ACTIVITY D After students have reread the personal narrative, encourage them to discuss how reading the excerpt aloud is different from reading it silently.
help make parts of the personal narrative sound exciting or important. Students should demonstrate an understanding of organization and voice in oral personal narratives.
APPLY
ASSESS
Speaker’s Corner
Note which students had difficulty understanding organization and voice in oral personal narratives. Use the Reteach option with those students who need additional reinforcement.
Tell students to listen carefully to their partners’ oral personal narratives. Encourage students to point out any unnecessary details. Ask students to suggest when time words would be helpful. Have students discuss whether changes in the tone of voice
Change your tone of voice to make parts of your personal narrative sound exciting or important. You might speak faster or louder at an exciting part. You might speak slower or softer at a scary part. Remember that this is your own story. Let your personality shine through. ACTIVITY A Think of something good that happened to you at school recently. Write an interesting opening sentence for an oral personal narrative about the event. Practice saying the sentence in different tones of voice.
It’s just around the corner. I didn’t expect that. Is that really for me? I think it’s going to be here soon.
5. I don’t think you should do that.
ACTIVITY D Reread the personal narrative on page 210. Practice reading the narrative aloud. What emotions does the narrative bring up?
Discuss stories that are handed down from one generation to another, such as folktales, family stories, and fairy tales. Have students choose a favorite story to retell to the class. After they share their stories, invite students to offer suggestions to improve the way the person presented his or her story. Remind students to offer only constructive criticism.
Sound Off
For Tomorrow
ACTIVITY B Read each sentence aloud twice with a partner. Show a different emotion each time. You might read it as if you were happy, surprised, frightened, angry, or sad.
ACTIVITY C Read aloud the personal narrative on page 211. Use your voice, face, and body movements to show the feelings of the person who wrote the narrative.
Reteach
Provide students with books that are age-appropriate and told in the first person, such as My Side of the Mountain by Jean Craighead George. Have partners choose a brief excerpt from the book and practice reading it with two different tones of voice. Explain that one partner might read the excerpt with a light and breezy tone, while the other might read it with a sad and depressed tone. Encourage students to choose their two tones based on the excerpt that they have selected. When partners have had a chance to practice, have them present their dramatic readings to the class.
Voice
1. 2. 3. 4.
TEACHING OPTIONS
Speaker’s Corner Tell a partner about the experience you chose for Activity A. Include all the
Ask students to pay special attention to TV commercials, listening to each announcer’s tone of voice. Ask students to write their observations about how the tone changes based on the product being advertised. Bring your own written observations about the announcer’s tone of voice in different TV commercials to share with students.
Common Core Standards CCSS.ELA.SL.4.4
details that you think are important. Ask your partner which details he or she thinks are the most interesting. Do the same for your partner’s experience. Personal Narratives
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