INTENSIVE ENGLISH LITERACY WRITING
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 32 (E32)
(Biographical Narrative Writing)
(July 2014)
Unit Statement: The student will be introduced to narrative techniques and compose a
biographical narrative. The student will learn The Writing Process and be introduced to the 6
+ 1 Traits of Writing.
This unit should be paired with Intensive English PS Reading Unit E32—Personality
Tests.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will interview another student to gather information on a viable event
from that student's life (oral component and group interaction).
2. TSW compose a biographical narrative employing The Writing Process. (Writing
Coach 26-47 for overview of Writing Process; 72-85 for the process specific to
narrative writing)
3. TSW introduce a narrator and/or characters. (WC 75-77)
4. TSW orient the reader by establishing a context and point of view. (WC 75-77)
5. TSW organize the sequences, event, and/or characters. (WC 75-77)
6. TSW employ narrative techniques such as dialogue, pacing and description to
develop experiences, events and /or characters. (WC 76-80)
7. TSW employ a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another and show the
relationships between experiences and events. (WC 81-82, 161-162, 187)
8. TSW employ precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events. (WC 75–77, 81)
9. TSW produce a conclusion that follows from the narrated experiences or events. (WC 80)
10. TSW will employ the 6 + 1 Traits as an evaluative tool.
Practiced/Ongoing Outcomes (development is ongoing)
1. The Student Will use a thesaurus, dictionary or other source to improve personal
vocabulary.
2. TSW identify and correct any spelling errors discovered during the proofreading
portion of the Writing Process.
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3. TSW will engage in timed writing of essays in various genres: narrative, persuasive,
autobiographical, expository, etc.
Key Terms and Concepts:
autobiographical narrative
point of view
biographical narrative
sensory imagery
characterization
setting
chronological order
theme
dialogue
Suggested Professional Materials for Teachers: (provided by school)
TE Writing Coach, Grade 8. Prentice Hall, 2012
TE Write Source, Grade 8. Houghton Mifflin Harcourt, 2005
TE Literature, Grade 8. Holt McDougal, 2012
TE Language of Literature McDougal Little, 2006 (previous textbook)
Suggested Student Materials: (provided by school)
Writing Coach, Grade 8. Prentice Hall, 2012
Literature, Grade 8. Holt McDougal, 2012
Write Source, Grade 8. Houghton Mifflin Harcourt, 2005
Language of Literature McDougal Little, 2006 (previous textbook)
Technology Links:
Online Writing Coach. www.successnetplus.com Online Writing Coach. (See Unit E24
“Tech Links” for details)
Destiny WebPath Express (school library site)
Purdue Online Writing Lab, Teachers and Students, Grades 7-12. https://owl.english.
purdue.edu /owl/resource/677/01/
Glencoe Literature: Rubrics for Assessing Student Writing, Listening, and Speaking. For
high school, but a rich source of valuable rubrics. www.glencoe.com/sec/glencoewriting/
HighSchoolRubrics_876544.indd.pdf.
Suggested Assessment Tools and Strategies:
1. The Writing Process for this essay is in Writing Coach, p. 75.
2. Include the research report in the student portfolio (E25).
3. WC pp. 64-85; WS pp. 134-142 (previous textbook); LIT pp. R36, R37; LangLit
pp. R43-R44; 174-178 (autobiographical essay, but useful) (previous textbook)
4. Have students peer review fellows classmates’ narrative using The 6 + 1 Traits. (WC 26-28)
RUBRIC FOUND ON FOLLOWING PAGE………………………………….
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IE LITERACY PS Writing Suggested Unit E32 Evaluation Rubric –
Student name:_________________________ Date:_______________________
Teachers may choose to use their own rubrics, however all TSWs must be assessed.
• To receive a ‘B’ in the unit a student must demonstrate mastery of all B-level TSWs.
• To receive an ‘A’ in the unit a student must also demonstrate ‘A’ level mastery on three
A- level TSWs.
TSW
‘A’ LEVEL
‘B’ LEVEL
1. interview another
student
Interview notes are sufficient to support
the narrative.
2. compose a
biographical
narrative employing
The Writing Process.
Composed narrative use The Writing
Process.
3. introduce a
narrator and/or
characters.
Characters are multifaceted and connect
with the reader.
Characters are introduced are simple and
somewhat connect with the reader.
4. orient the reader
by establishing a
context and point
of view.
Topic is narrow, focused. Support for the
topic is strong and credible. Quality
details go beyond the obvious. Author
draws on his or her own unique
experience. Engages the reader.
Consistent point of view.
Topic is narrow and somewhat focused.
Support for the topic is credible.
Elaboration is present and point of view
consistent.
5. organize the sequences,
event, and/or characters
that unfold naturally and
logically.
6. use narrative
techniques
Sequences, event, characters are organized
to unfold naturally and logically. The
reader’s questions are answered. Author
helps the reader make connections
Narrator /Characters are highly developed
Narrative techniques are well defined and Dialogue is present and used correctly.
artfully employed, helping create an
Pacing is well controlled.
engaging composition
7. employs a variety of
transition words, phrases,
and clauses to convey
sequence and signal time
or event shifts
8. captures the action and
conveys experiences by
employing precise words
and phrases, relevant
descriptive details, and
sensory language.
Paragraphs are connected with transitions.
Sequencing is logical and effective
Transitions help convey movement in time
and from one setting to another.
Message is easy to understand and
analyze. Vocabulary is striking,
powerful, and engaging and conveys
higher level thinking. Word choice is
natural; yet original words and phrasing
are unique and effective parts of speech
are crafted to best convey the
message (e.g., lively verbs, precise
nouns, and modifiers that add depth)
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Words are precise and accurate. Message
is easy to understand.
Vocabulary is
engaging. Reader can easily recall a
handful of mental images.
Word choice is
natural and phrasing
is effective. Parts of speech are crafted to
best convey the
experience (e.g.,
lively verbs, precise
nouns, and modifiers
that add depth)
‘P’- Notes
9. produce a conclusion
that follows from the
narrated experiences or
events.
A satisfying conclusion reflects on the
experience and leaves the reader with a
sense of closure and resolution.
10. 6 + 1 Traits
Evaluates narrative using the 6 + 1 Traits.
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Conclusion follows from experience.