Writing• Writer’s tools: Direct quotes• Write a memoir using writing-process
steps
We Shall Not Be Moved
What Comes Before Wings
Teacher’S Guide
Level X/60
Unit at a Glance
Day 1 Prepare to Read Day 4 Reread “What Comes Before Wings”*
Day 2 Read “We Shall Not Be Moved”* Day 5 Literature Circle Discussion/Reinforce Skills*
Day 3 Read “What Come Before Wings”* Days 6–15 Write a memoir using the writing-process steps on page 10
*While you are meeting with small groups, other students can:• read independently from your classroom library• reflect on their learning in reading response journals• engage in literacy workstations
Genre: MeMoir
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• Ask students to turn to pages 5–7. Say: The memoirs in this book focus on experiences from the 1960s. Let’s read about this historical era.
• Have a student read aloud the text while others follow along.
• Say: During the 1960s, many young people became vocal about changing society, and many changes occurred. What can you infer, or tell, from these facts? Allow responses. Prompt students to understand that young people can affect changes in society.
Introduce the Tools for Readers and Writers: Direct Quotes• Read aloud “Direct Quotes” on page 4. • Say: Many writers use direct quotes because they
want readers to “hear” what people are saying. The memoirs in this book have several examples of direct quotes. Let’s practice identifying and writing direct quotes so we can recognize them in the memoirs we read.
• Distribute BLM 1 (Direct Quotes). Read aloud the example sentences with students.
• Model Using Direct Quotes: The first sentence is an indirect quote, or a restatement of what Aunt June said. The second sentence is a direct quote; it tells the exact words Aunt June said. A direct quote helps readers feel as though they know the person who is speaking.
• Ask students to work with a partner or in small groups to change each indirect quote into a direct quote and write a paragraph that contains at least two direct quotes.
• Bring the groups together to share their rewritten sentences. Discuss the correct use of capitalization and punctuation in direct quotes, particularly the placement of commas and end punctuation in conjunction with quotation marks.
• Ask the groups to read the paragraphs they wrote. Use the examples to build students’ understanding of how and why writers use direct quotes. Remind them that direct quotes help readers make connections to the people and events in a memoir.
• Ask the groups to hand in their paragraphs. Transfer student-written paragraphs to chart paper, title the page “Direct Quotes,” and post it as an anchor chart in your classroom.
Prepare to ReadBuild Genre Background• Write the word genre on chart paper. Ask: Who
can explain what the word genre means? Allow responses. Say: The word genre means “a kind of something.” Folk music and classical music are different kinds, or genres, of music. Each musical genre has its own characteristics that we can use to identify it. In the same way, we can identify each kind, or genre, of literature by its characteristics. We pay attention to the genre of what we are reading because recognizing the genre helps us anticipate what will happen or what we will learn. When we write, we use our knowledge of genres to help us develop and organize our ideas.
• Ask: Who can name some literary genres? Let’s make a list. Allow responses. Post the list on the classroom wall as an anchor chart.
• Draw a concept web on chart paper or the chalk-board. Write Memoirs in the center circle.
• Say: Memoirs are one example of a literary genre. Think of any memoirs you know. How would you define what a memoir is?
• Turn and Talk. Ask students to turn and talk to a classmate and jot down any features of a memoir they can think of. Then bring students together and ask them to share their ideas. Record them on the group web. Reinforce the concept that all memoirs have certain common features.
Introduce the Book• Distribute a copy of the book to each student. Read
the title aloud. Ask students to tell what they see on the cover and table of contents.
• Ask students to turn to pages 2–3. Say: This week we are going to read memoirs that will help us learn about this genre. First we’re going to focus on this genre as readers. Then we’re going to study memoirs from a writer’s perspective. Our goal this week is to really understand this genre.
• Ask a student to read aloud the text on pages 2–3 while others follow along. Invite a different student to read the web on page 3.
• Point to your Memoirs web on chart paper. Say: Let’s compare our initial ideas about memoirs with what we just read. What new features of this genre did you learn? Allow responses. Add new information to the class web.
• Post this chart in your classroom during your memoirs unit. Say: As we read memoirs this week, we will come back to this anchor chart. We will look for how these features appear in each memoir we read.
Reflect and Review • Turn and Talk. Write one or more of the following
questions on chart paper. What are some other literary genres besides
memoirs? Do any of these genres include the author’s own
experiences? Which ones? What did you learn today about the memoir genre? What are direct quotes? How can writers use them
to communicate ideas to their readers? Ask partners or small groups to discuss their ideas
and report them back to the whole group as a way to summarize the day’s learning.
Management Tips• Throughout the week, you may wish to use
some of the Reflect and Review questions as prompts for reader response journal entries in addition to Turn and Talk activities.
• Have students create genre folders. Keep blackline masters, notes, small-group writing, and checklists in the folders.
• Create anchor charts by writing whole-group discussion notes and mini-lessons on chart paper. Hang charts in the room where students can see them.
Before ReadingIntroduce “We Shall Not Be Moved”• Reread the Memoirs anchor chart or the web
on page 3 to review the features of a memoir.• Ask students to turn to page 8. Ask: Based on
the title, photographs, and captions, what do you predict this memoir might be about? Allow responses.
• Invite students to scan the text and look for the boldfaced words (embracing, humanity, convictions, vitality, dedicated). Say: As you read, pay attention to these words. If you don’t know what they mean, try to use clues in the surrounding text to help you define them. We’ll come back to these words after we read.
Set a Purpose for Reading• Ask students to read the memoir, focusing on the
genre elements they noted on their anchor chart. They should also look for examples of direct quotes and think about how the author’s use of direct quotes helps them better understand the author and her life.
Read “We Shall Not Be Moved”• Place students in groups based on their reading
levels. Ask them to read the memoir silently, whisper-read, or read with a partner.
• Confer briefly with individual students to monitor their use of fix-up strategies and their understanding of the text.
Management TipAsk students to place self-stick notes in the margins where they notice examples of direct quotes or features of the genre.
After ReadingBuild Comprehension: Evaluate Fact and Opinion• Lead a student discussion using the “Analyze
the Memoir” and “Focus on Comprehension” questions on page 16. Then, use the following steps to provide explicit modeling of how to evaluate facts and opinions in a memoir.
• Explain: We learned yesterday that a memoir focuses on events, thoughts, and feelings. A memoir includes facts, which can be proven true, and opinions, which cannot be proven. For example, the author says the Supreme Court had declared that separating people on the basis of race was illegal. We can prove this fact by
Example: Aunt June said she was a very vocal college student in the 1960s. Aunt June said, “I was a very vocal college student in the 1960s.”(Possible Answers)1. Ms. Anderson said she and her brother heard Martin Luther King,
Jr. speak. Ms. Anderson said, “My brother and I heard Martin Luther King, Jr. speak.”
2. My dad declared that there were many peaceful protests during that time.
“There were many peaceful protests during that time,” my dad declared.
3. Stacy admitted with a laugh that she still listens to music from the 1960s.
“I still listen to music from the 1960s,” Stacy admitted with a laugh.
4. Mr. Jackson explained that protest songs stated opinions about the war in Vietnam.
“Protest songs stated opinions about the war in Vietnam,” Mr. Jackson explained.
5. My mom exclaimed that she loves that music and she always has. “I love that music and I always have!” my mom exclaimed.
6. Justin said he has seen films of Dr. King’s speech in Washington, D.C. Justin said, “I have seen films of Dr. King’s speech in Washington, D.C.”
7. Grandpa added that he thinks the 1960s were an amazing time in American history.
Grandpa added, “I think the 1960s were an amazing time in American history.”
Directions: On a separate sheet of paper, write a paragraph about someone you know. Use at least two direct quotes that help readers understand the person. One quote should be something the person said. The other quote should be something someone else said about the person. Paragraphs will vary.
Direct QuotesDirections: Rewrite each indirect quote so that it is a direct quote.
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• Use the Comprehension Question Card with small groups of students to practice answering text-dependent comprehension questions.
• Say: Today I will help you learn how to answer Find It! questions. The answer to a Find It! question is right in the book. You can find the answer in one place in the text.
• Model. Read the second Find It! question. Say: When I read the question, I look for important words that tell me what to look for in the book. What words in this question do you think will help me? Allow responses. Say: Yes, I’m looking for the words President Johnson and Civil Rights Act. On page 13, I read “In 1964 President Lyndon Johnson passed the Civil Rights Act. . . .” This sentence answers the question.
• Guide Practice: Use the Power Tool Flip Chart to help you develop other Find It! questions.
Focus on Vocabulary: Emotion Words• Explain/Model. Read aloud “Emotion Words” on
page 4. Say: Emotion words describe a person’s feelings. For example, the author says that she loved the Chantels, a black-girl group. The word loved is an emotion word. It describes the author’s feelings about the singing group. Emotion words help readers understand how the author feels about the people and events he or she describes in the memoir.
• Practice. Ask students to name emotion words they could use to describe feelings experienced by the memoir’s author, such as involved, energetic, hopeful, and enthusiastic. List the words on the board. Discuss other occasions when people might show these emotions.
• Say: Let’s find the boldfaced words in this memoir. What can you do if you don’t know what these words mean? Allow responses. Say: Besides looking in the glossary or a dictionary, you can look for clues in the text around the boldfaced word. By studying the situation described in the text and thinking about how a person might feel or react in that situation, you should be able to figure out what the emotion word means.
• Ask students to work with a partner to complete the “Focus on Words” activity on page 17 using BLM 3 (Focus on Emotion Words). Explain that they should look at the sentences around the boldfaced word, as well as in a dictionary, to write the definition of the emotion word. They should also be able to use the context to determine what the word is describing.
• Transfer Through Oral Language. Ask groups of students to share their findings. Then challenge individual students to use the emotion words in new sentences describing experiences they have had. Ask other students to listen carefully, identify the target word in each sentence, and explain what the word describes. Continue until all students have used at least two of the words.
Day 2 (cont.)checking a reliable source. The author also says it was wrong to treat people differently because of their race, religion, nationality, or skin color. This is an opinion, indicated by the clue word wrong. The author can support this opinion with evidence, but she cannot prove it. Evaluating the facts and opinions can help you better understand the people and events—and the author—of a memoir.
• Distribute copies of BLM 2 (Evaluate Fact and Opinion) and/or draw a chart like the one below.
Facts Evidence Opinions Evidence
The author’s grandfather left Poland in 1910.
fact that can be proven
The author’s grandfather was accepting, embracing, and open-minded.
accepting, embracing, open-minded
The author’s grandfather was a tailor.
fact that can be proven
The author’s grandfather looked regal.
regal
The Supreme Court declared that separating people on the basis of race was illegal.
fact that can be proven
It is wrong to treat people differently because of their race, religion, nationality, or skin color.
wrong
The author and two friends formed a singing group in their teens.
fact that can be proven
It’s better to at least have the memories.
better
• Model: In “We Shall Not Be Moved,” the author says her grandfather left his homeland, Poland, in 1910. I could prove this fact by researching the author’s family history. The author also says her grandfather was an accepting, embracing, open-minded person. I know this is an opinion because people use these adjectives in different ways. The author can provide evidence that her grandfather had these character traits, but she cannot prove it. However, both the fact and the opinion help me understand the author’s grandfather and her relationship with him.
• Guide Practice. Work with students to locate and evaluate facts and opinions in the memoir. Then ask them to discuss the roles of facts and opinions in an effective memoir.
• Have students keep BLM 2 in their genre studies folders.
Practice Text Comprehension Strategies for ELA Assessment• Remind students that when they answer questions
on standardized assessments, they must be able to support their answers with facts or clues and evidence directly from the text.
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• Ask students to save their work in their genre studies folders to continue on Days 3 and 4.
Page Word Dictionary Definition
What It Is Describing
10 embracing welcoming gladly Grandpa David
10 humanity sense of sympathy and compassion for all people
Grandpa David
10 convictions strong beliefs Stokely Carmichael
12 vitality a strong physical or mental liveliness; vigor
protest songs such as “We Shall Not Be Moved”
15 dedicated committed to a way of life or goal; devoted
the author’s life
Reflect and Review • Turn and Talk. Ask partners or small groups to
reread the “Features of a Memoir” web on page 3 and decide whether all of these features are present in “We Shall Not Be Moved.” Ask groups to share and support their findings.
Fluency: Read with Anticipation and Mood• You may wish to have students reread the memoir
with a partner, focusing on reading to express anticipation and mood. Ask partners to experiment with using tone of voice, pacing, volume, and stress to express the suspenseful and excited mood of the text on page 12. Then invite partners to choose another page of the memoir, decide what mood the writer creates in the text, and plan how they will read the text to express that mood.
Note Regarding This Teacher’s GuideEach book provides an opportunity for students to focus on an additional comprehension strategy that is typically assessed on state standards. The strategy is introduced on page 4 (the third item in the “Tools for Readers and Writers” section) with text-specific follow-up questions found on the Reread pages. Some Reread sections also introduce an advanced language arts concept or comprehension strategy, such as protagonist/antagonist, perspective, or subtitles, because students at this level should be able to consider more than one comprehension strategy per text.
Before ReadingIntroduce “What Comes Before Wings” • Ask students to turn to page 18. Say: This memoir
is written in a different format from the other memoir we read. Notice the notes in the margins. First, we will read to understand the memoir, focusing on the author and his experiences, thoughts, and emotions. Tomorrow, we will read this memoir like a writer and think about how the notes in the margins can help us write our own memoirs.
• Say: Let’s look at the title, photographs, and captions in this memoir. What person and time do you predict it might be about?
• Ask students to scan the text and look for the boldfaced words (indifferent, disappointed, upset, bliss, marvel). Ask: What do you notice about these words? Why do you think they appear in boldfaced type? (All these words describe the author’s emotions or reactions to situations.)
• Say: As you read, try to figure out the meanings of these words. Look for context clues that help you understand how a person might feel or react in that situation. After we read, we will talk about how you used context clues provided by the author.
Set a Purpose for Reading• Ask students to read the memoir, focusing on the
events the author describes and how he felt about them. Encourage students to notice the author’s use of direct quotes.
Read “What Comes Before Wings”• Place students in groups based on their reading
levels. Ask them to read the memoir silently, whisper-read, or read with a partner.
• Confer briefly with individual students to monitor their use of fix-up strategies and their understanding of the text.
After ReadingBuild Comprehension: Evaluate Fact and Opinion • Say: Yesterday we evaluated facts and opinions
in the memoir “We Shall Not Be Moved.” Today’s memoir also uses facts and opinions to describe events. Where do you find these? How do you know which is which? Record responses on a whole-group chart like the one below.
• Discuss Evaluating Fact and Opinion Across Texts. Lead a discussion using the following questions: What events are similar in the two memoirs? What facts in the two memoirs help you understand the time period being described?
Day 3
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Focus on Vocabulary: Emotion Words• Ask students to work with a partner to complete the
“Focus on Words” activity on page 29 using BLM 3. Have groups of students share their findings.
• Transfer Through Oral Language. Ask each student to pretend to be the author and give a brief monologue based on one of the emotion words and the situation or event it describes. Encourage them to use gestures and facial expressions as well as words to communicate the emotion. Ask the other students in the audience to identify the emotion word.
Page Word Dictionary Definition
What It Is Describing
21 indifferent lacking interest in or feeling for something; neutral
how the author feels about school
23 disappointed defeated in expectation or hope
how the author feels about having to wait to go into military service
23 upset disturbed; distraught
how the author feels about having to wait to go into military service
25 bliss deep joy; complete happiness
the author’s first parachute jump from an airplane
26 marvel something that causes wonder and amazement
a fully opened parachute
Reflect and Review • Turn and Talk. Ask partners or small groups to
discuss the following questions and report their ideas to the whole group. What character traits does the author demonstrate? How does he show these traits? Think of a time in your life when you faced a big challenge. What happened?
Fluency: Read with Anticipation and Mood• You may wish to have students reread the memoir
with a partner, focusing on reading to express anticipation and mood. Ask students to identify the mood of the text on page 22 using clues in the event and character descriptions. Then have partners read the text aloud in a way that expresses the mood of urgency and excitement the author creates when telling about getting shot. Remind students that they can use tone of voice, pacing, pitch, and volume, among other elements, to convey the appropriate mood.
Day 3 (cont.)Do the opinions in the memoirs help you better understand the facts? Why or why not? Where have the authors used direct quotes in the memoirs? How do direct quotes help you better appreciate the memoirs?
Facts Evidence Opinions Evidence
A guy shoots the author in his neighborhood.
fact that can be proven
The author’s neighborhood had changed for the worse since his family moved there.
for the worse
The author has to wait until February 1968 to go into the army.
fact that can be proven
Joining the army was the right choice.
right
Lots of people can’t pass the test.
fact that can be proven
The final test is on the electrical system, and it’s hard.
hard
Jumping out of planes requires sharp focus and timing.
fact that can be proven
A fully opened parachute is a marvel and a thing of beauty.
a marvel, a thing of beauty
Practice Text Comprehension Strategies for ELA Assessment • Use the Comprehension Question Card to practice
answering text-dependent questions.• Say: Today we will learn how to answer Look Closer!
questions. The answer to a Look Closer! question is in the book. You have to look in more than one place. You find the different parts of the answer. Then you put the parts together to answer the question.
• Model. Read the second Look Closer! question. Say: This question asks me to identify a stated main idea. I know because I must find which sentence best tells the main idea of a particular paragraph. Now I need to look for other important information to find in the book. What information do you think will help me? Allow responses. Say: Yes, I need to reread the fifth and final full paragraph on page 24. The first sentence says that during the first two weeks of paratrooper training the author learned how to deal with emergencies. The other sentences tell details that support the first sentence. The first sentence tells the main idea of the paragraph. I have found the answer in the book. I looked in several sentences to find the answer.
• Guide Practice. Use the Power Tool Flip Chart to help you develop other Look Closer! questions.
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Before ReadingSet a Purpose for Rereading• Have students turn to page 18. Say: Until now,
we have been thinking about memoirs from the perspective of the reader. Learning the features of memoirs has helped us be critical readers. Now we are going to put on a different hat. We are going to reread “What Comes Before Wings” and think like writers. We’re going to pay attention to the annotations in the margins. These annotations will help us understand what the author did and why he did it.
Reread “What Comes Before Wings”• Place students in groups based on their reading
levels. Ask them to reread the memoir silently or whisper-read.
• Confer briefly with individual students to monitor their use of fix-up strategies and their understanding of the text and annotations.
After ReadingAnalyze the Mentor Text• Explain to students that the text they have just read
is a mentor text. A mentor text is a text that teaches. This text is designed to help them understand what writers do to write a memoir and why they do it.
• Read and discuss each mentor annotation with stu-dents. Encourage them to comment on the writer’s style, descriptions of emotions and events, and use of literary techniques such as direct quotes.
Practice Text Comprehension Strategies for ELA Assessment • Use the Comprehension Question Card with small
groups of students to practice answering text-dependent questions.
• Say: Today I will help you learn how to answer Prove It! questions. The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.
• Model. Read the first Prove It! question. Say: This question asks me to find clues that support a given inference. I know because it asks, “What clues tell you . . .?” Now I need to look for other important information in the question. What information do you think will help me? Allow responses. Say: Yes, I need to reread page 23 to see what the author says about his life and future. He says, “But it made me realize that I was tougher than I thought. Joining the army was the right choice.” I have located the clues I need.
• Guide Practice. Use the Power Tool Flip Chart to help you develop other Prove It! questions.
Analyze the Writer’s Craft• Ask students to turn to page 30. Explain: Over
the next few days, you will have the opportunity to write your own memoirs. First, let’s think about how the author wrote “What Comes Before Wings.” When he developed this memoir, he followed certain steps. You can follow these same steps to write your own memoirs.
• Read step 1. Say: The first thing you’ll do is decide on the important event or period in your life you want to tell about. For example, in “We Shall Not Be Moved,” the author describes her responses to events related to the civil rights movement of the 1960s and reflects on how these events affected her life. What important event or period can you think of that has had a significant impact on your life? Allow responses. Write down students’ ideas on chart paper.
• Read step 2. Say: In the memoirs we read, other people played an important part in the events the authors describe. For example, in “What Comes Before Wings,” the author’s family, the man who shot him, and a Special Forces officer all contributed to big changes in his life. What people are important to the events you want to describe? Let’s make a list of the people and their roles. Allow responses. Write down students’ ideas on chart paper.
• Read step 3. Say: Before you’re ready to write, you need to recall the setting and events. For example, the author of “What Comes Before Wings” was confused by things he experienced during basic training in the South during the civil rights movement. When you write your memoir, think about the setting for each event and your feelings during the event. Choose an event or period and some of the people the class has brainstormed, and work as a group to describe an appropriate setting and events.
Build Comprehension: Compare and Contrast• Explain: Readers compare texts to find simi lar-
ities and contrast texts to find differences. “We Shall Not Be Moved” and “What Comes Before Wings” are both memoirs. They are both written by people who were teenagers in the United States in the 1960s. Both authors participated in and witnessed events of the civil rights movement during that time period. These two texts have many similarities, yet are written from different perspectives. Therefore, comparing and contrasting the author’s experiences helps us better understand both memoirs.
• Model: In “We Shall Not Be Moved,” the author participates in a civil rights protest. She does not believe people should be treated differently because of their race. In “What Comes Before
Day 4
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Analyze & SynthesizePractice Text Comprehension Strategies for ELA Assessment • Use the Comprehension Question Card with small
groups of students to practice answering text-dependent questions.
• Say: Today I will help you learn how to answer Take It Apart! questions. To figure out the answer to a Take It Apart! question, you must think like the author.
• Model. Read the first Take It Apart! question. Say: This question asks me to analyze text structure and organization. Now I need to look for other important information in the question. What information do you think will help me? Allow responses. Say: Yes, I need to look for the text in which the writer tells the ways a parachute jump can go wrong. I find this text on page 19. The text is written in a bulleted list, which is a type of text structure. Thinking about types of text structures helped me figure out the answer.
• Guide Practice. Use the Power Tool Flip Chart to help you develop other Take It Apart! questions.
Summarize & Make Connections Across Texts• Engage students in a discussion about the two
memoirs in this book. Invite a different student to summarize each memoir. Encourage other students to add their ideas and details.
• Ask students to turn to the inside back cover of the book. Say: Good readers think about how literary works are related. We know, for example, that both of these memoirs share certain features. They both describe a period in the writer’s life. They both describe the writer’s feelings about the period. What else do they have in common? Allow responses. Say: Today we will think about elements of both memoirs and what we can learn from them.
• Ask students to work individually or in small groups to complete BLM 4 (Make Connections Across Texts).
• Class Discussion or Literature Circles. Facilitate a whole-class discussion or keep students in their small groups for a literature circle discussion. If you choose to conduct literature circles, share the rules for good discussion below. Each group should discuss and be prepared to share its ideas about the following prompts. What is the most interesting fact you learned about the 1960s? Which memoir writer do you admire more? Why? Which memoir’s situation is more thought-provoking for you? Why?
• Tell students that at the end of their discussion, you will ask them to share the important text-to-text, text-to-world, and text-to-self connections they have made.
Wings,” the author witnesses segregation and racial tensions when he goes to South Carolina for basic training. Making this comparison helps me better understand the time period about which both authors are writing.
• Guide Practice. Invite students to work in small groups to continue comparing and contrasting the people, settings, and events in the two memoirs. Ask the groups to share and explain how comparing and contrasting helps them better understand what the authors experienced.
Reflect and Review • Ask and discuss the following questions.
How is reading a memoir different from writing one? How is it similar? What new words have you added to your vocabulary this week? Which do you think you might use to describe yourself in a memoir? Which author do you think is more interesting? Why? How can you use emotion words and direct quotes as a writer?
Fluency: Read with Anticipation and Mood• You may wish to have students reread the memoir
with a partner, focusing on reading to express anticipation and mood. Ask partners to identify the mood the writer creates on pages 25–26 using clues in the event descriptions, direct quotes, and photographs. Then have partners take turns reading the paragraphs aloud in a way that suits the mood of the author and events. Remind them to use tone of voice, pacing, and pitch to reflect the mood.
Day 4 (cont.) Day 5
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Reinforce SkillsIf time permits, choose from the following activities to reinforce vocabulary and fluency.
Reinforce Vocabulary: 1960s Emotions• Place students in small groups. The first student
chooses a word from the glossary and uses it in a sentence about the 1960s but says “blank” in place of the word. For example, “Many young people were blank about the Vietnam War.” (upset) The person to the student’s right says the word that completes the sentence and then chooses the next word.
• Continue until all students have made up at least one sentence.
Reread for Fluency: Oral Reading Performance• Discuss with students the emotions shown by the
authors of the memoirs. • Say: The authors tell about a variety of
experiences and describe how each experience made them feel. When you read the memoirs aloud, you can demonstrate your understanding of these emotions through your expression. This helps your listeners appreciate the writers more and better understand the events.
• Invite individual students to read a section of one of the memoirs in which the author describes a meaningful event. Ask them to use expression that helps listeners understand the author’s emotion.
• Encourage students to have fun with their readings and to make them as dramatic as possible.
• As a whole class, discuss each reader’s interpre-tation. Think about alternate ways to interpret the emotions.
Review Writer’s Tools: Direct Quotes• Ask students to look for other examples of direct
quotes in titles from your classroom library or the school’s library. Each student should select one title at his or her independent reading level. Ask students to read pages specifically to find an example of a direct quote.
• Invite students to share their examples with the class. Encourage students to discuss how the direct quotes help them make connections to people and events. Point out that not all students will have found examples in the books they chose. Direct quotes are not a tool all writers use all of the time.
• While each small group of students discusses the book, confer with individual or small groups of students. You may wish to revisit elements of the genre, take running records, or model fluent reading skills.
Directions: Use the chart to compare and contrast the two memoirs.
We Shall Not Be Moved
What Comes Before Wings
Time late 1950s–1960s late 1950s–1960s
Situation The author is close to her grandfather, who shows her by example how to treat people. She believes people should not be treated differently because of their race and becomes active in the civil rights movement.
The author loves planes, goes to Aviation High School, and enlists in the army after graduation. He goes to helicopter school and then to paratrooper training and finally volunteers to fight in Vietnam.
Challenges witnessing and trying to change unfair laws that discriminated against blacks
being shot by a stranger; witnessing discrimination in the South; being injured on a parachute jump; being sent to fight in a war
Author’s Purpose
to inform readers what life was like in the 1960s; to inspire readers to be involved in social change; to entertain readers with interesting details about the 1960s
to inform readers what life was like for an immigrant family in the 1950s and 1960s; to inform readers about paratrooper training; to inspire readers to serve their country; to entertain readers with interesting details about airplanes and parachutes
Rules for Good Discussion• Pay attention to the person who is talking
and do not interrupt him or her.
• Think about what others are saying so you can respond and add to their ideas.
• Allow and encourage everyone in the group to speak.
• Be respectful of everyone’s ideas.
Day 5 (cont.)
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Write a Memoir• Use the suggested daily schedule to guide
students through the writing-process steps. Allow approximately 45 to 60 minutes per day. As students work independently, circulate around the room and monitor student progress. Confer with individual students to discuss their ideas and help them move forward. Use the explicit mini-lessons, conferencing strategies, and assessment rubrics in Using Genre Models to Teach Writing for additional support.
• Before students begin planning their memoirs, pass out copies of BLM 5 (Memoir Checklist). Review the characteristics and conventions of writing that will be assessed. Tell students that they will use this checklist when they complete their drafts.
• This daily plan incorporates the generally accepted six traits of writing as they pertain to memoirs.
Days 6–7: Plan • Ask students to use BLM 6 (Memoir Planning Guide)
to brainstorm the event or period, people, conflict, setting, and events in their memoirs.
• Encourage students to refer to the “Features of a Memoir” web on page 3 and to the steps in “The Writer’s Craft” on pages 30–31 of the book.
• Confer with individual students and focus on their ideas. Did students begin their memoirs with a specific event or period in mind? Did they describe their feelings and thoughts about the event or period?
Days 8–9: Draft • Tell students that they will be using their completed
Memoir Planning Guides to begin drafting their memoirs.
• Say: Remember that when writers draft their ideas, they focus on getting their ideas on paper. They can cross things out. They can make mistakes in spelling. What’s important is to focus on developing your experiences, feelings, and setting. You will have an opportunity to make corrections and improvements later.
• Confer with students as they complete their drafts. Use the Memoir Checklist to draw students’ attention to characteristics of the memoir genre that they may have overlooked. Focus on how students have organized their ideas and the voice of the writer. Did students include story elements such as setting, plot, and conflict? Did they include a thought-provoking ending? Does the memoir have a strong voice? Will the voice keep readers interested?
• Pair students for peer conferencing.
Days 10–11: Edit and Revise • Based on your observations of students’ writing,
select appropriate mini-lessons from Using Genre Models to Teach Writing.
• Remind students to use the Memoir Checklist as they edit and revise their memoirs independently.
• Confer with students focusing on sentence fluency, word choice, and conventions. Did students include both long and short sentences? Do the sentences read smoothly? Have students used interesting words and phrases? Did they use direct quotes? Did they use appropriate spelling, punctuation, and grammar?
• You may want students to continue their editing and revision at home.
Days 12–13: Create Final Draft and Illustrations • Ask students to rewrite or type a final draft of their
memoirs.• Invite students to illustrate their final drafts with
one or more drawings that depict specific people or events in their memoirs.
• Confer with students about their publishing plans and deadlines.
Days 14–15: Publish and Share• Explain: Authors work long and hard to develop
their works. You have worked very hard. And one of the great joys of writing is when you can share it with others. Authors do this in many ways. They publish their books so that people can buy them. They make their work available on the Internet. They hold readings. We can share our writing, too.
• Use one or more of the ideas below for sharing students’ work:
Make a class display of students’ completed memoirs. Hold a class reading in which students can read their
memoirs to one another and/or to parents. Create a binder of all the memoirs and loan it to the
library so that other students can read them. Create a binder of all the memoirs for your classroom
Features of the Genre Checklist Yes No 1. My memoir has a strong lead. 2. My memoir focuses on one part of my life. 3. My memoir focuses on events the way I remember them. 4. I included thoughts and feelings about the events that explain
why they are important to me. 5. I included story elements (setting, plot, character development
problem/resolution) in my memoir. 6. My memoir is written in narrative form using first person
point of view. 7. My memoir includes dialogue. 8. My memoir is logically sequenced. 9. My memoir uses sequence words. 10. My memoir has a strong ending that makes the
reader think. 11. I use my own voice in the memoir.
Quality Writing Checklist Yes No I looked for and corrected . . .
Direct QuotesDirections: Rewrite each indirect quote so that it is a direct quote.
Example: Aunt June said she was a very vocal college student in the 1960s. Aunt June said, “I was a very vocal college student in the 1960s.”
1. Ms. Anderson said she and her brother heard Martin Luther King, Jr. speak.
2. My dad declared that there were many peaceful protests during
that time. 3. Stacy admitted with a laugh that she still listens to music from
the 1960s. 4. Mr. Jackson explained that protest songs stated opinions about
the war in Vietnam. 5. My mom exclaimed that she loves that music and she always has. 6. Justin said he has seen films of Dr. King’s speech in Washington, D.C. 7. Grandpa added that he thinks the 1960s were an amazing time in
American history.
Directions: On a separate sheet of paper, write a paragraph about someone you know. Use at least two direct quotes that help readers understand the person. One quote should be something the person said. The other quote should be something someone else said about the person.
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Focus on Emotion WordsDirections: Reread each memoir. For each emotion word below, record the dictionary definition and what the word is describing in the memoir.
Page Word Dictionary Definition What It Is Describing10 embracing
10 humanity
10 convictions
12 vitality
15 dedicated
Page Word Dictionary Definition What It Is Describing21 indifferent
23 disappointed
23 upset
25 bliss
26 marvel
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Features of the Genre Checklist Yes No 1. My memoir has a strong lead. 2. My memoir focuses on one part of my life. 3. My memoir focuses on events the way I remember them. 4. I included thoughts and feelings about the events that explain
why they are important to me. 5. I included story elements (setting, plot, character development
problem/resolution) in my memoir. 6. My memoir is written in narrative form using first person
point of view. 7. My memoir includes dialogue. 8. My memoir is logically sequenced. 9. My memoir uses sequence words. 10. My memoir has a strong ending that makes the
reader think. 11. I use my own voice in the memoir.
Quality Writing Checklist Yes No I looked for and corrected . . .
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