6 th Grade Sequence of Writing Assignments

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1 America s School of Heroes Middle School th Street, Ozone Park, N.Y Tel: Fax: Laura Mastrogiovanni, Principal Assistant Principals: Elizabeth Orsini- Fox Mark A. Main C. Lorri Ellis Zoanne Wilkins Michael Troy 6 th Grade Sequence of Writing Assignments For each unit, several possible writing assignments are listed. Each student must complete a minimum of two full writing pieces per unit. The first assignment listed is mandatory for all students to complete and is italicized. You may select the second assignment from the choices given or give your students the opportunity to choose the second assignment for themselves. Each writing piece should be evident of the student working through the writing process. For each writing piece, refer to the Common Core Learning Standards for grade- specific information. September (9/6-9/19) Foundations and Assessment l Writing Assessment (W6.4) 2 periods You will be provided with an essay question for your students. This should be given as a two- period assessment. The results of this assessment will enable you to gather data on your students as writers and plan grouping. l Paragraphs Descriptive, Narrative, Persuasive, Response (W6.1, W6.2, W6.3, W6.5, W6.9) Review the writing process and the MS 137 writing rubric with your students. Then, assess your students ability to write paragraphs (descriptive, narrative, persuasive, and response).

2 Unit 1 (9/20-10/26) Fiction and Nonfiction l Autobiographical Narrative (W6.3) Write an essay describing a memorable event. This should include strong descriptions, dialogue, and a reflection at the end (such as a lesson learned). You may use the prompt on page 154 or create one of your own. l Descriptive Essay (W6.3) Write an essay describing a person, place, or thing. The writing should focus on including vivid sensory language and strong adjectives. You may use the prompt on page 86 or create one of your own. l News Report (W6.2) You may use the writing prompt on page 41 or ask your students to write a brief news report on something that has happened in their lives, the community, or the world. Unit 2 (10/29-12/7) Short Stories l Response to Literature Review (W6.9) Write a review of a short story or novel you have recently read. You may use the prompt on page 264 or create one of your own. For example, you may ask your students to write an essay including their opinion of the literature, what they liked/did not like about it, and a recommendation for others. l Short Story (W6.4) Write a short piece of fiction. The story should include all the elements of fiction, including setting, dialogue, and characters. You may use the prompt on page 354 or create one of your own. l Personal Narrative/Fictional Narrative (W6.3) You may choose the prompt on page 331 or create one of your own. For example, you may ask your students to rewrite a story or excerpt from the point of view of a different character.

3 Unit 3 (12/10-1/24) Types of Nonfiction l Persuasive Essay (W6.1) CHANCELLOR S INSTRUCTIONAL EXPECTATIONS ASSIGNMENT Write an essay where you state a position and cite several reasons why your position should be supported. Refer to the CCSS for additional information. l How- to essay (W6.3) Write an essay where you describe how to accomplish or make something. This could take the form of a narrative procedure. You may also wish to have your students present their assignments by demonstrating the steps for the class. You may use the prompt on page 462 or create one of your own. l Journal Entry (W6.3) You may either use the prompt on page 487 or create one of your own. For example, you may ask your students to write a journal entry from the point of view of a person experiencing something noteworthy that is happening in the world. Unit 4 (1/25-2/15) Poetry l Comparison/Contrast Essay (W6.2, W6.9) Write an essay where you compare and contrast two poems, a poem and a song, etc. The essay should include both explicitly stated similarities and differences and implied similarities and differences. You may use the prompt on page 668 or create one of your own. l Problem/Solution Essay (W6.2) Write an essay where you discuss a problem in your community and offer several solutions for this problem. You may use the prompt on page 614 or create one of your own. l Letter to an Author (W6.9) You may either choose the prompt on page 583 or ask the students to write a letter to the author of their guided or independent reading novel. l Poetry (W6.11c) Write poetry in different forms and include poetic elements and devices.

4 Test Preparation (2/25-4/18) l Short and Extended Responses (W6.1, W6.2, W6.9) Complete several practice listening and paired passage sections (Book II). Unit 6 (4/19-5/17) Themes in Folk Literature l Research Report (W6.6, W6.7, W6.8) Create a research question about a topic you are studying in Social Studies or Science and conduct research to answer this question. The finished product should include direct quotations from a source and a bibliography. You may use the prompt on page 988 or create one of your own. l Multimedia Report (W6.6, W6.7, W6.8) (Note may be combined with research report) Create a presentation that incorporates technology. Alternatively, students may use posters, overhead transparencies, or other visuals. You may use the prompt on page 906 or create one of your own. l Fable (W6.4) You may use the writing prompt on page 855 or ask the students to write an updated version of a fable. Unit 5 (5/20-6/21) Drama l Playwriting (W6.4) Write a brief play, commercial, etc on a topic of your choice. This can be done as a group activity with the students presenting their finished work. l Cause and Effect Essay (W6.2) Write an essay where you explain the consequences of an action, policy, or event. You may use the prompt on page 800 or create one of your own. l Response to Literature Letter (W6.9) Write a letter to the author of a short story or novel you have recently read. This should include your opinion of the literature, what you liked/did not like about it, and a recommendation for others. You may use the prompt on page 738 or create one of your own. l Review (W6.1) You can either use the writing prompt on page 779 or ask the students to write a review of a film or presentation.

5 6 th Grade Common Core Learning Standards (Writing) 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 6 on page 53.)

6 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ). b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. 11. Create and present a text or art work in response to literary work. a. Develop a perspective or theme supported by relevant details. b. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts. c. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).