This document provides a week-by-week overview of an autobiographical map writing experience for students. It includes modeling, planning, drafting, revising, and celebrating stages. In week 1, students draw their own maps and share stories in groups. They create lists of events and ask questions of each other. In week 2, students use their lists to draft stories and get peer feedback. Week 3 focuses on revision through editing exercises and final drafting. The experience concludes in week 4 with peer critique and celebration of completed stories.

1. Autobiographical Map Experience: Writing Planning Overview
Monday Tuesday Wednesday Thursday Friday
Teacher Model of List Students Narration:
Pre-writing: *Students narrate one
The Time I Got Caught of their
Painting My Nails autobiographical map
* Retell story stories (or a new one if
Students to draw own * List events, details as they prefer) with a
Autobiographical Map autobiographical maps: story is narrated in partner.
Experience: *Share three stories with a note/ pictorial/ *Students create a list
Author’s Chair
Week 1 *Teacher model group of 3 students fragment form akin to teacher sample.
continued…
*Students to draw (time *Author’s Chair with 1 *(NOTE: Intentionally *Narrate story
permitting) student per triad put them out of according to the list
(time permitting) sequence) with a triad.
*ASK ME! Activity: *Triads complete ASK
-students to ask teacher ME! Group members
questions about her are to write questions
story. Answer & add on post-its for the
the details to the list. writer.
Timing 1 hour 30 minutes 1 hour Time as needed 1 hour 1 hour 30 minutes
CRITIQUE:
ASK ME!
*Pull some student
Separating the Details: *New triads with
questions & as a class,
*With teacher sample, students who have
Optional: Complete one discuss the questions.
class helps teacher identify NOT previously heard
more round of ASK ME! -How does the
details in the list & circle the story
with a new triad to look question help improve
them with colored pencil. *Revise story with the
for details & sequence the writing?
Week 2 *Identify the events & Rough Drafting questions asked by
-How does answering
number them group members
Rough Drafting: the question better
*Share out a few
Using list, create rough improve the reader’s
Students to complete with questions to see if
draft of the story understanding?
their own list pre-writing questioning is in line
-Are the questions
pieces with expectations.
helpful, specific, and
kind?
Timing 1 hour – 1 hour 30 min 1 hour 30 minutes Time as Needed 45 minutes 45 minutes
Editing:
Revision: #1: Misspelling Hunt Final Drafting & Catch Final Drafting & Catch Final Drafting & Catch
Week 3
Continue as needed (Partner) Up Up Up
-Students switch papers
Olabuenaga © 2011 pg. 1

2. Autobiographical Map Experience: Writing Planning Overview
and circle any words that
they think might be
misspelled because either
they are unfamiliar or look
strange to the reader in
any way. Writer is to
verify the spelling of each
word circled by the reader.
#2: Red Light, Green Light
(Partner or Independent)
-Students switch papers
with partner. With a green
colored pencil, reader
circles the first letter of the
sentence ONLY if the first
letter is capitalized. If not,
correct & continue until
student finds ending
punctuation. Circle all
ending punctuation in red.
Student can only continue
reading of they have a
“green light” (capital letter
@ beginning of sentence).
Timing Time as Needed 1 hour Time as Needed Time as Needed Time as Needed
WRITING WRITING CELEBRATION
CELEBRATION: continued:
*Students share writing in *Students share writing in
triads. Offer critique triads. Offer critique
(praise, question, polish (praise, question, polish
Week 4
that is helpful, specific, & that is helpful, specific, &
kind). kind).
*Volunteers share in *Volunteers share in
Author’s Chair. Class to Author’s Chair. Class to
offer critique. offer critique.
Timing 30 minutes 30 minutes
Olabuenaga © 2011 pg. 2