Stockton Unified School District Instructional Guide for Applied Writing and Thinking Semester 2, Traditional Schedule

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1 Guide for Applied Writing and Thinking SUSD Focus Strategies, Activities, and Practices Which Enhance Instruction 1. Use the Six Traits rubric often: Score a passage from the current reading selection. This shows examples of how writers write effectively and how the Six Traits are connected to effective writing. It also provides continuous experience with rubric. 2. Integrate the Six Traits vocabulary: In discussions and CFU s around the Six Traits and writing, have students use the Traits vocabulary in complete sentences. Provide sentence frames until your students are able to answer in complete sentences on their own. 3. Use student papers: Have students assess other students writing and defend their choices according to the Six Traits rubric to learn how to assess their own work. Use pairs of essays to show contrast of levels (i.e.: a 4 for Conventions vs. a 3 for conventions). You can use student essays from previous years or student model essays are available on Moodle and in the Six Traits Participant Book from the training. 4. Practice revising and editing: Have students work on other students writing to learn how to revise and edit before working on their own papers. Differentiate revising and editing for students. Use sections of a model essay to lead students through a structured and guided practice on how to move the piece up on a rubric. Begin practice with shorter exemplars and move to paragraphs and longer writing. 5. Continuously practice editing: Choose sentences from student work and have students edit for conventions, grammar usage, and mechanics. Choose sentences that demonstrate common errors or show examples of current conventions instructions. Try to do this 3 to 5 times a week. You can do this as Bellwork, a closing activity, or as needed for bell-to-bell engagement. SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 1

2 Guide for Applied Writing and Thinking ALL STUDENT PERFORMANCE TASKS NEED TO BE RETAINED FOR USE THROUGHOUT THE COURSE AND THE END OF YEAR PRESENTATION. Abbreviated Common Core Standards: Text Types and Purposes 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W.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. Research to Build and Present Knowledge 9-10.W.7 Conduct short as well as more sustained research s to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Unit 7 Writing a Research or Analytical Essay (14 days) & Lesson Suggestions Students will produce a portfolio (folder, notebook, power point, etc.) including examples of evaluating and synthesizing research, paraphrasing, embedding quotations with appropriate conventions. Students will work cooperatively and independently using multiple sources. The final product will include a collection of student work representing embedded quotes and paraphrases. Evaluating and synthesizing research, paraphrasing, embedding quotations with appropriate conventions Choosing appropriate evidence to support a claim Sentence Fluency for embedding quotes Formatting a portfolio 6-traits lessons for Sentence Fluency & Conventions 6-Traits Writing Focus: Sentence Fluency & Conventions Examples of elements of research and rhetoric Websites Handout of Elements of Research Previous handouts for conventions R.A.F.T. Prompts Holt Text Writer s Handbook Designing Your Writing Holt Ancillaries(find on Moodle): Handbook p (paraphrasing, quotations) Interactive Reader p Progress Assessment & Universal Access; Reading, Writing, & Speaking ch. 3, 4, & 9 Conventions Sect. 4 p Sentence Fluency Sect. 4 p Project Reflection checklist Writing Type: EXPOSITORY SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 2

3 Guide for Applied Writing and Thinking 9-10.W.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. Research to Build and Present Knowledge 9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Knowledge of Language 9-10.L.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. Unit 8 Research, Citation and Synthesis (15 days) Students will compose a power point or other visual representation of parenthetical citations and works cited page using MLA format. Students will work independently using print, internet, and original sources to research a topic of their choice documenting a variety of references including an interview, book, article, and online source. The final product is a properly formatted sample works cited page with 5 to 10 entries and parenthetical citations. MLA format Identifying elements of entry on Works Cited page Internet searching What is a credible source? Synthesizing information Microsoft Word MLA formatting Bibliography/Works Cited Note Cards Use of Rubric and expectations for 6-traits lessons for Conventions & Ideas 6-Traits Writing Focus: Conventions & Ideas Examples of parenthetical citation and a works cited page Power point Works Cited sample Cheat sheet for MLA Websites (MLA.org, OWL) Youtube: keepvid.com; (youtube downloader) Note taking handout Handbook p Language & Sentence Skills Practice p Progress Assessment: Writing, Listening, & Speaking p Universal Access: Writing, Listening, & Speaking p Interactive Reader (graphic organizers in back) Ideas Sect. 4 p Conventions Sect. 4 p Project Reflection Checklist Writing Type: EXPOSITORY SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 3

4 Guide for Applied Writing and Thinking Text Types and Purposes 9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence W.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. Research to Build and Present Knowledge 9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Unit 9 Writing a Argumentative Paper (13 days) End of Quarter 3 3/17/2017 Students will write a full process persuasive essay related to a current social issue. Students will work independently using resources from the previous units. The final product will include first draft, revision, peer editing, and final draft demonstrating logical and emotional appeal, counterarguments, and supportive evidence. Persuasive devices (repetition, allusion, parallel construction, counterclaim, call to action, loaded words) Distinguish fact vs. opinion Audience and Purpose (Tone) Revision vs. Editing Counterclaims 6-Traits lesson on Word Choice 6-traits lessons for Ideas and Organization 6-Traits Writing Focus: Ideas and Organization Full Process MLA formatted Argumentative Paper Websites Persuasive Device handouts Brainstorming/Prewriting handouts Information for persuasive appeal Fact vs. Opinion handouts Holt Ancillaries: Progress Assessment Writing, Listening, & Speaking (p ) Interactive Reader chapter 4 & section 3 & graphic organizers Universal Access Writing, Listening, Speaking (p ) Organization Sect. 4 p Voice Sect. 4 p Project Reflection checklist Writing Type: RESPONSE TO LITERATURE SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 4

5 Guide for Applied Writing and Thinking Key Ideas and Details 9-10.RL.2 Determine a theme or central idea of a text and analyze in detail 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. Craft and Structure 9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) RL.5 Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 10 Poetry Analysis (15 days) Students will organize and generate a portfolio of graphic organizers for a collection of 7 to 10 poems. The students will work cooperatively and independently using a variety of types and styles of poetry. The final product will include poems of the students choice with organizers that identify elements of poetry including symbolism, sound effects, theme, imagery, figurative language, and inferred meaning. Imagery Review of theme, symbolism, figurative language Elements of poetry Modeling use of graphic organizers Inference (what to look for in poetry) Types of poetry: (Narrative vs. lyric, Ballad, Haiku, Catalog, Free verse, Sonnet) Formal poetry reading Use of Rubric and expectations for 6-traits lessons for Ideas & Organization Websites ( List of types & elements Variety of graphic organizers Text for samples of poetry Outside sources of poetry (Allegory Hazel Tells Laverne) Interactive Reader p , section 3 & graphic organizers Progress Assessment, Reading Vocabulary & Literature p Transparencies p Lesson plans for Language Development p , , Writing, Listening, & Speaking ch. 7 p Ideas Sect. 4 p Organization Sect. 4 p Project Reflection Checklist 6-Traits Writing Focus: Ideas & Organization Writing Type: RESPONSE TO LITERATURE Organizing information as prewriting and preparation for presentation. SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 5

6 Guide for Applied Writing and Thinking Craft and Structure 9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) RL.5 Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Key Ideas and Details 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 11 Drama: Writing a Script (19 days) Note: This includes SBAC Testing. Students will craft or update a play, or convert a story or poem into a script. Students will work in pairs or groups using original or existing materials as the foundation for their one act play. The final script will include appropriate stage directions, an aside, soliloquy, and/or monologue along with a list of characters and props. (Optional: Students may perform their plays if time allows.) 6-Traits Writing Focus: Voice & Word Choice Create a dramatic script with a prompt book Stage directions, aside, soliloquy, monologue, character list, and props Prompt book formatting, text block, stage direction, props, purpose Character Interaction Purpose text blocking Writing dialogue: formal vs. informal language How to convert story to play Read/watch examples 6-traits lessons for Voice and Word Choice Websites ALS character dialogue folder handout Examples of listed dramatic elements Plays & stories Shakespeare set free with unit plans (check Amazon) Lesson Plan for Language Development p Interactive Reader p. 311 Word Choice Sect. 4 p Voice Sect. 4 p Project Reflection Checklist Writing Type: DRAMA SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 6

7 Guide for Applied Writing and Thinking 9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.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 W.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. Key Ideas and Details 9-10.RI.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. Unit 12 Workplace Documents (9 days) Students will develop a Freshman Survival Guide brochure detailing information for the next school year s incoming freshmen. Students will work in pairs or small groups utilizing personal expertise, textbook, print, or online resources. The final product will include a heading, graph or chart, image, bulleted list, numbered list, purposeful change in font, sub headings, captions, and other techniques used to engage readers and ease understanding of document. 6-Traits Writing Focus: Organization and Voice Creating an informational text Formatting a brochure Instructions for what information to include in brochure Design elements How to choose and use visuals Types of charts What s visually appealing to the eyes Critiquing brochures Reflection on 9 th grade year Evaluating & Synthesizing what to include 6-traits lessons for Organization and Voice Websites Samples of brochures Cheat sheet of design/elements Brochure templates Holt Text Designing Your Writing p Progress Assessment: Reading, Vocabulary, & Literature p Lesson Plans for Lang. Development p Interactive Reader p Organization Sect. 4 p Voice Sect. 4 p Project Reflection checklist Writing Type: EXPOSITORY SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 7

8 Guide for Applied Writing and Thinking Abbreviated Common Core Standards: Listening & Speaking 1.9 Tier *N/A: Choose effective verbal and nonverbal techniques for presentation 1.11 Tier *N/A: Assess how language and delivery make an impact on the audience 2.1 Tier *N/A: Deliver narrative presentation Showcase Project Portfolio Presentation (4 days) Note: Semester 2 Ends 6/1/2017 Students will organize and present a reflection of their best work from the year. Students will work independently using their portfolios as a resource. The final presentations will include a reflection of 3 to 4 pieces and why they are meaningful and/or what they have learned from the process of preparing the s. (*Reflections from each unit can be combined and revised for this presentation.) 6-Traits Writing Focus: Voice Reflection of best practices Written Reflection How to organize presentation/portfolio Speech & presentation skills 6-traits lessons for Voice Project Portfolios Reflections organizers/handouts: -ALS record/reduce/reflect Speech rubric Assessment evaluations sheet: -survey -checklist Write Traits 6-Traits Instruction and Assessment: Voice Sect. 4 p Project Reflection Checklist Writing Type: NARRATIVE ; speech SUSD Applied Writing and Thinking, 1 st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 8

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