Lesson 25 | Declaring Identity: Being Jazz (2020) | 6th Grade English

Objective

Identity the features of a strong personal narrative and begin to craft own personal narrative.

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Target Task

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Writing Prompt

For as long as there have been human beings, we have been telling the stories of our lives to one another. Jazz Jennings has made such an impact because of her willingness to share her unique story with the world. When we share the story of our own unique lives, we have the opportunity to connect with those around us and discover that we may not be as strange or different as we once thought.

In this task, you will write about an important experience in your life—one that shows something unique or special about you. It can be a time when you felt different from others in a way that was uncomfortable or difficult, or a time when you felt different from other people and it made you feel proud and special. These will be stories that we will share with one another, so be sure it is something you feel comfortable sharing.

Your short memoir must:

Be written in the first person
Give the reader a clear sense of who you are (establish a narrative voice)
Clearly describe the setting and context for your story
Include dialogue
Include precise language
Include a strong conclusion

Lesson Guidance

Unpack the prompt.
Ask students to discuss the specific incidents that Jazz writes about that they found to be the most surprising, interesting, or impactful, or that they related to strongly. Why were these specific stories so memorable?
Pre-select a story to closely study with students. Pay close attention to the way that Jazz establishes context, stays true to her own voice, and uses dialogue to develop the scene; also note the specific descriptive details she includes. You should trace the structure of the specific incident: how does it begin? What is the conflict? How does it resolve?
Explain to students that their personal narratives should include all of these features.
Students should begin to brainstorm stories/incidents from their own lives that they may want to write about. Remember, these should be incidents that have some emotional charge for them, whether it is happy, sad, or even confusing. They should brainstorm at least three possible options.
Have students briefly describe these three options with a partner. Their partner should give feedback about which incident/story to write about.
Once students have selected one story or incident, they should begin to map out the structure of the story (a “story mountain”). Who were the most important characters, events, emotions, etc.? This should be completed for homework.

Notes

Some students will find it easy to come up with different incidents from their own lives to write about, while others will find this part extremely challenging. You will likely hear the dreaded lament: “I don’t know what to write about!” Provide students who are stuck with a list of possible topics to discuss: special birthdays and holidays, arguments with siblings or parents, memorable performances or games they were part of, conflicts with friends, first crushes, death or illness of loved ones, academic challenges or accomplishments, times when they broke the rules, etc.

Common Core Standards

W.6.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Writing Standards

W.6.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3.a — Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Writing Standards

W.6.3.a — Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Writing Standards

W.6.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Writing Standards

W.6.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Writing Standards

W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Organize narratives in a logical structure and add specific details and dialogue to develop meaning.

Lesson 26

Declaring Identity: Being Jazz (2020)

Objective

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Target Task

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Writing Prompt

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Lesson Guidance

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Notes

Common Core Standards

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