WR102E Course Detail

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COURSE DETAILS

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Personal narrative writing has been described as the most beloved type of writing, especially for early elementary students and teachers. The new method of teaching writing is more structured, meaningful, and experienced-based, allowing students to gain a deeper understanding into the art form of how stories are crafted. This course will help you break down and understand the Common Core State Standards (CCSS) to find meaning in the new method as you participate both as the student as well as the teacher.

About This Course

This course will enable you to actively engage in the writing process of creating a personal narrative. It will allow you to take your learning and experience and use it to teach your students in a meaningful way. You will be motivated to create powerful stories that are generated from nothing else except your own experiences and ability to draw on feelings and emotions within those moments. All of this will be done by having you go through the process as your students will do.

You will study mentor texts, reflect on your learning, and link important lessons together to make meaning out of the experience. All of your work (reflection questions, checks for understanding, your own personal narrative) will be housed in your Class Portfolio where you can see the progression of your learning.

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Goals and Purpose

Session 1—The Purpose of Narrative Writing

respond to narrative writing pieces written by various authors
define what is and is NOT narrative writing
draw conclusions for the MUST HAVES in personal narrative writing
examine key shifts in this genre by comparing previous expectations with new narrative writing expectations
identify Common Core State Standards (CCSS) in personal narrative writing
synthesize information and link learning to teaching practice

Session 2—Personal Narrative and the Common Core State Standards

understand and internalize CCSS-aligned narrative terminology
understand what personal narrative writing looks like
review CCSS-aligned student samples
synthesize information and link learning to teaching practice
self-assess through reflection

Session 3—Personal Narrative through the Eyes of Mentor Texts and Videos

immerse yourself in texts that can be used to “kick off” your personal narrative unit of study
read and interpret mentor texts and videos
identify MAY HAVES in personal narratives by noticing author’s craft
synthesize information and link learning to teaching practice
self-assess through reflection

Session 4—Generating Ideas about Narrative Writing

participate in various brainstorming activities to begin unit of study such as:

oral storytelling
creating Writer’s Hearts
evaluating artwork and primary documents

synthesize information and link learning to teaching practice
self-assess through reflection

Session 5—Transitioning into Seed Ideas

review strategies for discovering seed ideas within bigger stories
select a seed idea for your own personal narrative
stretch out your seed idea into a small moment in order to complete a first draft of your personal narrative
synthesize information and link learning to teaching practice
self-assess through reflection

Session 6—Strengthening Your Writing

clarify the difference between revision and editing
revise sections of your first draft that need strengthening to SOUND better
edit for grammar, spelling, and punctuation
synthesize information and link learning to teaching practice
self-assess through reflection

Session 7—Evaluating Personal Narrative Writing

confirm that your completed narrative is aligned with specific grade-level CCSS
ensure that your voice was conveyed in your personal narrative
publish and celebrate the completion of your written piece
synthesize information and link learning to teaching practice
self-assess through reflection

Session 8—Reflecting on Your Learning and Teaching of Personal Narrative

review depths of knowledge levels covered in this course
self-reflect by connecting your writing to your teaching and learning
compare pre- and post-assessment data to determine growth in this course

Throughout the course, opportunities are provided for teachers to connect their learning across sessions and to explicitly consider the implications of that learning for classroom practice. Teachers will also be able to revisit their work and reflections by viewing their individual Course Portfolios.

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WAYS TO TAKE THIS COURSE

Simply Audit this Course

Can't commit to all of the lectures, assignments, and tests? Audit this course and have complete access to all of the course material, tests, people, portfolios, and the online discussion forum. You decide what and how much you want to do.

Try for a Certificate

Looking to test your mettle? Participate in all of the course's activities (we use the honor code around here) and if your work meets the 85% requirements, you'll receive a personalized certificate to showcase your achievement. You can also apply for course credit (if desired).

Course Staff

Amanda M. Lehrman

Amanda Lehrman is an elementary school educator, currently teaching a Gifted and Talented program to second through fifth grade students. In addition, she worked with individual districts to implement various forms of professional development and reading intervention programs. Amanda is also a literacy consultant and freelance writer.

It is strongly recommended that participants choosing to enroll in this online course are currently working as classroom teachers or have a strong familiarity working with students in this age range. Although coursework can be completed without direct student interaction, participants will be asked to reflect on how these practices will look in their own classroom with students in grades K–2.

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Course Code:	WR102E
Course Release:	Aug 03, 2015
Estimated Effort:	6 Hrs Online 4 Hrs Offline

Suggested Prerequisites:
It is strongly recommended that participants choosing to enroll in this online course are currently working as classroom teachers or have a strong familiarity working with students in this age range. Although coursework can be completed without direct student interaction, participants will be asked to reflect on how these practices will look in their own classroom with students in grades K–2.

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