Quarter 1- Writing Sentences/Explain

Transcription

1 UNDERSTANDING BY DESIGN Quarter 1- Writing Sentences/Explain Standard(s) 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access information. 5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters h) Edit for clausal fragments, run-on sentences, and excessive coordination. DESIRED RESULTS Understandings plan and organize information as they write sentences and explain how to do something use precise, descriptive vocabulary and vary sentence structure as they revise for clarity understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader Essential Questions How do you compose an effective sentence that communicates? How do you choose vocabulary to make your writing interesting? How can you vary your sentence structure to show maturity in writing? What steps do you take to write an effective sentence? How do you edit your writing to make it clear for your audience? Knowledge and Skill create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader clarify writing when revising use available technology to gather information and to aid in writing. punctuate correctly commas quotation marks avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house., is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the

2 dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.. Students will also identify the following parts of speech: nouns, pronouns, verbs, Performance Tasks Daily Oral Language (DOL) Students write step-by-step directions for a classmate to complete at task Student-created cooperative dialogue Daily Grammar Practice (DGP) ASSESSMENT EVIDENCE Other Evidence Responding in complete sentences to questions in content areas. Basic sentence diagramming (nouns, verbs, and pronouns) Create a sentence for a common noun, draw a picture of the noun, match the common noun to its pronoun if possible, match the common noun to a proper noun Identification of run-on, fragment, and excessive coordination in sentences. Create a well-structured sentence that includes a target word + who, what, where, when, why (Star Sentences) LEARNING ACTIVITIES Write complete sentences in response to simple questions (Turn The Question Around TTQA) Star sentences (5Ws) through the writing process - prewriting, draft, revise, edit (CUPScapitalization, usage, punctuation, spelling), publish Thursday Thoughts (Science) DOL error analysis FAT-P: Form, Audience, Topic, Purpose (use during prewriting/planning) TAG: Tell something you like, Ask a question, Give a suggestion (use with peer editing) Use of technology (e.g. PowerPoint, Word, Inspiration) Students write cooperative dialogue with quotation marks. Tom Swifties creative sentences TAAP e.g. I need a pencil sharpener, said Tom bluntly. I only have diamonds, clubs, and spades, said Tom heartlessly. Step-by-step directions for classmate, explain how to do something partner share and follow through

3 UNDERSTANDING BY DESIGN Quarter 2- Writing Paragraphs and Using the Writing Process Standard(s) 5.8 The student will write to describe a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access information. 5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. b) Use adjective and adverb comparisons. d) Use apostrophes in contractions and possessives. g) Use a hyphen to divide words at the end of a line. DESIRED RESULTS Understandings plan and organize information as they write poetry and paragraphs (focus is on descriptive writing) use precise, descriptive vocabulary and vary sentence structure as they revise for clarity understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader Essential Questions What is the writing process? How can I use the writing process to improve my written work? What are adverbs and adjectives? How do I create a well-written paragraph? How can I make my writing more interesting? Knowledge and Skill apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and

4 beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well. instead of He played real well. Performance Tasks ASSESSMENT EVIDENCE Other Evidence Assess written descriptive paragraphs using SOL rubric (three domains) Assess released responses on NCSMentor with classmates Peer editing (TAG) using SOL checklist Teacher-student editing conferences Attach a self-assessment to writing piece, reflecting on your writing process Daily Oral Language Daily Grammar Practice (DGP) Brainstorms/webbing/graphic organizers record and reflect on teacher comments in Writing Notebook look at previous feedback when writing new task compare feedback over time Wednesday Night Writes using released SOL prompts in the context of paragraphs, student can identify and use show me descriptions instead of tell me descriptions Writing notebook examples of work at various stages of writing process Using a bland prompt, student write a descriptive paragraph (e.g. The room was messy.) quiz on apostraphes and hyphens students write and revise writing to apply new knowledge of grammar Identification of adverbs and adjectives in sentences. current event writing

5 LEARNING ACTIVITIES Use the writing process to create paragraphs and poetry (prewriting FAT-P, drafting, revising, proofreading/editing CUPS/TAG, publishing) Introduce and explain editing marks (poster resource) Writing checklist-using editing marks on work Openers (leads to paragraph) Intro-body-conclusion Stoplight paragraphs (green-intro, yellow-ideas, red-supporting details, green-conclusion) Step-up to Writing Grammar workbook activities on apostrophes and hyphens Daily Oral Language Show, not tell (e.g. The teacher was angry. ) Writing with your five senses Wanted words Word banks Visualizing/mind movies Picture prompts Speed writing Step-by-step description with partner partner draws picture using details in writing Shared reading-cisneros Wednesday Night Write (Social Studies prompts)

6 UNDERSTANDING BY DESIGN Quarter 3-Writing 3-5 Paragraph Essays Standard(s) 5.8 The student will write for a variety of purposes: to inform a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access information. 5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use plural possessives. c) Identify and use interjections. f) Use commas to indicate interrupters and in the salutation and closing of a letter. h) Edit for clausal fragments, run-on sentences, and excessive coordination. DESIRED RESULTS Understandings plan and organize information as they write to inform use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. Essential Questions How can I move from a paragraph into a three to five paragraph essay? How do I write to inform a reader? Knowledge and Skill apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and

7 information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. identify prepositional phrases and use correctly in writing punctuate correctly commas in the salutation and closing of a letter use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as Oh my, look at the size of that bug! Performance Tasks ASSESSMENT EVIDENCE Other Evidence Letter to author-study author Writer s Workshop - informal observations Teacher-student writing conferences acting out prepositions 3-5 paragraph essays evaluated with SOL rubric (Wednesday Night Writes) record and reflect on teacher comments in Writing Notebook look at previous feedback when writing new task compare feedback over time Written assessment on plural possessives/interjections/use of commas Essay about author s style LEARNING ACTIVITIES Graphic organizer: what belongs? (grouping ideas/categorizing information) Current Events Wednesday Night Write (released SOL prompts) brainstorm and draft due Friday, final (with edits and revisions) due Wed of following week TV Broadcast (news, weather, sports, etc.) diagramming main idea and details of stories Communications to the fourth grade Letter writing Weekly Newsletter/website updates Daily Oral Language Grammar worksheets plural possessives-interjections FAT-P: Form, Audience, Topic, Purpose TAG: Tell something you like, Ask a question, Give a suggestion (for use with peer editing)

8 UNDERSTANDING BY DESIGN Quarter 4-Writing to Entertain Standard(s) 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access information. 5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use plural possessives. b) Use adjective and adverb comparisons. c) Identify and use interjections. d) Use apostrophes in contractions and possessives. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters and in the salutation and closing of a letter. g) Use a hyphen to divide words at the end of a line. h) Edit for clausal fragments, run-on sentences, and excessive coordination. DESIRED RESULTS Understandings plan and organize information as they write for a variety of purposes use precise, descriptive vocabulary and vary sentence structure as they revise for clarity. understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader. Essential Questions How do I write to entertain a reader? How do I apply a story map to my own writing? How do I apply the elements of literature to my own writing? How do I continue to improve my use of the writing process? Knowledge and Skill apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended

9 audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well. instead of He played real well. use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house., is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.. Performance Tasks ASSESSMENT EVIDENCE Other Evidence Student-developed revising/editing checklist Brainstorm (webbing and story maps) to plan

10 You are the Editor!! - Stories self-evaluated and peer-evaluated with SOL rubric OR studentdeveloped rubric Writer s Workshop - informal observations writing record and reflect on teacher comments in Writing Notebook look at previous feedback when writing new task compare feedback over time Teacher-student writing conferences Final grammar evaluation application of writing process steps to writing poetry and narratives writing folder review LEARNING ACTIVITIES Stories with a beginning, middle, and end (story maps) Character descriptions (What do they see, hear, feel, think?) Brainstorming Revision/Editing checklists Peer editing (TAG) Writing plays/movies FAT-P: Form, Audience, Topic, Purpose Creating a story web/map for a favorite movie Overview of eight parts of speech Grade-wide anthology (similar to my TJ memories-student selects favorite piece of writing-one page limit) Writing fantasy stories Writing poetry