WALK-THROUGH Bridges to Writing • A student model introduces students to a variety of writing styles. • Process writing steps guide students to complete and present writing assignments. STUDENT MODEL BRIDGES TO WRITING UNIT 1 38 BE SURE TO • engage the reader with a hook • focus on your central idea • include evidence to support your central idea • write your personal narrative in the simple past tense • revise and edit your work Can a cafeteria teach you a lesson about your ancestry? My cafeteria did! At lunchtime, on the first day of school, I walked into the cafeteria. I heard the noise of forks and voices. I tried to pull up a chair next to someone I recognized. The chair didn't move. The legs were attached to the floor. Tears burned my eyes. Where should I sit? I found a spot by a group of girls eating sandwiches. I quietly pulled out my homemade tortilla. They looked at me. Everyone had sandwiches. I felt different with my tortilla. Suddenly, a new girl, Ana, slid into the seat next to me. She started speaking Spanish right away. She sounded like a motor! She pointed to her arepa and placed it next to my tortilla. We smiled. Soon we talked about our grandmothers and food. We talked about Spanish music we both liked. I mentioned my little brother does not speak Spanish. I told her, “I have to translate in my own house!” We laughed about it. “I have to translate at the doctor's office!” she said. I knew what she meant. But I was glad to be able to speak two languages. I realized my grandmother had passed down something special. Language brought me a new friend. Personal Narrative WRITING THAT REFLECTS YOU Good writing always begins with an idea. A personal narrative begins with an idea about you. CHOOSE A PROMPT 1. Write about an event that changed you. 2. Write about a person who made a difference in your life. Cafeteria Lessons by Amara Estrada Write a Hook A personal narrative tells a story that only the writer can tell. The first sentence you write gets the reader interested. This is called the hook. WRITING STRATEGY BLC23_SE_LB_U01_038-040_BW.indd 38 8/30/21 12:34 PM “I have to translate in my own house!” We talked in Spanish. We talked about our grandmothers. I met Ana. We had tortillas and arepas. Language brought me a new friend. 39 Use the editing checklist to edit your draft. Use a supporting evidence organizer to plan your personal narrative. Use the ideas in your supporting evidence organizer to write a draft of your personal narrative. Make sure your draft includes: ➜ a hook ➜ a central idea with supporting ideas ➜ the past tense A Use the revision checklist to review your draft. B Exchange drafts with a classmate. C Give each other suggestions for making your drafts better. PLAN DRAFT I draw the reader in with a hook. All of my ideas support the central idea. I use the simple past tense. I use regular and irregular past tense verbs. Revision Checklist ✔ I use a capital letter to start each sentence. I use correct punctuation. (. ? !) I check my spelling in a print or online dictionary. Editing Checklist ✔ REVISE EDIT 1 2 3 4 UNIT 1 BLC23_SE_LB_U01_038-040_BW.indd 39 8/30/21 12:34 PM Big Idea • Students re-visit the Big Idea at the end of the unit and apply their knowledge in a discussion. The Candle: A Short Documentary Film About the Power of Art (and Family) BEFORE VIEWING This video is about three siblings from New York City who overcame many difficulties to become dedicated artists. 1. Is there an activity that you are dedicated to? Explain. 2. Is there an activity that you are interested in, but not dedicated to yet? Describe it. 3. What difficulties can come between someone and their dreams? DURING VIEWING Answer the questions. 1. How are Marthalicia, Tomas, and Jorge related? 2. How did their mother help them with their art when they were children? 3. What were some of the difficulties the siblings faced as children? AFTER VIEWING Answer the questions. 1. How do Marthalicia, Tomas, and Jorge show that they are dedicated to art? 2. What does it mean to be dedicated to something? 3. What is something you want to dedicate more time to? Predict Before you watch, look at the title and image. Ask questions about the video based on the information you have. • Who will this video be about? • What do they do with their time? VIEWING STRATEGY USEFUL VOCABULARY develop enable influence maintain master poverty produce react realm timid BRIDGES TO MEDIA UNIT 1 41 BLC23_SE_LB_U01_041_BME.indd 41 8/30/21 12:35 PM 5 6 A Rewrite a final copy of your personal narrative in your best handwriting. You can also use a computer to type your final copy. B Find or draw one or more pictures to illustrate your personal narrative. C Work with a classmate. Read your personal narratives aloud to each other. Be sure to read with appropriate expression. D Talk about each other’s writing. Tell your classmate ➜ what you learned from their personal narrative ➜ what more you want to know A Work with a group. Read your personal narratives aloud and show your pictures. B Ask each reader follow-up questions: Who . . . ? Why did . . . ? What . . . ? How did . . . ? When . . . ? Where did . . . ? PUBLISH PRESENT BIG IDEA Your personality traits, special stories, and history make up your identity. This mural appears in Minneapolis, Minnesota. Read the mural. Do you agree? Do you think our ancestors dreamed about what we are today? What do you think they predicted? What do you think they didn’t predict? UNIT 1 40 BLC23_SE_LB_U01_038-040_BW.indd 40 8/30/21 12:34 PM Bridges to Media • Students watch an authentic short film and learn to view media through a critical lens. The authentic short films are available for viewing online. 23
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