6 8 Grade Writing Curriculum Map Overview

Transcription

1 6 8 Grade Writing Curriculum Map Overview Grade Trimester 1 Trimester 2 Trimester 3 6 Writer s Workshop Narrative Lit Books Blog and Wiki Page Writer s Workshop Opinion Research Writing 7 Writer s Workshop Narrative Wiki Page (Extracurriculars) Research Writing Debate 8 Research Writing Debate Writer s Workshop Opinion Wiki Page

2 6th Grade Writing Curriculum Map Trimester 1: Narrative Writing Lucy Calkins Writer s Workshop Standards Essential Question: How can we use a small moment to generate a personal narrative? Introduction to Writing: Class syllabus letter Set Entry routine Set Classroom expectations Collect narrative writing sample: Yesterday at school you discovered a giant hole in the playground. Please write a short narrative story explaining what happened. Introduce the 5th and 6th grade checklist Set writing goals off of checklist Establish expectations for Writer s Workshop and using the Writer s Notebook (Red Notebook) Establish purpose of the flash write Bends I and II from Writer s Workshop will be completed SWBAT write a short narrative based off of past writing experiences SWBAT set writing goals using the Lucy Calkins checklist SWBAT use mentor texts to improve own writing SWBAT use flash writes to generate possible final draft SWBAT use charts, maps and important events to generate ideas for writing Individual objectives and mini objectives will be written in each student s notebook Length of Unit Narrative, lead, transitions, elaboration, craft, mentor text Writer s workshop Unit 1 Narrative Short Narrative Essay using 5th or 6th grade checklist 1 Trimester

3 Trimester 2: Digital Writing Literature Books/Blogs/Wiki Page Standards Essential Question: How do we use writing in the digital age? Introduction to Digital Writing: What is digital writing (blogs, wiki pages, google, etc.) SWBAT create and consistently update a blog page reflecting their lit book Individual objectives and mini objectives will be written in each student s notebook Length of Unit Narrative, lead, transitions, elaboration, craft, mentor text Writer s workshop Unit 2 Opinion Writing Blog 1 Trimester

4 Trimester 3: Research Writing 6th Grade Overview Standards Write a basic 5 paragraph persuasive essay arguing for or against a topic of interest focusing specifically on the research process and tools taught in class. 12 Weeks Core Knowledge Content and the following Minnesota State Standards: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate 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 (The standard was cut off at this point on the MDE site) Draw evidence from literary or informational texts to support analysis, reflection, and research. Essential Question: How can I use research to persuade others? Introduction to What is persuasive research writing? SWBAT Name and define the parts of a persuasive research paper (Lesson 1 ) SWBAT Determine reliable research sources to use (Lesson 2 ) SWBAT Know how to avoid plagiarism (Lesson 3 ) SWBAT Define and write a thesis (Lesson 4 ) SWBAT Understand the difference between an argument and a statement (Lesson 5 ) SWBAT Create 3 arguments to defend a thesis (Lesson 5 continued) SWBAT Take notes on research and paraphrase information using at least 4 sources (4 weeks) SWBAT Organize information and create an outline (Lesson 6) SWBAT Know how to cite information and quotations used within a research paper

5 SWBAT Write an organized, coherent 5 paragraph research paper (4 weeks) SWBAT Give and receive feedback through peer editing sessions (3 days) SWBAT Make edits to improve their papers (1 3 days) SWBAT Create and format a basic works cited page (1 3 days) SWBAT Present their topic and research findings to the class (1 week) Varies by lesson Length of Unit Topic, pro, con, attention grabber, thesis, introduction, background information, body, argument, supporting detail, concluding statement, source, call to action, transitions, plagiarism, citation, works cited page. Example of completed paper, outline, and works cited page for reference Example of persuasive essay outline form Example of properly formatted notes Examples of reliable sources for research Examples of MLA formatted documents: Online Writing Lab at Purdue University: Properly formatted notes, completed outline, research paper, and works cited page 1 Trimester Lesson 1 Introduce research writing Standards Core Knowledge Content and the following Minnesota State Standards: , , and Essential Question: How can I use research to persuade others? Introduce research writing and persuasion Introduce the parts of a persuasive paper: topic, pro, con, attention grabber, thesis, introduction, background information, body, argument, supporting detail, concluding statement, source, citation and works cited page (Show and explain examples) SWBAT explain why and how research is used to defend opinions SWBAT recognize and name the parts of a persuasive essay

6 Individual objectives and mini objectives will be written in each student s notebook Topic, pro, con, attention grabber, thesis, introduction, background information, body, argument, supporting detail, concluding statement, source, citation and works cited page Example of completed paper, outline, and works cited page, example of outline form Quiz or exit ticket Lesson 2 Determining reliable sources Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: How can I use research to persuade others? Reliable sources: Introduce and define reliable sources Introduce sources to avoid such as blogs, personal web pages, and wikipedia SWBAT Determine reliable research sources to use and sources to avoid Check for understanding with pre prepared list of reliable and unreliable sources to use; have students select the reliable resources from the list. Reliable sources, sites, online periodicals, databases, blogs and wikipedia Examples of appropriate and reliable sites and databases to use, and also those to avoid such as Wikipedia, blogs, personal websites, etc., for example. List of appropriate sources and unreliable sources to check for understanding (Teacher created) Example of completed paper, outline and works cited page to reference as needed

7 Quiz or exit ticket Lesson 3 Avoiding plagiarism: Paraphrasing and citing sources in notes. Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: How can I use research to persuade others? Plagiarism: Introduce and define plagiarism Demonstrate how to paraphrase and cite sources within notes to avoid plagiarism SWBAT Know how to avoid plagiarism SWBAT Know how to cite sources used within notes Individual practice of paraphrasing and noting the source either in notebook or on a teacher prepared worksheet Plagiarism, paraphrasing Example of completed paper, outline and works cited page Example to model paraphrasing Teacher prepared worksheet for paraphrasing practice Quiz or exit ticket Lesson 4 Defining and writing a thesis Standards Core Knowledge Content and the following Minnesota State Standards: and Essential Question: How can I use research to persuade others?

8 Thesis Statements Define Model thesis writing SWBAT Define and write a thesis Students will practice writing thesis statements from a teacher provided topic list Thesis statement Examples of thesis statements List of example topics for which students can practice writing thesis statements Quiz or exit ticket Lesson 5 Writing arguments, not statements Standards Core Knowledge Content and the following Minnesota State Standards: and Essential Question: How can I use research to persuade others? Arguments Introduce and define elements of an argument Model argument writing Model the difference between a statement and an argument. Statment: Pollution continues to increase in major cities. Argument: Pollution continues to increase at too high of a rate in major cities. (Note the qualifier). Objectives SWBAT Understand the difference between an argument and a statement SWBAT Create 3 arguments to defend a thesis Students will practice writing arguments from a teacher provided list of thesis ideas

9 Argument Examples of arguments vs. statements List of 3 5 thesis statements for which students can practice writing arguments Quiz, exit tickets, etc. Weeks 2, 3, 4 and 5. Students should choose a topic of interest, write and document their thesis and three arguments on the persuasive essay outline form. They should use class time for the next four weeks to conduct their research and take notes. Lesson 6 Organize information and complete persuasive outline form including source information Standards Core Knowledge Content and the following Minnesota State Standards: , , , and Essential Question: How can I use research to persuade others? Persuasive Essay Outline form Model the correct completion of the document SWBAT Complete a properly formatted outline with information for their persuasive essay Completing applicable sections of the persuasive outline form: Outline Persuasive Essay outline form Completion of the following items on the persuasive outline form: Topic, working title, thesis, section I: A,F, sections II IV: A D, and section V: A C. Students should complete the form by hand first, get teacher approval, and then replicate the outline entering all information electronically in a google doc.

10 Duration 2 3 class periods Weeks Students should spend class time for the next 4 weeks focusing first on structuring their three body paragraphs, then their attention grabbing statement, introduction and conclusion and a call to action. Conduct mini lessons during week 8 on writing an attention grabbing statement and a call to action Week 11 Conduct peer editing sessions days 1 3 to give and receive feedback for days 1 3, then do final edits on days 4 5. Week 12 Print and submit final copy. Turn in notes, rough outline, typed outline, and final typed paper. Each student should then present their findings to the class in a 3 5 minute presentation which should be informational, yet more informal in tone.

11 Trimester 2: Research Writing 7th Grade Research Writing Standards An in depth informative 2 3 page research paper on a topic of choice, focusing on the process and tools introduced in 6th grade, and requiring at least 8 sources and more sophisticated formatting Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation Draw evidence from literary or informational texts to support analysis, reflection, and research. Essential Question: Why is research important, anyway? Introduction to What is research writing? SWBAT Determine reliable research sources to use (Lesson 2 ) SWBAT Know how to avoid plagiarism (Lesson 3 ) SWBAT Define and write a thesis (Lesson 4 ) SWBAT Write targeted topic sentences (Lesson 5 ) SWBAT Take notes on research and paraphrase information using at least 8 sources (four websites, and at least four online or print publications (4 weeks) SWBAT Organize information and create an outline (Lesson 6) SWBAT Know how to cite information and quotations used within a research paper SWBAT Write an organized, coherent multi paragraph research paper (4 weeks) SWBAT Give and receive feedback through peer editing sessions (3 days)

12 SWBAT Make edits to improve papers (1 3 days) SWBAT Create and format a formal works cited page using MLA format (1 3 days) SWBAT Present their topic and research findings to the class (1 week) Varies in each lesson Length of Unit Introduction, body, conclusion, thesis, main points, topic sentences, transitions, concluding sentences, plagiarism references, citations, works cited page. Example of a completed research paper with MLA citations Example of an outline with MLA citations Example of a works cited page formatted in MLA style Completed Research paper, outline and works cited page 1 Trimester Lesson 1 Introduce research writing Standards Core Knowledge Content and the following Minnesota State Standards: , , Essential Question: What is research writing? Introduce research writing Introduce the parts of a research paper: topic, attention grabber, thesis, introduction, background information, body, topic sentences, supporting detail, concluding statement, source, citation and works cited page (Show and explain examples) SWBAT explain why and how research is used to inform SWBAT recognize and name the parts of a research essay Individual objectives and mini objectives will be written in each student s notebook

13 Topic, attention grabber, thesis, introduction, background information, body, topic sentences, supporting detail, concluding statement, source, citation and works cited page Example of completed paper, outline, and works cited page Quiz or exit ticket Lesson 2 Determining reliable sources Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: What is research writing? Reliable sources: Introduce and define reliable sources Introduce sources to avoid such as blogs, personal web pages, and wikipedia SWBAT Determine reliable research sources to use and sources to avoid Check for understanding with pre prepared list of reliable and unreliable sources to use; have students select the reliable resources from the list. Reliable sources, sites, online periodicals, databases, blogs and wikipedia Examples of appropriate and reliable sites and databases to use, and also those to avoid such as Wikipedia, blogs, personal websites, etc., for example. Quiz or exit ticket List of appropriate sources and unreliable sources to check for understanding (Teacher created) Example of completed paper, outline and works cited page to reference as needed

14 Lesson 3 Avoiding plagiarism: Paraphrasing and citing sources in notes. Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: What is research writing? Plagiarism: Introduce and define plagiarism Demonstrate how to paraphrase and cite sources within notes to avoid plagiarism SWBAT Know how to avoid plagiarism SWBAT Know how to cite sources used within notes Individual practice of paraphrasing and noting the source either in notebook or on a teacher prepared worksheet Plagiarism, paraphrasing Example of completed paper, outline and works cited page Example to model paraphrasing Teacher prepared worksheet for paraphrasing practice Quiz or exit ticket Lesson 4 Defining and writing a thesis Standards Core Knowledge Content and the following Minnesota State Standards: and Essential Question: What is research writing? Thesis Statements Define Model thesis writing

15 SWBAT Define and write a thesis Students will practice writing thesis statements from a teacher provided topic list Thesis statement Examples of thesis statements List of example topics for which students can practice writing thesis statements Quiz or exit ticket Lesson 5 Writing topic sentences Standards Core Knowledge Content and the following Minnesota State Standards: and Essential Question: What is research writing? Introduce and define elements of a topic sentence Model topic sentence writing Objectives SWBAT write effective topic sentences Students will practice writing a topic sentence from a teacher provided list of thesis ideas Topic sentence Examples of topic sentences List of 3 5 thesis statements for which students can practice writing topic sentences Quiz, exit tickets, etc.

16 Weeks 2, 3, 4 and 5. Students should choose a topic of interest, and write and document their thesis. They should use class time for the next four weeks to conduct their research and take notes. Lesson 6 Organize information and complete an outline including source information Standards Core Knowledge Content and the following Minnesota State Standards: , , , and Essential Question: What is research writing? Essay Outline Model the correct completion of the document SWBAT Complete a properly formatted outline with information for their essay Completing the outline Outline Sample outline Completion of the outline electronically in a google doc, following the correct format. Duration 2 3 class periods Weeks Students should spend class time for the next 4 weeks focusing first on structuring their three body paragraphs, then their attention grabbing statement, introduction and conclusion. Conduct mini lessons during week 8 on writing an attention grabbing statement.

17 Week 11 Conduct peer editing sessions days 1 3 to give and receive feedback for days 1 3, then do final edits on days 4 5. Week 12 Print and submit final copy. Turn in notes, rough outline, typed outline, and final typed paper. Each student should then present their findings to the class in a 3 5 minute presentation which should be informational, yet more informal in tone.

18 Trimester 1: Research Writing 8th Grade Research Writing An in depth 3 5 page persuasive essay arguing for or against a controversial topic of choice, but also including counter arguments, acknowledging them, and ultimately rebutting them. Again, focusing on the process and tools introduced in 6th grade, as well as requiring 10 sources and more sophisticated formatting. Standards Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s),acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation Draw evidence from literary or informational texts to support analysis, reflection, and research.

19 Essential Question: Why is it important to know how to persuade others through writing? Introduction to Persuasive Writing: What is persuasive writing?(lesson 1, ) SWBAT Determine reliable research sources to use (Lesson 2, ) SWBAT Paraphrase information (Lesson 3, ) SWBAT Know how to avoid plagiarism(lesson 3, continued) SWBAT know how to write a focused thesis (Lesson 4, ) SWBAT Understand the difference between an argument and a statement(lesson 5, ) SWBAT Write a structured an argument(lesson 5, continued) SWBAT Write a counterargument (Lesson 5, ) SWBAT Respond to counterargument showing its flaw(s) (Lesson 5 continued ) SWBAT Locate facts to effectively support specific arguments (4 weeks) SWBAT Format an outline with citations (Lesson 6, 2 3 class periods) SWBAT Write an organized, coherent multi paragraph research paper using MLA format (4 weeks) SWBAT Cite sources used within a research paper SWBAT Give and receive feedback through peer editing sessions (3 days) SWBAT Make edits to improve papers (1 3 days) SWBAT Create and format a formal works cited page using MLA format (1 3 days) SWBAT Present their topic and research findings to the class (1 week) Individual objectives and mini objectives will be written in each student s notebook Length of Unit Introduction, body, conclusion, thesis, main points, arguments, counterarguments, transitions, concluding sentences, plagiarism, MLA format, references, citations, works cited page. Online Writing Lab at Purdue University: Completed research paper, works cited page and outline 1 Trimester

20 Lesson 1 Introduce research writing Standards Core Knowledge Content and the following Minnesota State Standards: , , , and Essential Question: Why is it important to know how to persuade others through writing? Introduce research writing and persuasion Introduce the parts of a persuasive paper: topic, pro, con, attention grabber, thesis, introduction, background information, body, argument, counter arguments supporting detail, concluding statement, source, citation and works cited page (Show and explain examples) SWBAT explain why and how research is used to defend opinions SWBAT recognize and name the parts of a persuasive essay Individual objectives and mini objectives will be written in each student s notebook Topic, pro, con, attention grabber, thesis, introduction, background information, body, argument, supporting detail, concluding statement, source, citation and works cited page Example of completed paper, outline, and works cited page, example of outline form Quiz or exit ticket Lesson 2 Determining reliable sources Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: Why is it important to know how to persuade others through writing? Reliable sources: Introduce and define reliable sources Introduce sources to avoid such as blogs, personal web pages, and wikipedia

21 SWBAT Determine reliable research sources to use and sources to avoid Check for understanding with pre prepared list of reliable and unreliable sources to use; have students select the reliable resources from the list. Reliable sources, sites, online periodicals, databases, blogs and wikipedia Examples of appropriate and reliable sites and databases to use, and also those to avoid such as Wikipedia, blogs, personal websites, etc., for example. Quiz or exit ticket List of appropriate sources and unreliable sources to check for understanding (Teacher created) Example of completed paper, outline and works cited page to reference as needed Lesson 3 Avoiding plagiarism: Paraphrasing and citing sources in notes. Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: Why is it important to know how to persuade others through writing? Plagiarism: Introduce and define plagiarism Demonstrate how to paraphrase and cite sources within notes to avoid plagiarism SWBAT Know how to avoid plagiarism SWBAT Know how to cite sources used within notes Individual practice of paraphrasing and noting the source either in notebook or on a teacher prepared worksheet Plagiarism, paraphrasing

22 Example of completed paper, outline and works cited page Example to model paraphrasing Teacher prepared worksheet for paraphrasing practice Quiz or exit ticket Lesson 4 Defining and writing a thesis Standards Core Knowledge Content and the following Minnesota State Standards: and Essential Question: Why is it important to know how to persuade others through writing? Thesis Statements Define Model thesis writing SWBAT Define and write a thesis Students will practice writing thesis statements from a teacher provided topic list Thesis statement Examples of thesis statements List of example topics for which students can practice writing thesis statements Quiz or exit ticket

23 Lesson 5 Writing arguments, not statement, and counterarguments Standards Core Knowledge Content and the following Minnesota State Standards: , and Essential Question: Why is it important to know how to persuade others through writing? Arguments Introduce and define elements of an argument Model argument writing Model the difference between a statement and an argument. Statment: Pollution is increasing in major cities. Argument: Pollution continues to increase at an alarmingly high rate in major cities. (Note the qualifier). Objectives SWBAT Understand the difference between an argument and a statement SWBAT Create 3 arguments to defend a thesis Students will practice writing arguments from a teacher provided list of thesis ideas Argument Examples of arguments vs. statements List of 3 5 thesis statements for which students can practice writing arguments Quiz, exit tickets, etc. Weeks 2, 3, 4 and 5. Students should choose a topic of interest, write and document their thesis and three arguments and at least two counterarguments on the persuasive essay outline form. They should use class time for the next four weeks to conduct their research and take notes. Lesson 6 Organize information and complete persuasive outline form including source information Standards Core Knowledge Content and the following Minnesota State Standards: , , , and

24 Essential Question: Why is it important to know how to persuade others through writing? Persuasive Essay Outline form Model the correct completion of the document SWBAT Complete a properly formatted outline with information for their persuasive essay Completing applicable sections of the persuasive outline form: Outline Persuasive Essay outline form Completion of the following items on the persuasive outline form: Topic, working title, thesis, section I: A,F, sections II IV: A D, and section V: A C. Students should complete the form by hand first, get teacher approval, and then replicate the outline entering all information electronically in a google doc. Duration 2 3 class periods Weeks Students should spend class time for the next 4 weeks focusing first on structuring their three body paragraphs, then their attention grabbing statement, introduction and conclusion and a call to action. Conduct mini lessons during week 8 on writing an attention grabbing statement and a call to action Week 11 Conduct peer editing sessions days 1 3 to give and receive feedback for days 1 3, then do final edits on days 4 5. Week 12 Print and submit final copy. Turn in notes, rough outline, typed outline, and final typed paper. Each student should then present their findings to the class in a 3 5 minute presentation which should be informational, yet more informal in tone.