Writing Memoir - Heads Up!
Heads Up!
Step : Brainstorm Your Ideas
This beginning stage focuses on developing students’ ideas for their own writing. Through a range of
activities, students brainstorm ideas for the memoirs they will later write. At the end of this step, students
submit topic webs, focused ideas of the experiences about which they will write in their memoirs.
Lesson
Prep and Tech
Set up Teacher Checklist
Before the
step
Adapt, copy, distribute and collect Student Permission Form
Copy and prepare Conferring Log: one per student
Enroll students in Online Classroom
Plan for rapid distribution of technology
1.1
Mentor texts (available in the Text binder)
• Beginner:
“My First Step to the White House” by Chris Van Allsburg
“Missing Charlie” by Lilly S.
“Lone Star Ranger” by Daniel Pinkwater
• Intermediate: “No Respect” by Hunter B.
“My Home Run” by Roxanne T.
“The Jumps” by Casey M.
• Experienced: “No Respect” by Hunter B.
“The Necklace” by Amanda R.
“The Unexpected” by Heather
1.1a: What is a Memoir? – Beginner, ntermediate or Experienced
1.2a: Completed Life Lessons – Beginner
1.2
1.2a: Life Lessons – Beginner
1.3a: Brainstormer: DI
1.3
Student computers with Internet access
List of memoir topics generated in Lesson 1.3 and corresponding topic web ideas
1.4
1.4a: Topic Web: DI
Student computers with Internet access (optional)
Note: Before Lesson 1.2, students will need usernames and passwords to enroll in the Online Classroom.
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Writing Memoir - Step : Reading Companion
Reading Companion
Step : Brainstorm Your Ideas
Reading workshop takes a predictable form, starting with a mini lesson that introduces a new strategy,
often through a read aloud. Students try out the strategy with a classmate prior to applying the strategy
to one of the provided common leveled texts (small group readings). When students read and discuss
texts with classmates at their level, the conversation about reading tends to be deeper. Each workshop
concludes with time to share in a whole-class setting.
Step 1 of Writing Memoir emphasizes students’ comprehension of the genre of memoir as they generate
possible topics. This concept is introduced in a read aloud, as well as small group readings of the following texts.
Skill: Recognizing the characteristics and purpose of memoir
Featured Read Aloud for the Week:
“Wrestling with Reading” by Patrick Jones from Guys Write
for Guys Read by, Level Z
Recommended Small Group Reading:
“Missing Charlie” from Scholastic.com by Lily S., Level S
“Lone Star Ranger” by Daniel Pinkwater from Guys Write
for Guys Read, Level Z
“The Hill” by Naveen Y., from Scholastic.com, Level T
Students will be able to:
• identify the difference between memoir and short fiction
•
identify how author’s choice of topic highlights the significance of his or her experience, the
lesson s/he learned and how the author changed
To attain these objectives, ask students to:
• read a memoir and answer the following questions:Why would someone write a memoir?
o
What might the purpose of this memoir be?
o
What is the lesson learned?
o
What was the author’s reaction to what happened?
o
How does the memoir help you make sense of the author’s experience?
•
write notes on their reactions in their readers’ notebooks, in the margins of the text or on
sticky notes.
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Page 26
Writing Memoir - Lesson .
The Lessons
Lesson . : Identify Characteristics of a Memoir
Lesson at a Glance
In small groups, students explore examples of memoirs and compile a class list of characteristics. Students then begin to generate ideas for their memoirs by writing about a memory.
Objective
Students will clearly identify the characteristics of a memoir as opposed to other genres of writing.
Focusing Question
What is a memoir?
Prep & Tech
Mentor texts (available in the Text binder)
• Beginner:
“My First Step to the White House” by Chris Van Allsburg
“Missing Charlie” by Lilly S.
“Lone Star Ranger” by Daniel Pinkwater
• Intermediate: “No Respect” by Hunter B.
“My Home Run” by Roxanne T.
“The Jumps” by Casey M.
• Experienced: “No Respect” by Hunter B.
“The Necklace” by Amanda R.
“The Unexpected” by Heather
1.1a: What is a Memoir? – Beginner
1.1a: What is a Memoir? – Intermediate
1.1a: What is a Memoir? – Experienced
LCD projector, laptop, Internet access or Writing Memoir CD, speakers
Student Folders
Chart paper
Limited Tech Options
If there is no access to the technology needed for this lesson, try the following options:
• Mini Lesson: Instead of showing the animated program, show students examples of memoirs
found in books and magazines, and discuss those that are films and/or television programs.
Discuss ways in which people share their personal experiences through writing, film and
storytelling.
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Writing Memoir - Lesson .
Intermediate
Modify Mentor Text:
For Read Aloud:
Replace “My First Step Toward the
White House” with “My Home Run,”
located in the Text Binder and Prof.
P’s Office.
For Small Group Reading::
Replace “Lone Star Ranger” and
“Missing Charlie” with “No Respect”
and “The Jumps,” located in the
Text Binder and Prof. P’s Office.
Modify Instructional Strategy:
Have students use What is a
Memoir – Intermediate (Handout
1.1a) to compare the memoir read
aloud to the two small group
reading texts, which are on a
similar topic. The goal is for students to not only note the
characteristics of a memoir, but also
to recognize that one text does not
meet these criteria (“No Respect.”)
Note that this handout has an answer key on the second page.
Mini Lesson (
min)
Show lesson visuals, Identify Characteristics of a Memoir.
Today’s Strategy: To develop an understanding of the
characteristics of a memoir by analyzing examples.
Introduce the Writing Memoir unit and memoir as a genre
of writing. Show students the introductory animation to the unit
and tell students that, over the next several weeks, they will
have the opportunity to write and publish memoirs online about
a moment that changed them.
Explain that the purpose of the first lesson is to discover
the characteristics of a memoir. Tell students they will have
the opportunity to uncover the characteristics of a memoir,
which will serve as guidelines when it is time to write. Tell
students they are about to listen to and then read some
examples, not for the plot line, but for genre characteristics.
Read aloud the first text, “My First Step to the White House”
by Chris Van Allsburg. In this text, nine year old Chris sneaks
an unsupervised ride on his go-kart and damages his family’s
driveway. Later, he confesses and learns one benefit of truthfulness. Students read along on their own copies. After reading,
ask students what they notice about this text that makes it a
memoir. On the computer, start a chart with a few of these
characteristics.
Teacher Model
• Think aloud about what the mentor text is about.
• Mention one key characteristic of a memoir, such as
the fact that it describes a memory, providing specific
evidence from the text.
• Ask students to suggest one or two additional
characteristics. Be sure not to exhaust the entire set
of characteristics so that students have the opportunity to explore in their groups. Some of the characteristics that might surface are the following:
• A memoir:
o
describes a memory.
o
really happened; it is nonfiction.
o
is written in the first person.
o
tells about a particular happening.
o
is clearly about something that was
important to the author.
o
shows the lesson the author learned from
the experience.
o
makes you feel that you were there.
(Expect students to only notice one or two characteristics at this point.)
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Writing Memoir - Lesson .
Experienced
Modify Mentor Text:
For Read Aloud:
Replace “My First Step Toward the
White House” with “The Necklace,”
located in the Text Binder and Prof.
P’s Office.
For Small Group Reading:
Replace “Lone Star Ranger” and
“Missing Charlie” with “No Respect,”
“The Necklace” and “The Unexpected,” located in the Text Binder and
Prof. P’s Office.
Modify Instructional Strategy:
Have students use What is a Memoir – Experienced (Handout 1.1a) to
compare the memoir read aloud to
the two small group reading texts.
The goal is for students to not only
note the characteristics of a memoir,
but also to recognize that one of the
texts does not meet these criteria.
They should be able to recognize
the ways in which this particular text
(“No Respect”)
Narrative
Today we’re going to read three short texts. They are all
memoirs. First we will read one together and look for what
makes the piece a memoir. Then you will get another chance
to find more characteristics by reading two more memoirs in a
small group. Your job will be to figure out as many characteristics as you can and record them on What is a Memoir? –
Beginner (Handout 1.1a).
Preparing for Writer’s Work Time
Distribute copies of the readings, located in the Text Binder.
Give the following directions:
• Form a group of three or four students to share
responsibility for reading “Lone Star Ranger” and
“Missing Charlie” (located in the Text Binder).
•
Read the assigned memoirs and jot down observations about genre characteristics.
•
As you read, decide what the texts have in common
and what the characteristics of memoir are.
•
Record your findings on What is a Memoir? –
Beginner (Handout 1.1a).
•
Share your findings with the rest of your group.
•
In your writer’s notebook, write down one interesting memory you recall. Try to think of a memory that
matches the characteristics the group just defined.
Then describe the memory in a few sentences.
Writer’s Work Time (
min)
Students work in small groups to read and generate a list of
characteristics of a memoir. They read two memoirs, then share
observations and finally record their observations on What is a
Memoir? – Beginner (Handout 1.1a). When students have finished the group task, they write a few sentences in their writers’
notebooks about one or two memories they can think of,
keeping the characteristics of memoir in mind.
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Writing Memoir - Lesson .
Conferring and Differentiation
During Writer’s Work Time, determine if student work has:
•
A description of one memory that might lend itself to a memoir.
Using the chart below as a guide, conduct a guided group. On the Conferring Log, record what you find,
what you teach and the next steps for the student.
What you might find:
Suggested Approaches
No list of memoir characteristics
Refer to mentor text: Review one of the texts students
read earlier in the lesson and point out some of the key
characteristics, asking student to add others.
No memory generated or
described
Prompt with questions: Help student recall memories
such as experiences they had when younger at school,
with their families or in their homes. Some questions that
generate ideas include the first or last time something
happened, a surprising happening or a sad time.
Sharing and Lesson Summary (
min)
Reconvene the class. Have students share their findings. Start a Memoir Chart listing the characteristics of the genre. This chart can remain posted throughout the unit for easy reference by students while
brainstorming ideas. Be sure that the following elements appear on the list of characteristics, as shown
on the sample chart below.







Memoir
A memoir describes a memory.
A memoir really happened; it is nonfiction.
A memoir is written in the first person.
A memoir tells about a particular time.
A memoir is clearly about something that was important to the
author.
A memoir shows the lesson the author learned from the
experience.
A memoir makes you feel that you were there.
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Writing Memoir - Lesson .
Lesson . : Discover a Lesson Learned
Lesson at a Glance
Students learn to identify memories associated with a lesson learned. They also explore the difference
between writing about a “happening” and writing about the associated personal experience or emotions.
Objective
Students will generate a list of life lessons they learned through associated “happenings” in preparation
for selecting a memoir topic.
Focusing Question
What life lessons might you want to write about? What is the difference between a “happening” and a
writer’s reaction to it?
Prep & Tech
1.2a: Model of completed Life Lessons
1.2a: Life Lessons – Beginner
Chart paper
Limited Tech Options
If there is no access to the technology needed for this lesson, try the following options:
• Writer’s Work Time: Instead of projecting the lesson visuals or handout, simply state main points
of the lesson or jot them on chart paper.
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Writing Memoir - Lesson .
Intermediate
Modify Mentor Text:
Replace “My First Step Toward the
White House” with “My Home Run,”
located in the Text Binder or Prof.
P’s Office.
Experienced
Modify Mentor Text:
Replace “My First Step Toward the
White House” with “The Necklace,”
located in the Text Binder or Prof.
P’s Office.
Intermediate and Experienced
Modify Instructional Strategy:
Summarize the part of the lesson
comparing “what happened” with
the “reaction.” Have students
generate ideas using their
notebooks.
Only use Life Lessons – Beginner
and DI (Handout 1.2a) with students
who need additional scaffolding.
© 2010, Teaching Matters, Inc.
Mini Lesson (
min)
Show lesson visuals, Discover a Lesson Learned.
Today’s Strategy: To generate life lessons learned by thinking
through past experiences.
Introduce the fact that memoirs typically express a “lesson
learned” by the author. Tell students that, as in the texts read
in the previous lesson, a defining characteristic of memoir is the
lesson learned, or what the author took away from what
happened that changed him/her in some way.
Recall the lesson associated with the mentor text
introduced earlier. Explain that life events that are often most
memorable and meaningful to both author and reader are the
ones that result in a lesson learned or a change in character.
Briefly review the gist of “My First Step to the White House” by
Chris Van Allsburg. Explain what the author learned and how he
changed by addressing the following questions:
• Why do you think the author chose to write about this
experience?
•
What does the author want the reader to
understand?
•
Did the author learn anything about himself, others
or the world?
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Writing Memoir - Lesson .
Using the text, display and complete the first two columns of Life Lessons – Beginner (Handout 1.2a).
Sample Handout 1.2a
Life Lessons
LESSON LEARNED
WHAT HAPPENED?
When it comes to…
I learned that…
The time when...
honesty
the outcome is better
(Example from “My
when you tell the truth.
First Steps to the White
House”)
REACTION
I felt...
Clarify the difference between what happened and the author’s reactions/emotions or
experiences. Tell students that there are two ways to describe things that happen in our lives: simply
telling what happened or describing what it was like to live through it (the reaction or experience),
which is much more interesting to readers. Sometimes a very ordinary thing that happened can cause
a person to have an extraordinary response. Tell students that a good memoir describes the author’s
reaction as well as what happened.
Show the difference between emotional reactions/experiences and key happenings using the
mentor text. Distribute Life Lessons – Beginner (Handout 1.2a). Model how to complete the chart,
demonstrating with the first row using “My First Step to the White House.” Mention an important
happening (Chris sneaks the go-cart out of the garage) and explain how the author’s emotional
response shaped his experience with/reaction to the happening (nervous and guilty, decided to tell the
truth).
Sample Handout 1.2a
Life Lessons
LESSON LEARNED
WHAT HAPPENED?
REACTION
When it comes to…
I learned that…
The time when...
I felt...
honesty
The outcome is better
Chris lied to his parents
guilty and irresponsible.
(Example from “My
when you tell the truth.
about taking out the
First Steps to the White
go-kart and ruining the
House”)
driveway.
Teacher Model
• Think aloud about some of the lessons you have learned in your life, explaining that you
have learned them through experience, such as: honesty is the best policy or it is important
to stand up for what you believe.
• Write down the lessons on Life Lessons – Beginner (Handout 1.2a), using the sentence
stems “When it comes to … I learned that _______.”
• Model by writing a few life lessons, using enough variety to get students started.
• Add examples of times you learned those lessons.
• Using ”What Happened” as the foundation, think aloud about your reaction and emotional
response to it. Write a brief description of your reaction, making sure to explicitly talk about
how it taught you a lesson.
• Think aloud about whether or not this experience might be a good memoir topic.
• Begin to freely write a few sentences about these times. Some might lead you to a memoir
topic.
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Writing Memoir - Lesson .
Narrative
Today we will begin thinking of life lessons we have learned to help us generate ideas for our memoirs.
Over the years, I have really learned a lot of lessons. For example, there was the time I learned about
the importance of friendship when I almost lost my friend when we had a big fight. When I was your
age, I also learned that when it comes to being popular, you shouldn’t try to be something you are not.
I learned that the time I threw a party without permission and invited a bunch of older kids, thinking it
would be very cool. Not only was it not fun, I was so embarrassed and scared, knowing I was in big
trouble with my parents. This lesson sets me up for the writing a memoir because there’s a lot I can
say about my experience. You are going to do the same thing. Using the Life Lessons organizer, think
through some lessons you have learned.
LESSON LEARNED
Handout 1.2a
Life Lessons
WHAT HAPPENED?
When it comes to…
friendship
I learned that…
friends are precious.
standing up for
yourself
it takes courage but it
is worth it.
being popular
you shouldn’t try to be
something you are not.
The time when...
I had a fight with Mindy
and we swore never to
speak again.
I stood up to the bully
in my class and she
backed down.
I threw a party and
invited older kids.
REACTION
I felt ...because
sad because I knew
I would never have
another friend like her.
proud because I did the
right thing and it paid off.
Embarrassed and
terrified because I knew
it was too much for me
to handle.
Preparing for Writer’s Work Time
Active Engagement. Give students a moment to brainstorm one or two life lessons they have learned
and write them on Life Lessons – Beginner (Handout 1.2a). Ask students to share one lesson.
Give the following directions:
 Think about the lessons learned in the mentor texts or the teacher’s Life Lessons (Handout
1.2a).
 Brainstorm the lessons you have learned in your life using Life Lessons – Beginner (Handout
1.2a) or your writer’s notebook. Think through every column of the organizer so that you have
actual “happenings” associated with the lessons you learned. You should have at least three
lessons or happenings on your organizer.
 Pick one lesson and happening to write about.
 Write a brief description of that experience in your writer’s notebook. Your description should be
several sentences long.
Writer’s Work Time (
min)
Students start a list of lessons learned using Life Lessons – Beginner (Handout 1.2a) and connect them
to times in their lives and corresponding reactions. Once students have three or four ideas on their lists,
they pick one idea to explore in writing.
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Writing Memoir - Lesson .
Conferring and Differentiation
During Writer’s Work Time, determine if student work has:
 description of “happenings” and reactions related to a lesson learned
 several and varied lessons, happenings and reactions.
Using the chart below as a guide, conduct guided groups. On the Conferring Log, record
what you find, what you teach and the next steps for the students.
What you might find:
Suggested Approaches
Lack of distinction between
happenings and emotional
responses
Create a chart: Using an example from a familiar text other
than the one just presented, create a T-chart of happenings
and reactions/emotions/experiences for that text.
Writing only focuses on
happening
Use another modality: Start a T-chart for student with
columns that read “What happened” and “Reaction—how I
felt about what happened.” Ask the student to verbally recount
his experience, beginning with the lesson learned and then
explaining what happened, etc. Begin developing the chart
and then have student continue filling it in before free writing a
description.
Ready for more
Provide extension: Instruct student to write about additional
experiences in their writer’s notebook. Students can also look
at DD and JT’s Notebooks in the Online Classroom to see how
they completed the same activity.
Sharing and Lesson Summary ( min)
Reconvene the class. Review some of the ideas students wrote about. Tell students that thinking about
other people’s experiences may help them remember more of their own.
Add to the Memoir Chart. Leave the chart posted through the Step 1 of the Writing Memoir unit.

Memoirs focus on a lesson learned.
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Writing Memoir - Lesson .
Lesson . : Brainstorm Topics for Your Memoir
Lesson at a Glance
With teacher modeling as a guide, students use one or more approaches to generate topic ideas for the
memoirs they will soon write.
Objective
Students will generate memoir topic ideas that have personal meaning to them.
Focusing Question
How can you generate ideas for your memoir?
Prep & Tech
1.3a: Brainstormer : DI
Student computers with Internet access
Limited Tech Options
If there is no access to the technology needed for this lesson, try the following options:
• Writer’s Work Time: Instead of directing students to JT’s Think Aloud: Brainstorm Topics, give
students more time to generate ideas using the recommended strategies.
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Writing Memoir - Lesson .
Intermediate
Modify Instructional Strategy:
Introduce the two strategies at once
— that is, with no midworkshop
interruption. Then have students
experiment with both strategies and
then select which ideas they want to
write about.
Mini Lesson (
min)
Show lesson visuals, Brainstorm Topics for Your Memoir.
Today’s Strategy: Students expand their list of possible memoir
topics by executing several brainstorming strategies.
Explain to students that they will brainstorm topics for their
memoirs today. Writers use more than one strategy to uncover
good ideas to use for their writing. Today students will get the
chance to try more than one approach.
Experienced
Modify Instructional Strategy:
Introduce students to three
strategies and have them choose
which ones they want to experiment
with.
Strategy 3: Object Memory
Have students take an object out of
their backpacks or desks, or think of
an object in their homes that reminds them of a particular
memorable time. Using the object
as a foundation, students
brainstorm a list of happenings,
thinking of ones associated with a
lesson. They write one or two
paragraphs about ideas that are
most meaningful.
© 2010, Teaching Matters, Inc.
Introduce the first of two strategies for students to use for
generating ideas.
Strategy 1: Strong Emotion. Explain that students can use their
emotions to help them brainstorm experiences that taught them
a lesson or changed them somehow. Ask students to think
about what happened to make them angry, happy, surprised
and worried and to note those times in their notebooks.
Teacher Model
• Draw a three-column chart with the headings:
“Emotion,” “Happening” and “Did I Learn a Lesson?”
• Write down several emotions such as anger,
happiness, jealousy, fear or pride in the “Emotion”
column.
• Model brainstorming a time when you felt that
emotion. Write a brief description of that time in the
“Happening” column.
• Think aloud about whether or not you learned
something from what happened. Place a check mark
in the “Did I Learn a Lesson” column.
• Repeat the process with another emotion, explaining
that you are looking for strong emotions and
happenings that led to you learning a lesson.
• Model referring back to your Idea Bank, adding an
idea you brainstormed in an earlier unit.
• Begin writing two or three sentences about one item
on your chart, which may serve as your possible
memoir topic. Be sure to mention what the lesson
learned was.
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Writing Memoir - Lesson .
Narrative
I can come up with more ideas for my memoir before I select a topic. I am going to think about times when I felt
strong emotions, for example, “shame.” I’ve felt that lots of times, like the time I lied to my mother about breaking
a lamp while she was out. She realized I was lying and confronted me. I felt so ashamed of myself for lying, even
more than breaking the lamp. That experience also came with a lesson — if you lie, not only will you get caught;
you will also feel bad about it for a long time.
I have some other ideas in my Idea Bank that I wrote down during another brainstorming session. I want to add the
time I taught my sister how to drive. The emotion for that event was definitely frustration. I learned a lesson from
that experience as well
Emotion
Happening
Did I Learn a Lesson?
Loneliness
Will I ever get a roommate?
When I went away to school,
everyone had a roommate but me
Yes
Shame
How does she know?
Lying to my mother about the
broken lamp
Yes – if you lie, you will get
caught!
Frustration
Why isn’t she getting it?
Teaching my sister how to drive
Yes
Now I am going to write a little more detail about one of these experiences.
I remember when I was trying to teach my younger sister how to drive. It was really frustrating. She
couldn’t figure out the difference between the gas pedal and the brakes. She was really slow getting it.
I kept telling her what to do, but she wasn’t listening. I had to get out of the car because I was so mad.
When I thought about it later, I realized that I shouldn’t have been so angry. Everyone had to learn in
their own way.…
Preparing for Writer’s Work Time
Active engagement: Go to Step 1 in the Online Classroom and watch the Step 1 JT’s Think Aloud,
Brainstorm Topics.
Give the following directions.
 Create a three-column chart with the headings “Emotion,” “Happening” and “Did I Learn a
Lesson”?
 Select three or four strong emotions and add them to the “Emotion” column.
 Based on those emotions, brainstorm corresponding happenings. Be careful to think through the
ideas you add to your list, not adding them just because you had fun. These happenings are only
appropriate if they changed you or you can point to a specific lesson learned.
 Write about one or two of your ideas in your writer’s notebook. You may want to select one of
these ideas as the focus of your memoir.
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Writing Memoir - Lesson .
Writer’s Work Time ( min)
* There will be a midworkshop interruption after students execute one brainstorming strategy.
Students brainstorm possible memoir topics using the first strategy and write at least a few sentences
about one or more of their ideas. This writing enables them to “try out” their ideas, which will in turn help
them select topics for their memoirs in Lesson 1.4.
Midworkshop Interruption (5 min)
Reconvene to briefly introduce a second strategy.
Strategy 2: First or Last Time. Tell students to think of the first or last time something happened. For
example, it could be the first time they learned how to ride a bike without someone holding on. It could
also be the last time they saw a close relative before s/he passed away. In either instance, the first or
last time is very powerful and often lends itself to a strong memory rich in meaning for the author and
rooted in a lesson learned.
Tell students to also take advantage of ideas already generated. If the class completed the Writing
Matters Mastering the Essentials unit, refer students to their Idea Banks where they already have
several possible topics that might also be appropriate for their memoirs. If they have ideas that might be
appropriate for their memoirs, they can free write about them as well.
Writer’s Work Time (
min)
Students brainstorm a few ideas using the strategy of a first or last time something happened. They then
spend several minutes writing about one of those times. By the end of the lesson they should circle or
star one or two ideas that not only appeal to them, but are also linked to a lesson learned.
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Writing Memoir - Lesson .
Conferring and Differentiation
During Writer’s Work Time, determine if student work has:
• two or more possible memoir topics associated with
lessons learned.
Using the chart below as a guide, conduct guided groups. On the
Conferring Log, record what you find, what you teach and the next
steps for the student.
What you might find:
Too few ideas
Suggested Approaches
Use DI handout: Distribute
Brainstormer (Handout 1.3a).
Student can use the handout
to trigger memories based on
strong emotions.
Student can attach the handout
to their writers’ notebooks.
Prompt with questions:
Provide student with additional
prompts for generating topics.
Student can create lists of
people, such as their friends,
enemies and family members
as well as issues, such as being
independent or having trouble
passing tests.
Works better with others
Ready for more
Intermediate and Experienced
Modify Technology Use
Have students share their ideas
online with classmates by participating in the activity Share Your
Lesson Learned in Step 1 of the
Online Classroom. Students post
their ideas and comment on those
posted by classmates.
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Use another modality: Have
student use pencil or crayons
to draw a powerful memory.
Discuss the memory and guide
them in thinking through whether
or not the experience changed
them in any way.
Use another modality: Have
student brainstorm ideas with
a partner using the strategies
introduced in this lesson.
Provide extension: Student
can read other memoirs located
in Prof. P’s Office to help them
think of additional experiences in
their own lives.
Sharing and Lesson Summary (
min)
Reconvene the class. Ask students to share their brainstormed
topics with a partner. Students should provide feedback to a
partner, making sure that they describe reactions, emotions or
experiences and not just happenings. Experiences should be
accompanied by a lesson that changed their lives. Remind
students to continue to consider memoir topic ideas because
they will choose one topic to focus on in the next lesson.
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Writing Memoir - Lesson .
Lesson . : Develop a Topic Web
Lesson at a Glance
With teacher modeling as a guide, students use one or more approaches to generate topic ideas for the
memoirs they will soon write.
Objective
Students will determine specific suitable topics for their memoirs.
Focusing Question
How do you refine your memoir topic using a web?
Prep & Tech
List of possible memoir topics you developed in Lesson 1.3 and ideas for your topic web
1.4a: Topic Web: DI
Student computers with Internet access (optional)
Limited Tech Options
If there is no access to the technology needed for this lesson, try the following options:
• Mini Lesson: Instead of using a computer/LCD projector to model creating your web, use
chart paper.
•
Writer’s Work Time: Instead of instructing students to submit their topics online, spend additional time modeling how to choose which topic to web from among the possible choices you
developed.
Note: If your students are familiar with the software program Inspiration and have consistent access to
a computer, you may wish to use the software for your model and encourage students to develop their
webs using Inspiration as well.
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Writing Memoir - Lesson .
Mini Lesson (
min)
Show lesson visuals, Develop a Topic Web.
Today’s Strategy: To decide on a specific memoir topic by “drilling down” on a good idea that interests
the writer, is true and contains a lesson learned.
Tell students that they will select memoir topics to explore today. Remind them to pick a topic that
is meaningful to them and that they want to share with their teacher, classmates and other readers.
Explain the importance of making the writing about something small and specific. Emphasize
the fact that a memoir needs to be specific by focusing on the writer’s reaction to a very particular time,
such as the first time he jumped over the big rut on his bike, not just a broad occurrence, such as riding
his bike.
Teacher Model
 Think aloud about your list of memoir ideas created in the previous lessons. Describe why
some would not make very good memoirs, perhaps because they are too broad, lack personal
meaning or are not associated with a lesson learned.
 Choose a memoir topic that is:
o interesting to you as a writer
o true
o specific/small enough.
 Make sure the memoir topic also contains a lesson learned.
 Write the topic in the center of the web and think aloud about memories related to that topic.
Free associate the people, places and happenings related to the topic.
 Develop your web to make the idea more specific. Use three or more general happenings and
experiences that fall within your topic.
 Build out the web to approximately three levels by drilling down from your main topic (level 1) to
three or more related subtopics (level 2) and then, for each, include details to set the scene. You
can do this by including who, what, when, where, why and how (level 3).
 Identify the part of the web that contains the topic you will write about. Think about whether or
not this part is small enough and meaningful enough by asking, “Did I learn something from
it?”(If the answer is NO, more webbing may be necessary.)
 Then start to write why the topic will make a good memoir.
Narrative
I need to narrow my list of topics down so I can begin focusing on one. What should I do first? There
are some things on my list that I don’t want to share, so I’m going to cut them out. Being without a
roommate is a pretty good topic idea, but it is too broad. That lasted a few months. That is too much
time to write about in one memoir. Lying to my mother is a good topic, but the story is too personal. I
don’t want to share that story with other people.
I am going to write my memoir about having a party in middle school when my parents were away. This
was a very important experience in my life. I think other people can relate to my experience because
most people have done something they weren’t supposed to do and gotten caught. I threw that party
when I was fourteen years old and I can still remember a lot of details about it.
I am going to make a web with three levels. The first level is my main topic, which is here in the center.
The second level is my sub-topics, the events that are part of the larger topic. Level three is where I will
put my details. This level contains the 5 W’s (who, where, what, why, when) and
1 H (how), as well as my emotions.
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Writing Memoir - Lesson .
Sample topic web: Party without Permission
Preparing for Writer’s Work Time
Active Engagement: Have students look through the ideas they generated in previous lessons and pick
the topic they want to write about because it is: interesting, true, meaningful and specific enough. Then
have students briefly talk to a partner about the topic. If, through this conversation, they determine that a
different topic would be more appropriate, they can select that one instead.
Distribute computers. Give the following directions:
• Look through your brainstorming list and confirm your memoir topic.
•
Write a sentence describing your memoir topic in your writer’s notebook.
•
Write the topic in the center of the web and think aloud about memories related to that topic.
Free associate the people, places and times associated with the topic.
•
Develop your web to make the idea more specific. Use three or more general times and
experiences that fall within your topic.
•
Build out the web to approximately three levels by drilling down from your main topic (level
1) to three or more related subtopics (level 2) and then, for each, include details to set the
scene. You can do this by including who, what, when, where, why and how (level 3).
•
Identify the part of the web that contains the topic you will write about. Think about whether
or not this part is small enough and meaningful enough by asking did I learn something from
it?
•
Write your refined topic in your notebook as well as why the topic will make a good memoir.
You will have a chance to share the topic online with your classmates at the end of class.
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Writing Memoir - Lesson .
Writer’s Work Time (
min)
Students create webs on their topics. They also drill down in order to select a topic that is specific and
meaningful, as well as accompanied by a lesson learned. Students write in their notebooks about why
the topic they selected will make a good memoir. Some students may have false starts and will want to
create more than one web.
Conferring and Differentiation
During Writer’s Work Time, determine if student work has:
 details of the happening
 some description of the emotions they experienced
 an indication of a lesson learned from the experience.
Using the chart below as a guide, conduct individual conferences and/or guided groups. On the
Conferring Log, record what you find, what you teach and the next steps for the student.
What you might find:
Web lacks detail. Specific topic
lacking.
Suggested Approaches
Use DI handout: Have student use Topic Web:
DI (Handout 1.4a) to scaffold developing a web
with multiple categories.
Reconnect with earlier work: Encourage
student to look back in his or her writer’s
notebook, particularly the Idea Bank, for
previously brainstormed ideas that are personally
meaningful. Tell student that writers frequently
return to variations on the same few topics over
the course of their writing careers.
Provide extension: Student can look at DD and
JT’s Notebooks in the Online Classroom to see
how they completed the same activity or visit the
Study Center and complete the Brainstorm or
Chain Reaction activities.
Topic is too broad.
Ready for more
To see how authors develop their memoirs from
very specific topics, students can also browse
memoirs in Prof. P’s Office.
Sharing and Lesson Summary (
min)
Reconvene the class. Have students share their ideas with classmates by participating in the activity
Share Your Memoir Topic in Step 1 of the Online Classroom. Students post their ideas and comment on
those posted by classmates.
Review what students learned about the genre of memoir in this step, referring to the Memoir Chart.
Information that might need to be added includes:
• A memoir is about a topic I am willing to share with readers.
•
A memoir is very specific, not about a broad topic.
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Writing Memoir - Lesson .
Sample Memoir Chart for the end of Step 1.









Memoir
A memoir describes a memory.
A memoir really happened; it is nonfiction.
A memoir is written in the first person.
A memoir tells about a particular happening.
A memoir is clearly about something that was important to the author.
A memoir shows the lesson the author learned from the experience.
A memoir makes you feel that you were there.
A memoir is about a topic I am willing to share with readers
A memoir is very specific, not about a broad topic.
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