Lesson 6: Writing a memoir

Lesson six may occur over several sessions

Learning intention

We are learning how to write a memoir.

Success criteria

I can include the important details (who, when, where, what, how and why) when writing my own memoir.

Lesson structure

  1. Return to the modelled writing mentor text and reread the introductory sentence. Ask students to locate the part of the sentence that tells the reader ‘when’ the memory took place (e.g. a very long time ago). The use of adverbials or adverbs to signal time give important information to the reader. Ask students to think of some other adverbials that could start a memoir that signal time also. Record student responses on an anchor chart to assist independent writing.
  2. Ask students to find the part of the sentence that tells the reader where the memoir took place (e.g. in the hospital). The use of simple prepositional phrases of place orient the reader, an important part of the identification of subject. Ask students to refer to their memoir planning template. Find the drawing or word that showed where the memoir took place. Brainstorm a list of prepositional phrases that locate the students’ memoirs. For example: When did it happen?
    • in the hospital
    • at the beach
    • in my bedroom
    • under my bed
    • on the roof
    • on my bike
    • with my friend.
  3. Students begin to write the ‘identification of subject’ stage of their memoir including a sentence or sentences which orient the reader and tell who, when and where.  The teacher differentiates this task by:
    • working with individual students-prompting to say words slowly, identify the sounds and match to letters
    • working with a small group of students-encouraging them to articulate the sentence they want to write with the included detail
    • monitoring students who complete the task independently.
  4. Students return to the main group and share their ‘identification of subject’ with a partner. Does it make sense? Does it include who, when and where the memory took place?
  5. Refer to the modelled mentor text. Ask students to find the part that tells the reader what happened. Students refer to their memoir template to check their planning. Students then write a sentence/s to retell the episode. The teacher again differentiates the task (as above).
  6. Students return to the main group and shares their episode with a partner. Does it make sense? Does it include what and how the memory took place?
  7. Refer to the modelled mentor text. Ask students to find the part that tells the reader       why the author thought the memory was important or how they felt about the memory. Prompt students to refer to their memoir planning template. Students then write their own coda to accompany their memoir. The teacher again differentiates the task (as above).
  8. Students return to the main group and shares their coda with a partner. Does it make sense? Does it include why the memory was important or how it made them feel?
  9. Return to the success criteria. Ask students to check their writing for detail. Have they included the important details? Students self-evaluate.