended Resources for Personal Narratives Trade Books  Personal Narratives and Other Similar Texts  For Teachers  Shor...
Reader Authors “Pegasus for a Summer,” Michael J. Rosen © 1999, originally published in When I Was Your Age, Volume 2, edited by Amy Ehrlich (Candlewick Press). “Reverend Abbott and Those Bloodshot Eyes,” Reprinted by permission of Miriam Altshuler Literary Agency, on behalf of Walter Dean Myers. Copyright © 2001, by Walter Dean Myers. “Flying,” Copyright © 1996 by Reeve Lindbergh. Originally published by Candlewick Press. Reprinted by permission of Dunham Literary as agents for the author. Author photo from the Lindbergh Family Archives. Reprinted by permission. Core Knowledge Language Arts® Series Editor-In-Chief E.D. Hirsch, Jr. Illustration and Photo Credits Core Knowledge Staff: 4 Erika Baird: Title Page Ingram Publishing / SuperStock: 12 President Linda Bevilacqua Editorial Staff Design and Graphics Staff Khara Turnbull, Editorial Director Sarah Zelinke, Lesson Development Director Rosie McCormick, Content Director Deborah Samley, Managing Editor Scott Ritchie, Creative Director Maggie Buchanan, Senior Editor Sara Hunt, Senior Editor Erin Kist, Senior Editor Consulting Project Management Services Angelica Blanchette, Associate Editor Laura Drummond, Associate Editor Cate Whittington, Associate Editor Editorial-Design Coordination Robin Blackshire, Director, Editorial-Design Coordination Mick Anderson, Senior Copy Editor Nathan Baker, Copy Editor Liza Greene, Art Coordinator Bridget Moriarty, Content Designer Lauren Pack, Content Designer ScribeConcepts.com Copyright ©2014 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts is a trademark of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.
Reader Authors    Pegasus for a Summer,    Michael J. Rosen    1999, originally published in When I Was Your Age, Volume 2...