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Sixth Grade Writing Curriculum Map
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Sixth Grade Writing Curriculum Map Presentation Transcript

  • 1. 6th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITING Generate ideas through a variety of activities (e.g., prior knowledge, discussion withS1C1PO1 Ideas others, printed material or other sources). Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, toS1C1PO2 Purpose explain) of an intended writing piece. Determine the intended audience of a writing piece.S1C1PO3 Intended Audience Establish a central idea appropriate to the type of writing.S1C1PO4 Central idea Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web,S1C1PO5 Organizational Strategies story map, plot, pyramid) to plan writing.S1C1PO6 Writing records Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas.S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set time period. DRAFTINGS1C2PO1 Prewriting plan with main idea and supporting Use a prewriting plan to develop a draft with main idea(s) and supporting details. detailsS1C2PO2 Logical sequence Organize writing into a logical sequence that is clear to the audience. REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, andS1C3PO1 Evaluation of draft sentence fluency.S1C3PO2 Story details Add details to the draft to more effectively accomplish the purpose.S1C3PO3 Irrelevant and redundant information Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 1 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 2. 6th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard REVISING Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance theS1C3PO4 writing style.S1C3PO6 Simple and compound sentences Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.S1C3PO7 Tools or strategies for refinement Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.S1C3PO8 Resources and reference materials Use resources and reference materials to select more precise vocabulary.S1C4PO2 Resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions. EDITING/CONVENTIONS Identify punctuation, spelling, and grammar and usage errors in the draft.S1C4PO1 Convention errors Apply proofreading marks to indicate errors in conventions.S1C4PO3 Proofreading marks Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit theS1C4PO4 Tools or strategies to edit draft. Use capital letters correctly for:S2C6PO1 Capital letters a. proper nouns: • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 3. 6th Grade Writing Curriculum Map Isaac School District No. 5 AZ PREAMBLEStandard Knowledge Skills EDITING/CONVENTIONS b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectivesS2C6PO7 High frequency words Spell high frequency words correctly.S2C6PO9 Homonyms Use homonyms correctly in context.S2C6P10 Resources for spelling Use resources to spell correctly.S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences. PUBLISHING Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)S1C5PO1 Appropriate format for audience and purpose appropriate to audience and purpose.S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product.S1C5PO3 Graphics Use graphic (e.g., drawings, charts, graphs), when applicable, to enhance the final product.S1C5PO4 Legible handwriting Write legibly. LITERARY RESPONSE Write a response to literature that:S3C5PO1 Writing response a. presents several clear ideas b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 3 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 4. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter : 1Unit Name and Description: Narrative WritingCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Narratives are based on imagined or real events, observations or memories. Why does a strong beginning in a story draw a reader’s attention?In a story, a strong beginning can capture a reader’s interest. What clues help you figure out the intended message of an author?Using appropriate language helps readers comprehend a story. Why is it important to add details to your writing? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative Writing Write a narrative that includes: Narrative a) an engaging plot based on imagined or real ideas, Plot observations, or memories of an event or experience b) effectively developed characters Imagined c) a clearly described setting Observation d) dialogue, as appropriate Memories e). figurative language, or descriptive words Setting and phrases to enhance style and tone. DialogueS2C1PO2 Content and details Provide content and selected details that are well suited to Figurative audience and purpose. language DescriptiveS2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Style reader. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 4 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 5. 6th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO6 Story Ending Create an ending that provides a sense of resolution or Tone closure. Audience ResolutionS2C3PO1 Writing audience Show awareness of the audience through word choice and style. Closure TopicS2C4PO1 Accurate, specific and powerful Use accurate, specific, powerful words that effectively convey Purpose words the intended message. Accurate SpecificS2C5PO1 Simple and compound sentences Write simple and compound sentences. Powerful Effectively Convey Simple sentences Compound sentences Proper noun Title Abbreviation Proper adjective PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 5 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 6. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: SummaryCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Summaries include a topic sentence, supporting details, and relevant How does redundant or irrelevant information affect a summary?information. What are the essential elements of a summary?A summary is a form of expository writing. Why are these elements necessary when writing a summary?A well written summary contains only relevant details. When writing a summary, what should the writer first be able to do?Summaries are a synopsis, a shorter version of an original, and written in yourown words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Summary Write a summary based on the information gathered that Topic include(s): Purpose a. a topic sentence Summary b. supporting details c. relevant information Topic sentence Supporting detailsS3C2PO1 Information Record information (e.g., observations, notes, lists, charts, Relevant map labels and legends) related to the topic. InformationS2C2PO3 Details Place details appropriately to support the main idea. Observation ChartS1C3PO3 Irrelevant and redundant Delete irrelevant and/or redundant information from the draft Map labels information to more effectively accomplish the purpose. Legend PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 6 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 7. 6th Grade Writing Curriculum Map Isaac School District No. 5S1C3PO5 Transitional words Add transitional words, phrases and/or sentences to clarify Main idea meaning or enhance the writing style. RelevantS2C1PO1 Ideas and details Use clear, focused ideas and details to support the topic. Irrelevant Transitional words SufficientS2C1PO3 Explanation or exploration of topic Develop a sufficient explanation or exploration of the topic. explanation Exploration PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 7 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 8. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expressive WritingCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Writing can be expressive. What type of expressive writing have you read?Varied sentences enhance writing. How might a writer vary sentences to enhance writing?Literal and figurative language should be use appropriately. When is it appropriate to use figurative language?Dialogue enhances expressive writing. When is it appropriate to use literal language? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO2 Expressive Forms Write in a variety of expressive forms (e.g., poetry, skit) Expressive writing that, according to mode, employ: Poetry a. figurative language b. rhythm Skit c. dialogue Figurative d. characterization language e. plot Rhythm f. appropriate format DialogueS2C4PO4 Literal and figurative language Characterization Use literal and figurative language where appropriate to purpose. Plot Appropriate format Literal PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 8 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 9. 6th Grade Writing Curriculum Map Isaac School District No. 5S2C5PO3 Sentence beginnings, lengths, and Vary sentence beginnings, lengths, and patterns to enhance Beginning patterns the flow of the writing. Lengths PatternsS2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Quotation marks Short worksS2C3PO3 Voice Use language appropriate for the topic and purpose. SourcesC2C6PO3 Quotation marks Use quotation marks to punctuate: Topic Purpose a. dialogue Quotation marks b. titles of short works (e.g., chapter, story, article, song, poem) Punctuation c. exact words from sources PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 9 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 10. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional WritingCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Functional text is an integral part of our daily lives. Why is it important to be able to interpret specific information in functional text?Letters follow a specific format. What are the parts of a friendly letter? How are they properly used?Good writers use the structure that fits the type of writing. What should a formal letter include? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Functional Writing Write a variety of functional texts (e.g., directions, Functional text recipes, procedures, rubrics, labels, posters, Directions graphs/tables). RecipesS3C3PO3 Friendly letter Write a friendly letter that includes a: Procedures a. heading Rubrics b. salutation c. body Labels d. closing Posters e. signature Graphs PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 10 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 11. 6th Grade Writing Curriculum Map Isaac School District No. 5S3C3PO4 Formal letter Write a formal letter that follows a conventional business Tables letter format. Friendly letterS3C3PO5 Address an envelope Address an envelope for correspondence that includes: Heading a. an appropriate return address b. an appropriate recipient address Salutation BodyS2C2PO1 Writing structure Use a structure that fits the type of writing (e.g., letter format, Closing narrative, play, essay). Signature Formal letterS2C3PO2 Sense of identity Convey a sense of identity through originality, sincerity, Envelope liveliness, or humor appropriate to the topic and type of Return address writing. Recipient addressS2C6PO2 Commas Use commas to correctly punctuate: Letter format a. items in a series Sincerity b. greetings and closings of letters Liveliness c. introductory words Humor d. direct address Commas e. interrupters Direct address f. compound sentences Interrupters CompoundS2C6PO4 Italics and underlining Use italics (in typed copy) and underlining (in handwriting) to sentences indicate titles of longer works (e.g., books, plays, magazines, Italics movies, TV series). ColonsS2C6PO5 Colons Use colons to punctuate business letter salutations. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 11 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 12. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive WritingCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Persuasive text attempts to influence the reader. How do words influence our thinking?Persuasive text is usually written in the opinion of the writer. How can you write to change a person’s thinking?Advertisements, commercials on television and political campaign posters are What is the importance of voice and word choice in persuasive writing?all examples of persuasive text. How does the media (newspapers, magazines, television, radio, etc…)Words can influence our thinking. persuade you to think the way they want you to think?An effective persuasive paper has opinion backed up by facts. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C4PO1 Persuasive writing Write persuasive text (e.g., essay, paragraph, written Persuasive communications) that: Essay a. establishes and develops a controlling idea b. supports arguments with detailed evidence Paragraph c. includes persuasive techniques Written d. excludes irrelevant information communicationS2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure. Controlling idea ArgumentsS2C1PO4 Details Include ideas and details that show original perspective. Evidence Techniques Irrelevant Paragraph breaks PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 12 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 13. 6th Grade Writing Curriculum Map Isaac School District No. 5*S2C3PO3 Language Use language appropriate for the topic and purpose. Appropriate language TopicS2C3PO4 Voice Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Purpose Appropriate voiceS2C4PO2 Words and phrases Use words and phrases that consistently support style and type Formal of writing. Informal AudienceS2C4PO3 Vocabulary Use vocabulary that is original, varied, and natural. Phrases StyleS2C5PO2 Sentences Write sentences that flow together and sound natural when Vocabulary read aloud. Natural FlowS2C6PO6 Apostrophes Use apostrophes to punctuate: Natural a. contractions Apostrophes b. singular possessives ContractionsS2C6PO8 Patterns/Generalizations Use common spelling patterns/generalizations to spell words Singular correctly. possessivesS2C6PO12 Parts of Speech Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 13 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 14. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance ObjectivesUnit Name and Description: Process EssayCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Process essays include a thesis statement, supporting details, introduction, What can a writer to do draw in the attention of the reader?body, and conclusion. How can the use of organizational strategies help you in planning anA process essay is a form of expository writing. explanatory essay?It is essential to choose an appropriate topic and support it with a substantial What is the purpose of using transition words within an essay?amount of details. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO3 Process essay Write a process essay that includes: Process essay a. a thesis statement Thesis statement b. supporting details Supporting details c. introductory, body, and concluding paragraphs*S2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Introduction reader. BodyS1C1PO5 Organizational strategies Use organizational strategies (e.g., outline, chart, table, graph, Concluding Venn Diagram, web, story map, plot, pyramid) to plan paragraph writing. Organization planS1C1PO4 Central idea Establish a central idea appropriate to the type of writing. Central idea TransitionsS2C2PO4 Transitions Include effective transitions among all elements (sentences, paragraphs, ideas). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 14 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 15. 6th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO5 Paragraphs Construct paragraphs by arranging sentences with an organizing principle (e.g. to develop a topic, to indicate a chronology). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 15 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 16. 6th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance ObjectivesUnit Name and Description: Research WritingCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Research writing is used to explain a topic. What organizational strategies can writers use to pull together the information gathered in research to create a final product?Reading a variety of reference materials gives the writer a chance to organizea piece of writing in their own words. What are the essential parts of a research paper? How do good readers and writers use the research process to find and share information? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C6PO2 Informational report Write an informational report that includes: Topic a. a focused topic Facts b. appropriate facts and relevant details References c. a logical sequence Logical sequence d. a concluding statement Summary e. a list of sources used EncyclopediasS3C6PO1 Summary Write a summary of information from sources (e.g. Websites encyclopedias, websites, experts) that includes: Experts a. Paraphrasing to convey ideas and details from the Paraphrasing source Main Idea b. main idea(s) and relevant details Relevant details PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 16 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010