Writing Scope- 5th through 7th grade
March 10, 2009
Filed under Whole School Scope and Sequences, Writing Lessons
Tags: what to teach in middle school, Writing Lessons, writing scope in middle school, writing workshop
This is a draft 
Here’s the link: writing_standards_5-7
Writing Goals
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Philosophy for Writing Goals: · We believe that all students should be writing independently and rigorously for 30 minutes by the end of summer school. We reset this goal yearly as the students transition with a new teacher. By 7th grade, students should also be able to use thesauri, dictionary, editing pens, and other writing tools independently as part of this thirty minute or more time.
We believe that teachers should give immediate feedback in the form of conferences at least twice a week. · We believe that students should be introduced to different writing genres throughout the year. These genres can be introduced in any class, not necessarily in writing. While there are genre specific strategies, we believe that most strategies are pertinent to all types of writing. Therefore, the piece of writing is assessed according to how the strategies are used. Students must show mastery of all different types of genres by the end of 8th grade independently and distinguish between the different genres.
We believe that all students should perform at a certain benchmark in on demand writing scenarios. They should therefore be able to go through the writing process independently in these on demand scenarios. The scenarios assess different types of genres fluidly. The assessment is called the Quarterly Writing Assessment (QWA). · |
Writing Goals
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Independent writing/day |
write daily for a sustained, rigorous 30-minute period |
write daily for a sustained, rigorous 30-minute period |
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Major goals |
· love writing · write clear, concise short answers across content areas by January · to confer with a teacher at least twice a week · internalize the writing process by doing it independently in on-demand and process writing · master gr5 editing standards by January (see grammar standards) · practice 6 genres of writing: narrative, persuasive, poetry, letter, prompt, research report |
· write with clarity for extended responses · brainstorm, outline, draft and revise independently for on-demand and at home assignments · master gr6 compare and contrast writing genre by January · practice genres of writing: memoir, book review, non-fiction report writing, persuasive, fiction, poetry, letter how to, prompt response, and literary essay |
· write sophisticated, world class commentary while still maintaining clarity · value unique, controversial and “risky” approaches to writing · master gr6 editing standards by January · master 3 genres of writing: personal essay, report and literary essay |
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Genres |
· Narrative · Short answer prompt · Letter (friendly) · Poetry · Persuasive essay · Report · newspaper
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· Literary Essay (introduce) · Poetry · Book Review · Prompt Response · Memoir/Narrative · Letter (business) · Monologue · Non-fiction report · Persuasive · Fiction · Poetry · Letter |
· literary essay · personal essay · report · short answer prompt · letter writing (historical) · debate · children’s book · poetry · DBQ |
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Quarterly Writing Assessment |
· short answer expository · short answer narrative · short answer response to literature |
· Research article · Memoir · Response to literature |
· Personal Essay: Describe a time where you’ve had to overcome an obstacle. What did you learn from the experience?
Literary Essay (based on NYS Regents) Students choose from one of five inspirational quotes. Do you agree/disagree with the quote? Using a book from a list provided, create a unique thesis statement and composition answering your question. |
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Differentiation
Must Do: write for 30 minutes daily, do now spiraling grammar, spelling, phonics, vocabulary, and other writing skills.
· Can Do: write on a computer, storyboard with pictures, do invented spelling, speak into dictation program, reread work out loud, vocabulary games, use phonics program, guided writing program (craft lessons) |
D. Writing process
1. Brainstorming, Note-taking, and Outlining
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Brainstorming 1. Accountable talk · [a2] generate ideas before writing independently (everyday, all genres all throughout the unit)[a3] 2. Make a list · list “first times” or “last times” memories and then write a story · list “people we care about” and then write a story that is connected to that person 3. Make a web · [insert example—maybe clarify what kinds of brainstorming this is best for?][a4] 4. Free-write · Write non-stop about one idea for 8 min, without letting the pencil leave the page, and producing at least one page of writing. · “Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea.[a5]
Note-taking 5. Important facts vs. fun facts · [insert example that makes clear e.g. what genres this is for?] [a6] 6. Paraphrase important facts · Read twice, cover up the information with your hand, then retell the information on paper 7. The information goes into their brainstorm[a7] 8. Note-taking while listening · For the listening section of a standardized test, write down everything you can, abbreviating common words and phrases and making appropriate marks to prioritize information.
Outlining 1. Accountable talk · verbally explain “plans” to a partner and receive feedback/support 2. Short answer outline format · Flip it, answer it, support it, close it [a8] · Thesis, prove, support, zip 3. Accordion outlines[a9] for paragraphs · for paragraphs and extended response
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Brainstorming (strategies for gathering ideas) 4. Think of Different Writing Audiences 5. Make Lists 6. Observe Your Surroundings (look at objects) 7. Ask Questions (talk to others) 8. Experience Strong Emotions (listen to music) 9. Recall Firsts and Lasts (family traditions) 10. Read (newspaper, fiction, non-fiction)
Brainstorming (strategies for growing ideas) 11. Free-write 12. List 13. Web 14. Ask Journalistic Questions
Note-taking 15. Fact collecting sheet · (for nonfiction studies) Students collect 10 facts that represent subtopics that they have already generated. After collecting the 10 facts per subtopic, they paraphrase the facts.Paraphrase directly from text in phrases · Use existing subtopics to organize while notetaking
Outlining 16. Outlining is predominantly done by looking at the brainstorm, and on the brainstorm using symbols to organize their prewriting 17. Teacher gives graphic organizers that are pertinent to the genre to help outline Create two-four column chart to organize brainstorm and detail gathering based on prompt questions and directions
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Brainstorming 18. listing 19. generating lists based on lists (growing) 20. webs and generating new ideas from webs 21. looping
Note-taking 22. Cornell notes · On right side of the column, students write down details, citations · Left side of the column includes generated sub topics · Symbols include fun facts and interesting information 23. three column note collecting · middle column details, citations · left side subtopics · right side commentary
Outlining 24. Alpha-numeric outlines based on accordion outlines Thesis I. A. i.
II. A B. i ii
b. Thesis:
25. Is the paragraph clear? 26. Does it prove your point? 27. Are your examples pertinent? 28. Are your examples weighted? 29. Does your audience understand your examples, or do they need clarification? 30. Are your examples explicit or implicitly explained? 31. Which details take away from the coherence of the paragraph? 32. How can you vary your paragraph with narrative strategies (anecdotes, sensory details, etc)? 33. Do you need to re-gather for more examples? Have you gone back to your resources to cite? Do your citations need more explanation? |
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Philosophy for Pre-Writing Goals: · We believe that all students should note take, brainstorm and outline before they start writing. This should happen with all genres. . Teachers can assess these skills in isolation and part of the entire writing process. |
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Differentiation
Must Do : go from note taking, to brainstorm, to outline, to draft to publish independently by QWA4 in fourth quarter.
Can Do : use scaffolded graphic organizers for each stage, get pre-planning help during conferences, use check-lists as a self-reflected guide, give rubrics for each stage, brainstorm using pictures and write using all the scaffolds in “Writing Goals Differentiation.” |
2. Basic Organizational Development
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Topic/Thesis 34. State the subject and what will be explained 35. List method · All college students need money, friends, encouragement, and support. 37. Rhetorical question
Introduction 38. Leads · use a quote · “Imagine…”
Conclusion 40. “Some people say” followed by counter-argument 41. “[Topic] is important to me because..” 42. “I’ve realized that…”
Ideas 43. Write stories with beginning, middle, end 44. Write stories that matter-that have significant meaning to the author 45. Go through the steps of writing process-gather, pick, draft, revise, edit. 46. Publish stories that are at least one page long 47. Write “small moment” stories 48. Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story 49. Use and 3 places where “cracking open a sentence” was used to revise their work. 50. Use and identify 3 places where dialogue was used. 51. Use and identify 3 places where twin sentences with action/dialogue were used. 52. Writers use an action or dialogue lead 53. Use and identify at least 2 places where “show don’t tell” was used to revise their work. 54. Show characters’ inner thought 2-3 times 55. Use one of the strategies below to add “visual” words to their text: · Similes · Setting cues · Adjectives that describe people and things
Clarity 1. Read aloud for clarity · to give instructions 3. revise writing to locate and strengthen the hearts of our stories (use checklist for guidance) 4. revise language/word choice to incorporate vocabulary 5. revise for clarity, fiction and nonfiction aspects, thesis quality, format, word choice, vocabulary words we know, etc. 6. revise persuasiveness, voice, audience, vocabulary words we know, etc. 7. revise for informational content, details, voice, vocabulary words we know, etc 8. revise for voice, sensory details, character development, and vocabulary words we know, etc. 9. edit for clarity – quotation marks, conjugated verbs, contractions, paragraph form, spelling words we know etc. 10. revise for facts and fiction, character development, details, background knowledge, vocabulary words we know, etc. 11. revising for strong verbs 12. revise for voice, quality, word choice, vocabulary, interest 13. voice – creates mental images for our readers 14. descriptive words. Use senses to access sensory words, rich descriptions 15. tell stories from other points of view, matching correct pronouns throughout the piece
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Topic/Thesis 16. Occasion/ Position statements 17. However statements 18. The Smack Down 19. Past to Present 20. What’s Wrong
Introduction 21. including necessary background information 22. using appropriate tone
Conclusion 23. wrapping up 24. providing bigger picture commentary
Ideas
Which examples are pertinent? Do you need to re-gather for more examples?
Clarity 25. Read out loud for complete thoughts 26. [a13] Every sentence makes sense to the reader 27. Includes details so that the reader is fully informed
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Topic/Thesis 28. 7th implicit thesis statements 29. clearly defined 30. one main idea 31. balance between too specific and general 32. Two Nouns and a Comma thesis
Introductions 33. Incorporate thesis statement 34. Provide commentary for thesis 35. Provide background information 36. Hook the reader
Conclusions 37. restate thesis in different words 38. add “world” commentary include “so what”
Ideas 39. Using Description · What needs to be defined? · How can you incorporate imagery? · What needs to be defined, but needs further research?
40. Using Persuasion · What position do you want to take toward your subject? · How much background do you need? · What arguments can the reader bring against your assertion? · What examples can you think of to illustrate your topic? · How can you appeal to your readers’ emotions? · How can you use example, comparison, or description to strengthen your logic? · What tone is most appropriate to the kind of appeal you want to emphasize?
Clarity 41. Discovering a thesis 42. Subtopics 43. Rethinking subtopics after gathering information 44. Smooth-reading paragraphs (paragraph unity) 45. Paragraph coherence (transitions) 46. Smooth-reading sentences 47. Adequate length paragraphs 48. Revising to clarify 49. Editing purposefully 50. Providing adequate examples and details 51. When writing complex sentences, follows up with a clarifying sentence 52. All citations fully supported 53. All ideas/reasons/details link up to subtopic or thesis 54.
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Philosophy of Basic Organizational Development: · We believe good writers revise. · We believe that writing should be clear. In order to make the writing clear, students are given strategies scaffolded by grade. · We believe that writing should pertain to the audience for which it is written. · We believe development of ideas isn’t genre specific. Eg, good writers write with figurative language, imagery, description and persuasion no matter the genre. Even narrative features can and should show up in non-narrative genres. · Repeated, frequent publishing across classes develops independent writers faster. Students publish once every two weeks in both writing and nonfiction. The same writing development techniques are assessed across subjects. · Spiraling of development ideas should happen frequently. · New revision strategies should build off of old development ideas UNTIL those ideas are mastered as shown in the QWA. |
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Differentiation
Must Do : rewrite old work that they published prior, use ideas across genres
Can Do : use mentor texts as models, work in partnerships to get ideas, get ideas from online resources, use checklist to track mastery of ideas(both teacher and student), use scaffolded worksheets for introductions and conclusions,
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Development of Ideas
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Word Choice/ Craft 55. Use and 3 places where “cracking open a sentence” was used to revise their work. 56. Use and identify 3 places where dialogue was used. 57. Use and identify 3 places where twin sentences with action/dialogue were used. 58. Use one of the strategies below to add “visual” words to their text: · Similes · Setting cues · Adjectives that describe people and things
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Transitions 59. to make a point 60. to show how things are alike 61. to show how things are different 62. to indicate time 63. to show a place or location 64. to conclude
Word Choice/ Craft 65. Repeating a word 66. Using pictures of symbols in text 67. Sound words 68. Alliteration 69. Writing a word in a special way 70. Listing 71. Parallel phrases 72. Alternate sentence length “every word counts” |
Transitions 73. to explain a problem 74. to explain a cause or an effect
Compare and Contrast · What are the similarities? Differences? · Should you emphasize similarities or differences? · What examples will work best? · What other modes (spiraling back) are appropriate? · What is your point? Your purpose? · What type of organization will fit your purpose best? · What persona do you want to create? 75. Narration · Anecdotes · What senses can you appeal to? · Show/Don’t Tell · What concrete details can you use? · How can you vary your narrative? · What can your audience identify with? Similes? Metaphors? Allusions? · Engaging voice · Original Word Choice
76. Explanation and Argument Examples from other sources · Listing examples · Are examples pertinent? · Are examples of equal weight? Are any unimportant? · Do you need to re-gather for more examples? · How have you gone back to your resources to cite? Does your example make sense? Do you need explanation? · How familiar is your audience with each example? · Do all examples support the point that you are trying to teach?
77. Critical Thinking · What unique ideas are you providing? · Incorporating dense questions prior to writing thesis (see reading 7th grade standards) · Making careful generalizations about the world or rhetorical criticism Figurative Language · Evidence of figurative language (see 7th grade reading)
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Philosophy of Development of Ideas · Good writers write uniquely, with an emphasis on creative and creative thinking. · Good writers choose words carefully as if each word stands alone. · Good writers emulate the style of other good writers. · Good writers try new things and take risks. |
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Must Do: Revise for sophistication using a rubric or checklist, use transition words appropriately for meaning
Can Do: · Use thesauri, rhyming dictionaries, mentor texts, common idiomatic phrases, use transition words from 5-7 grade if necessary to scaffold (ie- less advanced transition words are in fifth, more advanced are in 7th) |
Editing, Proofreading, and Publishing
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Proofreading 79. proofread work for small mistakes and typos 80. create a final draft based on editing and revision changes
Publishing · publish pieces to get them ready to share with an audience · share / provide feedback to talk about our own writing and the writing presented by other writers in our community |
Proofreading 1. using thesauri and dictionaries 2. reading out loud for clarity 3. using a partner purposefully
Publishing 1. use computers 2. Writer’s share with members of the community |
Proofreading Using partners to gain multiple perspectives in order to better commentary |
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Philosophy of Editing, Proofreading, and Publishing · We believe good writers edit, and make changes based on self edits, teacher edits or peer edits · We believe that students should be accountable to only the grammar and syntax skills they have learned during grammar (see grammar) · We believe that students should publish frequently, at least twice a month · We believe that all writing should be celebrated |
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Must Do Publish twice a month , use editing checklists
Can Do · Set up individual editing goals with individual students and hold them accountable to their goals, color code editing skills, use spell check on the computer |
Self-critique and peer feedback
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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· learn to provide constructive peer feedback to make our writing stronger · learn to talk about our own writing · while listening to peers, take notes on reactions in order to provide meaningful feedback based on facts and opinions · norms for sharing writing, e.g. accountable talk · set goals for next writing assignment (what did I do well? what do I want to improve?) · are active members of a writing community · give and receive feedback |
1) Reading work out loud to catch errors! 2) Share/reflections at the end of class re: challenges faced during independent writing and strategies/solutions 3) Reading a teammate’s work and sharing specific ways to improve 4) Reading own work out loud to entire class – thinking aloud about ways that you could improve 5) Going public through publishing parties, bulletin board work, and discussing areas of growth in particular units
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· Giving different perspectives to thesis statement in order to provide alternate commentary · Using checklist as a form of self-reflection and critique · Identifying strengths and weaknesses of yearly objectives, and incorporating weakness into writing in order to master objectives |
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Philosophy of Self-Critique and Feedback We believe that good writers are reflective. This needs to be modeled by the teacher. We believe that in the upper grades, students can apply their creative and critical thinking skills to their own self-criticism. We believe that students must get immediate feedback. We believe that teachers should limit their feedback to 3-4 strategies a student can work on in order to track mastery o those strategies and not overwhelm the student. We believe that positive descriptive praise is as essential as critical feedback. |
F. Grammar
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Grade 5 |
Grade 6 (spiral gr5) |
Grade 7 (spiral gr5-6) |
Grade 8 (spiral gr5-7) |
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Intro to parts of speech 1. Introduction 2. Nouns, noun markers, proper nouns, verbs, adjectives, pronouns, prepositions 3. Verbs, adverbs, conjunctions, interjections 4. Coordinating conjunctions (and, but, or)
Nouns and articles 5. Common vs. proper nouns 6. Singular vs. plural nouns 7. Irregular plurals 8. Use correct article (a/an) based upon noun beginning with a consonant or a vowel 9. Write plurals for words by adding s 10. Write plurals for words by adding es 11. Write plurals for words by changing spelling – man to men 12. Write plurals for words that end in y by adding es 13. Write plurals for words that end in an f by changing to a v and adding es
Capitalization 1. Capitalize the pronoun I 2. Capitalize first word of each sentence 3. All proper nouns are capitalized 4. Streets are capitalized 5. Towns and cities 6. Names of countries 7. Names of people and pets 8. Days, months, and holidays 9. Names of nationalities 10. Book titles (not the little words) 11. Titles before a name
b. Define and use capitalization rules: in titles, proper nouns, first word in a sentence (reinforce) e. Titles of respect f. Names of places & specific buildings g. Title of relative (sometimes aunt, uncle, mom, dad)
Comma 12. Commas in a compound sentence: use a comma before and, but, or, nor and so 13. Commas to separate words in a series 14. Commas in dates 15. Commas to separate parts of a place 16. Commas after an introduction · “Yes, I would like more bread.” 17. Commas to set apart many clauses, phrases and expressions 18. If a subordinate or dependent clause comes before the main cause, use a comma after the clause 19. NOT using a comma before a prepositional phrase at the end of a sentence 20. Use commas to set off most phrases in the middle of a sentence
Quotation Marks and Apostrophes 21. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark. 22. If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill. 23. “I don’t know what time it is,” Bill replied, “because I lost my watch. 24. Apostrophe: possession 25. Apostrophe: contractions
Pronouns 26. agreement of pronouns in number and gender 27. pronoun as an object · me, us, you, him, her, it, them 28. possessive pronouns · mine, yours, his, hers, ours, yours, theirs
a. Subjective pronouns (I, you, he, she, it, we, they) b. Objective pronouns (me, you, him, her, it, us, them) c. Possessive pronouns (mine, yours, his, hers, ours, theirs) d. Pronouns before and after verbs
Verbs 29. Verb tense · past, present, future 30. Third person of present-tense verbs · To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school. 31. Common irregular past tense verbs · began, broke, came, gave, lay, rose, sang, took, threw 32. Present perfect tense · He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner. 33. Verbs must be consistent. 34. Troublesome verb pairs · leave/let, learn/teach, raise/rise, sit/set, lie/lay 35. Active/Passive Verbs · He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.
a. Past, present, and future tense of the verb to be. b. Conjugating verbs – past, present, future, past participle c. Irregular verbs d. List, identify, and use action verbs e. Verb tenses: present, future, past f. Regular vs. Irregular Past Tense Verbs (to teach, to buy, to drink, to bring, to go, to do, to see, to have) g. Action verbs vs. Linking verbs.
Subject Verb Agreement 36. Subject-verb agreement · A singular subject refers to one person, place or thing. · A plural subject consists of more than one person, place, or thing. 37. Interrupting words: interrupting words and phrases do not change the subject from singular to plural 38. If there sentence starts with there or here, look elsewhere for the subject. 39. Indefinite pronouns: Anybody, anyone, each, either, everyone, someone, no one, nobody= singular 40. Both, many, several, few- plural 41. All, any, some and none can be singular and plural 42. Glasses, pants, pliers and scissors are singular
a. Identify compound subject b. Identify singular and plural pronouns, then check subject/verb agreement
Adjectives/ Adverbs 43. a/an 44. Descriptive adjectives 45. Comparative and superlative adjectives · er/est/most/more · more perfect, most favorite, more unique · than/then 46. Adverbs · adverbs with ly 47. well/good 48. double negatives “He won’t never succeed.” 49. None/any 50. After the verb “to be” and other linking verbs, use an adjective, not an adverb. For ex.: He felt quite sickly. He felt quite sick.
Other Parts of Speech 51. The preposition tells about position or place 52. Do not put a comma before the final prepositional phrase 53. Coordinating junctions 54. Subordinate conjunctions 55. Interjections · short words that express a strong emotion: Oh, no!
Quotation Marks and Apostrophes 56. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark. 57. If the words spoken or written come before the speaker · “What time is it?” asked Mary. “I don’t know,” replied Bill. · “I don’t know what time it is,” Bill replied, “because I lost my watch. 58. Apostrophe for possession 59. Apostrophes for contractions
End marks and types of sentences 60. Identify kinds of sentences (declarative, interrogative, exclamatory) and punctuate with correct end mark.
Sentence Fluency 61. Write complete sentences with a subject. · The subject is WHO does the action or WHAT the sentence is about. · Identify subject as a person (ex. I, you, The Diaz family) · Identify subject as a place or thing (ex. dancing, pets) · Identify subject as “it” (It is beautiful!) · Command sentences have no subject, subject (you) is implied. · Identify sentences with and without a subject (fragments with no subject) · Correct sentences without a subject. · Independently write sentences with a subject.
62. Write complete sentences with a verb. · The verb is the action/doing word in the sentence. · Identify the verb in a sentence. · Correct sentences without a verb (fragments with no verb)
63. Write complete sentences with a subject, a verb and a complete thought. · (Eliminating fragments) · Identify sentences with and without a complete thought. · Correct sentences that do not have a complete thought or other crucial words. · Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error. · Edit notebooks.
Eliminate run-on sentences 64. Eliminate “double subject” run-on sentences · She is so nice she is so pretty. 65. Eliminate “so then” sentences · So then she helped him so then he was glad so then. 66. Comma with coordinating conjunction · Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma. 67. Identify conjunctions 68. Add a comma before the conjunction in a compound sentence. 69. Independently write compound sentences. 70. Identify sentences using “and” that DO NOT need a comma. 71. Edit notebooks for missing commas in conjunctions.
Commas 72. Commas in a compound sentence: use a comma before and, but, or, nor and so 73. Commas to separate words in a series 74. Commas in dates 75. Commas to separate parts of a place 76. Commas after an introduction- Yes, I would like more bread. 77. Commas to set apart many clauses, phrases and expressions 78. If a subordinate or dependent clause comes before the main cause, use a comma after the clause 79. NOT using a comma before a prepositional phrase at the end of a sentence 80. Use commas to set off most phrases in the middle of a sentence
Conjunctions 81. Using, not abusing “and” 82. Eliminate writing sentences starting with “and” 83. Never use more than one “,and” in a sentence (very rarely two) 84. Edit notebooks for “and” abuse
Sentence Fluency 85. Using precise words · The mountain climber breathed vs. The mountain climber gasped for air. 86. Expanding with modifiers · The exhausted climber gasped for air vs. The exhausted climber noisily gasped the thin, cold air. 1. Usage: proper transitions, review conjunctions and commas, verb tense and adjectives 87. Adding sentence openers · On the stage, Emil felt extremely nervous. · Shaking and perspiring, he searched the room for an exit. · In the end, Emil was much happier in the audience. · Although her opponent was tall and strong, Felicia was not afraid. · After four years of training, she was ready to earn her black belt.
88. Adding to the middle · Liz, forgetting her manners, hollered across the table. · The principal, offended, frowned at her. · Liz blushed, completely embarrassed, and quietly apologized.
89. Adding sentence closers · Stan went the beach every day last summer. · He swam a lot, becoming stronger and faster. · He plans to be a lifeguard when he turns 18.
90. Combining with conjunctions · Nicholas usually dresses smartly, but today his socks did not match. · You should hurry, or you will be late. · Although they argue quite a bit, Sheela and Shawna are best friends. · Dan’s lunch will be nothing special because he lost his wallet. 91. Writers paint pictures in their writing by adding “visual” words 92. Similes 93. Twin sentences using action and dialogue 94. Setting cues |
Nouns and articles 95. transitions between paragraphs 96. higher level conjunctions with subordinate phrases 97. precise words 98. sentence openers 99. adding to the middle 100.adding sentence closers 101.combining with conjunctions
Sentences · End punctuation · Run-on sentences ● Fragments
Nouns ● Capitalization · Regular plural · Irregular plural · Singular possessive ● Plural possessive
Pronouns ● Subject pronouns ● Object pronouns ● I and me ● We and us ● Possessive pronouns
Verbs ● Past, present, and future tense of regular verbs ● Past, present, and future tense of irregular verbs · Subject-verb agreement
Adjectives and Adverbs · Comparing adjectives · Adverbs · Comparing adverbs
Homophones · Double negatives
Commas · Commas in a series · Commas in direct address
Quotation Marks · Punctuating dialogue
Conjunctions ● Comma use · Advanced conjunctions 102. |
Capitals 103.Proper nouns 104.Names of streets 105.Towns and cities 106.Names of countries 107.Names of people 108.Days of the week 109.Holidays 110.Names of nationalities 111.Names of organizations 112.Academic courses 113.Acronyms 114.Book titles 115.Titles before a name 116.Proper adjectives
Sentence Endings · who, what, when, where, why, do, will, can, is 118.[a14] Periods: statements, commands 119.Exclamations: interjections, strong emotions
Commas 120.Use a comma before the conjunction and, but, or, nor, and so in a compound sentence 121.Commas to separate words in a series (not two words) 122.Commas to separate phrases in a series 123.Commas in dates 124.Do not separate just a month and a year with a comma 125.If a phrase with the date begins the sentence, it is often followed by a comma 126.Commas to separate parts of a place name 127.Do not use a comma if the place name is followed by a preposition such as: on, in, to, at, or for 128.Commas to set apart phrases, clauses and expressions 129.If a subordinate (or dependent) clause comes before the main clause, use a comma after the clause 130.Do not use a comma if the main clause comes first 131.Commas after an introduction like yes, no, a mild interjection or a long introductory phrase 132.Use a comma to set-off some phrases in the middle of a sentence 133.Do not use commas to separate a defining clause 134.Do not use a comma before a prepositional phrase at the end of a sentence
Other Punctuation 135.quotation marks : Mary asked Bill, “What time is it?” 136.“What time is it?” asked Mary. “I don’t know,” replied Bill. 137.“I don’t know what time it is,” Bill replied, “because I lost my watch.” 138.apostrophe: possession 139.apostrophe: contraction 140.colon 141.semi colon
Pronouns 142.agreement of pronouns in number and gender 143.a pronoun as the subject of a sentence. 144.A pronoun as an object 145.Possessive pronouns 146.There, their, they’re 147.It’s, its 148.You’re, your 149.Each, anyone, everyone
Verbs 150.Past, present and future tense 151.Third person present, add s if the subject is singular 152.Add ed to make past tense for regular verbs 153.Irregular verbs past tense: · Begin/began · Break/broke · Come/came · Give/gave · Lie/lay · Rise/rose · Sing/sang · Take/took · Throw/threw 154.Present perfect tense 155.Verb tenses must be consistent 156.Troublesome verb pairs: leave/let, learn/teach, rise/raise, sit/set, lie/lay 157.Active vs. passive voice 158.Verbals are words or phrases made from verbs 159.Infinitive is formed by using to and the present tense of the verb. Infinitives can act as nouns, adjectives or adverbs: They learned to paint well.
Adjectives and Adverbs 160.a/an 161.adding er/est/ to adjectives 162.more most 163.not most favorite, more perfect 164.than/then 165.adverbs 166.good/well 167.double negatives 168.not, none, not any, none
Preposition 169.prepositions 170.do not put a comma before a prepositional phrase 171.usually a short prepositional phrase at the beginning or in the middle of a sentence is also not set off with commas, but long phrases may require a comma to make the meaning of the sentence clear. 172.Coordinating conjunctions 173.Subordinating conjunctions 174.Interjections
Sentences 175.Subject and predicate 176.Simple sentence 177.Compound sentence 178.Complex sentences 179.No comma is used before the conjunction joining two nouns, pronouns, or verbs in the compound subject or predicate of a simple sentence 180.Put a comma after the dependent clause if it comes first in a complex sentence 181.Incomplete sentences 182.Run-on sentences 183.Subject verb agreement 184.Interrupting words and phrases do not change the subject from singular to plural. Prepositional phrases do not change the subject for purposes of subject-verb agreement 185.If a sentence starts with there, or here, look elsewhere in the sentence for its subject 186.Anybody, anyone, each, either, everyone, someone, no one, nobody= singular verb 187.Both, many, several, few = plural verb 188.Pronouns all, any, some and none may be singular or plural. If they refer to a singular person or thing, they are singular. If they refer to several people or things, they are plural. If they refer to a quantity or something not countable (like water), they are singular. Glasses, pants, pliers, scissors: singular
Sentence Fluency 189.Appositives 190.Independent work marker 191.Dependent word marker 192.Past participle phrases 193.Present participle phrases modifiers 194. |
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Scope and Sequence (see standards for more description)
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5th |
6th |
7th |
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Summer School: · Personal Narrative Assessment: a. 3 days to gather, draft and publish a raw writing sample: to start building community, build stamina/urgency, and assess b. Celebrate with author’s chair
· Developmental Spelling Assessments: a. test all four levels in Ganske’s book, group kids for September spelling instruction b. test commonly misspelled words from Cunningham’s Month By Month Phonics
· Do-nows a. Consonants and vowels review (to prepare for September’s spelling program) b. Character strength exercises (write about a time you had to have grit, love, hope, self-control, etc.) c. End punctuation, capitals d. Commonly misspelled words?
Capitalization
· Building a Storytelling Community:
Accountable talk: a. partner rules and management b. rug rules
Brainstorming: · listing “first times” memories and writing a story · listing “last times” memories and writing a story · listing “people we care about” and writing a story that is connected to that person **writing true stories that matter from our own lives=our lives are worth telling about**
Picking a Seed: a. pick a seed idea that “calls you” the most to it
Drafting: a. come out of notebook onto loose-leaf
Editing: a. self-edit with a checklist b. every sentence has a period c. every sentence starts with a capital letter d. All names are capitalized e. Other
Publish: a. illustrate cover pages b. celebrate in Writer’s Circle c. display · Students will write for 30 minutes |
Summer School: Gathering and Growing Ideas · Thinking of possible audiences · Making a list · Strong emotions · Observing surroundings · Recall firsts and lasts · Reading Brainstorming · Freewrite · Listing · Webbing · Asking questions
Developmental Spelling Assessment (see 5th) |
Summer School: · to identify qualities of good writing · to identify a writer’s specific focus in compositions · to identify patterns of organization in compositions · to evaluate the clarity of essays other than one’s own · to evaluate technique, organization and sentence complexity · Literary Essay on demand diagnostic |
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Unit 1 : students publish multiple short answers both narrative and non-narrative Grammar: · Eliminate unnecessary capitals: · Write all letters correctly in lower and upper case. · Correct words that have unnecessary capitals aNd, SisteR · Master tricky letters such as b vs. d, D, : bed-letters look like a bed · J vs. j P vs. p r vs. R, others you see in their writing · Write “similar” upper/lower cases correctly by keeping lower case letters on the line, upper case taller. · NEATNESS!!!! · Edit notebooks · Proper capitalization rules
· Identify and correctly punctuate four kinds of sentences:
· Write complete sentences with a subject. The subject is WHO does the action or WHAT the sentence is about. · Identify subject as a person (ex. I, you, The Diaz family) · Identify subject as a place or thing (ex. dancing, pets) · Identify subject as “it” (It is beautiful!) · Command sentences have no subject, subject (you) is implied. · Identify sentences with and without a subject (fragments with no subject) · Correct sentences without a subject. · Independently write sentences with a subject.
· Write complete sentences with a verb. The verb is the action/doing word in the sentence. · Identify the verb in a sentence. · Correct sentences without a verb (fragments with no verb)
· Write complete sentences with a subject, a verb and a complete thought. (Eliminating fragments) · Identify sentences with and without a complete thought. · Correct sentences that do not have a complete thought or other crucial words. · Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error. · Edit notebooks.
· Eliminate run-on sentences: · Master: “Double subject” run-on sentences (She is so nice she is so pretty.) · “Double it” run on sentences (It is a nice day it is hot.) · “So then” sentences (So then she helped him so then he was glad so then..)
· Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma. · Identify conjunctions in a sentence. · Add a comma before the conjunction in a compound sentence. · Independently write compound sentences. · Identify sentences using “and” that DO NOT need a comma. · Edit notebooks for missing commas in conjunctions.
· Commas in a compound sentence: use a comma before and, but, or, nor and so · Commas to separate words in a series · Commas in dates · Commas to separate parts of a place · Commas after an introduction- Yes, I would like more bread. · Commas to set apart many clauses, phrases and expressions · If a subordinate or dependent clause comes before the main cause, use a comma after the clause · NOT using a comma before a prepositional phrase at the end of a sentence · Use commas to set off most phrases in the middle of a sentence
· Using, not abusing “and” · Eliminate writing sentences starting with “and” · Never use more than one “,and” in a sentence (very rarely two) · Edit notebooks for “and” abuse
· Writers regularly read their written work out loud-3 times weekly in WW and 2 times at home to check for clarity. “It has to look right AND SOUND RIGHT” as a general rule of thumb.
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Unit 1 Studying Mentor Texts for Writing Craft · Parallel phrases · Repeating a word · Using pictures or symbols in text · Sound words · Alliteration · Writing words in a special way · Lists · Metaphors · Similes · “long distance” parallel phrases |
Unit 1 : Students will brainstorm for a literary essay · Good writers gather ideas by making lists. · Good writers grow ideas by listing. (narrowing a large subject) · Good writers grow ideas by looping. · Good writers gather ideas by mapping. · Good writers grow ideas by cubing. · Good writers evaluate whether or not a topic needs to be narrowed, then grow that narrowed topic. |
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Unit 2: Memoir Beginning writers writing process goals:
· Write stories with beginning, middle, end · Write stories that matter-that have significant meaning to the author · Go through the steps of writing process-gather, pick, draft, revise, edit. · Publish stories that are at least one page long · Write “small moment” stories · Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story · Use and 3 places where “cracking open a sentence” was used to revise their work. · Use and identify 3 places where dialogue was used. · Use and identify 3 places where twin sentences with action/dialogue were used. · Writers use an action or dialogue lead
Developing writers writing process goals:
Advanced writers writing goals:
Quotation Marks and Apostrophes · If a person speaking comes before the words being spoken or written, put a comma before the quotation mark. · If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill. · “I don’t know what time it is,” Bill replied, “because I lost my watch. · Apostrophe: possession · Apostrophe: contractions Pronouns · agreement of pronouns in number and gender · pronoun as an object (me, us, you, him, her, it, them) · possessive pronouns: (mine, yours, his, hers, ours, yours, theirs)
Verbs · The tense of a verb (past, present, future) · To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school. · Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw · Present perfect tense: He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner. · Verbs must be consistent. · Troublesome verb pairs: leave/let, learn/teach, raise/rise, sit/set, lie/lay · Active/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.
Sentence Fluency 2.Using precise words a. The woman breathed. b. The mountain climber breathed. c. The mountain climber gasped for air.
3.Expanding with modifiers a. The exhausted climber gasped for air b. The exhausted climber noisily gasped the thin, cold air.
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Unit 2: Writing with Clarity · Using correct capitalization · Using end punctuation · Avoiding run-on sentences (orally and in written work) · Avoiding sentence fragments (orally and in written work) · Paragraphing · Transition words · Use exact nouns and verbs · Complex sentences |
Unit 2: Students will publish 3 literary essays
· Good writers sort their brainstorms into topics. · Good writers use an appropriate number of instances and examples when writing paragraphs. There are a variety of ways to organize instances and examples when outlining a composition. · Good writers, using their outlines, draft paragraphs. · Good paragraphs always link back to both aspects of the thesis and conclude with how the subtopic is a good example of the thesis · Good writers lift qualities of an exemplar in their own writing. · Good writers identify patterns of errors within each rubric category. They change their composition accordingly. |
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Unit 3: Test Prep (see grammar) |
Unit 3: Powerful Paragraphs · Introduction hooks the reader and sets a purpose for writing · Details support the thesis statement · Detals are made clear with evidence, examples and explanation · Varied sentence structure · High level vocabulary · Conclusion makes an inference, connection, or action plan · Spelling, grammar, and punctuation are nearly perfect |
Unit 3: Students will publish 3 personal essays
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Unit 4: Narrative and Non-Narrative Paragraphs inspired by Black History Narrative Paragraphs:
Immersion in narrative genre:
Writers identify these reasons why/when paragraphs are used:
Writing Narrative Paragraphs:
Write a minimum of 6-8 sentences in each paragraph: a. Describe a setting b. Dialogue-multi-paragraph 1.5 pages c. Describe an action d. One sentence paragraph < 6-8 sentences of course e. Publish a story prompt that includes all the above in alternation 1.5 pages min.
Writing Non-Narrative Paragraphs:
1. The writing process:
Topic sentence development/paragraph leads i. quotes ii. imagine a world iii. posing idea as a question iv. stating idea plain and simple
Clarity: 1. paragraphs are smooth 2. paragraphs are organized sequentially, causally, main idea and details 3. using partners to assess for clarity 4. checking for sentence coherence
Sentence Fluency: 1. Combining with conjunctions b. Nicholas usually dresses smartly, but today his socks did not match. c. You should hurry, or you will be late. d. Although they argue quite a bit, Sheela and Shawna are best friends. e. Dan’s lunch will be nothing special because he lost his wallet. 2.Writers paint pictures in their writing by adding “visual” words f. Similes g. Twin sentences using action and dialogue h. Setting cues
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Unit 4: Oral Language · Speak with conviction · Avoid like and um · Cite factual information · Listen and respond · Use complete sentences · Use strong vocabulary · Think before you speak · Use appropriate volume · Make sense (know what you’re talking about) |
Unit 4: Students will publish a research paper and project for nonfiction exhibition · Discovering a thesis · Prewriting/ Organization/ subtopics · Define what the key words or subject means · Examples from your own experience · Examples from other sources · Listing examples · Are examples pertinent? · Are examples of equal weight? Are any unimportant? · Do you need to re-gather for more examples? · How have you gone back to your resources to cite? Does your example make sense? Do you need explanation? · How familiar is your audience with each example? · Does the audience understand the sequence at which the evidence was taken? · Any evidence that you have in the paper, it has to be something that can be taken apart two ways. (Multi-faceted quotes) · Do all examples support the point that you are trying to teach? Good research paper writers start brainstorming to choose a topic by evaluating their own personal interests and the audience familiarity. · Good research paper writers collect as many facts, details and other relevant information that they can by note taking and citing their sources. In order to do so they need to brainstorm as many resources as possible in order to make their research cycle successful. · Good research paper writers ask the right question. In order to do so they ask questions about their questions. · Good researchers stay updated with their bibliographies. · Good research writers create categories for their inquiry question. They then start compiling the research they have within each category. Good research writers emulate language they love. |
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Unit 5: Persuasion · Accountable talk: a. Partners help us brainstorm more for our ideas by stating why they agree or disagree with our idea. b. Writers use conversational prompts to say more about their ideas or really, just explore their thinking about something.
· Brainstorming a. List people in your life. List ideas about them as individuals or about your relationship to them. b. “ “ Free-write min of one page “” c. Brainstorm a web of “issues”. Free-write about or grow/list of ideas that come out of those issues. d. An idea has two parts: a subject and what you want to say about the subject. Subject: My sister What I want to say: ..is a role model to me e. “Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea. f. Timed free writes: write non-stop about one idea for 8 min without letting the pencil leave the page.
· Creating a seed idea (thesis statement):
Wrong= My father picks me up after school. Right = My father may be very busy, but he tries his best to show me he cares.
2. A seed can go two ways: An idea supported by three reasons OR an idea with three parts.
· Outlining: a. Writers will use an outlining booklet to create topic sentences, add supporting details and write close it sentences for each paragraph. b. Writers use mini-stories with a B/M/E to support topic sentences. c. Writers collect relevant “proof” in the form of facts, statistics or other details and add them to the outline.
· Drafting: a. Write in paragraphs b. Skip lines (optional) for revision c. Add transition words from topic sentences to mini-stories and from mini-stories to supporting details
· Introduction paragraphs a. leads: use a quote “Imagine…” b. seed idea alone i. State the subject and state what will be explained. ii List method All college students need money, friends, encouragement and support.
· Conclusion paragraphs
Grammar: 1. Usage: proper transitions, review conjunctions and commas, verb tense and adjectives Adding sentence openers a. On the stage, Emil felt extremely nervous. b. Shaking and perspiring, he searched the room for an exit. c. In the end, Emil was much happier in the audience. d. Although her opponent was tall and strong, Felicia was not afraid. e. After four years of training, she was ready to earn her black belt.
2. Adding to the middle a. Liz, forgetting her manners, hollered across the table. b.The principal, offended, frowned at her. c. Liz blushed, completely embarrassed, and quietly apologized. e. Adding sentence closers 1. Stan went the beach every day last summer. 2. He swam a lot, becoming stronger and faster. He plans to be a lifeguard |
Unit 5: Writing for a test · Read the question first · Underline support in text
Short response · Answers the question · Uses at least 2 RIA details (see nonfiction studies) · Makes complete sense · Sounds smart (inferences and vocabulary)
Paired Passage Essay · Uses 4-5 details from each passage · Paraphrases details · Explains details and shows how they answer the question · Makes connections between passages · Addresses every part of the question and all bullet points · Uses compare and contrast transition words |
Unit 5 :Critically Thinking
to present the argument/critical essay orally to a group
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Unit 6: Poetry
Good writers immerse themselves in the language and joy of poetry before attempting to emulate favorite writers. Good writers identify the rhyme, rhythm and repetition in poems Good poets know that the most powerful poems come from the heart.
Good poets rely on their five senses and vivid memories to get their poems going.
Poets can use shape, font and creative word spacing to express the meaning and feelings behind the words they write. Poets can “climb inside an object” by writing an “inside this” poem. Writers will use line breaks to revise their poems, knowing that line breaks indicate a pause in the poem. Poets read poems out loud to hear where the natural pauses are.
Poets added missing parts that are important.
Poets add punctuation to their poems.
Writers will show LOVE and SOCIAL INTELLIGENCE by giving compliments and feedback to their peers during the Writers’ Circle.
Writers will show BRAVERY by reading their work out loud with confidence and zest.
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Unit 6: Report · Lead grabs readers attention (question, imagine, right to the point) · Introduction sets purpose for writing · Subtopic selection supports development of topic · Paragraphs include topic sentence, paraphrased and logically ordered details, and transitions · Explanations, examples, and inferences add depth and meaning · Every sentence has clarity and correct grammar, spelling and punctuation · Writing includes complex sentences, high level vocabulary, and writing craft |
Unit 6: Critical Thinking · Brainstorming about the question, collecting quotes that have to do with the question OR two questions… · Looping on concepts/perspec- · tives/etc. from bird’s eye view. Keeping mind open about multiple answers to each question · Outline… possible answer/thesis connect to concept and how concept is introduced in the book author’s perspective on concept (projected) more proof with commentary more proof with commentary conclusion are all parts of the question answered? Evaluating outline. Are all parts of the question answered? Do you have enough proof to make this argument fly? Is all proof coming with world class commentary?
· Paragraph drafting: focus on great commentary for all proof and sticking to the subtopic of each paragraph. · Continue breaking down into subtopics/argu-ments/ · Quote collecting · “How is this true?” · Revision: balancing sophisticated commentary and clarity · Editing: evaluating sentence complexity, sophisticated grammar and clarity of commentary.
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Unit 7: Letter Writing o Distinguish between business and friendly letters o Identify features of business and friendly letters and use those conventions in their letter writing o Create business and friendly letters paying particular attention to voice o Convey similar meanings with business and friendly letters, but change the tone and format. o Letters are for a particular audience and good letter writers understand their audience in order to convey their message.
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Unit 7: Book Reviews Introduction · States title and author · Mentions author’s awards or other books · Introduces main character · Introduces conflict · Gives mini-opinion
Summary · Describes main and secondary characters · Gives plot summary (without giving away the ending) · Explains conflict
Opinion · Compares to other books · Suggests reading audience · Describes character development · Asks questions · Examines author’s writing techniques · Mentions feelings evoked · Cites evidence from the text |
Unit 7 : Open Cycle Students will publish 2 compositions of their choice, showing mastery of every strategy learned over the course of the year. |
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Unit 9: Literary Essays 1 – immersion in qualities of lit essay 2 – organizational chart (review from reading class) 3 – adding set-up to quotes to give context 4 – adding explanations and opinions after text evidence 5 – selecting detailed evidence 6 – proving thesis statements – rethinking the wording 7 – revising subtopics to prove thesis (Mike and I found they need this) 8 – writing introductory paragraphs – inverted pyramid 9 – writing concluding paragraphs |
Unit 8: Open Cycle |
** Nonfiction studies heavily teaches writing. In this classroom, the teacher spirals the writing strategies previously taught by the writing teacher. However, the teacher immerses students in different genres of writing.
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5th |
6th |
7th |
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Ongoing Writing and speaking in complete sentences and thoughts. (after Native American unit) Finding proof in the text (after test prep unit) Paraphrasing (during and after nonfiction inquiry unit)
Sentences under Native Americans Students will identify complete sentences. Students generate complete sentences using the flip it answer it technique. - Flip it = Echo parts of the question - Answer it = answer the question Students will rewrite incomplete sentences to form complete sentences.
Short Answers under Native Americans/Weather Students will learn the flip it, answer it, prove it technique for short responses
Students will find evidence in the passage to use for their “prove it” sentence.
Students will make sure that proof supports the flip it, answer it sentence.
Writing Question and Answer Essays/ Nonfiction Inquiry Project
Student will brainstorm a list of possible topics they want to research by thinking about books they have already read in class Students will narrow topics by how researchable a topic is in the student library (for lower level readers) and online (only for higher level readers) Students will learn to find reliable resources online (lesson only given to higher level readers, given to lower level readers when researching pictures to use) Students will cite three different sources in a bibliography Students will create one obvious question (What is (insert topic)) and 3 good questions they have about their topic Students will chunk paragraphs and paraphrase each paragraph. Students will paraphrase a subsection of a book. Students will paraphrase an entire book. Students will learn to utilize a flipbook to organize their information by completing their question 1. (on shared KIPP server) (finish rest in class/ Saturday school) Students will answer their questions in short answer response form. Students will learn how to add a closing sentence (i.e. create a small paragraph) Students will choose nonfiction text features that are appropriate for each question. Students will create an introduction for their essay. Students will create a conclusion for their essay. Students will revise their work. Students will peer-revise their work for new ideas and additions. Students will learn how to make their published work aesthetically pleasing. Aesthetics 101
Perfect Paragraphing – Solar System
Students will learn how to read an article and take FQR notes. Students will learn to generate an original topic sentence from an article. Students will learn how to generate an original topic sentence from a book. Students will brainstorm topics for their solar system inquiry project from books they have read. Students will narrow down topics according to interest and availability of books in the classroom library (or online if they are reading on a higher level) Students will read their book and take FQR notes on the book. Students will generate an original topic sentence from their book. Students will learn how to support their topic sentence in an outline (fill in facts section) Students will create explanations of their facts/ reasons/ details by answer possible questions a student might ask of their facts/reason/ details. Students will complete their outline with an original closing sentence (move away from And these are the reasons etc.) Students will write a first draft of their paragraph using transition words. Students will self-revise their first draft using their checklist. Students will publish by making their final draft look presentable (using word art and page borders)
Government Mini Unit Students will create an original topic sentence from their independent reading book. Students will outline their topic sentence (on computer) adding more space for reasons or explanations or deleting explanations all together if not necessary. Students will focus on fluidity in their first draft (not overusing transitions and making it sound like a book) Students will revise their first draft using a checklist. Students will publish their paragraph by making their final draft look presentable (using double spacing techniques and pasting in clip art)
Writing Essays – Washington DC Unit
Errr haven’t done this yet…I can try to put something together it would look like this
Students will brainstorm topics based on what they have read Students will narrow the topics depending on availability of resources (books or online) Students will outline three different subtopics Students will create original topic sentences from each subtopic Students will outline each paragraph Students will peer revise outlines Students will write a rough draft Students will revise using a checklist Students will publish by making their final draft look presentable
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Ongoing Question: Select a meaningful topic Create an inquiry question Tap your prior knowledge Brainstorm using a graphic organizer Collect: Decide where to look Use TOC Find the RIA (related important accurate) facts Cite source information correctly Use online search engines effectively Sift and Sort Sift between relevant and fun fact information Shape facts into your own thoughts Sort facts into related sub topics Know when enough info has been collected Synthesize: Organize your findings. What have you discussed? Identify and discard irrelevant information Create new questions where info is needed. Use partner/group to assist understanding Analyze Did you find the answer to your question Do you need to revisit the cycle Present: Share your findings with the community Respond to spontaneous questions Receive Peer Feedback Biography and Oral Language Summer Session Students present an oral presentation, using notes, about a biography of their choice Ancient Egypt: Students will create a mobile showcasing their research about Ancient Egypt. (see gather and collect) Human Body: Students will create a research inquiry report on a display board Ancient Greece Students will create a debate between two Grecian citizens showing accurate knowledge of historical details Nonfiction Winter Exhibition (see writing) Mezo America Students will create an A-Z picture book. Geology: Students will create a research report. |
Ongoing Students will brainstorm, outline, draft and publish one document based essay following each chapter of their text book. Students write sophisticated sentences with appositives, dependent word markers, independent word markers and transitions. Historical Diary from Colonial Life in America Students will draft 7-10 diary entries from the voice of a British journalist traveling to Colonial America. Draft will have appropriate historical facts and will use language that is reminiscent of the time period. Debate between a Patriot and Loyalist Dialogue will present a conflict and a solution between a patriot and loyalist. Dialogue will surround one central conflict with historical accuracy. Picture Book of the Declaration of Independence Using excerpts from the Declaration of Independence, students will create a picture book paraphrasing the language into simpler “kid friendly” language.
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Benchmark Student Work
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Table of Contents: I. 5th Grade On Demand nonfiction paragraph II. 5th Grade On Demand answer to the prompt: What don’t we know about you? III. 6th Grade Memoir, April IV. 7th Grade U.S. History Document Based Essay, March V. 7th Grade Literary Essay, April |
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Hi Maddie, the 7th and 8th grade writing goals at the top of the post were cut off. Can you re-post them?
Hi Kryzsztof-
The next webinar is 1PM EST next Sunday… let me know if you are interested and I’ll send you the link.
Never mind. I downloaded the document