The Authors Chair

Common Core Standards Addressed in Personal Narrative

Text Types and Purposes
CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real experiences or events using effective technique,

well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.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.
CCSS.ELA-LITERACY.W.9-10.3.B

Use narrative techniques, such as dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C

Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D

Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E

Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.
Production and Distribution of Writing
CCSS.ELA-LITERACY.W.9-10.4

Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades 910 here.)
English 10 skills used in this activity:

Meaningful Conversation
(keeping eye contact, truly listening, asking clarifying questions)
Collaboration
(working with others to complete tasks as an individual learner)
Listening Intently
(listening to understand, interpret, analyze, and not simply to hear)
Responding Creatively
(adapting to a variety of responses, flexible with outcomes & final products)
Producing Important Writing
(writing with a personal purpose)
Making Connections
(identifying relationships with content, the world, and others)

When we use the Authors Chair to write, read, and respond, we

see ourselves as authors instead of students
write for ourselves AND a community of peers
learn more about each other
fulfill our own profound needs for hearing and sharing stories
gain confidence
get useful feedback, praise, and encouragement
help ourselves and others to become better writers
learn how to give positive and constructive feedback
ENJOY ourselves

Process

1. One audience member agrees to take notes for the author.

2.The author introduces herself/himself and briefly introduces the work.
My name is _______. This is a poem/short story/essay I write about/in response to
3. The author reads aloud slowly and clearly. The members of the reading community listen
attentively.
4. The authors says Thank you to indicate that the reading has finished.
5. Audience members raise their hands to give specific praise.
6. The author calls on an audience member by name or by pointing, and the audience member
briefly gives a positive comment.
I thought it was really interesting when
It surprised me when
I was moved by
It was an interesting choice to.
I was impressed by
Your choice of language/setting was ______ because
The author responds with Thank you or a head nod ONLY.
7. When first round has finished, the audience members raise their hands for round two. They
may ask the author a question about the characters, plot, or the process of writing.
Why did you choose to write about this subject?
What was the most difficult part of the process?
How are _____ and _____ related?
What do you think would have happened if _________?
Why did _______ choose to _________?
What happens next?
OR
They may tell the author
I wasnt sure about____________
I didnt understand who ______________
I got confused when ________________

8. When all of the comments and questions are done, the audience applauds the author.
9. The recorder gives the author the notes.

Checklist (Taken from Common Core)

Intro: Set out the problem or situation.
Intro: Establish a point of view and introduce narrator.
Intro: Use vivid, sensory imagery to set scene.
Body: Create a well structured sequence of events.
Body: Use well chosen details and descriptions to bring your narrative to life.
Conclusion: Reflect thoughtfully on your experience.