This unit focuses on having high school students analyze memoirs to learn narrative structures and techniques. Students will then use what they learned to write their own memoir and create a digital story. Over 4-6 weeks, students will read a full-length memoir and excerpts, analyzing them for organization, themes, and tone. Students will identify narrative techniques and language used to convey tone. They will then write a 3-5 page memoir using an organizational structure and tone of their choosing. Additionally, students will create a 3-5 minute digital story translating their memoir. The goal is for students to analyze published works as mentor texts to develop their own writing skills.

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Unit Cover
Unit Title: Memoir/Finding Your Narrative Grade Level:​ 10 (all levels)
Subject/Topic Area(s): English Time Frame: ​4­6 weeks, 50 minute periods
Unit Summary: ​In this instructional unit, students will critically read a full­length memoir* and excerpts from other memoirs and analyze these “mentor
texts” for organizational and linguistic techniques using close reading strategies. Students will then use what they have learned about effective organization
and language to produce an organizationally sound memoir of an event in their own lives and a corresponding digital story to be shared in a film festival
format based on theme with a writer/director panel discussion.
*Selection of the full­length memoir must meet the literacy needs and interests of the students. Due to the structure of the unit, differentiation at the class or
student level is recommended.
Desired Results
Established Goals (CCSS)
RI.9­10.2​ ​Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the
text.
RI.9­10.3​ ​Analyze how the author unfolds an analysis
or series of ideas or events, including the order in
which the points are made, how they are introduced
and developed, and the connections that are drawn
between them.
Transfer
Students will be able to independently use their learning to…
● Analyze non­fiction text (memoir) for narrative structures and techniques that facilitate
readers’ understanding of one or more larger themes.
● Identify and employ strategic narrative structures and techniques to forward a theme in
their own writing and a digital story.
● Analyze non­fiction text (memoir) for linguistic techniques that develop a specific tone.
● Identify and use linguistics techniques to develop a specific tone in their own writing
and a digital story.
● Analyze published texts as “mentor texts” to develop their own writing voice.

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RI.9­10.4​ ​Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9­10.5​ ​Analyze in detail how an author's ideas or
claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter).
RI.9­10.7​ ​Analyze various accounts of a subject told
in different mediums (e.g., a person's life story in both
print and multimedia), determining which details are
emphasized in each account.
W.9­10.3​ ​Write narratives to develop real or imagined
experiences or events using effective technique,
well­chosen details, and well­structured event
sequences.
● W.9­10.3.A​ Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or multiple
point(s) of view, and introducing a narrator
and/or characters; create a smooth progression
of experiences or events.
● W.9­10.3.B​ Use narrative techniques, such as
dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences,
events, and/or characters.
● W.9­10.3.C​ Use a variety of techniques to
sequence events so that they build on one
another to create a coherent whole.
● W.9­10.3.D​ Use precise words and phrases,
telling details, and sensory language to convey
a vivid picture of the experiences, events,
Meaning
UNDERSTANDINGS
Students will understand that…
● authors use specific organizational
elements to develop one or more
themes.
● authors use specific details to develop
specific tones in their writing.
● we develop refine our own skills in
writing by reading and critically
analyzing other writers’ works.
● memoirs differ from biographies and
autobiographies in that they are more
focused and more subjective.
UNIT ESSENTIAL QUESTIONS
Students will keep considering….
● How do I grow as a critical reader of
nonfiction?
● How do I use published text to inform
my own writing voice?
● How does choice of format (written,
digital, etc.) impact the stylistic
choices available to the content
producer and its overall effect on the
content consumer?
● How do the events in peoples’ lives
shape their identities?
Acquisition of Knowledge and Skill
Students will know…
● Key vocabulary​: memoir, narrative,
plot (exposition, conflict, rising
action, climax/crisis, falling
action/denouement, resolution), tone,
structural/organization techniques
(e.g., chronological, order of
importance, geographical,
comparison), digital story, theme,
motif, transitions, mentor text
● at least one strategy for close reading
Students will be skilled at…
● identifying a variety of organizational
techniques narratives can use.
● identifying narrative elements/plot
elements.
● identifying and using organizational
techniques to produce a specific effect
in their own writing.
● identifying and using linguistic
elements to produce a specific effect
in their own writing.
● analyzing published texts to use as
“mentor texts” for their own writing.

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setting, and/or characters.
● W.9­10.3.E​ Provide a conclusion that follows
from and reflects on what is experienced,
observed, or resolved over the course of the
narrative.
W.9­10.6​ ​Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products, taking advantage of technology's
capacity to link to other information and to display
information flexibly and dynamically.
Assessment Evidence
Pre­assessment
What pre­assessments will you use to check students’ prior knowledge, skill
levels and potential misconceptions?
● SchoolNet resources, consens­o­grams/online poll software, oral
check­ins, discussion
Progress Monitoring
Progress toward acquisition, meaning making, and transfer during lesson
events
● quizzes (objective and open­response), close reading samples,
observations of student led discussion protocols (e.g., numbered
heads together, last word), process writing (brainstorming,
drafting, revising, editing, publishing), graphic organizers
PERFORMANCE TASK(S)
Students will show that they really understand by evidence of…
● Scoring at a PLC determined proficiency level on an NC EOC style assessment of standards aligned to the unit (via SchoolNet).
● Producing a 3­5 page written memoir of a significant event in the student’s own life that successfully employs a clear organizational/structural
technique and language that clearly establishes a tone that is appropriate and consistent.
● Producing a 3­5 minute digital story of their memoir (e.g., iMovie, GoAnimate) that successfully translate their written memoir into a
visual/auditory format which follows the same organizational structure and tone.

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Sample Lesson Arc
Context for the lesson: ​This multi­day learning arc is designed to help students identify methods for organizing and developing their own memoirs. At this
point students should have demonstrated proficiency in identifying characteristics of a memoir, identifying a variety of organizational techniques, and
completing a close reading that emphasizes linguistic techniques that lead to identifying tone. After completing Instructional Activity #4, students will begin
drafting their personal memoirs using the feedback on organization and language (tone) provided by the teacher and structured peer conferences to conduct
revisions. They will use both forms of feedback to submit a final copy of the memoir with an appropriate organizational structure and tone. This narrative will
provide the basis for their digital story later on.
Standards Addressed: ​RI.9­10.2, RI.9­10.3, RI.9­10.4, RI.9­10.5
Students will be able to…
● Identify the central theme of a memoir.
● Identify the organizational structure of a memoir using the table of contents.
● Identify a rich passage in the text and complete a close reading, focusing on the use of language to convey tone.
● Identify a logical organizational structure and tone for their personal memoir.
Lesson Essential Question(s):
● What variety of ways can a non­fiction text be organized?
● How does specific language impact tone?
● How can I use published texts to guide my development as a writer of a memoir?
Key vocabulary to preview or review: ​organizational techniques (e.g., chronological, order of importance, geographical, comparison), motif, theme, tone
Instructional Activity Directions Assessment
Instructional Activity #1:
Memoir Carousel
Advance Planning​: With the assistance of the media specialist or librarian, select at least
one memoir per student from the school library collection (make additions as needed) to
allow for a variety of organizational and linguistic styles indicating tone. On the day of
instruction place on memoir on each student desk. Make copies of this ​graphic organizer
for students to take notes. It will be helpful to arrange desks or tables in a circular fashion,
if possible. It is also highly recommended that the teacher (and hopefully the librarian)
preview each book and complete the student graphic organizer for each book for feedback.
As students are working,
provide guided instruction as
needed to ensure that they are
correctly identifying
organizational structures of
each text. Also look for
textual evidence as they

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Instructional Method​:
1. At the beginning of class, review key vocabulary (PowerPoint, quiz game with
online polling, etc.).
2. Provide each student with a copy* of the ​graphic organizer ​to take notes on the
organizational structure and language of the memoirs they will examine.
3. Instruct students to examine the memoir on their desk and complete the graphic
organizer and select a passage of around 100­150 to close read. Remind students
as needed of the various organizational structures and linguistic features they will
encounter. Inform students that they will have two class periods to examine four
memoirs (adjust as needed, depending on reading level; honors student might be
able to complete more, and literacy challenged/EC students might complete fewer.
Edit the graphic organizer as required).
4. Designate approximately 15 minutes per book for student examination (adjust as
needed based on students). Monitor students and provide guidance as needed for
them to use the title, table of contents, and close reading to complete the graphic
organizer.
5. At the designated time, instruct students to pass their book to the person on their
right. Continue the process until students have examined the requisite number of
books. It is recommended that the teacher use a timer (YouTube video, stopwatch,
etc.) to help students monitor their time.
6. Continue to monitor student progress through each exchange.
7. When student have examined the required number of books, collect the graphic
organizers and assess student understanding of the organizational structure and
language of each book for feedback only. Use school appropriate remediation
methods for students who need additional instruction.
8. Return graphic organizers to students
*Districts with access to file sharing systems, such as Google Classroom, may find
electronic sharing more suitable for their classrooms.
identify linguistic features that
indicate tone in their close
readings. This can be done as
students are working (with
corrective feedback) and after
collection of the graphic
organizers. Feedback must be
given prior to Instructional
Activity #2.
Instructional Activity #2:
Give One, Get One
1. Review key vocabulary as needed.
2. Instruct students in the “Give One, Get One” protocol. As students have examined
a number of different memoirs, they will share with each other their analyses of
the texts they examined in Learning Activity #1. Allow approximately one period
for students to mingle and share the information on their graphic organizers
(minimum of four, of course making adjustments based on the students) with other
students. They must provide a quick review of the memoir, the organizational
Collect the graphic organizers
once more to ascertain student
interactions by comparing
random samples of graphic
organizers. If students have
not adequately shared, it is
recommended that the teacher

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structure, and their assessment of the tone with textual evidence. Students may not
“get one” for a book they have already examined. Again, use a timer of some sort
to moderate conversations.
3. At the end of the “Get One, Give One” protocol, collect the graphic organizers
again.
use 3­5 titles as examples to
elucidate their organizational
structures and tones. Give
narrative feedback based on
the teacher/library analysis.
Instructional Activity #3:
Debrief/Discussion
1. Instruct students that in this lesson they will be expected to provide textually based
assessments of the memoirs they examined.
2. Present to students a graphic of the organizer they have been using to analyze and
assess the memoirs they examined.
3. Ask students to describe what makes a compelling and effective memoir in terms
of organization and language. Make a list of 5­6 criteria on the whiteboard or
chart paper.
4. Assess through a show of hands, online polling, or other appropriate means the 4­5
most compelling and/or effective memoirs examined in the carousel.
5. Discuss with students how each of their selections meets the aforementioned
criteria.
6. Complete the exit card assessment.
Use an exit card, such as an
index card or sticky note to
have students state their
memoir topics, identify which
memoir(s) they will likely
mimic in their personal
memoir and why, specifically
mentioning the organizational
structure and the tone. Give
feedback on your assessment
of the effectiveness of the
organizational structure and
tone based on their topics.
Determine appropriate graphic
organizers to collect student
ideas.
Instructional Activity #4:
Determination of
Organizational Structure
and Tone
1. Return the exit cards from instructional activity #3.
2. Provide graphic organizers for students based on their organizational structures.
3. Instruct students to complete the graphic organizers to being outlining their
personal memoirs. On the back, they will defend their choice of tone in
well­written paragraph of 5­7 sentences.
4. At the end of the allotted time, students will submit their organizers for feedback.
Student graphic organizers
should include specific details
for how they will structure and
establish a tone for their
personal memoirs with
credible evidence. Teachers
should be wary of the role of
memory in the specific events,
but they should look for a
credible line of narrative and
provide feedback on the
effectiveness of the structure
and tone of the proposal.