GREENCASTLE- ANTRIM SCHOOL DISTRICT. 1.4 Writing. Write informative / explanatory text to examine a topic

Transcription

1 6th grade E.L.A Writing 1 GREENCASTLE- ANTRIM SCHOOL DISTRICT 1.4 Writing PACCSS Content What the Student Will Know Performance What the Student will Do Activities/Assessments CC A Informative / Explanatory / Expository Text Write informative / explanatory text to examine a topic Convey ideas, concepts, and information clearly. Sentence Structure Sentence Stems Proper Paragraph Proper Essay Format CC B Focus Thesis Statement Definition Classification Comparison / Contrast Cause / Effect Audience Writer s Purpose: Informative Identify and introduce the topic for intended audience. Create an organizational structure in which ideas, concepts and information are logically grouped to support the author s purpose using strategies such as definition classification comparison / contrast cause / effect Trade Books Writing a Thesis Statement Outline Short Research Project CC C Content facts / opinions definitions concrete details quotations examples graphics multimedia relevant evidence Develop and analyze the topic with relevant, facts definitions concrete details quotations examples other information Use graphics and multimedia when useful to aiding comprehension Trade Books Multimedia Citing Evidence

2 6th grade E.L.A Writing 2 Use relevant evidence from texts to support claims, opinions, and inferences Demonstrate an understanding of the text ( According to... ) Works Cited Short Research Projects Primary Sources CC D Organization Transitions Conclusions Definition structure Classification structure Comparison/Comparison Cause/Effect structure Formatting Introduce a topic for intended audience Create an organizational structure in which ideas, concepts, and information are grouped logically to support the author s purpose such as: definition classification comparison/contrast cause/effect Use appropriate transitions to clarify relationships among ideas and concepts Provide a concluding statement or section that follows from the information or explanation or analysis presented Include formatting (e.g. headings) when useful to aiding comprehension. CC E Style Precise language Connotation Denotation Domain-Specific Vocabulary Tone Voice Formal vs. Informal language Varied Sentence Patterns Punctuation for Effect Words and Phrases for Effect Write with an awareness of the stylistic aspects of composition: Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Develop and maintain a consistent voice. Establish and maintain a formal style. Vary sentence patterns for... meaning Practice Sentence Exercises Word Choice Practice Self-Assessments / Reflections

3 6th grade E.L.A Writing 3 reader/listener interest style Collaborative Pairs Peer Revision Maintain consistency in style and tone Choose punctuation for effect Choose words and phrases to convey ideas precisely and for effect CC F Conventions of Language Subjective Objective Possessive Intensive Vague Ambiguous Pronouns Antecedents Verb tense Fragments Run-ons Easily confused words Subject/Verb agreement Pronoun- antecedent agreement Comma Parenthesis Dash Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, and spelling. Ensure that all pronouns are in the proper case subjective objective possessive Use intensive pronouns myself ourselves... inappropriate shifts in pronoun number and person Examples vague pronouns (i.e. ones with unclear or ambiguous antecedents) inappropriate shifts in verb tense Produce complete sentences inappropriate fragments and run-on sentences Correctly use frequently confused words (eg. to, too, two; there, their, they re) Ensure subject-verb and

4 6th grade E.L.A Writing 4 pronoun-antecedent agreement Use punctuation to set off nonrestrictive / parenthetical elements commas parentheses dashes Spell correctly Use punctuation to separate items in a series CC G Opinion / Argumentative Argument Claims Write arguments to support claims Sentence Structure Sentence Stems Proper Paragraph Proper Essay Format CC H Focus Opinion Audience Organizational Structure Author s Purpose Claim Introduce and state an opinion on a topic Introduce claim(s) for the intended audience State a topic Create an organizational structure in which ideas, concepts, reasons, evidence, and information are logically grouped to support the author s purpose Trade Books Writing a Thesis Statement Outline Short Research Project

5 6th grade E.L.A Writing 5 CC I Content Claim Relevant Evidence Inferences Audience Writer s Purpose Credible Sources Use credible sources Demonstrate an understanding of the topic or text Support the claim(s) with clear reasons and relevant evidence Develop the analysis using relevant evidence from text to support claims, opinions, and inferences (e.g. T-chart- claim/ opposing claim, Venn Diagram- 2 different sources/ LFS g.o.) Trade Books Multimedia Citing Evidence ( According to... ) Works Cited Short Research Projects Primary Sources CC J Organization Claims reasons argument analysis evidence author s purpose transitions Organize the claim(s) with clear reasons and evidence Clarify relationships among claims(s) and reasons by using words, phrases, and clauses Provide a concluding statement or section that follows from the argument / analysis presented and reinforces and claim(s) and reasons presented (e.g. T-chart- claim/ opposing claim, Venn Diagram- 2 different sources/ LFS g.o.) Introduce claim(s) / text for the intended audience Support the author s purpose by organizing the reasons and evidence State a topic Create an organizational structure in which ideas, concepts and information are

6 6th grade E.L.A Writing 6 logically grouped to support the author s purpose Use appropriate transitions to clarify the relationships among the ideas and concepts CC K Style Precise language Domain-Specific Vocabulary Complex Sentences Tone Voice Formal vs. Informal language Varied Sentence Patterns Punctuation for Effect Words and Phrases for Effect Write with an awareness of the stylistic aspects of composition: Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Develop and maintain a consistent voice. Establish and maintain a formal style. Practice Sentence Exercises Word Choice Practice Self-Assessments / Reflections Choose words and phrases to convey ideas precisely Collaborative Pairs Vary sentence patterns for... meaning reader/listener interest style Peer Revision Maintain consistency in style and tone Choose punctuation for effect

7 6th grade E.L.A Writing 7 Choose words and phrases for effect CC L Conventions of Language Subjective Objective Possessive Intensive Vague Ambiguous Pronouns Antecedents Verb tense Fragments Run-ons Easily confused words Subject/Verb agreement Pronoun- antecedent agreement Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, and spelling. Ensure that all pronouns are in the proper case subjective objective possessive Use intensive pronouns myself ourselves... inappropriate shifts in pronoun number and person Examples vague pronouns (i.e. ones with unclear or ambiguous antecedents) inappropriate shifts in verb tense Produce complete sentences inappropriate fragments and run-on sentences Correctly use frequently confused words (eg. to, too, two; there, their, they re) Ensure subject-verb and pronoun-antecedent agreement Use punctuation (commas, parentheses, dashes) to set off nonrestrictive / parenthetical elements Spell correctly Use punctuation to separate

8 6th grade E.L.A Writing 8 items in a series CC M Narrative Write narratives to develop real or imagined experiences or events Sentence Structure Sentence Stems Proper Paragraph Proper Essay Format Show, Don t Tell CC N Focus Context Point of View Narrator Characters Event Sequence Writer s Purpose Controlling Point Engage and orient the reader by establishing a context and point of view Introduce a narrator and/or characters Organize an event sequence that unfolds naturally and logically to support the writer s purpose Maintain controlling point Multiple-Perspective Books CC O Content Dialogue Description (details) Pacing Sensory language Use narrative techniques to develop experiences, events, and/or characters, such as: dialogue description pacing To convey experiences and events, use: precise words and phrases relevant descriptive details sensory language

9 6th grade E.L.A Writing 9 CC P Organization Logical sequence Flashback Transition words Conclusion Organize an event sequence that unfolds naturally and logically Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another Provide a conclusion that follows from the narrated experiences or events. CC Q Style Precise language Tone Voice Varied Sentence Patterns Punctuation for Effect Words and Phrases for Effect Write with an awareness of the stylistic aspects of composition: Use precise words and phrases Develop and Maintain a consistent voice Vary sentence patterns for... meaning reader/listener interest style Maintain consistency in style and tone Choose words and phrases ideas precisely Practice Sentence Exercises Word Choice Practice Self-Assessments / Reflections Collaborative Pairs Choose punctuation for effect Peer Revision Choose words and phrases for effect To convey experiences and events, use: precise words and phrases relevant descriptive details sensory language CC R Conventions of Language Subjective Objective Possessive Intensive Vague Ambiguous Pronouns Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, and spelling. Ensure that all pronouns are in the proper case Examples

10 6th grade E.L.A Writing 10 Antecedents Verb tense Fragments Run-ons Easily confused words Subject/Verb agreement Pronoun- antecedent agreement subjective objective possessive Use intensive pronouns myself ourselves... inappropriate shifts in pronoun number and person vague pronouns (i.e. ones with unclear or ambiguous antecedents) inappropriate shifts in verb tense Produce complete sentences inappropriate fragments and run-on sentences Correctly use frequently confused words (eg. to, too, two; there, their, they re) Ensure subject-verb and pronoun-antecedent agreement Use punctuation (commas, parentheses, dashes) to set off nonrestrictive / parenthetical elements Spell correctly Use punctuation to separate items in a series CC S Response to Literature Draw evidence from literary or informational texts to support analysis, reflection, and research Apply grade-level reading standards for literature and literary nonfiction Mark up the Text / Talk to the Text / Coding Multiple Sources of Text on one topic

11 6th grade E.L.A Writing 11 Introduce text for the intended audience State the topic Create an organizational structure in which ideas are logically grouped to support the writer s purpose Develop the analysis using relevant evidence from texts to support claims, opinions, and inferences Short Written Responses Sentence Stems Demonstrate an understanding of the text Use appropriate transitions to clarify the relationships among ideas and concepts Use precise language and domain-specific vocabulary to inform about and explain the topic Establish and maintain a formal style Provide a concluding section that follows from the analysis presented CC T Production and Distribution of Writing Writing Process With guidance and support from peers and adults, develop and strengthen writing as needed by... planning revising editing rewriting trying a new approach Try multiple approaches to writing text try alternative versions of text parts (attention getter, final thought...) CC U Technology and Publication Use technology, including the Internet, to produce and publish writing Google docs I-pads Use technology to interact and collaborate with others Technology Kindles

12 6th grade E.L.A Writing 12 Demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. CC V Conducting Research Conduct short research projects to answer a question Draw on several sources Short research projects Cite sources Refocus the inquiry when appropriate CC W Credibility, Reliability, and Validity of Sources Credibility Direct Quotations Paraphrase Summarize Plagiarism Citation format Gather relevant information from multiple print and digital sources Assess the credibility and of each source Quote or paraphrase the data and conclusions of others Avoid plagiarism Provide basic bibliographic information for sources Short Research projects Multiple print and digital sources MLA format instruction Compare/Contrast various websites (credible and noncredible) Paraphrasing lessons Plagiarism lessons CC X Range of Writing Write routinely over extended time frames research reflection revision Integrate writing in multiple disciplines, frequently Write routinely over shorter time frames (one sitting, two days) Write for a range of disciplinespecific tasks, purposes, and audiences